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    G8-Sci-LP-Q3-W2-CH1-Lesson 1-Position and Motion

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    ziyad.y
    This document outlines a three-day science lesson plan for an 8th grade class taught by Mr. Ziyad Hamdan and Ms. Sawsan Karim. The lesson focuses on motion graphs, including position-time graphs on day one and velocity-time graphs on days two and three. Students will use virtual labs to analyze different types of motion graphs and relate the graphs to real-world examples. Assessment includes pre-quizzes, group discussions, student-created videos explaining motion graphs, and homework assignments involving graph analysis and problem-solving.

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    © All Rights Reserved
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    G8-Sci-LP-Q3-W2-CH1-Lesson 1-Position and Motion

    Uploaded by

    ziyad.y
    71 views5 pages
    This document outlines a three-day science lesson plan for an 8th grade class taught by Mr. Ziyad Hamdan and Ms. Sawsan Karim. The lesson focuses on motion graphs, including position-time graphs on day one and velocity-time graphs on days two and three. Students will use virtual labs to analyze different types of motion graphs and relate the graphs to real-world examples. Assessment includes pre-quizzes, group discussions, student-created videos explaining motion graphs, and homework assignments involving graph analysis and problem-solving.

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    G8-Sci-LP-Q3-W2-CH1-Lesson 1-Position and motion

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    This document outlines a three-day science lesson plan for an 8th grade class taught by Mr. Ziyad Hamdan and Ms. Sawsan Karim. The lesson focuses on motion graphs, including position-time graphs on day one and velocity-time graphs on days two and three. Students will use virtual labs to analyze different types of motion graphs and relate the graphs to real-world examples. Assessment includes pre-quizzes, group discussions, student-created videos explaining motion graphs, and homework assignments involving graph analysis and problem-solving.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    71 views5 pages

    G8-Sci-LP-Q3-W2-CH1-Lesson 1-Position and Motion

    Uploaded by

    ziyad.y
    This document outlines a three-day science lesson plan for an 8th grade class taught by Mr. Ziyad Hamdan and Ms. Sawsan Karim. The lesson focuses on motion graphs, including position-time graphs on day one and velocity-time graphs on days two and three. Students will use virtual labs to analyze different types of motion graphs and relate the graphs to real-world examples. Assessment includes pre-quizzes, group discussions, student-created videos explaining motion graphs, and homework assignments involving graph analysis and problem-solving.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    You are on page 1of 5

    Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr.

    Ziyad Hamdan

    Teacher’s name: Mr. Ziyad Hamdan & Ms. Sawsan Karim


    Subject: Science Grade level/class: 8 All
    Subject area or Topic: Chapter 1: Describing Motion. Quarter: 3
    Lesson 1:Position and motion (Pg 9, 10, 11)
    Period: 1 Date of lesson: 11/02/2024
    Educational goals:
     To prepare students for academic and personal success in higher education program.
     To build strong student communication skills in both Arabic & English language

    Content:
     All positions of objects and the directions of forces and motions must be described in an arbitrarily
    chosen reference frame and arbitrarily chosen units of size. In order to share information with other
    people, these choices must also be shared.
    Skills:
     Critical thinking: Asking Questions and Defining Problems
     Observation: Planning and Carrying Out Investigations
     Analysis: Constructing Explanations and Designing Solutions
     Communication: Engaging in Argument from Evidence

    Standards: NGSS MS-PS2-2.

    Objective: students will be able to plot and analyze motion graphs. (Position-time graph)
    Assessment Evidence:
     Pre-Assessment:
     Solve a problem using speed formula.
     Formative Assessment:
     Group discussions and responses to scenarios involving different objects’ speed.
     Authentic Assessment:
     Students will create a different scenarios explaining how the shape of position-time graph differ
    in different everyday situations.
    Instructional Process:
     Pre-assessment:
     Administer a short quiz to assess students' baseline understanding of basic physics concepts.
     Learning Activity: Tiering and Grouping/Differentiation:(in heterogeneous groups one from each
    level)
     Students will do (Exploring_Motion_Graphs) virual lab. Parts I&II
    Anchoring Activities (Early Finishers/Gifted and Talented):
     Enrichment tasks, such as researching and presenting examples of famous experiments involving
    position-time graph. Showing their work as a PowerPoint presentation or video.
    Instructional Closing/Wrap Up:
     A brief summary of key concepts covered during the lesson. Sheets drawn by students. (separated or
    copybook)
     Discussion of the importance of understanding the position-time graph in physics.
    Resources:
     Whiteboard/Chalkboard
     Markers/Chalk
    Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

     Visual aids (diagrams, videos, tablets)


     Student textbook: Chapter 1: Describing Motion Lesson 1:Position and motion (Pg 9, 10, 11)
    Integration:
     Ethical Theme:
     Discuss the ethical implications of misinterpreting motion in different frames of reference,
    especially in legal and forensic contexts.
     Mathematics Connection:
     Use mathematical calculations to determine slope of graph and relate it to speed.
     ELA Connection:
     Practice scientific writing by explaining the concept of slope and speed in a clear and concise
    manner.
    Global Citizenship:
     Discuss how different cultures may use different units for speed.
    Digital Citizenship:
     Emphasize responsible and ethical use of technology when creating and sharing videos.
    Authentic Assessment/Product:
     Students will create a short video explaining how using graphs affects our perception of motion in
    everyday situations. This will be presented to the class.
    Assignment/Homework/Test:
     Homework: A given worksheet.

    Teacher’s name: Mr. Ziyad Hamdan & Ms. Sawsan Karim


    Subject: Science Grade level/class: 8 All
    Subject area or Topic: Chapter 1: Describing Motion. Quarter: 3
    Lesson 1:Position and motion (Pg 9, 10, 11)
    Period: 2 Date of lesson: 12-13/02/2024
    Educational goals:
     To prepare students for academic and personal success in higher education program.
     To build strong student communication skills in both Arabic & English language

    Content:
     All positions of objects and the directions of forces and motions must be described in an arbitrarily
    chosen reference frame and arbitrarily chosen units of size. In order to share information with other
    people, these choices must also be shared.
    Skills:
     Critical thinking: Asking Questions and Defining Problems
     Observation: Planning and Carrying Out Investigations
     Analysis: Constructing Explanations and Designing Solutions
     Communication: Engaging in Argument from Evidence

    Standards: NGSS MS-PS2-2.

    Objective: students will be able to plot and analyze motion graphs. (velocity-time graph)
    Assessment Evidence:
     Pre-Assessment:
    Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

     Solve a problem using speed formula.


     Formative Assessment:
     Group discussions and responses to scenarios involving different objects’ speed.
     Authentic Assessment:
     Students will create a different scenarios explaining how the shape of velocity-time graph differ
    in different everyday situations.
    Instructional Process:
     Pre-assessment:
     Administer a short quiz to assess students' baseline understanding of basic physics concepts.
     Learning Activity: Tiering and Grouping/Differentiation:(in heterogeneous groups one from each
    level)
     Students will do (Exploring_Motion_Graphs) virual lab. Parts III
    Anchoring Activities (Early Finishers/Gifted and Talented):
     Enrichment tasks, such as researching and presenting examples of famous experiments involving
    position-time graph. Showing their work as a PowerPoint presentation or video.
    Instructional Closing/Wrap Up:
     A brief summary of key concepts covered during the lesson. Sheets drawn by students. (separated or
    copybook)
     Discussion of the importance of understanding the velocity-time graph in physics.
    Resources:
     Whiteboard/Chalkboard
     Markers/Chalk
     Visual aids (diagrams, videos, tablets)
     Student textbook: Chapter 1: Describing Motion Lesson 1:Position and motion (Pg 9, 10, 11)
    Integration:
     Ethical Theme:
     Discuss the ethical implications of misinterpreting motion in different frames of reference,
    especially in legal and forensic contexts.
     Mathematics Connection:
     Use mathematical calculations to determine slope of graph and relate it to acceleration.
     ELA Connection:
     Practice scientific writing by explaining the concept of slope and acceleration in a clear and
    concise manner.
    Global Citizenship:
     Discuss how different cultures may use different units for speed.
    Digital Citizenship:
     Emphasize responsible and ethical use of technology when creating and sharing videos.
    Authentic Assessment/Product:
     Students will create a short video explaining how using graphs affects our perception of motion in
    everyday situations. This will be presented to the class.
    Assignment/Homework/Test:
     Homework: Problem-solving exercises related to motion graphs.
    Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

    Teacher’s name: Mr. Ziyad Hamdan & Ms. Sawsan Karim


    Subject: Science Grade level/class: 8 All
    Subject area or Topic: Chapter 1: Describing Motion. Quarter: 3
    Lesson 1:Position and motion (Pg 9, 10, 11)
    Period: 2 Date of lesson: 14/02/2024
    Educational goals:
     To prepare students for academic and personal success in higher education program.
     To build strong student communication skills in both Arabic & English language

    Content:
     All positions of objects and the directions of forces and motions must be described in an arbitrarily
    chosen reference frame and arbitrarily chosen units of size. In order to share information with other
    people, these choices must also be shared.
    Skills:
     Critical thinking: Asking Questions and Defining Problems
     Observation: Planning and Carrying Out Investigations
     Analysis: Constructing Explanations and Designing Solutions
     Communication: Engaging in Argument from Evidence

    Standards: NGSS MS-PS2-2.

    Objective: students will be able to plot and analyze motion graphs.


    Assessment Evidence:
     Pre-Assessment:
     Solve a problem using speed formula.
     Formative Assessment:
     Group discussions and responses to scenarios involving different objects’ speed.
     Authentic Assessment:
     Students will create a different scenarios explaining how the shape of velocity-time graph differ
    in different everyday situations.
    Instructional Process:
     Pre-assessment:
     Administer a short quiz to assess students' baseline understanding of basic physics concepts.
     Learning Activity: Tiering and Grouping/Differentiation:(in heterogeneous groups one from each
    level)
     Students will do (Exploring_Motion_Graphs) virual lab. Parts IV
    Anchoring Activities (Early Finishers/Gifted and Talented):
     Enrichment tasks, such as researching and presenting examples of famous experiments involving
    position-time graph. Showing their work as a PowerPoint presentation or video.
    Instructional Closing/Wrap Up:
     A brief summary of key concepts covered during the lesson. Sheets drawn by students. (separated or
    copybook)
     Discussion of the importance of understanding the velocity-time graph in physics.
    Resources:
     Whiteboard/Chalkboard
     Markers/Chalk
     Visual aids (diagrams, videos, tablets)
     Student textbook: Chapter 1: Describing Motion Lesson 1:Position and motion (Pg 9, 10, 11)
    Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

    Integration:
     Ethical Theme:
     Discuss the ethical implications of misinterpreting motion in different frames of reference,
    especially in legal and forensic contexts.
     Mathematics Connection:
     Use mathematical calculations to determine slope of graph and relate it to acceleration.
     ELA Connection:
     Practice scientific writing by explaining the concept of slope and acceleration in a clear and
    concise manner.
    Global Citizenship:
     Discuss how different cultures may use different units for speed.
    Digital Citizenship:
     Emphasize responsible and ethical use of technology when creating and sharing videos.
    Authentic Assessment/Product:
     Students will create a short video explaining how using graphs affects our perception of motion in
    everyday situations. This will be presented to the class.
    Assignment/Homework/Test:
     Homework: Problem-solving exercises related to motion graphs.

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