Physics and the movement of boats – What have we learned?

Physics

Lesson plan #4

Topic

Physics and the movement of boats – What have we learned? The role of theory, practical activities, and simulations in learning Physics

Duration

1 hour (45 min)

Assumed prior knowledge

Concepts studied with respect to the 2nd Principle of Mechanics: velocity, relative velocity, acceleration, inertial force, mechanical impulse (Lessons no. 1, 2, and 3).

Goal(s) of the lesson

• Debate regarding the theoretical learning of Physics.
• Learning through experimental investigation or virtual modeling.

The big idea behind the topic

• Actively involving students in related activities, such as:

• individually answering the thematic feedback questions;
• individually or team / group presentation of the given answers, in various forms (structured essay, electronic presentation, audio or video-clip, project, etc.).

Results of the lesson

Understanding and applying theoretical with practical and experimental learning, both as sources of knowledge, and as learning methods.

Competencies

• Specific competences:

1. Fixing and consolidating the concepts and theories used in learning Physics.
2. Training the skills to work in a team by solving work tasks.
3. Formation of evaluation and self-evaluation skills.

• Derived competences:

1. Recognizing the role of learning physics from a theoretical point of view – classroom teaching.
2. Establishing the importance of experimental activities in demonstrating the learned theory – in the laboratory or in nature.
3. Using of virtual experiments, simulations and modeling from the online environment in understanding the physical phenomena that surround us.
4. Using of the learned theory, the physical experiment but also the virtual experiment.

Methods

• Teaching methods:

• Heuristic conversation;
• Demonstration / observation;
• Problematization;
• Learning through discovery;
• Galleries method;
• Debate.

• Forms of activity:

• Frontal activity – for knowledge updating;
• Group / team working – to solve the working tasks;
• Individualized activity – for presentations on the blackboard or whiteboard;
• ”Gallery walk method” – for analysis and comparisons of the groups' or teams’ presentations.

Relevance to the curriculum

• Understanding and revealing the experiment concept – intentionally causing certain phenomena, under certain conditions, to study them and the laws that govern them.
• Using practical experiment, virtual experiment, scientific modelling and/or computer simulation within the learning process, to acquire complex and in-depth physics knowledge.
• Possible and / or useful connections to Chemistry and Biology and Sensors Sampling Communications, Filtering, and Building and Motors Modules.
• Might be related to:

• two Content Units, in 9th grade Physics Curriculum (Principles and laws in classic Mechanics, Variation theorems and Conservation laws in Mechanics);
• technological disciplines, if available, at curriculum level.

Stakeholder involvement

Independent school activity (general situation).

EQUIPMENT AND MATERIALS NEEDED

For 1 team of 5 students

This is a recommended list:

Observations

• In each class / lab, 1-2 blackboards or whiteboards (magnetic and/or interactive), with chalk or markers to write on, will be available.
• Teachers will offer students necessary informative and practical support (worksheets, electronic presentations, online thematic images, videos, and tutorials).

Step 1 (2 min)

• Organizational moment (checking presence, capturing attention, preparing didactic materials, etc.).
• Announcing the pursued competences: fixing previous Physics knowledge, learned through theory and practice (Lessons no. 1, 2, and 3).

Step 3 (35 min)

• Working method:

• The class is divided into 5 groups of 3-5 students each, and a group of 3 students will form the jury – chosen by the teacher.
• The groups have markers and worksheets.
• The participants familiarize themselves with the presented situation, solve the task by meeting the requirements.
• Each group presents the prepared material in front of the class, explains and answers the questions asked by the jury or colleagues/teacher.
• The jury take into consideration and give points for:

• respecting the time for solving the tasks;
• presentation of the material;
• the correctness of the answers;
• page layout mode.

• The jury calculates the score and announces the score for each group.

• The final ranking will be announced and the winners rewarded with grades.

• Teacher will evaluate:

• the individual ability to work in a team/group;
• the individual and team ability to:

• analyse and interpret the obtained results;
• interpret the created situations and explain / argue them;
• generalize the obtained conclusions.

Step 4 (6 min)

• Fixing knowledge:

• drawing the final conclusions;
• announcing the final results for each group and the winning group.

• Direct feedback through short answers related to the solved task, given to the question: ”What did you achieve today?”
• Indirect feedback, using the ”smiley method”.
• Filling in a K-W-L (Know-Want to know-Learned) table or diagram (if necessary / applicable).

Step 5 (2 min)

Conclusions:

• written appreciation (grades) for each team / group, with bonus points for the winning group.

Assessment

• Oral current check
• Systematic observation of students, working either individually or within their team and/or group
• Evaluation of students' individual or group activity (using grades)
• Self and inter-evaluation

Useful links

• English:

• Gallery walk method: https://en.wikipedia.org/wiki/Gallery_walk 
• Smiley faces method: https://www.twinkl.ro/resource/t-m-3220-child-self-assessment-smiley-faces-labels 

• Romanian:

• https://performante.ro/turul-galeriei-creativitate-si-distractie