I selected “Graphing Stories (with motion probes)” (ID: 741) from the selection of WISE projects. This specific project reviews the important concepts of graphing data and accomplishes this by incorporating aspects of kinematics and motion. Further, the lessons utilize Vernier motion detectors to help facilitate learning. I modified the lessons by including additional examples for students to graph (without providing a template graph and with instructions to manually graph on paper). I also included further use of the motion detectors for replicating several of the graphs provided in the lessons.
I use very a similar approach in the Physics units of Science 10 and would likely utilize the WISE lessons to compliment my own lessons. As the WISE lessons are quite comprehensive in general graphing concepts, they would effectively either introduce or even review those requirements. In terms of the kinematics and motion aspects, I would likely cover those Physics terms and concepts prior to using the WISE lessons. The WISE lessons would then be used to reinforce those concepts. In total, the lessons would take approximately four days.
According to Linn, Clark and Slotta (2002), the WISE projects are based on the following four tenets: making thinking visible, making Science accessible, helping students learn from each other, and promoting lifelong learning. The first tenet involves making things visible for purposes of assessment, to make teachers’ thinking visible to students, and to represent scientific ideas through models or simulations. The Graphing Stories lesson addresses many of these principles. Throughout the lessons, students are able to submit responses, compare answers with other students, and receive teacher feedback (though this is not explicitly available through the lesson). Some of these aspects also address the third principle in which students learn from each other. Students also perform several of the tasks using the motion detectors, which makes the science actively visible. The second tenet involves making science ideas accessible by providing the ability to “restructure, rethink, compare, critique, and analyze” both established and novel ideas. The examples provided in the WISE lessons are ones that students can relate to (e.g. going to camp, the weather, and getting to class on time), increasing the accessibility of the content. Finally, the WISE lesson helps promote lifelong learning by asking students to tell, write and graph their own story based on what they have learned through the lessons.
This specific lesson seems to address many of the requirements of a WISE lesson and also can be completed by students without much teacher instruction. I am curious as to how this (and other WISE lessons) would be ideally implemented in the classroom – whether they are used to solely teach or introduce a concept or in conjunction with some teacher instruction. The FAQ seems to suggest it is up to the teacher to decide where they best fit student learning.
Kirkpatrick, D. (2015, Nov 15). Graphing Stories (with motion probes). Retrieved from http://wise.berkeley.edu/previewproject.html?projectId=741
Linn, M., Clark, D., & Slotta, J. (2003. Wise design for knowledge integration. Science Education, 87(4), 516-538