Physics 590 Lesson Plan Reflection Newton’s Second Law of Motion ...

Physics 590 Lesson Plan Reflection Newton's Second Law of Motion: Atwood Machine

Keith Newman Joshua Ball Joseph Guzzi

Lesson Design and Implementation ? Cognitive and Meta-cognitive Issues

Criteria

Goal Orientation:

We believe that by placing overall objectives (and daily objectives) into our lesson plans that we are aware of our students' goals. The activities are clear and concise and apply to those goals with direct assessment. The daily goals are directed towards students' thought process and how they interpret their world.

Accuracy:

Our standards are all correct and taken directly from the Pennsylvania Department of Education website.

Presentation:

Our expectation level for our students is very high. The presentation is formatted is several different ways to allow for differentiated learning styles making it accessible for all students. Our sequence of topics are developed in such a way that the student will build on previous knowledge to continue their growth in the area of cognitive reasoning (i.e. applying Newton's Laws to other systems). Our presentation is also littered with numerous examples that can be embraced by our students.

Pre-Assessment:

Our pre-assessment is used as a tool for student recall. The students will see that the recalled information is directly related to the topic as they will use it for mathematical computation. We have also allowed for modifications during the lesson based upon pre-assessed skills.

Meaningful Application:

Our lesson plan is built around a real-world application. The lab is developed to have students think about how they interact physically with the world.

Student Reflection:

Through out our lesson plan, students are required as a group and as an individual to reflect (both orally and written) on their progress and thoughts.

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Lesson Design and Implementation ? Socio-Cultural and Affective Issues

Criteria

Student Engagement:

Students are expected to participate in their own learning by actively researching pulleys and their uses. Students are using a hands-on approach lab that allows for "tinkering" and motivated learning. They are now going to think about what else can be explained by math and physics which will lead to future learning.

Appropriate use of Technology:

Since one of our requirements was to produce a digital form of this lesson plan we incorporated a Power Point presentation which will be projected during the Mini-Lessons. Students are also required to collect data using a sonic ranger and a data logging program which allows the student to utilize forms of technology that are used by scientists.

Adaptability: Since our lesson is intended for an 8th grade class with Algebra skills, our lesson is able to be adapted by being purely qualitative instead of quantitative. Students would then be able to take the value of motion into their knowledge base. As for different learners, our lesson addresses multiple learning styles with written documentation, visual aides, hands-on manipulatives, oral presentation, and computational exercises.

Classroom discourse:

Students are encourage and required to have significant discussion within the classroom. Not only does the lab foster debate and communication skills, the follow-up open-ended questions during Day 1 and Day 2 allows for healthy discussion that is planned for in a structured format. Students are expected to have a high level of respect towards one self and each other during oral presentation of their lab results and research pieces.

Variety:

The lesson plan addresses the fact that students are not locked into one type of activity for an extensive amount of time. By allowing for mathematical computations we have satisfied the interdisciplinary collaboration requirement. Our lab was also designed to keep both the students and teachers engaged for a reasonable amount of time.

Portrayal and Use of the Practices of Science

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Criteria Hands-on Exploration: Students are dealing with a real world conceptual problem and in such will promote student exploration. The lab components expect students to guess and check their predictions. The Atwood machine will also foster meaningful assessment via research of pulleys. Nature of Science: Since Newton's Laws was a prerequisite knowledge this should have been a criteria previously covered. Since our lesson plan encourages structured discussion and explanation, we are allowing students to experience the process of science in a micro-managed environment. Student practitioners of scientific inquiry: As mentioned above, students are being scientists by not only doing the lab but by coming back to the classroom and expressing results in an oral and written manner. Asking students to use qualitative words in conjunction with quantitative math skills they are able to internalize their own work. Analytical skills: This is also addressed in the above criteria, yet it is still important to add that the student has researched evidence in pulleys and uses scientific language to explain common occurrences in the Day 3 reflection activity.

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