Lesson Plan: 3P.3.05


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

Context and
Landmark
Assessment		 3P.3.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How do we represent motion?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. A journey can be represented on a distance-time graph. Time is the independent variable as it is always changing, all be it not under our control.
  2. On a distance-time graph: - A rising straight line from left to right indicates a steady increase in distance, ie a constant speed. - A 'horizontal' line from left to right indicates no change in distance and therefore the object is stationary.
  3. Students draw a distance time graph and analysis it eg: http://www.mrcorfe.com/KS4/AQA/Phy2/Movement/Dist-TimeGraphsWS.html
Think about how you can match the needs of ALL students
Keywords:
  • Distance-time graph: A graph plotting the distance travelled as time progresses. (3)
  • Speed (1)
  • Constant: Neither increasing or decreasing. (1)
  • Independent: The variable you change. (1)
  • Time (1)
  • Variable: A thing which can change. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How do we represent journeys without writing a story?
    A journey can be represented on a distance-time graph. Time is the independent variable as it is always changing, all be it not under our control.
  2. On a distance-time graph: What does a rising straight line from left to right indicate? What does a 'horizontal line from left to right indicate?
    On a distance-time graph: - A rising straight line from left to right indicates a steady increase in distance, ie a constant speed. - A 'horizontal' line from left to right indicates no change in distance and therefore the object is stationary.
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