UNIT PLAN
UNIT AUTHOR: Ryan Cardenas
UNIT TOPIC: Energy Conservation in Classical Mechanics
1. UNIT CONTEXT Subject/Content Area: Science/Physics
Course: Physics P
Grade Level: 11-12
Length of Unit: 2 weeks / 14 days / 14 class sessions, each session 90 minutes long; Planned for week 10 of instruction.
2. FACTS ABOUT THE LEARNERS
Individual Student Information and Differentiation Strategies
#1 Student - Student with Special Education Need
a. Name: Albert
b. Eligibility: 320 - Autism; 240 - Speech or Language Impairment
c. Identity: 12th grade; American; English; Middle-class; parents unknown; listens to music through headphones frequently
d. Goals: Learn about physics and get through his last year of high school; Attend college
e. Readiness: Basic algebra proficiency; Advanced ELA, Life Science, and Earth Science proficiency
f. Interest: Listens to music a lot
g. Learning Profile: Self-isolates sometimes; High functioning autism; Sarcastic sense of humor but not degrading; Sharp intellect, introverted social skills
h. Differentiation:
· Content (curriculum materials): Video clips of roller coaster physics will be more engaging to Albert than a worksheet or handout.
· Process (student activities): Working in groups to design the roller coaster, Albert will be allowed to choose his role based on his skills and interests.
· Product (assessment): Product will be a physical roller coaster, which will engage Albert's spacial and visual intelligences.
· Affect (proactive management strategies - student activities, feedback strategies…): Albert will work with other students, gaining social skills and practicing effective communication. He will receive individualized help with questions on the work problems.
· Learning Environment (classroom space, seating, grouping …): Students are seated in group of four at their tables, which facilitates group interaction and social involvement. Albert will be seated with students he can help and who can help him.
i. Assessment: Albert will be provided verbal feedback on his problem-solving strategies as he completes the problem sets in class. This allows me to tailor my communication strategies to his needs, rather than relying on lectures or all-class discussions to try to address his questions.
#2 Student - English Language Learner
a. Name: Ben
b. ELL Level: Redesignated
c. Identity: 11th grade; Filipino; Tagalog (Home) and English; Middle-class; Born in Philippines; Quiet and keeps to himself
d. Goals: To get a good grade and get a car
e. Readiness: Below proficient geometry skills; Advanced proficiency in biology
f. Interest: Video games, karate, metal shop
g. Learning Profile: Seems to enjoy kinesthetic and hands-on/tactile learning based on the fact that he is enjoying blacksmithing in metal shop; Listens to music on his headphones frequently
h. Differentiation:
· Content (curriculum materials): Ben is a hands-on learner, so he will likely connect with the concept of energy being applied to a bow and arrow or slingshot.
· Process (student activities): Building the roller coaster and working on a team, sharing ideas with group member will help him engage in the lesson (because of the hands-on interaction) and also support his English skills.
· Product (assessment): Students will produce a tangible representation of a modern roller coaster, which will help Ben to take ownership of what he helps his group create.
· Affect (proactive management strategies - student activities, feedback strategies…): I will give oral feedback to Ben as he works in his group to ensure that he has a voice and is participating. I will make sure to praise him for the work he produces and then ask him questions about the physics behind what he helps build.
· Learning Environment (classroom space, seating, grouping …): Ben will work with a group that includes at least one student who understands the material well and one other student who can learn from Ben's help.
i. Assessment: The assessment on participation in group activities will help Ben to engage more with his classmates so that he can learn the necessary academic English by practicing it with his peers.
#3 Student – Low Level Student
a. Name: Chris
b. Need: To complete work and assignments; to spend class time wisely; Has ADHD and needs help staying focused in class
c. Identity: 12th grade; American; English; Middle-class; involved father who is concerned about Jason’s success in school; good attitude and friendly demeanor; doesn’t spend class time wisely
d. Goals: Get into college, possibly a CSU or Arizona State; Earn TIG welding certification; Work part-time in college as a welder; Study law or business
e. Readiness: Has difficulty with algebra; Proficient reader and speaker, currently reading Game of Thrones in preparation for ACT
f. Interest: Interested in skating, welding, video games, robotics, wood shop, auto shop, sculpture, cooking, travelling with friends
g. Learning Profile: Friends with one other student in the class (who is also struggling to pass the class due to distractedness); Hands-on/Tactile learner; Good at arguing logically and thinking critically
h. Differentiation:
· Content (curriculum materials): The chocolate chip cookie will help incentivise Chris to complete the warm-up calculations on the second day. The information about energy conversion will likely connect to his experience using energy as an arc and TIG welder.
· Process (student activities): Assigning Chris a role to play in his group will give him a clear cut task and help him to stay focused.
· Product (assessment): He will get to choose what product he creates based on his choice of group role, which will help keep him engaged.
· Affect (proactive management strategies - student activities, feedback strategies…): I will check frequently on Chris to make sure that he is staying on task and to provide helpful verbal feedback about his performance during the lessons.
· Learning Environment (classroom space, seating, grouping …): Chris will need to be in a different group than his friend Xavier, who is also a senior in need of support to pass the class. Together, the two boys are not productive with their classtime. Apart, they have a chance of learning and completing their work.
i. Assessment: For Chris, the group formative assessment will look like me making sure he is writing down everything he needs to write down. For example, if he is the group accountant, I will make sure that he is keeping an updated budget and balance every time I check on his group.
#4 Student – Average Level Student
a. Name: Donna
b. Need: Help preparing for tests and exams; Development of problem-solving skills in physics
c. Identity: 11th grade; Hispanic; Spanish (Home) and English; Middle-class; quiet and reserved, except with friends
d. Goals: Get good grades and learn things about physics that she didn’t already know; Figure out what she wants to do in her future/next year/in college
e. Readiness: Below basic proficiency in geometry; Basic proficiency in biology
f. Interest: Softball and cooking/baking; Psychology
g. Learning Profile: Hangs out with the student she sits next to right now; Quiet, does not participate in class discussion; Unlikely to seek help from the teacher due to shyness
h. Differentiation:
· Content (curriculum materials): The concept of energy conservation will help Donna to recognize that there are different ways of solving problems. This will help her succeed on her tests and exams.
· Process (student activities): Solving problems in class under the guidance and help of the teacher will benefit Donna as she improves her problem-solving skills in physics.
· Product (assessment): Completed homework assignments will serve as a study guide for Donna as she perpares for the unit exam.
· Affect (proactive management strategies - student activities, feedback strategies…): Donna will get to work with her tablemates to solve physics problems. Her classmates will provide any support that I cannot provide and may even explain things better for her than I can!
· Learning Environment (classroom space, seating, grouping …): Working in table groups will be beneficial to Donna because it will give her a chance to learn problem-solving strategies in a less formal environment. It will also allow her to ask questions freely, which she will not feel as comfortable doing in front of the whole class.
i. Assessment: As I walk around the class, I will make sure to check in on Donna and ask her questions to solidify her understanding of the material and the problem-solving processes. This will help me to keep better track of her development (along with other middle-performing students in my class).
#5 Student – High Level Student
a. Name: Elena
b. Need: Challenging material; Work at her own pace (often faster than the rest of the class)
c. Identity: 11th grade; American; English; Middle-class; usually completes work quickly and asks for more work
d. Goals: To get good grades, learn how things work, and learn as much as possible
e. Readiness: Advanced ELA and proficient in algebra/geometry
f. Interest: Rejuvenation club; beach; shopping; badminton; psychology
g. Learning Profile: Good work habits; turns assignments in on time; often asks for more work in class because she finishes her work quickly; on task during class time; participates in class discussions occasionally
h. Differentiation:
· Content (curriculum materials): The application of energy conservation to real-life scenarios will challenge Elena and engage her interest.
· Process (student activities): The problem-solving process will provide Elena a reasonable challenge. I will include extra-credit challenge problems with each problem set so that Elena will be able to learn beyond what is required in the class.
· Product (assessment): Elena will have the chance to produce a detailed and convincing lab report, appropriate for her needed level of challenge.
· Affect (proactive management strategies - student activities, feedback strategies…): I will employ Elena's problem-solving expertise in helping other students with their problem sets. This will boost her self-confidence and likely help her feel a greater sense of ownership and community in the classroom.
· Learning Environment (classroom space, seating, grouping …): Elena will have to work with students who do not understand the material as well as she does, which will require her to further develop her understanding by explaining the concepts to her classmates.
i. Assessment: The final quiz at the end of the unit will give Elena a chance to demonstrate her advanced problem-solving skills and display the applicable knowledge she has gained in this unit.
3. Unit Rationale: Enduring Understandings & Essential Questions
An understanding of energy conservation is important for multiple reasons: it allows one to solve various classical mechanics problems that would not otherwise be solvable; it is a universal law with many applications in physics; it supports an understanding of the energy issues of the 21st century.
Enduring Understandings (EU)
Essential Questions
4. STANDARDS
Next Generation Science Standards
HS-PS3-1: Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other components and energy flows in and out of the system are known.
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
ELD Standards
ELDS 11-12 Section 1.A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
BRIDGING: Exchanging information/ideas
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information.
5. UNIT OBJECTIVES
6. ASSESSMENT PLAN
Name of Assessment: HS-PS3-1 (Objectives 1 & 2)
Formality: informal
Purpose: formative
Implementation Method: Students are assessed on their performance in solving physics problems involving work and energy.
Communication of Expectations: Problem-solving process will be modeled by teacher in front of the class and expectations will be communicated verbally.
Feedback Strategies: Verbal feedback offered through suggestions and guidance on how to solve problems.
Name of Assessment: HS-PS3-2 (Objective 3)
Formality: informal
Purpose: formative
Implementation Method: Students are assessed on their performance in solving physics problems involving work, energy, forces, and kinematics.
Communication of Expectations: Problem-solving process will be modeled by teacher in front of the class and expectations will be communicated verbally.
Feedback Strategies: Verbal feedback offered through suggestions and guidance on how to solve problems.
Name of Assessment: ELDS 1.A.1 (Objective 3)
Formality: informal
Purpose: formative
Implementation Method: Students are assessed on their communication and participation in group activity.
Communication of Expectations: Expectations will be communicated through written lab instructions, verbal instructions, and a rubric.
Feedback Strategies: Verbal feedback offered through suggestions on topics to discuss as a group.
Name of Assessment: HS-PS3-1 (Objective 3)
Formality: formal
Purpose: summative
Implementation Method: Students are assessed on their design of a roller coaster and explanation of how energy is manifested at various points in the ride. A rubric will be used to score student work based on the following criteria: performance; explanation of physical concepts; team budget; and design.
Communication of Expectations: Expectations will be communicated through written lab instructions, verbal instructions, and a rubric.
Feedback Strategies: Verbal feedback will be offered throughout the design and construction phases by peers and the teacher. Students will receive written feedback on the rubric that will be returned to them at the end of the lesson.
Name of Assessment: HS-PS3-2 (Objectives 1 & 2)
Formality: formal
Purpose: summative
Implementation Method: Students are assessed using a quiz that involves multiple choice questions and free-response questions.
Communication of Expectations: Study guide will be provided to the students beforehand listing concepts that will be covered on the quiz.
Feedback Strategies: Feedback will be given in the form of a quiz score; quizzes will be returned and answers to quiz questions will be discussed in class.
7. STEPS OF INSTRUCTION
CALENDAR: Can be found on attached PDF, or on GoogleDocs Spreadsheet at the following link…
https://docs.google.com/spreadsheets/d/16uCYqnszlZrL7nEzbfrfI1z9h5GBS4cL66UKx4hRG9s/edit?usp=sharing
ANTICIPATORY SET
CLOSURE
Closure: Students will create and test a roller coaster using the concepts of kinetic and potential energy, as well as work. Students will take a quiz that involves all of the concepts learned in this unit.
Transfer: Students will recognize energy conservation in everyday experiences, such as driving a car, riding a bike, walking uphill, lifting groceries, placing objects in locations of unstable equilibrium, and (of course) riding a roller coaster.
Transition: The calculations practiced in this unit will lead naturally into the next unit, which will involve momentum and collisions, because momentum problems require an understanding of elasticity, which is the conservation of energy.
LESSON PLAN
https://docs.google.com/document/d/1XFWda3z0ItzeP-52_ME7TYnVKjOueQNsmhEzOP2oFo0/edit?usp=sharing
8. MATERIALS/RESOURCES
9. REFLECTION
This unit involves listening, speaking, group work, individual work, problem-solving with math, problem-solving with engineering, applying physics concepts to real life, hands-on learning, analytical thinking, making predictions using scientific reasoning, and guided inquiry. All of these facets of the unit are beneficial to students who require differentiated instruction, because these facets address multiple intelligences and engage students in a variety of tasks. One limitation is that the unit lasts for one week -- by most standards, that is a very short amount of time to cover such a vital component of the physics curriculum. However, the unit presents energy conservation in a manner which requires only a few days to comprehend the theory and then solidifies student understanding by having them apply what they learned toward the construction of a miniature working model of a roller coaster.
In creating this unit, I learned that starting with the needs of individual students is very difficult, because there are so many different needs represented among the individuals of any given class. As such, I have found that the best way to create a lesson which is conducive to the learning of special needs, EL, struggling, and high-performing students is to invoke a large variety of modalities and provide opportunities for students to improve their areas of weakness while excelling in their areas of strength. Having students perform a variety of tasks, ranging from theory and calculations to design and construction allows ALL of the students to learn better. In so doing, differentiation is made much more effective because the lesson already addresses some of the learning needs of every student.
UNIT AUTHOR: Ryan Cardenas
UNIT TOPIC: Energy Conservation in Classical Mechanics
1. UNIT CONTEXT Subject/Content Area: Science/Physics
Course: Physics P
Grade Level: 11-12
Length of Unit: 2 weeks / 14 days / 14 class sessions, each session 90 minutes long; Planned for week 10 of instruction.
2. FACTS ABOUT THE LEARNERS
Individual Student Information and Differentiation Strategies
#1 Student - Student with Special Education Need
a. Name: Albert
b. Eligibility: 320 - Autism; 240 - Speech or Language Impairment
c. Identity: 12th grade; American; English; Middle-class; parents unknown; listens to music through headphones frequently
d. Goals: Learn about physics and get through his last year of high school; Attend college
e. Readiness: Basic algebra proficiency; Advanced ELA, Life Science, and Earth Science proficiency
f. Interest: Listens to music a lot
g. Learning Profile: Self-isolates sometimes; High functioning autism; Sarcastic sense of humor but not degrading; Sharp intellect, introverted social skills
h. Differentiation:
· Content (curriculum materials): Video clips of roller coaster physics will be more engaging to Albert than a worksheet or handout.
· Process (student activities): Working in groups to design the roller coaster, Albert will be allowed to choose his role based on his skills and interests.
· Product (assessment): Product will be a physical roller coaster, which will engage Albert's spacial and visual intelligences.
· Affect (proactive management strategies - student activities, feedback strategies…): Albert will work with other students, gaining social skills and practicing effective communication. He will receive individualized help with questions on the work problems.
· Learning Environment (classroom space, seating, grouping …): Students are seated in group of four at their tables, which facilitates group interaction and social involvement. Albert will be seated with students he can help and who can help him.
i. Assessment: Albert will be provided verbal feedback on his problem-solving strategies as he completes the problem sets in class. This allows me to tailor my communication strategies to his needs, rather than relying on lectures or all-class discussions to try to address his questions.
#2 Student - English Language Learner
a. Name: Ben
b. ELL Level: Redesignated
c. Identity: 11th grade; Filipino; Tagalog (Home) and English; Middle-class; Born in Philippines; Quiet and keeps to himself
d. Goals: To get a good grade and get a car
e. Readiness: Below proficient geometry skills; Advanced proficiency in biology
f. Interest: Video games, karate, metal shop
g. Learning Profile: Seems to enjoy kinesthetic and hands-on/tactile learning based on the fact that he is enjoying blacksmithing in metal shop; Listens to music on his headphones frequently
h. Differentiation:
· Content (curriculum materials): Ben is a hands-on learner, so he will likely connect with the concept of energy being applied to a bow and arrow or slingshot.
· Process (student activities): Building the roller coaster and working on a team, sharing ideas with group member will help him engage in the lesson (because of the hands-on interaction) and also support his English skills.
· Product (assessment): Students will produce a tangible representation of a modern roller coaster, which will help Ben to take ownership of what he helps his group create.
· Affect (proactive management strategies - student activities, feedback strategies…): I will give oral feedback to Ben as he works in his group to ensure that he has a voice and is participating. I will make sure to praise him for the work he produces and then ask him questions about the physics behind what he helps build.
· Learning Environment (classroom space, seating, grouping …): Ben will work with a group that includes at least one student who understands the material well and one other student who can learn from Ben's help.
i. Assessment: The assessment on participation in group activities will help Ben to engage more with his classmates so that he can learn the necessary academic English by practicing it with his peers.
#3 Student – Low Level Student
a. Name: Chris
b. Need: To complete work and assignments; to spend class time wisely; Has ADHD and needs help staying focused in class
c. Identity: 12th grade; American; English; Middle-class; involved father who is concerned about Jason’s success in school; good attitude and friendly demeanor; doesn’t spend class time wisely
d. Goals: Get into college, possibly a CSU or Arizona State; Earn TIG welding certification; Work part-time in college as a welder; Study law or business
e. Readiness: Has difficulty with algebra; Proficient reader and speaker, currently reading Game of Thrones in preparation for ACT
f. Interest: Interested in skating, welding, video games, robotics, wood shop, auto shop, sculpture, cooking, travelling with friends
g. Learning Profile: Friends with one other student in the class (who is also struggling to pass the class due to distractedness); Hands-on/Tactile learner; Good at arguing logically and thinking critically
h. Differentiation:
· Content (curriculum materials): The chocolate chip cookie will help incentivise Chris to complete the warm-up calculations on the second day. The information about energy conversion will likely connect to his experience using energy as an arc and TIG welder.
· Process (student activities): Assigning Chris a role to play in his group will give him a clear cut task and help him to stay focused.
· Product (assessment): He will get to choose what product he creates based on his choice of group role, which will help keep him engaged.
· Affect (proactive management strategies - student activities, feedback strategies…): I will check frequently on Chris to make sure that he is staying on task and to provide helpful verbal feedback about his performance during the lessons.
· Learning Environment (classroom space, seating, grouping …): Chris will need to be in a different group than his friend Xavier, who is also a senior in need of support to pass the class. Together, the two boys are not productive with their classtime. Apart, they have a chance of learning and completing their work.
i. Assessment: For Chris, the group formative assessment will look like me making sure he is writing down everything he needs to write down. For example, if he is the group accountant, I will make sure that he is keeping an updated budget and balance every time I check on his group.
#4 Student – Average Level Student
a. Name: Donna
b. Need: Help preparing for tests and exams; Development of problem-solving skills in physics
c. Identity: 11th grade; Hispanic; Spanish (Home) and English; Middle-class; quiet and reserved, except with friends
d. Goals: Get good grades and learn things about physics that she didn’t already know; Figure out what she wants to do in her future/next year/in college
e. Readiness: Below basic proficiency in geometry; Basic proficiency in biology
f. Interest: Softball and cooking/baking; Psychology
g. Learning Profile: Hangs out with the student she sits next to right now; Quiet, does not participate in class discussion; Unlikely to seek help from the teacher due to shyness
h. Differentiation:
· Content (curriculum materials): The concept of energy conservation will help Donna to recognize that there are different ways of solving problems. This will help her succeed on her tests and exams.
· Process (student activities): Solving problems in class under the guidance and help of the teacher will benefit Donna as she improves her problem-solving skills in physics.
· Product (assessment): Completed homework assignments will serve as a study guide for Donna as she perpares for the unit exam.
· Affect (proactive management strategies - student activities, feedback strategies…): Donna will get to work with her tablemates to solve physics problems. Her classmates will provide any support that I cannot provide and may even explain things better for her than I can!
· Learning Environment (classroom space, seating, grouping …): Working in table groups will be beneficial to Donna because it will give her a chance to learn problem-solving strategies in a less formal environment. It will also allow her to ask questions freely, which she will not feel as comfortable doing in front of the whole class.
i. Assessment: As I walk around the class, I will make sure to check in on Donna and ask her questions to solidify her understanding of the material and the problem-solving processes. This will help me to keep better track of her development (along with other middle-performing students in my class).
#5 Student – High Level Student
a. Name: Elena
b. Need: Challenging material; Work at her own pace (often faster than the rest of the class)
c. Identity: 11th grade; American; English; Middle-class; usually completes work quickly and asks for more work
d. Goals: To get good grades, learn how things work, and learn as much as possible
e. Readiness: Advanced ELA and proficient in algebra/geometry
f. Interest: Rejuvenation club; beach; shopping; badminton; psychology
g. Learning Profile: Good work habits; turns assignments in on time; often asks for more work in class because she finishes her work quickly; on task during class time; participates in class discussions occasionally
h. Differentiation:
· Content (curriculum materials): The application of energy conservation to real-life scenarios will challenge Elena and engage her interest.
· Process (student activities): The problem-solving process will provide Elena a reasonable challenge. I will include extra-credit challenge problems with each problem set so that Elena will be able to learn beyond what is required in the class.
· Product (assessment): Elena will have the chance to produce a detailed and convincing lab report, appropriate for her needed level of challenge.
· Affect (proactive management strategies - student activities, feedback strategies…): I will employ Elena's problem-solving expertise in helping other students with their problem sets. This will boost her self-confidence and likely help her feel a greater sense of ownership and community in the classroom.
· Learning Environment (classroom space, seating, grouping …): Elena will have to work with students who do not understand the material as well as she does, which will require her to further develop her understanding by explaining the concepts to her classmates.
i. Assessment: The final quiz at the end of the unit will give Elena a chance to demonstrate her advanced problem-solving skills and display the applicable knowledge she has gained in this unit.
3. Unit Rationale: Enduring Understandings & Essential Questions
An understanding of energy conservation is important for multiple reasons: it allows one to solve various classical mechanics problems that would not otherwise be solvable; it is a universal law with many applications in physics; it supports an understanding of the energy issues of the 21st century.
Enduring Understandings (EU)
- Students will understand that energy is always conserved in an isolated system -- meaning it cannot be created or destroyed -- but it may present itself in different forms.
- Students will understand that energy can be present in the form of motion (kinetic energy), position in a field (potential energy), or heat.
- Students will understand that the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy.
Essential Questions
- What is energy?
- How does energy change from one form into another?
- Where does energy come from?
4. STANDARDS
Next Generation Science Standards
HS-PS3-1: Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other components and energy flows in and out of the system are known.
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
ELD Standards
ELDS 11-12 Section 1.A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
BRIDGING: Exchanging information/ideas
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information.
5. UNIT OBJECTIVES
- After watching the teacher demonstrate how to calculate work, kinetic energy, and potential energy, students will correctly solve problems where two variables are given and students have to solve for the third variable. (Cognitive, HS-PS3-1)
- After watching the teacher draw a concept map of the connections between the equations for energy, dynamics, and kinematics, students will correctly solve multi-step problems involving energy, momentum, forces, and kinematics. (Cognitive, HS-PS3-2)
- After learning how to calculate work, kinetic energy, and potential energy, students will work in groups to design and build a miniature roller coaster using the concepts of work, potential, and kinetic energy. (Cognitive, HS-PS3-1; Affective, ELDS 1.A.1)
6. ASSESSMENT PLAN
Name of Assessment: HS-PS3-1 (Objectives 1 & 2)
Formality: informal
Purpose: formative
Implementation Method: Students are assessed on their performance in solving physics problems involving work and energy.
Communication of Expectations: Problem-solving process will be modeled by teacher in front of the class and expectations will be communicated verbally.
Feedback Strategies: Verbal feedback offered through suggestions and guidance on how to solve problems.
Name of Assessment: HS-PS3-2 (Objective 3)
Formality: informal
Purpose: formative
Implementation Method: Students are assessed on their performance in solving physics problems involving work, energy, forces, and kinematics.
Communication of Expectations: Problem-solving process will be modeled by teacher in front of the class and expectations will be communicated verbally.
Feedback Strategies: Verbal feedback offered through suggestions and guidance on how to solve problems.
Name of Assessment: ELDS 1.A.1 (Objective 3)
Formality: informal
Purpose: formative
Implementation Method: Students are assessed on their communication and participation in group activity.
Communication of Expectations: Expectations will be communicated through written lab instructions, verbal instructions, and a rubric.
Feedback Strategies: Verbal feedback offered through suggestions on topics to discuss as a group.
Name of Assessment: HS-PS3-1 (Objective 3)
Formality: formal
Purpose: summative
Implementation Method: Students are assessed on their design of a roller coaster and explanation of how energy is manifested at various points in the ride. A rubric will be used to score student work based on the following criteria: performance; explanation of physical concepts; team budget; and design.
Communication of Expectations: Expectations will be communicated through written lab instructions, verbal instructions, and a rubric.
Feedback Strategies: Verbal feedback will be offered throughout the design and construction phases by peers and the teacher. Students will receive written feedback on the rubric that will be returned to them at the end of the lesson.
Name of Assessment: HS-PS3-2 (Objectives 1 & 2)
Formality: formal
Purpose: summative
Implementation Method: Students are assessed using a quiz that involves multiple choice questions and free-response questions.
Communication of Expectations: Study guide will be provided to the students beforehand listing concepts that will be covered on the quiz.
Feedback Strategies: Feedback will be given in the form of a quiz score; quizzes will be returned and answers to quiz questions will be discussed in class.
7. STEPS OF INSTRUCTION
CALENDAR: Can be found on attached PDF, or on GoogleDocs Spreadsheet at the following link…
https://docs.google.com/spreadsheets/d/16uCYqnszlZrL7nEzbfrfI1z9h5GBS4cL66UKx4hRG9s/edit?usp=sharing
ANTICIPATORY SET
- Bring in a slingshot and explain to the students that the sling exerts a force on the projectile, but the force is not constant: it varies with the distance the sling is pulled back. Explain that if we wanted to calculate the firing velocity of the slingshot using the forces method, we would have difficulty doing so. Fortunately, there is a different method that allows for a simple calculation and involves the energy that is stored in the slingshot. Explain the method and have the students devise an experiment to calculate the energy stored in the slingshot.
- Bring chocolate chip cookies to share with the class (maybe bring some vegan or gluten-free ones, too). Explain that there are roughly 80 Calories in one chocolate chip cookie. Since one Calorie equals 4184 Joules, each chocolate chip cookie has roughly 33000 Joules of energy. Ask the class to calculate how fast one cookie would make you travel if all of the energy in the cookie was converted into kinetic energy for your whole body instead of being converted into energy that is used up by your cells. (Assume an average human mass of 65 Kg.) Give the students a cookie when they have correctly solved the problem.
- Show a short video clip of a roller coaster. Explain to the students that they will be working in teams to design their own roller coaster.
CLOSURE
Closure: Students will create and test a roller coaster using the concepts of kinetic and potential energy, as well as work. Students will take a quiz that involves all of the concepts learned in this unit.
Transfer: Students will recognize energy conservation in everyday experiences, such as driving a car, riding a bike, walking uphill, lifting groceries, placing objects in locations of unstable equilibrium, and (of course) riding a roller coaster.
Transition: The calculations practiced in this unit will lead naturally into the next unit, which will involve momentum and collisions, because momentum problems require an understanding of elasticity, which is the conservation of energy.
LESSON PLAN
https://docs.google.com/document/d/1XFWda3z0ItzeP-52_ME7TYnVKjOueQNsmhEzOP2oFo0/edit?usp=sharing
8. MATERIALS/RESOURCES
- One slingshot
- One small, plastic spiky ball for use as a projectile
- 40 chocolate chip cookies per class
- Youtube Video: https://www.youtube.com/watch?v=-dpBVtAbKJU
- 9 foam insulator tubes
- Class set of scissors
- Duct tape
- Class set of meter sticks
- 3 Stopwatches
- 9 Marbles
- 9 Red plastic party cups
- 4 Ring stands
- Class set of textbooks
9. REFLECTION
This unit involves listening, speaking, group work, individual work, problem-solving with math, problem-solving with engineering, applying physics concepts to real life, hands-on learning, analytical thinking, making predictions using scientific reasoning, and guided inquiry. All of these facets of the unit are beneficial to students who require differentiated instruction, because these facets address multiple intelligences and engage students in a variety of tasks. One limitation is that the unit lasts for one week -- by most standards, that is a very short amount of time to cover such a vital component of the physics curriculum. However, the unit presents energy conservation in a manner which requires only a few days to comprehend the theory and then solidifies student understanding by having them apply what they learned toward the construction of a miniature working model of a roller coaster.
In creating this unit, I learned that starting with the needs of individual students is very difficult, because there are so many different needs represented among the individuals of any given class. As such, I have found that the best way to create a lesson which is conducive to the learning of special needs, EL, struggling, and high-performing students is to invoke a large variety of modalities and provide opportunities for students to improve their areas of weakness while excelling in their areas of strength. Having students perform a variety of tasks, ranging from theory and calculations to design and construction allows ALL of the students to learn better. In so doing, differentiation is made much more effective because the lesson already addresses some of the learning needs of every student.