Lesson Plan: 1P.1.02


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 1P.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is Momentum?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Momentum is the tendency for an object to keep moving as it was.
  2. It takes a force to change the momentum of an object.
  3. Changing the momentum of an object could be by changing its speed or its direction.
  4. Unbalanced forces are needed to cause objects to: - stop or start moving, - change their speed, - direction of motion These are all forms of acceleration (qualitative only).
  5. The acceleration is in the direction of resultant force and the speed of the change is dependent on the size of the force.
Think about how you can match the needs of ALL students
Keywords:
  • Force (3)
  • Acceleration: The rate of change of the velocity of an object. (2)
  • Momentum: A measure of the unstoppability of an object (2)
  • Resultant force: The overall force as a result of adding up all the forces. (1)
  • Unbalanced: Not equal (1)
  • Direction of motion: The line of travel of an object. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is momentum? Pick the most correct answer.
    Momentum is the tendency for an object to keep moving with the same speed and direction.
  2. How can we change momentum?
    It takes unbalanced forces to change the momentum of an object.
  3. Why do we need unbalanced forces?
    Unbalanced forces being needed to cause objects to: - stop or start moving, - change their speed, - direction of motion These are all forms of acceleration (qualitative only).
  4. What is acceleration dependent on?
    The acceleration is in the direction of resultant force and the speed of the change is dependent on the size of the force.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task