At the end of the fall semester, we sat down and reflected on the previous semester. We had both taught Physics using a traditional approach and incorporating some technology. This was Becky’s second year to have 1:1 Chromebooks and Staci’s first year with a class set of iPads. While the first semester went well, we each had some concerns that we felt needed to be addressed before the start of the second semester.

*How could we differentiate for all students?*

Becky taught multiple levels of physics, but students had not always chosen the right level for their abilities or work ethic. For example, several students chose to take Honors Physics but lacked the prerequisite math skills for this class. Staci taught all levels of students (from SpEd to the valedictorian) in the same class period. How could we accommodate all of these students?

2. *What do we do about students who miss class?*

In our schools, the spring is filled with numerous activities, which means that since many of our students are involved in these extracurricular activities, they will also be missing class. We knew from previous years, that students felt overwhelmed and seemed to struggle when they missed numerous days of classes.

*3. How can we improve our student’s time-management skills?*

The other concern was the absolute lack of time-management skills our students exhibited. They have no idea how to balance their schedule. Typically the junior year has been more difficult than previous years. By the time they are juniors, teachers expect the students to be more self-sufficient and more responsible for their own learning. Many students have more out of class responsibilities with jobs, extracurricular activities, and childcare for younger siblings. With less parental oversight, our students were struggling to balance these responsibilities and manage their workload at school. As a result, their grades were suffering.

How could we address all of these concerns before the beginning of the spring semester? It was time to make a change…

]]>The following units are included in either product:

• Graphing

• Graphing Motion

• 1D Kinematics

• Newton’s Laws of Motion

• Safety Symbols

• 2D Motion

• Universal Gravitation

• Energy

• Momentum

• Thermodynamics

• Electrostatics

• Circuits and Electricity

• Magnets and Electromagnetism

• Mechanical Wave Properties

• Electromagnetic Waves

• Sound

In our interactive word wall product bundle you will be able to keep your students engaged by making your word wall interactive. This colorful, visual word wall will liven up the decor of any classroom with each unit covered.

Included in this Entire Year of Physics Vocabulary Interactive Word Wall Product:

•Vocabulary terms necessary for students to understand each of the 16 units

• Visual vocab cards that include a picture, term, & working definition for a static word wall

• Individual cards with the terms only, pictures only, & definitions only to create an engaging, interactive word wall

• How we use this product in our classroom

• Suggestions for how to make your word wall static or interactive in your classroom

In our interactive notebook vocabulary bundle make vocabulary stick with this Yearly Bundle of Vocabulary for Interactive Notebooks. All working definitions have a picture attached for easy visualization and recall of vocabulary terms.

Included in this Entire Year of Physics Vocabulary for Interactive Notebooks:

• All 16 units of Vocabulary for Interactive Notebooks pages with pictures and simple, working definitions

• Fill-in-the-blank worksheet with pictures, working definitions, and a word bank

• Answer Keys

• Suggestions for classroom use

• Extension activities for additional vocabulary practice

Please visit our store, Learning 365, on Teachers Pay Teachers for additional resources and products.

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Look for the 2 Day Sale on February 7th and 8th on Teachers Pay Teachers. Save 28% off in our store when you use the promo code LoveTpT. Click on the picture above to start shopping.

Our current products include Vocabulary for Interactive Notebooks, Vocabulary Word Walls, and Vocabulary Flash Cards for the following topics:

- Graphing
- Graphing Motion
- 1D Kinematics
- Newton’s Laws of Motion
- Safety Symbols
- 1st Day String Activity
- 2D Motion
- Metric System Number Line Classroom Décor
- Universal Gravitation
- Energy

Check out our NEW items:

- Momentum
- Thermodynamics
- Electrostatics
- Circuits and Electricity
- Additional units will be added soon.

Want to save even more? You can also purchase a unit bundle of any of these products. Our bundles are already 20% off every day. Purchase these during the this sale and you can save an additional 28%!

]]>Look for the Cyber Sale on November 28th and 29th on Teachers Pay Teachers. Save 28% off in our store when you use the promo code CYBER2016. Click on the picture above to start shopping.

Our current products include Vocabulary for Interactive Notebooks, Vocabulary Word Walls, and Vocabulary Flash Cards for the following topics:

- Graphing
- Graphing Motion
- 1D Kinematics
- Newton’s Laws of Motion
- Safety Symbols
- 1st Day String Activity
- 2D Motion
- Metric System Number Line Classroom Décor

Check out our NEW items:

- Universal Gravitation
- Energy
- Additional units will be added soon.

Want to save even more? You can also purchase a unit bundle of any of these products. Our bundles are already 20% off every day. Purchase these during the Cyber Sale and you can save an additional 28%!

]]>As a teacher, it is extremely difficult to help students when they don’t specify which part of the process they need help with. By teaching students to ask for specific help, we are better able to help them and also enable their learning in the process. For instance, when students gets confused on a certain step in a math problem that we are solving in class, many students will answer ‘I don’t know’ to every question we ever ask and think nothing of it. At that point, we don’t know which part they don’t understand. Is it putting in the calculator, how to set it up, the algebra, or something else. We need our students to think on their own and be accountable for their thinking and ultimately their learning. So what is the solution?

Our students can no longer say, “I don’t know.” It’s fine if they don’t know, but they now have to follow that with one of these phrases to pinpoint where they are struggling

Here are some phrases that we have used that seem to work well with our students.

What to Say Instead of I DON’T KNOW:

- “May I have more information?”
- “I know how to do _________, but I don’t understand ________.
- “Could you please repeat/rephrase the question?”
- “May I have more time to think?”
- “Where can I find more information?”
- “I remember that __, but I am confused as to what they question is asking can you rephrase it?

While we are always willing to help our students, we believe they need to learn to help themselves first. To encourage them to be responsible for their own learning, we expect them to have tried one or more of the following options before they ask us for help.

- Search in your notebook for any references to the topic.
- Work with another student at your table.
- Search the Physics Classroom website for a different explanation.
- Go to Schoology (or your class webpage) and look for any tutorial videos or notes that have been provided already.
- Look in your textbook.
- Google a tutorial video.
- Come to tutorials.

We are not going to lie. At the beginning of the year, this process is a **struggle**! However, as the year progresses, it really is amazing to see our students really start to take ownership of their learning. Over time, they become less dependent on us and isn’t that our ultimate goal to get students to become independent thinkers and learners.

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Mass refers to the amount of matter in an object, and it does not dependent on gravity; your mass on Earth would be the same on the any other planet or anywhere else in the universe.

Weight is a measurement of the “heaviness” of an object, or the strength of gravitational pull on that object. Your weight would change between the Earth and any other planet because the gravity is different in these places. My students are required to memorize the acceleration due to gravity on Earth, 9.8 meters per second squared.

We have several class discussions to help students understand the differences between mass and weight, including units of measurement for each quantity. My students also liked the explanations on the following website.

https://www.mathsisfun.com/measure/weight-mass.html

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We expect that our students be able to use the prefixes from pico- to tera- in our classroom.

Misconceptions our students have:

- Our students think that negative exponents mean its a negative number. Our solution: Zero and One are included in our number line
- Our student don’t understand that it is a scale based on the powers of ten. They don’t grasp that the difference between 10^3 and 10 ^6 is really 1,000. Our solution: Pictures on the number line help students visualize the size difference.
- Our students are not familiar with the metric system even though they have been exposed to it. Our solution: Students start off the year using the number line activity to reinforce the metric system.
- Our students are just use to moving the decimal and they do not understand what that actually means. Our solution: We added the pictures to try to allow the students to visualize the size and scale of the prefixes. We also show the Powers of Ten video to our students.

If you would like to purchase the metric system number line classroom décor, please visit Learning 365 on Teachers Pay Teachers.

]]>We start off the day with our Question of the Day, our hook or bell ringer for that day. We incorporate current news, video clips, and real world problems into this time to get our students “hooked” about the upcoming lesson.

**2. Encourage student participation verbally, written, and electronically**

We have various methods that students can participate. We use whiteboards, calling on students randomly, poll everywhere, or plickers to help encourage student participation.

**3. Integrate real world issues and problem solving in to class discussion**

Giving students real world problems helps them connect the material from your class to their lives. We get ideas from online science websites as well as scientific magazines. Scholastic has different aged magazines depending on the grade level that you teach.

**4. Ask higher level questions to students**

These can be used as a bell ringer or closure/exit tickets for your students.

**5. Partnering/Small work groups on classwork**

When we do this sometimes students get to pick their groups and sometimes we assign their groups. It also helps to assign specific jobs in each group to help the students keep on task.

**6. Allow student’s to given feedback on class activities**

This can be done at the end of a unit, the end of the grading period, or at the end of a semester. We use google forms to collect the data, it makes it easier to read as well as easier to organize since it is electronic document.

]]>It’s back by popular demand. Look for the Best Year Ever Bonus Sale on August 22nd on Teachers Pay Teachers. Save 28% off in our store when you use the promo code ONEDAY. Click on the picture above to start shopping.

Our current products include Vocabulary for Interactive Notebooks, Vocabulary Word Walls, and Vocabulary Flash Cards for the following topics:

- Graphing
- Graphing Motion
- 1D Kinematics
- Newton’s Laws of Motion

Check our our NEW items:

- Safety Symbols
- 1st Day String Activity
- Additional units will be added soon.

Want to save even more? You can also purchase a unit bundle of any of these products. Our bundles are already 20% off every day. Purchase these on August 22nd and you will save an additional 28%!

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- – This hands-on activity reinforces the idea that you must ACTIVELY participate to learn in class. Watching us work problems on the board or letting your friends do all of the work in the group will not lead to success.
– To be successful, you must continue to work hard and try. You may not get it on the first attempt. This is not a problem, if you continue to try to improve.– Students must read and interpret the directions as they are written in order to be successful. Too many times in class, we explain the directions instead of making our student read them. As a result, we get frustrated having to go over the directions fifteen times. Once we quit immediately introducing directions, students had to read them before they could ask questions. This cuts down on many problems about the directions later during the year.– Missing class is difficult, but missing a science class can be really difficult. You need the actual experience of participating in class to really grasp the material. Reading the directions alone does not always guarantee success.– Many times you need the expertise of other students to help you.– Watching someone else do the activity is not the same as doing it yourself. Watching us work problems on the board is easy but will not make you successful. You have to practice to succeed.– Our students really enjoyed this activity. It really breaks up the monotony of the first day of school, and they learned about how to be successful in this class.

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