external image subatomic-collision-.jpg
external image subatomic-collision-.jpg

Collision Video by Elaine Creegan


This lesson is designed to be very self sufficient and student driven. The teacher will create an environment in which the students can feel safe to explore and engage how objects react to each other when they are put into motion. This can be done by organizing the process in to three stations.
OVERVIEW OF STATIONS ( this is just a general guide individual customization is encouraged)
Exploration Station: This station will include two bins of various objects. Objects will be of various shapes, weights and textures. Also somewhere close should be a couple taped off areas where students can practice colliding objects on the ground.
Prediction Station: This station should include easy access to some notebooks that can become "Science Journals" and various art supplies/writing utensils. Talking is encourage in order to allow students to collaborate on their ideas.
Video Station: This is the final station and it will introduce the technology to the lesson plan. The video station should be very simple and straight forward. It will need an area large enough for the student groups to collide their object while video taping. A volunteer would be helpful for this station in order to make it as easy as possible for the students to use and benefit from the filming process. Each group will have to work together to create one video of their approved objects colliding
Students will observe the videos they created played back in slow and fast motion.
Once the class has viewed all of the videos they will come to a conclusion on whether or not the videos proved or disproved their predictions.
Content Area: Science
Grade Level Expectations: Kindergarten
Physical Science 1a.) Observe, investigate, and describe how different objects move (DOK 1-2)
ABC Objective:
A= Kindergartners
B= Individual groups will create a video of objects in motion. Then they will describe how the different objects move.
C= After the students split into small groups they will work together to conduct their research. Once they have collected this information each student will make a prediction in their science journals. Individual groups will use a digital camera to create a video of their objects colliding. All videos will be uploaded via USB or memory SD card. Teacher will use VLC media player to playback videos.
D= The students will have to create a prediction page and a conclusion page in their science journals. Every prediction and conclusion must include at least one picture/drawing. No two groups can use the same objects and all objects must be approved by the teacher. Objects must stay on the floor when they collide unless otherwise approved by the teacher.
21st Century Skills and Bloom’s:
ISTE Standards addressed: 1. Creativity and Innovation, students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration, Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
These standards are addressed because the videos are a new creation coming from their existing knowledge of movement and their experiences in stations one and two. Station one allows for students to simulate the laws of motion. Once they identify trends and forecast possibilities in station two they will . Interact, collaborate, and share their videos to their peers and teacher using the technology provided by the teacher.
Blooms levels addressed: Creating, the prediction page, video footage, and conclusion page are all new creations made by the students and then shared with others.
Evaluating and analyzing, the students must evaluate their research from station one and analyze the data in station two.
Applying, after the student share their videos they must apply what they learned from the whole lesson in to a conclusion and final results of their collisions.
Remembering, students have to remember what they experienced in station one and their predictions in station two and their results from the videos so that they can create a final conclusion in their journals.
Overview of the technology tool:
The technology tool used in this lesson is video. Located below is the directions needed to upload video from a camera to a computer I copied them from the Windows website there is a direct link below.
Most newer digital cameras and video recorders capture video and still images on memory cards. If your computer has a build-in memory card reader, simply remove the memory card from your camera and insert it into your computer. If your computer does not have a built-in memory card reader, you can connect an external memory card reader to your computer through the USB port. Simply plug one end of the USB cable (usually included with your camera) into your video camera, and plug the other end into your computer.

To download video using a memory card

  1. Remove the memory card from your camera and insert it into a memory card reader.
  2. Once the memory card is inserted, Windows XP will detect the connection, and the Removable Disk dialog box will open.
  3. Under What do you want Windows to do?, click Open folder to view files, and then click OK. A window will open showing the folders in your memory card.
  4. Double-click each folder to locate the files that contain your videos. Once you find them, select all of the video files.
  5. You can quickly select all of the video files by clicking the first video, holding down the SHIFT key, and then clicking the last video.
  6. Click the Edit menu, and then click Copy to Folder.
  7. In the Copy Items dialog box, click My Documents, click My Videos, and then click Copy.
  8. Once your video files are copied to your My Videos folder, you can rename them. You can also delete the files from your memory card to save room for future videos.
  9. When you're ready to watch your videos, open your My Videos folder, and double-click the video you want to see.

Once video has been uploaded it needs to be played back in various speeds this can be accomplished through VLC media player.
Below is a link to download this program (its free and easy).
Once the player is downloaded the video files will have to be added to the media library here is another link to a wiki page that will describe this process and other FAQ on VLC media player.
Now to playback in various speeds. Click "Media" at the top of VLC Player. Click "Open File" and select the file you want to play in slow motion. Click the "Play" button. Click "Playback" at the top of VLC Player. Click "Slower" to reduce playback speed; click it repeatedly to continue to reduce playback speed.
What’s the Added Value of the technology:
Video is a great way to capture a moment and replay it in various speeds and time allowing the viewer to analyze the data collected. This is critical for the students to fully understand how objects move. If the students just watch the objects colliding they only get one chance to process and analyze the information. The use of the technology tool gives the students an advantage they can now stop, rewind, slow down, speed up, zoom in and zoom out. These advantages could not be possible with out the use of technology.
The finished videos should not be the focus of the lesson, the process in which they were created is what is important. The technology is not meant to be the focus either but should be used as a tool to collect data and results for comparison and observation.

Lesson plan:
This lesson would benefit from the aide of a volunteer and requires stations to be organized by the teacher prior to class. Based off of the overview above the stations can be created according to the teachers personal preference and materials. The lesson is split up in to four consecutive days of participation.
Day One:
After morning routine is completed it is time to dive into the lesson. A general outline should presented to the class including an example created by the teacher and the degree of which they will be assessed. Some information and discussion questions can be provided by the teacher to warm them up and give them goals to reach for.
example of discussion questions:
Does anyone know what a prediction or hypothesis is?
What can change how fast or slow an object travels?
What indicates which objects will be easier or harder to move?
Once the discussion has concluded students should be organized into groups of four randomly by the teacher (pick names from a hat). Then the students are free to explore the three stations, encourage students to spread out and collaborate with each other. Goal for this day is to have each group to have their objects chosen and approved by the teacher.
Day Two:
After morning routine is completed it is time to dive into the lesson. This day is designated to more research through exploration of their chosen objects and how they move. Teacher and possible volunteer should be talking with each group and helping individuals to create their predictions. Goal for this day is to have every student complete a prediction in their journals.
Day Three:
After morning routine is completed it is time to dive into the lesson. This day should be focused mainly on the creation and uploading of the videos. Students will have to work together to complete the videos.
Goal for this day is to have each group complete their video and upload them all to the VLC media player.
Day Four:
After morning routine is completed it is time to dive into the lesson. This day is video watching day and should be very exiting and fun. Popcorn would be a cool addition to the movie festivities. Student will be able to offer advise on how fast or slow each video is played. They can decide when they want to pause or play each video. Once the videos have been thoroughly viewed they will record the results in a conclusion page in their journals. The conclusions should be discussed and shared with the class. During this time the laws of motion will be discussed. The technology tool could also be used to create a video of the predictions and conclusions that the students came up with.

What I learned:
This class has taught me a lot and given me a sense of confidence in my teaching abilities. I started this class thinking that technology was used primarily for entertainment and had little to do with education. I saw the potential for technology as a tool but thought to myself it was certainly not for young children. After taking this class I have realized that technology is attainable for children of all ages. It can be implemented in a way that makes lessons come alive and gives students the opportunity to create solutions for the real world, explore data and information that they would never be able to in a classroom with out it. This is the 21st century and I am exited to be able to teach the in a way that transforms the classroom into a student driven and engaging environment. So that the young minds of future generations can reach their full potential.