Below is a lesson I planned during the unit on Momentum. The lesson plan is on the left and my comments and reflections on the right.
To download this lesson, please Click Here.
To download this lesson, please Click Here.
3.28.13 Momentum Lesson Plan
Learning Target:
Massachusetts Physics Standard:
Lesson Outline: A. DO NOW: (Individual --> Reviewed as a Class)
B. MINI LESSON: Momentum Equation
C: PRACTICE PROBLEMS (Individually or in Groups)
D: REVISIT DO NOW: (Individually)
E: PREVIEW:
F: HOMEWORK
Prep/Materials Needed:
To photocopy in the morning:
To write on the board: Agenda:
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This is the second day of unit on Momentum. In the prior day, as an introduction, students drew their own cartoons of objects that were coming towards them that were difficult to stop. We discussed what the objects were and what caused them to be difficult to stop. In this lesson, I aimed to cover the specifics of momentum. I started with a more focused, concrete discussion that led into the introduction and exploration of the momentum equation. In the Do Now, I wanted to get a sense of where my students were in their thinking after the previous day of open discussions. What variables would affect the difficulty of stopping a moving object? Would they would bring up mass and velocity? Would they think other variables were at play? Also, which variable would they think affect an object's difficulty of stopping the most? While the Do Now appears simple, the last question generated lively discussions. Students defended their rationales to if mass or velocity would affect the difficulty of stopping more . The Do Now discussion led into the next part of my lesson. While part of the activity's goal was simply to reinforce my students' ability to find the right equation on the MCAS formula sheet and for them to practice putting a formula in a magic triangle, I also wanted to target a higher-order goal of generating more advanced awareness of equations: Does it make sense that those particular variables are in the equation? What does the equation show about the specific relationship between the variables ? In Part C, I provided an opportunity for my students to start wrapping their thoughts around, think about, and ask clarifying questions on the new topic. It gave me an opportunity to go around to obtain a sense of where my students were on the topic. I allowed them to work individually or with a group because I know that for them to feel like they are have a grasp on the concept, some need to think by themselves whereas others need an opportunity for a peer to reexplain the concepts to them. For Part D, I had students assign numerical values for mass and velocity for each of the Do Now scenarios and check if their original assumptions of which runner would be more difficult to stop were correct or not based on the quantitative value found for momentum. I tied the lesson back to the Do Now to help connect the concept back to familiar situations and I purposefully built in an opportunity for students to reflect on their initial assumptions. This part was completed individually so that I could collect and assess how the lesson went.
These cards became a part of my classroom due to hearing the same, few students answer questions class after class. It is a tool that is used in large lecture classes, that I find just as useful in my class. The cards have different answer choices for the students to hold up and vote on throughout the class to provide a quick, informal assessment. From them, I am able see how every individual is thinking about a problem and note the students that need further aid and on which topics. |
Reflection Notes:
I was fortunate to have my university supervisor observe and help reflect on this lesson. His feedback and notes really help extend my thoughts on how I can increase critical student thinking more in my lessons. The major learnings from our discussion include:
On the Do Now, opening activity:
- First, the Do Now showed that students were thinking about mass and speed when considering variables that would affect the difficultly of stopping and object. This informal assessment allowed me know that my students were ready to move forward with new content.
- Second, the last part of the Do Now (comparing a more massive, slower person to a less massive, faster person) sparked a heated discussion that highlighted and brought out how my students were thinking about momentum. The complexity was what really engaged and captivated my students. A lot of times, complexity is more intriguing and interesting than simplified problems.
- Third, there was room and space for student ideas. I tried to really listen and understand all the ideas from my students and it seemed like they felt comfortable expressing their thoughts.
While the rest of the lesson achieved the goals I had set out to accomplish, we discussed ways to improve the lesson to promote more critical student thinking and scientific problem solving.
- Instead of having the students find the momentum equation on the formula sheet, I could have had the students create what they thought the mathematical relationship should be based on if they thought mass or velocity was more important. This would have had better harnessed the passion from the discussion, have students really think about and gain a deeper understanding of mathematical modeling in general, the relationship between mass and speed for momentum, and really targeted curiosity and student discovery rather than, honestly, learning how to plug and chug with the momentum equation.
To read my supervisor's report, Click Here.
To access the class handouts, Click Here.
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