Download Grade 12 Uni Prep Exercise Science

Lesson Plan
Template
1. Lesson Plan Information
Subject/Course: Exercise Science PSE 4U
Grade Level: 12 University Prep
Topic: Biomechanics – physics and the human body
Name: adapted from Miss Bridget Gagnon
Date: October 31, 2006 Time: 8:40-9:55
Length of Period: 75 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
 Explain and apply the laws of physics as they relate to movement, specifically Newton’s 3 laws of motion
and their application in sports and human movement. BB2.01
Learning Skills (Where applicable):
 Self-regulation: assess & critically reflect on strengths
3. Content
What do I want the learners to know and/or be able to do?
 Newton’s First Law of Motion: Inertia: An object at rest will tend to stay at rest, and an object in motion will
tend to stay in motion unless acted upon by an external force.
 Newton’s Second Law of Motion: Acceleration: For linear movements, the acceleration (a) a body
experiences is directly proportional to the force (F) causing it and it takes place in the same direction as the
force. F=ma, where m=mass of the body
 Newton’s Third Law of Motion: Action-Reaction: For every action, there is an equal and opposite reaction.
Today learners will:
 Demonstrate an understanding of Newton’s First and Second Laws of Motion (Inertia and Acceleration)
 Communicate an understanding of Newton’s Third Law of Motion and provide examples to demonstrate an
understanding of the three laws of motion
 Investigate Newton’s Three Laws of Motion by utilizing manipulatives such as weights and other objects
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
 I will use anecdotal notes during the activity to assess the students learning of the concepts before the
worksheet is handed in.
 The students will hand in their worksheets for assessment. The completed chart will demonstrate the
students’ understanding of Newton’s Laws of Motion and their application in sport and human performance.
The charts will also exhibit the student’s ability to express his or her understanding in writing.
 Using a checklist, the students will be given one mark for determining the correct law that is applicable to
each example, two marks will be given for explaining how the law relates to each example, and two marks
in total will be for organization and legibility. The total marks for this assignment will be 20 marks.
(Appendix E)
 Student will also (self-regulation learning skill) self and peer evaluate each other on their abilities to work in
a group (Appendix B).
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
 Students have an understanding of the lever system in the body.
 Students have learned the basics of Newton’s Laws of Motion in Grade 10 Science, they have also learned
it if they have taken Grade 11 and/or 12 Physics.
 Students have group work skills and lab skills from previous Exercise Science classes.
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(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
students? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
 KM and ST may require further explanation of the laws and a review of the definitions from last class to
enhance the current lesson. They may also need extra assistance with understanding the application of
Newton’s Laws.
 During the group work, ensure that KM and ST are partnered with BG or JL. Both have a sound
understanding of the concepts.
 KC and AV do not get work done when paired together. Pair KC with LM and AV with CE so that more
work is accomplished.
 AK has difficulty with word comprehension. Pair AK with AS, who works well with him and can help him
with the understanding of words and concepts.
B. Learning Environment
 Classroom 300
 There will be six stations set up throughout the classroom that the students will rotate through in their
groups.
 There are four desks at each station that are set up in a square.
 The group members are as follows:
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Karly M.
Lisa M.
Kaitlyn L.
Carli H.
Carissa E.
Sandra S.
Brittany G.
Brittany D.
Heather M.
Kelly D.
Andy S.
Sarah M.
Sarah T.
Izaak W.
Meghann G.
Andrew N.
Andrew K.
Alex K.
Jon L.
Kaitlin C.
Allie B.
Jordan G.
Alysha V.
 I will be at the front of the classroom for the beginning of the lesson when the introduction to the activity is
taking place.
 During the activity, I will be rotating to each station assisting the students with any difficulties that they may
be having with the activity.
C. Resources/Materials
 4 student volunteers
 Cylinder, desk, 2kg weight, 20 kg weight, apple
 3 videos (football playing pushing a sleigh in practice, defence trying to move a linebacker at the line of
scrimmage, a quarterback throwing a football)
 3 written descriptions (a bowling ball rolling down the lane, a speed skating start, a sprinters start on the
blocks)
 3 VCRs
 3 Televisions
 Bell
 Student worksheet (25 copies)
 Student handout on terms and laws of physics; handout for peer evaluation
 Projector, Screen, Laptop for brief lesson before activity
 Textbook: Klavora, P. (2004). Foundations of exercise science: Studying human movement and health. Pp
194-199, Toronto, ON: Sport Books Publishers
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of students’ prior knowledge,
activities, procedures, compelling problem)
a) Introducing the Activity
(4 minutes demo + 5 minutes discussion = 9 minutes)
1. Before class begins I will request four volunteers to help with the days demonstrations. Once the bell rings,
I will tell the class “Pay close attention to the next three actions that are going to be performed. You should
be trying to associate all three actions with each other.”
2. Without the rest of the class hearing, the first volunteer will be asked to apply a force to a cylinder that is at
rest on the teacher’s desk so that the cylinder begins to move. After a few moments, I will stop the motion
of the object herself as an outside force. This is clue one. (The First Law of Motion)
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3. The second volunteer will be asked to lift two different weights that are provided, at the same constant rate.
One will be a 2 kg weight and the other will be a 20 kg weight. The second weight will be significantly more
difficult to lift at the same rate as the first. This is clue two. (The Second Law of Motion)
4. The final two volunteers will be asked to come to the front of the classroom and hold each other by the
arms. One volunteer will be instructed to pull the other volunteer forward so that his/her body moves
forward in reaction to the pull (the trunk will flex). The second volunteer will then be instructed to do the
same thing to the first volunteer. This is clue three. (The Third Law of Motion)
5. The bonus clue will then be given to the students. An apple will be placed on the teacher’s desk and a
photograph of a past scientist will be displayed. (Sir Isaac Newton)
Finally, I ask the class “How are all three actions related?”
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(10 minutes terms + 5 minutes explanation + 40 minutes activity = 55 minutes)
1. I briefly define The Laws of Motion. Other terms are also defined. I will provide a handout to the students
with the definitions on them (Appendix A) so that the students can listen instead of write.
 Inertia: The tendency for objects to be reluctant to change their state of motion from rest to motion
or to moving faster or slower or to slowing down to rest.
 Mass: The measure, in kilograms, of how much matter an object has.
 Force: A push or pull upon an object resulting from the object's interaction with another object
 Acceleration: The rate of change of velocity.
 Newton’s First Law of Motion: Inertia: An object at rest will tend to stay at rest, and an object in
motion will tend to stay in motion unless acted upon by an external force.
 Newton’s Second Law of Motion: Acceleration: For linear movements, the acceleration (a) a body
experiences is directly proportional to the force (F) causing it and it takes place in the same
direction as the force. F=ma, where m=mass of the body
 Newton’s Third Law of Motion: Action/Reaction: For every action, there is an equal and opposite
reaction.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
2. TI clarify the expectations of the students while working at each station (teamwork, cooperation, mutual
responsibility, cleaning up the station when done). The students are told that they will evaluate themselves
and also their group members on their teamwork, cooperation, mutual responsibility and clean-up of the
station at the end of the task (Appendix B). The group lists are read along with the required roles (recorder,
time keeper, presenter and facilitator) for each student.
Recorder: records the information and ideas provided by members of the group on the worksheet.
Time Keeper: keeps track of the amount of time left at each station so that group is kept on task.
Presenter: After all the stations have been visited, the presenter will share the information that his/her group
acquired to the class as a whole.
Facilitator: Facilitates discussion between group members and keeps the group on task.
The required roles for the students are determined amongst group members. Definitions of the roles are
outlined at the bottom of the Definitions page (Appendix A).
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
3. The requirements for the worksheet are clearly outlined and reference is made to the student handout as a
resource.
“At each station there will be either a short video clip or a written description of a human performance
activity that corresponds to a specific Law of Motion. Using your resource handout, you are to complete the
worksheet clearly and concisely as possible. Be sure to list the station number and name of the clip in the
first column. This will be found on a sheet of paper posted at each station. In the second column, the Law
of Motion that is described in the video or paragraph is to be listed. This is determined by you and your
group members. Finally, in the third column, you are required to state how the Law of Motion you chose in
the second column relates to the movement. This is also to be discussed between you and your group
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members.” The descriptions of each station are found in Appendix C and the worksheet is found in
Appendix D.
4. Must hand in one worksheet per group, but it must have all group members’ names on it.
5. Explain that each group will have the same amount of time at each station (6 minutes). A bell will ring to let
them know that the time is up. If they are not completed, they will have a final five minutes at the
completion of all the sessions to finish any questions that they have not completed.
6. When instructed hand in their completed worksheets for marking and also their peer evaluations. A brief
group discussion will be held where the presenter will participate regarding the findings of their group.Tell
them that I will record “Self-regulation: assess & critically reflect on strengths” in anecdotal notes
CONCLUSION: How will I conclude the lesson?

(5-10 minutes)
At the end of the activity, the students will stay at the station that they ended on and one person from the
group will be asked to hand in their sheet. After all worksheets are handed in, there will be a brief group
discussion pertaining to what they saw or read at each station and how they thought it pertained to the
Laws of Motion.
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
● Tomorrow, start off the class with another quick review of the 3 laws of motion. Ask the students to give an
example of each law of motion that was not part of the activity yesterday. I will hand back the
marked worksheets
at the end of class so students will have a chance to correct and discuss them.
● Since students seem to have a sound understanding of the laws of motion applied to linear movements, they are
ready to move onto the next level, which is how the laws are applied to angular motion
● KC and AV worked well in their new groups – continue this pairing
● KM and ST seemed to learn from the other students. They also benefited from the review at the
beginning of
class. Ensure to provide these students with reviews before every class.
● AK’s comprehension is still lacking, but working with AS was a great solution. AS was very patient with AK and
helped him a lot with understanding what the definitions meant. Try to keep this pairing for future activities and classes.
● six minutes at each station was definitely enough time, provided that the students were on task – perhaps a
stop watch at each station or a timer in each group to ensure that everyone remains
on task
● I would have like a greater variety of students to participate in the group discussion. Maybe next time I can
call on one student from each group to give an answer for the class
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