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* *Reflection: Student Self-Assessment
Constant Velocity Mathematical Model, Day 2 - Section 2: Last Look at Learning Targets

*Learning targets are more than for the teachers*

*Student Self-Assessment: Learning targets are more than for the teachers*

# Constant Velocity Mathematical Model, Day 2

Lesson 8 of 10

## Objective: Students will be able to write a mathematical expression to describe a position vs. time graph and use those expressions as models to solve calculation problems.

*70 minutes*

#### Jigsaw Worksheet #3 Answers

*35 min*

The goal of this lesson is for students to gain more experience in solving problems using the constant velocity mathematical model as well as to answer questions about topics they need to know before the test tomorrow. This lesson helps students to use mathematics and computational thinking by using the mathematical model to solve problems. It also helps students to explain to their peers how they got their answers.

To start out class, I ask students to take out their homework, Worksheet #3 Constant Velocity Calculations and I take out my Unit 1 Worksheet #3 KEY. Students work in jigsaw groups with peers that have the same problem; they come to an agreement of the answer and how to get that answer. I use the jigsaw because it makes students reflect about their thought process and explain it to their group. They prepare to present the process of the problem to their home group. Then they go back to their home groups and present their problems to that group. Students will be doing problems #3-6 in the jigsaw so I assign each student a number in the group based on where they are sitting at the table. I give them 7-8 minutes with their problem groups to discuss and practice explaining their problems.

Then, I have them transition back to their home groups. I remind them that they should spend about 3 minutes on each problem explaining it and asking questions to the problem expert. As students are working, I go to each group and tell them that I want them to come to an agreement on problems #1-2 and put it on a single piece of paper so that each member of the group gets the same grade for the work that is handed in. I do this mainly because students had time to work on the worksheet in class and most groups finished #1-2 before they left class. I want students to learn to come to an agreement with a group and to voice their opinion when they think the group is wrong.

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After all groups have turned in their two problems, I ask students to take out their learning target sheet. I ask the class what shape they would like to use for their last look at the learning targets. In the student example shown, Last Look Unit 1, they choose a star for their last look. I ask students to take about couple of minutes to look through their learning targets and rate themselves based on how they feel now that we have learned everything for the unit.

When all of the students complete the task, I ask them to identify 1-2 targets that they feel they need to work on before the test next class. I ask them focus on those few targets and give them some review practice to use in their own study time before the test. I have the students keep the learning target sheets so they can study from them in class and at home.

Some resources students can use for review practice include Quizlet, which has ready made cards (free account), EdenEarthSci Wiki, and many others that can be found using an internet sheet. There are even YouTube videos students could use as a resource.

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#### Questioning Review Activity

*25 min*

After looking at the learning targets, students take out their cell phone speed dial partner page and I have them pair with the speed dial partner #3. If their partner is absent, I pair them up with someone else. I ask students to move quickly and quietly next to their partner with all of their materials, since they will work together until the end of the period.

When students are with their partners, I ask them to open up the Google Drive document of questions they came up with the day before. Each partner will be given a set of questions. Before class I went through the questions and organized them based on topic and difficulty. This allows for differentiation of learning for students. This Google Doc is shared with everyone in the class, so when students get assigned their questions they only type in their boxes. When students are done answering their assigned questions, I have them call me over to check their responses. They can then start working on their Constant Velocity review with their partner until the end of the period.

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- LESSON 1: Physics Family Day!
- LESSON 2: Dune Buggy Lab
- LESSON 3: Multiple Representations of Motion, Day 1
- LESSON 4: Multiple Representations of Motion, Day 2
- LESSON 5: A Deeper Look at Motion
- LESSON 6: Graphing in Groups
- LESSON 7: Constant Velocity Mathematical Model, Day 1
- LESSON 8: Constant Velocity Mathematical Model, Day 2
- LESSON 9: Unit 1 Test
- LESSON 10: Constant Velocity Lab Practical