Lesson Plan 17 - Year 10s Physics

Lesson Plan Professional Practice: Chelsea Morgan 21327253
Year Level & Learning Area: Time: 8:50am – 9:55am

Date: 03/09/2017
Science Year 10 physics Room: Physics
Topic:
Efficiency of energy
Curriculum links: Specific Objectives/Learning Goals:

Energy conservation in a system can be explained
by describing energy transfers and • Construct a report that
transformations (ACSSU190) sufficiently revises the
experiment that was conducted
General Capabilities: and draws conclusions from data
 Literacy collected
 Numeracy • Display experiment data in a
well-constructed excel column
Preparation: graph
 Turn on smartboard and computer • Peer review a peers report
 Have USB ready • Construct a mind map on the
 BOOK COMPUTERS (Done) forces of energy and transfer of
 Have spare pens and calculators on front energy
desk
 Have pen and paper at the ready
 Have a copy of your lesson plan on hand.
 Have copies of mindmap and excel
activities if needed
Prior Learning: Resources/Materials required:

 Potential and kinetic energy  Wifi
 Calculations  Whiteboard and marker
 Work and power definitions  Pen and paper
 Excel graphing  Calculators and pens for students
 Newtons laws  Personal laptop
 Efficiency of energy  Class roll
 Lesson plan on hand
 USB on hand
 laptops
Lesson Steps
Time: Procedure
 Enter class
2mins *stand in the doorway of the classroom*
Teacher: “Hey guys. Come in. collect a laptop before sitting down and doing you
spelling test.”
********************************************************************
*
Spelling -WK 8 spelling
8mins *stand at the front of the class*
Teacher: “Everyone should be quietly working on their spelling. When you finish
your spelling collect a laptop and start working on your assignments that are due at
the end of the lesson.”
*walk around the class to make sure students are on task*
 Let students work on spelling for 3 mins
Teacher: “You should have finished your spelling by now and are working on your
reports that are due today.”
SIGNED TESTS?
********************************************************************
 Work on report
Teacher: “Okay you now have the rest of this lesson to work on your reports. Use
your time efficiently. If you have any questions now’s the time to ask me.”
37 *walk around to make sure students are on task*
mins  Assists students where necessary
Teacher: “if you are done. Give me a copy of it on a thumb drive. I will print it off.
Then you can get a friend to proof read it and give you feedback.”
Teacher: “ If you have already had your work proof read by a friend- I have created
a link up on student connect- you need to submit your assignment as a word
document named – surname-rollercoaster.docx.
********************************************************************
 If finished- MIND MAP ACTIVITY
 hand out mind map activity guidelines
15min  students create a mind map online on canva that covers motion forces and
s energy changes
 Assist students where necessary
 When finished save it and send it to my email
21327253@student.uwa.edu.au
Note: walk around class and make sure students are on task
********************************************************************
 If finished – EXCEL ACTIVITY
 Give students an excel activity worksheet that will recap and expand on
20
excel skills that were learnt whilst creating their reports
mins
 Student are to read through a worksheet that gives them step by step
instructions to create tables, graphs and formulas
 Save work
*******************************************************************
 Conclusion
13min Teacher: “Alright. We have 13 minutes to go. Make sure you have submitted your
s reports whether you have finished them or not. I have left the submission link open
so that you can resubmit your assignment if it isn’t finished now. If you resubmit
later you will incur a 2% late fee.”
 Okay pack up your area and return laptops to their correct trolleys
 Assign HW- 9.1 Foundations
Evaluation of Student Learning:
 Monitor student’s participation in classroom activities
 Monitor student’s questions during one on one interactions
 Monitor student’s responses to prompting questions
 Collect and mark rollercoaster report to test understand of energy transfer
Self-Evaluation/Reflection:
 Did students need more time on their reports?
 Are you approachable- not intimidating to students?
 Did you need more extra activities for students that had finished their reports?
 Do students reports exhibit good understanding?

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Lesson Plan Professional Practice: Chelsea Morgan 21327253

Year Level & Learning Area: Time: 8:50am – 9:55am

Curriculum links: Specific Objectives/Learning Goals:

Prior Learning: Resources/Materials required:

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