Learning Plan: SECONDARY1

The Gravitational Force Secondary Cycle 2

Grade
Title of lesson
level
Grade 11/Secondary 5
Subject Physics Gravity
Topic
This lesson is relevant for students to understand the effects of gravity at its fullest and to be
able to work with it. Thus, it is essential for the basic understanding but also for the
Relevance
mathematical function. By the end of this lesson, students are supposed to be well accustomed
with gravity and to be able to independently build their own creation.
 There will be a presentation in the first hour about the topic to familiarize students
with the subject. The presentation will be presented with the help of an interactive
whiteboard and will include videos and images for the easiness of the learning.
Resources Required
 The use of technological tools will be important for the first period as students will be
encouraged to participate by sharing their ideas which will be added to the online
brainstorm graph.
 Analysis of data found in different situational problems or resulting from different
types of observation
QEP Subject Area
Competencies  Understanding of information and its transmission using mathematical, scientific and
technological languages
 Development of strategies and use of creativity in looking for solutions
 Explain the main aspects of gravity
 Explain the different kinds of gravitational force
Learning Objectives
 Use the mathematical formula for gravity
 Create their own structure
 will able to explain the main definition of gravity by listening, studying and testing it
with various objects (knowledge)
 to understand the planets’ different kinds of gravitational force by researching
statistics and images (competence/skill)
Learning Outcomes
 will be able to solve mathematical problems to determine gravity or its components.
(competence/skill)
 will be able to create their own structure considering gravity and its effects
(performance)
Essential Questions  What is it that allows buildings to defy gravity (e.g. Bridges don’t fall)
Lesson Introduction/hook (first class): Students will know:
Timing I will start the lesson by asking everyone what they know Students will gain knowledge about the
Approx. about gravity and will put their answer in an online graph scientific and mathematical aspects of
5 hours or as they brainstorm about their knowledge. (TCK) gravity.
5 class (https://lucid.app/lucidspark/invitations/accept/dde0510b-
periods
2bfe-4e6b-85f5-abdf8f390d23 )

After introducing the topic to the students, I will follow up

with my presentation of the subject. I will include videos
that show the effects of gravity and images of structures
that defy gravity. (Augmentation)

We will continue the lesson by going into more specific

details such as Newton’s theory of gravity and I will
introduce the mathematical formula thought by Newton.

The rest of the class will be focused on learning the formula

and understanding how it works by practicing with
exercises.
1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
By the end of the class, the students will be better
accustomed to the formula and will have a general
knowledge of gravity. They will also have to complete
exercises at home as homework before the next class.
(Homework may be transformed from paper to online
document which may be printed or sent to me via the
school email (Substitution))
Development (Learning activities – step by step sequential
procedure) (2nd-3rd and beginning of 5th class):
I will start the class by going over the homework that was
done at home and briefly re-explain the subject-matter.

We will then go over the summative assessments such as

the final project and the summary analysis of the project.

After that, I will explain the project for the next classes and
let them create their team of 4. They will have 10 to 15
minutes to brainstorm their ideas and create a rough draft of
their creation. (PCK)

Then will begin the making of their creations around the

middle of the second class and will focus on this and their
summary along the whole project.

By the end of the 4th class, students are expected to be

almost done with the project. If they need more time, they
may use lunch time and after school time to keep making
their structures.
Closure (transition) (End of 5th class):
At the 5th class, students will have half the time to finish up
their structure and make sure it is ready to be handed in.
Then, we will go over any questions they may have, and I
will present a small presentation about the importance of
gravity. Students will be invited to participate as to show
the knowledge they’ve gained since the first class. (TPK)
The last few minutes will be used for them to hand in their
project and analysis of it.
FORMATIVE - Assessment FOR learning:
The students will have to create a rough
draft of their creation before starting and
will include it with their final project, not as
a summative, but as a way to see the before
and after and analyze their understanding of
the subject matter.
SUMMATIVE - Assessment OF learning:
Summary Analysis (20%):
Students are expected to compare and
contrast their knowledge of the subject-
matter in this 1-2 pages analysis in which
they will summarize their experience at
creating their own structure. (2-3 elements
from the first class must be added)
The students will also have to add a short
video of themselves explaining the
importance of gravity and how they defied it
in the process of making their structure. (5
minutes min.) (Redefinition)

SUMMATIVE - Assessment OF learning:

Final Project (40%):
 For this final project, students are expected
to build their own structure which will
represent how gravity works and how it can
be defied. They will have to use their
knowledge of the topic to make it stable and
creativity will be considered.

Reflection:
To begin with, I decided to build a plan focused on gravity and its components. I chose this subject with the intention of
creating a creative project to make the students learn based on knowledge but also on a tangible creation. Therefore, by
choosing gravity, I built my plan around a project that would defy and demonstrate how gravity works. Then, I wrote
down the important details of the lesson such as the objectives, the grade desired, the topic, the duration needed etc.
With this great part of the plan done, I continued by detailing the lesson plan into an introduction, a development and a
conclusion.

Thus, the lesson plan includes a class of introduction of the subject-matter. It includes technological tools such as an
interactive presentation and a classroom-friendly website. The other four classes are then focused on the main project of
creating a structure defying gravity. Moreover, I added a summative assessment linked to the main project which is an
overall analysis of the subject-matter and a short video making to determine whether the students correctly assessed the
lesson or not.

Some technological tools that can be used for this class are the following:
 A brainstorming website called Lucid Charts (https://lucid.app/lucidspark/invitations/accept/dde0510b-2bfe-
4e6b-85f5-abdf8f390d23 )
 A video/audio recording software: https://vimeo.com/fr/create
 Diverse photos and videos included in the presentation
 A YouTube video about gravity: https://youtu.be/uzjA5d0QXv8

At first, small problems showed themselves as the plan was being made such as some missing points. In fact, the plan
was at first missing enough technological tools, but with some modification, it is now in great balance with technology
and traditional teaching. Moreover, after creating the plan, I realized some techniques such as SAMR and TPACK were
left out, which was quickly taken care of and immediately included. Therefore, despite small issues in the making, this
detailed lesson plan is very comprehensive and ready to use.

I determined this idea would make a great DLP as it involves the students and can easily be associated with Bloom’s
taxonomy and the TPACK and SAMR techniques. Indeed, adding technological tools to this plan was easy to integrate
and made the lesson even more comprehensive. Moreover, it is a great way to assess students as it includes multiple
techniques to show the students objectives and outcomes.
Professional Competencies:
#1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
#2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various
contexts related to teaching.
#3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a
view to developing the competencies targeted in the programs of study
#5: To evaluate student progress in learning the subject content and mastering the related competencies.
#8: To integrate information and communications technologies (ICT) in the preparation and delivery of
teaching/learning activities and for instructional management and professional development purposes.