UW-Platteville SoE Lesson Planning Template

Name: Nelson Brownell Lesson Title: Speed, Velocity, Displacement, and Distance Grade level(s)/Course: 9-12 POE Date taught: December 5, 2013 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Project Lead the Way: Principles of Engineering Publisher: Project Lead the Way Date of Publication: District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Co-teaching a class with Mr. Beighley. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 3 Weeks to understand, assess, and develop. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. I will have the students write down notes as we go through the PowerPoint. List any other special features of your school or classroom that will affect the teaching of this lesson. INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____24_____ Males_____22_____ Females___2_______ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs 0 English Language 0 Learners Gifted 0 504 0 Students with autism 0 or other special needs Students with 0 Behavioral Disorders

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards BB1.b BB1.c ENG1.a 1|Page

UW-Platteville SoE Lesson Planning Template

ENG2.a ENG2.b ENG3.a ENG3.b ENG6.a ENG6.b Enduring Understanding and/or Essential Question Understand how the speed of cars are figured out. Understand how to research, design, develop and test an idea in a group. GLE(s) or EOC and Symbolic Notation DOK By the end of the year the students will take a test to possibly get college credit for the class Outcome(s) Students will Calculate distance, displacement, speed, velocity, and acceleration from data. Design, build and test a vehicle that stores and releases potential energy from propulsion. Academic Language related to the lesson Distance, Displacement, Velocity, Speed, Acceleration Prior Learning/Prior Thinking Students might know a little bit about some of these key terms. Some of them can drive which they will know about speed, distance and acceleration. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge The students have the resources to go onto the PLTW website and look at what this lesson could possibly cover. A couple of students may have looked at this. Also, the students were told what unit we would be covering at the beginning of the year. Focus/Purpose Statement What are the relationships between distance, displacement, speed, velocity, and acceleration? Procedures 1. The first day I will give the PowerPoint presentation about the key terms for this unit. 2. During the presentation the students will take notes in their engineering notebooks. 3. The next two weeks will be working on the groups vehicle. 4. During this time I will also walk around and ask any questions that they students may have. 5. After all groups have completed the vehicle we will test them. 6. After testing the groups will get together and find the speed, velocity, and distance of their vehicles. 7. The last day will be spent taking apart the vehicles and turning in their engineering notebooks. Differentiation Teacher will provide feedback to any questions that students have about any terms or the design process or what they will be graded on for their vehicle. Closure At the end of every day we are going to recap what we did as a class that day. During the project I will ask groups where they are in their project and how close they are to being done. Materials and Resources PLTW workbook, PowerPoint and their worksheet.

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UW-Platteville SoE Lesson Planning Template

Classroom Management/Democratic Practices In order for the students to stay focused and attentive to the PowerPoint I will ask them to take notes in the back of their Engineering Notebooks so that they can go back and look at anything they may have questions about later on, while working on the worksheet. I will also ask probing questions to students that I may think are not paying attention. Keeping my student actively doing something during the lecture should make this lecture go by without a hitch. During the building of the vehicles I will walk around the classroom and make sure that students are staying on task. Also, I will give groups that are going faster probing questions as to how they can improve their design even more. ASSESSMENT Before the lesson Gathering information about student knowledge I will ask the students who drives. Also, I will ask them what they know about distance, displacement, speed, velocity, and acceleration. Pre-assessment that may be used None During the lesson Informal Formative Assessment I will ask students questions about what they know about the terms and how they have used them in the past. Also, while building the vehicles I will ask them why they choose the power source that they did. Formal Formative Assessment There will be a work sheet that will need to be completed and turned in. Also, They will be assessed on how well their vehicles do against the set criteria. At the end of the lesson Formative I will have the students work on the worksheet and give them a grade on how well they do in answering the questions. Also, they will be graded on how well the vehicle performs. Summative At the end of the year the students will have to take a test on everything they have learned and this unit will be on that test.

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