Name: Jerika Baldin

Lesson Plan

Lesson Title: Projectile Motion Grade:

11(SPH3U)
Subject: Physics Date: October 12th, 2017 Time: 75mins

Description: We will discuss the concept of projectile motion. Specific vocabulary and equations
will be established. An interactive video will be used to help students develop a better
understanding of how the angle and speed of the motion affects the time and distance of where
the object lands. Example problems will be worked through.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Big Ideas:
- Motion involves a change in position of an object over time.
- Motion can be described using mathematical relationships
- Many technologies that apply concepts related to kinematics have environmental implications.

Overall Expectations:
B1. Analyze technologies that apply concepts related to kinematics, and assess the technologies’
social and environmental impact;
B2. Investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and
solve related problems;
B3. Demonstrate an understanding of uniform and non-uniform linear motion, in one and two
dimensions.
Ontario Curricular Specific Expectations

B2.8 Use kinematic equations to solve problems related to horizontal and vertical components of
the motion of a projectile (e.g. a cannon ball shot horizontally off a cliff, a ball rolling off a table,
a golf ball launched at 45-degree angle to the horizontal) [AI, C].

B2.9 Conduct an inquiry into the projectile motion of an object, and analyze, in qualitative and
quantitative terms, the relationship between the horizontal and vertical components (e.g., airborne
time, range, maximum height, horizontal velocity, vertical velocity) [PR, AI].

Learning Goals
 - The terminology of trajectory, projectile, component vectors, launch angle and range
- Why/how/where projectile motion is used in everyday life
- How different angles, speeds, and heights affect the trajectory of an object
- Building arithmetic skills for problem solving mathematical problems through solving
parametric equations involving uniform motion, acceleration due to gravity, range,
maximum height and final velocity

Today I will learn...

• About projectile motion
• How it is used in everyday life
• How to solve problems involving projectiles
• The effects on the projectile by altering certain variables (ex. angle, height, speed)

ASSESSMENT and EVALUATION

Success Criteria

I can: discuss the different terminology of projectile motion and how it works
I can: work through examples or problems together to help my understanding
I can: use the video technology to better understand how the different variables affect the motion
of the object
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communications; Application
Assessment For: Making sure students understand how the different variables effect the
projectile’s motion by trial and error through the interactive projectile motion website.
Assessment AS: Discuss with students how the different variables influence the motion of the
object after the lesson to ensure they are not simply plugging the values into the formulas, but
understand the purpose of each value.
Assessment OF: N/A
Assessment Mode: oral/performance/written
Assessment Strategy:
- Class discussion about projectile motion (ask student’s to think where projectile motion is
used in everyday life)
- Get students to work collaboratively in groups on examples or problems
- Watch videos relating to projectile motion
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
• Understanding of velocity and acceleration of objects
• Some arithmetic skills and organizational skills for problem solving
• Background knowledge of vectors, gravity and acceleration

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

 - Go over the scientific vocabulary (this will especially help ELL to better understand the
lesson)
- Peer discussion (increases student’s self-confidence to participate, question each other and
learn from one another’s mistakes)
- Learning through interactive games
Vocabulary:
Trajectory= the path that a projectile takes through the air
Projectile= any object that is freely moving through the air (e.g. arrows or bullets are projectiles,
but airplanes are not as they are not freely moving in the air they are following a path)
Projectile Motion= the object flies through the air with a two-dimensional trajectory (both
horizontal and vertical motion)
Component Vectors= X motion (horizontal) versus the Y motion (vertical)
Launch Angle= angle of launch measured from the horizontal
Range= horizontal distance traveled by a projectile
Resources and Materials
-The Ontario Curriculum Grades 11 and 12 Science, Revised
- Nelson Physics 11, (2002)
http://www.explorelearning.com/
http://homework.uoregon.edu:8080/index.jsp
http://www.youtube.com/watch?v=XN6G_DSHtWU&feature=fvsr
https://www.youtube.com/watch?v=dyIFohEjkyM
Learning Environment
- For the interactive learning activity students will take turns trying it on the smart board
while other students provide assistance if need be
- The discussion of vocabulary will be done as a class, but the students can work in groups
to help each other better understand the formulas
- For completing the examples and solving the problems the students will work in pairs
with the student next to them

Accommodations
- Ensure students understand the vocabulary associated with the lesson before moving
forward. This is especially important for ELL/ESL students in your classroom. Students
often fear speaking out in class when they are confused so I like to use the Traffic Light
teaching tactic. The students all have a red, yellow and green sheet of paper that they
bring to class each day. If you have students with a red light facing up address their
questions before moving any further.
- The use of technology through interactive sites and videos will help visual learners excel
in the classroom.
- Group discussions will help students that need more assistance to get help from their
peers.
- Relating the topic to real world contexts will help all students better understand the topic
and the purpose of learning it.
Materials
- Access to the internet to show videos
- Smart board to participate in interactive projectile motion activity

Safety
- For this particular lesson, a lab was not involved so there are no safety hazards to be
concerned about at this time.
Cross Curricular Links
- Media and Literacy
- Mathematics
- Language Arts
- Physical Education
Lesson – Delivery Format

What teacher does: What students do:

Minds on: Motivational Hook/ Engagement/ Introduction (5-15 min)

Time: 9:00-9:08am Time: 9:00-9:10am

- First thing the teacher will show short - Students would discuss with people
videos of real life projectile motion around them their best educated guess to
examples to try to get the students to what the videos have in common
discover the topic of the lesson on their Time: 9:08-9:15am
own before introducing it. See links - Students will write down the vocabulary
below for some creative video options: so they can reference it when need be
https://www.youtube.com/watch?v=dyI
FohEjkyM
Time: 9:08-9:15am
- Key Question: What is projectile motion
and how does it relate to our lives?
- Then the teacher will go over the
vocabulary for the lesson listed above

Action: During / Working on it (time given for each component, suggested 15-40 min)

Time: 9:15-9:25am Time: 9:15-9:25am

- Teacher will set up the interactive
projectile motion activity. See link
below. http://www.explorelearning.com/
Time: 9:25-9:40am
- Teacher will explain the formulas
needed to calculate the projectile motion
of an object which can been found in
- Students will get to try the interactive
learning activity on projectile motion to
get an idea of how different variables
affect the motion of the object
Time: 9:25-9:40am
- Students will ask questions if they need
clarification on the formulas or
 Nelson Physics 11 textbook.
- Pull a few examples from the Nelson
Physics 11 book to go through as a class
Time: 9:40-10:00am
- Pull a few practice problems from the
book and let the students work in pairs
- Constantly circulate the classroom and
make sure students are on task and
provide assistance when need be
- Take up problem solving answers and
methods
Consolidation & Connection (Reflect and Connect) (5-15 min)
Time: 10:00-10:05am
- Ask students to discuss to try to come
up with their own real-life examples of
projectile motion
Time:10:05-10:08am
- Show YouTube clip below *remind
students not to try this at home
http://www.youtube.com/watch?v=XN6 Time: 10:08-10:15am
G_DSHtWU&feature=fvsr
Time: 10:08-10:15am
- The teacher will give the students a
couple minutes to write down any
further questions or concerns they have
and they will be discussed next class
- Possible questions to prompt students
exit cards:
 What did we learn today?
 Why should we care about this topic?
Extension Activities/ Next Steps
- More complex problems
- Assign catapult project to students
examples
Time: 9:40-10:00am
- Students will work through the practice
problems together in pairs, comparing
and discussing their solutions and
thought processes
- Once the students have completed the
task assigned they will check their
solutions
Time: 10:00-10:05am
- Students will work in groups to
brainstorm as many real-life examples
as possible
Time: 10:05-10:08am
- Students watch video
- Students write down any deeper
questions that might have about this
topic
- Work on problems additional problems
in book as well as homework problems
under the “Resources and Materials”
section
- Students will begin brainstorming their
 design for their own catapult.

Personal Reflection (what went well, what would I change, what will I have to consider in my
next lesson for this subject/topic)

The Lesson: N/A

The Teacher: N/A