DID MODEL

David Shannon Stone

EDIT 704

Class: Honors PhysicsPart 1: Getting to Know the Learners

As this unit of instruction will take place well into the semester, most of the “Getting to Know the Learners” process will have been taken care of at the beginning of the semester and not be a specific part of this unit.

In order to gather background information on each student, I would begin by determining their background using the data provided to teachers in Powerschool. Information collected would include:

● Socioeconomic level● Special Needs designation (if any)● Gifted & Talented designation (if applicable)● Cultural heritage - citizenship is noted● First Language - English Language Learners are identified here● Course History - shows classes taken and grades awarded

Teachers are also automatically provided with copies of forms for students with Individualized Education Plans and any special needs identification. These forms describe students’ needs and any accommodations for the students.

The questions from a first-day questionnaire are listed below. They will provide information on how the students see themselves as learners, and give a glimpse of their initial attitude towards the class.

In order to know a bit about you, and to help me better prepare to help you succeed in this class, please answer the following questions.

1. What was the last science class that you have taken?2. What did you like most about that class?3. What did you like the least about that class?4. Which mode of learning would you say best describes the way that you like to

learn?a. Auditory - You learn more from hearing things described and explained.b. Visual - You learn more from seeing examples, diagrams and

demonstrations.c. Kinesthetic - You learn more from making manipulating things.

5. This science class emphasizes investigating science concepts in the laboratory, usually in small groups.

a. What do you feel is your greatest strength that you bring to a group?b. What do you feel is your greatest weakness when working in a group?

6. For each of the following skills, place a check beside those that you feel comfortable doing, and place a question mark beside those that you feel you need some instruction before attempting.

a. Creating a paper in a word processing program like Word or Docsb. Creating a data table in a spreadsheet like Excel or Sheetsc. Creating a graph using a spreadsheet like Excel or Sheetsd. Using the drawing utility in Google Docs or MS Word to create simple line

drawingse. Creating a document showing calculations, including the formulas and

appropriate unitsf. Using Windows Movie Maker to create and edit video

Going into this lesson, recent data that will be used to make instructional decisions will include:

● Observations of student behavior (individually and in groups)● Observations of students’ work habits● Student performance in the unit immediately preceding this one

This information would be used to plan group assignments, particularly which student combinations would not be optimal. Information about how students learn and their attitudes toward working in groups allows the teacher to prepare for helping students address weaknesses that may hinder their progress, and for helping students make the best use of their strengths. Units are prepared to offer audio, visual and kinesthetic learners opportunities to use their preferred learning styles.

Part 2: Performance Objectives and Lesson

“Vectors” was chosen as the unit of study.

The lessons that comprise this unit are:

● Displacement Vectors● Velocity Vectors at Right Angles● Velocity Vectors at Other Angles● Solving “Wants-To” Vector Problems● Force Vectors

The lesson addressed for this particular assignment is “Displacement Vectors”

• Objectives for the unit of study: “Vectors”

1. The physics student will construct a vector diagram to determine, with at least 90% accuracy, displacement of an object on a test when given distance and direction travelled in subsequent steps.

2. The physics student will construct a vector diagram to determine, with at least 90% accuracy, the resultant velocity of an object on a test given the object is traveling at a constant velocity in a medium that is moving with a different constant velocity.

3. The physics student will construct a vector diagram to determine, with at least 90% accuracy, the resultant force on an object in a test question describing the component forces.

• Alignment of objectives with Bloom’s Taxonomy

Action Verb - Revised Blooms Level

Construct - Creating

Determine - Evaluating

• Lesson Plan: Displacement Vectors

The 5-E lesson plan style was chosen because (1) it emphasizes student inquiry as the main instructional strategy, which is most appropriate for science, and (2) it is the lesson plan style most often demonstrated by the science specialist in our school district.

Teacher: David Shannon Stone

Date: 09/12/16

Subject: Honors Physics

Materials:for initial demo: roll of paper, markers, meter stick, timer, constant-velocity vehiclefor field lab: Compass (app on phone or hand-held), 50-meter tape measure, clipboards

SC Science Standards:P-2.1 Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

Lesson objective(s):1. The physics student will construct a vector diagram to determine, with at least 90% accuracy,

displacement of an object on a test when given distance and direction travelled in subsequent steps.

ENGAGEMENT

Paper River Demo:Large (3’ x 6’) piece of paper is laid down center of room. A constant-velocity car is allowed to roll straight across, and its initial and final points are noted. The demonstration is run again, but this time with a student pulling the paper down the center of the room at a constant velocity. The initial and final positions of the car are again noted. Discussion (first in small group, then as a whole group) is initiated focusing on how the distance travelled by the car with respect to the “paper river” was different from the distance travelled by the car with respect to the ground. Then arrows are drawn to represent the motions and the concept of vectors is introduced. The demonstration culminates with the explanation of using the vectors representing the car’s motion and the river’s motion to determine the resultant motion of the car with respect to the classroom floor.

EXPLORATION

Displacement Vector Investigation● Big ideas:

○ All motion is relative.○ Vectors represent magnitude and direction.○ “Displacement” is a straight-line distance from the start to the end, regardless of the path

the object follows.

Vector Reading, Video and Practice in CK12 Lesson● Emphasizes the importance of direction. Gives an introductory explanation of the use of vectors in

physics. Provides some practice questions for students.

Vector Instructional Video: Head-To-Tail Method● Step-by-Step guide to using vectors to solve problems.

EXPLANATION

Students will be asked to respond to the following questions (used to elicit student explanations and justifications).

1. Explain three ways to indicate the direction of a vector.2. Is it possible to go for a walk that lasts about an hour, and have a displacement of zero? Explain

your answer.

3. If a student walks 3 blocks East and 4 blocks North, what is her displacement from her starting point? Defend your answer by showing a labeled vector drawing and your calculation.

ELABORATION

Displacement Vectors in the Field - the “Physics Orienteering Lab”Students will complete the “Physics Orienteering Lab” activity and elaborate on their understanding of displacement vectors by comparing their maps to others in the class, with the goal of having the students realize that the same vectors can be represented with different scales, and that the displacement was the same for everyone regardless of their paths.

EVALUATION

During the lesson, student’s vector drawings will be evaluated, as will their answers to the explanation questions. These will constitute formative assessment.

Summative assessment will consist of the following questions on a Vectors Test:

Directions: Answer each of the following questions by drawing and labeling a vector diagram, and showing your work.

1. Tom walks 8 blocks East, then turns and walks 10 blocks West. What is Tom’s displacement from his starting point?

2. If a car drives 15 kilometers West, then turns and drives 12 kilometers North, then turns and drives 15 kilometers East, then turns and drives 10 kilometers South, What is the car’s displacement from its starting point?

3. Teresa jogs 5 kilometers South, then turns and jogs 9 kilometers East. What is Teresa’s displacement from his starting point?

Activities listed for “Engagement” and “Elaboration”:

1. Google Earth Displacement Vector Activity:Displacement Vectors & Mapping Using Google Earth

Log onto the computer and open Google Earth.

Part I. We will begin by finding a few points and determining distance and direction between them.

1. Go to Google Earth and search for our school.

2. We will use the front of our school as a starting point for your map.

3. Click on the thumbtack icon. Drag the thumbtack to you start point on the map.

4. Find a point on the beach closest to our school, and place a second thumbtack there.

5. Click on the ruler icon and select the “line” tab. Set the Map Length to “kilometers”.

6. Click on your start point and then on the 2nd point of your map (the beach). Record the map length in kilometers and the heading in degrees in the data table 1.

7. Hit clear and you are ready for more.

8. Place a thumbtack on our school. Place a second thumbtack on the island of Bermuda.

9. Use the technique above to determine the distance and heading from our school to Bermuda, and record in the data table 1.

10. Place a thumbtack on Key West, FL. Place a second thumbtack on Havana, Cuba.

11. Use the technique above to determine the distance and heading from Key West to Havana, and record in the data table 1.

Part II. South Carolina Road Trip

12. Starting at our school, plot a journey of your choosing.

13. You must have ten stops (thumbtacks) on the way to your final location. (10 total)

14. You must stay within the state of South Carolina.

15. Fill in data table 2 with a description of the point, and the distance and heading to the next point.

16. Using data table 2, you will draw a displacement vector map (using “Insert” > “Drawing” on a new page).

a. Make sure your map has a compass rose and a scale.

b. Make sure all vectors are drawn to scale, and point in an appropriate direction.

17. Using a different color, draw a resultant vector from the starting point, straight to the end point.

a. Label this vector with the distance and direction that it represents.

18. You must write a short story to accompany your map. Describe each leg of your journey: where you went (how far away and in what direction) and why you went there. Explain reasons for each stop and each new direction/destination. Your story may be written as a quest, a travelogue, a road trip diary, etc….

Map Data Tables

Table 1

Starting Point End Point Distance Heading

Our School Beach

Our School Bermuda

Key West, FL Havana, Cuba

Table 2

Point Distance to next

point

Heading to next

point

Our School

2. Treasure Map Displacement Vector Activity:

Physics Orienteering Lab Part I: Begin by determining your stride. All measurements are in meters, but you must estimate distance by pacing it off. How long is your pace?

Part II: Follow the directions to find the treasure!

Starting point: Southern Goal Post

25.5m @ 5° (This should put you at the flag pole.)

30m@ 300°

152m@ 42° You should be at your gate to opportunity.

10m @ 87°

22m @ 338°

27m @ 315°

12m @ 294°

13m @ 318°

13m@ 345°

37m@ 298°

25.5m @ 282° Are you brave enough to cross?

49m @ 237° You are here!

Part III: Draw your Treasure Map.

- Draw a map to scale.

- Label all vectors

- Draw resultant vector in red and label it with distance and direction.

Part 3: Teaching and Learning Strategies

Teaching Strategies:

● Demonstration ○ Demonstrations are used to peak student interest and get them engaged

in the lesson. A good demonstration can be used to pose questions, introduce concepts, and can be referred to later in the lesson as learning takes place. Part of a good closing is a reference back to the initial demonstration, which provides the opportunity for student reflection to make sure they can explain the demonstration in terms of what they have learned.

● Facilitating small-group and whole-group discussion○ Having students talk through their ideas is an effective way to help them

create their own knowledge. Trying to put their ideas into words causes them to examine their ideas to see if they make sense. Students also need to develop the ability to recognize and honor the ideas of others. “Check with your neighbor” and “Ask three before me” are good strategies to start small group discussion. Allowing student discussion to originate in small groups, followed by whole group sharing is a strategy that helps students feel safe when taking part in whole group discussion. Rather than feeling like they are alone, they are part of a group proposing ideas to the rest of the class. Monitoring these discussions is a quick formative assessment of student understanding. Imposing a time limit on these small-group discussions makes students focus on the topic. Facilitating a whole group discussion is a more student-centered way to make sure everyone gets the same conceptual understanding.

● Direct Instruction○ Direct instruction is sometimes the most expedient method to give

students the information that they need to enable them to proceed through inquiry. In this lesson, the students need to be able to draw arrows to represent determined lengths on their Dell Venues. Since this is a new skill that they will use for other steps in this lesson, it is efficient to show them how to do this in a brief session of direct instruction.

● Instructional Videos○ Videos provide visual and auditory stimulus that give the students a

degree of control. With the ability to pause and to move forward and back, the students have control over the pace of the presentation. Posting a link to videos in an LMS, like Google Classroom, allows the students access to the videos in or out of school any time of day.

● Use of Online Resources○ A one-to-one school provides the opportunity to leverage online teaching

resources for individual student use in the classroom. The particular resource used for this lesson is Google Earth. This provides access to maps and measurement tools that allow students to work with authentic real-world data, adding relevance to the lesson.

● Experiential Learning / Fieldwork○ Hands-on student inquiry, whether alone or in groups, is one of the most

effective ways to teach science. Experiential learning can be laboratory investigations, activities and investigations that use online tools, and work outside. Such teaching strategies lend authenticity to the lesson, and engage learners, and no other teaching strategy addresses as many of the Science and Engineering Practices.

● Guided Practice○ Practice allows the teacher to assess student learning. Practice also

facilitates the student’s examination of their understanding. When students are asked to apply what they have learned to solve new problems, they become aware of any weaknesses and can ask for help - from other students in a group or from the teacher.

Learning Strategies:

● Note-taking○ The act of reading passages or watching videos then putting down the

main ideas in one’s own words facilitates cognitive processing. The benefit of note-taking is lost, however, when students simply write a copy (or worse: copy and paste). The beneficial processing occurs when students create their own original words and symbols to reflect the information given.

● Brainstorming and Summarizing○ Discussion is a learning strategy because it forces students to articulate

their knowledge. Hearing their thoughts spoken aloud often allows students to recognize deficiencies in their understanding that do not manifest when they just think about a topic. Defending or explaining to peers also facilitates critical thinking on the part of the students.

● Independent Reading○ Independent reading allows students to increase their background

knowledge at their own pace. In order to address different reading levels, some digital reading sources, like Discovery Techbook, allow teachers to assign material of different reading levels on the same topic.

● Individual Investigation (on computer)○ Having students use tools to work toward a goal supports active inquiry-

based learning. Activities structured to require students to find and use new vocabulary, content, and problem-solving techniques facilitate the students’ creating their own knowledge. The teacher must move about the room offering affirmation and advice, and addressing individual needs or deficiencies in knowledge or skills.

● Group Field Activity○ This learning strategy has the benefits listed above for investigations, but

has the added benefit of getting the students moving about and using the content knowledge in a real-world setting.

● Problem-solving through drawing○ Creating drawings of problems gets students to visualize the problem and

helps the visual learner relate to the words used to express the problem.

In this lesson, using the drawing (vector) is the goal. In this lesson, this learning strategy is guided practice.

Part 4: Present and Analyze Technologies Used

1. Google EarthStudents will use Google Earth to determine distance and direction from point to point on the Earth. Using this technology for the student activity incorporates realism (instead of made-up distances, directions, and places), allows for student choice (they get to pick some of the places that they use), and helps to establish relevance. Google Earth is also a good choice for a tool to use in this activity because it is used quite often in the world of work.

2. Drawing tool in Google DocsThis technology tool allows students to draw vectors and submit them

electronically to our LMS, Google Classroom. The intent in using this technology is to allow the student to focus on the meaning represented by the vectors without the distraction of difficulty in drawing. Here is an example of a labeled vector drawing:

3. CK12 online content (reading and video): http://www.ck12.org/physical-science/Direction-in-Physical-Science/CK12 is an online enhanced textbook. The intent of using this technology is to provide background reading for students, as well another explanatory video, and

5 km @

o

3

4 km

practice with the basic concepts. Students are directed to the resource via a link posted in the Google classroom, as well as directions to read, watch, and use the practice.

4. Head-To-Tail Vector Analysis Instructional Video - created using Office Mix https://mix.office.com/watch/1hldlin7444c8This teacher-created video shows a method of solving vector problems. The students will access the video via a link in the Google classroom. The intent of the video is to not only provide instruction, but to also serve as a resource to which students may return if they need help solving vector problems.

5. Compass App for student’s own smartphones Students will download a free compass app to their phones (it comes standard on iphones - no download needed). The intent of using this technology is to provide the students with a reliable measure of their direction of travel, to show them how to use a compass, and for them to have a compass that they may refer to whenever they have need or interest. There is usually enough students in class with smartphones that we can have at least one in each student team. The physics lab is also equipped with standard handheld compasses that students can use if they do not have a phone on which they can load the app.