The technology used will consist of students watching youtube clips to enhance the concepts of Motion. There are several Motion clips on youtube that are very informative and show the concepts of Position versus Time and Speed versus Time graphs. As an extra credit project students will create their own video demonstrating Motion concepts and will post the video to a class website.
The reason to use technology for the Motion unit is to allow students to visualize and experience the concepts first hand, rather than statically. It is not always feasible to have lessons outside, so watching videos or creating them as homework assignments can allow students to further explore scientific concepts in their everyday lives.
Wednesday, February 16, 2011
Assessment for Final Project
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.
This data can then be converted into Position versus Time and Speed versus Time graphs.
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).
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