Golf Game Review Lesson Plan

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Golf Game Review Lesson Plan Powered By Docstoc
					Debra Lee                                                            December 16, 2005
Rick Russell
Zach Schultz
                                   Playing Through
                                The Golf Review Game
                                      Lesson Plan
In this lesson students will play a PowerPoint Kiosk golf game consisting of multiple
choice questions to review for an astronomy unit test. As students progress through 9
holes of “golf”, they are asked several questions at each “hole”. Their score is
determined by the number of questions that they have to answer, with wrong answers
requiring the student to try again. As in golf where more strokes increase your score, in
this game, the more times you have to retry a question, the higher your score.

Students will be able to:
       Compare and contrast the heliocentric and geocentric models of the solar system.
       Explain that gravitational force exists between all objects, is related to mass and
               distance between objects, and causes (along with inertia) objects to orbit
               about other objects.
       Explain the cause of the phases of the moon.
       Explain the reasons for the seasons.
       Use PowerPoint Kiosk to navigate The Golf Review Game.

Content Standards
       o Benchmarks for Science Literacy Grades 9-12: 10A1-3. Displacing the
           Earth from the Center of the Universe.
           1. People perceive that the earth is large and stationary and that all other
              objects in the sky orbit around it. That perception was the basis for
              theories of how the universe is organized that prevailed for over 2,000
           2. Ptolemy, an Egyptian astronomer living in the second century A.D.,
              devised a powerful mathematical model of the universe based on constant
              motion in perfect circles, and circles on circles. With the model, he was
              able to predict the motions of the sun, moon, and stars, and even of the
              irregular “wandering stars” now called planets.
           3. In the 16th century, a Polish astronomer named Copernicus suggested that
              all those same motions could be explained by imagining that the earth was
              turning around once a day and orbiting around the sun once a year. This
              explanation was rejected by nearly everyone because it violated common
              sense and required the universe to be unbelievably large. Worse, it flew in
              the face of the belief, universally held at the time, that the earth was at the
              center of the universe.
       o Benchmarks for Science Literacy Grades 9-12: 4G.1. Forces of Nature.
              Gravitational force is an attraction between masses. The strength of the
              force is proportional to the masses and weakens rapidly with increasing
              distance between them.

Debra Lee                                                            December 16, 2005
Rick Russell
Zach Schultz
       o Benchmarks for Science Literacy Grades 6-8: 4B.4-5. The Physical Setting.
          4. Because the earth turns daily on an axis that is tilted relative to the plane
              of the earth’s yearly orbit around the sun, sunlight falls more intensely on
              different parts of the earth during the year. The difference in heating of
              the earth’s surface produces the planet’s seasons and weather patterns.
          5. The moon’s orbit around the earth once in about 28 days changes what
              part of the moon is lighted by the sun and how much of that part can be
              seen from the earth (the phases of the moon).
       o Benchmarks for Science Literacy Grades 6-8: 11B. 3. Common Themes.
              Different models can be used to represent the same thing. What kind of a
              model to use and how complex it should be depends on its purpose. The
              usefulness of a model may be limited if it is too simple or if it is
              needlessly complicated. Choosing a useful model is one of the instances
              in which intuition and creativity cone into play in science, mathematics,
              and engineering.
       o Benchmarks for Science Literacy Grades 6-8: 12A.3. Habits of Mind.
              Know that often different explanations can be given for the same
              evidence, and it is not always possible to tell which one is correct.
Technology Standards
       National Education Technology Standards for Students
       o 3.1 Technology productivity tools
              Students use technology tools to enhance learning, increase productivity,
              and promote creativity.

Technology Tools
      o One computer for every 2 students
      o Playing Through: The Golf Review Game
      o Projector and screen

Other Materials
       o Scorecard drawn on the board or
       o Individual scorecards (see page 3)

Instructional Activities
    1. Teacher will demonstrate Playing Through using the projector.
    2. Students will play the game in groups of two, putting their score on the scorecard
        after every hole.
    3. After students finish the game, the teacher can review any areas where the scores
        high, which would indicate lower levels of understanding.

Class work points will be given to all students who are on task and working on the
review. Formative assessment of knowledge of the content learning objectives is
accomplished by looking at the scores at each hole. This offers the teacher an
opportunity to review any areas where a weakness of understanding is observed and it
offers students the chance to see where more studying is needed. Formative assessment

Debra Lee                                                         December 16, 2005
Rick Russell
Zach Schultz
of the technology goals is accomplished by the teacher walking around and observing
students’ ability to navigate through the game.

Students with disabilities who have difficulty using a computer could be paired with
temporarily able-bodied students. Students who are visually impaired could use a screen
reader or be paired with non-visually impaired students who could read the questions to


               Playing Through - The Golf Review Game

Hole            1     2     3     4     5     6     7       8     9    Total Date:______________________________
Championship   473   380   532   218   382   521   398     203   484   3591 Team:
Regular        434   352   485   196   317   490   378     172   465   3289    Player 1_________________________
Par             4     4     5     3     4     5     4       3     4     36
                                                                                Player 2_________________________

                                                                                Player 3_________________________

Par             4     4     5     3     4     5        4    3    4      36      Player 4_________________________


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