Alef Lesson Plan

Subject Physics Teacher: x Date:

Grade: 9 Duration: 90 min Unit/Lesson: Vector Addition

Key Words: Magnitude and Direction Teaching ☐x Smartboard ☐ MS Word ☐ Alef Academy ☐ MS PPT
Displacement Aids: ☐ NetOps ☐x Alef xGoogle Classroom ☐ Other
Velocity
Acceleration
Force
Learning Bloom’s Taxonomy ☐ Remembering
Outcomes: X Understanding
To solve vectors in two dimensions geometrically and algebraically. x Applying
x Analyzing
x Evaluating
x Creating

21st Century X Collaboration ☐ Career Readiness x Critical Thinking ☐ Creativity x Problem solving
Skills: ☐ Communication ☐ Digital Competence ☐ Cross-cultural understanding x Independent learning ☐ Leadership

Cross-
Curricular:
UAE Cultural ☐ Language x Citizenship x Culture ☐ Community ☐ History ☐ Values
Relevance:

Starter X Big Idea ❏ External Activities Time:

X Key Terms Resources
❏ Prerequisite ❏ Pop Quiz *Make sure that the exit ticket is
locked. 10 min
Content ❏ Higher Order
❏ Activities Thinking
Teacher Students
❏ Group Discussion Questions
❏ Eliciting Objectives ❏ Hands-on The teacher will activate students' Students can work in groups to answer the
❏ My Thinking Plan ❏ Other thinking by asking the following question using their evidence notebook or using
question. sticky notes to share their answers.
Imagine you want to cross a river.
What are two ways you can do Students might come with many ideas (the
that? teacher have to acknowledge that as there is no
After a group discussion the teacher right or wrong answer at this stage of the
will write some of the key terms taken lesson)
from the discussion (Displacement,
direction, speed, velocity.etc)

After a 5 min discussion the teacher

will play the Big Idea video and
introduce the lesson objective.
 (Note: The teacher can create a
learning corner to add the key terms as
the lesson progresses)

Body ❏ Explore X CMU 3 Activities Time:

X Explain ❏ Try again 2
X CMU1 ❏ Try again 3 Teachers Students
The teacher will show the picture of the 70 min
X Second look 1 ❏ Experiential
kite on the board and ask: Students have to get the answer from the
❏ Try again 2 X Game
picture description and come up with the word
❏ Try again 3 ❏ Hands-on The kite does not move with the wind vector.
X Apply X worksheets or the pull of your hand, but in another
X Engage X Note-taking direction completely! Why is that?
❏ Second look 2 ❏ Other
X CMU 2 The teacher will reintroduce the word
❏ Try again 2 resultant vectors (R) that has been
❏ Try again 3 shown in the big idea video. Then will
X Relate activate the students’ prior knowledge
by engaging them with the solved
example of one dimensional vectors.

The teacher will ask the students to Students have to use their notebooks and ruler
half mast their devices and use their and triangle to be able to turn the photo into an
evidence notebook to take notes on geometric figure and solve the problem using
how to solve Vectors in Two Pythagorean Theorem.
Dimensions problem. (The teacher
has to remind the students of using the
Alef key terms icon if they forget
Pythagorean Theorem.)

The teacher will ask the students to

Students can use their notes to work
have a look at the second example and
independently on CMU1. (Students can use the
solve the practice part in the Explore red cards if they face a challenging questions)
part. Then solve CMU1 independently.

(Hints for explore, apply and relate:

1- The teacher must check

students progress using the
lesson analytics page so he can
tackle students’
 misunderstandings and reteach
the concept for those students
who scored less than 65%
2- Encourage low achieving
students to go through the
second look
3- The teacher must remind the
students to solve the questions
in their notebooks to before
choosing the correct answer
4- Remember to reward stars)

After checking students' progress

and making sure that
Peer work:
misconceptions are resolved, the
Students work in pairs to solve the question
teacher asks students to half mast shown on the board. Students can write their
their laptops and ask the pairs to answer either in a notebook or the sticky notes.
solve the Apply question shown on
the board using their evidence Students can use their notes to work
notebook (the teacher can ask a independently on CMU 2. (Students can use the
student to share his/her answer red cards if they face a challenging questions)
with the class.)

Before allowing students to work

independently, the teacher has to
explain the Prerequisite Math
Content where teacher has to
explain the angles and sides of a
right-angled triangle using some of
the trigonometric rules (sin, cos
and tan)

After explanation–the teacher can

divide the class into heterogeneous
Students work in heterogeneous groups to solve
groups based on the lesson data to
the “Relate” question. Students can use an A4
work on the Relate question.
paper to solve the question as a group but at the
end the activity they have to submit their
answers on Alef platform.
Plenary X Last Look ❏ Pop Quiz Activities Time:
My Exit Ticket X Worksheets
Teachers Students 10 min
❏ Key Terms ❏ In Class games
❏ Prerequisite X Key term The teacher will show the students the Students use their devices to access google form
Content games last look video and ask them to solve to answer some of the questions prepared by
❏ Activities/Hands-on ❏ Metacognitive the worksheet posted in google drive the teacher –these questions might be taken
❏ My Thinking Plan Prompt as a google form. (5 min activity) from the students’ textbook.
Then join the key term games
 ❏ Higher Order Then the teacher asks the students to
Thinking join the in key term game (5 min)
Questions
❏ Other

Homework ❏ Assign the lesson Activities

❏ MoE textbook & its resources Teachers Students
X Other
Review the lesson to sit for a skill Students will review the lesson and work on the
based assessment using the lesson exit poster to sit for the skill based assessment – the
ticket. exit ticket.
Create a poster about Vectors - Motion
and Forces in Two Dimensions keeping
in mind the following:

1- Mentioning the definition of the

displacement vs distance and
resultant vector.

2- Solving a real life problem

using Trigonometry to
Determine a Vector's Direction

Reflection What went well? What needs to be changed?

Online ❏ Research ❏Quiz

Assessment ❏ Unit test ❏Practical skill test
(Formative & ❏ Experiential ❏CMUs
Summative) ❏ MoE textbook X My Exit ticket
❏Other

Critical thinking skills

Remembering: Understanding: Applying: Analyzing: Evaluating: Creating:
❏ Write ❏ Summarise X Model ❏ Research ❏ Critique ❏ Imagine
❏ List X Explain ❏ Illustrate ❏ Organize ❏ Choose ❏ Invent
❏ Name ❏ Interpret ❏ Dramatize ❏ Survey ❏ Appraise ❏ Adapt
❏ Show ❏ Describe X Use ❏ Contrast ❏ Judge ❏ Report
❏ Define ❏ Compare ❏ Interpret ❏ Compare ❏ Defend ❏ Write
❏ Recognize ❏ Paraphrase X Relate ❏ Distinguish ❏ Criticize X Construct
X Recall X Differentiate ❏ Manipulate ❏ Discuss ❏ Prioritize X Design
❏ State ❏ Demonstrate ❏ Make X Plan ❏ Influence ❏ Justify
❏ Visualize ❏ Classify ❏ Modify X Construct
X Memorize ❏ Investigate