1. Topic-
Physics - Motion
2. Content-
Motion: Speed, Acceleration, Distance, Displacement, and Velocity.
3. Goals: Aims/Outcomes-
Students will know:
1.How to infer information from a distance-time graph.

2. How to calculate speed, distance, velocity, displacement, and acceleration.

3. Demonstrate an understanding of the terms speed, acceleration, distance, displacement, and velocity.

4. Experiment with speed and motion.
4. Objectives-
Students will be able to do:
1. Identify important information from a distance-time graph.
2. Explain the difference between speed and velocity.
3. Draw conclusions from experimental information.
5. Materials and Aids-
Apple TV, Ipad(s), whiteboard, document camera, foldables, graphic organizers, experimental apparatus, and worksheets.
6. Procedures/Methods-

A. Introduction-

1.Prior to beginning this unit students will assess their prior knowledge of motion using a learning scale. Students will be able to use this scale later on to track their progress.
2.Students will define vocabulary words in their Vocab Log and will make foldables that will introduce them to the main concepts.
3.Finally students will watch videos that will explain motion: speed, velocity, acceleration, etc. Student will be expected to take notes on the video and summarize their notes to check for understanding.

B. Development-

At the beginning of the lesson students will:
1. Create graphic organizers for speed, acceleration, and velocity.
2. Students will practice each concept by observing a demonstration of each concept and then putting it to practice through calculations (see experiment).
3. Students will work on a worksheet together in class. Three problems will be modeled from that worksheet and students will work together to complete the remainder of the worksheet.

C. Practice-

Students will be given the opportunity to develop or sharpen their skills by:
1. Guided practice problems -Worksheets, textbook problems, etc. Students will be walked through the problems step-by-step and shown how to solve different types of problems.
2.Students will be given hands on experimentation activities for which they will have to calculate various types of motion.
3. Game opportunities to sharpen developed knowledge and skills.

D. Independent Practice-

1. Student complete a worksheet with practice problems and concepts for them to complete individually.
2.Students will be given hands on experimentation activities for which they will have to calculate various types of motion.

E. Accommodations (Differentiated Instruction)-

Students with learning disabilities and ESOL:
1. ESOL students will be partnered up with a bilingual student or Co-teacher to receive and understand the content.
2. ESE students will receive one-on-one with me or a co-teacher to understand the material. Students will be paired up to work on assignments and will receive extra time on assignments.

F. Checking for understanding-

Students will:
1. Answer picker questions to assess their final understanding of the material.
2.Students will also conduct a self evaluation in addition to the learning scale.

G. Closure-

Socrative Survey (Final)
7. Evaluation-
Students will be expected to complete part of an experiment (see attachment)on their own, along with a Kahoot match. Students will be assessed based on their skills and knowledge of the material.
8. Teacher Reflection-
Some parts of the lesson went well, for example the graphic organizers. Students really seemed to understand the material better as they saw an organized version of what they were expected to know. Other areas of the lesson did not go as planned. For example, I expected students to be more dependent on working out the problems posed by the motion demonstration, but a majority of the students still needed a lot of help. Other students just needed a refresher and were able to move through each problem. So far I think I need to work on finding areas where I think students might have problems and how to address those problems.

This Lesson Plan is available at (www.teacherjet.com)