Review of Science 10 & Algebra

Grade/Subject:  11 Physics Unit:  Pre-Kinematics Lesson Duration  65min

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES  LEARNING OBJECTIVES ASSESSMENTS*
 

Students will describe motion in terms of displacement, velocity, acceleration and time.

 students will review and refresh the essential skills learned in previous courses.   
 Intro Assessment (convert, solve, etc)
   Students will build their classroom community  through get to know you activities   
 
LEARNING RESOURCES CONSULTED
Resource #1:     First day assignment – PSII resource 
Resource #2:  
Resource #3:  
MATERIALS AND EQUIPMENT
  •  Keynote slides
  • Printed assignments
  • Candy!
PROCEDURE
Introduction (7min.):
Hook/Attention Grabber:  Welcome students to class and offer them some smarties 
Assessment of Prior Knowledge:  Bell question. & Raise hand to quiet students. Verify that the procedure is being followed
Expectations for Learning and Behaviour:  Today we will have another get-to-know-you activity. In this class when we do these activities you are allowed to pass if you don’t feel comfortable participating, however, you can not stay anonymous. For example, if we are introducing our names and something cool about us, we need to still say out name, but we can say pass to skip on the part we aren’t comfortable with.
Advance Organizer/Agenda:  
Transition to Body:  Let’s get started on the activity
Body (45 min.):
Learning Activity #1:   For every box of smarties you took, say something unique or cool about yourself. It could be as simple as your favorite food, or a little known fact.I’ll go first.
Assessments/Differentiation:  Notice who passes, who is extra confident, and other indicators to improve furutre activities.
Learning Activity #2:   Review of Science 10 & Math 10.- Go over keynote slides.- allow students time to complete the practice example before showing them the answer.

Assessments/Differentiation:   
Learning Activity #3:   Work Period- Keep an eye on the clock. A few min before bell goes, remind students to clean up and get ready for the next class. Ask if they prefer to wait by the door or stay in their desks until I release them.
Assessments/Differentiation:  
Closure ( 8 min.):
Consolidation/Assessment of Learning:   To be handed in on Friday at the beginning of class
Feedback From Students:   
Feedback To Students:   
Transition To Next Lesson:   Please remember to sign up for the class website today.

*Observations, Key Questions, Written Assessments, Performance Assessments

 

Reflections from Lesson

 

Physics 20: Intro to Website & Vectors

Grade/Subject:  Physics 20 Unit:  Kinematics Lesson Duration  64min

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES  LEARNING OBJECTIVES ASSESSMENTS*
   Students will learn the names of their peers  
 
 define, operationally, and compare and contrast scalar and vector quantities    
 
LEARNING RESOURCES CONSULTED
Resource #1:     First days of school – Wong
Resource #2:  FlippedClassroom.ca
Resource #3:  
MATERIALS AND EQUIPMENT
  •  Candy (smarties)
  • Smartboard
PROCEDURE
Introduction (__min.):
Hook/Attention Grabber:  As students walk in, have them take some smarties! “Help yourself, there’s lots!”
Assessment of Prior Knowledge:  Bell question: Handing out 
Expectations for Learning and Behaviour:  Raise your hand to quiet class. If the class doesn’t respond well, tell them we will practice this again. Once it quiets down, “thank you”.
Advance Organizer/Agenda:  Today is a double period. After lunch you will return here for round two. In this period we will have  a get to know you game, talk about the class website, and start talking about vectors.
Transition to Body:  OK! Today’s bell question won’t be handed in. Bell questions are not always for grades, but I’ll call them in from time to time to see how the class is doing. Let’s get started with the activity!
Body (__min.):
Learning Activity #1:   Tribe Activity: (20min)Anyone want some more smarties? <Toss them out>Everyone count up how many packages they have. Hold up your hand if you took 3 or more… That means you need to share 3 things about yourself. If you took 2, then you share 2 things. If you took 1 or none, then you share 1 item.I will go first, then we will go in alphabetical order from Z to A (last names).

PS. Sometime soon we’ll have a name quiz to see how many names you can remember.

Something unique about me: My name is Michael. I had 2 boxes.

  • I love swing dancing, but I have a hard time keeping beat.
  • I love collecting lego dudes.

OK. We will start with Damian and move down the rows.

Assessments/Differentiation:  
Learning Activity #2:   Introduction to the website. (15min)Go over with students how to register.Talk about the point system.Show the calendar. Get students to text in!

 

Assessments/Differentiation:   
Learning Activity #3:    Introduction to vectors and scalars.
Assessments/Differentiation:  
Closure ( __min.):
Consolidation/Assessment of Learning:   
Feedback From Students:   
Feedback To Students:   
Transition To Next Lesson:   Have a great lunch. I’ll see you right after!

*Observations, Key Questions, Written Assessments, Performance Assessments

 

Reflections from Lesson

 

Math 10-4 First Day

Grade/Subject:  PHYSICS 20 Unit:  FIRST DAY – Expectations Lesson Duration  25 min

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES  LEARNING OBJECTIVES ASSESSMENTS*
 n/a  Students will

  • meet their teacher
  • learn expectations
 
 Basic info sheetPractice classroom procedures
     
 
LEARNING RESOURCES CONSULTED
Resource #1:     The First Days of School – Wong
Resource #2:  
Resource #3:  
MATERIALS AND EQUIPMENT
  • Powerpoint with introduction slide
  • First assignment (Basic info)
PROCEDURE
Introduction (3min.):
Hook/Attention Grabber:   Stand at the front door and welcome each student individually. Inform the student that their place to sit is listed on the smart board, and that they can start the sheet as soon as they enter. As soon as the bell rings, begin class
Assessment of Prior Knowledge:  n/a
Expectations for Learning and Behaviour:  <This will be the body of the lesson>
Advance Organizer/Agenda:  Good afternoon class. My name is Michael Kocher and I will be your teacher this semester.
Transition to Body:  While you are filling out these sheets I will take attendance. Please say ‘here’ and raise your hand if you are present. That will help me get to know you.
Body (20 min.):
Learning Activity #1: Introductions So, my name is Michael Kocher. It’s pronounced Coke-er. You can call me Michael. <show slides>Here is a little bit about me.
Assessments/Differentiation:  
Learning Activity #2:  Expectations  I am excited to share this classroom with you this semester. Today we aren’t going to do any classwork, but we are going to practice some procedure and go over some rules and other business. If you have any questions about anything just raise your hand and I’ll get to you.How to enter the classroom.

  • enter quietly, organize belongings (sharpen pencils, etc), start bell question.

Class attention

  • Raise my hand (or give me 5).
  • PRACTICE – Tribe activity – Take 1min to ask questions, then 2 to answer. Watch for my hand

Handing in/out paper

  • Hand in the introduction sheets according to procedure.

End of class:

  • The bell is to remind me to end class. In other words, the bell does not excuse you, I do. Most of

Class grades

  • How will students be graded
Assessments/Differentiation:   Observe how students perform procedures. Repeat until the students understand.
Learning Activity #3: (Sponge)  We have 5 min+  left. Let’s repeat the activity above, but now going the other way.
Assessments/Differentiation:  
Closure ( 3min.):
Consolidation/Assessment of Learning:   n/a
Feedback From Students:   -collected data from basic info sheet-
Feedback To Students:   
Transition To Next Lesson:   Tomorrow we will cover learn about the class website, and start a basic topic.

*Observations, Key Questions, Written Assessments, Performance Assessments

 

Reflections from Lesson

 

Physics 20: First day

Grade/Subject:  PHYSICS 20 Unit:  FIRST DAY – Expectations Lesson Duration  25 min

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES  LEARNING OBJECTIVES ASSESSMENTS*
 n/a  Students will

  • meet their teacher
  • learn expectations
 
 Basic info sheetPractice classroom procedures
     
 
LEARNING RESOURCES CONSULTED
Resource #1:     The First Days of School – Wong
Resource #2:  
Resource #3:  
MATERIALS AND EQUIPMENT
  • Powerpoint with introduction slide
  • First assignment (Basic info)
PROCEDURE
Introduction (3min.):
Hook/Attention Grabber:   Stand at the front door and welcome each student individually. Inform the student that their place to sit is listed on the smart board, and that they can start the sheet as soon as they enter. As soon as the bell rings, begin class
Assessment of Prior Knowledge:  n/a
Expectations for Learning and Behaviour:  <This will be the body of the lesson>
Advance Organizer/Agenda:  Good afternoon class. My name is Michael Kocher and I will be your teacher this semester.
Transition to Body:  While you are filling out these sheets I will take attendance. Please say ‘here’ and raise your hand if you are present. That will help me get to know you.
Body (20 min.):
Learning Activity #1: Introductions So, my name is Michael Kocher. It’s pronounced Coke-er. You can call me Michael. <show slides>Here is a little bit about me.
Assessments/Differentiation:  
Learning Activity #2:  Expectations  I am excited to share this classroom with you this semester. Today we aren’t going to do any classwork, but we are going to practice some procedure and go over some rules and other business. If you have any questions about anything just raise your hand and I’ll get to you.How to enter the classroom.

  • enter quietly, organize belongings (sharpen pencils, etc), start bell question.

Class attention

  • Raise my hand (or give me 5).
  • PRACTICE – Tribe activity – Take 1min to ask questions, then 2 to answer. Watch for my hand

Handing in/out paper

  • Hand in the introduction sheets according to procedure.

End of class:

  • The bell is to remind me to end class. In other words, the bell does not excuse you, I do. Most of

Class grades

  • How will students be graded
Assessments/Differentiation:   Observe how students perform procedures. Repeat until the students understand.
Learning Activity #3: (Sponge)  We have 5 min+  left. Let’s repeat the activity above, but now going the other way.
Assessments/Differentiation:  
Closure ( 3min.):
Consolidation/Assessment of Learning:   n/a
Feedback From Students:   -collected data from basic info sheet-
Feedback To Students:   
Transition To Next Lesson:   Tomorrow we will cover learn about the class website, and start a basic topic.

*Observations, Key Questions, Written Assessments, Performance Assessments

 

Reflections from Lesson

 

Elementary School

Kocher Grade 1

During my Education 2500 Practicum I really came to bond with my grade 1 & 2 students. I was amazed how quickly I could form a relationship with the students and staff. During the weeks of that course I become convinced of my desire to be a teacher, and help students reach their full potential. I was excited to learn that my PSI semester would also be in a grade 1 classroom.

Experiences

  • Addition and Subtraction
  • Smartboard Games
  • Reading stories
  • Building Things Unit
  • Routines

Tutoring

business cardI started tutoring near the end of my first year of Physics during the summer. Because the university funded tutoring we were encouraged to host group tutoring classes. At first it was a challenge to manage 8-17 physics students with different skill levels, but soon enough I found ways to leverage the skills of each student to create a great leaning atmosphere. After graduation I started tutoring for my own company and tutored a few students after my day job. All of my students reported a great to significant improvement and many students used me for their other math or science classes the following semesters.

All students surveyed recommended me either very good or excellent (the highest possible ratting).

“Michael was an excellent physics tutor at BYU-Idaho. He is a responsible, organized individual who related well with peer tutors, students and faculty. Of the thirty-three students who evaluated him, almost all rated him as an “excellent” tutor. It pleases me to be able to recommend Michael Kocher. Based on my experience as his supervisor, I feel he will be a great asset to any organization.” D.J. Teichert

 

Demos and Hooks

Van de Graaff generator

Demos and Hooks

The only thing I like more than a great physics demo is building the demo equipment!  I love seeing the lightbulb moment in a student’s eyes when they can experience for themselves the topic in question. I have built several physics demos including a ‘dancing flame tube’ to demonstrate compression waves, and a ‘Van de Graaff generator’  to show electro static tricks. I love showing the effects of what normally is invisible.

 

Aviation

Michael Kocher Pilot

During my time at university I fell in love with aviation. In order to fund my classes, I wrote and sold how-to ebooks online. Using the revenue from this ebook I was able to overcome the financial challenges prohibiting me from finishing my pilot training. I passed both my knowledge test, and flight test and was awarded  a private pilot certificate for single engine land aircraft.

I am currently a member of Airplane Owners and Pilots Association and keep up to date on many issues currently affecting the aviation industry and lifestyle.

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Photography

Since the start of 2011 I have taken several online classes on videography and photography. As I progressed from handheld camcorders to DSLR cameras, I quickly fell in love with the art and science of great images. As a physicist, I marvel at the power behind even the entry level optical lens and how much creative power lies in capturing light. I would not consider myself to be a National Geographic professional, but I have taken several online classes that have allowed me to become self taught in this field. My summer job working retail allowed me the opportunity to teach customers the basics of this art. I hope to one date teach this as an elective or host a photography club.