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Moving Around

Joel Knapke 6th Grade Physical Science

Common Core Standards: Science Inquiry and Application Grade 6 Physical Science Matter and Motion 4. An objects motion can be described by its speed and the direction in which it is mo in!. Lesson Summary: "his lesson is desi!ned to help students understand the idea motion and how an objects motion can be described by the concepts o# speed and direction. "he lesson will entail a prior $nowled!e assessment% content readin!% class discussion% and a demonstration% which will be #ollowed by a computer lab e&periment and short qui' co erin! the material. Estimated Duration: "his lesson should ta$e appro&imately one hundred% #i#teen ())*+ minutes. I# the schedule #or the science class includes a ,bloc$ed class- the entire lesson should be able to be completed in one session with the assessment qui' ta$en at the be!innin! o# the ne&t period. I# the class is not% it will span a set o# classes with the third and #inal class only partially used. Commentary: Ill mo e into the content o# this lesson by startin! o## with a demonstration #or the class% Ill be see$in! to !et the class hoo$ed into #i!urin! out how we can actually tell whether somethin! has mo ed and mo e #rom there into measurin! motion and direction o# mo ement. I will o ercome the problem o# the abstract nature o# e&plainin! an intuiti e concept with the demonstration hope#ully at the same time o ercomin! the students assumption that this will be a borin! and easy lesson in physics.

Instructional Procedures: /ay ) Start of Class (5min.) "a$e attendance and announce the a!enda #or the day. Class Demonstration and Discussion (20min.) Gather the students attention% and as$ them to watch care#ully as you mo e #rom one side o# the #ront o# the classroom% to the other side o# the #ront o# the classroom. A#ter that% as$ the students to tell you how they can tell that you ha e mo ed. "he students will li$ely answer that they watched you wal$ across the room. A#ter that% mo e bac$ to your ori!inal spot and as$ them to close their eyes and plu! their ears. Mo e as quietly as possible (so that the students cannot hear you mo e+ bac$ to the other side o# the room% and as$ them to open their eyes. As$ them% a!ain% to tell you how they could tell that you mo ed. At this point% you will hope#ully ha e their attention as they try to tell you clearly why they are able to tell that you had actually mo ed% e en thou!h they couldnt hear or see you mo e. 0epeat the pre ious scenario a third time% mo in! a ery small amount% so that it is hard #or them to tell i# you ha e mo ed. At this point there

will li$ely be disa!reement amon! the students as to whether you ha e actually mo ed. At this point% select a student to use one o# the school iPads (or your smartphone assumin! you ha e one+ to ta$e a picture o# you as you are located in your startin! position. I# you are #eelin! particularly ambitious to ha e an error #ree picture. ta$in! setup you can use a di!ital camera and tripod so that the camera1 "he students are then to close their eyes% and plu! their ears as be#ore while you mo e. "hey are then to ta$e a second picture o# you to compare to the #irst picture. 2sin! the iPad% these two pictures could be quic$ly and easily uploaded to the classroom computer and a shown on the SMA0" board in order to switch bac$ and #orth between the two pictures to show that the mo ement did ta$e place. At this point you will e&plain the concept o# point o# re#erence. Gizmo Lab Intro and Pre (20min) "ransition to the preparation #or the Gi'mo lab e&periment% pass out the student e&ploration wor$sheets. Introduce the e&periment by demonstratin! usin! the SMA0" board to brie#ly show how to !et to the lab and how the Gi'mo3 wor$s. A#ter e&plainin! how thin!s wor$% ha e the students do the pre.lab questions indi idually #or * minutes and then discuss the questions as a class. Close of Class (5min.) In#orm the students to !o to the computer lab the ne&t class (or to be ready to use the laptops i# that is the ready option a ailable+. Also let them $now that they will need their e&ploration pac$ets and that they will need to !o to the website shown durin! the demonstration. In addition% they will need to be ready to recei e their username and password to lo!in and be!in the !i'mo ri!ht away. 4inally% in#orm them that they will turn in their pac$ets #or a !rade and that there will be a short qui' o er the content #rom Gi'mo the #ollowin! day. /ay 5 Start of Class (5min.) 6and each student their username and password as they enter the computer lab or classroom. 0emind the students that they need to be on the website #or !i'mos (e&plorelearnin!.com+ which will be displayed on the SMA0" 7oard at the #ront o# the computer lab or classroom% then that they need to clic$ the !reen ,lo!in- button and enter their username and password. 8nce they are on the classroom pa!e they will need to scroll down to the /istance."ime Graph Gi'mo and start up the Gi'mo as was shown in class the day be#ore. Gizmo Lab (!0min.) "he students will then #ollow the instructions pro ided in the pac$et and wor$ throu!h it o er the course o# the rest o# the period. 9irculate throu!hout the classroom to ma$e sure that students are stayin! on tas$% to discuss the concepts as they come upon them in the lab% and to answer any questions. Close of Class (5min.) 9ollect all the !i'mo lab pac$ets. 0emind students that there will be a short qui' on the content #rom the lab as well as the demonstration and discussion the day be#ore. /ay : Start of Class (2min.) Announce that it is time to ta$e the qui' and that the students need to clear their des$s o# anythin! e&cept a pencil and eraser. "uiz (#0min.) Pass out the qui' and circulate around the room to answer any questions that come up and ensure that wanderin! eyes are $ept in chec$. Collect "uiz ($min.) Announce the end o# the qui' and collect the qui' sheets. 3"he Gi'mo ;ab can be #ound at the #ollowin! address< http<==www.e&plorelearnin!.com=inde&.c#m> method?c0esource.dsp@iewA0esourceI/?56B

Pre-Assessment: "he pre.assessment #or the lesson will consist o# a re#lection o# the students prior understandin! as determined by their interaction with other course material as well as bein! inte!rated into the demonstration at the be!innin! o# the period.

Scoring Guidelines: Scorin! will be a pass=#ail style score based on teacher jud!ment o# student understandin!. In addition to the pre.assessment% there are #ormati e ,mental chec$points- built into the lesson #or the teacher to ma$e a jud!ment call on whether or not the students are ready to mo e on to the ne&t portion o# the lesson. "hese are naturally occurrin! at the end o# each section and are cause #or repeatin! in#ormation or #urther class discussion to assist with rebuildin! understandin!. Post-Assessment: "he teacher will !ain a !eneral idea o# how well each student understands the concept #rom the answers produced in response to the critical thin$in! questions in the online lab e&periment. "he students will also complete a short qui' to pro ide an additional% indi idually completed assessment. Scoring Guidelines: "he qui' that the students ta$e to assess their understandin! o# the content will be scored% and the students will recei e a percenta!e score. "he student will be determined as not understandin! the concept #ully i# they earn a percenta!e score o# less than CBD on the qui'. Each question on the qui' will be equally wei!hted as each portion o# the content is equally important to a #ull understandin! o# the concept tau!ht in the lesson.

Differentiated Instructional Support /escribe how instruction can be di##erentiated (chan!ed or altered+ to meet the needs o# !i#ted or accelerated students< Students with e&ceptional ability in understandin! this concept will be encoura!ed to spend time on a wor$sheet describin! the /oppler E##ect and relatin! /iscuss additional acti ities you could do to meet the needs o# students who mi!ht be stru!!lin! with the material<

Extension Fhan Academy has a couple o# ideo lecture series that could help students understand the concepts o# motion on a more comple& le el while also buildin! their basic understandin! o# motion at the same time. https<==www.$hanacademy.or!=science=physics=one.dimensional.motion https<==www.$hanacademy.or!=science=physics=two.dimensional.motion Students will not only ha e access to the Gi'mo ;abs in the classroom% but also at home and they can there#ore learn more about motion on their own and ta$e the concept #urther than what they learned throu!h the lesson. http<==www.e&plorelearnin!.com=inde&.c#m>method?c0esource.dsp@iewA0esourceI/?6BGA9lassI/?5B6)GH4

Homework Options and Home onnections "he students homewor$ #or this assi!nment will ta$e place between the #irst and second day o# the lesson and will in ol e practice problems to help the students to success#ully mo e on to the ne&t portion o# the lesson scheduled #or the second day.

Interdisciplinar! onnections "his lesson can easily be inte!rated with the math throu!h the arithmetic and time.distance !raphin! s$ills that are present in all speed problems. In addition% this lesson could be crossed with history by students learnin! about when the concept o# speed was established as well as learnin! about prominent physicists that ha e made disco eries around the concept.

"aterials and #esources: %or teac&ers

SMA0" 7oard% computer with photo iewin! so#tware and internet access% iPad or Smart Phone with camera and internet access% wireless networ$ in the classroom% Gi'mo "eacher Guide% E&ploration Sheet Answer Fey% E&plore ;earnin! Account with 9lass Set 2p% Gi'mo ;ab added to list o# a ailable labs #or students 8ptional< di!ital camera and tripod

%or students

SMA0" 7oard% 9omputer ;ab=laptops% E&ploration Sheets% E&plore ;earnin! Student 2sername and Password

$e! %oca&ular! Point o# 0e#erence% Motion% /irection% Speed% y.intercept

Additional 'otes "he Hth !rade science teacher at Phoeni& Middle school where I obser ed #or a semester ori!inally per#ormed the classroom demonstration that is used at the be!innin! o# the lesson. She is a wonder#ul teacher and I too$ many style pointers #rom watchin! her teach and #rom tal$in! with her about teachin!.