Lesson Plan

Lesson Plan
Physics-Waves
Multimedia Presentation
Stephen Sweeney
Introduction

This lesson is a collaborative project between the Physics teacher, the school library media specialist and the computer lab teacher. It is designed in conjunction with the Regents Physics curriculum and the study of waves.
The purpose of this lesson is to provide students with an opportunity to research, and develop a presentation on one of the content areas in the unit on waves. Students will create their own movie clip. They will be assigned to a team that will explore one topic relevant to waves. Each student will research the background information and will explore concepts, applications, and examples relative to their subject.
The curriculum objective is for students to become experts in a particular area, and present their work to the class.
Learners
This unit is designed for High School students who are already have experience in Internet research and in the use of a basic multimedia technology such as Power Point. Students should be divided into teams that will allow students with greater needs to collaborate with teammates with more experience and ability.

Curriculum Standards
Math, Science and Technology, Commencement, Info. Systems-Performance Indicators Information
Information Systems

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

-Understand and use the more advanced features of word processing, spreadsheets, and database software.
-Prepare multimedia presentations demonstrating a clear sense of audience and purpose.
-Access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
-Utilize electronic networks to share information.
-Model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

The Process
Click on each step below to find out more about it.

Resources Needed
Each student should have access to a computer that allows on-line access to the Internet.
The Internet resources available in the links section of the science page of the district’s website: http://nanunet.lhric.org/NanuetSeniorHighSchool/sciencedept/NPhysicslinks.htm
along with the links on the curriculum map:
http://nufsd.rubiconatlas.org/login/options.asp?UserID=0
will provide students with a foundation to begin their searches, and formulating their topic. They will incorporate these resources into their own digital story, providing their own unique insights and interpretations of the material.
The web quest format can be used on the classroom web page, allowing the students to proceed with the project as an independent learning experience.

Materials Used:Students can produce their digital story using a variety of available multimedia software. By High School, students are usually familiar with PowerPoint presentations, and should be challenged other digital editing programs such as Movie Maker, iMovie, and Photo Story. Digital stories can also be created using web page editors such as Front Page and Dreamweaver.
It is possible to create a digital story without the use of peripherals such as scanners, digital video recorders and digital cameras. Students can simple download images available sources (subject to acceptable use and copyright restrictions). Digital video recorders and digital cameras, however, allow students to incorporate more of their own creative interpretations into their project.

Evaluation
This project offers an excellent opportunity to assess a student's critical thinking skills based on Bloom’s Taxonomy. A successful work product (12 points) would include the following.
1. The student team demonstrates knowledge and comprehension level understanding of their topic by stating the basic facts of who, what, when, and where, as well as the conflicts and issues involved. (4 points)
2. The student team demonstrates the creative ability to apply, analyze, and synthesize the research information by using it in the digital story. (4 points)
3. The student team demonstrates the ability to critically evaluate the research information through conclusions regarding the significance of their content to the overall topic --- waves. (4 points)
4. Extra credit will be offered if the student team demonstrates improved proficiency with software and technologies that are new to them. (2 points)


Conclusion

It is important for students become critical thinkers, who can extract pertinent information from the vast resources at their disposal. This project adds the component of providing students with an opportunity to present their content in a multimedia format that benefits their classmates; and provides the students with exposure to, and immersion in, the technological tools available. This real-world experience can reap benefits in their future endeavors.