Title: Unit 1- Force and Motion

Transcription

1 Title: Unit 1- Force and Motion Teacher: Mr. Lance Green Grade & Subject: 8 Science School: KIPP 3D Dates of Implementation: August 27-Oct. 16 Number of School Days for Implementation: 37 Overall Unit Vision, Goals, & Intentions: In this unit, scholars learn that unseen forces make things move, whether it be balanced or unbalanced. Scholars will be able to describe, chart and calculate: the effect of forces, energy transformations, and changes in acceleration. Scholars will also learn about England s physicist and mathematician Isaac Newton. They will understand his many contributions to science and math, three laws of physics, and apply them to different scenarios. Learning these fundamental aspects will bridge the gap on how society uses these laws to help further our society with innovations in transportation..

2 Enduring Understandings: What do you want students to understand from this unit for the rest of their lives?

3 What enduring understandings are: Concise statements that may not be completely obvious Through the knowledge and skills, they come to understand the understandings. Why is what I m teaching important for them to learn? How is applied in the world beyond the classroom? What couldn t we do if we didn t understand? Avoid truisms, facts, and definitions. That s more knowledge things you could remember or recall. Not directly stated in the TEKS They go with the student to adulthood They re not able to be directly and easily assessed They fulfill the student looking back and saying, Mr./Ms. So-and-so taught me that They flow through other subjects/units of life and lend themselves to interdisciplinary cross-over. They make you wonder Wow, how am I going to teach all of this in just 3 weeks?! This Unit s Enduring Understandings: 1. Unbalanced forces change the speed or direction of an object s motion, and can be calculated through net force. 2. Newton s law of inertia describes an objects resistance to change its motion. Newton s law of force and acceleration deals with the relationship of mass times acceleration. These laws also prove that for every action there will be a reaction. 3. Graphs can be used to describe an object s motion. These graphs can display Distance/Displacement, Velocity/Speed, or Acceleration. Potential Misconception 1. Objects experiencing balanced motion can move, as long as the motion is constant.

4 Essential Questions: Key concepts in the form of questions that set the focus for the lesson/unit.

5 What Essential Questions are: They stimulate interest and thought, get the kids interested in what they will be doing. They force the students to have to manipulate the knowledge and skills in order to be able to answer the essential questions. They have to reach their own understandings through diving in and constructing it for themselves. They have no direct, obvious answers. They sometimes have more than one possible answer. They may stimulate debate and/or philosophical perspective. They may raise other important questions. They provoke student interest. They challenge thinking at higher levels Bloom s Taxonomy may be helpful here. The content you teach allows students to be able to answer your essential questions, but the content itself is not a direct answer to any essential question. Use the questions as a way for students to develop and deepen the understanding of something. They may be used to clarify misconceptions and challenge something that is assumed is true. They encourage engaged learners! Writing Essential Questions: It s highly recommended that essential questions be posted in the classroom. What is your teaching objective? Write the objective as a question. Do you need smaller key questions? Rewrite if necessary to make sure learners understand the question. This Unit s Essential Questions: 1. Why can energy never be created or destroyed? 2. How does energy go from potential to kinetic energy? 3. How do objects respond when acted on by a force? 4. How do unbalanced forces change an object s motion? 5. What is the relationship between distance and time? 6. How does the work required to push a box up a ramp differ from the work required to push a box across a room? 7. Where on the human body does a seatbelt exert force when a car is breaking? 8. Does the exerted force by a seatbelt in a breaking car create an unbalanced or balanced force? What evidence do you have? 9. How is it possible that the force created by you doing a push up comes from the energy of the Sun? 10. How do you know if something has energy? 11. How can energy be conserved if it cannot be created nor destroyed? 12. How and why does matter move? 13. What is a force and how does it relate to our daily lives? 14. How is the meaning of work different in Science? 15. What changes can be made to a system to decrease the force needed to move an object?

6 Knowledge and Skills: Unpack each of the standards being taught this unit to identify what you want your students to know and be able to do by the end of the unit STANDARD: KNOWLEDGE: SKILLS: - What do they need to know before they can grapple - What do they need to be able to do in order to perform the with the essential questions? lessons? - Back to basics You can choose to scaffold this knowledge as follows: 1) What all students must know (even those with needs): 2) What some students will also know (general/average performance): 3) What few students will continue to know (gifted/advanced): Consider: STANDARD: 6.8.A: compare & contrast potential & kinetic energy KNOWLEDGE: Understand that potential and kinetic energy work together in a system called mechanical energy and as one form of energy increases, the other decreases. Social behaviors needed for the knowledge or projects Occupational therapy elements (ie. cutting, visual spatial skills, eye hand coordination) Speech and language therapy & ESL elements (ie. pronunciation, whole to part language, public speaking, elements of expression) SKILLS: define & provide examples of potential & kinetic energy compare & contrast potential & kinetic energy identify relative amounts of both potential & kinetic energy (more/less, high/low amounts) in a variety of real world examples VOCABULARY: Unbalanced forces Speed Velocity, Newtons Inertia, Acceleration Velocity Newton s laws Law of inertia Law of force Average speed Acceleration Law of actionreaction Time Distance Motion Energy transformation Light energy Chemical energy Electrical energy VOCABULARY: Potential Energy Kinetic Energy

7 STANDARD: 6.9.C: demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. KNOWLEDGE: Understand that according to the Law SKILLS: : Demonstrate energy transformations of energy in a of Conservation of Energy, Energy cannot be variety of real world examples. created, nor can it be destroyed. STANDARD: 6.9.A: investigate methods of thermal energy transfer, including conduction, convection, and radiation KNOWLEDGE: SKILLS: Understand that like energy, heat can transfer from Define & provide examples of conduction, convection & one medium to the next. radiation Compare & contrast conduction, convection, & radiation STANDARD: 8.6.C: investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. KNOWLEDGE: SKILLS: Understand that the amount of mass and Describe applications of Newton s law of inertia acceleration can influence the force impacted on an Describe applications of Newton s law of force & object. acceleration Solve for force (f) in force = mass acceleration (f = m a) problems Describe applications of Newton s law of action-reaction Investigate Newton s laws Relate Newton s laws to real word situations, such as vehicle movement, seatbelts, sports, amusement park rides, rocket launches VOCABULARY: Energy Transformation Potential Kinetic Chemical Mechanical Electrical VOCABULARY: Conduction Convection radiation VOCABULARY: Newton Force Mass Acceleration Action reaction

8 STANDARD: 8.6.A: demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion STANDARD 6.8.E: investigate how inclined planes and pulleys can be used to change the amount of force to move an object STANDARD 7.7.A: contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still; STANDARD: 6.8.C: calculate average speed using distance and time Measurements STANDARD: 6.8.D: measure and graph changes in motion STANDARD: 8.6.B: differentiate between speed, velocity, and acceleration

9 KNOWLEDGE: Understand that an unbalanced force causes an object to speed up, slow, and / or change direction. Understand that forces exist all around us, and can be represented pictorially as well as mathematically. Understand that inclined planes and pulleys decrease the amount of force required to push or pull an object. Understand that work can ONLY be done when an object moves a certain distance. Understand that three or more trials are needed to calculate average speed. Understand that speed can be mathematically calculated and defined as distance over time. Understand that acceleration can be mathematically calculated and graphed and defined as a change in an object s velocity because velocity involves speed and direction. SKILLS: 8.6A- (pre-req obj 6.8.B identify & describe changes in position, direction & speed of an objective acted upon unbalanced force) Define force as a push or pull Differentiate between balanced and unbalanced forces Use force diagrams to describe the movement of objects acted upon by balanced & unbalanced forces Calculate how unbalanced forces change the speed and/or direction of an object s motion Demonstrate how unbalanced forces change the speed and/or direction of an object s motion 6.8E- Identify inclined planes & pulleys Investigate & draw conclusions about how inclined planes & pulleys can be used to change the force required to move an object 7.7A-Define work as the amount of energy transferred by a force over a distance Calculate work using the equation work = force distance (w = f d) Compare & contrast situations where work is done with different amounts of force (such as situations with objects moving with and without the help of a ramp 6.8C-Calculate average speed using the equation (speed = distance/ time) Define speed as the change in distance an object makes in a set length of time 6.8D- Measure changes in motion of objects Graph changes in motion of objects 8.6B-Define velocity as the change in distance an object VOCABULARY: Newton Force Mass Acceleration Action Reaction Work Distance Acceleration Velocity Speed Independent variable Dependent variable Balanced force Unbalanced force Simple machines Pulley Inclined plane Average Average speed

10 Accommodations for Learners with Special Needs: How will you support learners who are challenged as well as gifted and talented? This section can be filled out with the help of our Learning Specialists when they provide accommodations for each student with an Individual Learning Plan (ILP).

11 STUDENT NAME: Ethan Bonilla o (Teacher Check For Understanding o Opportunity to repeat and explain instructions o Peer tutoring o Extra time for written responses o Study aids / manipulatives) STUDENT NAME: William Garrett o (Study aids / manipulatives o Repeat/verbalize steps needed to complete assignment o No penalty for spelling errors o Use of highlighter/colored pencils o Teacher Check For Understanding o Opportunity to repeat and explain instructions o Sit near a teacher for instructional purposes) STUDENT NAME: Max Guillen o (Calculator) STUDENT NAME: Juan Lira Teacher Check For Understanding Peer Tutoring Use of highlighter Study aids / manipulatives Calculator STUDENT NAME: Samron Sears Frequent eye contact Sit near teacher for instructional purposes Behavior Intervention Plan Frequent Reminders to stay on task STUDENT NAME: Alexandria Tafoya Teacher Check for Understanding Sit near teacher for instructional purposes Peer tutoring Encouragement needed to complete assignment / task Pre-teach vocabulary Calculator Related ELPS: Highlight ELPs that will be included during this unit of instruction and the strategies you will incorporate into your daily lessons.

12 LEARNING STRATEGIES 1A: Use what they know about to predict the meaning of 1B: Check how well they are able to say 1C: Use to learn new vocabulary about 1D: Use strategies such as to discuss 1E: Use and reuse the words/phrases in a discussion/writing activity about 1F: Use the phrase to learn the meaning of 1G: Use formal/informal English to describe 1H: Use strategies such as to learn the meaning of SPEAKING 3A: Pronounce the words correctly. 3B: Use new vocabulary about in stories, pictures, descriptions, and/or classroom communication 3C: Speak using a variety of types of sentence stems about 3D: Speak using the words about 3E: Share in cooperative groups about 3F: Ask and give information using the words 3G: Express opinions, ideas and feelings about using the words/phrases 3H: Narrate, describe and explain. 3I: Use formal/informal English to say 3J: Respond orally to information from a variety of media sources about LISTENING 2A: Recognize correct pronunciation of. 2B: Recognize sounds used in the words 2C: Identify words and phrases heard in a discussion about 2D: Check for understanding by./seek help by 2E: Use (media source) to learn/review. 2G: Describe general meaning, main points, and details heard in 2H: Identify implicit ideas and information heard in 2I: Demonstrate listening comprehension by READING 4A: Identify relationships between sounds and letters by 4B: Recognize directionality of English text. 4C: Recognize the words/phrases. 4D: Use prereading supports such as to understand 4E: Read materials about with support of simplified text/visuals/word banks as needed. 4F: Use visual and contextual supports to read 4G: Show comprehension of English text about 4H: Demonstrate comprehension of text read silently by 4I: Show comprehension of text about through basic reading skills such as 4J: Show comprehension of text/graphic sources about through inferential skills such as 4K: Show comprehension of text about through analytical skills such as WRITING 5A: Learn relationships between sounds and letters when writing about 5B: Write using newly acquired vocabulary about 5C: Spell English words such as 5D: Edit writing about 5E: Use simple and complex sentences to write about 5F: Write using a variety of sentence frames and selected vocabulary about 5G: Narrate, describe, and explain in writing about Daily Learning Experiences: How will you sequence your direct instruction, labs, discussions, activities, etc. to lead your students toward understanding? What do your diagnostics and your conversations with last year s teacher tell you about how much time to spend on what? In planning your daily lesson experiences, by separately articulating the Aim, Core Activity, and Closure/Assessment for each day, you will be able to identify WHAT the students should learn or practice, HOW they will be learning or practicing it, and how you will know if the goal for the day was ACCOMPLISHED either during that lesson or via another time/experience. You might find that looking to your Enduring Understandings, Knowledge and Skills, and Diagnostics will help in preparing the AIM for your lessons, and looking to your Essential Questions and Critical Thinking components for inspiration for the CORE lesson experiences.

13 Wednesday Thursday Friday Monday Tuesday AIM Calendar August 27-October 16 th Aug. 27-Day 1 Aug. 28-Day 2 Aug. 29-Day 3 Sept. 1-Day 4 Sept.2 -Day 5 AIMS: SWBAT set up their Interactive Science notebook by gluing in important pages to remember that setting up a Science notebook will help to ensure student organization and success in class. AIM: 6.8Adefine & provide examples of potential & kinetic energy compare & contrast potential & kinetic energy identify relative amounts of both potential & kinetic energy (more/less, high/low amounts) in a variety of real world examples by analyzing rollercoaster and mousetrap car designs to understand the connection between potential and kinetic energy AIMS: 8.4A SWBAT Safely use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, hot plates, test tubes, balances, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum by performing basic procedures with a set of lab equipment so students will understand how to correctly use various lab equipment. No School Labor Day 6.9.C: AIMS-SWBAT. Demonstrate energy transformations of energy in a variety of real world examples, so that students can specifically point to areas where energy transformations occur in real-life. Sept. 3-Day 6 Sept. 4-Day 7 Sept. 5-Day 8 Sept. 8-Day 9 Sept. 9-Day 10 Standard(s): 6.6D Standard(s): 6.6D Standard(s): 8.6A Standard(s): 8.6A Standard(s): 6.6D/8.6A-

14 Quiz on Previous TEKS AIM(s): SWBAT 8.6.C: investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction to have students realize that Newton s Laws exist in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. Flex-No Science AIM(s): SWBAT 8.6.A: demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion by conducting a crash dummy lab so that students can have a realistic way to understand the impact of unbalanced forces. 8.6C-AIMS SWBAT Define inertia Describe applications of Newton s law of inertia Investigate Newton s laws Relate Newton s laws to real word situations, such as vehicle movement, seatbelts, sports, amusement park rides, rocket launches Define air resistance & friction Explain how air resistance & friction affection motion Through guided notes and demos to connect Science concepts to real-life applications. Sept. 10-Day 11 Sept. 11-Day 12 Sept. 12-Day 13 Sept. 15-Day 14 Sept. 16-Day C AIMS-SWBAT Solve for force (f) in force = mass acceleration (f = m a ) Problem sets on guided notes to ensure students understand that force can be calculated. 8.6C-AIMS SWBAT Describe applications of Newton s law of actionreaction Investigate Newton s laws Relate Newton s laws to real word situations, such as vehicle movement, seatbelts, sports, amusement park rides, rocket launches Quiz Day on Previous TEKS AIM: Define work as the amount of energy transferred by a force over a distance Calculate work using the equation work = force distance (w = f d) Compare & contrast work & force By modeling the science version of the work definition as well as completing practice students to give AIM: 7.7A Identify inclined planes & pulleys Investigate & draw conclusions about how inclined planes & pulleys can be used to change the force required to move an object by completing mini demos to give students an understanding that simple machines increase the distance but decreases the force

15 by performing a series of lab demos to relate inside Science to outside, real-world scenarios. students an understanding that in order for work to be accomplished, the object has to move. required to move the object a certain distance. Sept. 17-Day 16 Sept. 18-Day 17 Sept. 19-Day 18 Sept. 22-Day 19 Sept. 23-Day 20 AIM: 6.8C Calculate average speed using the equation (speed = distance/time) Define speed as the change in distance an object makes in a set length of time as well as graphing speed by completing small lab demos and guided worksheets in order for students to visualize that distance and time define speed. 6.8D Calculate velocity using the equation (speed = distance/time) Define velocity as the change in distance an object makes in a set length of time + the objects direction as well as graphing speed by completing small lab demos and guided worksheets in order for students to visualize that distance and time define velocity. 8.6B- Define acceleration as the change of an object s velocity over time (also: a = force/mass) Calculate acceleration Measure the acceleration of objects By completing graph exercises and looking at wind up cars and mousetrap cars so that students can connect inside Science with reallife Science concepts. Quiz Day on Previous TEKS AIM:Review Energy and Energy Transformations Through the Use of Stations and Vocabulary Sept. 24-Day 21 Sept. 25-Day 22 Sept. 26-Day 23 Sept. 29-Day 24 Sept. 30 -Day 25 AIM: SW review N3L through the use of stations, lab demos, and vocabulary. Review SVAG (Speed, Velocity, Acceleration, and Graphing) through the use of stations, lab demos, and vocabulary Summative Assessment on Physics Unit AIM-8.5B SWBAT describe the particulate nature of matter by modeling particle movement as a way to become kinesthetically AIM 8.5B-identify that protons determine an element s identity and valence electrons determine its chemical properties,

16 including reactivity using pictorial guided noted as a way for students to understand how matter types are composed Oct. 1-Day 26 Oct. 2-Day 27 Oct. 3-Day 28 Oct. 6-Day 29 Oct. 7-Day 30 AIM 8.5A-SWBAT explain the location, masses and charges of protons, electrons, and neutrons. SWBAT compare and contrast the nucleus with the electron cloud by completing a worksheet and in the future creating a model representation to understand particles and atoms within matter. AIM 8.5A-SWBAT explain the location, masses and charges of protons, electrons, and neutrons. (Bohr Model) SWBAT compare and contrast the nucleus with the electron cloud by completing a worksheet and in the future creating a model representation to understand particles and atoms within matter. AIM 8.5A-SWBAT explain the location, masses and charges of protons, electrons, and neutrons. (Bohr Model) SWBAT compare and contrast the nucleus with the electron cloud by completing a worksheet and in the future creating a model representation to understand particles and atoms within matter. 8.5C AIM-SWBAT interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements by creating a diorama of the periodic table by owning a group and explaining it reactivity to the class to realize that some elements differ in reactivity. 8.5C AIM-SWBAT interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements by creating a diorama of the periodic table by owning a group and explaining it reactivity to the class to realize that some elements differ in reactivity. Oct. 8- Day 31 Oct.9- Day 32 Oct. 10-Day 33 Oct. 13-Day 34 Oct. 14- Day 35 AIM SWBAT compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability by doing a scavenger hunt on the Review Chemistry Standards learned thus far by completing interactive stations Summative Assessment on Chemistry Standards Review Physics Standards Review Chemistry Standards

17 periodic table and noting descriptions on the periodic table to help student realize the classification and order of the periodic table. Oct. 15-Day 36 Oct. 16-Day 37 Common Assessment on Emergency Common Science Assessment Make Up Day