Dyad+8

1. How will you publish your work this week? - uploading video to YouTube; editing the Wiki; publishing on LiveBinder

2. How will you share the work you have published? - face-to-face interaction (PLC); EdModo communities, LiveBinder

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || Students will build a catapult and create a reflective video on the math and science principles they have learned to make their launch the most successful. Our presentation serves as a support tool as well as demonstrates a student product. ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How do the laws of motion illustrate math and science principles? ||
 * II. How are new literacies featured in your compelling question? || various activities utilizing simmulation applications such as Angry Birds, Pumpkin Chunk'n videos, smart board technology, phet simmulations, Core Math tools, VoiceThread, Wallwisher ||
 * III. How will you organize or group your students for the PBI? || heterogenous collaborative groups of four, whole group discussion ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || scientific method, process of manipulating and solving mathematical equations involving one unknown variable, angles, simple machines ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || pre-assessments through KWL chart; formative assessments using VoiceThread on Newton's laws; whole class dicussions of simulation outcomes ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || questioning strategies during develpment of product (catapult); through reflective documentary videos highlighting the pros and cons of the investigative process of building their product ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || rubrics; formative assessments via polling/survey tools; submission of final product and reflective video ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

How do the laws of motion illustrate the principles of math and science? || Students need to understand the connection between math and science and how the two contents reinforce physics concepts. || 7.P.1 – Understand motion, the effects of forces on motion and the graphical representations of motion. 7.P.2 – Understand forms of energy, energy transfer and transformation and conservation in mechanical systems. 7.EE – Solve real-life mathematical problems using numerical and algebraic expressions and equations. || 1. Students will complete a KWL chart about forces of motion and catapults. The following link is to a funny song about catapults that students can listen to while filling out their KWL chart. (@http://science.discovery.com/videos/punkin-chunkin-chunk-it-real-good.html)
 * **Compelling Question: **
 * **Purpose: **
 * **Learning outcomes: **
 * **Activating Activity: **

2. Students will then watch a video that describes how catapults are used to create Punkin Chunkin devices and make observations on the mechanics of a catapult. @http://science.discovery.com/videos/punkin-chunkin-2009-catapults.html)

3. Next, students will watch a NASA video which highlights trajectory. ([])

After viewing each of the above videos, the teacher will hold a class discussion about observations made based on the information in the videos and students will finish the KWL chart. || Prior to engaging in this lesson, students should have a working knowledge of: <span style="font-family: Georgia,serif;">-angles <span style="font-family: Georgia,serif;">-scientific method; process of manipulating variables <span style="font-family: Georgia,serif;">-knowledge of solving mathematical equations when one variable is unknown <span style="font-family: Georgia,serif;">-simple machines (levers, pulleys, etc.) || <span style="font-family: Georgia,serif;">After reviewing the activating activity, students will explore Newton’s laws through an interactive website <span style="font-family: Georgia,serif;">([]). Throughout viewing this website, the teacher may want to pause to allow student reflection on Newton’s laws and to discuss the mathematical formula for Force. This would also be an appropriate opportunity to discuss key vocabulary terms such as: inertia, velocity, force, trajectory, and acceleration.
 * **<span style="font-family: Georgia,serif;">Pre-requisites: **
 * **<span style="font-family: Georgia,serif;">Teacher-guided Instruction: **

<span style="font-family: Georgia,serif;">To reinforce the angle/distance relationship pertaining to trajectory, students will participate in the following simulation activity [].

<span style="font-family: Georgia,serif;">Students will compile data in their collaborative groups gathered from playing Angry Birds. Groups will complete 10-15 repetitions in which they measure angles and distance to formulate a table and graph using Core Math Tools ([]).

<span style="font-family: Georgia,serif;">Before students are allowed to build their catapult, collaborative groups will complete a Voice Thread ([]) as a formative assessment highlighting Newton’s Laws and facts learned from the simulations regarding the relationship between angles and distance. || **<span style="font-family: Georgia,serif;">Materials for building Catapult: ** <span style="font-family: Georgia,serif;">-1 dixie cup <span style="font-family: Georgia,serif;">-8 popsicle sticks <span style="font-family: Georgia,serif;">-6 rubber bands <span style="font-family: Georgia,serif;">-12 in. of masking tape <span style="font-family: Georgia,serif;">-scissors <span style="font-family: Georgia,serif;">-ruler <span style="font-family: Georgia,serif;">-1 large marshmallow <span style="font-family: Georgia,serif;">-1 plastic spoon <span style="font-family: Georgia,serif;">-2 regular and 2 large paper clips <span style="font-family: Georgia,serif;">- Construct a catapult within a collaborative group using the given materials with the goal to launch a marshmallow the furthest. <span style="font-family: Georgia,serif;">- Have two attempts to accomplish their goal. <span style="font-family: Georgia,serif;">- Record a reflective video after the first attempt stating their observations (what worked/didn’t work). <span style="font-family: Georgia,serif;">- Be given an opportunity to make adjustments to their design based off their reflection for a final attempt. <span style="font-family: Georgia,serif;">- Submit a YouTube video via a wiki page, Edmodo, or etc… || <span style="font-family: Georgia,serif;">Students will publish and share their reflections with the whole class and complete a gallery walk viewing each groups catapult designs. Students will respond, comment, or ask questions on at least 2 designs using Wallwisher ([]). <span style="font-family: Georgia,serif;">media type="custom" key="20315102" <span style="font-family: Georgia,serif;">media type="custom" key="20326900" || media type="youtube" key="DRlC_CLOrIk" height="315" width="420"media type="youtube" key="p3zcmOe2-DA" height="315" width="420" media type="youtube" key="38sBHehuQO4" height="315" width="420"
 * <span style="font-family: Georgia,serif;">Students will… **
 * **<span style="font-family: Georgia,serif;">Wrap Up: **
 * <span style="font-family: Georgia,serif;">Teacher Presentation: **
 * Example of Student Product:**

Over-all plan by Valerie Stover, Andrea Haynes, and Amber Willis Lesson Plan by Valerie Stover and Amber Willis Prezi Presentation by Valerie Stover, Amber Willis and Andrea Haynes Product Sample (videos) by Valerie Patterson and Amber Willis Uploading to Wiki by Amber Willis and Andrea Haynes Building of the initial catapult by Valerie Stover
 * Credits:**