Lesson Plan

Day: Wednesday
08:50 Year: 9

Date: 02 Sep 2015

Learning Area: Technology and Design

law of motion
Curriculum content description:

Time: 08:30
Topic: Newtons

Formulate questions or hypotheses that can be investigated

scientifically (ACSIS164)

Students prior knowledge and experience:

(Outline what the

students already know about this topic). The students have had a lesson on Newtons

second law of motion. That being the relationship between an object's mass m, its
acceleration a, and the applied force F is F = ma. Acceleration and force are
vectors (as indicated by their symbols being displayed in slant bold font); in this
law the direction of the force vector is the same as the direction of the acceleration
vector (45 degree angle).

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Mass and Force

If equal force is applied to two objects, the object with the lesser mass will have the
greater resulting acceleration. Correspondingly, the object with a lesser mass will
travel a greater distance over an allotted time interval. In order for two objects to
travel the same distance, a greater force must be applied to the object with a
greater mass.
Explains literal and implied meaning about characters and events in texts.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to: (What will

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

students know and be able to do at the

completion of the lesson specific, concise
and attainable objectives)

Apply design thinking, creativity, and

innovation to develop, modify and
communicate design ideas.

Develops a hypothesis, consistently

linking the independent and dependent
variable and supporting it with
explanations of scientific concepts.
Design and create a projectile that will
test their hypothesis.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

A4 pieces of cardboard to make paper planes, newspaper to scrunched to make a

cannonball and paddle pop sticks to make a projectile. Glue, sticky tape and
measuring tape.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

There is no requirement to cater for student diversity.

Timi
ng:
5 min

10 min

5 min

Learning Experiences:
1. Introduction: (How will I engage the learners?) Can you tell me
whose design will fire the furthest if all the catapults are the same?
In engineering terms, why do you think yours will be the best?
2. The sequence of learning experiences: Ask the groups to
choose a material and create their cannon ball or projectile. When
would you use a cannonball or projectile?, What are some
advantages or disadvantages to a cannonball or projectile? How are
they different from each other? What might happen if you changed
the materials of each? What is the importance of this project and
how can you relate it to an authentic design and structure. Think
about defence and military.
3. The students choose from wood, paper or cardboard (plane design
or paper ball) and create their cannon ball or projectile.
4. After making their cannon ball or projectile, each group takes it in
turn to fire them.
Lesson conclusion: (How will you summarise the learning and
relate it to the lesson objectives?) Engineering is science and maths
combined, Newtons law of velocity and mass. What projectile will
travel the furthest the cannonball or projectile?
Students test their designs.
The results; the students understood what a fair test consisted of and
wanted to repeat the firing of the cannonballs and projectiles but due to
time constraints we only conducted one test. The small bundle of paddle
pop sticks wrapped in cellophane tape went the furthest, which surprised
us because we thought the cannonballs would fly the most distant.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
What worked The lesson was engaging. Students were able to create within specific

parameters of the mini project. Students demonstrated their understanding of the

instructions.
What didnt work I should have said to the students that if they finished their

missile they could continue with their class project until the others had caught up.
What would I change I would refer to my lesson plan to keep my questions on track.