Strategies, successes and resources for “Explain” stage

[admin]

After reading For You To Read and Physics Talk, students should explain the results they observed in the For You To Do with the physics principles described in the text. What successes did you have in facilitating this? Did you develop or locate any resources you would like to share with other teachers?

[admin]

Did you have any problems with the “For You To Read” or “Physics Talk” sections?

[Katheryn "Katy" Shannon]

A suggestion:  Before we moved on to the "For You to Read Section"  I asked for 3 volunteers to throw a baseball outside.  The only criteria was that they launch the ball from a certain point (crack in the sidewalk) and the goal was to throw it the furthest.  My hope was that at least one of the three would choose to get a running start before launch.  Once we returned to the classroom I asked a few questions for students to record in their log:  1)  Which ball traveled the furthest? 2)  How do you know?  3)  What method worked the best to launch the ball the furthest? 4)  Why do think that it worked the best?  Then we continued on with the reading which explained "running start".   

The first year teacher next door to me even tried it and was excited by how well her students understood the effectiveness of the running start.

Kate

[Tracy Greeley-Adams]

I did mine very similairly.  I would probe with questions from the activity and usually that assisted in the content in the FYTR sections.  Many didnt realize they already know physics just not the terms that people use to describe physics.  They are having alot of fun in seeing what really helps them throw better/further especially with football season going!

[Matt Anthes-Washburn]

A suggestion: Before we moved on to the "For You to Read Section" I asked for 3 volunteers to throw a baseball outside. The only criteria was that they launch the ball from a certain point (crack in the sidewalk) and the goal was to throw it the furthest. My hope was that at least one of the three would choose to get a running start before launch. Once we returned to the classroom I asked a few questions for students to record in their log: 1) Which ball traveled the furthest? 2) How do you know? 3) What method worked the best to launch the ball the furthest? 4) Why do think that it worked the best? Then we continued on with the reading which explained "running start".

The first year teacher next door to me even tried it and was excited by how well her students understood the effectiveness of the running start.

Kate

Kate,
That's a great idea, thanks!