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Instructional Project 4-Lesson Plan
Instructional Project 4-Lesson Plan
Competency/instructional goals:
The learner will be able to differentiate between motion, force , energy, weight
Objectives: by the end of the lesson the learner should be able to:
Key words:
● Motion
● Distance
● Speed
● Constant speed
● Average speed
● Force
● Friction
● Mass and force
● Calculate acceleration due to gravity
● Weight
● Gravity
● Inertia
Material apparatus:
Projector
Notes Handout
DVD from Book "Lesson 1 Motion, Forces and Energy", Smart Board, and United Streaming
clips, student textbook 2.
A. Introduction-
To introduce this activity, ask two student volunteers to stand in front of the classroom to
physically demonstrate and discuss the results of each of the following scenarios:
1. Activity 1: Two students start from the same position at one end of the classroom. One
student takes giant-steps while the other takes baby-steps. Each student takes one step per
second. Who gets to the other end of the classroom first? How many steps are taken? Discuss
the results.
2. activity 2. One student starts behind the other at the same end of the classroom, both
walking with equal stride and pace. Each student takes one step per second. Who gets to the
other end of the classroom first? How many steps does each student take? Discuss the results.
Ask students to predict the effect of changing the length of stride.
INSTRUCTIONAL ACTIVITY
3. Instruct students that they will use Gizmos to learn about the relationship between distance
and time.
4. In their notebooks, try their best to explain their walk from their last class to my class.
5. Share/Post on board
EVALUATION
1. Why does everything fall down and what is mass?
2. What is gravity?
Procedure-
3. Students will work in groups of two. One will be the mouse driver and the other the
reader/recorder for the group.
4. The "Mouse Driver" controls the action of the mouse and movement on the computer
screen.
5. The "Reader/Recorder" will read the directions from the activity sheet and record
observations while guiding the activity.
6. Partners should switch roles until all have moved the runner.
Section 2
3. Airplane connections
Section 3:
MASS
What is mass?
FORCE
2. Changes motion.
Show equation force = mass x acceleration (f = ma), say what each is measured in.
GRAVITY
C. Practice-
1. Students will measure the speed of a marble by measuring the speed of a marble 8 times.
2. Allow students to explore the Gizmo by moving and pressing any buttons.
2. Students will write a paragraph on how our body converts energy from one form to
another.
5. Activity C - Learning about how to use two runners and two graphs
2. Students with learning disabilities will have text book highlighted and shortened
assignments.
5. Video clip
1. Discuss Vocabulary
4. Active and fluid discussion in "their own words" regarding what was taught.
5. Questions or tasks that encourage students to reflect on their work
Evaluation-worksheet
is a push or a pull.
a. acceleration
b. force
c. motion
d. velocity
A force is a .
a. constant speed
b. push or pull
c. linear quantity
d. cannot be determined
Tulene is walking to school. It took her 2 minutes to walk 100 feet. How fast was she
walking?
a. 100 feet per mile
b. 50 feet per minute
c. 50 feet per mile
d. 100 miles per hour
A force
a. causes all motion.
b. starts stationary objects moving.
c. stops moving objects.
d. is an interaction between two or more objects.
e. all of the above
If John is pulling a rope to the left with a force of 30 N, while Michael is pulling to the right
with a force of 45 N, the rope will move right with a force of 15 N.
a. True
b. False
A type of force that pulls you towards the center of Earth is called .
a. friction
b. push
c. shove
d. gravity
G
A is a push or pull and can make an object stop, speed up, slow down, or change
direction.
a. gravitation
b. work
c. force
d. inertia
The force of attraction between any two objects that have mass is .
a. energy
b. force
c. gravity
d. speed
2. Paragraph rubric.