Framing Our Reading Part 4

	Text Citation or Link	Rationale for Choosing	Text Frame(s)	Strategies Used and Resource
Engagement Example	Physics Talk: Understanding Motion	This article looks at constant and average speed and then discusses the Doppler Effect. This article would be valuable for a vocabulary overview guide because of the difficulty that can results between understanding constant and average speeds.	Concept/ Definition	Concept of Definition Map  (McLaughlin book)

The graphic organizer that I would use would be a Concept of Definition Map. I like this for mathematics and physics mostly because of how few words and sentences are necessary to create a good definition map. In mathematics, I feel that when you make definitions too long and specific, some student may get lost in the translation and this can simplify the learning process for them. I also like that connections that this strategy can make for students as buzz words to relate to new concepts they are learning. In order to create a concept of definition map, students should first select a focus word and then answer the following questions about the focus word: What is it? What can we determine about it? What are some examples? Next, you can ask students to find some things that are similar to the focus word. In addition, if time is available, then you could ask students to read a related text and revisit the concept of definition map afterwards and make summaries about the definition map. After this activity is over, I would ask students to reflect on how the concept of definition map helps us to understand new material either in the textbook or selected readings.

Terms: Constant speed, average speed, and Doppler Effect

Constant speed- For my students, I would hope that they would be able to break down constant speed with a definition map and come up with the idea of speed that does not change or remains constant. Some examples would be cars set on cruise control or a runner who is holding a certain running pace as they run.

Average speed- For my students, I would look for them to think of the definition of speed and how it would be the distance traveled over a certain time frame. An example of this would be a car that travels at 40mph for 1 minute and 20mph for 1 minute with an average speed of 30mph.

Doppler Effect- For my students, I would not expect them to come up with many examples for this besides map speed radar or how sound waves travel from a moving object. I would probably help them through this definition map by giving examples of how pitch changes as objects move closer and then pass by, like a car driving by down the road.

Example of Concept of Definition Map

This Graphic organizer would be effective because while this article is very straightforward and the vocabulary seems simple besides the Doppler Effect, the strategy could be difficult for more complex articles and readings. The mathematical understanding that comes from this physics concept are difficult to comprehend and average and constant speed could be troubling for some students. The mathematics behind this can make it easier for students to relate to the differences between average and constant. Hopefully they can work together through the material to understand this difference and draw some conclusions about how sound travels differently.

References

Eisenkraft, A. (2010). Active physics: A project-based inquiry approach (3rd ed.). Mount Kisco, NY: It's About Time.

McLaughlin, M. (2015). Content area reading: Teaching and learning for college and career readiness (Second ed.). Upper Saddle River, NJ: Pearson.