POP Lesson Plan Wednesday February 24, 2021

Name of Teacher Candidate Fiza Khan

Lesson Overview
Grade Level 6th
Estimated Time Needed One 55 minute class period
Lesson Description
6.8C

Content Area Standards (8) Force, motion, and energy. The student knows force and motion are related to potential and
kinetic energy. The student is expected to:
(C) Calculate average speed using distance and time measurements.
Technology Standards N/A
Students will be able to calculate average speed using distance and time measurements. Students
Objectives
will learn this through using the formula and through a physical lab.

Resources/Materials/Tools
Speed
Terms/Vocabulary Time
Distance
Technology Resources N/A
Other Resources N/A

Lesson Procedures

“Take a look at the board as you are walking

in quietly”
Board will have directions for group
placements for the day. Students will settle
themselves in their assigned groups.

There will also be a riddle on the board. Once
they are seated, they will begin working on
the brain teaser or riddle, while waiting for
their classmates to find their seats as well.
This is the time students get their supplies
out, such as pencils, making sure they are
sharpened, etc.
Engage (5)
Riddle: How can 8 + 8 = 4?
Answer: When you think in terms of time. 8
AM + 8 hours= 4 o’clock.
5 minute timer for this.
Based off the riddle, ask questions about what
the numbers mean. “When I write 8, 8, and 4,
did I indicate what I’m talking about?”
Role of teacher: Remind students to take a
look at the board and follow directions as to
their seating and group for the day.
Wait for everyone to settle down and then
begin the day's lesson.
Role of students: Walk into the classroom,
look at the board for seating and group
directions. Get settled in and begin on the
riddle of the day.
Role of teacher: Go over the riddle and
connect it to how with science, it’s important
to label our numbers. With this unit of force,
we measure in Newtons, and since its a
vector quantity, it must have a direction
indicated as well.

(Emphasize placing units after numbers. With

force, the unit of measure, Newtons, and the
direction, must be stated) Ask questions to
have students recall this.
Explain (10) Review the 3 main vocabulary words: Speed, Role of teacher: Introduce speed, distance,
distance, time time and go over examples.
“What does each word mean?”
 POP Lesson Plan Wednesday February 24, 2021
“How would you write each one with its
units?”
“If I have somethings distance and time, how
can I get its speed?”
Give example problem to figure out speed

Display on board the plan for the day which

will look something like:
- Speed lab expectations + rules
- Speed lab (outside) Role of teacher: Go over the plan for the day.
- Speed post lab (in class)
Go in depth with the Speed lab expectations + Role of students: Pay attention and ask
rules. questions if needed.
- Each group will have 4 students
- Each student has an assigned role Role of teacher: Go over roles.
- Director
- Materialer Role of students: Follow along and know
- Recorder their individual roles.
- Timer
For each role, have students raise their hand
to make sure they know their roles.
For each role, say what they are to do and
have them repeat it back. Provide materials
needed for each role (if needed)

After going over group roles, remind the

expectations for completing the activity.
Speed lab
- This will be a worksheet lab
- Students will be in groups of 4 (4
groups total, of 16 students)
- Each member of the group has a role
- Director will be the first in each
group to Walk, Backwards Walk, Role of teacher: Go over rules for lab. Take
and Speed Walk (over a given students outside where 4 places will already
distance) be marked with their distance they’ll be
- The Materialer will be next working with.
- Recorder will be next
- Timer will be last Role of teacher: Place 8 minute timer.
Explore (25)
- Students will take turns
- Only the recorder will take with Role of students: Each member of the group
him/her a recording sheet to jot will first walk, then backwards walk, then
down the time it took for each speed walk. All members should finish
student to do each thing within 8 minutes. Director is leading, timer is
- Timer will have a timer to time each timing, recorder is recording
student in his/her group
- Teacher will have a timer of 8
minutes for each part
- First 8 minutes - walk
- Second 8 minutes - backwards walk
- Third 8 minutes - speed walk
Explain (10) Take 2 minutes for all group members to get Role of teacher: Allow for students to gather
the timings from the recorder of the group all data from each other. Allow students time
- Give 5 minutes for the group to to calculate speeds and averages
calculate their speeds
- Then they calculate their groups Role of students: Make sure to gather all
average speed times from the recorder/timer. Work with a
- Then I will collect each groups group to calculate each person's speed. Then
average speed to create a class come up with a class average speed for each
 POP Lesson Plan Wednesday February 24, 2021
average for each one: walking,
backwards walking, and speeding
- Explain that tomorrow we will work
activity: walk, backwards walk, and speed
further to create a graph from the
walk. Share out loud their groups' averages.
data we collected
- Go over the diagram again for
Forces
Role of teacher: Pass out the post assessment
Evaluate (5) Post assessment
Role of students: Complete the post
assessment and turn it in the white basket

Plans for Differentiated Instruction/Accommodations

NOTE: Put NA for any that do not apply.
As students are working in labs, I can go around each group and do a quick formative
Special Education Students
assessment by asking check if on task
English Language Learners N/A
I can have them work on another extension activity after the post lab such as a STEMscopes
Gifted and Talented
Science Reading on Forces (if time permits)
Other:

Classroom Management Plan for the Lesson

Have a way to quiet students when they are outside and in the middle of the lab
Make sure that timing is not off
Management strategies that I plan to use are:
Quiet/attention signal: If you can hear me clap once, clap twice
Moving into groups: Have students line up and then count off each student by number
Transitioning during the lesson: Get students attention to make it go faster
Potential Challenges/Plan B
Timing for the lab (cannot exceed 25 minutes!)
Making sure each student is participating and doing their assigned role
Students staying on task during lab

Notes and Credits