Personal Lesson Plan Template

Teacher: Johnathan Harvell Date: 11/20/2019

School: Hinkley High School Grade Level: 9th

Content Area: Science (Honors Physics 5​th​ Period)

Title: Reading Impulses Lesson #: 1 of 1

Academic Standard​:

Colorado Academic Standard (HS-PS2-2):​ Use mathematical representations to support the claim that the total momentum of a
system of objects is conserved when there is no net force on the system.

Colorado English Language Proficiency Standards:

English Learners communicate information, ideas, and concepts necessary for academic success in the content area of ​science

SWBAT:

Students will be able to explain and describe the changes of applied momentum given in a graph using given sentence stems, word
banks, and other content writing supports within their scientific notebooks.

Big Idea / Essential Question:

How can one predict an object's continued motion, changes in motion, or stability?

Evidence Outcomes: Inquiry Outcomes:

● Students use the mathematical ● How does the amount of force affect the total change of
representations to model and describe the momentum (i.e. impulse) on an object?
physical interaction of the two objects in ● How does the amount of time affect the total change of
terms of the change in the momentum of momentum (i.e. impulse) on an object?
each object as a result of the interaction. ● How does one calculate the impulse on an object via graphical
data?
● Students identify that the analysis of the
momentum of each object in the system
indicates that any change in momentum of
one object is balanced by a change in the
momentum of the other object, so that the
total momentum is constant.
List of Assessments:
● Warm – Up ​(Formative)​:​ Students will explain and describe the information presented in a Force v.s. Mass graph in terms
of force, mass, and acceleration.

● Force v.s Time Graph Practice ​(Formative)​ – S​ tudent will apply sentence stems, and word banks to help explain & describe
the changes in momentum in a variety of data sets as represented in graphs.

● Exit Ticket​ (Formative) – Students individually demonstrate their knowledge of reading and interpreting information of
Force v.s. Time graphs using provided sentence stems, word banks, and their scientific notebooks within a google form
document in google classroom.

Time of Activity: ​58 mins total

● 3 mins: ​Warm - Up (Force. Vs. Mass Graph)
● 2 min:​ Go over POGIL roles in “Shout Out” Protocol
● 7 mins:​ Go over “Shout Out” protocol, and allow teams to prepare.
● 3 mins:​ Walk around and get “Shout Outs” from every group
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● 1 min:​ Pass out “Force v.s. Time Graphs” Interactive Notebook Sheet
● 5 min:​ “I Do” 1st Graph - Interpret, Calculate, and Write Response
● 7 min:​ “We Do” 2nd Graph - Interpret, Calculate, and Write Response with Class
● 2 min:​ Team “You Do” - Give students time to come up with an explanation for 3rd graph
● 3 min:​ Team “ You Do” - “Shout Out Protocol”
● 1 min:​ Team “You Do” - Go over correct answer for 3rd Graph
● 5 min:​ Allow students to place “Force v.s. Time Graph” sheet into interactive notebook
● 1 min:​ Go over expectations for “Force v.s. Time Graph Practice” on Google Classroom
● 15 mins:​ Students work on “Force v.s. Time Graph Practice” at their tables either individually or as teams, Teacher will
walk around to address concerns & misconceptions
● 3 mins:​ Exit Ticket - “Force v.s. Time Graphs”

Materials Needed:
● Promethean Board
● Sentence Stems & Word Banks - Kinematics Set (for Force v.s. Mass Graph Warm-Up)
● “Force v.s. Time Graphs” Interactice Notebook Cut-Outs
● Stick Glue
● Scissors
● Spare Pencils
● Spare Paper

WIDA CAN DO Key Uses (Identify Key Use function and record how students in each language cluster will demonstrate the
standard/function at their language level. May copy directly from Key Uses resource.)

Entering/Beginning Response (1-2): Developing/Expanding Response (3-4): Bridging/Reaching Response (5-6):

Students will ​recount​ in​ reading​ and ​explain​ in ​writing​ by...

Reading:​ Match visual representations to Reading:​ Answer questions about explicit Reading:​ Interpret visually - or -
words/phrases. information in texts graphically - supported information

Writing: ​Label content-related diagrams, Writing:​ Outline ideas and details using Writing: ​Explain, with details,
phenomena, processes, procedures.
pictures, from word/phrase banks graphing organizers

What would it sound like if students met the objective? What functional words and phrases will students be expected to
produce?

Responses Expected (Based upon language level/chosen
function)
Level 4, 5, 6:
There​ ​is a​ total​ ​of​ ​2 collisions​ shown in​ ​Force v.s. Time​ ​graph.
The​ ​total ​impulse​ ​is​ ​175​ ​Ns​. ​The​ ​impulse​ ​is​ ​not constant​ ​due
to​ ​force​ ​changing with​ ​time.
Sentence Frames (Support the language function at the
language level ***Can be used in more than one lesson
and/or content area)
There _____________of _____________ shown in
______________. The ______________ is ________. The
________________ due to ___________________
Personal Lesson Plan Template
Level 3: There are ___________ shown in the _________. The _______
add up to _____________. The __________ as ________ and
There are​ ​2 areas​ ​shown in the​ ​Force v.s. Time graph​. ​The
areas​ ​add up to​ 175 ​Ns​. ​The​ ​impulse changes​ a​ s​ ​force​ ​and ___________ together.
time​ ​changes​ together.

Level 1-2: The ___________ is _____________.

The __________ is __________.
The​ ​graph​ ​is ​Force v.s. Time.​ ​The​ ​impulse​ i​ s​ 1
​ 75 ​Ns​. ​The The _____________with _________.
impulse changes​ ​with ​Force​.​ The​ impulse changes​ ​with​ ​Time​. The ____________ with __________.

What ​academic vocabulary​ will students be expected to know and use?

Vocabulary of the ​Text​ (if applicable) Vocabulary of the ​Task
(words/phrases in actual ​text ​that students need for (​critical words or phrases for the content in frames​)
comprehension/to understand the text)

Tier 2​ (no more than 5): Tier 2 ​(no more than 5):

Impulse, collisions, area, changing with

Tier 3​ (no more than 3):
Tier 3​ (no more than 3):
(Newtons) / (N), Seconds / (s), (Newton seconds) / (Ns)
Total, Constant
*********”Text” will be a graph of forces *********

WIDA Supports (Identify supports that are present in the lesson instruction)

Sensory Graphic Interactive

● Slope Definition and Example ● Force v.s Time Graphs will be ● Give one, Get one
Posters Placed in Room displayed on promethean board ● Turn and Talk
● Key Word / Phrase Wall with ● Impulse & Force equation ● Partner / Team Work
content bricks & mortar. Examples within Scientific
Notebook
● Definitions of force, time,
impulse, and momentum placed
within graphic organizer of
scientific notebook.
● Graphing: T.A.I.L.S format within
Scientific Notebook

OPENING- Developing background knowledge or accessing prior knowledge (Content and Language): “hook students”
Describe the task students will be engaged in:
What ​background knowledge​ will students need to access to be successful? ​How will you help them access the content and
language objective?

Students have already had long exposure to graphs, and how the graphs are set-up via the T.A.I.L.S format we use in class. Up until
now, students have mainly exposure to Distance v.s Time, Speed v.s. Time, and Force v.s. Mass graphs within the classroom. This
lesson is to allow for a new perspective of Impulse (p =Ft) by the use of Force v.s. Time graphs to demonstrate the total change in
momentum of the object. As students walk in, students will be given a Do Now that incorporates a Force v.s. Mass graph as a review
of Newton’s 2nd Law. During this time, students will utilize their scientific notebook, which contains many graphic organizers and
examples of problems we have performed in class this far, to help them complete the Do Now. For their oral responses to Do Now,
Personal Lesson Plan Template
students will have access to a word bank and series of sentence stems to use placed on their lab tables. Additional supports for
students will be presented in the word wall, and anchoring charts placed throughout the classroom.

BODY– teacher models (I Do), teacher/students practice together (We Do), students practice independently (You Do)
*Be sure to include at least one Structured Language Practice within your Instructional Sequence (I do/We do/You do)

After the warm-up, students will be given a cut-out that contains three different Force v.s. Time graphs. The graphs that will be
presented on the Promethean board will be the exact same graphs within their cut-out.

I Do​ - The first graph will be performed by the teacher. The graph of the “I Do” will be presented on the Promethean board, so
students can follow along in both a wider perspective, and up-close at their desks. The teacher will walk through the set up of the
graph according to T.A.I.L.S (Title, Axis, Interval, Labels (units), and Scale). The teacher will then walk through the process of
calculating the total change in momentum by calculating the areas of each “box” presented in the graph. The “boxes” of all the
graphs will be rectangular in nature; however, will have different sets of data and intervals. The impulse of the object will be
calculated for each “box”, and then the teacher will write a response in how to describe the graph using the word bank and sentence
stems provided to the students at their tables.

We Do​ - The second graph will be performed by the teacher and the students. The same process for the “I Do” will be performed in
regards to T.A.I.L.S, calculation of impulse, and producing a description of the graph; however, as each step proceeds, students will
be prompted with guided questions on what steps are needed next, as well as providing time for turn-and-talk to allow students to
process information. Student teams will be randomly selected to give their own answers to the guided questions after the
turn-and-talk.

(Team) You Do​ - The third graph will be performed by the students, and then later checked for accuracy at the end by the teacher as
a class. Students will be given 5-7 minutes to complete the third graph problem as a team. Once the time is up, student teams will be
prompted to give their answers to the problem randomly, and the teacher will ask clarifying questions as necessary, as well as
correcting any incorrect information either through direct instruction or class discussion. For the description of the graph,
spokespersons from each student team will be instructed to read their teams “favorite” description aloud to the class.

(Individual) You Do​ - Once the third graph is done, students will be instructed to cut & paste their cut-outs into their scientific
notebooks for future references, and then be prompted to work on the “Force vs. Time Graphing Practice” placed within Google
Classroom on their individual chromebooks. The expectation of the assignment is that students submit their own individual work
(calculations, written responses, etc); however, students are encouraged to talk at their tables within the POGIL team format that
was set-up during class expectations at the beginning of the year.

What questions can I ask to engage students in making sense of the content or redirect misconceptions?

Is momentum the same as impulse? What makes impulse different than momentum?
Suppose that I play football and I try to tackle a player that has a greater mass than me, how could I apply more momentum to knock
the player down?
If you begin to run faster and then hit a wall, would you be applying the same momentum as if you were running slower?
If a bowling ball and ping-pong ball roll down towards some pins, which ball would have the greatest momentum? Explain.
If my speed decreases, what happens to my mass? If my speed decreases, what happens to my momentum?

How will I monitor for content understanding?

Scientific Notebook Cut-Out (with evidence)

Student Group Read Aloud of (Team) You Do Graph
Guiding Questions
Exit Ticket - Force vs. Time Graph Written Response (in google classroom)
Walk around during “Force vs. Time Graphing Practice” work time
Team discussions during warm-up, “We Do,” and “You Do.”
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Structured Language Practice
Structure: ​How will you structure your interaction routine? How will you explain/model it for students? How will you hold
students accountable? How will you include equity of voice?

In my class, students are assigned roles according to POGIL (Process Oriented Guided Inquiry Learning). The roles contain
Facilitator (aka Team Leader), Spokesperson, Process Analyst (aka “the person that makes sense of the task”), and Quality Control
(aka “the person that makes sure everyone in the team is contributing). These roles have been set up since the beginning of the
school year, and students understand that their combined effort is attributed to the roles.

At the beginning of the activity, I will explain the specific job of every role within the context of the task. It will be explicitly
demonstrated that the spokesperson will be the one reading aloud to the class. Quality control will be making sure everyone
agrees with the response that they chosen as their “favorite.” Process analyst will be the one writing the “favorite” response using
the word bank, sentence stems, and feedback from their team. The facilitator will be in charge of making sure the task is
completed on time, and will be rehearsing with the spokesperson before the read aloud begins. As seen in previous lessons, this
format seems to work for this type of activity; however, adjustments will be made accordinging due to variety of environmental or
academic factors found during the time of the lesson.

Language Practice: ​What prompts will students be using? How will students respond to the prompt?

The main prompt that will be used for all graphs within the activity will be the following:
“Describe the following graph in terms of force, time, and impulse”

Students will be provided word banks and sentence stems on a sheet of paper at each of their lab tables. This will allow students a
visual format on what possible words, and variety of structures they can use for their responses to the graphs. Students will also
have access to their scientific notebooks, which contain a variety of graphic organizers that hone in on skills such as calculating
momentum, impulse, force, and other variables through various mathematical constructs (i.e. tables, graphs, equations, and
written responses). Lastly, students have visual access to anchor charts that are specific to three variable equations, calculating &
describing slope, as well as a word wall that will contain key terms/phrases from the unit.

Closing/Wrap up – Review key ideas/language- connect back to objectives

Describe the task students will be engaged in: ​How will you review/synthesize the learning?

In the last 3 minutes of class, students will be prompted to go to the assignment “Exit Ticket - Force v.s. Time Graphs” for an exit
ticket that contains a Force vs. Time Graph similar in style to those performed throughout the lesson. Students will turn in the exit
ticket as they leave the classroom. The exit ticket will have the exact same prompt as used for the “I Do, We Do, You Do” and
individual practice. This exit ticket is meant to help inform how the students on the individual level are obtaining, processing, and
evaluating the information within both a written and mathematical context (i.e. calculating impulse correctly).

Lesson Reflection

1. Did the students learn what I intended? Were my instructional goals met? How do I know, or how and when will I know?
2. What are the instructional next steps I plan to take?
3. What were the successes of the lesson?
4. What were the challenges to success?