Understanding by Design

6-page Template, page 1

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Established Goals:

What understandings are desired?

What essential questions will be considered?

What key knowledge and skills will students acquire as a result of this unit?

6-Page Template, Page 3

What evidence will show that students understand?

* Complete a Performance Task Blueprint for each task (see next page)

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Student Self-Assessment and Reflection:

6-Page Template, Page 4

What understanding and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?

Through what authentic performance task will students demonstrate understanding?

What student products and performances will provide evidence of desired understandings?

By what criteria will student products and performances be evaluated?

6-Page Template, Page 5

6-Page Template, Page 6

Monday / Tuesday / Wednesday / Thursday / Friday
1
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums).
Unit Pre-Test
What is energy?
In Photosynthesis it was a chemical change that occurred in the leaf.
Stored energy-
Potential energy- Energy from the sun stored in the Chloroplasts.
Moving Energy-
Kinetic Energy- The chemical energy in plants gets passed on to animals and people that eat them.
(Edinformatics.com)
Examples of Kinetic and Potential energy- Cooperative groups.
Objects in a bowl
What has potential when- what has kinetic when.
Work on kinetic/potential /energy Vocabulary in Science Dictionary.
6. Review Newton’s Laws
And how we learned them.
Using Constant speed cars
Line up the students with a piece of tape every 5 seconds all the way down the hallway. As the car passes them have them put their piece of tape on the floor marking where the car was every 5 seconds.
Use the vocabulary-
The car went the same distance over the same time interval.
Do the experiment again.
11. Acceleration-
Class definition-
Formula- velocity/time
m/s2
http://www2.franciscan.edu/
academic/MathScience/
MathScienceIntegation/
MathScienceIntegation-836.htm
Walk through problems with students / 2. Isaac Newton -Gravity
P3.4B- Identify forces acting on objects moving at a constant velocity ( cars on a highway…)
Formula Section to Science Dictionary-
Gravitational Force formula
F = G m1 m2 / r2 Gravitational Force= Gravity (6.67x10 -11) x mass of one object(m1)x mass of second object (m2) divided by the distance between the two objects
(r2)
-Definition of gravity-
Group work
-when dropping something is it drawn to the earth or the earth drawn to it? Attraction to each other. The larger object will attract the smaller. Volunteer to be in zero gravity- Dramatic- Have them jump- they broke away from gravity.
Weight- mass under gravitational pull.
Guy who bought gold at the top of the mountain on a scale and then brought it down to sell- less gravitational pull- made a profit.
Weight on other planets- different depending on their size in comparison to earth.
-Reading on Gravity
Summarize
Film clip on gravity- United Streaming- Spaced Out- Zero Gravity, Zero Right- 4 minutes
7.
Change experiment to go up a ramp
Speed-
Group Definition-
Add to dictionary
P2.1A-Calculate the average speed of an object using the change of position and elapsed time.
P2.1C-Create line graphs using measured values of position and elapsed time.
12. Isaac Newton’s Laws
2nd Law
P3.4B- Identify forces acting on
objects moving at a constant
velocity ( cars on a highway…)
P3.4C- Solve problems involving
force, mass and acceleration
in linear motion
Using the wooden cars have students document their mass before they roll down a ramp.
Then add mass to them and record it and then roll them down the ramp-
Calculate and graph the difference. / 3. Isaac Newton’s Laws
3rd Law-
P3.3A- Identify the action and reaction force from examples of forces in everyday situations.
Balloon- letting the air out of it-
Air inside pushing it forward not air coming out the back.
Wooden cars with 3 nails to hold rubber bands in a sling shot way and a string used to pull the band back-attached to the third nail- ping pong balls and golf balls.
E1.1C-conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).
.
8. Velocity
Change in speed over time in a certain direction.
Scalar vs. vector
Scalar- magnitude
Vector- magnitude and direction
http://www.grc.nasa.gov/WWW/K-12/airplane/vectors.html
Balls down the halls- Bowling ball
Basketball, ping pong ball.
People set up with timers at every meter.
Class graph of each ball.
Distance- Y axis?
Time- X axis?
What else affected the results?
13. Friction
Co-op group definition-
Clip from Night at the Museum 2-
Different examples at Co-Op
More Friction-
Less Friction-
Roll Golf Ball down the ramp of-
Nothing-
Carpet-
Sandpaper-
Record differences in time. / 4.
Check-Up
How is kinetic energy different from Potential energy?
Why is there gravity in space?
What did Isaac Newton do?
REVIEW-Re-teach day
Extenda sites
http://www.physics4kids.com/index.html
9. CHECK UP-
How is speed different from velocity?
How is speed calculated?
Re-teach and Re-learn
14. Review / 5. Isaac Newton’s Laws-
1st Law
P3.4A- Predict the change in motion on an object when acted on by several forces.
Pull at table cloth out from a set table.-
Objects at rest remain at rest unless acted on by a force.
Penny in the can-
United Streaming- Spaced Out- Sorry Isaac?
10. Start concept of Acceleration-
Using matchbox cars and ramps have the students mark with tape where the cars were every 5 seconds.
Have students Use the words
The car went a different distance over the same time interval.
Graph it.
15. Post Test