Project Narrative for Model Based Learning

Project Narrative for Model Based Learning

Ryan Swapp

Arizona State University

Project Narrative for Model Based Learning

Abstract

In exploring students’ improvements in academic achievement through model-based

learning learners in the classroom will strive to reach their full potential. Every day will give the

students opportunity to take control of their own education, driving home the information that

best aids their preferences. Students in the class will be exploring physics concepts measurement

methods, velocity, and acceleration. By the end of the project students will have prepared

presentations showing their parents how much they have learned in five weeks at their open

house in week 6.
 Project Narrative for Model Based Learning

Day Learning Goals Project Based Assessment Technology Support Innovation

and Outcomes Learning
Activity
W1
1 *How can *Work together *Using kidblog the *Use kidblog to *Students are
student driven to build a educator will begin portfolio to normally given
learning improve functioning lab ensure that track student and pre-labs telling
maximum that measures students are going lab progress them all the
potential in high distance and in the right through the entirety material they will
school science time with direction. At this of the project. This need and how to
learners? current point correction is technology is stored perform the
(Driving knowledge. not the focus on a website experiment.
Question) letting students remotely, no IT is Students in this
*During our adapt their needed. The teacher project will be
project we want experiment as has control over given questions
students to be they continue the posted content they must build
able to verbally lab. providing a filter their own lab to
explain the before posts go live. test these
processes going *ISTE-S Empowered questions.
on during the learner (1a, 1b),
experiment knowledge
rather than constructor (3a, 3b,
memorize 3d), Innovative
formula without designer (4a)
comprehension.
*Introduce
concepts of
measurement,
data collection,
velocity.
*HS.P3U1.6
2 *Students will *Students *Students will use *Use kid blog to *The lab will be
perform a lab identify and comparative tasks record kept purposefully
measuring measure 5 to distinguish the measurements and vague. Students
different items things in the differences explain the different can measure
around the classroom, between units. units for varying whatever they find
classroom. using at least Observations on needs. in the classroom,
Measurements three different differences in *ISTE-S Empowered and are
will include units. Must units will be learner (1a, 1b), encouraged to
length, height, include meter, discussed on knowledge determine areas,
volume, time. liters, and kidblog. constructor (3a, 3b, and volumes if
*HS.P3U1.6 seconds. 3d), Innovative possible.
*Students will designer (4a)
differentiate by
choosing the
complexity of
what they
 Project Narrative for Model Based Learning

choose to
measure.
3 *Students will * In groups *Answer on *kidblog to record *Students will
white board students will kidblog the answers for the choose their own
what units white board differences assessment. units. This will
belong to which and present an between cm, cm2, *ISTE-S Empowered show them the
measurements. example of and cm3 learner (1a, 1b), advantages to
How to convert units, units knowledge using uniform
between milli-, squared, and constructor (3a, 3b, measurements
kilo-, and units cubed in 3d), Innovative and ease of
standard. Begin the classroom. designer (4a) conversion using
illustrating how the metric system.
measurement
ties to
dimensions.
*HS.P3U1.6
4 *Students will *Using dart *Using kidblog in *Kidblog *No specific
compare data boards students their own words *ISTE-S Empowered innovation.
from will explore the explain the learner (1a, 1b),
measurements differences differences knowledge
to analyze between between accuracy constructor (3a, 3b,
accuracy vs. precision and and precision. 3d), Innovative
precision. accuracy. designer (4a)
*HS.P3U1.6
5 *Form *Rally robin for *Students pre-labs *Kidblog *Students will be
hypothesis on lab group to will be used on *ISTE-S Empowered critiquing their
what they form a day 6 to lead them learner (1a, 1b), own pre-labs to
expect to hypothesis. through the lab to knowledge ensure that all
happen. *Groups put capture velocity as constructor (3a, 3b, materials covered
*Utilizing the finishing distance over 3d), Innovative over the week is
techniques touches on the time. designer (4a) included. This will
covered over the pre-lab. show them the
last three days importance of
and combine being wrong in
that with the science, and that
pre-lab created it’s what you take
Monday finalize from those failures
procedures for that matters.
the velocity lab
beginning day 6.
*HS.P3U1.6
W2
6 *Day 1 of *Velocity Lab *Verification of lab *Matching up *Students are
velocity lab. (varies from set ups for details of the team given full authority
Begin recording group to group, completeness. kidblog pre-lab to over their
procedures includes Students will not actual lab experiment giving
while setting up building be corrected; construction. them a higher
 Project Narrative for Model Based Learning

lab. Record at experiment, poorly constructed *ISTE-S Empowered interest in

least one set of collecting labs are learner (1a, 1b), achieving in
data from the multiple sets of encouraged to knowledge success during the
experiment. data) continue making constructor (3a, 3b, lab.
*HS.P3U1.6 needed changes. 3d), Innovative
designer (4a)
7 *Day 2 of *Velocity Lab *All lab groups are *Kidblog is used for *Students are
velocity lab. *White showing recording data given full authority
Continue data boarding results progression in the collection during over their
collection. Once begin once data lab. Not all are labs. experiment giving
collection is is collected. expected to move *ISTE-S Empowered them a higher
completed, at the same pace. learner (1a, 1b), interest in
begin white It is better to use knowledge achieving in
boarding results. all of the lab time constructor (3a, 3b, success during the
*HS.P3U1.6 if members of your 3d), Innovative lab.
group are still designer (4a)
attempting to
grasp the
concepts.
8 *Day 3 of *Velocity Lab *All lab groups are *Kidblog *Students are
velocity lab. conclusion showing *ISTE-S Empowered given full authority
Finish data *White progression in the learner (1a, 1b), over their
collection. All boarding lab. Not all are knowledge experiment giving
groups should conclusion expected to move constructor (3a, 3b, them a higher
finish white at the same pace. 3d), Innovative interest in
boarding results. It is better to use designer (4a) achieving in
*Students all of the lab time *Voicethread success during the
finishing white if members of your *ISTE-S knowledge lab.
boarding will group are still constructor (3a, 3b),
begin work on attempting to Creative
their final grasp the Communicator (6a,
presentation concepts. 6b, 6d)
using screen
casting software.
*HS.P3U1.6
9 *Day 4 of *Group *White board *No technology *Students led and
velocity lab. presentation presentation required for day. driven
Groups 1-4 will *Class critique shows conversation,
present results and questions comprehension of critique and
to the class. concept. review.
Groups not *Questioning
presenting will further solidifies
question and ideas formed
critique results. during the lab.
*HS.P3U1.6
10 *Day 5 of *Group *White board *No technology *Students led and
velocity lab. presentation presentation required for day. driven
Groups 5-9 shows conversation,
 Project Narrative for Model Based Learning

present their *Class critique comprehension of critique and

result. Groups and questions concept. review.
not presenting *Questioning
will question and further solidifies
critique results. ideas formed
*HS.P3U1.6 during the lab.
W3
11 *With group *Think-Pair- *Lab report will *Kidblog *Students have
begin developing Share give an accurate *ISTE-S Empowered had their results
conclusions to conclusions description of learner (1a, 1b), challenged by
the velocity lab. amongst lab student knowledge their peers.
Groups will use partners understanding. constructor (3a, 3b, Students will now
information 3d), Innovative use what they’ve
stored on designer (4a) learned to
kidblog to begin critically think and
writing a lab form full
report. conclusions about
*HS.P3U1.6 velocity of their
cart.
12 *Continue *Continue *Lab report will *Voicethread *Students
working on lab think-pair-share give an accurate *ISTE-S knowledge knowing that
report for if not description of constructor (3a, 3b), parents will see
velocity. completed. student Creative these
*Continue *Groups begin understanding. Communicator (6a, presentations will
working on final using screen 6b, 6d) be driven to put
presentation. casting out their best
*HS.P3U1.6 software for work.
final
presentation.
13 *Finalize lab *Using kidblog *Use ranking tasks *Kidblog *No specific
report. Begin groups should to determine how *ISTE-S Empowered innovation.
working on final combine their difficult the learner (1a, 1b),
screen casting sections from material was, and knowledge
presentation the lab to make their level of constructor (3a, 3b,
due on day 25. a final report. understanding 3d), Innovative
*HS.P3U1.6 after the lab. designer (4a)
14 *Analyze all *Watch PBS *White boarded *Kidblog their *Compare their
information Crash Course hypothesis will groups hypothesis interpretations of
from lab to Kids Velocity, show their current formed during class. lab data to the
determine how Acceleration understanding of *ISTE-S Empowered crash course
students can videos. the systems. learner (1a, 1b), video. This will
determine *Think-Pair- knowledge allow students to
whether velocity Share how the constructor (3a, 3b, critique their own
was constant or video differed 3d), Innovative findings rather
not. or is similar to designer (4a) than relying on
*For non- their findings. teacher input.
constant speeds
 Project Narrative for Model Based Learning

students will *Whiteboard

need to some
determine what hypothesis for
is going on in the their upcoming
system. experiment.
*How could
students adjust
the lab
procedures to
slow or speed up
the cart?
*HS.P3U1.6
15 *Continue *Group *Pre-labs that are *Kidblog *No specific
working on pre- collaboration built will contain *ISTE-S Empowered innovation.
lab. for pre-lab and some sort of learner (1a, 1b),
*Students begin lab preparation incline to knowledge
building a lab accelerate the constructor (3a, 3b,
the will give the cart. 3d), Innovative
cart designer (4a)
acceleration.
*HS.P3U1.6
W4
16 *Day 1 of *Acceleration *Verification of lab *Kidblog *Students are
acceleration lab. Lab set ups for *ISTE-S Empowered given full authority
Finalize pre-lab, completeness. learner (1a, 1b), over their
begin Students will not knowledge experiment giving
constructing the be corrected; constructor (3a, 3b, them a higher
experiment poorly constructed 3d), Innovative interest in
according to labs are designer (4a) achieving in
their encouraged to success during the
procedures. continue making lab.
Begin data needed changes.
collection.
*HS.P3U1.6
17 *Day 2 of *Acceleration *All lab groups are *Kidblog *Students are
acceleration lab. Lab showing *ISTE-S Empowered given full authority
Finalize lab progression in the learner (1a, 1b), over their
construction for lab. Not all are knowledge experiment giving
any groups expected to move constructor (3a, 3b, them a higher
behind. at the same pace. 3d), Innovative interest in
Continue data It is better to use designer (4a) achieving in
collection. all the lab time if success during the
*HS.P3U1.6 members of your lab.
group are still
attempting to
grasp the
concepts.
 Project Narrative for Model Based Learning

18 *Day 3 of *Acceleration *All lab groups are *Kidblog *Students are

acceleration lab. Lab showing *ISTE-S Empowered given full authority
Finalize data progression in the learner (1a, 1b), over their
collection. Enter lab. Not all are knowledge experiment giving
data into Logger expected to move constructor (3a, 3b, them a higher
Pro. Begin at the same pace. 3d), Innovative interest in
constructing It is better to use designer (4a) achieving in
white boards. all the lab time if success during the
*HS.P3U1.6 members of your lab.
group are still
attempting to
grasp the
concepts.
19 *Day 4 of *Group *White board *No technology *Students led and
acceleration lab. presentation presentation required for day. driven
Groups 1-4 will *Class critique shows conversation,
present results and questions comprehension of critique and
to the class. concept. review.
Groups not *Questioning
presenting will further solidifies
question and ideas formed
critique results. during the lab.
*HS.P3U1.6
20 *Day 5 of *Group *White board *No technology *Students led and
acceleration lab. presentation presentation required for day. driven
Groups 5-9 *Class critique shows conversation,
present their and questions comprehension of critique and
result. Groups concept. review.
not presenting *Questioning
will question and further solidifies
critique results. ideas formed
*HS.P3U1.6 during the lab.
W5
21 *With group *Using kidblog *Lab report will *Kidblog *Students have
begin developing groups should give an accurate *ISTE-S Empowered had their results
conclusions to combine their description of learner (1a, 1b), challenged by
the acceleration sections from student knowledge their peers.
lab. Groups will the lab to make understanding. constructor (3a, 3b, Students will now
use information a final report. 3d), Innovative use what they’ve
stored on designer (4a) learned to
kidblog to begin critically think and
writing a lab form full
report. conclusions about
*HS.P3U1.6 acceleration of
their cart.
*Students should
begin thinking
about why inclines
 Project Narrative for Model Based Learning

cause acceleration
for future
22 *Finalize lab *Rally robin *Lab report will *Pear deck *No specific
reports. *White give an accurate *ISTE-S innovation.
*Using rally boarding description of Computational
robin each (optional for student Thinker (5a, 5b, and
member of team students who understanding. 5c), Creative
will explain how prefer laying Communicator (6a,
slope is used to out their 6c)
determine explanations.) *Kidblog
velocity and *ISTE-S Empowered
acceleration. learner (1a, 1b),
*Define how knowledge
velocity directly constructor (3a, 3b,
impacts 3d), Innovative
acceleration. designer (4a)
*HS.P3U1.6
23 *Students will *Work on pear *Presentations *Pear deck *No specific
continue deck and have come *ISTE-S innovation.
working on voicethread together and are Computational
presentation and presentations prepared for Thinker (5a, 5b, and
screen cast for discussion. 5c), Creative
velocity and Communicator (6a,
acceleration. 6c)
*HS.P3U1.6 *Voicethread
*ISTE-S knowledge
constructor (3a, 3b),
Creative
Communicator (6a,
6b, 6d)

24 *Groups 1-4 *Group *Clear, concise *Pear deck *Groups will work
presentation presentation and correct *ISTE-S collaboratively
using pear deck *Class critique concepts Computational (rather than
software. and questions presented during Thinker (5a, 5b, and teacher graded) to
*HS.P3U1.6 presentation. 5c), Creative iron out any issues
Communicator (6a, in presentation
6c) prior to finalizing
screen cast.
25 *Groups 5-9 *Group *Clear, concise *Pear deck *Groups will work
presentation presentation and correct *ISTE-S collaboratively
using pear deck *Class critique concepts Computational (rather than
software. and questions presented during Thinker (5a, 5b, and teacher graded) to
*HS.P3U1.6 presentation. 5c), Creative iron out any issues
Communicator (6a, in presentation
6c) prior to finalizing
screen cast.
Project Narrative for Model Based Learning

Conclusion

Over the course of five week our shift in classroom behavior will transform how students

interpret the physical world around them. By giving students the opportunity to show their

parents how far they have come in such a short amount of time. This will show that physics is

about understanding the world around us rather than plugging in numbers into formulas.

Throughout the project we’ve added in numerous innovations that reframe students thinking

without being directly led by the instructor. All technology used is free to use and does not

require additional investment, teachers are able to cultivate the online ecosystems ensuring that

all students are carrying their own weight. Students will hopefully thrive as they are given the

reigns to their education and will desire to impress their parents given the opportunity. Due to the

repeated defenses of their finding, students will be able to articulate to parents the intricacies of

their personalized experiments.