Standards-Based Curriculum Unit

Lisa StevensEDU 651 TQI Workshop in Education: Technology Applications for Education

Murray State UniversityJune, 2010

TABLE OF CONTENTS

Synopsis...........................................................................................................................1

Unit Organizer..................................................................................................................2

StandardsStandards Addressed (Science)............................................................................3Supporting Standards (Science, Math, Language Arts, Technology).................4-5Kentucky Occupational Skills Standards and Assessments..................................6

Knowledge and Skills Demonstrators: Unit Goals and Learning Objectives....................7What students will know/be able to do?

Essential Questions..........................................................................................................7

Science Process Skills.....................................................................................................7

Integration........................................................................................................................8

Summative/End of Unit Assessment................................................................................8

Scoring CriteriaNewscast or Radio Commentary...........................................................................9Analyzing Information: Walking Directions or Data Displays/Landmarks............10Interacting Forces................................................................................................11Safety Restraints: Persuasive Essay or Advertisement......................................12Building A Structure: Centripetal Force, Air Resistance, or Rollercoaster...........13Science Experiment: Laws of Motion...................................................................14Class Debate: Race Car Design or Baseball Bat...............................................15Public Awareness Campaign: Safety Restraints in Racecars..............................16

Assessments (Entry-Level, Formative, Summative).......................................................17

Learning Experiences.....................................................................................................18Unit Vocabulary...................................................................................................18Agree/Disagree Statements................................................................................19Curry/Samara Unit Matrix (G/T)......................................................................20-21

Unit Sequencing........................................................................................................22-23

Resources/Tools............................................................................................................24

Technology................................................................................................................25-27

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Synopsis

Mastery of appropriate content is the goal of all instructional planning that must

take into account the diverse academic abilities that commonly exist in the classroom.

From the struggling, lower-performing students to the higher ability, gifted students with

a natural curiosity of learning at more complex levels, it is imperative that the needs of

all students are considered.

This unit has evolved from a primary focus on the general population of students

to an attempt of addressing the academic and affective needs of gifted students in a

fourth grade science unit on Forces and Motion. The needs of gifted students are

considered through an existentialism philosophy that will give them freedom, choice,

and control as they develop their understandings through individualized instruction at

more complex levels (Johnsen & Kendrick, 2005) using the Curry/Samara Model. The

curriculum is differentiated for gifted students through objectives and instructional

strategies that allow gifted students to develop and demonstrate their higher-order

thinking skills as well as the opportunity to actively reflect on their learning throughout

the process.

It is the intent that this unit will continue to advance with additional differentiation

options as students needs are addressed from year to year. The philosophy is that

learning will be more meaningful, relevant, and engaging for all learners.

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NOTE: GP represents “general population” students; G/T represents “gifted/talented” identified students

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Teacher:__Lisa Stevens________________________________________

Subject(s)/Course(s):_Science__________ Grade/Level: __4 th Grade ____

Unit Topic/Focus: __Forces and Motion_____________________________

Integration with other content areas: Math, Language Arts, & Technology____Estimated time for implementation:___3 weeks_________________

Connections to previous: _Data Representations & Landmarks, Systems, Energy

Connections to future learning: Vibration is a type of motion that can be observed, described, measured, and compared. Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration. The relationship between rates of vibration and produced sounds can be described and graphed. (Core Content SC-04-1.2.3)

Unit Organizer:

May the Force Move (or not move)

You

Standards Addressed:

Academic Expectations2.1 Students understand scientific ways of thinking and working and use those methods to

solve real-life problems.2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past

and present events and predict possible future events.2.3 Students identify and analyze systems and the ways their components work together or

affect each other.2.8 Students understand various mathematical procedures and use them appropriately and

accurately.

Program of StudiesSC-4-MF-U-1 Students will understand that an object’s motion can be described as its change in

position over time and can be represented in a variety of ways.

SC-4-MF-U-2 Students will understand that forces (pushes and pulls) cause changes in the direction or speed of something moving; the greater the force on an object, the greater its change in motion.

SC-4-MF-U-5 Students will understand that recording and representing information about the motion of objects in a variety of ways makes that data useful in supporting explanations, even long after it was originally collected.

MA-4-DAP-S-DR3 Students will pose questions and choose an appropriate method to collect, organize and display student-collected data to answer the questions.

MA-4-DAP-S-CD3 Students will determine the median, mode and range of a set of data.

Core Content 4.1SC-04-1.2.1 (DOK 3)

Students will interpret or represent data related to an object’s straight-line motion in order to make inferences and predictions of changes in position and/or time.

SC-04-1.2.2 (DOK 3)Students will infer causes and effects of pushes and pulls (forces) on objects based on representations or interpretations

Targeted StandardsProgram Of Studies: Skills And ConceptsSC-4-MF-S-1 Students will measure and record changes (using appropriate charts, graphs) in the

position and motion of an object to which a force has been applied

SC-4-MF-S-2 Students will make inferences about the size of forces or the change in motion produced by various forces

SC-4-MF-S-4 Students will use tools and resources, such as stopwatches, sonic rangers, microscopes, computer simulations/animations and video clips, to observe motions that are hard to see or quantify and compare the usefulness/limitations of such tools

SC-4-MF-S-5 Students will answer student-generated questions through investigative and non-investigative processes about what affects motion using information from a variety of print and non-print sources

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Supporting Standards:

Science:Program of StudiesSC-4-MF-U-4 Students will understand that things vary greatly in their motion. Some things move

so fast they cannot be seen, while others are so slow that we cannot see that they are moving at all. Technology enables people to observe these fast or slow movements.

National StandardsAs a result of the activities in grades K-4, all students should develop an understanding of:

NS.K-4.1 Science as Inquiry abilities necessary to do scientific inquiry understandings about scientific inquiry

NS.K-4.2 Physical Science position and motion of objects properties of objects and materials

Math:

MA-4-DAP-S-DR1 Students will explore line graphs to show change over time.

MA-4-DAP-S-DR2 Students will display, read and compare data on student-generated graphs.

MA-4-DAP-S-ES1 Students will pose questions and collect, organize, interpret and display data to answer them.

MA-4-DAP-S-CD2 Students will develop the meaning and interpretation of the median, mode and range of a set of data.

National Standards (NCTM)Grades 3–5 Expectations: In grades 3–5 all students should–

design investigations to address a question and consider how data-collection methods affect the nature of the data set;

collect data using observations, surveys, and experiments; represent data using tables and graphs such as line plots, bar graphs, and line graphs; recognize the differences in representing categorical and numerical data.

Language Arts:EL-4-WC-U-1Students will understand that there are many reasons for all primary students to write, including writing-to-learn, writing-to-demonstrate learning, and writing for authentic purposes and audiences.

EL-4-WV-U-4Students will understand that writers need to use correct spelling, punctuation and capitalization.

Supporting Standards (cont.):

Technology:Program of StudiesStudents wil:• understand that technology is used in collaborative and interactive projects to enhance learning.• understand that technology assists in gathering, organizing and evaluating information from a variety of sources to answer essential questions.• understand that technology supports critical thinking skills used in inquiry/problem solving to make informed decisions.• understand that technology is used to produce an innovative product or system.• gather and use accurate information from a variety of electronic sources (e.g. teacher-selectedweb sites, CDROM, encyclopedias and automated card catalog, online virtual library; wordprocessing, database, spreadsheet) in all content areas• use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)• use a variety of tools and formats (oral presentations, journals and multimedia presentations) tosummarize and communicate the results of observations and investigations• develop, publish and present information in print and digital formats

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Kentucky Occupational Skills Standards and assessments (KOSSA)AA MATH AND MEASUREMENTAA 00

2Measure with English and Metric devices

AB VERBAL AND WRITTEN COMMUNICATIONSAB 00

1Read and process information and follow instructions

AB 002

Use correct grammarAB 00

3Use correct spelling

AB 005

Organize and deliver a persuasive oral presentationAB 00

6Demonstrate effective interpersonal communications

AB 007

Write the steps of a work process using sentences as appropriateAC BUSINESS PLANNING AND OPERATIONSAC 00

4Identify the effects of continuous quality improvement

AD TEAMWORKAD 00

1Demonstrate the characteristics of a team player

AD 003

Identify and demonstrate basic leadership skillsAD 00

4Demonstrate knowledge of conflict resolution techniques

EA WORKPLACE RESPONSIBILITIES – MEASURABLEEA 00

1Practice time management

EB WORKFORCE ISSUES – MEASURABLEEB 01

4Follow directions and procedures

EB 016

Demonstrate problem-solving techniquesEB 01

7Identify opportunities for applying problem-solving techniques

EC WORKPLACE RESPONSIBILITIES – OBSERVABLEEC 00

2Demonstrate a willingness to learn

EC 004

Display initiativeEC 00

6Exhibit pride in work

ED WORKFORCE ISSUES – OBSERVABLEED 00

6Demonstrate the ability to complete tasks on time and accurately

ED 007

Accept constructive criticism with a positive attitudeED 01

0Plan and organize work

ED 011

Work with minimal supervisionOA WORKFORCE ISSUES – MEASURABLE

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OA 001

Demonstrate safe, careful use, treatments and maintenance of tools, equipment, and machines

OA 003

Demonstrate an understanding of the accountability of company materials and equipment

OB WORKPLACE SAFETY AND HEALTH – MEASURABLEOB 00

7Assume responsibility for the personal safety of self and others

OB 008

Comply with established safety practicesOB 01

0Maintain a clean and safe work facility

OB 011

Report unsafe practices to appropriate personnelOC COMPUTER USE - MEASURABLEOC 00

1Demonstrate knowledge and understanding of basic Input/Output devices such as keyboards, video monitors, scanners, printers and peripherals

OC 003

Demonstrate the use of industry-accepted software applications (word processing, database, spreadsheet, presentation)

OC 004

Demonstrate the use of the internet as an electronic research tool

Students will know:GP:

how forces affect an object’s motion; the different types of forces; how data displays can be used to

represent and explain an object’s motion over time.

G/T: how the laws of motion are applied in

the real-world; how systems are designed to respond

to forces that effect motion.

Students will be able to:GP:

describe motion based on different reference points;

demonstrate the effects of gravity and mass on the speed of an object;

explain how friction effects the motion of an object;

describe situations when friction is helpful and when it is harmful.

G/T: explain the relationship between

speed, acceleration, and velocity through demonstrations and analysis of data displays;

model the laws of motion and types of forces through demonstrations;

explain how safety restraints and protective gear work in relationship to forces and motion and justify their importance in the real world.

Essential/Guiding Questions:

GP: How can we use our understanding of forces and motion to predict the effects of

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changes in a system? How can we measure and record changes in forces and motion of an object?

G/T: How do our understandings of the different types of forces and the measuring of

forces and motions apply in real-world situations? How can we use our understandings of the different concepts and relationships

between forces and motion to design a system in the real world?

Science Process Skills: Space and time relationships Predictions Inferences Classification

Integration Mathematics – measuring distances, using numbers, angles, measuring time,

creating charts and/or graphs Language Arts – reading directions, writing to learn, verbal communication,

demonstrations, Reading for Meaning prediction activity Technology – interactive websites, individual research, and presentation software to

support instruction and assessment of learning

Summative/End of Unit Assessment:Science Fair/Day of Sharing (GP & G/T):

Students will share their learning, understanding, and discoveries using technology applications. Activities include, but are not limited to, presenting information from investigations, Prezi presentations, PhotoStory presentation, and other forms of media with teacher approval.

GP: Students will complete an 8:1 Assessment (Multiple Choice: Open Response Question Ratio). Multiple choice portion to be created through an on-line test such as via MyStudio, Google, TestMoz, or Quizlet.

G/T: Student(s) will select one of the Abstract Thinking Activities from the Curry/Samara Unit Matrix and present to class. Options include:

Analysis activities: newscast comparing running on ice versus concrete(4) explanation of matching graphs to demonstrate acceleration, speed, velocity (10) timeline comparing sizes of two forces interacting with each other(16) persuasive essay comparing results of impact collisions and safety restraints (22) create a model comparing impact of air resistance on two different roller coaster rides(28)

Creative Thinking:

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create a model of centripetal force (5) radio commentary of ice hockey game and motion applications (11) how-to paper for create experiment modeling one of the laws of motion (17) classified advertisement of newly created safety restraint or protective gear (23) design of new rollercoaster ride (29)

Critical Thinking: debate concerning aerodynamics of race car (6) explanation of best data representation and landmarks from marble roll experiment (12) television commercial applying laws of motion to elevator (18) campaign speech justifying safety restraints used by NASCAR drivers (24) debate concerning approved bats for Major League Baseball players (30)

Scoring Criteria for G/T: see following pages for Rubistar created rubricsNOTE: These rurbrics can be adapted for GP students’ presentions.

Forces and Motion Newscast or Television/Radio Commentary

Teacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Research Researched the

subject and integrated 3 or more "tidbits" from their research into their newscast.

Researched the subject and integrated 2 "tidbits" from their research into their newscast.

Researched the subject and integrated 1 "tidbit" from their research into their newscast.

Either no research was done or it was not clear that it in the newscast.

Accuracy of Facts

All supportive facts are reported accurately (3 of 3).

Almost all facts are reported accurately (2 of 3).

One fact is reported accurately.

No facts are reported accurately OR no facts were reported.

Point of View - Purpose

Newscast establishes a purpose at the beginning and maintains that focus throughout! Cohesive newscast.

Establishes a purpose at the beginning, but occasionally wanders from that focus.

The purpose is somewhat clear but many aspects of the newscast seem only slightly related.

It was difficult to figure out the purpose of the newscast.

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Graphics Graphics include some original material and are clearly related to the material being presented.

Graphics are clearly related to the material being presented, but none are original.

Graphics include some original material but are only somewhat related to the material being presented.

Graphics are not related to the material being presented.

Speaks clearly Speaks clearly and distinctly all of the time and mispronounces no words. Demonstrates distinguished mastery of content.

Speaks clearly and distinctly all of the time but mispronounces 1 or more words. Demonstrates proficient mastery of content (minor errors or lacking minor details).

Speaks clearly and distinctly most of the time and mispronounces no words. Details are lacking or information of content has 3 to 5 errors that confuse understanding.

Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. Content details are unclear with 6 or more errors that distract from mastery of content.

Date Created: Apr 26, 2010 09:38 pm (UTC)

Analyzing Information:

Walking Directions or Data Landmarks

Teacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Identifies important information

Explains all the main points of the activity.

Explains all but one of the main points of the activity.

Explains most of the main points without highlighting any unimportant points.

Cannot explain information with accuracy.

Identifies details Recalls several details for each main point without referring to notes.

Recalls several details for each main point, but needs to refer to notes occasionally.

Able to locate most of the details when looking at notes.

Cannot locate details with accuracy.

Identifies facts Accurately explains at least 5 facts from the activity and gives a clear explanation of why these are important concepts related to the unit.

Accurately locates 4 facts from the activity and gives a reasonable explanation of why they are important concepts related to the unit.

Accurately explains 4 facts from the article but explanation is weak (lacking content from unit).

Cannot accurately explain facts.

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Relates Graphics to Text

Student accurately explains how each graphic/diagram is related to his/her conclusion of the activity, and accurately determines whether each graphic/diagram agrees with the information in the unit.

Accurately explains how each graphic/diagram is related to his/her conclusion with some minor errors or missing minor details from content of unit.

Accurately explains how some of the diagrams are related to his/her conclusion.

Difficulty relating graphics and diagrams to the concepts of the unit.

Summarization Student uses only 1-3 sentences to describe clearly his/her conclusion(s).

Student uses several sentences to accurately describe his/her conclusion(s).

Summarizes most of his/her conclusions accurately, but has some slight misunderstanding.

Has great difficulty summarizing the conclusions.

Date Created: Apr 26, 2010 09:59 pm (UTC)

Timeline : Interacting ForcesTeacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Content/Facts Facts were accurate

for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Graphics All graphics are effective and balanced with text use.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are not effective.

Readability The overall appearance of the timeline is pleasing and easy to read.

The overall appearance of the timeline is somewhat pleasing and easy to read.

The timeline is relatively readable.

The timeline is difficult to read.

Learning of Content

The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can

The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine

The student can describe any event on the timeline if allowed to refer to it and can determine which of two events

The student cannot use the timeline effectively to describe events nor to compare events.

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quickly determine which of two events occurred first.

which of two events occurred first.

occurred first.

Preparation The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had not prepared adequate notes before beginning to design the timeline.

Date Created: Apr 26, 2010 10:02 pm (UTC)

Persuasive Essay : Impact Collisions or

Advertisement: Safety Restraints

Teacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the author's position clear.

There is no position statement.

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given

Most of the evidence and examples are specific, relevant and explanations are given

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of

Evidence and examples are NOT relevant AND/OR are not explained.

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that show how each piece of evidence supports the author's position.

that show how each piece of evidence supports the author's position.

evidence supports the author's position.

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Capitalization & Punctuation

Author makes no errors in grammar, spelling, capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in grammar, spelling, capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in grammar, spelling, capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes several errors in grammar, spelling, capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Date Created: Apr 26, 2010 10:10 pm (UTC) Building A Structure : Centripetal Force, Air Resistance,

or RollercoasterTeacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Scientific Knowledge

Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.

Plan Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is otherwise inadequately labeled.

Information Gathering

Accurate information taken from several sources in a systematic manner.

Accurate information taken from a couple of sources in a systematic manner.

Accurate information taken from a couple of sources but not systematically.

Information taken from only one source and/or information not accurate.

Journal/Log - Content

Journal provides a complete record of planning, construction, testing,

Journal provides a complete record of planning, construction, testing,

Journal provides quite a bit of detail about planning, construction, testing,

Journal provides very little detail about several aspects of the planning,

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modifications, reasons for modifications, and some reflection about the strategies used and the results.

modifications, and reasons for modifications.

modifications, and reasons for modifications.

construction, and testing process.

Journal/Log - Appearance

Several entries made and all are dated and neatly.

Several entries are made and most of the entries are dated and neatly entered.

Several entries are made and most of the entries are dated and legible.

Few entries are made AND/OR many entries are not dated or very difficult to read.

Date Created: Apr 26, 2010 10:18 pm (UTC)

Science Experiment : Laws of MotionTeacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Idea Independently

identified a question which was interesting to the student and which could be investigated.

Identified, with adult help, a question which was interesting to the student and which could be investigated.

Identified, with adult help, a question which could be investigated.

Identified a question that could not be tested/investigated or one that did not merit investigation.

Data Collection Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered.

Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered.

Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered.

Data was collected only once and adult assistance was needed to clearly summarize what was discovered.

Description of Procedure

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.

Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.

Display Each element in the display had a function and clearly served to illustrate some aspect of the

Each element had a function and clearly served to illustrate some aspect of the

Each element had a function and clearly served to illustrate some aspect of the

The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.

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experiment. All items, 6, graphs etc. were neatly and correctly labeled.

experiment. Most items, 6, graphs etc. were neatly and correctly labeled.

experiment. Most items, 6, graphs etc. were correctly labeled.

Conclusion/Summary Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).

Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s).

Student provided a conclusion with some reference to the data and the hypothesis statement(s).

No conclusion was apparent OR important details were overlooked.

Date Created: Apr 26, 2010 10:27 pm (UTC)

Class Debate : Race Car Design or Baseball BatTeacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Information All information

presented in the debate was clear, accurate, and thorough.

Most information presented in the debate was clear, accurate, and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Use of Facts/Statistics

Every major point was well supported with several relevant facts, statistics, and/or examples.

Every major point was adequately supported with relevant facts, statistics, and/or examples.

Every major point was supported with facts, statistics, and/or examples, but the relevance of some was questionable.

Not every point was supported.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Understanding of Topic

The team clearly understood the topic in-depth and presented their information forcefully and convincingly.

The team clearly understood the topic in-depth and presented their information with ease.

The team seemed to understand the main points of the topic and presented those with ease.

The team did not show an adequate understanding of the topic.

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Rebuttal All counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

Date Created: Apr 26, 2010 10:33 pm (UTC)

Public Awareness Campaign : Vehicle Safety Restraints in Racing Stock Cars

Teacher Name: Mrs. Stevens

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Brainstorming - Problems

Students identify more than 4 reasonable, insightful barriers/problems that need to change.

Students identify at least 4 reasonable, insightful barriers/problems that need to change.

Students identify at least 3 reasonable, insightful barriers/problems that need to change.

Students identify fewer than 3 reasonable, insightful barriers/problems that need to change.

Brainstorming - Solutions

Students identify more than 4 reasonable, insightful possible solutions/strategies to encourage change.

Students identify at least 4 reasonable, insightful possible solutions/strategies to encourage change.

Students identify at least 3 reasonable, insightful possible solutions/strategies to encourage change.

Students identify fewer than 3 reasonable, insightful possible solutions/strategies to encourage change.

Research/Statistical Data

Students include 4 or more high-quality examples or pieces of data to support their campaign.

Students include at least 3 high-quality examples or pieces of data to support their campaign.

Students include at least 2 high-quality examples or pieces of data to support their campaign.

Students include fewer than 2 high-quality examples or pieces of data to support their campaign.

Campaign/Product Students create an original, accurate and interesting product that adequately addresses the issue.

Students create an accurate product that adequately addresses the issue.

Students create an accurate product but it does not adequately address the issue.

The product is not accurate.

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Sources - Quality Students include 4 or more high quality sources.

Students include 2-3 high quality sources .

Students include 2-3 sources but some of are questionable quality.

Students include fewer than 2 sources.

Date Created: Apr 26, 2010 10:38 pm (UTC)

Entry-level Assessment

KWL Chart Forces and Motion Assessment Probes selected from: “Uncovering Students Ideas in

Physical Science Volume 1: Forces and Motion” (Keeley, P. & Harrington, R. NSTA Press, 2010)

Reading for Meaning Activity: Sheet in a Jeep (Students arrange pictures in correct order and explain why using prior knowledge about forces and motion)

Multiple Choice, Short Answer assessment (Scott Foresman Science: Kentucky Edition, Chapter 15 Chapter Assessment)

Agree/Disagree/Explain Statements via Survey Monkey

Formative Assessments: GP G/TAnecdotal Records X XJot Downs XClass Discussions X XConferences/Interviews XJournals/Learning Logs X XThink/Pair/Share X XKWL chart X XMemory Box/Give-one-get one (Thoughtful Ed)

X

Vocabulary Notebook (what I think it means, actual meaning, visual representation or comparison)

X

Agree/Disagree/Explain Statements XExit Slips/3-21 (Thoughtful Ed) XWriting Tasks X XRubrics for performance tasks X

(See Scott Foresman Science: Kentucky

Edition Activity Book)

X

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Culminating/Summative Assessments GP G/TEnd of unit tests (MC & OR)http://www.mystudiyo.com/ch/a117126/go

X

Performance event (rubrics) X XSelf-assessment/reflection X

Learning Experiences

GP (also available to G/T based on needs from pre assessment & on a interest basis): Inquiry-based investigations Guided/structured experiments Cooperative learning groups Demonstrations Video learning Internet-based activities

G/T:See Curry/Samara Unit Matrix (pages 20-21)

Independent research (internet) Interactive simulations (internet) Inquiry-based investigations Creating/designing models

GP Vocabulary:

Critical Vocabulary “Nice to Know” Vocabulary force relative motion acceleration reference point mass straight line movement motion curved path friction speed gravity position

G/T Vocabulary:

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Students will reinforce their understanding of the above vocabulary and target: contact forces, air resistance, centripetal force, velocity, acceleration, speed, Newton

All students will review, build knowledge, and apply: energy, work, system, kinetic energy, potential energy

Agree/Disagree Statements (To be created in Survey Monkey)

A force must touch an object to move it.

Gravity is the force that makes two objects pull toward each other.

Movement is determined by your frame of reference.

You always accelerate when you turn the corner on your bicycle.

Velocity is a measure of change in direction.

Kilometers are the units of force scientists use.

Balanced forces cancel each other out.

Less force is needed to change the motion of an object with greater mass.

Friction can change the speed of moving objects.

Gravity is the force that makes two objects pull toward each other.

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Forces and Motion

Basic Thinking Abstract ThinkingKnowledge Comprehension Application Analysis Creative

ThinkingCritical Thinking

Types of Forces contact forces

(pushes and pulls)

friction gravity air resistance

(drag) centripetal

force

1. List properties of five types of forces to demonstrate understanding.

flip book

2. Explain how each force affects an objects motion.

demonstration

3. Categorize each force from least important to most important; justify your decisions.

priority pyramid

4. Compare running on concrete to running on an ice pond.

newscast

5. Design an experiment of centripetal force after viewing video clips at a website

model

6. Conclude the best design for a racecar to win a race as it responds to air resistance (aerodynamics).

debateMeasuring Forces and Motion

spring balance

Newton (n) speed acceleration velocity

7. Recall and demonstrate proficiency of measurement vocabulary.

concept cube

8. Describe how changing the distance of an object that is dropped affects its speed.

experiment

9. Summarize the relationship between length of a pendulum, number of cycles, frequency, and mass.

graph

10. Determine the set of walking directions that correctly match the given line graphs.

small group discussion

11. Hypothesize how speed, acceleration, and velocity can be applied to an ice hockey game.

radio commentary

12. Decide what data representation of either the mean, median, or mode is the best data landmark for displaying data; explain.

marble roll experiment

Laws of Motion Newton’s First

Law Newton’s

Second Law Newton’s

Third Law Law of

Conservation of Motion

13. List the definitions of each law to demonstrate understanding.

comic strip

14. Describe the laws of motion after viewing an online simulation of Newton’s Cradle.

3-way tie

15. Summarize Newton’s Second Law of Motion to the acceleration of balls with a Whacker ™.

demonstration

16. Compare size of force of two objects interacting with each other.

timeline

17. Generate a new experiment that models one of the laws of motion.

poster

18. Interpret how the laws of motion are applied in an elevator with people of different sizes and weights.

television

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presentation commentaryForces and Motion

Basic Thinking Abstract ThinkingKnowledge Comprehension Application Analysis Creative

ThinkingCritical Thinking

Problem-Solving and Issues

Vehicle Safety Restrains

Helmets Body

protectors

19. Restate the purposes of the different safety restraints and protective gear.

think/pair/share

20. Explain the history of laws in different states concerning the use of safety restraints and protective gear.

timeline

21. Categorize the different types of safety restraints and protective gear by their uses.

PowerPoint slide show

22. Compare and contrast the results of an impact collision with seat belts only, with air bags only, and with seat belts and air bags.

persuasive essay

23. Using information from Activity 22, design a new type of safety restraint or protective gear.

Advertisement

24. Justify the use of vehicle safety restraints by NASCAR drivers.

public awareness campaign

Global Theme: Systems

baseball amusement

park rides

25. Identify the components of the listed systems.

concept web

26. Explain how the components of one of the systems work together to interact with forces resulting in motion.

diagram

27. Summarize the different applications of types of forces and the laws of motion for an amusement park ride.

picture graph

28. Compare and contrast ho the design of to different roller coaster rides are impacted by air resistance.

model

29. Design a new rollercoaster ride, considering height of ramps, sizes of loops, speed, mass, gravity, and friction on the track after viewing a simulation from a website.

model

30. Justify whether or not Major League Baseball should designate a particular approved bat for all players.

debate

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Unit Sequencing:Note: Lessons may be more than one day depending on complexity of tasks, mastery attainment, and student needs.

Lesson 1: Introduction to UnitStudents will be able to demonstrate their prior knowledge of forces and motion. (GP & G/T)

Agree/Disagree questions with explanations (GP ) Pre-assessment (G/T) Reading for Meaning activity “Sheep in a Jeep” (GP & G/T)

Note: G/Ts may be supplemented with GP lesson activities as needed based on pre-assessment performance.

Lesson 2: Types of ForcesStudents will be able to explain the different types of forces. (GP & G/T)

Vocabulary: force, friction, gravity (GP) vocabulary notebook Vocabulary: contact forces, friction, gravity, air resistance, centripetal force

(G/T) reference basic thinking activities from Curry/Samara Matrix Inquiry demonstration: “What can change a marble’s speed” (GP & G/T)

reference Scott Foresman Science: Kentucky edition textbook page 436 with rubric and creation of bar graph to model expectations to all students for lesson

Lesson 3: Types of Forces (cont.)Students will be able to model examples of the different types of forces. (GP & G/T)

Gravity Drop investigations (GP) Pulling Objects in Different Directions (GP)

Super Science Investigations How friction affects motions (GP)

textbook pages 450-551 Centripetal force video clips (G/T) Magic School Bus video: Friction (GP, G/T if interested)

Lesson 4: MotionStudents will be able to describe motion. (GP & G/T)

Vocabulary: motion, position, speed, acceleration (GP)Nice to know: straight-line movement, curved path, reference point, relative motion Vocabulary: speed, acceleration, velocity (GT)reference basic thinking activities from Curry/Samara Matrix Textbook pages 438-441 (GP) “Walking Directions” whole-class activity (GP & G/T)

Mickelson ExxonMobil Teachers Academy

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Lesson 5: Measuring Forces and MotionStudents will be able to identify science instruments that are used to measure forces

and motion and describe how they are used. (GP & G/T)Students will be able to use different science instruments to measure forces and

motion. (GP & G/T)Students will be able to collect and graph data. (GP & G/T)Students will be able to analyze graphs. (G/T)

Vocabulary: mass (GP & G/T) Falling dominoes (GP & G/T)

Lesson 6: Forces affecting motionStudents will be able to explain how friction affects motion. (GP)Students will be able to explain how mass affects speed. (GP)Students will be able to describe how changing the distance of an object affects its

speed. (GP & G/T)Students will be able to summarize the relationship between length, cycles,

frequency, and mass of pendulums. (G/T)Students will be able to hypothesize the relationship between acceleration, speed,

and velocity. (G/T)Students will be able to explain the different laws of motion. (G/T)

Investigations/Inquiries (GP & G/T) Magic School Bus: Gravity (GP; G/T if interested) Online simulation Newton’s Cradle (G/T) reference activities from Curry/Samara Matrix

Lesson 7: SystemsStudents will be able to explain how simple machines work. (GP)Students will be able to restate the purposes of different safety restraints and

protective gear. (G/T)Students will be able to apply their understandings from the unit to different systems.

(G/T) Simple Machine Student Centers (GP) Simple machines interactive simulation (GP) Simple machines video clips (GP) Amusement park online simulations (G/T) Research (G/T)

Lesson 8: Summative/End of Unit AssessmentStudents will be able to demonstrate their mastery of unit concepts. (GP & G/T)

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Resources/Tools:ALL STUDENTS: “Walking Directions” (Mickelson ExxonMobil Teachers Academy)

clock/watch, time cards labeled 0 seconds, 2 seconds, 4 seconds…30 seconds) graph paper chart paper science measurement instruments:

spring scale, meter sticks, tape measures, gram weight stackers, timers http://science-class.net/Lessons/Physics/Force_Motion/dominoes.xls

spread sheet for speed of falling dominoesGP (G/T as needed/interested): class KWL chart (to be updated and

reviewed daily) vocabulary notebook (student created with

notebook paper): word, what I think it means, definition/properties, visual representation or comparison

agree/disagree statements (attached) Sheep in a Jeep (Nancy E. Shaw) Simple Machine Instructional Wall chart Simple Machine Student Centers (small

group) “What Happens When an Object is Pulled

in Opposite Directions” /tug of war partner activity (from The Mailbox Super Science Investigations Grades 3-5, 2004, The Education Center: Greensboro, NC)

Heavy rope, washers, masking tape Gravity Drop Investigations

paper, book Scott Foresman Science: Kentucky

textbook Chapter 15, 2009, Pearson Education

What Can Change a Marble’s Speed? Investigation

Marble, ruler with groove, books, timer, masking tape, meter stick, calculator

How Does Friction Affect Motion? Investigation

Patterns for a ramp angle protractor, cardboard, sandpaper, wax paper, tape, toy car, eraser, calculator

Magic School Bus DVD: Friction Magic School Bus DVD: Gravity

G/T ‘Gravity on a Roll!” (Mickelson

ExxonMobil Teachers Academy)marbles, masking tape, three sections of track, five-foot narrow board, metric measuring tape, meter stick, washers, paperclips, string

Newton’s Second Law (Mickelson ExxonMobil Teachers Academy)ping pong balls, golf balls, foam balls, rubber balls, 2 Whackers ™

Pendulums (Mickelson ExxonMobil Teachers Academy)stopwatch, string, masking tape, washers, meter stick

Vocabulary Web (William and Mary Teaching Models)as needed for vocabulary mastery and Knowledge activity 25 on Curry/Samara Matrix

Hamburger Model for Persuasive Writing (William and Mary Teaching Models)for use in Analysis activity 22 on Curry/Samara Matrix

Reasoning Web (William and Mary Teaching Models)for planning debates, public awareness campaign, and other activities as needed and applicable on Curry/Samara Matrix

TECHNOLOGY

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ALL STUDENTS:

Students will complete a preassessment through “Survey Monkey” based on the agree/disagree statements (see page 18). The survey will include a box for students to include questions or things that they might want to learn more about related to the unit.

TrackStar #409697This TrackStar includes three interactive website. Students will complete to help practice, reinforce skills, and supplement instruction.

Interactive Whiteboard File: http://tinyurl.com/29kbcuxStudents will participate whole-class on this interactive file that calculates the speed of three racecars. The distances and times of each car will be recorded so that students can practice graphing the speeds of the racecar. Concepts that will be modeled and targeted include making predictions, gathering data (using a t-chart), creating a line graph (with emphasis on why the line graph is used, creating a title and axis labels, establishing correct line increments), using a calculator to calculate the speed, and making conclusions. Students will input journal entries in their writing journals during this activity.

PowerPoints (Passive): 6 Types of Simple Machines: http://tinyurl.com/24ndjnxStudents will view this PowerPoint as part of an overview of Simple Machines. (Retrieved from http://science.pppst.com/simplemachines.html)

Simple Machines: http://tinyurl.com/2847z49Students will view this PowerPoint to retrieve information regarding gravity and inclined planes. It includes formulas that are applicable to G/T activities.(Retrieved from http://science.pppst.com/simplemachines.html)

PowerPoint(Interactive): Hollywood Squares Physical Sciencehttp://tinyurl.com/2e973gyThis activity will be used as part of a review for the unit test as well for spiral and end of the year reviews. It does include some questions concerning thermal energy and frequency, so they can become bonus questions if the topic has not been covered by the end of this unit.(Retrieved from http://teach.fcps.net/trt14/Power%20Point%20Games/power_point_games.htm)

Prezi/PhotoStory:Students will create presentations using either Prezi or for their science fair presentations.

Photostory:

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A teacher-created Photostory will be used to introduce the unit and to review at the end of the unit. It will be incorporated into a Quick Write Journal entry in which students will record their thoughts from the story in their writing journals. This will target their interpersonal skills.

KET Encyclomedia: Video clips about Newton’s Laws of Motionhttp://tinyurl.com/2aw4rx9These video clips will be used as resource tools for prior knowledge for investigations and for independent research for G/T students. Students will also be able to use any of the clips during their science fair presentations.

GP:

www.edheads.org (Simple Machines) (interactive)www.brainpop.com (Simple Machines) (passive with interactive quiz after)

http://lgfl.skoool.co.uk/keystage3.aspx?id=93Learning and Teaching Technology – links to general information, quizzes

http://teams.lacoe.edu/documentation/classrooms/judi/forces/activities/walk/walk.htmlInteractive test simulation for understanding of friction

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlInteractive learning

G/T:http://www.funderstanding.com/coasterhttp://www.learner.org/interactives/parkphysics/Amusement park simulations/design own rollercoaster: learn about the physics of amusement park rides and design your own rollercoaster.

http://www.school-for-champions.com/science/newtons_cradle.htmRead and practice simulation of Newton’s Cradle

http://rubble.ultralab.net/simulations/newton_home.htmVideo clips and simulations of Newton’s laws and centripetal force

http://www.exploratorium.edu/hockey/The science of ice hockey

http://www.exploratorium.edu/cycling/Principles of cycling; connections to simple machines (wheels, axles, gears) and aerodynamics

http://www.stevespanglerscience.com/product/centripetal-force-boardVideo clips to model; students can then create a model for centripetal force

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http://www.grc.nasa.gov/WWW/K-12/airplane/newton.htmlGood for gathering aerodynamics information.

SPECIAL NEEDS STUDENTS:Read/Write/Gold will be used to help students with reading disabilities. Text will be embedded for reading purposes, and to help reduce the amount of words to record instruction content information from the unit.

Students whose IEPs assigning a reader will listen to the test on a recorder.

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