Graphing Motion: A Day In the Life of . . . (AIG IRP)

Stage 3: Evaluate

DAY TWO:
Provide each student graph and narrative with unique matching identifiers before collection. After collection, redistribute the narratives in such a manner as to prevent a student from receiving back his/her own work and place the graphs in an easily viewed area.  Depending on the number of students participating (cluster/whole class/etc.), groups of four may be swapped to narrow the number of graph choices viewed at once or students may gallery-walk the potential graphs.

Depending on teacher preference, students should provide written or verbal reasoning for their graph choices to allow for teacher assessment of student understanding. Students should also assess their peers using the same rubric as was used earlier for self-assessment.  Peer assessments may be used by the teacher to determine student understanding (of both the assessor and creator) or may be a used in peer-to-peer discussions for continuous improvement. 

Teacher Notes: A modification to shorten the length of time for this lesson to one class (60 minutes) would be to provide existing graphs for students to use for their narratives.