DAILY LESSON PLAN
Physics 11
7
Lesson:
COURSE: SPH3U
Learning Targets:
-Position, Velocity and Acceleration-Time coordinate systems and the concept Kinematic Terminologies
By the end of the lesson, students will know/be able to:
(refer to knowledge, understanding/inquiry, communication, application):
-Differentiate between average and instantaneous acceleration using examples.
- Differentiate between average and instantaneous acceleration using slopes from a v →-t graph.
-Calculate average velocity using graphical methods
- Use kinematic terminologies in a logical manner
- Sketch a v-t graph given a d-t graph and a d → -t graph given a v →-t graph.
-Generate the five kinematics equations associated with motion with uniform acceleration and Solve
problems involving the five equations using proper form
-Students will act upon new ideas about uniform and un-uniform motions
-Students will be able to communicate the concept of velocity, acceleration
-Student will be able to apply their knowledge of calculus to solve kinematics problem
Learning Skills
∆ Responsibility
∆ Organization
∆ Independent work
∆ Collaboration
∆ Initiative
∆ Self-regulation
(Describe how the learning skill connects to the learning target)
Curriculum Expectations
Overall Expectations:
B2. investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve
related problems;
Specific Expectations:
B2.1 use appropriate terminology related to kinematics, including, but not limited to: time, distance, position,
displacement, speed, velocity, and acceleration
B2.2 Analyse and interpret position–time, velocity– time, and acceleration–time graphs of motion in one
dimension (e.g., use tangent slopes to create velocity–time graphs from position–time graphs and
acceleration–time graphs from velocity–time graphs; use the area under the curve to create position–time
graphs from velocity–time graphs and velocity–time graphs from acceleration–time graphs)
Instructional Strategies:
∆
∆
∆
∆
∆
Think/Pair/Share: Think/Pair/Draw
Brainstorming
Four Corners
Other: (describe)
Graphic Organizers
∆ Coding for Importance
∆ Inside/Outside Circles
∆ Rapid Writing
∆
∆
∆
∆
∆
∆
∆
Placemat
Jigsaw
Gallery Tour
Graffiti
Learning Centres
Demonstration
Debate
∆ Co-operative Learning
∆ Numbered Heads
∆ Group Work/ Instructional Strategies
∆ Direct Teaching
∆ Role Playing
∆ Seminar/ Panel
∆ Hands-on activity
ASSESSMENT STRATEGIES
 Test
□ Portfolio
□ Journals
 Essay
 Presentation
□ Conferencing
□ Project
□ Problem Worksheets
 In-class exercises
ASSESSMENT TOOLS (Please attach)
□ Rubric
□ Detailed marking scheme
□ Checklists
□ Exemplars
TITLE OF ASSESSMENT:
12 end of sections problem
________________________________
Due date: Next week, Monday.
RESOURCES/MATERIALS:
 Textbook, novel, play
Newspaper, magazine articles
 Video, tape, internet resources
 Reference books, charts, graphs
 Handouts
SUMMARY OF LESSON PLAN
Introduction:
-Outlined the today’s topics and its terminology on the board
-Recap the previous lesson:
-Answered students’ question on the last lesson
-A student offered a 5-minute presentation
-Distribute handouts of today’s lesson
Middle:
- Described pre-knowledge earners need to understand Projectile: the concept of Velocity, Acceleration,
Gravity, Vector, Sin and Cos. functions and Time-Distance coordinate system
-Lecture on Projectile Motion with putting forward examples of projectiles in the real life
-Breaking down two-dimension to simple one dimension using trigonometric functions, and solved related
problems and verifications
-Described and solved example on Projectile Range, Maximum Height, and Final velocity
- Students are guided on how to choose among relative formulas to solve specific Projectile problems
Conclusion:
-Students solved selected problems in group 30 minutes and I went around the classroom participating in
their discussion and helping them to back on track if they were off-track
-Homework: 5 End-of-Chapter problems
Follow-Up/Homework/Extensions/Reminders/Recommendations for Future
Planning:
Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science,
Math, Visual Arts, Drama, Music, PE&H, (circle)
Lesson Reflection: Teacher and Lesson
Further Questions to Consider – Does the lesson…
• engage the students? Does it require critical thinking throughout?
• command professional respect?
• address the curriculum expectations in an effective and engaging way?
• provide an opportunity for all students to learn? Does it address multiple intelligences? Does it
employ a variety of techniques and strategies?
• encourage the learning of content and skills? Does the lesson provide a meta-cognitive
opportunity for students to address their own learning?
• provide the students with an opportunity to react to the material and/or relate it to their
lives/world?
• outline a specific method for grouping students during collaborative work? (Use a variety of
groupings)
• assess and evaluate students in a way that is fair, efficient and scaffolded? (diagnostic,
formative, summative)
• take into consideration the necessary modifications and accommodations of special ed students
in the class?
Assessment
Strategy
How is learning measured?
FOR Learning
(by the teacher)
What are students doing well? To
develop feedback to students about
what needs to improve, and how to
improve. Goal: To determine what to
do next in terms of instructional
strategies
AS Learning
(by the student)
What am I doing well? What
feedback can I give peers and my
teacher about what I am doing, why
am I doing it, and what I need to
improve. Goal: To become a
reflective, self-directed learner
OF Learning
(by the teacher)
To determine the student’s level of
achievement/success in meeting
learning goals at a given point in
time.
Goal: To inform professional
judgement
↓
∆ Practise test
∆ oral questions
∆ Observation
∆ Active participation
∆ Demonstration
∆ Descriptive feedback
∆ Conversation/conference
∆ Exemplar use
∆ Co-construction of criteria
∆ Journal, blog or process
records
∆ Other:
∆ Student reflection on learning
and/or learning skills (use criteria
for success from lesson plan) can
be completed as oral, written or
performance-based
communication
∆ exit card
∆ journal
∆ Other:
∆ Quiz, test, exam (oral/
written/performance-based
∆ Presentation, performance,
demonstration/enactment
∆ Project, assignment, task
∆ Other: