Did Project
Did Project
Did Project
This process begins from the moment that I receive my class roster in PowerSchool. For each
student I pull up their account and make sure to view key information about each student such as
schedule and academic history. This information provides insight into how each student should
perform in my class by knowing how tough of a schedule they are working with will help me to
set a baseline for my expectations. Also, with the academic history I typically gain an
understanding of how they normally perform in science classes. Science is not every student’s
favorite subject and this information can help me to plan activities ahead of time that can better
differentiate towards the students that I will have. This data is invaluable while I start to setup
my classroom as well because it allows me to know which layout will have a higher probability
of working.
Gathering student information is very important for any teacher to do, however, since my
curricula includes multiple sciences it is even more important to gather information that can be
used in the event of an emergency during class. My student survey includes questions about
learning preferences, emergency contacts, medical issues, contacts and eyewear, future plans,
The link above and preceding screenshots are demonstrations of the Student Interest Survey that
Sometime during the first couple of days of class the students would receive this questionnaire
via our Learning Management System, Google Classroom. Typically, I will couple this
guarantee completion.
This lesson will focus on the beginning of a new unit on motion for my College Prep Physical
Science classes. This class is typically taught to high school freshmen that have previously or
are currently taking Algebra. This unit is a very large and important unit that can be broken
down into multiple topics. The focus for this lesson plan will be on understanding and
Performance Objective:
5
DYNAMIC INSTRUCTIONAL DESIGN PROJECT
The student will be able to describe speed and velocity, through the designing of digital motion
maps of any object of their choosing. Students will successfully complete this task when the
map is completed with 90% accuracy for the diagram and 95% accuracy on the narrative
describing how they demonstrated the difference between speed and velocity.
Blooms Taxonomy:
The above-mentioned Performance Objective was designed to elicit a creative experience on the
Blooms Taxonomy Scale. In order to demonstrate mastery of the performance objective students
must create their own motion maps of any object of their choosing. The concept is to correlate
the idea of how to create a more three-dimensional model of speed and velocity by showing the
elapse of time over certain distances using only pictures. Creating this map should also show
that students can effectively show the difference between the scalar speed and the vector velocity
based on where each diagram starts and stops. The rules and details are open to interpretation by
the student if they demonstrate the concepts it will be their map to create.
Lesson Plan:
This lesson, as do most lessons for this class, will follow the Flipped Classroom Model. Flipping
the classroom depends on providing most of the instruction for students to complete at home as
homework and the project can be completed during classroom time where they have more help
with the teacher. I find this model to be ideal all students as it allows them to learn at their own
Homework Assignment from the Previous Day: Students will be provided with the Google
Slide Presentation before leaving class. If students do not have access to the internet at home,
they will be advised to download the presentation before leaving to prevent excuses for not
completing assignment.
6
DYNAMIC INSTRUCTIONAL DESIGN PROJECT
Bellringer (10 minutes): Students will be provided with a quick eight question quiz to
demonstrate their completion and comprehension of the previously learned material. This quiz
will be provided through Google Classroom for students to complete on Google Forms.
Informational Preliminary (15 – 20 minutes): Once all students have completed the Google
Form it provides quick and valuable data that can be used to quickly assess the areas that
students may be having trouble with. These areas will be the topics of concern during the 15-20
minute lesson preliminary, providing discussions for students to discover a deeper meaning of
the information that may not have been understood at a deep enough level.
Project (1 hour – 1.5 hours): Students will be divided up into groups of 2-3 depending on class
size and provided with all information and rubrics for successful completion of their motion
diagrams. Students will be provided with a description of what group work should look like and
an explanation of the expectation of different roles in the group and for what they should be
responsible for. Also, students will be provided with a rubric showing what should be included
and how it will be scored for mastery. Students will be able to use any digital software that they
would be comfortable using (Google Drawings, any Paint program, presentation software, etc.).
Once completed students will be provided with an opportunity to explain their map(s) to the
class before they are printed and posted around the classroom for a short-term gallery walk over
Debrief (15 minutes): This time will be used to discuss problems that were observed by
students and by the teacher in order to ensure that mistakes are addressed. The purpose of this
time is to prepare students for a transition from speed/velocity into acceleration and start to
correlate the two. This will also be a great opportunity to address any problems with group work
next presentation/video that may be used for the instructional segment of motion. During this
time, they will download their presentation, finish up any last-minute reflections, and prepare for
departure.
Primarily the Bellringer Quiz serves multiple purposes to get students seated and transitioned
while unlocking prior knowledge and checking for homework compliance, while also creating a
data stream that is quick in order to appropriately gauge where students are and how much they
learned. This also helps me to tailor the short lesson to only fill in gaps to allow for maximum
work time for students. During the students work time I will use proximity to make sure that
students are remaining on task, but to also give me the opportunity to check in and provide one
on one assistance for students that may be struggling. Given data collected during class and the
observations that have been made the one on one time can now be effectively structured to meet
the needs of any student that may be struggling without them realizing that they are being singled
out and providing a very open dialogue from which to work. The assessment can be used as a
high stakes evaluative tool without being a formal test and allowing students to create and
explore the topic and demonstrate their learning outside of a traditional formal assessment. The
gallery walk is important so as to provide a sense of pride in their work as well as a reminder of
the topic as we transition into more in depth topics of motion. Another purpose of the gallery
walk is to provide another perspective of the topic that students may have taken to help provide a
deeper understanding for all students. The final debrief is important in order to wrap up the topic
The first technology incorporated into this lesson was the Learning Management System, which
is used to deliver the Student Interest Survey as well as the lesson presentation and materials.
Google Forms is used to facilitate the Student Interest Survey and the Bellringer Quiz helping to
create an opportunity for quicker feedback so that students and myself can have a more efficient
opportunity to correct any issues that may have been present. Google Slides was used in order to
facilitate the presentation of the information relevant to the topic and due to its ease of access for
students. The rubric was completed on Google Docs so that each student will receive a copy in
the LMS and individual comments can be added demonstrating each student’s level of mastery
through each stage of the project. The project will be completed using any presentation software
of the students choosing, this allows students the opportunity to explore other programs that they
may not typically get to use in regular presentations. The use of Google products is intentional
as they are more compatible with the Google Classroom LMS, but they are more readily
available for students at home as each one has a Google Drive account and can access the files
Attached will be copies of all linked files in case of link failure and for reference material.
Motion Maps Rubric (Can be completed as one map or two)
Criteria 0 1 2 3
1. Email Address *
Advisory
1st Block
2nd Block
4th Block
5. Birthday? *
Yes
No
Learning Styles
Click all of the following that you would classify as a strong point.
7. *
Check all that apply.
Reading
Writing
Seeing
Hands-On
Math
Speaking
Listening
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8/9/2019 HCEC Student Information Form
8. After graduation what are your plans? *
Mark only one oval.
Other:
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Speed and Acceleration
Measuring motion
Measuring Distance
1 mm
= 50 m
Calculating Speed
S =d/t
Units for speed
○ I travelled 25 km in 10 minutes.
How many meters have I travelled?
● A) 25000 m
● B) .0112 m
● C) .025 m
● D) 2.5 m
25 km * 1000m/km = 25000 m
Question
○ I ran 1000 m in 3 minutes. Then
ran another 1000 m uphill in 7
minutes. What is my average
speed?
● A) 100 m/min
Total Dist. = 1000 m + 1000 m = 2000 m
● B) 2000 m/min
C) 10
Total ●Time =m/min
3 min + 7 min = 10 min
● D) 200 m/min
Ave speed = m/min
● E) 20 total dist/total time =
● Example:
○ An airplane moving North at 500 mph
○ A missile moving towards you at 200 m/s
Question
Denver
Phoenix
Graphing Speed:
Distance vs. Time Graphs
Speed = Slope = Rise/Run
Rise
Graphing Speed:
Distance vs. Time Graphs
Speed = Slope = Rise/Run
Rise=?
600 km
3h
Graphing Speed:
Distance vs. Time Graphs
Speed = Slope = Rise/Run
Rise=?
600 m
3 minutes
Slope = Rise/Run
= 0 km/1 hr
= 0 km/hr
Rise = 2 km
Run = 1 hr
Rise = 0 km
Run = 1 hr
Slope = Rise/Run
Rise = 1 km = 2 km/1 hr
= 2 km/hr
Run = 1 hr
Slope = Rise/Run
= 1 km/1 hr
= 1 km/hr
Question
Below= is
Average○Speed a distance
Total vs. timetime
distance/Total graph of km/6 hr
= 12
my position = during a race. What was
2 km/hr
my AVERAGE speed for the entire race?
Rise = 12 km
Run = 6 hr
Question
0.0112 m
25000 m
2.5 m
0.025 m
3. A train changes speed from 20 m/s to 40 m/s. What is the train's change in speed? *
Mark only one oval.
20 m/s2
10 m/s2
-10 m/s2
1 m/s2
Velocity
Distance
Speed
5. What does the slope of a distance vs. time graph show you about the motion of an object? *
Mark only one oval.
Acceleration
Nothing
Velocity
Speed
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8/9/2019 Copy of Speed and Acceleration Notes Quiz
6. I ran 1000 m in 3 minutes. Then ran another 1000 m uphill in 7 minutes. What is my average
speed? *
Mark only one oval.
2 m/min
0.2 m/min
2000 m/min
200 m/min
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8/9/2019 Copy of Speed and Acceleration Notes Quiz
8. On this page is a distance vs. time graph for 3 runners. Who is the fastest? *
Mark only one oval.
Jane
They are all sitting still
Bob
Leroy
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