COLEGIO JORDÁN DE SAJONIA

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LESSON PLAN
VERSIÓN: 12/ 28/03/2022 CÓDIGO: CÓDIGO: PLPGA - 01 PÁGINA: 1 DE 2

Subject: PHYSICS Grade: 6TH GRADE Term: I

Teachers: Angi Alejandra León Ballén
Length 24th January - 31st March
Learning Goal
General Performances:

1. To explain the scientific method through physical experimental work and units of measurement.

Achievement Indicators:
1.1. Identifies and applies different measurement systems using the study of physics.

1.2. Formulates and solves in a theoretical-mathematical way the fundamental units of length, mass and time relating them to the scientific method.

1.3. To demonstrate commitment, responsability, and ethics towards the guidelines and academic honesty policy of the school.

“Unwrapped” Concepts- Previous Knowledge

“Unwrapped” Power Skills Bloom’s Taxonomy Levels
(Students need to know)

Time management. To identify and apply different measurement systems using SI units.
Team work. To formulate and solve in a theoretical and mathematical way problems related to motion.
Communication. To analyse problem situations using graphs.

Project Knowledge

To define the scientific method.

Students propose a problem related with the magnitudes of time, distance and mass, adapt the scientific method in order to solve it and perform all of its steps until they reach to a scientific To define time, mass and distance
conclussion. To execute correctly, measurements of distance, time and mass.
To reflect on the pertinence of their own procedures in terms of the scientific method.

Inquiry Question

How can the scientific method help us to solve daily life problems aswel as scientific problems?

Cycle Methodology Description Graded Practices

The students develop a diagnosis test that will allow the teacher to plan in order to address specific student needs and make the cooresponding adjustments to the lesson plan if needed. The
teacher presents to the students the performances and indicators for the subject corresponding to the present term.
Teacher develops a review of the topics in science involved in physics of fifth grade using the previous concepts that students have about their position in the real world. Then, the teacher
1 explains "Why is science important in our daily life?" Students conect the ideas given by the teacher about their possition and the approach of physics in daily life, also
they be aware about: why is physics important?
Subsenquenly, the teacher enunciates performances, indicators and topics; students write these information in their notebooks.

The teacher presents and socialices the correct processes and answers for the diagnosis that was developed last class.Teacher enunciates the scientific method asking to the students "What
they believe is the correct form to discover a new topic in science"; students recognize the influence of the observation and curiosity for the develop of science. Later, the scientific method is
presented by watching a series of animated shorts (no longer than 30 minutes) about "spiderman applying the scientific methos after getting his powers" (found in Disney+) as a means for
2 clarifying the use of the scientific method for inquiry.

Then, the teacher guides a discussion about what the scientific method is for the students and finally they develop an activity in which they have to propose a basis scientific method structure
3 in order to address a problem.
Scientific method structure proposal for a problem.

Teacher introduces the topic with the help of new concepts about the scientific method, the teacher shows the video https://www.youtube.com/watch?v=JWtsOiVxIIE they consider the
example and distinguish the difference between science and nonscience. Afterwards, the teacher enunciates the hypothesis concept and the correct form to write it. Students write three
4 different questions and three different hypothesis taking into account the instruments inside the laboratory and make awareness about the usefulness of understanding how to write a
Hypothesis based on a video.
hypothesis

The teacher presents to the students the concept of "conversion of units of measurement", specifically with the magnitudes of lenth, mass and time.
5 With the help of the board he/she explains how to make such conversions. Providing some examples and allowing students to participate in the development/solution of such exercises.
Finally, students solve, collaborating with their friends, some exercises related to conversion of units, while the teacher guides the activities and answers questions.

Students are divided in groups of three members. Each group has to follow the steps of the scientific method in order to explain the characteristics of a demontration of projectile motion made
6 by the teacher (In the laboratory). Students have to ovserve the demonstration, elaborate a hypotesis and test it with the elements previousli prepared in the laboratory. The teacher guides Conversions of units
the activity after making the demonstration and helps the students with the manipulation of the projectile motion machine. Students also have to use conversions of units during the practice.

The teacher sugessts a format forthe elaboration of a laboratory report and explains it while giving some examples. Later, the students under the teacher supervision can elaborate the lab
7 report related to their expecience in the lab of the previous cycle which serves as the project for this term.
Laboratory report (project)

Teacher goes over the topics seen in the term. Students verify their knowledge doing exercises about scientific method, also they give their score of Self-Peer-Hetero evaluation.
8 Self-Peer-Hetero Evaluation

Assessments
Pre-Assessment Post-Assessment

Diagnosis test. Project

Vocabulary

Scientific method, Hypothesis, Experiment, Units of measure, Peer Review, Length, Mass, Time.

Resources
Text Book, Pre-designed word problems, Laboratory equipement.

Inquiry Based Learning

1. Asking questions and defining problems
2. Developing and use models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Self-Reflection
What worked well? What adjustments need to be made?

ELABORATED BY: _____Angi Alejandra León Ballen______ CHECKED BY: ________Leonardo Salinas____________ APPROVED BY: ____Jonathan Avila______