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Middle School Science Unit

Middle School Science Unit. Understanding by Design (UbD) with Differentiated Instruction (DI). Presented by Dr. John D. Hunt. Professor, Teacher Education Mississippi College, Clinton, MS 39058 Email - Jhunt@mc.edu Web site – www.sciencefunday.org Facebook – Science Fun Day

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Middle School Science Unit

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  1. Middle School Science Unit Understanding by Design (UbD)with Differentiated Instruction (DI)

  2. Presented by Dr. John D. Hunt • Professor, Teacher Education • Mississippi College, Clinton, MS 39058 • Email -Jhunt@mc.edu • Web site –www.sciencefunday.org • Facebook – Science Fun Day • Twitter – JhuntDr • Cell # - 769-232-1976 11/11/2011 AMLE Hunt

  3. STAGE 1 – DESIRED RESULTS • 8th Grade Physical Science • Forces affect Motion • Investigate (with supporting details and diagrams) how kinetic energy of an object can be converted (the energy of position) or potential energy... (DOK 2) 11/11/2011 AMLE Hunt

  4. UNDERSTANDINGSStudents will understand that… • There are various forms of energy • The amount of energy in an object varies • Knowledge of energy can be applied to real world situations 11/11/2011 AMLE Hunt

  5. ESSENTIAL QUESTIONS • What is the difference between potential and kinetic energy? • How does the potential and kinetic energy vary in an object? • How can this lesson be applied to real-world situations? 11/11/2011 AMLE Hunt

  6. STUDENTS WILL KNOW… • That there is a difference between potential and kinetic energy. • That the amount of potential and kinetic energy an object has varies. • Potential and kinetic energy can be applied to real world situations. 11/11/2011 AMLE Hunt

  7. STUDENTS WILL BE ABLE TO… • Compare and contrast the differences between potential and kinetic energy. • Describe how potential and kinetic energy varies in an object. • Explain how potential and kinetic energy can be applied to real-world situations. 11/11/2011 AMLE Hunt

  8. STAGE 2 ASSESSMENT EVIDENCE PERFORMANCE TASKS • ROLE PLAY – The entire class will be broken into groups of two to investigate with and design their roller coaster. Once the students have reached a design, they will present it to the class as if they were contractors (R) presenting a proposal to an amusement park design board (A) wishing to make the safest and most exciting roller coaster (G) in the United States. The amusement park has had a very inactive season and the newest roller coaster is more than 10 years old (S); unless the design board is able to find an awesome design, the park will be forced to close. Since this is a preliminary design, the only criteria for initial acceptance of the proposal is that the coaster is exciting but safe (SC). Because of the recession, your contracting company really needs a bid, otherwise it may close down along with the amusement park; thus, failure is not an option (SC). 11/11/2011 AMLE Hunt

  9. OTHER EVIDENCE • Prompts: • How does the height of the roller coaster at the beginning affect the available kinetic energy? (E) • How can you use the properties of kinetic and potential energy to make a more exciting roller coaster? (A) • Why should the concepts of potential and kinetic energy matter to you? (I) • How do you react to the various coasters you’ve ridden? Can certain coasters be too exciting (Em) • How do you know if you have properly applied your knowledge of potential and kinetic energy to the roller coaster you designed? (SK) • Given a constant ratio of the height of the coaster to it’s valleys and peaks, can the coaster be too large or too small? (P) 11/11/2011 AMLE Hunt

  10. OTHER EVIDENCE • Observation: • Is the learner actively participating in the coaster design? • Is the body language indicating understanding? 11/11/2011 AMLE Hunt

  11. OTHER EVIDENCE • Rubric: • Does the learner participate in the role playing activity? • Is the learner demonstrating interest in class material and discussion? 11/11/2011 AMLE Hunt

  12. OTHER EVIDENCE • Work Sample: • Roller coaster design • Presentation of roller coaster 11/11/2011 AMLE Hunt

  13. STAGE 3 LEARNING PLAN • Learning Activities: • Once students sit down in their desks, they will take out a sheet of paper and write down what they think potential and kinetic is in their bell-ringer notebook. (H) • TTW tell students that during the lesson, they will be assigned a partner to work with to design a roller coaster. (W) to do so while making the roller coaster safe, they will need to know basic facts about potential and kinetic energy.11/11/2011 AMLE Hunt

  14. STAGE 3 LEARNING PLAN • Learning Activities: • TTW have a brief discussion about potential and kinetic energy. Develop a class definition and write it on the whiteboard for both ideas. Examples follow: • Potential Energy – The energy of an object at rest • Kinetic Energy – The energy of an objects in motion11/11/2011 AMLE Hunt

  15. STAGE 3 LEARNING PLAN • TTW divide students into pairs and have each get the materials for the lesson. • TLW consider the design of a roller coaster and attempt to make a coaster with at least three hills. (E) While the activity is occurring, TTW (at appropriate times) ask students the following:11/11/2011 AMLE Hunt

  16. STAGE 3 LEARNING PLAN • What do you think affects the amount of potential energy the roller coaster will have? • What do you think is the safest way to travel down the first hill? • How do you think the coaster should come over the second hill? 11/11/2011 AMLE Hunt

  17. STAGE 3 LEARNING PLAN • How high should the consecutive hill be compared to the one before it? • How high should the previous hill be if a loop is to be on the coaster? • What would the safest shape of a loop be (circular or elliptical)? 11/11/2011 AMLE Hunt

  18. STAGE 3 LEARNING PLAN • TLW draw their coaster designs out to scale and share their drawings with the class. Ask the students to point out the safest and most exciting designs. (E2) • TTW conclude the lesson by correcting any safety standards violations in their designs. (R ) Whatever mistakes are made should be reviewed in a summary paragraph. 11/11/2011 AMLE Hunt

  19. WHITE CUBE (Facets of Understanding) • How does the height of the roller coaster at the beginning affect the available energy later on? (E) • How can you use the properties of kinetic and potential energy to make a more exciting roller coaster? (A) • Why should the concepts of potential and kinetic energy matter to you? (I) 11/11/2011 AMLE Hunt

  20. WHITE CUBE (Facets of Understanding) • How do you react to the various coaster you’ve ridden? Aren’t some more exciting than others? Can certain coasters be too exciting? (Em) • How do you know if you’ve properly applied your knowledge of potential and kinetic energy to the roller coaster you designed? (SK) • Given a constant ratio of the height of the coaster to its valleys and peaks, can the coaster be too large or too small? (P) 11/11/2011 AMLE Hunt

  21. Red Cube (Bloom’s Taxonomy) • Define kinetic and potential energy. (BK) • Give examples of situations where there is an object that displays kinetic energy and an object that has potential energy? (BC) • Construct a chart or graph that displays the change in potential energy of a ball rolling down a hill. (BA) 11/11/2011 AMLE Hunt

  22. Red Cube (Bloom’s Taxonomy) • Create a diagram or drawing that compares and contrasts the basic differences between kinetic and potential energy. (BN) • Compose a plan for an investigation that would prove the concepts of potential and kinetic energy. (BS) • Describe how you would explain potential and kinetic energy to a younger sibling. (BE) 11/11/2011 AMLEHunt

  23. ThinkDOTS (Sternberg’s Triarchic Theory) • Diagram how stored potential energy affects kinetic energy when it is released. (SA) • Based on your experience, explain how the concept of potential energy can be used. (SP) • Use unusual materials to explain potential and kinetic energy. (SC) 11/11/2011 AMLEHunt

  24. ThinkDOTS (Sternberg’s Triarchic Theory) • Identify the key parts of potential and kinetic energy. (SA) • Demonstrate how someone uses the concept of potential and kinetic energy. (SP) • Become a spring and use your new perspective to help us think about potential energy. (SC) 11/11/2011 AMLEHunt

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