Lesson Plan: P2.2.05


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

Context and
Landmark
Assessment		 P2.2.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can graphs show the relationship between velocity and time?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to draw velocity?time graphs from measurements and interpret lines and slopes to determine acceleration
  2. (HT only) The distance travelled by an object (or displacement of an object) can be calculated from the area under a velocity?time graph
  3. (HT only) interpret enclosed areas in velocity?time graphs to determine distance travelled (or displacement)
  4. (HT only) measure, when appropriate, the area under a velocity?time graph by counting squares.
Think about how you can match the needs of ALL students
Keywords:
  • Gradient (1)
  • Calculate (1)
  • Count (1)
  • Velocity (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What axis does time go on for a velocity-time graph?
    Time goes on the x-axis of a velocity-time graph.
  2. (HT only) How can the distance travelled be calculated from a velocity-time graph?
    (HT only) The distance travelled by an object (or displacement of an object) can be calculated from the area under a velocity?time graph. Split the area into simple shapes and add up the areas.
  3. (HT only)
    (HT only)
  4. (HT only) For curved lines on a velocity-time graph, how can the area be measured?
    (HT only) Counting squares that are more than half below the line.
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