Reflection: Real World Applications Learning Physics by Creating Structures - Section 1: Warm-Up

 

Physics is model-dependent students need to internalize understanding and flexibility of thought in order to become proficient in the application of physics concepts. With this in mind, the first few days of the school year are focused on building the framework for a community of learners within our classroom. During this lesson, students will spend about five to seven minutes working in teams of four to create a procedure for determine the area of their lab stations.

I will circulate and ask each team clarifying questions and ask the team to redesign their procedures based on their answers to my questions.  This redesign takes about five to ten minutes. After the redesign has happened, I tease out the idea of engineering design involving identifying a problem, creating a prototype to meet the demands of the problem, testing a prototype's limits, and redesigning a prototype to better meet the constraints of the system.  After our discussion on revising models, I ask students to create a prototype similar to the Dadaab shelter based on the earlier portions of the lesson.

At the end of the lesson, I use the exit slips to keep track of which student role each group member performed during a lesson to ensure that students cycle through all four of the roles during each unit. 

  Learning by Designing
  Real World Applications: Learning by Designing
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Learning Physics by Creating Structures

Unit 1: Building Your Base
Lesson 3 of 12

Objective: Students will be able to use recycled materials to collaboratively create emergency shelters similar to those in the Dadaab refugee camp in Northern Kenya.

Big Idea: Revising models over time is a key part of the process of learning and doing physics.

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Subject(s):
Science Skills, Science, Physical Science, physics, engineering, distance, displacement, Archimedes' Principle
  75 minutes
emergency
 
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