For my final project I used a
lesson plan that I had recently made in my methods course. It is an introduction into Newton’s Second Law. This lesson works upon introducing the idea
of “net force” in many different ways. I
wanted to have students learn about Newton’s Second Law from a lecture,
demonstration, worksheet, computer games, and discussion. Students will need to make sure to listen to
me and take notes, along with being actively involved to get the full impact out
of this lesson. This lesson will end
with students working on an online worksheet that will be due for homework if
it is not completed, also the material learned from this lesson will be a large
portion of the unit test. As much as
possible I wanted to have the students be excited. Plus I wanted this lesson be able to have any
type of student be able to learn from the many divergent ways of teaching
On my first row, this part of the
lesson has the student go on a computer and go online and play a game that http://phet.colorado.edu/en/simulations/category/physics/motion
provides. Through this creative game
students will become familiar with how net force works. This program is not only fun, but it explains
the physics behind how you play the game.
It gives great scientific explanations that 5.1.12.A.1 and NETS-S is
looking for. Hopefully by becoming familiar
with these game students will start to get a realistic feel of how Newton’s
Second Law is applied in this world.
This is many times a challenge with physics because most of the times
concepts are very abstract and confusing.
However I’m hoping with the students playing this game Newton’s Second is
not just some words, but it is something that has meaning and is something that
makes sense.
On my second row, with PowerPoint I
will give a lecture on Newton’s Second Law describing what it is and giving
real life examples of what it is.
Throughout this presentation I will be giving the students a lot of
questions so that they will be engaged.
The students will also be solving some example problems that I will be
going over in the PowerPoint presentation that they will need their calculators
for. Afterwards we will do a question
and answer session from any questions that the students may have. All of this will hit the points that satisfy 5.1.12.A.2,
along with the communication and collaboration portion of NETS-S.
On my third row, we will be working
on a short case study that I printed out, that has to do with Newton’s Second
Law. We will read this case study
together as a class, and once we are done the students will pair up with each
other and have a discussion on the scientific issues of the case studies. Once the students are done talking with each
other we will share together as a class if any of the students analyzed
anything that is worth bringing attention to the class. This case study will help students become
aware of how Newton’s Second Law is applied in real life, and will have
students be engaged upon real life scenarios such as, how friction applies to
slippery roads after rainfall. All of
this will engage the students to be critical thinkers, understand and solve
real issues, and make smart decisions from the research they analyze. This is what 5.1.12.D.1 wants from the
students and parts of NETS-S.
On my last row, I will be
demonstrating an experiment that will show proof of the formula Force = mass x
acceleration. This will be a demonstration
that will project 2 balls of different mass with the same force, and it will
show that the acceleration on the ball with a smaller mass will be greater. With this demonstration it will require that
I measure the distance that each ball travels and calculate its
acceleration. This calculation will also
need to be made with a computer program called Vernier, which records the
motion of a flying object and can calculate its velocity and acceleration. After this final demonstration the students
will log onto Web Assign and will do a worksheet full of problems. This will be their assessment that will judge
how much of the information they were able to understand and how well they will
be able to mathematically calculate the concepts that they just learned. This demonstration is perfectly set up for 5.2.12.E.4 along with
the NETS-S requirement for technology operations and concepts.
Raymond, the matrix itself is in alignment across technologies, strategies and standards. And for the most part, the narrative is logical and conveys an intentionality about your pedagogy. The narrative doesn't address all the strategies listed in your matrix, however. In moving forward beyond this course, please focus on being precise about your pedagogical moves. For example, which one of the following that you list in your narrative is NOT a strategy?
ReplyDelete"a lecture, demonstration, worksheet, computer games, and discussion."
You can probably guess at this point that worksheet and computer games are not pedagogical strategies. So, then, what strategies are implied by these technologies? In other words, without precision in terms of what you are intentionally doing in the classroom, you won't know if it is actually helping students achieve the standards.