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ELD & SDAEI Lesson Plan for Physics Grades 9 12

Overview/Rationale
The content standard chosen to be addressed in the ELD & SDAIE lessons was:
Science Content Standards for California Public Schools (Physics)
Motion and Forces
1. Newtons laws predict the motion of most objects. As a basis for understanding this
concept:
a. Students know how to solve problems that involve constant speed and average speed.
Students know how to solve problems that involve constant velocity and average
velocity.
The "Big Idea" to be learned is the fundamental conceptual difference between "speed"
and "velocity". These concepts, which are vital for the further mastery of Newton's Laws,
and through that the larger content commonly referred to as "Classical Mechanics", are
used interchangeably in the vernacular, despite their characteristics being fundamentally
different in the physical world as well as in their mathematical representations. One being
a vector, the other is a scalar. Velocity, which is a vector, having two fundamental
characteristics, magnitude and direction, requires specific mathematical operations with
very different results than a scalar, whose representation both in physics and mathematics
is basic, requiring simple mathematical operations. In order to enable students to grasp
very important physical concepts to be presented later in the course, their understanding
and mastering of the conceptual difference between speed and velocity is vital. The
instructional objectives are for students to recognize in oral as well as in written
presentation what physical concept they are dealing with when they encounter either of
the two concepts (speed and/or velocity) in any context; and be able to respond to any
question/problem correctly either verbally or in written form. Students will be presented
with real life examples they all can relate to from personal experiences, in which the
conceptual difference between speed and velocity will be highlighted and exaggerated to
help students understand and master that very important difference. Teacher will model
problem presentations and their solutions before students will be asked to solve similar
physical problems.
The academic language students will be expected to engage in will contain new
vocabulary describing and defining new physical, as well as new mathematical, concepts.
This new vocabulary will be presented in oral as well as written form. Students will be
asked to listen to new definitions, understand and master them; and then reproduce those
new concepts correctly on demand in the proper context.
Teacher will orally introduce the new academic vocabulary in the form of narrative
accompanying the instructional videos presented to students. Teacher then will define the
new vocabulary using terminology from the vernacular. Students will be queried about
the instructional videos using the new academic vocabulary, prompting them to listen for
the newly introduced words.

During the Anticipatory Set and Presentation the academic language will include the
new vocabulary explicating the concepts in different contexts and situations so that
students will have different frames of references in which they will see the new
concepts/words presented/used for easier understanding and conceptualization.
During Guided Practice academic language will be used to present problems for
solutions, where the academic language will be playing a supporting role to the content
presentation and content application which will be playing the primary role. Students will
be queried about physical situations where they will have to apply/use orally the newly
presented academic language to answer problems requiring conceptual thinking.
Students' oral responses will be used as a gauge assessing both their grasp of the physical
concepts as well as their mastery of the newly presented academic language.
During Independent Practice students will practice listening, speaking, reading and
writing academic language in English using the newly presented concepts with the new
vocabulary.
During Closure students will be listening, speaking and reading the material written
during Independent Practice. Students will listen to each other's speaking/reading as well
as they will listen to questions presented by the teacher regarding their work.
Students will complete the following products as a learning process and as a means of
assessing their mastery of the content and concepts:
Students will solve problems assigned by teacher.
Students will write 2 paragraph narratives in which they will demonstrate their grasp of
concepts. Students will present their solutions to assigned problems to each other and the
whole class, as well as students will read and present their 2 paragraph narratives to each
other and the whole class in order to demonstrate their understanding and mastery of the
concepts "speed" and "velocity".

ELD Lesson Plan


ELD Lesson Plan Final Draft
Students Name: Lorand Irinyi
Date Submitted: 11/5/2012
School Subject & Grade: Physics; Grades 10, 11, 12
Theme/Topic: Differentiating between "speed" and "velocity".
CELDT Levels: 2 High Intermediate
CONTENT STANDARD
1. a. Students know how to solve problems that involve constant speed and average
speed.
Students know how to solve problems that involve constant velocity and average
velocity.
OBJECTIVES
Language Objectives:
1. Students will be able to define the words "speed" and "velocity" using academic
language.
2. Students will be able to signify true or false when they hear a correct or incorrect oral
definition of "speed" and "velocity". If the statement is incorrect, they will restate the
definition correctly using academic language.
3. Students will be able to define "speed" as a change of distance with respect to time
having only magnitude. Students will be able to express the "speed" of an object as
how
fast that object moves.
4. Students will be able to define "velocity" as a vector, a change of distance with respect
to time with a defined direction. Students will be able to express "velocity" as how fast
an object moves in a given direction.
5. Students will be able to read word problems involving "speed" and "velocity" and will
be able to use the concepts "speed" and "velocity" correctly.
Content Objectives:
1. Students will be able to solve problems that involve constant speed and average speed.

2. Students will be able to solve problems that involve constant velocity and average
velocity.
Critical Thinking Process/Skill(s):
Students will be able to differentiate between problems that involve speed and velocity,
and will be able to solve those problems accordingly.
ANTICIPATORY SET:
Students will be shown a video of the inside of a car traveling on the road with a cup of
coffee in the center cup holder. The speed of the car will be seen on the speedometer of
the car. The speed of the car will remain constant during the video as will be seen on the
speedometer. The car will change direction resulting in the coffee spilling out of the cup.
The car will travel in the new direction and the coffee in the cup will be level again. The
car will change back to its initial direction again, while keeping its speed constant,
resulting in more coffee spilling out of the cup. The car will keep its direction and its
speed constant and the coffee will stay in the cup.
The teacher will ask the students "What is the car doing?"
The teacher will ask the students "Where is the car going?"
The teacher will ask the students "Did the car speed up or slow down?"
The teacher will ask the students "Did the car change directions?"
The teacher will ask the students "What happened to the coffee in the cup?"
The teacher will ask the students to discuss the questions among themselves at their
tables with their table mates.
The teacher will ask the students to write a simple one sentence answer to each question.
The teacher then will ask the students to present their answers to the questions to the
class.
PRESENTATION:
The teacher will point at the car in the video and say "This car is going somewhere".
The teacher will point at the speedometer of the car and say "We know how fast this car
is going".
The teacher will call attention to the full cup of coffee in the cup holder.
The teacher will point out that the coffee spilled out of the cup when the car changed
direction but kept its speed the same.
Teacher will point out that the coffee spilled out of the cup again when the car changed
direction again, although the speed of the car never changed.
Teacher will define the components of velocity as speed and direction.
Teacher will contrast velocity against speed only.
Teacher will say "If we only know how fast a car goes we only know its speed".

Teacher will say "If we know how fast a car goes and we also know its direction, we
know its velocity".
Teacher will ask students if the speed of the car changed at all during the video.
Teacher will ask students if the velocity of the car changed during the video.
GUIDED PRACTICE:
Teacher will show picture of a car traveling with a speed of 40 miles-per-hour for an hour
then 60 mile-per-hour for an hour and will calculate its average speed (50 miles-perhour).
Teacher will show picture of a car traveling 40 miles-per-hour East for an hour then
turning South and traveling 60 miles-per-hour for an hour. Teacher will calculate the
average velocity (36 miles-per-hour SouthEast).
Teacher will show a man paddling on a lake in a canoe with speed "a", then just floating,
then paddling again with speed "b". The average speed of the canoe is going to be less
than either "a" or "b".
Teacher will show a man paddling in a canoe on a river trying to cross it. The average
velocity of the canoe is going to be its own velocity added to the velocity of the flow of
the river. The resultant velocity is going to be the vector addition of the two velocities.
The teacher will ask the students whether the velocity of the canoe would be greater if the
man paddled upstream or downstream.
Teacher will be able to asses from the answers whether the concept of speed and velocity
are grasped by the students.
Teacher will show similar examples till 75% of the answers are correct.
INDEPENDENT PRACTICE:
Teacher will assign students four simple problems to solve that involve speed and
velocity from their textbook.
Students will write an 8-10 sentence narrative paragraph incorporating the words "speed"
and "velocity" about the difference between an object whose speed is known but its
direction is not; and an object whose speed and direction is known.
Students will share their examples and their paragraphs among their table mates.
CLOSURE:
Students will share their work with the class.
Students will be asked to explain to the class their solutions to the assigned problems.
Students will read their narrative paragraphs to the class.
Teacher will ask students questions regarding the effects of change in speed and change
in velocity on different objects.
Teacher will ask questions how could the velocity change if the speed does not change.
Teacher will ask what if the speed changes but the direction does not.
Teacher will ask what if the direction changes but the speed does not.

Teacher will ask students to provide examples.


Teacher will assign problems from the text book dealing with speed and velocity as
homework.
EVALUATION:
Students' oral and written products will be evaluated using WIDA speaking and writing
rubrics.
1. Students' Word Level Processing (word recognition) will be evaluated by their
demonstrated ability to differentiate between "speed" and "velocity".
2. Students' Sentence Level Processing ("chunking" ideas into meaningful phrases and
units) will be evaluated during their oral presentation to the class of their solutions to
the
assigned text book problems. Teacher will differentiate between demonstration of
Sentence Level Processing and demonstration of mathematical solutions to the text
book
problems.
3. Students' Paragraph Level Processing will be evaluated by their 8-10sentence written
paragraphs explaining the concepts of "speed" and "velocity". Students will
demonstrate
their ability to write coherent connecting sentences at paragraph level.

SDAIE Lesson Plan


SDAIE Lesson Plan Final Draft
Students Name: Lorand Irinyi
School Subject & Grade: Physics; Grades 10, 11, 12
Theme/Topic: Differentiating between "speed" and "velocity".
CELDT Levels: 4 Early Advanced
OBJECTIVES
Language Objectives:
1. Students will be able to listen to presentations of physical problems involving constant
and average speed and velocity.
2. Students will be able to signify true or false when they hear a correct or incorrect oral
definition of "speed" and "velocity". If the statement is incorrect, they will restate the
definition correctly using academic language.
3. Students will be able to define, both orally and in written form, "speed" as a change of
distance with respect to time having only magnitude. Students will be able to express,
both orally and in written form, the "speed" of an object as how fast that object moves.
4. Students will be able to define, both orally and in written form, "velocity" as a vector, a
change of distance with respect to time with a defined direction. Students will be able
to
express, both orally and in written form, "velocity" as how fast an object moves in a
given direction.
5. Students will be able to read word problems involving "speed" and "velocity" and will
be able to use the concepts "speed" and "velocity" correctly.
6. Students will be able to present, both orally and in written form, solutions to problems
involving "speed" and "velocity".
Content Objectives:
1. Students will be able to solve problems with constant speed and average speed.
2. Students will be able to solve problems with constant velocity and average velocity.

Critical Thinking Process/Skill(s):


1.Students will be able to differentiate and explain the difference between the concepts of
speed and velocity.
2.Students will be able to solve problems involving speed and velocity by recognizing the
difference between speed and velocity and applying that difference correctly.
3. Students will be able to explain and defend their solutions to problems involving speed
and velocity.
4. Students will be able to generate problems that involve speed and velocity.
ANTICIPATORY SET:
Students will be shown a video of the inside of a car traveling on the road with a cup of
coffee in the center cup holder. The speed of the car will be seen on the speedometer of
the car. The speed of the car will remain constant during the video as will be seen on the
speedometer. The car will change direction resulting in the coffee spilling out of the cup.
The car will travel in the new direction and the coffee in the cup will be level again. The
car will change back to its initial direction again, while keeping its speed constant,
resulting in more coffee spilling out of the cup. The car will keep its direction and its
speed constant and the coffee will stay in the cup.
The teacher will ask the students "What is the car doing?"
The teacher will ask the students "Where is the car going?"
The teacher will ask the students "Did the car speed up or slow down?"
The teacher will ask the students "Did the car change directions?"
The teacher will ask the students "What happened to the coffee in the cup?"
The teacher will ask the students "What do you think would happen to the coffee in the
cup if the car would keep changing its direction continuously, but keep its speed
constant?"
The teacher will ask the students "What do you think would happen to the coffee in the
cup if the car would drive in a circle with a constant speed?"
The teacher will ask the students to discuss the questions among themselves at their
tables with their table mates.
The teacher will ask the students to write a one sentence answer to each question.
The teacher then will ask the students to present their answers to the questions to the
class.
PRESENTATION:
The teacher will point at the car in the video and say "This car is going somewhere".
The teacher will point at the speedometer of the car and say "We know how fast this car
is going".

The teacher will call attention to the full cup of coffee in the cup holder.
The teacher will point out that the coffee spilled out of the cup when the car changed
direction even when the speed remained the same.
Teacher will point out that the coffee spilled out of the cup again when the car changed
direction again, although the speed of the car never changed.
Teacher will define the components of velocity as speed and direction.
Teacher will contrast velocity against speed only.
Teacher will say "If we only know how fast a car goes we only know its speed".
Teacher will say "If we know how fast a car goes and we also know its direction, we
know its velocity".
Teacher will ask students if the speed of the car changed at all during the video.
Teacher will ask students if the velocity of the car changed during the video.
Teacher will ask if the coffee could spill out of the cup if the speed of the car was kept
constant.
Teacher will ask students if the coffee could spill out if the velocity of the car was kept
constant.
GUIDED PRACTICE:
Teacher will show picture of a car traveling with a speed of 40 miles-per-hour for an hour
then 60 mile-per-hour for an hour and will calculate its average speed (50 miles-perhour).
Teacher will show picture of a car traveling 40 miles-per-hour East for an hour then
turning South and traveling 60 miles-per-hour for an hour. Teacher will calculate the
average velocity (36 miles-per-hour SouthEast).
Teacher will show a man paddling on a lake in a canoe with speed "a", then just floating,
then paddling again with speed "b". The average speed of the canoe is going to be less
than either "a" or "b".
Teacher will show a man paddling in a canoe on a river trying to cross it. The average
velocity of the canoe is going to be its own velocity added to the velocity of the flow of
the river. The resultant velocity is going to be the vector addition of the two velocities.
The teacher will ask the students whether the velocity of the canoe would be greater if the
man paddled upstream or downstream.
Teacher will ask students which direction should the canoe point to in order to cross the
river perpendicular to its flow.
Teacher will show a car driving with a constant speed in a rectangular driving range,
where it takes a quarter of an hour for the car to complete the circuit.
Teacher will calculate the average speed for the time it takes to complete the circuit,
which will be the speed of the car that was kept constant.
Teacher will calculate the average velocity for the time it takes to complete the circuit.
Teacher will add the component vectors, and will demonstrate that the average velocity
for the circuit will be zero.
Teacher will ask students how that was possible.
Teacher will be able to asses from the answers given by students whether the concepts of
speed and velocity are grasped by the students.

Teacher will show similar examples till 75% of the answers are correct.
INDEPENDENT PRACTICE:
Students will be assigned five problems of varying difficulty to solve from the textbook.
Teacher will ask students to write a 2-3 sentence explanation to each problem.
Students will be asked to work in pairs with one student writing a paragraph about speed
and the other writing a paragraph about velocity from real life experiences; then each
writing a compare/contrast paragraph to produce their combined 2 paragraph narrative.
Students will share their results to the problems and their 2 paragraph narratives among
their table mates.
CLOSURE:
Students will share their work with the class.
Students will be asked to explain to the class their solutions to the assigned problems.
Students will read their 2 paragraphs to the class and explain their reasonings.
Teacher will ask students questions regarding the effects of change in speed and change
in velocity on different objects in real life.
Teacher will ask questions how could the velocity change if the speed does not change.
Teacher will ask what if the speed changes but the direction does not.
Teacher will ask what if the direction changes but the speed does not.
Teacher will ask students to provide examples from the physical world.
Teacher will assign problems from the textbook dealing with speed and velocity as
homework.
EVALUATION:
Students' oral and written products will be evaluated using WIDA speaking and writing
rubrics.
1. Students' Word Level Processing (word recognition) will be evaluated by their
demonstrated ability to differentiate between "speed" and "velocity".
2. Students' Sentence Level Processing ("chunking" ideas into meaningful phrases and
units) will be evaluated during their oral presentation to the class of their solutions to
the
assigned textbook problems. Teacher will differentiate between demonstration of
Sentence Level Processing and demonstration of mathematical solutions to the
textbook
problems.
3. Students' Paragraph Level Processing will be evaluated by their 2 written paragraphs
explaining the concepts of "speed" and "velocity" and the application of those concepts
in the physical world.
By writing those 2 paragraphs, students will demonstrate their ability to write coherent
connecting sentences at paragraph level.

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