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Unit 4 Activity 4A

10/26/2014

Learning Plan

Lorand Irinyi

National University

Class: TED632-55401-1410

Instructor: Mark Powell

_____________________________________________________________________________________
11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone (858) 642-8320 Fax (858) 642-8724 www.nu.edu

Lesson Plan Design


Subject:

Physics

Candidates Name:

Grade:

10

Lorand Irinyi

Lesson Topic:

ID #

Hang time
023075372

1. K12 Standards: (Academic Content Standard(s))


Standards:

Rationale:

Science Content Standards for California Public Schools


Grades Nine through Twelve,

Students have already learned and applied


Newtons second law in simple real life
examples, and have solved numerous
problems applying content in appropriate,
simple context. Students have solved
problems successfully in real life application
of falling objects using Newtons second law.
Students are familiar with the applied
physical mathematical concepts and skills
needed to solve similar problems and used
said physics and mathematics concepts in
solutions indicating mastery of content.

Physics
Motion and Forces 1.
c. Students know how to apply the law F=ma to solve one
dimensional motion problems that involve constant forces
(Newtons second law).

California State Common Core Standards Covered:

M1. N-Q. Reason quantitatively and use units to


solve problems.

Students need to achieve higher-order


thinking to master application of already
learned content in context demanding multistep solutions. This content material will
achieve said goal using real life examples.

1. Use units as a way to understand problems and


to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose
and interpret the scale and origin in graphs and
data displays.

Content must be presented in more complex


setups for complete content mastery.
Concepts mastered will provide vital
foundation for next unit content concepts
Conservation of Energy and Momentum.

Mathematics

3. Choose a level of accuracy appropriate to


limitations of measurement when reporting
quantities.

Relationships to Previous Days Learning Activities,


Content and Product:
Students will build directly on Previous Days
Learning Activities. Contents are identical but the
application is expanded, resulting in higher-order
thinking.

2. Content (What are the Major Content Areas and related concepts associated with the Standard?)
Rationale:
Students will apply previously learned content
material in new ways to solve similar but more
complex problems.

Students need to know how to solve more


complex multi-step problems applying
previously learned content material.
Students must have solid foundation for next
unit concepts.

3. Learner Outcome(s): (What is the Final Learning Product? How will you measure mastery of the
outcome?)
Rationale:
By the end of this lesson students will be able to
solve problems applying previously learned content
material using the concept of hang time.

Students learn to apply previously learned


content material to new more complex
problems by breaking them down to simple
previously solved problems and recognize
applicable patterns.

4. Teaching Rationale
The next unit content will build directly on this units content material and its mastery by
students. Students need to master this units content material so that they will have a solid
foundation to help understand new concepts, and recognize patterns of concepts, and how to
reach solutions by applying previously solved problems. This particular lesson will be a vital
component in presenting the next units concepts, and solving hang time problems will provide
invaluable examples for next units presentation of concepts/ideas and provide direct and
applicable real life examples.

5. Pre-Assessment Activity/Learner Characteristics: (For several types of Focus Students


upper1/3, lower 1/3, ELL, and/or Learning Challenged. For the students listed below, summarize their
learning needs in respect to their abilities to achieve the Learner Outcome and engage in the
learning activities. Use the Rationale area to summarize the learner characteristics influencing the
learning needs. Consider characteristics such as: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, and/or emotional development.)
ELL (Focus Student)

Rationale:

Students first language is Chinese, which he speaks


at home exclusively. He is eager and willing to learn
academic language and is not shy or afraid to ask
for help if and when needed with academic
language. Works well in groups.

He will need to be placed in a group where


his academic strengths in physics and math
will be utilized while being helped with the
academic language as needed.

Rationale:
Learning Challenge (Focus Student)
Student has pronounced ADHD and gets distracted
easily. He will have difficulties focusing on tasks at

He will need to be grouped with a strong


group leader to stay focused. He can fill out

hand.

tables, but cannot take data.


Rationale:

Upper 1/3 of Class


Student is a high achiever and needs to be
challenged. She will need added tasks to perform in
order to help her from getting bored.

She will be group leader for her lab group


and will provide explanation to others. She
can assign tasks within group members.

Rationale:
Lower 1/3 of Class
She needs motivation from others to do her work.
She needs added focus to keep her on task. She will
not stay on task without external motivation.

She can be motivated by fellow group


members and is willing and able to take
direction from well-chosen group leaders.
She will need monitoring.

6. Differentiation, Adaptation & Accommodation Strategies: (Based on the learning needs and
characteristics, modify Learning Activities to meet the needs of ELL & special needs students, highly
achieving students and low achieving students).

ELL (Focus Student)

Rationale:

I will provide handouts with academic vocabulary


that will include usage of new vocabulary in proper
context. Student will be in small group providing
chance for clarification and practice of new
vocabulary in proper academic and practical
context.

Student will have to apply immediately the


presented new vocabulary both in listening
and speaking form, as well as reading form
using the handout.

Rationale:
Learning Challenge (Focus Student)
Student will be appropriately grouped so that his
ADHD will not overwhelm his ability to learn and
perform appropriate group tasks.

Upper 1/3 of Class

She will lead her lab/study group.

Student will receive handout with academic


vocabulary to reinforce the presentation of
concepts in written form, too. Student will
perform group tasks utilizing his preferred
learning style. Teacher will provide
assistance as needed.

Rationale:
By assigning lead position to her, she will
need to focus on distributing group tasks so
that group activity is optimal, thereby
preventing her from becoming bored and
gaining higher level understanding by
explain in depth new concepts and solutions
to group members as needed, as well as
gaining social skills in leadership and

communication.

Lower 1/3 of Class

Rationale:

She will be the data recorder for the group.

She will be busy recording the data provided


by the other team members which will keep
on task and will be motivated by the others
dependence on her recording data
accurately.

7. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level).
Technology (audio, visual, multi-media):
Computer, head-up project, educational video.

Handouts with academic vocabulary and its


application in context.

Kinesthetic:
Compressed air-launched toy missile.
Student operated stopwatches.

Rationale:
Students will see various real life
demonstrations/illustrations of hang time
and the importance of being able to
calculate it.
Rationale:
Students will need to see new vocabulary in
written form; and used in context in written
form.
Rationale:
Students will need physical model for
demonstration of hang time.
Students will operate hand-held stopwatches
to apply eye-to-hand coordination.

8. Learning (Assessing) Activities: Introduction- (Provide the teaching rationale that connects
this lesson to students lives, show the relationship of today to yesterday and tomorrows activities,
and create interest).
Length of Time: 10 minutes

Teacher will drop baseball from shoulder height


repeatedly and activate previous knowledge by
asking what force is acting on ball.

Teacher will toss baseball to different students in a

Rationale:
Students have solved problems involving
falling objects. Students will see real life
examples of launched objects returning to

pronounced arc. Students will toss baseball back to

ground connecting with personal

teacher in arcs.

experiences of falling objects. Prior

Teacher will show short videos with objects


launched into air and dropping back to ground.
Teacher will connect falling objects with previously

knowledge will be triggered by the visuals


and students will be able to identify
equations from previous lessons.

learned content material.


Check for Understanding:
Teacher will check for students identifying correctly
previously learned formulae dealing with falling
objects.
Teacher will ask students randomly using name cards
to identify equations describing falling objects from
previous lessons.

9. Learning (Assessing) Activities: Instruction - (Explain, Model, Demonstrate, Check for


Understanding).
Length of Time: 15 minutes

Teacher will take class out to football field and


use demonstration resource (compressed airlaunched toy missile).

Teacher will launch toy missile by pumping air into


it.

Rationale:
Teacher is using immediate physical
demonstration of launching an object and its
return to ground repeatedly for whole class
to observe. Students will observe objects
launching, stopping in air, and falling to

Students will be instructed to measure time of toy

ground again.

missile from launch to return to ground. This will


be repeated five times. Students will observe the
launch, trajectory and return to ground of toy
missile.

Check for Understanding:


Teacher will ask students after each launch what they
estimated the speed of the toy missile was at the
highest point it reached. Students should consistently
estimate said speed to be zero.

10.
Learning (Assessing) Activities: Guided Practice/Collaborative Practice (Group work,
involved teacher monitoring, Check for understanding, and re-teach possibilities for lower 1/3
students).
Length of Time: 15 minutes

Students will average the values measured hang


times of the launched toy missile. Hang time being
the time it took the toy missile to reach its highest
point and falling to the ground again. Teacher will
monitor for correct significant figures of measured
hang time. Teacher will ask what the speed of an
object would be, dropped from the highest point of
the toy missile. Teacher will set up previously learned
equations to find speed of a dropped object from a
known height. He will solve a guided problem.
Teacher will solve some previously solved generic
guided problems connecting acceleration, time and
distance. Teacher will ask what the acceleration of a
falling object is. Teacher will ask study groups to
solve for the distance/height of the highest point
reached by toy missile.

Check for Understanding:

Rationale:
Students will have to use previously learned
concepts and apply them in higher-order
thinking. It will be demonstrated that the
measured hang time is exactly twice the
time it took the toy missile to reach its
highest point. The significance of hang time
will become clear when it is
demonstrated/understood that, that is the
only practically measurable time of a
launched object without being at the
highest point of the projectile to measure
the time there. Halving a measured time
poses no difficulty, thus enabling the
calculation of the distance from ground at
the highest point by using g the
gravitational acceleration in the relevant
formulae to calculate distance from known
acceleration and time.

Teacher will circulate among groups and check for


correct methods of solution. Teacher will check if
students use correct time for their calculations (half
of measured time).

11.
Learning (Assessing) Activities Independent Practice: (Provide practice that supports the
learning outcome. Note: Assign independent activities for students who understand the concepts
well enough to work on their own.).
1.

Students who demonstrate full understanding


of presented concepts are asked to calculate
launch velocity of toy missile in class.

2.

Students solve for launch velocity as

Rationale:
Students who demonstrate full grasp of
concept in class should make the jump to
higher order thinking while still engaged in
the problems and solve for the launch
velocity of the toy missile to deepen
understanding.

homework.

Check for Understanding:


Teacher will ask what the velocity of the dropped
object is that was dropped from the highest point of
the projectile and then ask what the launch speed
of the toy missile was. Students able to see that the
two values must be the same are asked to solve for
it. Students should see that those values are the
same. If not, teacher will ask leading questions to so
students will make connection.

12.

Students are to solve for the launch velocity


as homework to demonstrate understanding
of concepts, giving them time to connect
applicable concepts to previously learned
ones and applying them to more
complex/compound problems at their own
pace.

Closure: (Describe how students will reflect on what they have learned).
Rationale:

For closure teacher will ask students to provide real


life examples where measuring of hang time would
be important; and to provide examples students
would use measuring hang time.

Students need to demonstrate full grasp of


concept without calculations by providing
authentic applications of hang time; and
higher-order thinking by offering new
applications for measuring hang time.

13.
Assessment and Evaluation: (Describe how you will assess the students learning, and
consider differentiating assessment strategies for ELL, special needs students, highly achieving
students and low achieving students.)
ELL (Focus Student)

Rationale:

Student will be queried orally about vocabulary.


Written demonstration of vocabulary will be part of
homework.

Student will be able to demonstrate


understanding and correct usage of
vocabulary by answering questions correctly;
and using correctly in written form on
homework.

Learning Challenge (Focus Student)

Rationale:

Teacher will check for assigned task being


performed as needed for group. Teacher will ask
simple questions for application of prior knowledge.

Student engagement should be higher due


to particular task assigned to student.

Upper 1/3 of Class


Teacher will ask for pattern recognition and check
for group leadership as shown by assigning tasks to
group members.

Rationale:
Student should assign group tasks according
to group members strengths and
weaknesses. Student should be able to
recognize previously solved problems and
their applicability to learner outcome of
lesson and homework.

Lower 1/3 of Class

Rationale:

Teacher will monitor for engagement and task


fulfillment

Student needs to be motivated. Student is


willing to engage but needs constant to be
monitored for understanding and to stay on
task.

14.
Lesson Reflection/Assessment: (Collect student-learning data to determine the following: Did
each student achieve the Learner Outcome? Who needs additional help and how will you help them
tomorrow? Who needs enrichment or higher-level work? How well did your assessment strategies
capture valuable student learning data? What needs to be changed? What activities will you add,
change, modify in the future? For the various student-learning groups, how will you design
tomorrows lesson?) .
Rationale:
Yes, each student achieved basic Learner Outcome,
according to collected student learning data.
Learning challenged and lower 1/3 students will
need more guidance to recognize patterns and how
previously solved problems can be applied to
lessons concept/problem. Solutions to homework
problem will be an accurate assessment regarding
who needs more help with presented concepts and
how prior knowledge can be applied. Higher
achieving students will be asked to apply higherorder thinking to solve for other unknowns from
available data.

The homework will provide an authentic


assessment for the lower 1/3 students and
challenged students learning. More guided
problems, solved with step-by-step
application of prior knowledge, will be
provided as needed.
Top 1/3 students can be challenged by
asking for solutions for other unknowns
solved by using given and/or calculated data.
Solutions to those unknowns will require
applying higher order thinking to concepts
and ideas previously presented.

Follow-up Reflection: In the reflection section of the Lesson Plan Template, please provide
thoughtful analysis of the following topics with descriptive details.
1

Describe or show how your Learning Plan aligns the Standards, Content, Learner Outcome,
Learning Assessing Activities, and Learning Products (assessment instruments).

The Learning Plan is an expansion of previous learning plans in the larger unit plan. It builds on previously
presented content material, and applies prior knowledge in a form that requires higher-order thinking from
students. Students discover the larger applicability of concepts previously presented in simpler context. The
Learning Plan aligns the Standards, Content, Learner Outcome, Learning Assessing Activities, and Learning

Products the same way as the Learning Plans did in the unit preceding this one. The Learning Plan expanded the
scope of the Learner Outcome to higher-order thinking

How will the content of the lesson build on what the students already know and are able to do?

The content is using prior knowledge and builds on it by demonstrating the validity and applicability of what
students already know in new, more complex context. The lesson expands content students already know by
applying it in multi-step solutions. Students use prior knowledge in higher-order thinking.

How will the content of the lesson connect to the content of preceding and subsequent lessons?

The lesson uses content learned and applied in preceding lessons. The lesson expands the previous lessons on
Motion and Forces by presenting preceding lessons in new applications. The lesson is a vital component in
students preparation for the subsequent unit Conservation of Energy and Momentum. This very lesson will be
referenced in presenting the concept of Conservation of Energy and the calculations used to solve the problems in
this lesson will be used again to solve problems in the Conservation of Energy unit.
4

What evidence of student learning do you think will be the most important? Why?

The most important evidence of student learning will be the correct usage of half of the hang time to calculate the
distance traveled (highest point) of the projectile. Realizing that it takes as long to go up as it does to come down
for the projectile is an authentic proof of comprehension of concept; and correct application of said concept. The
importance of hang time its measurability and the larger concept it represents, will be demonstrated by its
correct usage in calculations involving hang time.

In what ways could you share the results of the instruction with students and/or families?

I would ask students to ask their family if they could calculate the heights of an object thrown/launched vertically.
Most family members could not. Students could explain to members of their family how they could calculate the
height of an object launched straight up by merely measuring the time it would be in the air from launch to
dropping back to the ground. This is impressive for anyone to be able to do this.

What was your greatest planning challenge in preparing this Learning Plan?

I found the greatest challenge in finding a hands-on, simple, real life experiment that would demonstrate the
presented concept in a simple form that could be easily seen and comprehended.

What have you learned about the planning process because of creating this Learning Plan?

I have learned that the simpler the demonstration, the more authentic, real life it is, the ability to both presenting it
and comprehending it will greatly increase. Planning is very important to anticipate the difficulties students
might/will encounter and to plan ahead to alleviate those difficulties. Planning ahead is vital for the success of
lesson presentation.
10

What are your beliefs about being a teacher?

My beliefs about being a teacher, is that teachers are, in the original meaning of the word, educators, that is
leaders. They must know where they want to lead their charges, the students, and why that destination is worth the
efforts to reach it. And then they must find ways to lead their students to the set goal/destination by charting routs
that all students can negotiate, taking into account each students ability and willingness to follow the teachers
lead. In order to accomplish this successfully, teachers must be able to make students want to reach the set
goals/aims and follow the teachers lead on their own volition, and not because they are forced to do so. Teachers
must make it interesting, must make it understood by students that it is not only in their interest to reach set goals,
but it is actually fun and will grow in every sense by getting there. In essence, being a teacher is making students
want to learn what needs to be learned.
9

What are your driving values or perspectives when creating a Learning Plan?

My driving values are to make it interesting what will be presented in a Learning Plan; to convey the applicability
of the seemingly abstract concept/idea; to make it as simple as possible without losing the concepts
meaning/significance to every day life. To present the Lesson Plan such a way that students want to learn what is
presented because they are curious and not because they must.
10 As a teacher, what you do hope to accomplish?

I hope to make students interested in and curious about the physical world. To make them understand that
everything and everyone is in the physical world, which is a very interesting and comprehendible place. It is fun
to learn and to know about our world, which is the same for everyone, everywhere. It is thrilling to discover and
explain the laws/concepts that role/govern everything in the known universe. Learning is a never-ending process.
I hope to make my students understand that all life is learning.
11 How does this Learning Plan reflect your beliefs about being a teacher?

This Learning Plan very much reflects my beliefs about being a teacher, because it demonstrates that what one
learned previously can be applied to other, different, more complex problems. It moves students toward higherorder thinking by applying prior knowledge. In essence, it shows/demonstrates that tools used for one
application can be use for other applications. Learning to use old tools for new tasks is as important as it is
making new tools.
What knowledge and/or abilities in curriculum planning do you hope to achieve the next
time you develop a learning plan?

I hope to incorporate the lessons/experiences I gained in presenting this Lesson Plan into the next Lesson Plan I will
develop presenting the same content material. There are always certain concepts/ideas that are harder to grasp for
most students than others. It is the nature of presenting abstract concepts/ideas. I myself had had difficulties with
some of them, when I was a student of the subject I am going to teach. Not all students have the same difficulties that
I encountered, because every student has different learning styles, academic preparations, etc. But, there are some
concepts/ideas that most students struggle with initially. I want to identify these concepts and develop learning plans
that would present those concepts in new, innovative ways that would decrease the number of student struggling with
those concepts, and actually try to present them in a fun way. That is what I hope develop each time I write/re-write a
lesson plan.

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