STOVALL

Content Area: Physics

Grade Level: 11

Reading Standard:
R. 11-12.2

What do students need to

know?
Determinethecentral
How to determine a
ideasorinformationof
central idea
aprimaryorsecondary
What is the difference
source;providean
between a primary and
accuratesummarythat
secondary source
makesclearthe
How to write a summary
relationshipsamongthe
keydetailsandideas.
How to determine
relationships between
details and ideas

What do students need to be able to do?

Cite text evidence
Determine relationships between different
elements
Create a summary

Writing Standard:
W 11-12.1.a

What do students need to be able to do?

Cite text evidence
Create a summary
Juxtapose different positions (frames of
reference)

Introduceprecise,
knowledgeable
claim(s),establishthe
significanceofthe
claim(s),distinguish
theclaim(s)from
alternateoropposing
claims,andcreatean
organizationthat
logicallysequencesthe
claim(s),
counterclaims,reasons,
andevidence.

What do students need to

know?
Decide what constitutes a
significant claim
Understand the difference
between
alternate/opposing claims
How to create an
argument

Lesson Objective:
What are frames of reference?
Material List: Blank paper; chalk; pens/pencils; laptop with Internet capability; projector; stopwatch
Lesson Outline and Task for the students:
With a chair centered in the front of the asking students How fast is the chair class, apply a force to
the chair and a moving?

Upon returning to the front of the classroom, center the chair again and change the frame of reference
of the chair. Once again ask the students How fast is the chair moving?
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As a class take turns reading the attached chapter introduction to reference frames (attached to end of
lesson plan)

Demonstrate the class activity. Be sure to draw event on the board. Label each respective frame of
reference making clear the differences/ similarities between them.

Separate the class into groups of 3 and have them work on the attached worksheet.

Call the class back to attention and have each group present their activity

Briefly discuss Regents questions

Answer the Aim with a clear definition of frames of reference

Have student read HW off of the board. Review HW assignment answering any questions that may
arise

Dismiss the class

Summative Assessment:

Students are able to describe their own experiences in terms of frame of reference.

Students will be able to show differences in same event when viewed from a different reference frame.
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Ask students who discovered the reference frame and what was theory

Students will be able to give definitions of the aforementioned academic vocabulary

Cognitive Rigor Matrix Level:

Based on the cognitive rigor matrix this lesson falls within DOK Level 3 Strategic Thinking/ Reasoning.
Students are asked to make inferences about an explicit theme (frames of reference).

Universal Design for Learning Guidelines:

This lesson includes UDL Principles 5: Provide options for expression and communication. This is done by
pairing the students to complete the worksheet. Also the students are afforded the opportunity to provide their
own unique answers for the activity allowing for the class to provide a multitude of answers. Furthermore, the
use of frames of reference inherently supports UDL principle 3.2 as reference frames highlight patterns
between events.
Text Complexity:
Although the structure of the reading is simple with its clear organization, this text is somewhat complex. By
its definition, complex text contains domain specific language. This text was specifically chosen for its use
of academic vocabulary.
Lesson Adaptions for case study students:
These adaptions are specifically designed for Santo and Michelle. Since a portion of this lesson is reliant on
text comprehension, it is important to read the text in small segments while highlighting the main ideas. This
technique can be coupled with the use of T-notes (or Cornell notes) to make further illustrate the main idea and
how it is supported.
It is also critical to address Michelles struggles with fluency and decoding. I foresee some of the academic
vocabulary being difficult to understand as Physics uses very content specific words. To combat this, I made
sure to add a group activity. This gives me the opportunity use the strategy of think-pair-share. Using this
strategy provides Michelle with the opportunity to work with a peer to analyze the conceptual understanding
of the academic vocabulary that is used in this lesson.

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Physics

Name:

Unit: Mechanics

Date:

Instructions: As discussed in class, reference frames are a system of geometric axes in relation to which
measurements of size, position, or motion can be made. Using the pictures and events below, first describe the
event and what you would expect to see from your frame of reference. When you are finished describing what
you would expect to see answer the questions accompanying each picture. If you are finished before the allotted
time, complete the extra credit question.

Pilot with the Blue Angels

What would your house look like? How would the jets in formation appear to move relative to you? Describe
the motion of an aircraft flying in the opposite direction of you.
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Skydiver

How would the ground look? Will the ground look the same when you pull your parachute as it did before your
parachute opened? During your descent, would the aircraft you jumped out of appear to be the same size,
smaller, or larger than when you were inside? Explain.
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Dark Underground Cave

Describe how you would view the pilot and skydiver from the previous two examples. How would you analyze
motion?
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*EXTRA CREDIT*
Mr. Harvey and Mr. Colon are visiting the international space station but decide to fly by Earth in a newly
developed spaceship to observe students doing homework. If it takes you 1 hour to do your physics
homework, how long would these teachers observe you doing your homework if their spaceship was
traveling at the following speeds relative to you on Earth? The speed of light, c, is approximately
300,000,000 m/s (c = 2.998x108 m/s).

*Remember

a. 10 percent the speed of light (.10c)

v = _______________

t=__________

b. 50 percent the speed of light (0.50c)

v = _______________

t=__________

c. 90 percent the speed of light (0.90c)

v = _______________

t=__________

d. 95 percent the speed of light (0.95c)

v = _______________

t=__________

e. 99.999999 percent the speed of light

v = _______________

t=__________

= (0.99999999c)
f. At the speed of light (c)

v = _______________

t=__________

g. Based on your results above, complete the following three statements about the time it takes for an event
to occur on an object moving relative to you
As the objects velocity approaches the speed of light

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````As the object travels at the speed of light

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As the object travels faster than the speed of light

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