Design properties

Name
Why learning Science
Topic
Physics
Learning time
3 hours and 20 minutes
Designed time
3 hours and 20 minutes
Size of class
25
Description
Students will find out about phenomena we study in the first year of Physics: Mechanical, Thermic, Electric/Magnetic and Optical phenomena. Also we discover together which the other sciences are and discover jobs related to Science. As a collaborative task students choose an item to describe for their colleagues.
Mode of delivery
No mode selected
Aims
- rise students’ interest and motivate them in studying Science in general, Physics in particular; - develop students’ ICT, research and presentation skills; - encourage students to consider the importance of science jobs.
Outcomes
Knowledge, Synthesis, Application
Editor
CristinaN

Timeline controls

Timeline

ORIENTATION
50 minutes)
  • Read Watch Listen
    10
    25
    1
    Ice- breaking activity: As “The Big Bang Theory” is one of my students’ favourite comedy serial, I will ask students to watch on their tablets the video “What is Physics” http://www.youtube.com/watch?v=AEIn3T6nDAo from min 1:15 to min 5:45.
  • Practice
    10
    1
    Before watching I will tell them to pay attention to new words and names. After the watching: Questions: Where does the name Physics come from and what does it mean?( Physika- Greek, the science of natural things) What scientists’ names have you heard during the video? ( Aristotel, Euclid, Newton, Bohr, Schroedinger….) What new vocabulary related to Physics have you encountered? ( force, motion, gravity, mass, falling, vacuum, particles…) Search information about them using tablets( . Tasks given randomly using a raffle tool .
  • Produce
    30
    25
    0
    The answers will be added on a padlet created for the ocasion( use of digital media to communicate and share), with a stream layout to show the posts in a chronological order. The students with the fastest right answer will receive a digital badge.
Notes:
Resources linked: 0
CONCEPTUALISATION
50 minutes)
  • Read Watch Listen
    15
    25
    1
    Play and discuss some videos on the Xperimania portal http://www.xperimania.net/ww/en/pub/xperimania/competition.cfm. They will choose 1 video for every type of phenomena we study in the first year of Physics: Mechanical, Thermic, Electric/Magnetic and Optical phenomena( use of digital media to research).
  • Collaborate
    25
    0
    Using a collaborative mindmap app students create one about the it phenomena discussed during the lesson( use of digital media to collaborate and share).
  • Investigate
    10
    25
    0
    Also we discover together which the other sciences are and, watching around us, we identify items created with the help of science: our computer and smartboard, glasses, our mobilephones, maybe some medicine we have to take today, our clothes, our notebooks and pens…etc. Decide what types of phenomena are involved in their creation and use, and complete the mindmap.
Notes:
Resources linked: 0
INVESTIGATION
50 minutes)
  • Read Watch Listen
    10
    25
    1
    Why do we study Science? Where can it take you? Students watch the video "Science: where can it take you?" This way the first image of a “mad scientist” will be changed with a more realistic one, connected to everyday life and, why not, with the students’ future( connection to jobs of the future :-) ).
  • Investigate
    10
    25
    0
    Students are asked to identify the jobs presented in the video and to discover other jobs related to Science. Are they important? Why? Answers displayed on another padlet( coolaboration and share using digital media).
  • Collaborate
    20
    5x5
    1
    We invite 3 STEM specialists ( a doctor, a meteorolist and an engineer) to talk to our students about their job.
  • Discuss
    10
    0
    The class is divided in 5 teams and they will have to choose to research for the next week 5 items they “take for granted” in everyday life:- the lightbulb - the telephone - the microscope - the bike - the camera They will have to present the chosen item, pointing out who discovered it and when, what its evolution was, who else contributed to it, the differences between the “clasic” and the modern ones, the fields of Physics or other sciences involved … and maybe an essay named, “Our lives without" ... They are suggested to use web 2.0 tools like dipity, KWL, voicethread, thinglink or other at their choice( using digital media to create content), and the work will be displayed on the class closed page for discussion and feedback( peer-to-peer review, use of social media as learning network, internet safety). They are also strongly sugested to respect the copyrights( digital awareness by addressing digital copyright or plagiarism issues).
Notes:
Resources linked: 0
CONCLUSION
50 minutes)
  • Discuss
    25
    0
    Students present their group. They are asked to pay attention to their peers' presentation, as they will be challenged at the end of the presentation with some quizzez/games. Their work is also assessed using a rubric form.
  • Practice
    25
    0
    A series of quizzez/games will be introduced to students regarding all the materials presented during the activity ( Physicists, new notions, science jobs, described items). They will play them and this way will learn by playing and play while learning.
Notes:
Resources linked: 0

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.