TE 600 Summer 1 ‘05
Elijah Mbui
DID Designer
The DID Designer Lesson Plan.
Course Name – Physics 201: Introduction to College Physics.
Lesson Title – Fundamental Laws of Motion.
STEP 1- KNOW THE LEARNER
Demographics – Mainly from different cultural, socio-economic and ethnic backgrounds with
majority being from middle families.
Developmental stage – Adolescents in their late teenage (ages 16-18). Grade 13. Will have the
ability to make rational independent decisions and have at least some level of intrinsic
motivation in the study of physics.
Cognitive/learning Styles – Mainly problem-based learning, ability to participate in group
discussions, tasks and activities. The lesson will involve lots of hands-on, experimentation and
research.
Multi-intelligence strengths 
Logical/mathematical; Have the ability to create and manipulate visuals and create mental
pictures.

Bodily/Kinesthetic; physical activity - hands-on tasks and constructing models. Able to
manipulate and control objects.

Interpersonal; interaction with other people through discussions, collaborative and
cooperative work.
Group dynamics – cooperation and competition, leadership, conformity and deviance.
Entry skills –graduated high school, successfully participated in and completed the laboratory
session on measurements and completed the topic on linear motion. Also learners will have the
knowledge and ability to search the WWW/internet and other specified data bases. Also ability
to use hand-held devices, specifically PDAs.
STEP 2 - ARTICULATE OBJECTIVES
Learners will be able to;
- State the 3 fundamental laws of motion.
- Demonstrate the laws of motion.
- Discuss the connections between Newton’s 2nd and 3rd laws of motion.
- Cite real life examples of the applications of the 3 laws of motion.
- Choose, design and explain a simple structure/model that operates on the 3rd law of motion.
- Apply the laws of motion in different scenario.
STEP 3 - ESTABLISH THE LEARNING ENVIRONMENT
Classroom space changes
- Inclusion of work benches/stations that accommodate 2/3 group members. These will be
fitted with adjustable surfaces.
- An overhead/computer projector will also be supplied for demonstrations and presentations.
- Learners will also be supplied with hand-held devices (PDAs) for recording any
observations they make during the experiments.
Reinforcers – Assurance of success, learners-based instruction/environment, grades,
acknowledgement of effort, progress and completion of assigned tasks.
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TE 600 Summer 1 ‘05
Elijah Mbui
DID Designer
Activating learning – Hands-on and interactivity – simulations, collaboration and cooperation,
demonstrations.
Groups – based on learning styles, personality, interests, performance and motivation. Care will
be exercised while forming these groups to avoid stereotypes and conflicts.
STEP 4 - IDENTIFY TEACHING AND LEARNING STRATEGIES
Pre-organizers – graphic organizers.
Introduction – by reviewing the previous topic on measurements and units through brief
questioning.
Prior knowledge and skills – measurements and units,
Media, materials and technologies – PowerPoint, PDAs, computers with internet connection
(high speed), desktop/overheard projector, power point handouts.
Teaching and learning strategies
- Collaborative learning – class and group activities.
- Cognition and conceptualization - perceiving, getting information, thinking, forming ideas,
processing, memory.
The new knowledge will be reinforced by giving a quiz at the end of the topic where the grades
will contribute towards each learner’s final grade. Also a preview at the beginning of the next
topic in the form of brainstorming questions.
Extra activities for learners to do outside the classroom setting will also help – for instance
identifying the daily applications of the fundamental laws of motion in the learners’ homes and
make note of them.
Formative evaluation – observing the learners as the complete tasks in class or respective
groups, random questions and monitoring progress.
Summative – a quiz at the end of the lesson. This will mainly cover the definitions/statement of
the fundamental laws of motion, solving simple problems involving bodies in motion and
application of the laws of motion.
STEP 5 - IDENTIFY AND SELECT SUPPORT TECHNOLOGIES
Technologies – PDAs, overhead/computer projector, email, internet, group presentation
(PowerPoint) and animations software, printouts/handouts.
STEP 6 - EVALUATE AND REVISE THE DESIGN
The design will be effective if;
- Learners state and define the fundamental laws of motion.
- Learners are able to demonstrate various applications of the fundamental laws of motion.
- The general performance of the learners in the quiz will demonstrate comprehension and
mastery of content.
Assessment instruments – rubric, survey and quiz.
Revision will be done based on the performance indicators. Does it address the unique needs of
learners, meet the objectives, operate according to the desired criterion, deliver the appropriate
content and also operate in unison with the available logistics (environmental conditions) This
will involve reviewing the instructional approach, delivery of content and general class
management.
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