TEACHER: Adalberto Isaiah Garcia, Adrian Luna DATE: 11/08/2017

TEKS: 112.39: 4D, 111.43: 1A GRADE LEVEL: 9-12

LEARNING TARGET: FLIP COMPONENT URL:
Big Idea: (Specify your lessons big idea. The Big Idea are concepts or principles central to your lesson. They anchor or connect all of the
smaller ideas in a lesson. Examples: Measurement Defines Our World; Geometry is present in all facets of the world around us;
Financial Literacy while collecting, analyzing, and evaluating data.

Forces and rates. There are many types of forces in the world and rates can be used to calculate many different things.

Essential Questions: (Come-up with essential questions that frames the lesson. Your essential questions should connect
essential question frames a lesson as a problem to be solved. It should connect students lived experiences and interests (their only resources
for learning something new) to disciplinary problems in the world. And it should connect what they learn back to the real world, where they
can put their new understandings to work.)

Where kind of forces are there,, how can they be classified, and how do they interact with each other?
Where can rates be used ?

TEKS covered: (Please list relevant TEKS covered in your lesson)

112.39: Physics 4D
111.43: Math Models 1A

Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards. For the
students benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to
accomplish

Students will be able to incorporate both math and science into a lesson that reviews the types of forces acting on a rocket and
the rate of fuel consumption. Topics such as force and rate and trajectory will be covered, and students will apply knowledge
of forces on an example and use rate to calculate the best option from 3 models with different conditions.

Materials/Resources/Equipment Needed:

Pencils, paper, calculator, computer, projector, chalkboard/ whiteboard

Presentation found here: https://docs.google.com/presentation/d/12yL_-2X1_d957tO0X0o_-U787hLGghb0eeO2LWeDs40/edit

Instructional delivery (What information is essential for the student to know before beginning and how will this skill be

communicated to students? This is the section where you explicitly delineate how you will present the lesson. Direct

instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)

A presentation will be made in which the necessary information for understanding the material being discussed, will be made
prior to showing the students an instructional video. The students will then break off into small group reflection.

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 Prior Understanding/Knowledge Transference (ELICIT) (extract or draw attention to prior understandings and
knowledge; determine what new knowledge will be built on existing knowledge; and demonstrate transferring knowledge)

Know what forces exist. How rate can compare 2 topics. Use board to list forces that students will cover and do a simple
example to show rate on powerpoint.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you use to
focus students on the lesson for the day?)
Introduce a general definition of what forces are, and how they can be categorized. Show a quick example on rate.

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive little
explanation and few terms at this point, because they are to define the problem or phenomenon in their own words.

We will present them with three different models, with differing variables in each, and each group of students will have to
evaluate which of these scenarios would provide for the most successful mission. We will take their submissions and then
present them with the correct answer, and explain why it is so.

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided Practice: (Under
your supervision, students are given the chance to practice and apply the skills you taught them through the instructional
delivery)

The forces video will expand on the types of forces and what explain each one. A model of each force, illustrating how each
one is created, will also be shown to the class. Found here:
https://www.youtube.com/edit?video_id=vkOB6fgINeY&video_referrer=watch

The rate video will give examples of how rates can used in a video game.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they have mastered
the skill without teacher guidance.)

Let students do the calculations after watching the video and then students should answer the 3 models problem. Present each
group of students with an example of a standard rocket launch, and have them label which forces are interacting with each
other at the different stages of the rocket launch.

Transfer of Learning (EXTEND): ( transfer one concept to another; transfer subject to subject; or application to a new
context)

Have students relate it to a non-space based movement and have them write it down. Switch over to a program that has real
world rate examples, which will allow them to visualize and conceptualize how rates are calculated.
Check for Understanding (EVALUATE): (Identify strategies to be used throughout the lesson to determine if students have
learned the objective FORMATIVE Evaluation.)

Check the problem given to students to see if they applied the correct forces in the correct positions then go over the problem
on the board. Check the students answer on the model problem and explain which model was the correct answer.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the lesson by
giving the lesson concepts further meaning for your students?)

Talk about how calculating rates and forces can be applied elsewhere in life.

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
Post-Teaching Reflections for each component of the 7-E Model:
ELICIT:

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EXTEND:

EVALUATE:

CLOSURE:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)