GENEVA COLLEGE BEAVERFALLS,PA LESSON 1 Name: Jennie Huff Date: 02/01/2021 Subject: General Physics GradeLevel: 11" and 12!" Grade 1. Topicand General Goal Energy: All students will participate in the energy review game, Il ReferencetoPAorCommon Core Standards Standard-3.2.10.82 Explain how the overall energy flowing through a system remains constant. Describe the work-energy theorem, Explain the relationships between work and power Standard-3.2.12.82 Explain how energy flowing through an open system can be lost. Demonstrate how the law of conservation of momentum and conservation of energy provide alternate approaches to predict and describe the motion of objects IIL. Lesson Objectives: TSWBAT memorize the diferenttypes of energy. TSWBAT calculate the correct answerto1aword problem. ‘TSWBAT apply an LOL chart when needed to determine the energy equation. IV. Materials iPad Laptop Projector Paper Penei Caloulator Tesla CoilGun v. A. Introduction Start class with Tesla Coil Demonstration. Ask these questions: 1. Howwas everyone's weekend? Does everyone have theirequation notecard and.alculator? Can anyone tellme what thisis? Whattypes of energy might be presenti this demonstration? How can this demonstration connectto our uniton energy? 6 Would-anyons likeiovolinteorioholdthe paper? 7. What did we lear from the demonstration? Lesson Development (Activities, Procedures) Step 1: Perform tesla coildemonstration and ask questions. ‘Stop2: Have students get out apiece of sorap paper or open notabilty towriteon.‘Step3:Startreviewgame. Step 4: Write down the winners names. Step 5: Award the top 5 students with candy or experience points. c. _Evidence of Differentiated instruction (Content, process, Products, orLearning Environment) Process: Studentsinthe classroomwillwatch te projector and selectthe correct answer on theiripads. The students at home willuse theiriPad to view zoom showing the question and selectaresponseinKahoot. Learning Environment: The students ill have the choice to workin teams orindividually on the Kahoot game. D. —Closure(Summary) Assign awards othe top five students and ask there are any remaining questions? VI. Assessment/Evaluation ‘The students will allbe informally assessed based on their ability to correctly answerthe variety of ‘energy-based questions (multiple choice and word problems) presentediinthe Kahoot game through the use ofroot memorization and the LOL charts. VIl. Modifications andor Accommodations The modification for Nathan and Colin willbe the ability tohave extratime ititisneeded andthe option towork as.agroupwiththeirpeers. Vill. Solt-Evaluation Cooperating Teacher Approval) ( Self-Evaluation for Lesson 1 Today | performed a review game with the students fully on Zoom because of the large amount of snow overnight. I did not perform a demonstration like | had originally planned because I was unable to travel to the school to get the tesla coil gun. Instead, | started my portion of the period by having the students pull up Kahoot on their iPads and | introduced myself. The schedule for today was a two-hour delay and fully virtual. The way my previous experience contributed to the strategies used in my lesson was through the use of multiple means of expression where the students could read the question on my shared screen or | would read it out loud to them. | would say another way my previous training added to my teaching was by showing me the importance of wait time and allowing the students to have time to process the material, The main item I would have done differently was to have my work for each problem on notability 0 | could just change between screens instead of having to show the students physical pieces of paper with my worked-out solutions. Another item ift was possible to do different was to have a full class period for this Kahoot game instead of the limited periods of 30 minutes. ! would say the best portions of my lesson was the student involvement and when the students asked questions during the review game for further clarification. Another portion | would say was the students’ active involvement in their learning from the review game. ‘Mr. Hanlon began the period for 1,2 and 6 by reviewing the equations the students will need for the test with them. I then took over for the second half of each of these periods when there were no more questions to run the review game. For each class | took the top 5 students and awarded them 100 experience points each in Classcraft. ‘Addendum for the Class Periods Taught! In period 1 we got through questions 2 through 9 since the students had less questions during the first half of the period. There were 23 students that participated in the first game. 1n Period 2 we got through questions 1 through 6 because the students had significantly more questions at the start of the period. In this period 19 students participated in the Kahoot game. {in Period 6 we got through questions 1 through 12 because the students had no questions during the first part of the period. All 19 students participated in the Kahoot game! The students also voted to play one more question and seemed to do well. Overall, | had about 4 students from each class that did not participate in the Kahoot game except for period 6 where they all dd.