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"Grade 10" Topic: Hooke's law 2 period - Coggle Diagram

- - - - Group 1: 5 students who answered most, including the most difficult, of the pre-assessment questions correctly.
        
        Student will demonstrate their conceptual understanding through physical lab investigation.
        
        Work on Hooke's law investigation paper.
        Students will be provided with lab investigation paper, ruler, different masses and unknown spring
        Link: https://drive.google.com/file/d/11HaRLhLUetGnjHTbh8FC8nxCla6cfz-w/view?usp=sharing
        
        Based on their performance of recording measurement, creating y- intercept graph, and determining slope using calculation, the teacher can assess how their theoretical knowledge is utilized in practical experience.
      - Group 2: 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills.
        
        Read "Force acting on solids" and "Stretching spring"
        Create a graph Extension vs load graph using table 5.2.
        Answer the questions: marked on paper
        Plan: how to investigate the stretching of a string, including, items you need, table record your result.
        (Link:
        goformative.com/join)
        Key: E4ZD4S
        
        Carry out a physical experiment and record their results : using the provided spring, masses, ruler, and retort stand.
        
        Create a table to record your result
        
        Create a force versus extension graph,
        
        Plot your result on the graph
        
        Find a slope of the graph
        
        Point out elastic limit on the graph
        
        Considering the teacher knows that students have some knowledge about the topic/concept but not a very deep understanding of it, students are assigned to go over the learning resources, engage in a hands-on activity and process experimental results.
        The work would be peer assessed and they would be required to give meaningful feedback to each other. For further assessment, the student can work on theory papers.
      - 5 students who appear to have limited knowledge about the topic,
        
        Group 3: 3 are struggling with language and are at different reading levels and
        
        Students will answer the questions on a pre-designed video on edpuzzle. Students can watch the video with subtitles and adjust the speed of the video to suit their comprehension levels.
        (Link: https://edpuzzle.com/media/5b61a290247be040a72714a2)
        
        Students will read questions and fill out crossword.
        (Link: https://drive.google.com/file/d/12Xf3c2MUPDnQVm9v5kg2j4CuP4ZmVzVC/view?usp=sharing)
        
        Since these students have limited knowledge about the topic, and are struggling with language and the different reading levels, students will be assessed through how well they answered to edpuzzle annotation video, their recorded results and did the answers to the calculation questions. Also crossword activity is specifically designed to assess how well they remember key terms.
        
        Group 4: 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
        
        Students will be provided with assistive technology as a tool for supporting hands on activity using manipulative as a form of learning support.
        Students will be provided with a workbook and guided access to an online simulation program.
        
        Student will work on simulation and workbook.
        Link: Simulation: https://phet.colorado.edu/sims/html/masses-and-springs-basics/latest/masses-and-springs-basics_en.html
        Workbook:
        https://drive.google.com/drive/u/0/folders/1RANnzHhl-39qcAZRc0IGcLagfkqLHYw5)
        
        Students would be allowed to express their learning in a format of their choice. They will be given the options of creating an infographic that highlights all they have learned from the topic, recording a video of themselves explaining what they learned, or write an essay that highlights their key take aways from the lesson.
        They will be provided with sentence starters as a form of scaffolding.
  - - - Further Activity
        
        Assessment for tracking students
      - Learning support material
        
        Paper
        
        Book/ Instruction
        
        Workbook
        
        Simulation/ Ipad
        
        Nearpod