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Name of the Institution Lesson Plan Name of the Institution Date
Level of education:
Unit/Subject: Instructional Plan Date Forces and Interactions in Motion and Stability
Summary and focus of the lesson:
This lesson must help students comprehend the relationships between applied forces and the direction of the object being pushed or dragged. Experiments are used to compare the effects of push and pull forces on an object.
Factors in the classroom and among students:
Teachers and students collaborate on a collaborative research project that includes completing practical research and learning together. Students' critical and analytical thinking skills are enhanced by requiring them to estimate distances and other variables.
National / State Learning Standards:
The ability for students to analyze physical aspects of practice applicable to level 4-5 standards is tested. Application of theory in practical aspects is also tested
Specific learning target(s) / objectives:
Learners acquire knowledge and understanding of cause and effect variables.
System and system models
(1) The impacts of collisions
(2) Impacts of various strength levels on direction of objects
(3) The impacts of speed on direction of objects
Develop models to test the theoretical aspects learned in class
Speed: The resultant effect shown by cumulative changes in direction as a result of an applied pull or push force. Estimated through comparing time and distance traveled by the object.
Push and pull: The applied forward or backward force sown practically
Learners identify the terminologies used and how they are applied in their daily lives
Introduction of concepts is followed by examples and then the practical application in real life
Instructional Materials, Equipment and Technology:
An approved physical Science book
string or a flexible spring
a flat surface
The learners should understand the concepts and their applications to use them in practical
Prior knowledge connection:
The lesson build on the previous knowledge of learners and enables students to apply the concepts of pull and push (forces) in their daily activities
An introduction to the basics of physical forces (push and pull)
B. Learning and Teaching Activities (Teaching and Guided Practice):
Guide students to follow the syllabus
Help learners set up the experiment platforms
Learners to set up experiments and follow instructions as directed
Participatory learning enhances the understanding and application of theoretical concepts
The assessment involves evaluating learners' abilities to integrate theory, and practical aspects of the concepts learned in class
Results should fall within teacher’s values
Learners should state real life examples, benefits, challenges and ways of enhancing the effective use of the pull and push forces in real life
Students required to experiment the application of the push and pull forces in real life as a drill-and-skill practice to broaden their knowledge regarding the topic
The questioning strategies are relevant since they enable the learners to apply the class room theories in real life. The application process ensures the learners participate, in teaching themselves the importance of the push and pull forces. The use of the 5E (Engage, Explore, Explain, Elaborate and Evaluate) Inquiry Learning Model is an inquiry-oriented teaching and learning approach that enables learners to use their prior knowledge to develop and understanding of their hands-on experiences of the concepts learned in class (Carrejo, & Reinhartz, 2014). This is an effective model since it ensures students are engaged actively during class discussions. The application of this model enables students to mentally engage with the activities and questions regarding the push and pull forces. This is an important step that ensures learners’ interests are captured; therefore. It becomes easy for them to relate what they know with the new idea from the instructor. Secondly, this model enables students to explore and carry out activities that enhance their understanding of the scientific concepts. Also, this model allows the teacher to explain the concepts and terms used during the exploration stage to enhance learners’ understanding of what they have done (Baeten, & Simons, 2014). The model enables students to understand the application of the concepts beyond the classroom environment. The last phase of this model enables learners to review and reflect on the learning and skills acquired and this can be evident through new changes in their skills, understanding, and application of the knowledge gained. The model enables students to participate in learning and allows the teacher to understand the capabilities of each student.
The KWL (Know, Wonder and Learn) chart is a useful teaching tool that enables teachers to know how to test the learning skills and milestones of students (Jeffery, McCollough, & Moore, 2016). This model is applied in both creating a lesson plan and teaching since it identifies what students already know, what they question and what they learn. These three stages are useful in enhancing learning and evaluating the effectiveness of a teaching plan. Students already have knowledge regarding the push and pull forces, and this lesson plan is supposed to add new knowledge and skills on what they already know. This model enables the teacher to evaluate the learning skills and achievements of the students at a particular stage.
Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects, and
conditions for implementation. Teaching and Teacher Education, 41, 92-110.
Carrejo, D. J., & Reinhartz, J. (2014). Facilitating Conceptual Change through Modeling in the
Middle School Science Classroom: This Article Examines a Professional Development Program That Helped Teachers Use Models as a Means to Foster Conceptual Change in Eighth Grade Science Students and Deepen Their Understanding about Motion. Middle School Journal, 46(2), 10-19.
Jeffery, T. D., McCollough, C. A., & Moore, K. (2016). Impact of Collaborative Teaching on K-
12 Mathematics and Science Learning. The Journal of the Effective Schools Project, 23, 37-44.
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