Projectile Motion Lesson Plan (Benchmark Lesson)

 

Name: Charelle Smith

 

Title of lesson: Projectile Motion

 

Date of lesson:

 

Length of lesson: 2 Days

 

Description of the class:

                     Name of course: Algebra II

                     Grade level: 10th or 11th

                     Honors or regular: both

 

Source of the lesson:

            http://library.thinkquest.org/2779/History.html

 

 

TEKS addressed:

            Give identification number and letter and write out the TEKS.

 

I.     I.      Overview

Students will learn the different components of projectile motion in addition they will be able to define gravity, acceleration, velocity.  The students will use what they learned to build catapults at the end of the project. This lesson is important because the students need to be able to observe and explain projectile motion in such a way that they can build a successful catapult.
 

 

II. Performance or learner outcomes

            Students will be able to: observe and understand projectile motion.

            Students will be able to: explain the two components of projectile motion

 

III. Resources, materials and supplies needed

 Computer, different size balls, measuring sticks, something to measure angles, paper, and pen.

 

IV. Supplementary materials, handouts.

            

Work sheet to go along with lesson.  

Five-E Organization

Teacher Does                    Probing Questions                                Student Does      

Engage:

Teacher will have a number of balls and a measuring stick out while bringing students outside for a demonstration.  Teacher will begin by throwing the balls one by one in a way such that the students will be able to see the action. The teacher will continue throwing the balls and measuring the distance of the balls while asking studentÕs questions about what they observe.

 

      

 
  1. Does size affect the distance that each object is thrown?
  2. When I throw something straight up what will happen? 30 degree angle from the ground? 45 degree angle from the ground? 60 degree angle from the ground? 90 degree angle from the ground?

     

  1. Yes. The smaller the ball the further it will go.
  2. It will come straight down.  It will go the farthest since it is closest to the ground.  It will not be as far as the 30. Same. That is the same as throwing the object straight up.

                                                   

Explore:

Teacher will split the class up into groups of 3or 4.  Each group will have someone who throws the balls, someone who measures the distance, someone who measures the angle at which the balls are being thrown and someone who records the data.  Teacher will tell students to throw the balls and compare the distances between the different angles and size of the ball and keep track of the measurements. 

 

1.) What are you supposed to be noticing about the balls being thrown?

Students will break up into groups and start the exploration, Students should notice the relationship between throwing the ball from different angles and the relationship between the size of the balls and the distance they travel.

    

Explain:

Teacher will pass out a worksheet with the following definitions: Horizontal velocity, vertical velocity, Gravity, Velocity, Acceleration, Cosine functions and Sine functions. Teacher will then proceed to go through each definition and explain the meaning of each and how they all tie together.

 

 

 

 

Students will listen and understand the different components of projectile motion. While the teacher goes through the definitions students will copy and relate what is being learned to what they did in the exploration.

                                               

Extend / Elaborate:

Teacher will start talking about catapults and how they connect to and use the theory of projectile motion.

 

      

 

 1.) How does projectile motion work on catapults?

Students will begin to relate what was learned to the construction of their catapults.

   

  Evaluate:

Teacher will have students go to the following website so that students can explore online what was learned in class. http://library.thinkquest.org/2779/Balloon.html 

Teacher will walk around and observe the students progress.

      

 

 

Students should be able to launch the different balloons and recognize the components of projectile motion.  Students will apply what was learned in class to the experiment and be able to ÒwinÓ the game.

 

Percent effort each team member contributed to this lesson plan:

___%___       ____Name of group member: Charelle Smith