Lesson Plan: P2.2.01


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

Context and
Landmark
Assessment		 P2.2.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can speed be calculated?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Distance is how far an object moves. Distance does not involve direction.
  2. Speed does not involve direction. Speed is a scalar quantity.
  3. Distance is a scalar quantity.
  4. The speed of a moving object is rarely constant. When people walk, run or travel in a car their speed is constantly changing.
  5. Displacement includes both the distance an object moves, measured in a straight line from the start point to the finish point and the direction of that straight line.
  6. The speed at which a person can walk, run or cycle depends on many factors including: age, terrain, fitness and distance travelled. Typical values may be taken as: walking ? 1.5 m/s running ? 3 m/s cycling ? 6 m/s.
  7. Displacement is a vector quantity.
  8. Students should be able to recall typical values of speed for a person walking, running and cycling as well as the typical values of speed for different types of transportation systems.
  9. Students should be able to express a displacement in terms of both the magnitude and direction.
  10. It is not only moving objects that have varying speed. The speed of sound and the speed of the wind also vary.
  11. A typical value for the speed of sound in air is 330 m/s
  12. Students should be able to make measurements of distance and time and then calculate speeds of objects.
  13. (MS) For an object moving at constant speed the distance travelled in a specific time can be calculated using the equation: distance travelled = speed ? time s = v t distance, s, in metres, m speed, v, in metres per second, m/s time, t, in seconds, s
  14. (MS) Students should be able to calculate average speed for non-uniform motion.
Think about how you can match the needs of ALL students
Keywords:
  • Vector (1)
  • Scalar (1)
  • Speed (1)
  • Displacement (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is distance a measure of?
    How far an object moves in any direction.
  2. Is speed a vector or a scalar quantity and why?
    Speed is a scalar quantity as it only has a magnitude (size) and not a direction.
  3. Is distance a vector or scalar quantity and why?
    Distance is a scalar quanity as it only has a magnitude (size) and not a direction.
  4. Is the speed of a moving object normally constant?
    No, when people walk, run or travel in a car their speed is constantly changing.
  5. What is displacement a meaure of?
    Displacement is how far away an object is in a given direction.
  6. What are the typical speeds and factors that affect the speeds of people walking, running and cycling?
    Walking ? 1.5 m/s Running ? 3 m/s Cycling ? 6 m/s. Age, terrain, fitness, and distance travelled.
  7. Is displacement a vector or scalar quantity and why?
    Displacement is a vetor quanity as it only has a magnitude (size) and a direction.
  8. Is the speed of sound normally constant?
    No, it varies as does the wind.
  9. What is the typical speed of sound in air?
    The speed of sound in air is 330 m/s.
  10. What is the equation used to calculate the distance travelled and what are the units involved?
    The equation used to calculate the distance travelled is: distance travelled = speed ? time s = v t distance, s, in metres, m speed, v, in metres per second, m/s time, t, in seconds, s
  11. What is the equation used to calculate the average speed for non-uniform motion?
    Average speed = Total distance / total time taken
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