Reflection: CSI: Who Killed Bill? - Section 1: Setting the Stage


As I look back at this lesson, I acquired a lot of information about my students' ability to make inferences from distance and time data, and their depth of knowledge in measurement for real world applications. I walked around the room listening to all the groups discuss the questions. Within this lesson, students determine which work products they will create. 

One table talks about how data may not be as easy to interpret within a real homicide investigation. As I pass another table, I notice students sketching graphs of distance vs. time for the various suspects in their lab notebooks.  They are planning how to compare the speed for each bullet to the slope best-fit lines of the graphs for each suspect.  They plan to eliminate suspects whose average speed are below the minimum requirements from the Crime Scene Report.  I ask this group how they plan to eliminate suspects, and their answer is, "Based on their speed and acceleration information."  So I ask them to show me the data they are comparing each suspect's results to and although I move to another group I am still tuned into that discussion. They go on to discuss how to use Excel to find a best fit line they should use. 

I like that students are reasoning abstractly and quantitatively (MP2) by listening and giving each other feedback (MP3).While reflecting on this part of my lesson, I realize how important allowing students to choose their own groups during this short period of time was for all of us and our learning.  I notice all students engage in the activity and actively discuss a game plan for completing the project. I believe that students who help to design their learning outcomes and are more engaged in their learning will show larger growth over the course of their physics instruction.

With this in mind, I will keep track of the types of work products that students are successful at creating and make note of it using student scores on their progress reports. Students create mini goals that are connected to their proficiency level for a particular standard whenever we begin a new unit.  I use my digital standards-based grade book to keep track of student progress on a particular standard. I print out student progress reports every other Friday and students write a summary using google docs where each student shares their original goal and whether they failed to meet, met or exceeded their goal proficiency on a particular standard with me and their academic advisors. This type of information helps students pay more attention to what they are thinking when making choices as well as how their choices help to shape their learning outcomes.  


  Student Driven Work Products
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CSI: Who Killed Bill?

Unit 1: Building Your Base
Lesson 11 of 12

Objective: Students will be able to use the speed of a bullet to determine who killed Bill.

Big Idea: Physics can be used to solve crimes.

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10 teachers like this lesson
Science, Physical Science, velocity (Physics), speed (Motion), physics, distance, displacement, Archimedes' Principle
  80 minutes
crime scene investigations and
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