GENEVA COLLEGE

Beaver Falls, PA

LESSON PLAN TEMPLATE

Name: Zachary Almy, Chase Baxa Date: 11/18/2020

Subject: Trigonometry, Physics Grade Level: Sophomores and Juniors

I. Topic
 Unit Circle
 Projectile Motion
II. PA or Common Core Standards
 CC.2.2.HS.C.9-Prove the Pythagorean identity and use it to calculate tragicomic ratios.
 CC.2.2.HS.C.7- Apply radian measurement of an angle and the unit circle to analyze trig
functions.
 Standard - 3.2.10.B1 - Analyze the relationships among the net forces acting on a body, the mass
of the body, and the resulting acceleration using Newton’s Second Law of Motion. Apply
Newton’s Law of Universal Gravitation to the forces between two objects. Use Newton’s Third
Law to explain forces as interactions between bodies. Describe how interactions between
objects conserve momentum.
 Standard - 3.2.12.B2 - 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.
III. Learning Objectives: Objectives must be written using observable verbs
1. Students will be able to identify the right trig function (in groups) to use according to
information they are given with at least 8 out of 10 times.
2. Students will be able to identify and find angle measurements (in groups) of a unit circle to at
least 8 out of 10 times.
3. When called upon during lecture, the students should be able to answer a question about the
activity correctly at least 1 out of 2 times.
4. Students will be able to identify the X and Y components in groups of a projectile motion
problem correctly at least 8 out of 10 times.
5. Students will be able to answer a projectile motion problem correctly at least 3 out of 5 times.
6. Students will be able to independently specifically state one thing from each station they have
learned and one thing they still have trouble with.
 7. Students will be able to use prior knowledge to answer review questions successfully when
called on in lecture.
VI. Materials
 Unit Circle Handout
 Pencil and Paper
 Calculator
 Laptop
IV. Lesson Development
a. Introduction
 To begin the lesson, we will explain what the centers will look like and Mr. Baxa will go
over how to use the simulation briefly. (2 to 3 minutes)
b. Lesson development (activities, procedures) (25 to 30 minutes)
 The students will be put in 3 different stations (each taking about 6 to 7 minutes)
 At the beginning of each lecture station, each instructor will ask students review
questions to activate their prior knowledge.
 Station 1: Mr. Baxa will be teaching the students on projectile motion. He will
relate his content with what to look for in the simulation in station 3.
 Identify the X and Y components? (Objective #4)
 What are the characteristics of the projectile in this problem?
(Objective #3, #5)
 What is the gravitational constant? (Objective #3)
 What are some examples of projectile motion? (#5)
 Station 2: Mr. Almy will be teaching the students on the unit circle. Towards the
end, he will relate the unit circle to the idea of shooting a projectile.
 Questioning will go as follows:
 Review: How would I find this specific side of a Triangle? (Objective #2
#7)
 Review: Anybody remember the Trig Acronyms we used for finding
angles? (Objective #7)
 What is anything divided by 1? (Objective #7)
 Using the steps shown, what is the measurement of angle ______?
(Objective #1 and #2)
 What function would we need to use with this coordinate to find the
angle measurement? (Objective #2 and #3)
 Station 3: The third group will be working with a computer program that will
simulate a projectile motion problem.
c. Evidence of differentiated instruction (content, process, product, or learning
environment)
 The content of this lesson will be covering two topics from two different subject areas.
These topics will be related by to the other topic of the different subject area
throughout each group lesson.
  While splitting up our students into three groups, it allows more of each topic to be
covered by the teacher in that subject area. This allows us to play off our own strengths
as we teach cooperatively.
 The product of this lesson will be that students have experienced a brief introductory
lesson of each topic, systems and the unit circle.
 Small group instruction will help eliminate distractions and allow for more opportunities
for students to ask questions.
d. Closure (summary) (2 to 3 minutes)
 To close the lesson, we will give an exit ticket to the students. The two questions on it
will be: What was something you have learned from each station? What is something
you did not understand very well from the whole lesson? (Objective #6)
V. Assessment/evaluation
 Students will be evaluated from their exit slip, and from multiple questions throughout the
lesson. (Objective #6 and #2)
VI. Modifications or accommodations
 Students with ADHD will be put in the middle station, allowing both teachers to be on either
side of them if not instructing their group correctly in order to keep the student on task.
 To help kinesthetic learners, each lecture station will have a visual aid hand out, and one station
will be a simulation of projectile motion so students can work hands on with the content.
 Students with a general Learning disability will be given lecture notes and power point slides at
the end of the lecture.