11 amle middle school science unit presented louisville, ky-1.ppt

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

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Page 1: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

Middle School Middle School Science UnitScience UnitUnderstanding by Design (UbD)Understanding by Design (UbD) withwith

Differentiated Instruction (DI)Differentiated Instruction (DI)

Page 2: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

Presented by Dr. John D. HuntPresented by Dr. John D. Hunt

Professor, Teacher Education Professor, Teacher Education Mississippi College, Clinton, MS 39058Mississippi College, Clinton, MS 39058 Email -Email - [email protected]@mc.edu Web site –Web site – www.sciencefunday.orgwww.sciencefunday.org Facebook – Science Fun DayFacebook – Science Fun Day Twitter – JhuntDrTwitter – JhuntDr Cell # - 769-232-1976 Cell # - 769-232-1976 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 3: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 1 – DESIRED STAGE 1 – DESIRED RESULTSRESULTS

88thth Grade Physical Science Grade Physical Science

Forces affect MotionForces affect Motion

Investigate (with supporting details and Investigate (with supporting details and diagrams) how kinetic energy of an object diagrams) how kinetic energy of an object can be converted (the energy of position) or can be converted (the energy of position) or potential energy... (DOK 2)potential energy... (DOK 2)

11/11/2011 AMLE Hunt11/11/2011 AMLE Hunt

Page 4: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

UNDERSTANDINGSUNDERSTANDINGSStudents will understand that…Students will understand that…

There are various forms of energyThere are various forms of energy

The amount of energy in an object variesThe amount of energy in an object varies

Knowledge of energy can be applied to real Knowledge of energy can be applied to real world situations world situations 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 5: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

ESSENTIAL QUESTIONSESSENTIAL QUESTIONS What is the difference between potential What is the difference between potential

and kinetic energy?and kinetic energy?

How does the potential and kinetic energy How does the potential and kinetic energy vary in an object?vary in an object?

How can this lesson be applied to real-How can this lesson be applied to real-world situations? world situations? 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 6: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STUDENTS WILL KNOW…STUDENTS WILL KNOW…

That there is a difference between potential That there is a difference between potential and kinetic energy.and kinetic energy.

That the amount of potential and kinetic That the amount of potential and kinetic energy an object has varies.energy an object has varies.

Potential and kinetic energy can be applied Potential and kinetic energy can be applied to real world situations. to real world situations. 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 7: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STUDENTS WILL BE ABLE STUDENTS WILL BE ABLE TO…TO…

Compare and contrast the differences Compare and contrast the differences between potential and kinetic energy.between potential and kinetic energy.

Describe how potential and kinetic energy Describe how potential and kinetic energy varies in an object.varies in an object.

Explain how potential and kinetic energy Explain how potential and kinetic energy can be applied to real-world situations. can be applied to real-world situations. 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 8: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 2 ASSESSMENT STAGE 2 ASSESSMENT EVIDENCEEVIDENCE

PERFORMANCE TASKSPERFORMANCE TASKS ROLE PLAY – ROLE PLAY – The entire class will be broken into groups of The entire class will be broken into groups of

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

Page 9: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

OTHER EVIDENCEOTHER EVIDENCE

Prompts:Prompts: How does the height of the roller coaster at the beginning affect the How does the height of the roller coaster at the beginning affect the

available kinetic energy? (E)available kinetic energy? (E) How can you use the properties of kinetic and potential energy to How can you use the properties of kinetic and potential energy to

make a more exciting roller coaster? (A)make a more exciting roller coaster? (A) Why should the concepts of potential and kinetic energy matter to Why should the concepts of potential and kinetic energy matter to

you? (I)you? (I) How do you react to the various coasters you’ve ridden? Can certain How do you react to the various coasters you’ve ridden? Can certain

coasters be too exciting (Em)coasters be too exciting (Em) How do you know if you have properly applied your knowledge of How do you know if you have properly applied your knowledge of

potential and kinetic energy to the roller coaster you designed? (SK)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 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) peaks, can the coaster be too large or too small? (P) 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

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OTHER EVIDENCEOTHER EVIDENCE

Observation:Observation:

Is the learner actively participating in the Is the learner actively participating in the coaster design?coaster design?

Is the body language indicating understanding?Is the body language indicating understanding?

11/11/2011 AMLE Hunt11/11/2011 AMLE Hunt

Page 11: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

OTHER EVIDENCEOTHER EVIDENCE Rubric:Rubric:

Does the learner participate in the role Does the learner participate in the role playing activity?playing activity?

Is the learner demonstrating interest in Is the learner demonstrating interest in class material and discussion? class material and discussion?

11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 12: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

OTHER EVIDENCEOTHER EVIDENCE

Work Sample:Work Sample:

Roller coaster designRoller coaster design

Presentation of roller coasterPresentation of roller coaster 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 13: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 3 LEARNING PLANSTAGE 3 LEARNING PLAN

Learning Activities:Learning Activities:

Once students sit down in their desks, they will Once students sit down in their desks, they will take out a sheet of paper and write down what they take out a sheet of paper and write down what they think potential and kinetic is in their bell-ringer think potential and kinetic is in their bell-ringer notebook. (H)notebook. (H)

TTW tell students that during the lesson, they will TTW tell students that during the lesson, they will be assigned a partner to work with to design a be assigned a partner to work with to design a roller coaster. (W) to do so while making the roller roller coaster. (W) to do so while making the roller coaster safe, they will need to know basic facts coaster safe, they will need to know basic facts about potential and kinetic energy.about potential and kinetic energy. 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 14: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 3 LEARNING PLANSTAGE 3 LEARNING PLAN

Learning Activities:Learning Activities:

TTW have a brief discussion about TTW have a brief discussion about potential and kinetic energy. Develop a potential and kinetic energy. Develop a class definition and write it on the class definition and write it on the whiteboard for both ideas. Examples whiteboard for both ideas. Examples follow:follow:

1.1. Potential Energy – The energy of an object Potential Energy – The energy of an object at restat rest

2.2. Kinetic Energy – The energy of an objects Kinetic Energy – The energy of an objects in motionin motion 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 15: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 3 LEARNING PLANSTAGE 3 LEARNING PLAN

TTW divide students into pairs and have TTW divide students into pairs and have each get the materials for the lesson.each get the materials for the lesson.

TLW consider the design of a roller TLW consider the design of a roller coaster and attempt to make a coaster with coaster and attempt to make a coaster with at least three hills. (E) While the activity is at least three hills. (E) While the activity is occurring, TTW (at appropriate times) ask occurring, TTW (at appropriate times) ask students the following:students the following: 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 16: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 3 LEARNING PLANSTAGE 3 LEARNING PLAN

What do you think affects the amount of What do you think affects the amount of potential energy the roller coaster will potential energy the roller coaster will have?have?

What do you think is the safest way to What do you think is the safest way to travel down the first hill?travel down the first hill?

How do you think the coaster should come How do you think the coaster should come over the second hill? over the second hill? 11/11/201111/11/2011 AMLE AMLE HuntHunt

Page 17: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 3 LEARNING PLANSTAGE 3 LEARNING PLAN

How high should the consecutive hill be How high should the consecutive hill be compared to the one before it?compared to the one before it?

How high should the previous hill be if a How high should the previous hill be if a loop is to be on the coaster?loop is to be on the coaster?

What would the safest shape of a loop be What would the safest shape of a loop be (circular or elliptical)? (circular or elliptical)? 11/11/2011 AMLE 11/11/2011 AMLE HuntHunt

Page 18: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

STAGE 3 LEARNING PLANSTAGE 3 LEARNING PLAN

TLW draw their coaster designs out to scale TLW draw their coaster designs out to scale and share their drawings with the class. and share their drawings with the class. Ask the students to point out the safest and Ask the students to point out the safest and most exciting designs. (E2)most exciting designs. (E2)

TTW conclude the lesson by correcting any TTW conclude the lesson by correcting any safety standards violations in their designs. safety standards violations in their designs. (R ) Whatever mistakes are made should be (R ) Whatever mistakes are made should be reviewed in a summary paragraph. reviewed in a summary paragraph.

11/11/2011 AMLE Hunt11/11/2011 AMLE Hunt

Page 19: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

WHITE CUBE WHITE CUBE (Facets of (Facets of

Understanding)Understanding) How does the height of the roller coaster at the How does the height of the roller coaster at the

beginning affect the available energy later on? (E)beginning affect the available energy later on? (E)

How can you use the properties of kinetic and How can you use the properties of kinetic and potential energy to make a more exciting roller potential energy to make a more exciting roller coaster? (A)coaster? (A)

Why should the concepts of potential and kinetic Why should the concepts of potential and kinetic energy matter to you? (I)energy matter to you? (I)

11/11/2011 AMLE Hunt11/11/2011 AMLE Hunt

Page 20: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

WHITE CUBE WHITE CUBE (Facets of (Facets of

Understanding)Understanding) How do you react to the various coaster you’ve ridden? How do you react to the various coaster you’ve ridden?

Aren’t some more exciting than others? Can certain coasters Aren’t some more exciting than others? Can certain coasters be too exciting? (Em)be too exciting? (Em)

How do you know if you’ve properly applied your knowledge How do you know if you’ve properly applied your knowledge of potential and kinetic energy to the roller coaster you of potential and kinetic energy to the roller coaster you designed? (SK)designed? (SK)

Given a constant ratio of the height of the coaster to its Given a constant ratio of the height of the coaster to its valleys and peaks, can the coaster be too large or too small? valleys and peaks, can the coaster be too large or too small? (P) (P)

11/11/2011 AMLE Hunt11/11/2011 AMLE Hunt

Page 21: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

Red Cube Red Cube (Bloom’s Taxonomy)(Bloom’s Taxonomy)

Define kinetic and potential energy. (BK)Define kinetic and potential energy. (BK)

Give examples of situations where there is Give examples of situations where there is an object that displays kinetic energy and an object that displays kinetic energy and an object that has potential energy? (BC)an object that has potential energy? (BC)

Construct a chart or graph that displays the Construct a chart or graph that displays the change in potential energy of a ball rolling change in potential energy of a ball rolling down a hill. (BA) down a hill. (BA) 11/11/2011 AMLE Hunt11/11/2011 AMLE Hunt

Page 22: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

Red Cube Red Cube (Bloom’s Taxonomy)(Bloom’s Taxonomy)

Create a diagram or drawing that compares Create a diagram or drawing that compares and contrasts the basic differences and contrasts the basic differences between kinetic and potential energy. (BN)between kinetic and potential energy. (BN)

Compose a plan for an investigation that Compose a plan for an investigation that would prove the concepts of potential and would prove the concepts of potential and kinetic energy. (BS)kinetic energy. (BS)

Describe how you would explain potential Describe how you would explain potential and kinetic energy to a younger sibling. and kinetic energy to a younger sibling. (BE) (BE) 11/11/2011 AMLE11/11/2011 AMLE HuntHunt

Page 23: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

ThinkDOTS ThinkDOTS (Sternberg’s Triarchic (Sternberg’s Triarchic

Theory)Theory) Diagram how stored potential energy affects Diagram how stored potential energy affects

kinetic energy when it is released. (SA)kinetic energy when it is released. (SA)

Based on your experience, explain how the Based on your experience, explain how the concept of potential energy can be used. (SP)concept of potential energy can be used. (SP)

Use unusual materials to explain potential and Use unusual materials to explain potential and kinetic energy. (SC)kinetic energy. (SC)

11/11/2011 AMLE11/11/2011 AMLE HuntHunt

Page 24: 11 AMLE Middle School Science Unit presented Louisville, KY-1.ppt

ThinkDOTS ThinkDOTS (Sternberg’s Triarchic (Sternberg’s Triarchic

Theory)Theory) Identify the key parts of potential and kinetic Identify the key parts of potential and kinetic

energy. (SA)energy. (SA)

Demonstrate how someone uses the concept of Demonstrate how someone uses the concept of potential and kinetic energy. (SP)potential and kinetic energy. (SP)

Become a spring and use your new perspective to Become a spring and use your new perspective to help us think about potential energy. (SC) help us think about potential energy. (SC) 11/11/2011 AMLE11/11/2011 AMLE HuntHunt