This lesson is focused on students working with different partners and groups to improve social skills, physics knowledge and graphing skills. My goals for my students are to develop relationships with their physics families, to evaluate their answers and ask questions when they don't agree with someone else's answer and to show their knowledge about constant velocity representations of motion.
To start out this lesson, since it is a Monday, I have students begin in their Physics Families and ask each other to share one fun thing they did over the weekend. This is a great way to get them talking to each other. After a few minutes, I show them the Pixar Implementation page and tell them they need to write down as many names that match the images as possible with their Families. The family that has the most correct answers will get a reward.
I give students 5 minutes to work and then ask for the papers and quickly check through them. While I am checking them, I ask students to tell their group about their favorite movie or TV show and why to get them talking with each other. Once I have tallied the scores, I announce from last to first place making sure every family gets a round of applause because they worked so well in their groups. The winning family gets to place a certificate on the Physics Family wall and gets a sticker for being successful as a team.
The goal of this lesson is for students to have more practice with multiple representations of motion with a few different groups before moving on to velocity calculations. So when students finish with their Physics Families, I ask that they return to their assigned seats with their normal groups. Then I ask for 1 person from each table to take out their Chromebook and open up the digital whiteboard that their group created the previous day that looks something like this Student Created Whiteboard. The tables in my classroom are set up in a semi-circle in the back half of my classroom. Once each group has their whiteboard up I ask the groups to place the Chromebook at the table number in the back that corresponds to their problem and to sit at that table. So if they have problem #1 they will sit at table #1.
After all of the students are in the back with their packets turned to Worksheet #2- Multiple Representations of Motion Part 2, I tell them that I will give them about two and a half minutes to compare their answers to the answers that their peers provided on the Chromebooks. I tell them that I checked most of the information but if they have something different they should write down a question they can ask me at the end. The students go around to each station. When they are finished with all of the stations and are back where they started, I ask if they have any questions and we discuss any questions that come up. When students have a question, I have them ask it to the group who did the problem so they can try to explain first and if they get stuck, I jump in to help them using Unit 1 Worksheet #2 KEY. When students are done asking questions, they return to their assigned seats.
After students have finished going over Worksheet #2, students get their speed dial cell phones from the class distributor. I select a speed dial number and ask them to make eye contact with their partner. I make sure everyone has a partner (especially if there are students that are absent) and when all students know who their partner is, I have them move to sit next to their partners so there is only one pair at a table.
This is the first time that my students are doing a Rally Coach Activity so I take time to provide instructions. I pass out the worksheet and have students put a partner's name in each name box at the top of the page. In this activity students will be in charge of writing the answers for each problem in their column. So there is no confusion, I ask the students to raise their hand if their name is on the left side of the page and tell them that they are in charge of the left two problems and then the same for the right side. Both partners will be getting the same grade so to ensure that they agree with what their partner wrote, they must check their work and come to a consensus before they hand it in.
After I give instructions, students have 20 minutes to complete this activity, or about 5 minutes per problem. As they are working, I remind them that they should be asking their partner for help first and if both of them do not know and they have consulted their notes, they can raise their hand and I will come over to help them. I collect the worksheet when they are done and grade it to give back to them the next day using Constant Velocity Rally Coach KEY.
After students have done some more practice with the Rally Coach Activity, I have them work on the Unit 1 End of Discussion Checkpoint #2 individually. For this checkpoint I provided them with a graph and I expect them to answer 5 questions. These questions ask them to do a combination of the things they have learned in Worksheet #1, Worksheet #2 and the Rally Coach Activity. I want to see where students are in their understanding before we move on to focusing on equations. I collect these checkpoints and grade them before returning them during the next class.
At the end of class, I pass out the Constant Velocity Review Sheet for students to complete over the course of the next few days. I give them this sheet at the end of this lesson because we have learned almost all of the new content for the unit. Students try a couple of problems that they know they can do before they come to our next class. But, I also like for them to start working on it now so if they have questions about how to do some of the problems they can ask me questions between this lesson and the test. I don't require students to complete the review sheet, but I tell them to try the graph-related problems on the review sheet to help them prepare for the upcoming test in 4 days.