##
* *Reflection: Accountability
Inner Outer Circle Energy Review - Section 1: Inner Outer Circle Energy Review Activity

Not only do I like this activity, but my students do as well. This activity works really well in physics because there are so many equations and problems that students do in each unit. I love that the inner outer circle gets students to have practice in all the different types of problems at different difficulty levels throughout the period. I also like that it forces students to be accountable by having them complete their card in a certain time limit and then to make sure at the end they have completed 14 problems on their paper.

This activity can be differentiated so that the card that the student is the expert on is at their level. I actually walk around and hand a problem card to each student based on their ability level so that I know that they will be able to accomplish and succeed on the card that they will be carrying with them throughout the activity. That means my higher level students have the more difficult problems and will be able to explain how to do those problems to some students that may still struggle with them.

*Best Review Activity!*

*Accountability: Best Review Activity!*

# Inner Outer Circle Energy Review

Lesson 10 of 14

## Objective: Students will be able to complete calculation problems including work, power, kinetic energy, potential energy, and conservation of energy using various equations.

*70 minutes*

The goal of this lesson is for student to review the computational aspect of the unit by completing practice problems for the many equations they have learned. Students will use computational thinking (SP5) to complete problems involving work, power, energy and conservation of energy (HS-PS3-1, HS-PS3-2). In the review activity students will also have an opportunity to explain their thought process as they solve problems (SP8). To review, I have students remember back to how to do the inner outer circle activity. Students remind me that each student will get a card with a problem on it with the answer on the back. Since the answers are on the back I expect my students to show all of their work on their papers.

Before I pass out the Inner and Outer Circle Energy Problem cards, I pass out a blank sheet of paper to each student. I ask them to fold it in half, the "hot dog" way. Then I ask them to unfold it and fold it twice the "hamburger" way so that when unfolded there are 8 boxes. Then I ask them to put their name in 1 box. After their papers are folded, I pass out a problem to each student. The problems are labeled as numbers and letters that help to organize students later in the activity. There are easy, medium and hard questions randomly throughout the lettered and numbered problem cards. I make sure to give each student a problem that is the appropriate level of difficulty based on how they have been doing in class.

Once each student has a problem I tell the students where they will be sitting. I have A and 1 sit at the same table across from each other, B and 2, C and 3, etc. When they are sitting across from their partner, I tell them that each pair has a similar problem where they use the same equation. Each student needs to complete their own problem, but if they need help or get the wrong answer at first they can ask their partner to help them. I give them 3 minutes to complete their problem. Afterwards, I remind them that they are now experts on their problem and will be carrying their problem with them throughout the activity.

After the 3 minutes, I ask the lettered card holders to stay sitting and the numbers to get up and take their materials rotating to the next table in a circle. When they get to their new partner, I ask them to switch cards with their partner and do their partner's problem. If they need help, they can ask the person sitting across from them because they are an expert on that problem. I give them 3 minutes to complete the new problem. When they are done, they switch problems so they are holding their original problem and say thank you to their partner. Then the numbers take their materials and rotate to the next table. They continue to rotate every 3 minutes until the end of the period.

I use this activity because it holds students accountable for explaining their thought process to other students as well as completing the problems using various equations. I like this activity because students rely on each other and get a lot of practice with problems for an entire period. At the end of the activity, a students' paper would look like the pictures shown below. To end class, I ask students to tell me how they feel about the computational aspect of this unit and students say that this activity helped them feel more confident.

*expand content*

##### Similar Lessons

###### Who is August Wilson? Finding the Main Ideas and Supporting Details in an Obituary Using Chunking

*Favorites(6)*

*Resources(57)*

Environment: Urban

###### Transferring Skills To Individual Reading Books: Reader's Workshop

*Favorites(2)*

*Resources(13)*

Environment: Suburban

###### Telling Lies that Sound True: Building Classroom Community on the First Day

*Favorites(54)*

*Resources(18)*

Environment: Suburban

- LESSON 1: Introduction to the Roller Coaster Problem Based Learning Unit
- LESSON 2: What is Work?
- LESSON 3: What is Power?
- LESSON 4: Roller Coaster Inquiry
- LESSON 5: What is Energy?
- LESSON 6: Energy in Real-Life Situations
- LESSON 7: Qualitative Conservation of Energy
- LESSON 8: Quantitative Conservation of Energy, Part 1
- LESSON 9: Quantitative Conservation of Energy, Part 2
- LESSON 10: Inner Outer Circle Energy Review
- LESSON 11: Energy Review Day
- LESSON 12: Roller Coaster Problem Based Learning Project, Day 1
- LESSON 13: Roller Coaster Problem Based Learning Project, Day 2
- LESSON 14: Unit 6 Energy Test