##
* *Reflection: Student Self-Assessment
Uniform Acceleration Conceptual Review Day - Section 3: Last Look at Uniform Acceleration Learning Targets

*Students ask "What areas do I need practice before the test tomorrow?"*

*Student Self-Assessment: Students ask "What areas do I need practice before the test tomorrow?"*

# Uniform Acceleration Conceptual Review Day

Lesson 12 of 14

## Objective: Students will be able to write a qualitative description, create a mathematical model, and draw multiple representations of accelerated motion.

*70 minutes*

#### Review Sheet Questions

*10 min*

The goal of today's lesson is to help students to prepare for the graphical and conceptual problems on the unit test. Through the activities in this class, students practice creating multiple representations of motion when given one representation of motion and build mathematical models for graphs. To begin class, I ask students to take out their Unit 2 Review Sheet that I from two classes ago. If students have questions, I dedicate about 10 minutes for them to pose questions that they have about the problems from the review sheet. I do this so that students who are working on the review sheet outside of class have an opportunity to ask questions. The review sheet is optional for students to use as a way to review for the upcoming test. After class, I put the Review Sheet KEY up on my website so that students can check their work while they are studying for the test.

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After students have spent some time asking questions about the review sheet, we turn our focus to the multiple representations of motion in today's review. The review is an Around the Room Review Activity that gets them up and moving around instead of at their desks. It allows students to solve 7 different problems where they are asked to do many of the same things like draw a position vs. time graph from a velocity vs. time graph or draw a motion map from a velocity vs. time graph. In this activity, I have them work in partners so that they have an additional support as they go through the review and someone to ask a question to so I don't have to be many places at once.

Since students will be working with a partner, I have them take out their Cell Phone Speed Dial Partner cards and pair with their Speed Dial #1 partner. Before moving to their partner I ask them to make eye contact with their partner that way if a student doesn't have a partner they can take the time to tell me now so I can pair them up with someone else. Then I ask my students to move to sit next to their partners.

When students are sitting next to their partners, one student comes to the front to get a blank sheet of paper. Then I ask students to fold it in half the "hot dog" way and then the "hamburger way" so that they have four boxes on the front and four boxes on the back. I ask them to number them #1-7 and to write both of their names in the empty box. I then explain that each pair of students has 4 minutes at each station; as they go through the stations they switch the role of writer at each station. In addition, I inform students that there are multiple questions for each station about the same graph or image and that all their answers should be in the same box.

When students know what to do, I assign them to the green or purple set of stations. I print two sets of stations on different colored paper so that I can assign groups a color and they can move through the stations such that only one pair is at each station. When students know whether they are green or purple, I tell them to stand up with their partner and find an empty station. Once the class is ready, I start the 4 minute timer for the first station. After the timer goes off, students rotate to the next station the timer begins again. I repeat this until the students have gone through all of the stations.

Once students have completed the stations they return their seats and sit next to their partner. For about 10-15 minutes we review the answers. I ask students to volunteer their work and responses. At the end of the discussion we have to review remaining questions about anything to do with multiple representations of motion. We then turn to look at the learning targets for this unit.

#### Resources

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After I have answered any questions that students have, I ask students to take out their Unit 2 Learning Targets. I ask the class what shape they would like to use for their last look at the learning targets for this unit. In the student example shown, Unit 2 Last Look, students have chosen a star. I ask them to take a few minutes to rate themselves based on how they feel now that the unit is almost over.

When all of the students are finished, I ask them to identify 1-2 targets feel they need to review before the test next class. I ask them focus on those few targets on the review sheet and in their own study time. I do not collect the targets because I want them to be able to study from them. As they are rating themselves, I walk around the room to see what the students overall believe to be strengths and weaknesses.

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- LESSON 1: Motion on an Incline Lab
- LESSON 2: Lab Extension, Day #1
- LESSON 3: Lab Extension, Day #2
- LESSON 4: More Representations of Motion for Uniform Acceleration
- LESSON 5: Uniform Acceleration Calculations, Day #1
- LESSON 6: Uniform Acceleration Calculations, Day #2
- LESSON 7: Free Fall Lab, Day #1
- LESSON 8: Free Fall Lab, Day #2
- LESSON 9: Free Fall on Planet Newtonia
- LESSON 10: Free Fall Wrap-Up
- LESSON 11: Uniform Acceleration Calculations Review Day
- LESSON 12: Uniform Acceleration Conceptual Review Day
- LESSON 13: Uniform Acceleration Lab Practical
- LESSON 14: Uniform Acceleration Unit Test