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Vivien T.

Thomas Medical Arts Academy Daily Lesson Plan

Teacher: T. Dockery Lesson Date: Monday, September 24, 2018
Subject: Physics- 11th Grade Unit Title: 1- Motion & Momentum Lesson Title: 11- Momentum
HS2.A.PS2: Use mathematical representations to support the claim that the total momentum of a system of objects Is
Standards NGSS:
conserved when there is no net force on the system
Students will determine the factors that affect momentum and calculate the momentum of various objects.
What factors determine who wins in the collision?
Staircase of []
[ X] Developing [ X ] Maintaining [ ] Refining [ ] Enriching [ ] Reviewing
Complexities Introductory
Agenda: Academic Vocabulary: Materials:
Speed Handouts
Do Now /Engage Momentum Interactive Science Notebooks
Momentum Frayer Velocity
Momentum Practice Mass


T1-9 P1-6 R&A1-4 Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
T1 Do Now – state that a Do Now will be on the board EVERY DAY and will be the first Check for Understanding:
T7 thing they complete in class; timer will be used (time might be different each day); Clarify any misunderstanding
T8 from Do Now/ Previous Days
when timer goes off ask students to review answers.
A, who travels 4 miles an hour starts from a certain place 2 hours in
advance of B, who travels 5 miles an hour in the same direction. How
many hours must B travel to overtake A?
10 min

Objective – ask a student to volunteer to read the objective (“with a raised

hand, can someone please read today’s objective?”; explain that the
objective is what I hope we accomplish for that class period

TA – if students are struggling or refusing to answer, remind them that there is

not a right or wrong answer, I just want it to be completed - Positively narrate
students following directions
SA – quietly complete DNA and turn in when asked - silently listen to classmate
read the objective
ENGAGE  Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be
cleared? Is there brainstorming that student need to complete before the lesson begins?)
T3 REVIEW: 1. What factors contribute to the
15. A motorboat leaves a harbor and travels at an average speed of 8 mph toward seriousness of the injury that the
a small island. Two hours later a cabin cruiser leaves the same harbor and travels at football players get when they
an average speed of 16 mph toward the same island. In how many hours after the take a hit? 2. Why did the narrator
cabin cruiser leaves will the cabin cruiser be alongside the motorboat? in the video mention “speed”
several times? 3. What does speed
t+2 = time (hours) motorboat traveled have to do with the hit that the
. players receive during the game?”
8(t+2) = 16t
8t+16 = 16t
16 = 8t
2 hours = t
6 m
i 17. A car traveling at 52 mph overtakes a cyclist who, riding at 13 mph, has had a 3
n hour head start. How far from the starting point does the car overtake the cyclist?

52*h=13 (h+3)
52(3)= 156 miles

The students will watch The New Yorker’s video Dangerous Helmet-to-Helmet
Collisions in N.F.L. Games (Youtube-2:41). The teacher will ask the following
SA – actively and quietly participate in activity, ask questions as needed
TA – positively narrate behaviors
EXPLAIN Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared
reading, shared writing, discussion, writing process.)
T2 The students will read The Physics Classroom’s discussion of momentum. They 1. What is momentum?
will use the Momentum sheet. 2. What is the equation?
As students are reading, they will fill in their momentum frayer model as an 3. What does p=
15 min alternative to traditional notes 4. When would my momentum
 This activity aims to help the students develop the following ideas: double?
1. Momentum takes into account the object’s mass and velocity.
2. The momentum of an object is equal to product of its mass and 5. What unit would we write
velocity. momentum in?
3. Momentum is a vector quantity.

MODEL: How fast is a 5.50 kg ball moving if it has a momentum of 2.50 kg.m/s?

TA – give explicit directions; provide clarifying information during the notes;

positively narrate positive behavior; answer questions as needed
SA – quietly participation the notes and questioning; ask and answer questions;
follow directions
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-
teaching or intervention, writing process)
T3 3
1. Calculate the momentum of a 1.60 x 10 kg car traveling at 20.0 m/s. How would we rearrange the
T5 3
2. Calculate the momentum of a 2.50 x 10 kg truck traveling at 110 km/h. momentum formula, to solve for
3. How fast is a 1.50 kg ball moving if it has a momentum of 4.50 kg.m/s? speed?
4. A 75.0 g ball is rolling at a speed of 57.0 cm/s. Calculate the ball’s momentum.

15 min
TA – give explicit directions; positively narrate positive behavior; answer
questions as needed; CFU by visiting stations with the students and asking
probing questions.
SA – actively and quietly participate in the activity; ask questions as needed
Independent Practice: (individual practice, discussion, writing process.)
T3 2
1. A 5.00 kg ball accelerates at a rate of 2.00 m/s for 1.50 seconds. Calculate the
ball’s momentum after the acceleration.
2. A 2.00 kg rock is dropped from the top of a 30.0 m high building. Calculate the
ball’s momentum at the time that it strikes the ground.
3. A 1.00 kg rock is thrown up into the air from ground level at a speed of 8.00 m/s.
The ball travels up to a maximum height, then returns to the ground. Calculate
the rock’s momentum as it strikes the ground.
4. A 1.50 kg rock is thrown up into the air from ground level, reaches a maximum
height of 7.00 m, then returns to the ground. Calculate the rock’s momentum as
10 min
it strikes the ground.

TA – give explicit directions; positively narrate positive behavior; answer

questions as needed; CFU by visiting stations with the students and asking
probing questions.
SA – actively and quietly participate in the activity; ask questions as needed
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
T5 Momentum of an Object
T3 Below are snapshots of cars and their velocities. Where the car is facing is the direction of its motion. Rank the cars
according to greatest to least momentum. Use the rightward direction as the positive direction and the leftward direction
as the negative direction. Zero momentum is greater than a negative momentum. Ties are possible.
Mass = 1000 kg Mass = 1100 kg
Velocity = 2 m/ s Velocity = 1.5 m/s
Mass = 1500 kg
Velocity = 0 m/s
6 min Mass = 1200 kg Mass = 1300 kg
Velocity = 0.50 m/ s Velocity = 1 m/s

Greatest 1__________ 2 __________ 3 __________ 4 __________ 5 __________Least

Or, all of these have the same non-zero momentum. _________
Or, all of these have the same zero momentum. __________
Please carefully explain your reasoning.

TA – give explicit directions; positively narrate positive behavior; answer questions as needed;
SA – actively and quietly completes the exit ticket; ask questions as needed; flip over when done.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
5 min
Did we meet our Objective? How do we know?

Enrichment/Extension: Reflection:


Notes/Reflections: Instructional Framework:

X T1 Engage students in standards-based lesson objectives
Observed by Principal Farmer.
X T2 Communicate content clearly
Observation notes stated to slow down
X T3 Use strategies and tasks that engage all students in rigorous work
my speech, also allow students to
X T4 Use questioning to bring students to higher-order thinking
X T5 Check for understanding and respond to misunderstandings
X T6 Facilitate student-to-student interaction and academic talk
DFA: Overall students did very well X T7 Implement routines to maximize instructional time
with the topic as far as remembering X T8 Build a positive, learning focused classroom culture
the formula, issues came with T9 Reinforce positive behavior, redirect off-task behavior, and de-escalate challenging behavior
calculations that included negative Learning Modalities:
numbers as well as putting them in Active X Synthesis
order. X Auditory Tactile
Deductive Visual
Kinesthetic Oral

Supplementary Aids and Services Matrix for LP

Students Name Graphic Extended Reduced Provide Use of Multiple Small Snacks Shorter Repetition
Organizer Time Distractions Teacher Calculator Frequent Testing Units
Notes Breaks Group
Period 8 T. Franklin X X X X X
T. Cokley X X X X X X
A Barnett X X X X
Period 5/6 B. Jenkins X X X X
E. Harris X X X X X
A Hargrove X X X X
N Fields X X X X X
C. Campbell X X X
Period 2 K. Scott X X X
N. J-Lazare X X X
S. Goods X X X
D. Ward X X X X
Period 1 J. Jones X X X
D. Fowlkes X X X X X
D. Brewer X X X
T. Bland X X X X X X
J. Barnes X X X X