Lesson Plan: Nick Strickland
Lesson Overview
Title:
Introduction to graphing motion
Author:
Nick Strickland
Subject:
Science
Grade Level(s):
11
Duration:
90 minutes
Subject Area:
Physics
Unit Description:
This is the first of two lessons designed to introduce graphing motion. This first lesson introduces motion and how it is graphed. It also reinforces the vocabulary introduced in a previous lesson for motion. The second lesson would come after this and would build student skills in excel or a free spreadsheet program to gather and graph data.
Lesson Description for Day:
Lesson overview:
Students by the end of this lesson should be able to sketch graphs and interpret graphs as related to different types of motion. Students will use their background knowledge of motion vocabulary and math terms to help create a strong foundation for the second part of the lesson which focuses on using excel to analyze real motion.
Students will get a learning map assignment allowing them a path to get to achieve the desired results based on their responses to the anticipatory set and to the lab.
Students will complete the ebook lesson before they step foot in the classroom.
Outline:
1. Warm-up: Students will complete the warm-up found on the website from socrative assessing the knowledge of both math terms and motion vocabulary.
2. Introductory lab: This is the starting point for all students. They will complete the lab and when they are done complete an entry in their blog to discuss what they learned. This lab is designed to be inquiry based meaning that the instructions are much more general. The teacher should be looking for understanding and will ask pre-scripted questions to check for misconceptions and general understanding.
3. Learning path: Students will explore their learning through the learning path. This is a multi-tiered approach to allow diversification based on the level that the student has identified in the anticipatory set and after the lab. (Affective Network: Providing choices)
4. Exit ticket and blog entry for the day.
State Standards:
(1) In Physics, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum physics. This course provides students with a conceptual framework, factual knowledge, and analytical and scientific skills.
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences, and predict trends from data;
(D) communicate valid conclusions;
(E) graph data to observe and identify relationships between variables;
(4) Science concepts. The student knows the laws governing motion. The student is expected to:
(A) generate and interpret graphs describing motion including the use of real-time technology;
Goals Unit Goals: 1. Students will apply knowledge of math (slopes and curves) as well as vocabulary knowledge from the initial motion unit.
2. Students will be able to look at motion graphs and determine acceleration or constant speed based on the shape of the graph
3. Students will be able determine speed based on the slope of the position versus time graph between two points
4. Students will be able to determine the acceleration of an object based on the slope of the velocity versus time graph
5. Students will utilize spreadsheets to graph and interpret data using linear regressions. They will also be able to determine velocity and speed from position versus time data in a real world setting.
Lesson Goals:
Methods Anticipatory Set: Students will be asked to read the ebook on Graphing motion. Once they do this they will need to look at their rating and write a quick blog entry about what they learned from the book. This is general and should be used as a way to see what level the students are at by the teacher while they are taking the Socrative quiz.
(Both Recognition and Strategic networks are present here as the student is using a different medium to tell about what they have learned and analyzing what they learned critically. )
Students will identify common mathematical formulas that they will see in the course. They will also be asked about vocabulary. This will be attained through a socrative quiz.
(Recognition Network: Support Background context)
Introduce and Model New Knowledge: Students will complete the introductory lab that will focus on using the knowledge that they read to create different scenarios. They will have a chance to experiment with this.
A classroom discussion will be completed after they are done with the introductory lab.
(Strategic Network: Provide Feedback)
Provide Guided Practice: Students at level 3 or above will participate in guided practice to determine the type of graph and the motion of the object. This is one of the activities on their learning path
(Strategic Network: Guided Practice)
Provide Independent Practice: Quest (online homework system) will be used to gauge the students in their independent practice and tailor the lessons in the future.
Strategic Network due to the fact that the online homework system provides feedback to the student.
Assessment Formative/Ongoing Assessment:
Formative starts at the begging with the flipped classroom model and the end of the book. It is reinforced with the socrative question. The teacher will move around while groups are working on their learning path and identify misconceptions.
Summative/End Of Lesson Assessment:
The exit ticket would close the lesson for the day allowing students to express what they learned, challenges they faced, and a rating about their ability on a scale from 1-5. Students would be asked a stem question to write about and reflect in their blog. They would need to write about motion and how what they learned relates to their life. They need to cover what they learned, what they feel confident in, and finally what they feel they need to work on. The unit would be capped with a lab report that would require students to analyze real data and graph that data in excel or another spreadsheet program.
Materials Blogs
http://www.blogger.com
Students would already have their accounts set up using this service to write about after they are done with their reading and their lesson for the day.
· Ebackpack
http://www.ebackpack.com
A paid service that allows students to turn in work and for teachers to grade that work without paper. This is just one of many options to allow for a simplified workload for teachers and students.
Google Drive
http://drive.google.com
Google drive is used for multiple reasons. It can be used by the students to collaborate using Google docs and other Google equivalents to Microsoft. We use this to create PowerPoints that the students can go through at their own pace and ask questions and get feedback on their responses.
Quest
http://quest.cns.utexas.edu
The Quest online homework system is a online system that allows students to work on problems at their own pace. It provides instant feedback on if they got the questions correct or not and offers levels of questioning that start at high school and go up to advanced college courses. This system is currently only for math and science.
· Running man simulator
https://phet.colorado.edu/en/simulation/moving-man
This PHET simulator provides a way to look at motion of a man based on his position. Students can fill in the information and have the simulation graph as well as show the motion.
· Socrative
t.socrative.com
Socrative is a free response system that allows students to get instant feedback on any device including smart phones, laptops, and tablets. It is extremely versatile and can be used across multiple platforms at once.
Laptop
Title:
Introduction to graphing motion
Author:
Nick Strickland
Subject:
Science
Grade Level(s):
11
Duration:
90 minutes
Subject Area:
Physics
Unit Description:
This is the first of two lessons designed to introduce graphing motion. This first lesson introduces motion and how it is graphed. It also reinforces the vocabulary introduced in a previous lesson for motion. The second lesson would come after this and would build student skills in excel or a free spreadsheet program to gather and graph data.
Lesson Description for Day:
Lesson overview:
Students by the end of this lesson should be able to sketch graphs and interpret graphs as related to different types of motion. Students will use their background knowledge of motion vocabulary and math terms to help create a strong foundation for the second part of the lesson which focuses on using excel to analyze real motion.
Students will get a learning map assignment allowing them a path to get to achieve the desired results based on their responses to the anticipatory set and to the lab.
Students will complete the ebook lesson before they step foot in the classroom.
Outline:
1. Warm-up: Students will complete the warm-up found on the website from socrative assessing the knowledge of both math terms and motion vocabulary.
2. Introductory lab: This is the starting point for all students. They will complete the lab and when they are done complete an entry in their blog to discuss what they learned. This lab is designed to be inquiry based meaning that the instructions are much more general. The teacher should be looking for understanding and will ask pre-scripted questions to check for misconceptions and general understanding.
3. Learning path: Students will explore their learning through the learning path. This is a multi-tiered approach to allow diversification based on the level that the student has identified in the anticipatory set and after the lab. (Affective Network: Providing choices)
4. Exit ticket and blog entry for the day.
State Standards:
(1) In Physics, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum physics. This course provides students with a conceptual framework, factual knowledge, and analytical and scientific skills.
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences, and predict trends from data;
(D) communicate valid conclusions;
(E) graph data to observe and identify relationships between variables;
(4) Science concepts. The student knows the laws governing motion. The student is expected to:
(A) generate and interpret graphs describing motion including the use of real-time technology;
Goals Unit Goals: 1. Students will apply knowledge of math (slopes and curves) as well as vocabulary knowledge from the initial motion unit.
2. Students will be able to look at motion graphs and determine acceleration or constant speed based on the shape of the graph
3. Students will be able determine speed based on the slope of the position versus time graph between two points
4. Students will be able to determine the acceleration of an object based on the slope of the velocity versus time graph
5. Students will utilize spreadsheets to graph and interpret data using linear regressions. They will also be able to determine velocity and speed from position versus time data in a real world setting.
Lesson Goals:
- Students will apply knowledge of math (slopes and curves) as well as vocabulary knowledge from the initial motion unit.
- Students will be able to look at motion graphs and determine acceeration or constant speed based on the shape of the graph
- Students will be able determine speed based on the slope of the position versus time graph between two points
- Students will be able to determine the acceleration of an object based on the slope of the velocity versus time graph
Methods Anticipatory Set: Students will be asked to read the ebook on Graphing motion. Once they do this they will need to look at their rating and write a quick blog entry about what they learned from the book. This is general and should be used as a way to see what level the students are at by the teacher while they are taking the Socrative quiz.
(Both Recognition and Strategic networks are present here as the student is using a different medium to tell about what they have learned and analyzing what they learned critically. )
Students will identify common mathematical formulas that they will see in the course. They will also be asked about vocabulary. This will be attained through a socrative quiz.
(Recognition Network: Support Background context)
Introduce and Model New Knowledge: Students will complete the introductory lab that will focus on using the knowledge that they read to create different scenarios. They will have a chance to experiment with this.
A classroom discussion will be completed after they are done with the introductory lab.
(Strategic Network: Provide Feedback)
Provide Guided Practice: Students at level 3 or above will participate in guided practice to determine the type of graph and the motion of the object. This is one of the activities on their learning path
(Strategic Network: Guided Practice)
Provide Independent Practice: Quest (online homework system) will be used to gauge the students in their independent practice and tailor the lessons in the future.
Strategic Network due to the fact that the online homework system provides feedback to the student.
Assessment Formative/Ongoing Assessment:
Formative starts at the begging with the flipped classroom model and the end of the book. It is reinforced with the socrative question. The teacher will move around while groups are working on their learning path and identify misconceptions.
Summative/End Of Lesson Assessment:
The exit ticket would close the lesson for the day allowing students to express what they learned, challenges they faced, and a rating about their ability on a scale from 1-5. Students would be asked a stem question to write about and reflect in their blog. They would need to write about motion and how what they learned relates to their life. They need to cover what they learned, what they feel confident in, and finally what they feel they need to work on. The unit would be capped with a lab report that would require students to analyze real data and graph that data in excel or another spreadsheet program.
Materials Blogs
http://www.blogger.com
Students would already have their accounts set up using this service to write about after they are done with their reading and their lesson for the day.
· Ebackpack
http://www.ebackpack.com
A paid service that allows students to turn in work and for teachers to grade that work without paper. This is just one of many options to allow for a simplified workload for teachers and students.
Google Drive
http://drive.google.com
Google drive is used for multiple reasons. It can be used by the students to collaborate using Google docs and other Google equivalents to Microsoft. We use this to create PowerPoints that the students can go through at their own pace and ask questions and get feedback on their responses.
Quest
http://quest.cns.utexas.edu
The Quest online homework system is a online system that allows students to work on problems at their own pace. It provides instant feedback on if they got the questions correct or not and offers levels of questioning that start at high school and go up to advanced college courses. This system is currently only for math and science.
· Running man simulator
https://phet.colorado.edu/en/simulation/moving-man
This PHET simulator provides a way to look at motion of a man based on his position. Students can fill in the information and have the simulation graph as well as show the motion.
· Socrative
t.socrative.com
Socrative is a free response system that allows students to get instant feedback on any device including smart phones, laptops, and tablets. It is extremely versatile and can be used across multiple platforms at once.
Laptop