##
* *Reflection:
Motion of the Ocean (Part 2/2) - Section 3: Evaluate

A student need that arises with these concepts is that students build conceptual understanding at varying rates. Sometimes, we only find out that students are all over the map with regard to understanding a concept once we assess them. Since best practice is to use assessment to drive instruction, as teachers, we need to prepare ourselves for the moment when the assessment informs us that students have not learned what we had intended for them to learn. The first time around, my students ranged from Advanced Proficiency all the way to Developing Proficiency. Here are the thoughts that run through my mind when I look at the scores:

**1) Why didn't they pay attention better?**

**2) Many students get it. We should move on, so they aren't bored.**

**3) What did I do wrong?**

**4) I tried everything.**

**5) I'm too tired and don't have enough time to go back and reteach.**

**6) I will cover this topic again later.**

**7) The concept of________________ is just too hard, to abstract, not developmentally appropriate for my students.**

**8) I can move on because this concept isn't that important.**

**9) If the students had just done their homework, they would get it.**

**10) If I email home, maybe their adults at home can teach them. Everyone has a retired engineer/physicist/chemist/neurosurgeon grandpa in Arizona just waiting to help, right?**

The concepts in this activity are highly complex. I recognize that this is an introductory activity and does not need to result in student mastery of the concepts. After teaching these concepts for so many years, I expect the first time through the concept to be pretty inconsistent in terms of learning outcomes. Rather than seeing this as a failure, help your students respond to the results of the assessment as an opportunity. This is an excellent time to talk to students about a fixed versus growth mindset and how assessments provide valuable and tiny pieces of a giant puzzle called scientific understanding. For a strategy to help leverage the understanding of those students are advanced to help students who are not there yet, visit this lesson:Mastery Learning in Science: Students as Teachers.

*Using Assessment to Drive Instruction*

*Using Assessment to Drive Instruction*

# Motion of the Ocean (Part 2/2)

Lesson 7 of 18

## Objective: SWBAT describe the motion of objects in different ways.

## Big Idea: What does it mean to move? Students use diagrams, calculations and graphs and data tables to explore motion of objects.

*25 minutes*

Middle school students are always moving, so the study of motion should feel right at home. I use the Motion of the Ocean lesson as an introduction to basic kinematic concepts, so that students have a basic understanding as they move forward in the design of speed, acceleration and Newton's Laws of Motion investigations (**MS-PS2-2**). This lesson can be used as is, split into individual learning segments or jazzed up with additional demonstrations, visuals and demonstrations.

As students work through this lesson, they use science practices such as analyzing and interpreting data (**SP4**) and using mathematics and computational thinking (**SP5**) to construct a conceptual understanding of motion. Students also access Common Core Mathematical Standards in Expressions and Equations when they practice calculating speed and acceleration.

The Motion of the Ocean is a guided concept-building exercise including lessons taught over the span of two or more days. The activity relies heavily on rigorous student thinking, so spacing it out over several days can help minimize student burn-out. To help manage the magnitude of this activity, you will find the project split into two parts.

*expand content*

The EXTEND stage allows students to apply new knowledge to a novel situation. The novel situation in this case is found here: Motion Challenge Problem For students who move through the activities quickly, I check their work and give them the choice to:

1) Review the concepts by making flashcards, quizzing or reading additional sections from the textbook.

2) Help another student who needs additional support. (See: Mastery Learning in Science: Students as Teachers)

3) Complete additional practice activities at the end of the Motion Student Handout or Motion Math Practice. An example of this extension can be found here: Motion Notes Student Work.

4) Work on the Motion Challenge Problem.

The following video describes the importance of designing lessons to include both remediation and extension activities in order to differentiate learning.

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#### Evaluate

*25 min*

The EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place. The primary way I evaluate student learning is by giving students an assessment that focuses on the "remember", "understand" and "apply" levels of understanding: Motion Checkout Quiz.

Additional discussion about what to do if students "don't get it" is included in the reflection for this section. Additional practice and re-assessment may be required. If so, here are a couple of resources: Motion Relearn Activities and Motion Retake.

*expand content*

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- LESSON 1: Forces and Motion Assessment Review
- LESSON 2: Float-a-Boat: Introduction to Scientific Inquiry and Design (Part 1/2)
- LESSON 3: Float-a-Boat: Introduction to Scientific Inquiry and Design (Part 2/2)
- LESSON 4: Float-a-Boat: Student Rubric Creation and Authentic Data Analysis
- LESSON 5: Float-a-Boat: Student Choice Assessments and Cooperative Grading
- LESSON 6: Motion of the Ocean (Part 1/2)
- LESSON 7: Motion of the Ocean (Part 2/2)
- LESSON 8: Speed Demon Investigation (Part 1/2)
- LESSON 9: Speed Demon Investigation (Part 2/2)
- LESSON 10: Wild Water Slide: Engineering and Experimental Design (Part 1/3)
- LESSON 11: Wild Water Slide: Engineering and Experimental Design (Part 2/3)
- LESSON 12: Wild Water Slide: Engineering and Experimental Design (Part 3/3)
- LESSON 13: Newton's Second and Third Laws of Motion: Bumper Boats Investigation
- LESSON 14: Newton's Laws Graffiti
- LESSON 15: Newton's First Law: Inertia Kills Investigation
- LESSON 16: Newton's Laws of Motion Simulation Investigation
- LESSON 17: Forces and Motion Assessment Choices
- LESSON 18: Force and Motion Essential Questions