GENEVA COLLEGE BEAVERFALLS,PA LESSON 13 Name: Jennie Huft Date: 02/18/2021 ‘Subject: General Physics Grade Level: 11" and 12" Grade |. Topicand General Goals Momentum: Finish the momentum unitby introducing simple LOL diagrams and comparing the concepts of momentum to energy. Il, ReferencetoPAorCommon Core Standards Standard-3.2.10.81 ‘Analyze the relationships among the net forces acting on abody, the mass ofthe body, and the resulting ‘acceleration using Newton's Second Lawof Motion. ‘Apply Newton's Law of Universal Gravitation tothe forces between wo objects Use Newton's Thaw to explain forces as interactions between bodies. Describe how interactions between objects conserve momentum. Standard-3.2.12.82 Explain how energy flowing through an open system can lst. Demonstrate how the law of conservation of momentum and conservation of energy provide alternate approaches topredictand describe the motion of objects. IIL, Lesson Objectives ‘TSWBAT compare the difference between energy and momentum, TSWBAT apply an LOL chartto momentum. IV. Materials iPad Laptop Tennis Ball Willing Volunteer v. A. Introduction Perform the demonstration ofthe Ballistic Pendulum and ask these questions. Would anyone tke to guess which way the blockwillbe knocked over? Did the naildo what you expected? How aboutthe superball? How does this demonstration apply to our discussion of impulse and momentum? ‘Ask the students i they had to close theirbedroom door and they were tolazy to gat up. Would they use a superball ora bal of clay to throw at he door to shutitand why? 6. Show the students the video and ask them their prediction was correct? B. __LessonDevelopment (Activities, Procedures) Step 1: Perform the demonstration and use the 6 questions. Step 9: Continue the guided notes by comparing energy tomomentum. seers‘Step 4: Complete the unit by explaining the use of an LOL chartin momentum, ©. Evidence of Ditferentiatedinstruction Content: Multiple means of engagement through the use of each student setting a goal for themselves atthe beginning of class and explaining whether or not they achieves it Product: For the students on zoom they will sendme a private chat oftheir goal and for those in person they willwriteit ona smal piece of paper. D. —Closure(Summary) Conclude by having everyone discuss whether they found drawing an LOL charttobe helpfulornot, Have the Zoomers type their answer into the chat. VI. Assessment/Evaluation ‘The students willallbe informally assessed based on their ability to compare momentum and energy during lecture through their participation during notes. The students abil to solve momentum problems willbe informally assessed based on their ability to apply an LOL chart to the problem to map ut the momentum conservation of two body system. VIL. Modifications and/or Accommodations Periods ‘The modifications for Madison willbe the ability to have exiratime itis needed Period ‘The modification for Colin and Nathan willbe the ability tohhave extra time ifitis needed. Vill. Setf-Evaluation Cooperating Teacher Approval Ao Ue —Self-Evaluation for Lesson 13 The main way | have reflected on the lesson is that I feel like in period 6 only about a third of the students are actually paying attention especially those that are on Zoom. | will often call on students and they give ‘me this deer in the headlights look because | just caught them not paying attention and they have no idea what the answer is. | would say another way I have reflected on my lesson was that | learned in period 9| have the best input if| perform a demonstration that involves the students first. They actually get excited when we are doing a demonstration. The main strategy | use Is trying to call on all of the students in a class period and | adjust my levels of questions for each student. | also would say the importance of showing the students grace is also a big contributor. | had a student get really excited when he asked if he could turn his homework in late and | told | would take ten percent off but that | would be happy to still accept it. He actually started doing a happy dance. ‘The main item | could have done different was maybe not give the students quite as much choice and | really needed to involve the Zoomers more during the lesson particularly in period 6. | would say the best part of my lesson occurs when the students are excited to volunteer and | have to tell them to wait to see if anyone else knows the answer first. This is often Mason and Garrett in my period nine and for period 6 itis often Shawn and Emma. ‘Addendum for the Class Periods Taught! In period 6, we are right on target with the other classes. | did not perform the ballistic pendulum because | found a video that showed the warmup question with the actual ball of clay and super ball. We then ‘completed the LOL chart notes along with the momentum and energy comparisons. | had time at the end of the period so | went over the formulas they will need for the test on Monday. In period 9, we are right on target with the other classes. | did not perform the ballistic pendulum because | found a video that showed the warmup question with the actual ball of clay and super ball. We then completed the LOL chart notes along with the momentum and energy comparisons. | had time at the end of the period so | went over the formulas they will need for the test on Monday. | gave period 9 a couple extra formulas for the test so | will review these with period 6 on Friday.