|
| Goals |
Sub-Goals
(Objectives) |
Type of
Learning |
Assessment
Strategy |
Feedback
Strategy |
Student Goals:
Set-up
computer for experiment. |
1. Demonstrate use of peripherals and software for
experiment (provide instructions).
2. Conduct a mock experiment to test equipment.
3. Illustrate to students what graph should look like if
materials are interacting correctly. |
1. Comprehension
2. Comprehension
3. Application |
Observe students as they begin to
set-up experiment.
Observation of students as they conduct experiment.
Observation of student's data.
|
How will you know if equipment is
set-up correctly? How will you know if computer/software is
operating?
How do you know that experiment equipment is working?
What should graph look like? (prior knowledge) What does
this graph look like? Is this graph correct?
|
| Conduct collision experiments to
collect sets of data. |
1. Watch and instruct as students run experiment.
2. Watch, instruct, and explain as students watch data
collection.
3. Check data and graph to insure software is working
correctly. |
1. Application
2. Analysis
3. Analysis
|
Observation/Rubrics check off (follow rubrics to see if and
how much guidance student required).
Observation/Rubrics check off (collection of data
portion).
Observation/Rubrics check off (collection of data portion).
Check print out of data....graph and chart. Comparison of
papers to insure correct data.
|
Is experiment going as planned? Are data sets being collected?
Is there a chart and graph to eventually print?
How do obtain specific points to use for your
calculations?
Is this the correct data for your calculations? Which data
will you use for each formula? Where do you find the correct
data points?
|
| Create and print a chart that shows
exact points to be used for calculations.
|
1. Question students about specific points needed.
2. Illustrate to students how to manipulate software to get
points.
3. Illustrate how to print information for use in
calculations |
1. Synthesis
2. Synthesis
3. Application |
Teacher check of materials gathered by students.
Observation of teacher....check print outs.
Check Print Out
|
Verbal answers: Is this the correct data for your
calculations? Which data will you use for each formula? Where
do you find the correct data points?
Do you need more points? What specific points do you need for
your calculations?
What type of data will you need? What figures from print
out will you use?
|
| Calculations to determine set values |
1. Illustrate putting data into formulas. Values such as (1)
conservation of momentum, (2) energy changes, and (3)
classification of collision are to be determined. |
1. Synthesis and Evaluation |
Students will compare answers (figures). Teacher will check
answers against key and check answers of 3 prescribed
questions. Rubric will assess students' successes. |
What values are we trying to derive? How much momentum is
conserved? How has energy changed throughout the experiment?
According to your calculations, what type of collision has
taken place? |
| Reflection |
1. Students will write paper to compare use of technology vs.
manual collection of data. |
1. Synthesis and Evaluation |
Teacher will check content of paper for coverage of technology
comparison points. |
What is the difference between the 2 types of data collection
methods? Which is the more accurate? Which is the easiest to
use? |
| Teacher/Mentor Goals:
Create a lesson that combines technology and science. |
1. Utilize technological peripherals to conduct experiment.
2. Utilize software to collect experiment data and project
graphs/charts to be used by students. |
1. Application
2. Application |
Document conference with teacher about materials to be used.
Note specific problem areas that need explanation/assistance.
Have a run through session that explores all points/activities
that the teacher wants to cover. Collected data will also give
teacher an idea of what to expect from experiment (guideline
for students)
|
What assistance do you need with peripherals? What assistance
do you need with computer?
Where do you feel problems will arise with computer?
peripherals? software? graph? data manipulation? chart? print
out? students' calculations?
|
| Maintain a working relationship
between mentor and teacher. |
1. Establish goals.
2. Demonstrate uses of software.
3. Guide teacher in using software and finding desired
results. |
1. Comprehension and Application.
2. Comprehension and Application.
3. Application and Analysis |
Mental check-off of teacher's progress with use of
technology...computer, software, printer.
Mental check-off of teacher's security/independence as more
data samples are collected.
Comparison of teacher's key with our results... |
Have we determined the correct usage of peripheral? Do you
know how to use computer? Do you know how to use software? Do
you know how to collect data samples? Do you know how to
manipulate data? Do you know how to print data?
Do we have the correct figures? Do we have the correct graph?
Can the student's determine the 3 important values from the
data provided?
|
| Evaluate lesson and conditions and
modifications to assist gifted and learning disabled. |
1. Establish teacher's concerns and modifications in this
area.
2. Demonstrate finding specific information for gifted.
3. Demonstrate use of software and projector for learning
disabled. |
1. Knowledge and Analysis
2. Application and Analysis
3. Analysis and Synthesis |
Check teacher's learning disabled student list and gifted
student list to identify the problems/concerns.
Check teacher's objectives for gifted students. Assist with
aiding these students.
Demonstrate the use of the projector for learning disabled
student. Check that teacher knows how to plug-in and use.
Check that she also knows how to magnify material.
|
Who are the learning disabled? What types of assistance do
they need?
What type of exercises will you have for your gifted students?
How will their materials be "extended"?
Do you know how to magnify material?
|
| Mentor's Goals:
Direct a coworker to utilize hardware and software
necessary to conduct an experiment using charting/graphing
software. |
1. Complete entire experiment procedure.
2. Clarify software areas that are
"troublesome".
3. Troubleshoot all peripherals, hardware, and software.
4. Develop an assessment instrument.
5. Differentiate the needs of learners at various cognitive
levels. |
1. Application
2. Application
3. Application
4. Synthesis
5. Evaluation |
Provide guided instruction on entire experiment procedure
including set-up of all peripherals and computer parts.
As experiment is conducted, make a list of problems
encountered and "tip" sheet to assist teacher during
class time.
As experiment is conducted, make a list of problems
encountered and "tip" sheet to assist teacher during
class time.
Develop a check list of goals/objectives of lesson and create
rubrics from these. Develop a checklist to "grade"
the experiment process.
While considering modifications sheets, assist the teacher
in developing goals/objectives/modifications for gifted
learners and learning disabled students.
|
Do you know how to use computer (turn on, project screen,
load software?)
In the past, what part of the software has not operated
correctly? What questions do you have about graphing/chart?
What do you expect your students to learn from the experiment
process? What part of the experiment process do you expect
your students to be able to do? What type of values do you
expect your students to derive? What type of content do you
want their paper to contain?
What is expected of the learning disabled student? What is
expected/projected for the gifted learner? What is expected
for the overall student?
|
