Lesson 2

The lesson allows students to study the relationships that occur when a force is applied to an object. The principles covered in the lesson help students grasp the applications of applied forces and the derived units that result. Students learn that the concept of force and interactions is part of our daily routines and helps them execute specific activities.

Plan of Instruction

Teacher Aspirant:

Level of education:

Unit/Subject: Instructional Plan Date Forces and Interactions in Motion and Stability

I. Preparation

Summary and focus of the lesson:

 The lesson seeks to develop an understanding of the relations that exist between an applied force and the direction of the object on which the force is applied. The lesson uses conducted experiments to compare the effects of different strengths of the push and pull forces on the object.

Classroom and student factors:

The lesson engages the students and the teacher by participating in a shared research, which involves exploring a physical science book, and participating in writing projects The students are motivated to think critically and analytically in describing measurable attributes of objects, such as distance while comparing them to other dimensions

National / State Learning Standards:

The standards are based one practice being the focal point for each content standard

Specific learning target(s) / objectives:

The student develops an understanding of about causes.

Teaching notes:

System and system models

Agenda:

(1)The interactions when objects touch or collide

(2)Different strength and the resultant direction on an object

(3)The relations between an applied force and the speed of the object

Formative assessment:

Design a simple test that incorporates the principles studied in class

Academic Language:

Key vocabulary:

Push and pull which is the applied backwards or forward. This can be practically demonstrated in class

Speed is the result of the distance over which the applied force moves the object in a given time period. It can be obtained analytically from the measured values of distance and time

Function:

The language helps the student to define common phenomenon in their daily lives and the principles behind their application.

Form:

The order or sequence of each concept is important. Introducing the concepts in order of their occurrence or derivations enhances a better understanding of the concept.

Instructional Materials, Equipment and Technology:

A physical Science book, a string or a flexible spring, meter rule, stop watch, calculator, and a flat surface.

To use the technology in Section II requires an understanding of the concepts and application of the different principles in order of their occurrence.

Grouping:

Random selection

II. Instruction

A. Opening

Prior knowledge connection:

The lesson is a basic advance of previous lessons on systems. The lesson involves application forces, push and pull in the students’ daily routine

Anticipatory set:

The lesson is a basic introduction to applied of forces and their importance in doing work.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Guide the students on the syllabus. Supervise the setup of the demonstration experiment on the effects of applied forces in respective direction.

The students are to setup the demonstration experiment to deepen their understanding of the principles on forces and interaction

Student participation will boost the morale and self-confidence, the lesson should incorporate a forum to ask question and engage group discussions

III. ASSESSMENT

Summative Assessment:

The assessment should entail the aspects of measurement learn in class and derivations for speed from distance and time.

Differentiation:

The arrangement of the workings and correct computation, the final values should be within those the teachers established.

Closure:

The students can give examples of scenario involving forces and interactions. The students should be able to state numerous advantages of the topic in real world. Their performance in the measurement and derivation exercises will help ascertain how well they understood the concepts.

Homework:

The student can experiment on the application of different forces on a common object and derive the resultant speed. The homework is both a drill-and-skill practice that broadens the student’s capacity to think and view a problem solution with differed perspectives.

References

Bass, J.E., Terry L.C., Arthur A.C., and Arthur A.C. (2008). Methods for teaching science as inquiry. Columbus, Ohio: Pearson Merrill.

Chamberlain, K., & Crane C.C. (2008). Reading, writing, and inquiry in the science classroom, grades 6-12: Strategies to improve content learning. Thousand Oaks: SAGE Publications. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=1993529.

Settlage, J, & Southerland, S.A. (2012). Teaching science to every child: Using culture as a starting point. New York, NY: Routledge.