ASSIST%Unit%Planning%Template% % Overall%Progression!

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Derick Dalton
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1 ASSISTUnitPlanningTemplate OverallProgression BIGIDEAANDBIG QUESTION DEVELOPMENT STEMINFUSIONAND GENERALUNIT CHARACTERISTICS SUMMATIVE ASSESSMENT DEVELOPMENT POTENTIALACTIVITY PLANAND FORMATIVE CHECKPOINTS STAGEONE BIGIDEADEVELOPMENT STEPONE:IndicatethePerformanceExpectationsfromtheIowaScienceStandardsthatwillbebundled toformthebasisfortheunit. 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.] 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.] PS4-1; PS3-4 Design, test, and refine a device that converts energy from one form to another. STEPTWO:SpecifytheDisciplinaryCoreIdeas,ScienceandEngineeringPractices,andCrosscutting Conceptsthatwillbedevelopedandemphasizedthroughoutthisunit. ScienceandEngineering Practices Questions: How does light travel? How does sound travel? Do light or sound travel better through one substance than another? Technology: DisciplinaryCoreIdeas Energy can be moved from place to place by moving objects, sound, light, or electric currents. Energy is present with any of the above. CrosscuttingConcepts Energy is transferred in many ways and between objects.

2 STEPTHREE:IncludeinformationfromtheNGSSEvidenceStatementsthatprovideinformationabout thestudentactionandperformancethatindicateunderstandingofthetargetedstandards Students understand the relationship between the speed of an object to the energy of an object. Students observe energy is transferred from place to place by sound, light, heat, and electric currents. Predict outcomes about changes. STEPFOUR:DevelopaConceptMapthatrepresentsyourunderstandingofthetargetedconcepts. Energy: light: natural; artificial; rays; Heat: Sound: has vibrations; can be reflected or absorbed; travels in waves; measured opaque, transparent, translucent by amplitude and frequency refracted; faster than speed of sound STEPFIVE:Indicatekeymisconceptionsthatstudentsmayholdrelatedtothetargetedconceptsand practicesinthisunit. Light and sound cannot travel; light cannot travel unless you move the source; only mirrors can reflect light; light is same strength no matter where the source; Sound travels faster than light. Sound travels the same in heat or cold. Heat and temperature are the same thing. STEPSIX:EstablishBIGIDEASthatsummarizeimportantrelationships,inastudentfriendlyway,that activityinthisunitwillhelpdevelopanunderstandingofandbigquestionsthatcanbeansweredas studentsworktodevelopunderstandingthroughouttheunit. BIGIDEAS: There are different forms of energy. Light travels in a straight line and can be reflected. Mechanical energy is both potential and kinetic. Sound energy is caused by vibrations. Electrical energy is carried by electrons. Sound, light, & heat are all forms of energy. They cause change in objects around us. BIGQUESTIONS: What are some forms of energy? How do these forms of energy travel?

3 STAGETWO STEMINFUSIONANDGENERALUNITCHARACTERISTICS STEPONE:Summarizetheconceptualideasthatwillprecedeandfollowthisunitofstudyinyour classroom: PrecedingConceptualIdeastoBuildOn: Electricity is a form of energy as is light. FollowingConceptualIdeasthatwillBuildonthisUnit: Sound and heat are also energy. Light waves travel faster than sound waves. STEPTWO:Indicatetheopportunitiesinthisunittoinfusemathematicalpractices,technologyuseand integration,andengineeringopportunities. OpportunitiestoInfuseMathematicalPractices: Figuring angle of reflection with light from mirror OpportunitiestoInfuseTechnologyUse: OpportunitiestoApplyScientificUnderstandinginanEngineeringContext: Mini-unit through STEM grant on light and optical engineering. Electrician to speak to class.

4 STEPTHREE:Generalconsiderationsfordevelopingandcarryingouttheunit: Whatarethematerialneedstocarryouttheunit: tuning forks, batteries, wires, bulbs, prisms Whoandwhatarethecommunityresourcesthatmightbebeneficialincarryingouttheunit: Electricians in town, Wartburg professors Whatoutsideaudiencescouldbeutilizedinthisunit: possible preschool friends or a younger class in the school Whoandwhatare expertsources forthisunit: text; Internet websites; science probe books; "Lighten Up: Designing Lighting Systems" (STEM grant resource) Internet unit STEM Academy Curriculum Guide; How Sound Works (Reading A - Z Leveled books) Whatareimportantnotesfrompreviousworkwiththisunit: Had some experiments in the book for reflection angles for light and for sound on vibrations;

5 STAGETHREE SUMMATIVEASSESSMENTDEVELOPMENT STEPONE:OverviewoftheSummativeAssessment Formal test STEPTWO:BreakdownofSummativeAssessmentComponentsandLinktoUnitBigIdeas UnitPlanBIGIDEA Many types of energy MajorDCITargeted Many types of energy HowthisisAssessedin SummativeActivity test - multiple choice, fill-in-the blank, essay; EvidenceofUnderstanding 85 or above on test HowthisisAssessedin SummativeActivity possible poster on either sound or light. Could include reflection, refraction, transparent, opaque, translucent; sound vibrations, amplitude, frequency EvidenceofUnderstanding Shows all the characteristics of sound and light correctly

6 MajorSEPTargeted MajorCCCTargeted HowthisisAssessedin EvidenceofUnderstanding SummativeActivity HowthisisAssessedin EvidenceofUnderstanding SummativeActivity MathematicalPractices HowthisisAssessedin EvidenceofUnderstanding Targeted SummativeActivity EngineeringConceptsTargeted HowthisisAssessedin EvidenceofUnderstanding SummativeActivity

7 STAGEFOUR POTENTIALACTIVITYPLANANDFORMATIVECHECKPOINTS STEPONE:Overviewofhypotheticalactivityprogression Begin with electric currents; light and reflection, refraction, transparent, opaque, translucent. Continue with sound - amplitude, frequency. Heat STEPTWO:DescriptionofInitialEngagementActivity describehowstudentswillbeintroducedtothe BIGIDEASandtheBIGQuestionsguidingtheunit. OverviewofInitialEngagementActivity: Unit will be divided into light and sound; for light given bulb, battery, and wire and try to light. Sound: empty milk jug, candle. Using wooden spoon tap end of empty milk jug which is facing candle. Candle is blown out. Also You Tube video of singer shattering glass. Heat: Christmas carousel with candles that turn the carousel. Adjusting the blades makes the carousel turn faster, slower, or reverse direction. HowBIGIDEASwillbedevelopedandemerge: *mirrors and prisms to show light reflects and is composed of many colors; flashlight activity to show that light travels in a straight line *tuning forks to demonstrate sound travels through different substances; *activity showing rice bouncing with vibrations for sound HowBIGQUESTIONSwillbedevelopedandemerge: Light - experiment on traveling in a straight line. Why can't the light bend? (compare to water going through holes) Sound - why does the singer's voice shatter the glass? Check with the experts.

8 STEPTHREE:SWHactivityplansforunitprogression(NOTE:Individualunitsmayutilizedifferent amountsofactivityplans.someunitsmayutilizeoneswhsequenceorprogressionwhileothersmay utilizemultiplesequences.) UNITBIGIDEAADDRESSED: HOWDOESACTIVITYRELATETOBIGIDEA: Light traveling in straight Shine flashlight through cards with holes to show that line light can't bend QUESTION(S)THATWILLBEGUIDINGTHISSWHACTIVITYPROGRESSION: What is happening when you shine the light through? What happens if you move a card? Why? RELATEDSCIENCEAND ENGINEERINGPRACTICES RELATEDDISCIPLINARYCORE IDEAS RELATEDCROSSCUTTING CONCEPTS SCIENCEPROCESSESINFUSED; DevelopingBigQuestions DesigningTests CarryingOutTests ObservingandCollectingData DevelopingClaims ReportingEvidence ConsultingwithExperts ReflectingonLearning SPECIFICACTIVITYOBJECTIVES(Asaresultofthisactivity,studentswillunderstandwhatspecific concepts,skills,orpractices) * Light travels in a straight line * * * *

9 MATERIALSNEEDED flashlights, black construction paper, cards with holes punched, molding clay PURPOSEFULPLANNINGFORMANAGEMENT HYPOTHETICALLEARNINGTRAJECTORY ANTICIPATED)OUTLINE)OF)ACTIVITY)(INCLUDE)FORMATIVE)ASSESSMENT)CHECKPOINTS):) IntroductionofQuestion: Tests&Observations: Claims&Evidence: ConsultationwithExperts: Reflection: OtherActivity:

10 QUESTIONSTHATMUSTBE ASKED: How does light travel? Can light travel through all substances? How does sound travel? Can sound travel through all substances? POTENTIAL FLEX POINTS: MISCONCEPTIONSTOBE ADDRESSED: Light cannot travel. Only mirrors reflect light. Sound doesn't travel. Sound only travels through air or that sound travels best through air. Food or fuel is a form of energy.

Southern Nevada Regional Professional Development Program. What happens when water changes to a solid?

Southern Nevada Regional Professional Development Program. What happens when water changes to a solid? 3-5 Physical Science What happens when water changes to a solid? Two large soft vials with caps One plastic 50 ml syringe Plastic ice tray Water Freezer compartment 1. Completely fill the ice tray and