Whitney Caskey

Quick Lesson Plan- Lecture

Title of activity: Power
Concept covered in activity: power and how it relates to everyday life.
Grade level or other prerequisites for activity: 10th
Length of lesson: 45 mins
Standards:
SC11.1.13 Energy and Matter: Demonstrate an understanding of types of energy, energy
transfer and transformations, and the relationship between mass and energy.
SC11.1.14 Force and Motion: Develop a conceptual und
Learning objectives:
Students will be able to:

Define power.
Identify the variables involved in power.
Provide examples of power used in their every-day lives.
Calculate power
Relate power to work and energy

Materials: Power point. A heavy book. A step ladder.

Instructional planning: Create a power point and get materials
Procedure/activity
Student Activity
Engage

Teacher Activity

1. Students do the Ticket-in-the-Door

1. Teacher writes Ticket-in-the-Door question on the

board: Where do you see power (in terms of
physics) in your everyday life? Drop down and give
me 20!

2. Share what they wrote

2. Ask what people wrote down, quick classroom

discussion/assessment

Explore

4.Students provide visual examples of

power

4. Ask for students to demonstrate:

5. Predict outcomes

6. Students work through the problems

Explain

3. Students take notes, answer questions,

and provide examples

1. Lifting books 2. Lifting books while

walking 3. Lifting books while climbing up
ladder.
5. During presentation, ask Who is using more
power? (asking for a prediction)
6. Change their demonstration into class calculations
(assign numbers ie. velocity, angles, mass and
heights). Solve for power. I-do-we do-you-do: solve
one problem with them. Allow them to do 2 and 3
on their own. Teacher walks around room checking
for understanding and answering questions
3. Gives Power Point presentation on Power
Remind them:
Work = Force Displacement
Cosine(theta)
Power equations (built off of prior lessons on
energy and work)
P=W/t
P=E/t
-Make it interactive: Ask questions and
ask for examples throughout

Elaborate

7. Students have to list and describe

machines that help humans use less power
in their everyday lives (ie. cars, elevators
etc.)

7. Teacher walks around room checking for

understanding and answering questions

Evaluate

8. Ticket out the door Students assess:

What are some pros and cons of using
these machines? Provide examples

8. Collect tickets. Check for understanding

(see http://www.csusciencemethods.wikispaces.com for more information on 5E Inquiry model)

Assessment
Teacher walks around room checking for understanding, asking students questions
Classroom discussions
Checking their lists of machines

Ticket out the door

Anticipated misconceptions/alternative conceptions

Work and power are the same thing
W is used to represent work as well as watt (confusing)
P is short for power p is short for momentum
Accommodations/modifications of activity for any special needs students (special education, ELL, and
gifted/talented)
Modify level of one-on-one questioning based on students abilities

Homework:
http://www.bozemanscience.com/energy-work-power
-Do a KWL