LESSON PLANLESSON PLAN

for Experiential Learningfor Experiential Learning

TOPIC:TOPIC: NEWTON’S FIRST LAW NEWTON’S FIRST LAW

OF MOTIONOF MOTION

• Class : 9

• Subject: Physics

• Duration: 2 x 40 minute lessons

• Place: Physics lab

LEARNING OBJECTIVESLEARNING OBJECTIVES

At the end of the lessons, students will be able to

• Understand and define the concept of inertia and Newton’s First Law of motion.

• Identify situations from daily life that they can explain with the help of this law.

• Analyze situations and apply the concept of inertia to problems from daily life.

• Design and demonstrate an activity to demonstrate Newton’s First Law of motion.

• Test the design.

MATERIAL REQUIREDMATERIAL REQUIRED• Ramp ( Inclined plane)• Toy car• Toy doll (clay)• Tumbler• Playing card• Coin• Internet connectivity/Smart board and projector• Students will work in groups of 4 to 5 for

performing the activities and designing their own activity.

STRATEGYSTRATEGY Make meaning from experience.• Students will be exposed to a range of

instructional material like an interactive audio visual, activities to perform in the class, classroom discussions, group work etc.

• They will use the knowledge gained and their clarity of concept to create a new experience that they will test and demonstrate for the class.

PROCEDUREPROCEDURE• An interactive teaching module will be uploaded 2

to 3 days before the class, on edmodo where the students will go through the First law of motion. Boarders will access the internet in school hours.

 

Newton's Laws of Motion

• Begin the class with questioning and discussions. Guided discussion and previous knowledge testing.(10 minutes)

• Two sets of equipment for the three activities will be set up in the lab in advance, making a total of six.

• Students will be divided into six groups of 4 to 5 students each.

• Three activities will be performed in the classroom under the guidance of the teacher.

• Each group will perform the three activities.

Contd….Contd….

Activity 1Activity 1:Place a card on a tumbler and a coin on top of the card. Flick the card and see the

coin fall into the tumbler.

Newton's 1st Law-Coin experiment

Activity 2

• Place a stack of coins (carrom coins) on the work counter. Flick a coin at the lowest coin in the pile.

• The lowermost coin will slide out of the pile, while the rest of the pile of coins remains intact.

Activity 3Activity 3: Place a car on the top of a ramp and a toy doll on the car. Let the car roll down the ramp and observe the doll fall forward. Repeat with different slopes of the ramp.

Discuss the importance of seat belts.

Newton's First law of motion-Video

Students will analyze the observations in both the activities and arrive at Newton’s First law of Motion

and the concept of Inertia through classroom discussion.

• Applications of the First Law will be discussed in class.

• Each group of students will design an activity to demonstrate the First Law of Motion.

• Rubric for evaluation will be shared with the students.

• Homework: Each group will design an activity on the application of Newton’s 1st Law.

• Day 2: Each group will demonstrate their activity in the class and will be evaluated for it.

• Homework assignment: Students will go through the Newton’s 2nd law on the link already provided.

EVALUATION RUBRICEVALUATION RUBRICSKILL EXEMPLARY

Grade A+PROFICIENTGrade A

BASICGrade B

NOVICEGrade C

Is actively involved in the activity.

Shows great enthusiasm for the activity

Participates well in the activities.

Is distracted with other things

Showed no enthusiasm at all

Works well in a group, communicates with group members.

Shows leadership skills, Respects the thoughts of others, Keeps gp integrated, takes responsibility.

Works well in a group

Needs to learn to work well in the group. Made an effort.

Is unable to work well in a group, co-ordinate with the group members, Tries to dominate others

Takes an idea and contributes to create a concept that others can understand.

Recognized the purpose of the activity and contributes actively. Thinks differently,

Has good ideas , shares his ideas, helps design the activity

Made an effort to come up with an idea, contributed a little to the group work.

Needs to learn to think differently and share his/her ideas

Is able to relate the theory behind the activity and summarizes the main idea.

Is exceptionally good at expressing his understanding of concept and flow of thought clearly

Is good at expressing his understanding of concept and flow of thought clearly

Makes an effort to understand the concepts and relate to them.

Is unable to relate to the concept and is unable to express his idea

Creating the Kolb’s Creating the Kolb’s Experiential Learning CycleExperiential Learning Cycle