Waves: Energy in Motion - NHPBS

1 1 waves : Energy in MotionINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)Rationale ..4 Organization and Management ..5 Features ..6 INTRODUCING waves : Energy IN MOTIONT hemes ..11 Overview ..11 Objectives ..11 PREPARATION FOR VIEWINGI ntroduction to the Program ..13 Introduction to Vocabulary ..13 Discussion Ideas ..13 Focus ..13 Jump Right In ..14 AFTER VIEWING THE PROGRAMS uggested Activities ..15 Vocabulary ..18 Checking Comprehension ..19 Wave or of Search ..24 Test ..25 ADDITIONAL AIMS MULTIMEDIA PROGRAMS ..27 ANSWER KEYS ..28 SECTION 1 SECTION 2 SECTION 3 SECTION 4 Copyright 1999 AIMS MultimediaAll Rights Reserved.

2 No part of this work may be reproduced or transmitted without written permission of AIMSM ultimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Modulemay reproduceconsumable ATMpages, identified in Section 4, for student or classroom Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all ofthe instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:AIMS Multimedia1-800-FOR-AIMS1-800-367-2467 Copyright 1999 AIMS Multimedia2 Copyright 1999 AIMS Multimedia3 Congratulations!

3 You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content authors, educators, and consultantshave written and reviewed the AIMST eaching Modules to align with theEducate America Act: Goals ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.

4 Copyright 1999 AIMS Multimedia4 RATIONALEIn today s classrooms, educational ped-agogy is often founded on Benjamin s Six Levels of CognitiveComplexity. The practical applicationof Bloom s Taxonomy is to evaluate stu-dents thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

5 The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students life experiences, real-ities, and expectations. AIMS learnerverification studies prove that our AIMST eaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their educational materials are writtenand designed for today s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.

6 Copyright 1999 AIMS Multimedia5 ORGANIZATION ANDMANAGEMENTTo facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom 3,PREPARATION FOR VIEWING provides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your 4, AFTER VIEWING THE PROGRAM provides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities.

7 Designed to broaden comprehension ofthe topic and to make connections toother curriculum content EACH ATM SECTION 2 Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMST eaching Module features these compo-nents:ThemesThe Major Theme tells how this AIMST eaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning Overview provides a synopsis ofcontent covered in the video purpose is to give you a summary ofthe subject matter and to enhance yourintroductory ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program.

8 After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic. Copyright 1999 AIMS Multimedia Copyright 1999 AIMS Multimedia7 PREPARATION FOR VIEWINGSECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor To The ProgramIntroduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to To VocabularyIntroduction to Vocabulary is areview of language used in the pro-gram.

9 Words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the IdeasDiscussion Ideas are designed to helpyou assess students prior knowledgeabout the topic and to give students apreview of what they will discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable.

10 Model sharing personalexperiences when applicable, andmodel listening to students ideas learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension Right InJump Right In provides abbreviatedinstructions for quick management ofthe VIEWING THE PROGRAMSECTION 4 After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program.