Technology Enhanced Lesson Plan
For Lindenwood University credit. Note: Type in the gray areas.
The approximate length of this lesson plan should be 10-30 pages, depending on the number
of credit hours you are getting and the amount of scaffolding and assessment materials you
include. Each credit hour, according to Lindenwood, represents 15 hours of seat time. To
calculate the amount of time you should spend on this assignment, multiply 15 by the number of
credit hours you are requesting. Take that sum and minus the number of hours you are actually
spending in the tele lab class. The resulting number is the number of hours that we are
expecting you to work outside of class to create your lesson plan. (For example: 1 credit hour =
6 hours of tele class, plus 9 additional hours of completing this lesson plan, which would equal
15 clock hours)
Lesson Author
First and Last Name
Author's E-mail Address
School District
School Name
School Address
School City, State, Zip
School Phone
Home Address
Home Phone
Tele Class Name
Using Technology with Classroom Instruction that Works
Teacher’s Name
Lesson Overview
Lesson Topic or Title
Subject Area(s)
Grade Level
Goal(s)/Essential
Question(s)
Question(s) or Problem(s)
Acceleration and Graphing Acceleration
Acceleration
9th
Why is it important to know how things move?
What is acceleration?
What happens during acceleration?
1
What does the x vs.t graph look like for acceleration?
What does the v vs. t graph look like for acceleration?
What does the a vs. t graph look like for acceleration?
What are three ways an object can accelerate?
How is acceleration different from velocity?
Lesson Summary (approximately 1-3 paragraphs)
The homework assignment the students will complete the evening before my lesson is
one that will give them some background on the topic of acceleration. They will first have to
download the reading assignment from my website. After reading this reading they can
choose one of two options in order to take notes. The first is they could use the highlighter
tool in MS Word and highlight the important words and phrases in the reading. The other
option is they could use the eraser tool and erase the portions of the reading that are not
critical. Since notetaking is one of the most effective ways students retain information, this
will be a great way that students can take notes and learn the basics on acceleration. For
example, the reading will tell the three ways an object can accelerate. It will also tell how
acceleration differs from velocity. Both of these are essential questions that need to be
answered in the lesson. When they complete the assignment, students will need to print out
their notes for their Science notebook. Note taking is one of the more effective ways
students retain and information, so I made sure to include this strategy in my planning.
When students come into class, they will begin class by watching a video clip on
acceleration. This video clip shows students information about acceleration and real life
examples of acceleration. At the end of the video students will take the quiz on the video to
see how they did. The video actually asks the students questions and they have to respond
with the correct answers. Students will be using the Active Expressions in order to take the
quiz. This will give me immediate results from their quiz.
After watching the video the students will get a laptop to start the lab on acceleration,
titled Moving Man Simulation. They will be generating and testing hypotheses. According to
Marzano’s nine strategies, generating and testing hypotheses will help increase student
achievement and success across all content areas. In this computer simulation, students will
be making predictions on what their graphs will look like when they change the amounts of
speed and acceleration that objects have.
After completing the lab, students will have to create a poster that shows how velocity and
acceleration are similar and different. The will also have to include pictures and examples of
both topics. This poster can be done on Glogster or by using a PowerPoint slide. Marzano
also states that using similarities and differences is one of the most effective ways students
can retain material. Because of this rate of success, I made certain to use this strategy on
their poster project.
Approximate Time Needed
2
The students will need about one 90 minute class period to complete the lesson. There will
be two nights where they will have homework relating to the lesson. Students will do a
homework assignment that introduces them to the lesson. This assignment will take about
10-20 minutes. The assignment that proceeds the class will take anywhere from 60-90
minutes outside of school.
Objective 1: Given an object in accelerated motion, the student will be able to:
a. describe the motion of the object (position, direction of motion, velocity).
b. draw a motion diagram for the object,
c. draw the corresponding “x vs. t” and “v vs. t” graph, and
d. draw the corresponding “a vs. t” graph.
Standards (CLEs): Strand 2
1. A a, b
Strand 2
1. B a
Strand 7
1. A a, b, c, f, g
1. B a, b, c, d, e, f
1. C a, b, c, d
1. D a, b, c
Objective 2: Given a “v vs. t” graph of an object, the student will be able to:
a. describe the motion of the object (position, direction of motion, velocity) ,
b. draw the corresponding “x vs. t” graph,
c. draw the corresponding “a vs. t” graph,
d. draw a motion diagram for the object,
e. use a mathematical equation to determine acceleration and displacement of an
object.
Standards (CLEs): Strand 2
1. A a, b
Strand 2
1. B a
Strand 7
1. A a, b, c, f, g
1. B a, b, c, d, e, f
1. C a, b, c, d
1. D a, b, c
Objective 3: The student will be able to determine the acceleration of an object by finding
the slope of a “v vs. t” curve or by using a mathematical equation.
Standards (CLEs): Strand 2
1. A a, b
Strand 2
1. B a
Strand 7
1. C a, c
Technology Needed (place an X by hardware and software used)
Technology – Hardware
3
Computer(s)
Television screen or Data
Projector
Technology – Software
Phets website
Power Point
Microsoft Word
Internet
Printer
Projection System
Glogster
Create a graph website
Materials Needed
Electronic version of reading, student laptops, worksheets,
pens/pencils,
Internet Resources
Phets.com , Create a Graph
Other Materials
There science notebook with notes to use as a reference
Prerequisite Skills
Students will need to know several things before starting this particular lesson. First of all,
they need to have some basic computer skills with PowerPoint, Microsoft Word, and using the
Internet. It would also be helpful if they have some background knowledge on how to use
Glogster and the Create a Graph Website for their final project.
Students will also need to come into my class with the background knowledge of the last
unit we did on velocity and constant motion. In this particular unit, they learned the basic
definition of velocity, and how to calculate it. They also learned what the graphs, x vs. t and v
vs. t, look like for constant velocity. They will be using this prior knowledge to discover how
acceleration changes these graphs. Students will also need to know what motion diagrams
look like and how to calculate velocity, because these two will change slightly when they learn
about acceleration. It is helpful for them to be able to compare the similarities and differences
with the two concepts.
Lesson Procedures (this should be step-by-step so that a sub could follow it)
The lesson will begin when students come into the room. They will be asked to get out
their problem of the day sheet, which is their warm-up/anticipatory set for the lesson. The
question that they will be answering is as follows. “Describe what you think the physics
definition of acceleration is? Where and when have you experienced acceleration?” After the
students have had a few minutes to answer the question, I will ask if anyone wants to share
their responses with the class. After we have discussed the answers, I will ask the students
to get out their homework from the previous evening for me to check. I will go around the
room and make sure that the students did the assignment. If it is complete, they will receive a
stamp for completion of the notes.
The homework assignment which I am checking is a copy of the reading on acceleration
that they were able to download from the class website. They were asked to read this
reading and do one of two options. They could use the highlighter tool and highlight the
important words and phrases in the reading, or they could use the eraser tool and erase the
portions of the reading that are not critical. They were to then print out their completed notes
and clip them into their science binder to use as a reference. It will just be graded on
completion.
While I am going around checking their notes, students will watch a nine-minute video clip
from Discovery Education. (http://player.discovery
education.com/index.cfm?guidAssetId=E66E0F05-C194-4667-98D3-BE229CEB85B
5&blnFromSearch=1&productcode=US). This video clip shows students information about
acceleration and real life examples of acceleration. At the end of the video students will take
the quiz on the video to see how they did. I will be using the Active Expressions in order for
them to answer the questions on the quiz. When they see the video questions they can
answer A, B, C, or D by using the voting tool. This will immediately give me results as to how
they did on the video quiz. If I notice that several students did poorly, or a majority got a
question wrong, I will make sure to review the material that goes with that particular question.
After watching the video, the students will get a laptop to start the lab on acceleration.
Each student will log onto the Phets website and follow the directions on their lab in order to
get set up. After getting the website up and running, I will demonstrate how to use the
simulation by going through an example on the data projector. I will make sure that I
emphasize with them that they have to make sure to predict what their graphs will look like
first. The graphs where they put their predictions are all on the left side of the page and are
labeled in bold words saying “your predictions.” As the students are working, I will be going
around the room assisting any student that has questions and helping people with problems.
When they are finished with the lab, students will keep it in their science binders to use as
a reference for their homework/project. I will then hand out the poster project guidelines.
Students will have to create an electronic poster on either Glogster or Power Point. I will
make sure that I emphasize that the poster must show the similarities and differences
between acceleration and velocity. I also want to emphasize that they have to have visuals
on their poster like graphs and pictures of acceleration and velocity.
Graphs can be made on the Create a Graph website and inserted on their posters. I will
also go over the rubric so that they know how their project will be graded and what needs to
be included for a grade. They will have two evenings to work on their projects before they are
due into me. I will also announce that students can stay after school over the next two days if
they need any help with constructing their poster. They will need to make sure to bring their
flash drives in case they need to save any information.
Scaffolding
Video from Discovery Education streaming
(http://player.discovery
education.com/index.cfm?guidAssetId=E66E0F05-C194-4667-98D3-BE229CEB85B
5&blnFromSearch=1&productcode=US).
See below for the following:
•
Acceleration reading
•
Moving Man Simulation Lab
•
Directions for the poster Project
•
Rubric for grading the poster
Evaluation/Assessment
For assessing the students’ learning, I will be using several methods over the course of
the lesson. The first method will be through just grading the answers to the video quiz from
united streaming. I will be able to tell if students understand the basic concepts behind
acceleration by the score on their quiz. Because I chose to use the voting software, I will
know immediately how the students did on the quiz. If I noticed a large number of students
did poorly on a particular question or topic, I would know that I need to review that portion of
the material.
Next, I will be able to assess if students are predicting correctly during the lab as I go
around and help them. As they get towards the end of the lab, students’ predictions should
come close to the actual graphs. If I notice that individual students are not making accurate
predictions, I may need to give them further assistance with the topic.
Last, I will be looking at their final poster project and grading it according to the rubric. This
will be one of the formal assessments that I use for the lesson plan. See sheet for the
grading rubric.
Differentiated Instruction
There are several ways that this lesson plan could be modified for both ELL and IEP
students. First off, the initial homework assignment is something that I believe all students
could be capable of doing. Most understand how to read and highlight. Some of my IEP and
ELL students could just highlight words that they don’t understand in the reading and then
look them up. I could also shorten the reading for some of those students as well.
For the lab itself, I could modify the amount of graphs that students have to complete on
the lab. I would go through and individually select a few graphs that would give students the
main concepts of the unit. I could also limit them to completing one of the graphs where they
have to design the scenario themselves. In addition I could modify, the last section of the lab
where students have to describe the position, velocity, and acceleration. Instead of using
their own words, I could provide them a bank of words and responses that they could use to
fill in the responses.
In regards to the final portion of the assignments, this could be changed to challenge some
of the honor students as well as the IEP and ELL. I would do this by allowing my IEP
students to have a few less requirements to their posters. Honors students would have to do
more. For example, honors kids would have to do 6 of the items required on the poster and
IEP students may only have to do 3. For some of my lower students I could also provide
them with a template for making their posters. They might get a Venn diagram or a chart to
fill in the similarities and differences where the other students have to make their own.
Bibliography
•
•
•
•
•
Phets website
Moving Man simulation
o I modified this lesson plan from one I received from a colleague, Bri Heisler
Acceleration reading
o This was a retyped reading that came from our text book CPO Physics a First
Class
Glogster
Create a Graph website
Reflection
Using technology to do this lesson plan completely enhances the students’ leaning. I have
tried various acceleration labs in the past and none of them have worked very well. Most
times the data doesn’t come out correct, or the students have too many difficulties trying to
collect the data. The result is poor graphs. When the graphs don’t come out correctly, the
students have a difficult time seeing what makes velocity and acceleration different. By using
this computer simulation, students get accurate results and can see firsthand what makes
acceleration and velocity different.
In addition, having the students do the pre reading on the computer where they either use
the highlighter tool or the eraser may motivate the kids to do their homework. Most students
hate reading and writing, and since they get to use the computer to do their homework, they
don’t have to do anything written, like take notes. It still requires them to read, but it is a more
interactive way of taking notes.
Using the Active Expressions for the quiz really motivates students to actually participate
and pay attention to the video and their homework. Since it is more like a game than a
paper/pencil test they are more willing to participate. It also gives them immediate results. I
believe several students also view this as more of a competition and want to see if they can
beat their friends on questions that they get right.
Also, having the students making their posters on either Glogster or PowerPoint may
motivate them to actually complete the homework. Most of my students HATE having to
create things like posters and brochures. They are sick of teachers assigning them. Most are
poorly done, sloppy, and lack any creativity. They just slop something down on a piece of
paper and call it a poster. This method will make them more readable and help those kids
that are not artistically talented. All my students ever want to do is play on the internet
whether it be on their phone or the computer. Doing their project in this manner will allow
them to use websites to get things like pictures and make graphs to put into their poster. I
think they will overall be more motivated to actually complete the assignment and make it
something spectacular since they don’t have to color and do things “old school.”
As far as the DOK levels go, my lesson plan goes from a one all the way to a four. The
homework could be considered a level one or a two since they are just identifying important
information or trying to interpret what is important. The lab activity ranges from a level two to
a level four. On parts of the lab they are making predictions, which is a level two DOK, but
towards the end they are creating and designing which is a level 4. The poster also goes
from a level one to a four. Some of the information that they must include in the poster is
basic recall of the information. Other parts are making them create and design which is a
level four skill.
On the Grapplings Spectrum I feel that my lesson plan falls in between the category of
Adapting and Transforming. In a way it is not quite Transforming because the instructional
focus in not student-centered. I am directing the way instruction is going still. They do not get
the option of deciding the direction of their learning. I am choosing what labs they are doing
and how they are going to learn the information. However, I am not directly teaching them, I
am more of a facilitator for this lesson. I am just giving them direction on where to go and
assistance when needed. It also seems like I am between the two levels because I am using
technology to adapt assignments given in the past that did not include technology. But those
past assignments didn’t work for me. This one will. Last, the students are having the
opportunity to use higher order thinking skills in this assignment, which is part of the
Transforming portion of the Spectrum.
Acceleration: Change in Velocity
When an object’s velocity changes, it accelerates. Acceleration measures the
rate at which and object speeds up, slows down, or changes directions. Any of these
variations constitutes a change in velocity. The letter a represents acceleration.
Acceleration is a popular topic in sports car commercials. In the commercials
acceleration of often expressed as how fast a car can go from zero to 60 miles per hour
(97km/h or 27m/s). For example, a current model Corvette automobile can reach 60
mi/hr in 4.9 seconds. There are even hotter cars than this in production.
To calculate the average acceleration, divide the change in instantaneous
velocity by the elapsed time of 4.9 seconds. The car accelerates at an average rate of
5.5 m/s per second. We typically express this as 5.5 meters per second squared or
m/s2. (This equals 18 ft/s2, and with this observation we will cease stating values in
both measurements systems, in order to simplify the expression of numbers).
Acceleration is measured in units of length divided by time squared. Meters per second
squared (m/s2) expresses acceleration in SI unit.
Let’s assume the car accelerates at a constant rate; this means that each second
the corvette moves 5.5 m/s faster. At one second, it is moving at 5.5 m/s; at two
seconds11 m/s; at three seconds, 16.5 m/s; and so forth. The car’s velocity increases
by 5.5m/s every second.
Since acceleration measures the change in velocity, an object can accelerate
even while it is moving at a constant speed. For instance, consider a car moving
around a curve. Even if the car’s speed remains constant, it accelerates because the
change in the car’s direction means its velocity (speed plus direction) is changing.
Acceleration can be positive or negative. If the Corvette used its breaks to go
from +60 to 0mi/h in 4.9 seconds, its velocity is decreasing just as fast as it was
increasing before. This is an example of negative acceleration.
You may want to think of negative acceleration as “slowing down” but be careful!
Let’s say a train has an initial velocity of negative 25 m/s and then changes to negative
50 m/s. The train is moving at a faster rate (speeding up) but it has negative
acceleration. To be precise, its negative acceleration causes an increasingly negative
velocity.
Velocity and acceleration are related but distinct values for an object. For
example, an object can have positive velocity and negative acceleration. In this case, it
is slowing down. An object can have zero velocity, yet be accelerating. For example,
when a ball bounces if the ground, it experiences a moment if zero velocity as its
velocity changes from negative to positive, yet it is accelerating at this moment since its
velocity is changing.
Name: ________________________________
Directions: Before trying to complete this lab, you must access the simulation. Go to
http://www.colorado.edu/physics/phet/web-pages/simulations-base.html and scroll down until
you find the moving man simulation. Click on the run now button. Take a few minutes to play
with the simulation and become comfortable with how it works…
Part 1
What units are used for position (x)? ____ velocity (v)? ______ acceleration (a)? ______
Using what you now know, draw graphs for the situations described on the graph on the left.
Then, check your work using the simulation and draw the computer generated graph on the right.
Make sure that you close the “charts” until after you make your predictions about the
graphs… then reopen the charts tab to test your predictions. You will have to type the numbers
into the white boxes. Make sure to hit the reset button for new problems. Pause your simulation
after it has stopped.
1. Make sure to make the man’s position 0, his velocity 1m/s, and 0m/s2 for his acceleration.
What does the Position vs. Time (x vs. t) graph look like?
Your Prediction
Computer Generated Graph
What does the Velocity vs. Time (v vs. t) graph look like?
Your Prediction
Computer Generated Graph
Explain any differences between your predictions and the computer generated graphs.
2. Make the man’s position 0m, his velocity -2m/s, and his acceleration 0m/s2. What does the
Position vs. Time (x vs. t) graph look like?
Your Prediction
Computer Generated Graph
What does the Velocity vs. Time (v vs. t) graph look like?
Your Prediction
Computer Generated Graph
Explain any differences between your predictions and the computer generated graphs.
3. Make the man’s position 0m, his velocity 1m/s, and acceleration 1m/s2. What does the
Position vs. Time (x vs. t) graph look like?
Your Prediction
Computer Generated Graph
What does the Velocity vs. Time (v vs. t) graph look like?
Your Prediction
Computer Generated Graph
What does the Acceleration vs. Time (a vs. t) graph look like?
Your Prediction
Computer Generated Graph
Explain any differences between your predictions and the computer generated graphs.
4. Make the man’s position 0m, his velocity 1m/s, and acceleration 2m/s2. What does the
Position vs. Time (x vs. t) graph look like?
Your Prediction
Computer Generated Graph
What does the Velocity vs. Time (v vs. t) graph look like?
Your Prediction
Computer Generated Graph
What does the Acceleration vs. Time graph look like?
Your Prediction
Computer Generated Graph
Explain any differences between your predictions and the computer generated graphs.
5. Create your own scenario for the moving man. Tell me what you did to create the graphs.
(possibly manipulating both the velocity and acceleration features)
What does the Position vs. Time (x vs. t) graph look like?
Velocity vs. Time (v vs.t)
vs. t)
Acceleration vs. Time graph (a
6. Create a second scenario for the moving man. Tell me what you did to create the graphs.
(possibly manipulating both the velocity and acceleration features)
What does the Position vs. Time (x vs. t) graph look like?
Velocity vs. Time (v vs.t)
Acceleration vs. Time graph (a vs. t)
7. Describe position, velocity, and acceleration to match both of the following position vs.
time and velocity vs. time graphs.
a. position:
velocity:
0
0
Time
0
Velocity
Position
acceleration:
0
0
Time
0
b. position:
velocity:
0
0
0
0
0
Velocity
Position
acceleration:
Time
0
0
0
0
0
0
Time
0
c. position:
velocity:
0
0
0
Time
0
0
0
Velocity
Position
acceleration:
Time
0
0
Acceleration vs. Velocity Project
Directions: You will create a virtual poster in Glogster or on a MS PowerPoint
slide. This poster will need to show the similarities and differences between
velocity and acceleration. You can do this in a variety of different methods, Venn
diagrams, charts…it is your decision, so be creative. You must include the following
items on the poster. Make sure when describing each you use complete sentences.
Put information into your own thoughts and words.
• Title
•
Minimum of 6 points (ex. 3 similarities, 3 differences)
•
Color
•
Definition
•
Complete sentences
You can choose a minimum 4 of the following to include on your poster.
• X vs. t graph for velocity
•
V vs. t graph for velocity
•
A vs. t graph for velocity
•
X vs. t graph for acceleration
•
V vs. t graph for acceleration
•
A vs. t graph for acceleration
•
Motion diagram (s)
•
Picture (s)
•
Video clip
Your project will be graded
according to the rubric found on
the back side of the project.
Rubric
5 Com pletion
Contains all of the required elements listed on the directions 4 Missing one of the required elements listed on the directions 3 Missing 2 of the required elements listed on the directions 2 1 Missing 3 of the Missing 4 0r more required elements of the required listed on the elements listed directions on the directions N eatness and
Creativity
The project shows the The project is neatly The project is neatly The project is poorly The project was student's personality done and effectively done and organized done. Not much not in a poster and is neatly done and organized. The into some format. thought went into the design. It was effectively organized. student used The student used design. Complete just typed out on The student used complete sentences complete sentnces sentences were not paper. All complete sentences and all of their own for portions and used and some material was and all of their own thoughts and material is not their material is not in their copied. thoughts and words. words. own words or own words and thought. thoughts. G ram m ar and
Spelling
There are no mistakes There is one There are 2 mistakes mistake There are 3 mistakes There are 4 or more mistakes All information included was correct There was one There are 2 mistakes mistakes in the in the information information (graph, example is included (incorrect incorrect) graph…) There are 3 mistakes in the information There are more than three mistakes Accuracy