Students will be assessed by completion of a worksheet with narratives that students must translate into Position versus Time and Speed versus Time graphs. For extra credit, students can create their own video demonstrating Motion that can be converted into graphs. Some ideas for them would be to mark off evenly spaced divisions outside and they run a short distance with timers who can calculate the rate of speed.
This data can then be converted into Position versus Time and Speed versus Time graphs.
Wednesday, February 16, 2011
Tuesday, February 15, 2011
Lesson Stucture for Final Project
The logistics of the lesson are a combination of examples presented in Power Point mixed in with embedded YouTube videos describing motion graphs. The videos will be pre-downloaded and parsed for inappropriate comments. After the lecture, we will go over some examples and students will be given their totally awesome assignment. The lesson should take only 1 class period.
Content Instruction for Final Project
The goal of the lesson is for students to be able to interpret position vs. time and speed vs. time graphs.
The measureable objectives will be a quiz have to interpret the two types of graphs, convert one type of graph into another, create graphs from a given narrative, and for extra credit, create their own narratives with graphs and post a video showing how the motion in their narrative is acted out. You tube videos will also be used to introduce the concepts of Motion Graphs during lecture in class.
The measureable objectives will be a quiz have to interpret the two types of graphs, convert one type of graph into another, create graphs from a given narrative, and for extra credit, create their own narratives with graphs and post a video showing how the motion in their narrative is acted out. You tube videos will also be used to introduce the concepts of Motion Graphs during lecture in class.
Standards for Final Project
The standards for my final project are:
State Adopted Standards 8th grade Physical Science:
Motion Unit:
Students know how to interpret graphs of position versus time and graphs of speed versus time
for motion in a single direction.
The ISTE standards are:
State Adopted Standards 8th grade Physical Science:
Motion Unit:
Students know how to interpret graphs of position versus time and graphs of speed versus time
for motion in a single direction.
The ISTE standards are:
Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Thursday, February 3, 2011
Gummy Bear Exothermic Death
This is an example of an exothermic reaction using gummy bears which
combust when energy is added (a flame).
Wednesday, February 2, 2011
Facebook and Privacy
As far as using Facebook in an educational setting, I think it would be acceptable for use when students are assigned research projects where they need to work in a group. They could access each other's ideas and progress when working at home. This could help parents out if they can avoid having to chauffer their children to various meeting places to work on projects.
In terms of using Facebook in during the regular school day, I don't think it is a good idea simply based on the fact that I cannot see how it would be integrated in a meaningful way. If group work time is allotted in class, then classmates can simply discuss their project face to face. Another reason I don't think Facebook works in the classroom is the fact that the teacher would have to spend a lot of time figuring out if students are on task or not, and that may be difficult within the Facebook application. It may also be a breach of privacy since one of the tools we use at school to make sure students are on task is a computer program whereby the teacher can individually monitor every student's computer and see what they are doing. The last thing I want to do at school is to have to figure out if the students on Facebook are working or not, and having the possibility of seeing something of a very personal nature. It just is not going to happen.
Now that I've determined Facebook could be useful to students working on group projects, would I actually incorporate their use of Facebook as part of an assessment tool? The answer is no. If I assign a group project, I will leave it up to the students to figure out what tools they would like to use from home. No reason for me to monitor or even look at any of their work within Facebook.
Regarding the issue of whether teachers should allow students access to a teacher's Facebook page, I know many teachers who are okay with having students as connections on Facebook. That's fine with me if the teacher wants to utilize Facebook in that fashion. For me, though, my Facebook page is more personal and is for my friends and family, so I like to limit the people I connect with to reflect more of my social and family life and less of my work life. However, I use Linked In for my professional life. So if a student wanted to friend me on Facebook, I would likely say no but offer the more uncool alternative of Linked In as a way for the student to connect with me on a social media site that I consider to be more professional than Facebook.
In terms of using Facebook in during the regular school day, I don't think it is a good idea simply based on the fact that I cannot see how it would be integrated in a meaningful way. If group work time is allotted in class, then classmates can simply discuss their project face to face. Another reason I don't think Facebook works in the classroom is the fact that the teacher would have to spend a lot of time figuring out if students are on task or not, and that may be difficult within the Facebook application. It may also be a breach of privacy since one of the tools we use at school to make sure students are on task is a computer program whereby the teacher can individually monitor every student's computer and see what they are doing. The last thing I want to do at school is to have to figure out if the students on Facebook are working or not, and having the possibility of seeing something of a very personal nature. It just is not going to happen.
Now that I've determined Facebook could be useful to students working on group projects, would I actually incorporate their use of Facebook as part of an assessment tool? The answer is no. If I assign a group project, I will leave it up to the students to figure out what tools they would like to use from home. No reason for me to monitor or even look at any of their work within Facebook.
Regarding the issue of whether teachers should allow students access to a teacher's Facebook page, I know many teachers who are okay with having students as connections on Facebook. That's fine with me if the teacher wants to utilize Facebook in that fashion. For me, though, my Facebook page is more personal and is for my friends and family, so I like to limit the people I connect with to reflect more of my social and family life and less of my work life. However, I use Linked In for my professional life. So if a student wanted to friend me on Facebook, I would likely say no but offer the more uncool alternative of Linked In as a way for the student to connect with me on a social media site that I consider to be more professional than Facebook.
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