Riedl Physics Unit on Force and Motion

Document Sample

```					       Grade Level                                              11th and 12th

SP1a: Calculate velocity and acceleration
SP1b: scalar/vector
Content &
SP1c: Graph/calculate position/velocity/acceleration/time
Standard(s) Code
SP1d: Friction and Newton’s Laws
SP1e: Gravity

Name of Unit                                           Forces and Motion

Page Numbers                                   Acquisitions Lessons, Pages 14-22
Unit Decisions                              Extending Refining Lessons, Pages 22- 30
Pages 1-9                                    Graphic Organizers, Pages 3, 16, 18
Submitted
John Callinan
By

Professional/System
jcallinan@bcraiders.com

System                  Bacon County

School
Please do not use initials. Type   Bacon County High School
full name of school.

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Created by: John Callinan

Decision Two: The performance or product project                                                                             Note: Decision One
is the Content Map
that will be the culminating activity of the unit
Students’ Assignment Page for the Culminating Activity

Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
How do you know if the “force is with you”? Forces cause interactions.

Paragraph Description of the Culminating Activity:
Paired Groups will design a roller coaster with at least 3 changes in the car’s motion. An explanation and
mathematical calculation of each change in motion must be written in a report. (All forces must be identified.)

Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in
text box below.)
1. Gather materials: 3 m x 6 cm strip of paper, wire, tape, ring stands, clamps.
2. Design on paper first.
3. Build Roller Coaster.
4. Take appropriate measurements that will be needed for calculations.
5. Take home information and write a lab report explaining all changes in motion on the design and back them up with calculations.
6. Reassess your design: a. Is there anything you would change in your design? Why?
b. What problems might arise in the construction of this design?
c. Give at least one example of each of Newton’s 3 Laws of Motion during a ride on you design?
d. Give a description where these types of motion are found on your ride: constant velocity and the 3 types of
acceleration.

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FORCE
GRAPHIC ORGANIZER

Balanced Forces           Unbalanced Forces

__________motion occurs      ___________motion occurs

Types of:        Types of:            Proportionalities:

_____________              _______________
__                                             _________      _________
with Net       with
_____________                        Force          Mass

_______________

_______________

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Decision 3: Culminating Activity/Project Rubric
Scale
5                                    4                                     3                                2
Criteria

5 or more grammatical
No grammatical errors.            1 or 2 grammatical errors.             3 or 4 grammatical errors.
Grammar                                                                                                                                 errors.

Explanations indicate a clear and   Explanations indicate a relatively     Explanations indicate some         Explanations do not illustrate
Scientific      accurate understanding of           accurate understanding of scientific   accurate understanding of          much understanding of
scientific principles underlying    principles underlying the structure.   scientific principles underlying   scientific principles
Knowledge        the structure.                                                             the structure.                     underlying the structure.

Identification     All forces have been identified.
2 or less forces were not             4 or less forces were not          6 or less forces were not
identified.                           identified.                        identified.
of Forces

Number of
Motion             5 changes in motion.                 4 changes in motion.                   3 changes in motion.              2 changes in motion.
Changes

All Problems solved correctly       Most Problems solved correctly         Some Problems solved               Most Problems solved
Correct          with all steps shown.               with all steps shown.                  correctly with all steps or all    incorrectly with no steps
Computations                                                                                  problems shown with no steps.      shown.

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Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews

1. Lab Activities and Reports.
2. Problem Homework Check.
3. Culminating Activity Rubric
4. Quizzes
5. Unit Test: a. Multiple Choice, b. True/False, c. Problem Solving, d. Short Essay Questions

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Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

UNIT LAUNCH ACTIVITY
KWL WORDS: Separate these words with a pair of scissors and then follow the instructions
below.
Average speed , average velocity , coordinate system, displacement , distance ,
instantaneous velocity , motion diagram , origin , position vector ,
scalar quantity , time interval , vector quantity , reference point , frame of reference ,
acceleration , constant or uniform motion , average acceleration , instantaneous acceleration ,
force , inertia ,       balanced forces , unbalanced forces , net force ,
Newton’s 1 & 2 & 3rd Law of Motion ,
st   nd

acceleration due to gravity , gravity , weight , weightlessness , free fall , terminal velocity ,
Law of Universal Gravitation , apparent weight , periodic motion , friction , static friction ,
sliding friction , friction rolling , friction fluid , coefficient of friction , normal , lubrication

Procedure:
1. Sort through the words in the envelope with their partner and decide which words you know and don't know. To know them
you need to explain what the word means. You have 10 minutes.
2. Discuss as a class the terms that we know already. Record the word and its definition under the K column on the KWL chart.
4. We will discuss as a class and record on the KWL chart.

Activating Lesson for Acquisition Lesson #1 - Anticipation/Reaction Guide for Motion
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Activating Lesson for Acquisition Lesson #2 - Ball Toss Activator

Activating Lesson for Acquisition Lesson #3 – Professional Activator

Activating Lesson for Acquisition Lesson #4 – Answer Essential Question

Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.
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See Page 11.

See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.

Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect Compare/Contrast                   Constructing Support
Justification    Induction                            Deduction
Error Analysis    Abstracting                         Analyzing Perspectives
Classifying       Example to Idea                     Idea to Example
Evaluation        Writing Prompts

SERVICE LEARNING PROJECT

RESEARCH ARTICLES

GRASP - TO THE MOON, ALICE

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Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

Lessons will be set up so that these 6 areas will be covered:
Kinesthetic
Visual-Spatial
Interpersonal
Intrapersonal
Linguistic
Logical-Mathematical
Students will have many opportunities to gain knowledge in this unit through a variety of exercises and tasks. Key
concepts will be presented through lecture and class discussion. Students will be asked to design a roller coaster
design. Students will work independently as well as in collaborative pairs to complete the assigned problems. This
culminating activity will allow a students to work in pairs for support. We will also use error analysis to identify key
steps in the problem-solving process. Lab activities will be used to provide the students with a hands-on learning
opportunity.
Individual tutoring is offered to ANY student that needs or asks for help.

Problem-Solving Sessions are held the day before any major test.

Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.

UNIT LAUNCH ACTIVITY KWL WORDS
1st – Motion Acquisition Lesson
E. Q. - How do you know when you are moving?
Anticipation/Reaction Guide for Motion
Graph Matching Lab
Lecture & Demonstrations
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Distributed Guided Practice
Galileo Lab
Graphic Organizer
Quiz

2nd – Force Acquisition Lesson
E. Q. - Do all forces cause changes in motion?
Ball Toss Activator
Lecture & Demonstrations
Distributed Guided Practice
Scientific Labs: 1. Newton’s 2nd Law Lab, 2. Newton’s 3rd Law Lab
Four/Two/One Summarizing
Quiz

3rd – Gravity & Weight Acquisition Lesson
E. Q. - Why do we associate gravity with “falling”?
Compare and Contrast: Mass vs. Weight
Lecture & Demonstrations
Summarizing Prompt
Distributed Guided Practice
Science Labs: 1. Atwood’s Machine, 2. Ball Toss. 3. Determining “g” on an Incline
Quiz

4th – Friction Acquisition Lesson
E. Q. - Is friction good or bad?
Lecture & Demonstration
Distributed Guided Practice
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Science Lab: Static and Kinetic Friction
Quiz

FORCE GRAPHIC ORGANIZER
CULMINATING ACTIVITY – MAKING A ROLLER COASTER DESIGN

UNIT TEST

Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.

Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.

Physics with Computers Second Edition – All Science Labs

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: John Callinan

Essential Question: How do you know when you are moving? Relate it to a reference point.
Activating Strategies:
(Learners Mentally Active)                      Anticipation/Reaction Guide for
Motion
Directions: Read the statements below and decide if you AGREE or DISAGREE with
Anticipation                  Statement                            Reaction
1. __________     Speed and velocity are the same             1. __________
thing.
2. __________     I walked 3 km to the store and then back 2. __________
to the starting point. My distant was 6 km.
3. __________     Your displacement when walking around 3. __________
a complete circle is zero.
4. __________     Acceleration is directly proportional to    4. __________
the time it takes velocity to change.
5. __________     Distance has no direction, but              5. __________
displacement does.
6. __________     Constant acceleration must have             6. __________
constant velocity.
7. __________     Delta is calculated be subtracting the      7. __________
initial measurement from the final.
8. __________     Reference points used to identify motion 8. __________
are permanent and cannot change.

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Acceleration/Previewing: Average speed, average velocity, coordinate system, displacement, distance, instantaneous velocity, motion
(Key Vocabulary) diagram, origin, position vector, scalar quantity, time interval, vector quantity, reference point, frame of
reference, acceleration, constant or uniform motion, average acceleration, instantaneous acceleration
Teaching Strategies: Guided Lecture (Power Point)
(Collaborative Pairs; Distributed Guide Practice
Distributed Guided Practice; Graphic organizer – Motion
Distributed Summarizing; Scientific Labs: 1. Graph matching (Vernier Computer Probes) (Analyzes motion. Predicts, sketches, and
Graphic Organizers)                       test d/t and v/t graphs.)
2. Modern Galileo Experiment (Vernier Computer Probes) (Models uniformly accelerated
motion with algebraic equations.)
Culminating Activity
Demonstrations

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Distributed Guided Practice/ Distributed Guided Practice: Distance, displacement, speed, velocity, acceleration Problems.
Summarizing Prompts: Motion Graphic Organizer – SEE ATTACHED PAGE
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
MOTION
GRAPHIC ORGANIZER
Reference Point

Length traveled from                      Length from, Direction

________________________                         ______________________

Rate of                                         Rate of

________________________                         ________________________
Rate of “Δ”

Summarizing Strategies: Daily reviews of previously learned materials.
_____________________          Types of:
(Learners Summarize & Daily summarizing of materials learned that day.              ________________________
Answer Essential Question) Ticket out the door.
Graphic Organizer.

______________________
Directly Related                Inversely
to                       Related to   16
_____________________
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: John Callinan

Essential Question: Do all forces cause changes in motion? Only unbalanced forces.
Activating Strategies:   Ball Toss Activator: After observing a ball tossed straight up into the air write down your observations in your
(Learners Mentally Active) notebook. Your observations must include a description of the frame of reference, all changes of motion, and the
cause of each change in motion.

st  nd  rd
Acceleration/Previewing: Force, inertia, balanced forces, unbalanced forces, net force, Newton’s 1 & 2 & 3 Law of Motion
(Key Vocabulary)
Teaching Strategies: Lecture                            nd
(Collaborative Pairs; Scientific Labs: 1. Newton’s 2 Law Lab – Vernier Probes, (Determine the relationship between force,
Distributed Guided Practice;                      mass, and acceleration.
Distributed Summarizing;                     2. Newton’s 3rd Law Lab – Vernier Probes, (Explain Newton’s 3rd law in simple language.)
Graphic Organizers) Distributed Guided Practice
Demonstrations
Culminating Activity
Distributed Guided Practice/ Distributed Guided Practice: Force Problems
Summarizing Prompts: Four/Two/One Summarizing
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

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Summarizing Strategies:                                  FOUR/TWO/ONE ON FORCES
(Learners Summarize &
Answer Essential Question)   1. Generate four phrases or sentences that capture the most important aspects of forces.
2. Share, with lab partner, your four phrases and compile a list. From this list, determine
two phrases that you agree capture the most important aspects.
3. Determine the 1 phrase or big idea that best represents the most important aspect of
forces.
4. Share the various lists generated by your group.

FOUR                                     Two                                      One

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Daily reviews of previously learned materials.
Daily summarizing of materials learned that day.
Ticket out the door.

Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: John Callinan

Essential Question: Why do we associate gravity with “falling”? Gravity is the cause, not mass.
Activating Strategies: You are a professional athlete in any sport of your choice(s). You will be competing on a neighboring
(Learners Mentally Active) planet that has a smaller gravitational pull than you’re used to. Make a list of differences that you might
encounter.
Acceleration/Previewing: Acceleration due to gravity, gravity weight, weightlessness, free fall, terminal velocity, Law of Universal
(Key Vocabulary) Gravitation, apparent weight, periodic motion
Teaching Strategies: Lecture
(Collaborative Pairs; Science Labs: 1. Atwood’s Machine – Vernier Probes, (Determine the relationships between the masses
Distributed Guided Practice;                   and acceleration.)
Distributed Summarizing;                  2. Ball Toss. – Vernier Probes, (Collect distance, velocity, and acceleration data as a ball
Graphic Organizers)                    travels straight up and down.)
3. Determining “g” on an Incline – Vernier Probes, (Determine the value of free fall
acceleration, g, by extrapolating the acceleration vs. sine of track angle graph.)

Compare and Contrast: Mass vs. Weight
Distributed Guided Practice
Demonstrations
Culminating Activity

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Distributed Guided Practice/ Distributed Guided Practice: Weight Problems
Summarizing Prompts: Summarizing Prompt: Explain why mass and weight, although related, are not the same thing. Explain this
(Prompts Designed to Initiate in a complete paragraph and mathematically.
Periodic Practice or
Summarizing)

Summarizing Strategies: Daily reviews of previously learned materials.
(Learners Summarize & Daily summarizing of materials learned that day.
Answer Essential Question) Ticket out the door.

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: John Callinan

Essential Question: Writing Prompt: Is friction good or bad?
Activating Strategies: Answer the essential question.
(Learners Mentally Active)

Acceleration/Previewing: Friction, static, sliding, rolling, fluid, coefficient of friction, normal, lubrication
(Key Vocabulary)
Teaching Strategies: Lecture
(Collaborative Pairs; Science Lab: Static and Kinetic Friction – Vernier Probes, (Determining coefficient of static friction and
Distributed Guided Practice;               kinetic friction. Are they related to weight.)
Distributed Summarizing; Demonstrations
Graphic Organizers) Distributed Guided Practice: Friction Problems

Distributed Guided Practice/ Distributed Guided Practice - Friction Problems
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies: Answer the essential question.
(Learners Summarize & Daily reviews of previously learned materials.
Answer Essential Question) Daily summarizing of materials learned that day.
Ticket out the door.

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Extending Thinking Lesson Planning Form
Name: John Callinan

Essential Question: How do you know if “the force is with you”?

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SERVICE LEARNING PROJECT

You will design a lesson and a hand-out pamphlet about a Physic's concept. This concept will be
taught and presented to a Middle School class. The presentation must be at least 30 minutes long. (See
attached rubric.) Subjects and dates of presentations will be discussed in class.
Grading: 50% - Mr. Callinan's Evaluation of Presentation - Rubric Attached
25% - Mr. Callinan's Brochure Evaluation - Rubric Attached

25% - Middle School Teacher's Evaluation - Rubric Attached

percentage, the final product should be well thought out and polished.

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Making A Brochure : Science Book Project Rubric

Teacher Name: Mr. Callinan

Student Name:       ________________________________________

CATEGORY            5                         4                         3                         2
Writing - Organization Each section in the        Almost all sections of    Most sections of the      Less than half of the
brochure has a clear       the brochure have a       brochure have a clear     sections of the
beginning, middle, and     clear beginning,          beginning, middle and     brochure have a clear
end.                       middle and end.           end.                      beginning, middle and
end.
Writing - Grammar       There are no              There are no              There are 1-2             There are several
grammatical mistakes      grammatical mistakes      grammatical mistakes      grammatical mistakes
in the brochure.          in the brochure after     in the brochure even      in the brochure even
feedback from an          after feedback from an    after feedback from an
Spelling &              No spelling errors        No more than 1            No more than 3         Several spelling errors
Proofreading            remain after one          spelling error remains    spelling errors remain in the brochure.
person other than the     after one person other    after one person other
corrects the brochure.    and corrects the          and corrects the
brochure.                 brochure.
Writing - Vocabulary    The authors correctly     The authors correctly     The authors try to use The authors do not
use several new words     use a few new words       some new vocabulary, incorporate new
and define words          and define words          but may use 1-2 words vocabulary.
unfamiliar to the         unfamiliar to the         incorrectly.
Writing - Mechanics     Capitalization and        Capitalization and        There are 1-2             There are several
punctuation are correct   punctuation are correct   capitalization and/or     capitalization or
throughout the            throughout the            punctuation errors in     punctuation errors in
brochure.                 brochure after            the brochure even after   the brochure even after
feedback from an          feedback from an          feedback from an
Content - Accuracy      All facts in the       99-90% of the facts in 89-80% of the facts in Fewer than 80% of the
brochure are accurate. the brochure are       the brochure are       facts in the brochure
accurate.              accurate.              are accurate.

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Graphics/Pictures   Graphics go well with     Graphics go well with     Graphics go well with     Graphics do not go
the text and there is a   the text, but there are   the text, but there are   with the
good mix of text and      so many that they         too few and the           accompanying text or
graphics.                 distract from the text.   brochure seems "text-     appear to be randomly
heavy".                   chosen.
Attractiveness &    The brochure has          The brochure has          The brochure has well- The brochure's
Organization        exceptionally             attractive formatting     organized information. formatting and
attractive formatting     and well-organized                               organization of
and well-organized        information.                                     material are confusing
Sources             Careful and accurate      Careful and accurate      Careful and accurate      Sources are not
records are kept to       records are kept to       records are kept to       documented accurately
document the source       document the source       document the source       or are not kept on
of 95-100% of the         of 94-85% of the facts    of 84-75% of the facts    many facts and
facts and graphics in     and graphics in the       and graphics in the       graphics.
the brochure.             brochure.                 brochure.
Knowledge Gained    All students in the       All students in the       Most students in the      Several students in the
group can accurately      group can accurately      group can accurately      group appear to have
related to facts in the   related to facts in the   related to facts in the   the facts or technical
brochure and to           brochure and to           brochure and to           processes used in the
technical processes       technical processes       technical processes       brochure.
used to create the        used to create the        used to create the
brochure.                 brochure.                 brochure.

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Extending Thinking Lesson Planning Form
Name: John Callinan

Essential Question: How do you know if “the force is with you”?

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Assignment:                                            RESEARCH ARTICLES

You will be responsible for doing 9 very simple research articles during the semester. (1 article every 2
weeks.)
Articles must pertain to a concept or topic covered in your book.

Guidelines:
1st Page – Cover sheet
a. Title of the article
b. Date
c. Class and period

a. 150 – 200 words (the, and, a, or, or similar words do NOT count)
b. If typed. 12 pt Font Size, Times New Roman Font Style, Double Spaced, 1 inch margin.
c. If hand written, it must be neat, legible, and have no visible corrections.
d. Pencil, black or blue ink only.
e. Grammatical errors and incorrect spelling will count off. (Proof read your paper.)
f. Plagiarism is a form of cheating. DO NOT do it.

3rd Page – Copy of the Article.
A full copy of the article must be turned in with the report. If you do not own the article, you
will need to make a copy of it or print it from the Internet.

Due Dates will be announced by the Teacher.

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Extending Thinking Lesson Planning Form
Name: John Callinan

Essential Question: How do you know if “the force is with you”?

Assignment:                                                    TO THE MOON, ALICE

GOAL
Your task is to design accommodations for humans to live and survive in while living on the moon.

ROLE
You are a Lunar Architect.

AUDIENCE
Your client is a rich, eccentric multi-billionaire wanting to live a secluded life.

SITUATION
You have been asked to design a house plan that will allow at least 4 people to comfortable withstand the
extreme conditions of the moon. Your plan must include a written description of how extreme conditions
will be modified and also a diagram showing this design.

PRODUCT
You need to develop a plan that will enable a human to comfortable carry on all normal human
activities.(sleep, eat, exercise, entertain, etc.)

CRITERIA
All of this must be done while taken in to consideration these conditions: extreme temperatures, less
gravity, lack of an atmosphere ( breathing and air pressure), no food or water sources, finding energy
sources, emergency conditions, and any other conditions you can think of.

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Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

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Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

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 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 You must include at least one in your unit.
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate text-
spaces.

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®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson

Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org

36

Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
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Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*      Sequence or Time-Order
*      Listing or Description
*      Compare/Contrast
*      Cause/Effect
*      Problem/Solution

4.     The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.

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KWL Outline 1

-K-              -W-               -L-
Think I Know…   Think I’ll Learn…   I Learned…

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KWL Outline 2
-K-        -W-             -L-
I Know…   Think I Know   Want to Know

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KWL Outline 3

-K-            -W-                -L-
What I Know…   Think I’ll Know   What I Learned

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KWL Outline 4

-L
-K-            -W-
What We Learned and
What We Know   What We Want
Still Need to Learn…
To Find Out

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KWL Plus Outline

Topic:
-K-                            -W-         -L-
Know                       Want To Know   Learned

Final category designations for “L”:

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Word Map Outline 1
What is it?
(write the definition)
What is it like?

Causes

The Word

What are some examples?

44
Frayer Diagram 1

Definition         Characteristics

Examples           Non-Examples

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Frayer Diagram 2

Definition         Sentence

I Think            Draw

46
Folk Tales Story Map
Title:

Characters:

Setting:

Problem:

Events: 1.
2.
3.
4.

Solution:

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Fish Bone (Cause / Effect)

Effect

Causes                                         48
Cause and Event

CAUSE

CAUSE         EVENT   CAUSE

49
CAUSE
Cause and Effect
Cause

Cause:

Cause:
Effect:

Cause:

Cause

50
Flow Chart   (Sequence)

Skill or Problem:

51
Cycle Graph   (Sequence and Repeat)

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Compare / Contrast 1

Concept 1                        Concept 2

How Alike?

How Different?

With Regard To

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Compare / Contrast 2
Concept 1                          Concept 2

How Alike?

How Different?

With Regard To

Summarize:
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Describing An Event (Abstracting)

WHO?                          WHY?

WHEN?                           HOW?

WHERE?                      SIGNIFICANCE?

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Descriptive Organizer
(Literary Element)

TOPIC

DETAILS

MAIN IDEA SENTENCE

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DETAILS   (Literary Element)

MAIN
IDEA

57
STORY MAP
(Literary Element)

Title:

Setting

Characters

Problem

Event 1:        Event 4:

Event 2:        Event 5:

Event 3:        Event 6:

Solution:

58
Story Pyramid (Characterization)

1.

2.

3.

4.

5.

Directions:
1.   Insert 1 word that names a central character.
2.   Insert 2 words that describe the setting.
3.   Insert 3 words that describe a character.
4.   Insert 4 words that describe one event.
5.   Insert 5 words that describe another event.

59
Character Map (Literary Element)

Example                                                       Example

Example
Example                                 Quality

Quality                                                                                                 Quality

Character’s Name

Example                               Directions:                                   Example

1.   Write character’s name in central square.
2.   In the rectangles, list adjectives or qualities that describe
that character.
3.   In the ovals, writs examples from the text that support the
60
STORY WORM (Literary Elements)
Event

Event

Conclusion
Setting

Main
Character

61
Story Map Showing Character Change

Turning Point

Character at Beginning   Events That Caused Change   Character at End
of Story                                          of Story

62
Matrix

Top
Category
Side
Category

63
WEB DIAGRAM (Classifying)

64
Newspaper Model – 5W Model (Abstracting)

Topic:
WHO             WHAT             WHEN       WHERE              WHY

Using the information from this form write a paragraph

65
5W and How Model
TOPIC: ______________________________________
WHO:

WHAT:

WHEN:

WHERE:

WHY:

HOW:

SUMMARY STATEMENT:

66
Word Problems: Math (Problem Solving)
What is the question?

What is the essential information?

What information is not needed?

What operations will I use?

Can I draw a diagram of the problem?

67

To solve this problem, first I ___    To solve this problem, first I ___

Then I ___                            Then I ___

..because ___                         ..because ___

68
Organizational Graphic Organizer (Classifying / Categorizing)

Central Topic

69
Problem / Solution Organizer (Problem Solving)

Topic

Problem                                          Solution

Main Idea Sentence

70
SKILLFULL DECISION MAKING
OPTIONS
What can I do?

OPTION
CONSIDERED

CONSEQUENCES                      SUPPORT                          VALUE
What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?

71
Prediction Tree Model (Deduction)
Details / Proof

Details / Proof                             Prediction                              Details / Proof

Prediction                                                             Prediction

Conclusion or Final Prediction

1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction

72
Constructing Support
Position Statement

Reasons

Facts

73
Inductive Reasoning

Details:

Patterns:

Generalization:

74
Analyzing Perspectives

Issues:

Personal Perspective or Main Character’s Perspective:

Reason/Logic:

Different Perspective:

Reason/Logic

Conclusion/Awareness

75
The Most Important Thing

is __

But. The most important thing about

is __

76

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