Buy Existing Paper - Understanding of the concept of the force of inertia and Newton’s First Law of Motion

Description

School:

 

  Subject: Physics

 

Teacher:   Lesson Plan Date: 3

 

 

PRE-PLANNING OBJECTIVE 

At the conclusion of the lesson, the students will be in a position to have an understanding of the concept of the force of inertia and define Newton’s law of motion.

 

Standards (Science)

According to the C3 framework, I will require the students to develop questions and planning inquiries.

 
   
ASSESSMENT” Begin with the End in Mind”

I will have an understanding of whether the students have made a progress of the objectives through asking them questions at the end of the lesson. If they are able to answer the majority of the questions, then it follows that they have made a positive progress towards achieving the goals of the lesson.

 
ESSENTIAL QUESTION

At the end of the lesson, the learners should be in a position to answer the following question: What is the force of inertia? Define Newton’s First Law of Motion.

 
HIGHER ORDER QUESTIONS (3-5)

The main goal of this lesson is to ensure that the learners have an understanding of the concept of the force of inertia and Newton’s First Law of Motion.  Prior to the lesson, the students are expected to have knowledge on the examples of real life situations where the force of inertia is applicable. To that end, the learners will be expected to understand the following concepts;

1. What is the definition of the force of inertia?

2. What is the definition of Newton’s First Law of Motion?

3. What are the real-life examples of situations where the force of inertia is in use?

 

 
LESSON CYLCE

REINFORCEMENT

BELLRINGER

 

TIME

Approximate

10

Min

 

 
INTRODUCTION

§  The teacher would go on to introduce the lesson for the day.

§  The teacher will give the students the objectives of the lesson.

§  The teacher would then go on to inform the students about the instructional material to bring to the class, group works for the lesson and the activities that will take part in the class.

§  Afterwards, the instructor would give the students a definition of the most important concepts.

 

25-30 min

 

   
Engage “I DO”

§  The teacher would enter into the classroom carrying a toy car.  Then he will tell the children to find a space in front of the classroom. On an inclined plane, the toy car is allowed to move. It is observed that the car moves in one direction. As the car moves in one direction, the teacher taps it and suddenly it changes the direction. This is engaging the practices of the discipline under study.

§

 
 

 

 

 
Elicit/ Engineer “WE DO”

§

§  The teacher should tell the students about the various applications of the force of inertia and Newton’s First Law of motion. For example, our bodies move to the sides when a car takes a sharp corner. After this, the teacher should allow the kids to tell him about their own encounters whereby they have applied the force of inertia and Newton’s first law of motion.

 
 
Examine “THEY DO”

§  Here, the students should be given room to test the meaning of the words learned in the class.  For instance, a body continues to move in the same direction unless it has been acted by an external force. This describes _

 

 
Evaluate “YOU DO”

§  Here, the instructor should ensure that the learners have an understanding of why disciplinary language is helpful by asking them to explain the significance of the force of inertia and Newton’s first law of motion. They should also be aware of the units used for the measurement of the force of inertia and Newton’s first law of motion.

 
CLOSURE

§  The teacher should then end up the lesson by summarizing what he has taught to the students.

§  That is through reminding them of the definition of the force of inertia and Newton’s First Law of motion.

5

min

 
HOME-LEARNING

The teacher should then give the students homework where they are supposed to work on designing of an activity that demonstrates Newton’s First Law of motion. This assignment should take part in the groups.