S3+Bogar+Jacob

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink (and Explore), Revise (and Experience), Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

Before the unit begins:
1) Students will take a the Force Concept Inventory (FCI). This is a thirty question multiple choice test on forces. It is taken at the beginning and end of the unit to measure student gain regarding Newtonian force concepts. It also is a good measure of how effective the lessons and teacher is at helping students become Newtonian thinkers. The 30 point scale does not count towards a final grade. Students measure their gains and the teacher performs an error analysis of all scores.

2)Students preconceptions of the design process will be assessed by responding to the following question on their blog: "How is a new product or process created? Explain the steps you would take to bring an idea into reality." =Facet 1 - EXPLANATION= 2. View previous student physics videos, toss a variety of objects in the air including flying rubber chickens and describe their motion. (**HOOK**) 3. Students will know how to describe the motion of objects with dot diagrams and motion graphs and use speed, velocity, acceleration, time interval and related SI units in their descriptions. (**EQUIP**) Hovercraft Dot Diagram Activity, Pasco Motion Probe Lab(**EXPLORE / RETHINK**) [|PHET Moving Man] Lab(**EXPERIENCE / REVISE**) 4. How can you describe motion in multiple ways? Create a 2D dot diagram of you driving out of the MBHS parking lot. Share and discuss results with neighbor and class. **(REFINE**) 5. Take a motion quiz on dot diagrams and motion graphs. The teacher will demonstrate each motion. (**EVALUATE**) 6.**Visual:** Use of projector and computers to see graphs, watching videos 7. Students will be able to describe uniform and accelerated motion with words, graphs, dot diagrams, and numbers.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that scientific models are used to describe and predict the interaction of force and motion. **(WHERE**) We can understand, predict and appreciate the dynamic natural world around us. (**WHY**) Students will understand that the laws of force and motion are the same across the universe. (**WHAT**)
 * Aural:** Moving man sound effects, watching videos
 * Verbal:** Directions for the hovercraft activity will be verbal with visual cues.
 * Physical:** Walking back and fourth in front of a Pasco Motion Probe creating graphs.
 * Logical:** Quantitatively describing motion with numbers.
 * Social:** Working in teams.
 * Solitary**: Individual lab write-up.

Product: PHET Moving Man Lab Timeframe: 3 days of a 8 week Unit || =Facet 2 - INTERPRETATION=

9. Pulling out the table cloth "trick" and other Newton Law demonstrations **(HOOK)** 10. Students will know how to interpret an objects motion based on the forces it experiences by drawing free body diagrams and understanding Newton's laws. (**EQUIP**)1)Newton' s first law station activity. Students will investigate the concept of Inertia in multiple active contexts. 2) Direct teaching of how to create free body diagrams (FBDs) (**EXPLORE / RETHINK**) 1) Truck Push Lab - an application of Newton's 2nd Law with group video analysis. 2) Newton' s 3rd law discussion, concept development worksheet and no fault quiz. (**EXPERIENCE / REVISE**) 11. Draw free body diagrams of each object from our no fault motion quiz on dot diagrams and motion graphs.**(REFINE**) 12. Student will work individually to analyze a video of two toys. One toy will be accelerating and the other will have uniform motion (non-accelerating) and draw a free body diagram of each. **(EVALUATE)** 13.**Visual:** Use of projector and computers to see the movies. 14. Students will be able to interpret the motion of objects based on the forces it experiences. **(Organize)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that scientific models are used to describe and predict the interaction of force and motion. **(WHERE**) We can understand, predict and appreciate the dynamic natural world around us. (**WHY**) Students will understand that the laws of force and motion are the same across the universe.(**WHAT**)
 * Aural:** Movie sound.
 * Verbal:** Spoken directions and feedback during the activity.
 * Physical:** Making the video and performing an action to be videotaped.
 * Logical:** Sequencing the shoot and doing the analysis, applying Newton's laws.
 * Social:** Working in teams during labs.
 * Solitary**: Individual reflection on the analysis.

Product: Video analysis and free body diagram of accelerating and non-accelerating objects. Timeframe: 4 days of a 8 week Unit || =Facet 3- APPLICATION=

16. Explore the motions, forces and energy requirements of several children toys. Discuss the behavior of the toys based on Newton's Laws of motion and energy conservation concepts.(**HOOK**) 17. Students will know how to apply physics concepts to design a system. (**EQUIP**) 1) Research the physics of toys and post your research to your blog. 3) Read and comment on 3 other student research posts. Discuss as a class. (**EXPLORE / RETHINK**) 1) Students will move through a set of self-paced tutorials to learn how to hand sketch designs. 2) Students will create an orthographic, isometric and 2 point perspective drawing 3) Students will make a sketch of one of the toys they researched using their sketching techniques (**EXPERIENCE / REVISE**) 18. Students will create a unique conceptual sketch of a toy on based on the performance task criteria and post the sketch to their blog with an explanation about the physics concepts underlying how the toy works **(REFINE**) 19. Students will comment on three conceptual sketches of their peers and then write a self assessment of their model based on the feedback they receive. **(EVALUATE)** 20. **Visual:** Sketching tutorials, drawing exercises Physical:** Exploring toys. 21.Students will be able to apply physics concepts to design a system.**(Organize)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that scientific models are used to describe and predict the interaction of force and motion. **(WHERE**) We can understand, predict and appreciate the dynamic natural world around us. (**WHY**) Students will understand that the laws of force and motion are the same across the universe.(**WHAT**)
 * Aural:** Music in room or on a personal music player while sketching
 * Verbal:** Discussions**.
 * Logical:** Paraphrasing how toys work using physics concepts
 * Social:** Peer feedback and discussions
 * Solitary**: Self- assessment, research exercise

Product: Blog post of a conceptual design of a toy by sketching. Time frame: 4 day of an 8 week unit. || =Facet 4 - EMPATHY=

23. The students will take part in an //unsafe// toy brainstorming and share session. The purpose of this brainstorm will be to allow students to feel more comfortable with deferring judgment and generating wild ideas and should be a fun way to begin introducing design criteria and consumer perspectives.(**HOOK**) 24. Students will know how to 1) make and use a Pugh Chart 2) conduct an interview with a client (**EQUIP**) 1) Students will observe preschool children playing 2) Research what play is and the developmental levels of young children. 3) create interview questions and interview children and preschool teachers regarding how they play and what kinds of toys are most valued 4) Organize interview data and discuss results in design teams and as a class. (**EXPLORE / RETHINK**) In design teams students will brainstorm a minimum of 10 designs that will be sketched on 8.5"x11" paper. 2) Each design team will choose their three best designs by consensus.(**EXPERIENCE / REVISE**) 25. Using toy design criteria from the toy prototype rubric, student design teams will make and use a Pugh chart to determine the best design to pursue.(**REFINE**) 26. An individual conceptual sketch and a physical mock-up (non-working prototype) will be created in a design team. The sketch and prototype will be assessed by peers. Reflections to the peer feedback will be posted on individual student blogs. (**EVALUATE**) 27. **Visual:** Sketching designs. 28. Students will be able to consider the perspective of a consumer of their design. **(Organize)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand the process of designing and improving products and services. (**WHERE**) We can create technologies to meet our needs and wants. (**WHY**) Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs.(**WHAT**)
 * Aural:** Music in room or on a personal music player while sketching and building.
 * Verbal:** Discussions**.**
 * Physical:** Building and sketching.
 * Logical:** Following a sequence of design iterations and using an Pugh chart.
 * Social:** Working with other peers and preschoolers.
 * Solitary**: Reflections, Play research exercise

Product: Refined conceptual sketch and mock-up of a toy design. Time frame: 6 days of an 8 week unit. || =Facet 5 - PERSPECTIVE=

30. Compare diagrams and word descriptions to animated 3D models with a guest speaker.(**HOOK**) 31. Students will know how to visually communicate the design of a system by using a 3D CAD program. (**EQUIP**) 1) Play with the 3D CAD Program Google Sketch-up. Explore the functions and capabilities.(**EXPLORE / RETHINK**) Students will move through a set of self-paced tutorials to learn how to use Google Sketch-up. (**EXPERIENCE / REVISE**) 32. Students will follow Sketchy Physics tutorials to learn how to animate 3D models.(**REFINE**) 33. Create a conceptual model with Google Sketch-up and animate it with the Sketchy Physics plug-in. The model and prototype will be assessed by peers and the teacher. A reflection of the model feedback will be posted in the students blog.(**EVALUATE**) 34. **Visual:** Modeling with Sketch-up. 35. Students will be able to redesign the system based on test results and feedback. **(Organize)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand the process of designing and improving products and services. **(WHERE**) We can create technologies to meet our needs and wants. (**WHY**)Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs.(**WHAT**)
 * Aural:** Music in room or on a personal music player while sketching and building
 * Verbal:** Video tutorials
 * Physical:** Use of a Wiimote system or mouse and keyboard when using Sketch-up
 * Logical:** Learning to navigate and create with a new software program
 * Social:** Peer assessments, helping peers learn to use Sketch-up
 * Solitary**: Following tutorials

Product: Animated 3D model of conceptual design revised from previous feedback. Time frame: 6 days of an 8 week unit. || =Facet 6 - SELF-KNOWLEDGE=

37. Demonstration on how not to give a presentation and view some bad presentation examples [|1] and [|2]. (**HOOK**) 38. Students will know how to communicate orally and with multimedia. (**EQUIP**) Students will watch a video tape of themselves telling a short 2 minute story in front of class. (**EXPLORE / RETHINK**) Students will assess their presentation technique based on the performance task presentation rubric focusing on pace, volume, eye contact and body language. (**EXPERIENCE / REVISE**) 39. In a second one minute presentation students will share their thoughts on the nature of the design process as a tool to create solutions and improve their specific toy design while referring to an image of their 3D model using the touch, turn, talk technique and answer peer questions for 1 minute.(**REFINE**) 40. Student will again self assess their presentation technique by watching a video of their presentation (**EVALUATE**) 41. **Visual:** Watching peers and video of presentations 42. Students will be able to reflect upon the nature of the design process as a tool to create solutions and improve existing systems.**(Organize)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand the process of designing and improving products and services. **(WHERE**) We can create technologies to meet our needs and wants. (**WHY**) Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs.(**WHAT**)
 * Aural:** Listening to themselves on the video
 * Verbal:** Telling a story
 * Physical:** Presenting
 * Logical:** Self-analysis of presentation
 * Social:** Question and answer practice sessions
 * Solitary**: Self-analysis

Product: Two presentation videos with self-assessments of presentation techniques. Time frame: 2 days of an 8 week unit ||

2004 ASCD and Grant Wiggins and Jay McTighe