Instructional and Learning Strategies

Lee Gabor, MTTC 1002, Spring 2006

ASPECT 1: The Syntax

Student Learning Goals Instructional Strategies Instructor Actions Student Activities
1. The student will comprehend the meaning of the word "force" as change

Whole Class Lesson - and Discussion; Observation; Providing feedback

The teacher will model rolling a small rubber ball into books that are standing. This will show force of ball's motion knocking down books. Teacher will access website that shows animation of force of car. Students will observe ball knocking down books and, depending upon time allowed for lesson (if teacher decides to make this a 2-day lesson), students may each take turns rolling ball to knock down books; Once animation is shown by Internet access projected onto wall screen, each student will take turns using computer mouse to pull back plunger and let it go, causing the car to be forced forward. Special ED can easily complete the tasks as a member of a team.
2. The student will develop hand-eye coordination by making a small Lego car Problem solving; Cooperative Learning; The teacher will make available boxes of Lego sets that teams will use to creat small cars for use on ramps. Each team will take a box of Legos and students will work together to make a small Lego car that will be used on ramp. Special ED can easily complete the tasks as a member of a team.
3. The student will recognize that a car released down a ramp at increasing heights will result in the car traveling farther across the floor from the ramp as it reaches the bottom of the ramp. Problem solving; Observation; Collaboration; Inquiry The teacher will provide a wooden shelf that each team can use as a ramp. The teacher will help students measure the height for one end of ramp and model how students will release cars then measure the distance traveled. The teacher also will model how the table/chart of measurements will be tallied. If time allows, the teacher will have students use marbles to repeat activity. Students will work in teams to set up ramps placing one end on a stack of books set at specific measured heights. Then students will release cars so they roll down the ramp. Someone on team will measure distance the car rolls from each height of other end of ramp. Students will prepare a table or chart showing their findings. If time allows, they will repeat the experiment using marble. This latter activity may take place in the hall rather than the classroom since marbles will travel much farther than the cars. Special ED can easily complete the tasks as a member of a team.

ASPECT 2: The Social System

Students will work four to a team and will interact for each activity. One student will be the "getter." Together students will make a car per each team. One the "forcer" that lets go of the car and marbles (although probably each child will have an opportunity to do this, since they each enjoy playing with the cars). One student will be the recorder. This activity is totally collaborative and students will both enjoy helping each other and developing as a team as well as work peacefully and constructively together.

ASPECT 3: The Role of the Instructor

The teacher will provide all items and place these in the classroom for easy access by team "getter." The teacher also will model each activity and confirm that students understand their instructions and tasks. Teacher will use computer, projector, and screen to project Internet animation on the wall for observation and interaction by students. Teacher will help students with measurements and creating tables and charts.

ASPECT 4: The Support System

Technology include computer, projector, and wall screen. Software is not necessary - only Internet access. For measuring ramp heights a 1 foot ruler and 1 meter stick are needed. Wooden bookshelves will be used for the ramp each team uses. A Lego kit will be available for each student team to make small car. Teacher also will provide marbles. Students will use paper and pencils for their tables/graphs.