Learner Description:

The students are 13-14 years old in a second period science class. They are motivated in the classroom, but many of them do little work at home. They seem to enjoy working on projects. They will come into this unit having had some experience with engaged learning.

Overview:

The students used prior knowledge and some basic research to generate a list of physics topics that were of interest to them. From that list, they chose an "area of expertise." Within their small groups, the students gained knowledge through research on the internet, in their textbook, encyclopedias, and a variety of teacher tools.

While the students were gathering information, they were presented with the following challenge.

"As a class, create a video that teaches students about physics."

The students chose to model their video after the Bill Nye science series. They then had to determine what age range this video would be geared towards. Because they felt that Bill Nye's target audience was third through sixth grade, they decided to create a video that would be primarily for this age group.

Rationale:

To have students learn about one aspect of physics that interests them and then take that material and determine a way to make it interesting for others to learn.

Vision of Learning Tasks

responsible for learning authentic

strategic challenging

energized multidisciplinary

collaborative

Assessment Learning Context

performance based knowledge building

generative

seamless and ongoing

Grouping Teacher Roles

equitable guide

flexible facilitator

co-learner/co-investigator

Student Roles

explorer

teachers

producers

Technology was an important component in this unit because it played a key role in linking the individual physics concepts into a whole physics unit. The students not only used the internet for research, but they learned how to operate a digital camera (video and still picture) and how to edit through iMovie.

With this project the students immediately took ownership of what they were learning. Their creative abilities were challenged, and they gained experience in learning how to teach others.

Goals:

Students will use technology skills to enhance presentation.

Students will gain knowledge about a variety of physics concepts.

Students will learn how to work effectively in small groups.

State goal 11A: Know and apply the concepts, principles and process of scientific inquiry.

State goal 12D: Know and apply concepts that describe force and motion and the principles that explain them.

Learning Activities:

1. Students researched physics and generated a list of potential topics.

2. Students chose the topic and group members.

3. The students answered the question "What makes a great video?" and created a rubric based on this.

4. Investigated their topic for video clip.

5. Used information found to create a skit or song for the video.

6. Video taped clip.

7. Edited clip using iMovie.

8. Presented video to classmates.

9. Evaluated class members video portion using rubric.

Student Assessment:

Scoring Characteristics:

Students were scored on the quality and quantity of the information they gathered. They were evaluated based on the presentations they gave using the rubric developed by the students and teachers.

Novices, Practitioners or Experts:

Rubric and video will indicate status of concept mastery.

Student Progress:

Students filled out daily information sheets that communicated to the teacher how class time was used and what tasks were accomplished.

Teachers conferenced daily with small groups to monitor progress.

Goals and Criteria:

A rubric was developed by the entire class. This rubric was used to evaluate their own and each others performance.

Generative Assessment:

Students produced their own video segments on a topic that was interesting to them, and they learned by watching their classmates video segments.

Knowledge and Skills:

Students demonstrated their knowledge through the production of a physics video.

Resources:

A computer(s), the library, the internet, a video and digital camera, compact disks, and a technology facilitator were necessary for this unit.

The developing of a rubric took place in a large group setting, as did the final assessment.

All researching, filming and editing was done in small groups.

Space was made available for small group work as well as filming and editing within the school grounds.

The students had access to a computer within the classroom and school library.

Extra assistance was provided for special needs students as necessary.

Unit Evaluation:

Was it effective?

Effective hook

Students motivated to learn about the topic

Students enjoyed being in charge of own learning

What was not effective?

Better time management necessary

Technology unpredictable

Effect of absences on small group work

What will we do differently next time?

Give students better physics background prior to beginning project

Set a more rigid video taping/editing schedule