TE831- Teaching Secondary School Subjects with Technology
Below, please find a photo story about energy chains. Additionally, I've included here my "Teaching with Technology Lesson Plan" which is exactly as it sounds; a lesson plan built around a technology I was unfamiliar with. Enjoy, and thanks for viewing!
Caitlin Hanly
TE831 Lesson Plans
Teaching with Technology Lesson Plan
Lesson Objectives: What should the students be able to do in this lesson?
NETS Standards:
Materials:
Lesson Procedure:
Day 1 (45 minute class period):
Day 2 (90 minute class period with document camera):
Day 3 (45 minute class period):
· Answer any lingering questions about the behavior of light as related to convex and concave mirrors and lenses
· Explain assessment project
o For the assessment project students will design a product using convex mirrors, concave mirrors, convex lenses, concave lenses or any combination
o The project must not be a current invention, though it may include materials as realistic or imaginative as students wish
o The invention must be explained in terms of:
§ What is it used for? What is the purpose?
§ How does it work? Included here should be how the mirrors or lenses are working.
§ Why were the types of mirrors/lenses you chose chosen?
· Class time to work on assessment project
· The following week when projects are due, students will be given the opportunity to present their invention using the document camera to show their classmates their work and demonstrate how each kind of mirror or lens fits their projects needs
Annotation: At the beginning of the school year, I walked into my room to find a document camera. Until teaching this lesson, I had never even hooked it up, as I assumed it was a silly replacement for an overhead projector. What I’ve found instead is that the document camera is an easy way to accomplish difficult labs with much more teacher direction than a typical lab setting. While students do not actually manipulate the document camera, they are able to manipulate lab materials under the document camera for the class to see. This is anything but a substitute overhead projector- it is MUCH better! The attached lesson plan is using this document camera to present a typical science lab.
Lesson Objectives: What should the students be able to do in this lesson?
- Recognize the difference between convex and concave mirrors
- Recognize the difference between convex and concave lenses
- Recognize that light can be reflected, refracted, diffracted or absorbed
- Develop technologic ideas using concave or convex mirrors and lenses to “design” a new product
NETS Standards:
- Student NETS 1c- use models and simulations to explore complex systems and issues
- Student NETS 2b- communicate information and ideas effectively to multiple audiences using a variety of media and formats
- Student NETS 3d- process data and report results
- Student NETS 4b- collect and analyze data to identify solutions and/or make informed decisions
Materials:
- Fairfax County Public Schools Lab Manual, Investigating Energy and It’s Transformations, 2010-2011 edition, also called “Purple Lab Book”
- 1 each plane mirror, convex mirror, concave mirror, convex lens and concave lens
- Rive Ray light box and adapter for 2 light beams
- Document Camera and adapters (will vary based on type of document camera)
- Black surface (construction paper, etc) to use as background for light beams
Lesson Procedure:
Day 1 (45 minute class period):
- Introduce “The Optics Files” with the reading of the introduction
- Define vocabulary key terms (page 59 of Purple Lab Book)
- Complete “Light Puzzles” (part 1), page 60-62 of Purple Lab Book
- Discussion of the Law of Reflection and the behavior of light on plane mirrors
Day 2 (90 minute class period with document camera):
- Warm up: discussion of “Light Puzzles”
- What is the “Law of Reflection”?
- How is the Law of Reflection used in the puzzles to redirect the light from the flashlight?
- Introduction to convex and concave mirrors and lenses- recognizing which materials are which (pass around convex and concave mirrors and lenses- ask students to write a description of each as the feel/examine them quickly)
- Exploring convex and concave mirrors and lenses (part 2), pages 63-65 of Purple Lab Book (follow lab procedures as outlined in Purple Lab Book)
- Demonstration of mirrors using document camera to summarize/review student results
- Exploring light beams with convex and concave mirrors and lenses (part 3), pages 66-70 of Purple Lab Book (done as a demonstration using the Rive Ray light box and document camera)
- Student will manipulate the mirrors and lenses in order to get a clear picture on the screen of what is happening. Student in the audience should feel free to share (without shouting) what may work to adjust the mirror/lens to see the light beams
- Students will draw the light beams for each type of mirror/lens that is displayed
Day 3 (45 minute class period):
· Answer any lingering questions about the behavior of light as related to convex and concave mirrors and lenses
· Explain assessment project
o For the assessment project students will design a product using convex mirrors, concave mirrors, convex lenses, concave lenses or any combination
o The project must not be a current invention, though it may include materials as realistic or imaginative as students wish
o The invention must be explained in terms of:
§ What is it used for? What is the purpose?
§ How does it work? Included here should be how the mirrors or lenses are working.
§ Why were the types of mirrors/lenses you chose chosen?
· Class time to work on assessment project
· The following week when projects are due, students will be given the opportunity to present their invention using the document camera to show their classmates their work and demonstrate how each kind of mirror or lens fits their projects needs
Annotation: At the beginning of the school year, I walked into my room to find a document camera. Until teaching this lesson, I had never even hooked it up, as I assumed it was a silly replacement for an overhead projector. What I’ve found instead is that the document camera is an easy way to accomplish difficult labs with much more teacher direction than a typical lab setting. While students do not actually manipulate the document camera, they are able to manipulate lab materials under the document camera for the class to see. This is anything but a substitute overhead projector- it is MUCH better! The attached lesson plan is using this document camera to present a typical science lab.