ngss edtpa unit plan

NGSS & MBI Unit Plan.docx

Unit Plan for NGSS and Model-Based Inquiry(Modified by Matt Nyman 1/2016)

Part 0: Fitting Into the Larger Picture NGSS Learning ProgressionsCreate a schematic (model) that includes the big idea you want to teach and how this idea fits into the NGSS learning progression. This will inform you in terms of what students should have experienced prior to your teaching and frame your learning objectives; that is what the next teacher will expect his or her students should have experienced.

Kinetic energy can be distinguished from the various forms of potential energy. Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter.Grade 6-8Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form.Grades 3-5Sunlight warms Earths surface.Grades K-2PS3.DEnergy in chemical processes and everyday life

PS3.BConservation of energy and energy transfer

PS3.ADefinitions of energy

Part 1: Unpack the NGSS Performance Expectations

What performance expectation(s) will students be able to demonstrate with proficiency at the end of the unit? MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

Science and Engineering PracticesDisciplinary Core IdeasCross-Cutting Concepts

Developing and Using ModelsModeling in 68 builds on K5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.Develop a model to describe unobservable mechanisms. (MS-PS3-2)Analyzing and Interpreting DataAnalyzing data in 68 builds on K5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (MS-PS3-1)

PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)

Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-1)Systems and System ModelsModels can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. (MS-PS3-2)

Part 2: Identify a phenomenon using Planning for Engagement Tool (AST Step 1)

What is the Big Idea (overarching topic) of this unit? This might be a process, thing, theory, or concept.

When two objects interact, each one exerts a force on the other that can cause energy to be transferred. The Big Idea is that a snow boarder moves downhill due to potential energy being converted to kinetic energy, and ultimately stops as friction from the snow causes work to be done on the snowboard.

What is an appropriate Puzzling Phenomenon for this unit? This should be an actual, observable event or set of events that students can come to a deep understanding of over a period of days.

Students will use prior knowledge from the unit on why rollercoasters dont have engines to examine the puzzling topic of why snowboarders (or skiers or cyclists) move down hill on a slope. They may postulate that gravity, acceleration and momentum cause this event, however these theories wont stand up under examination. Why do snowboarder speed up as they move down hill? Why do they stop at the end of a run? How does friction work?

Part 3: Explain the phenomenon (AST Step 1)

Write a full, causal scientific explanation of the phenomenon. Include what happened, how it happened, and why it happened.

Snowboarding provides an illustration of the relationship between energy transformation (and conservation) and work. As a snowboarder moves down a slope, they speed up. As they encounter unpacked snow, they slow down and ultimately come to a stop. At the top of the slope, the snowboarder is at an elevated position and possesses the maximum amount of potential energy for the system. This potential energy can be see as the energy of the vertical position. As the snowboarder is starting from rest (assumed variable: snowboarder is not moving on the approach to the slope), then only energy present is potential energy (total mechanical energy).When the snowboarder moves down the slope, the potential energy is transformed to kinetic energy. Potential energy is lost, while kinetic energy is gained. The system has a quantifiable amount of energy on the slope that transforms from potential energy to kinetic energy. Energy is conserved; it is not los t or gain (created nor destroyed). The further down the slope that the snowboarder travels (loses height and therefore loses potential energy), she will gain speed (observed form of kinetic energy).At the bottom of the run, the final height is taken to be 0meters, whereby all the potential energy is lost. The kinetic energy is at a maximum, and the maximum velocity has been reached for this run.In an ideal system with no opposing force, the snowboarder would continue at this speed. However the snowboarder will meet a section of unpacked snow and skid to a stop because of the force of friction. Friction is a dissipative force, which does work on the snowboarder to decrease her total mechanical energy (sum of potential and kinetic energy).As the force of friction is applied over a distance, work is done. Over an increasing distance, an increasing amount of work is done which dissipates the total mechanical energy of the snowboarder. The snowboarder will run out of energy and come to a stop. Work done by the external force of friction caused a change to the mechanical energy of the snowboarder.In any given (closed) system, energy is conserved. Energy may be transformed from one type to another but the amount of energy will remain constant. Potential energy is transformed to kinetic energy, while the total mechanical energy of the system remains constant. The force of friction can cause work to be done and transform some or all of the total mechanical energy into heat (or another type) of energy.

Part 4: Uncover initial student ideas using Eliciting Student Ideas Tool (AST Step 2)

How will you introduce the phenomenon? Include how you will describe it (text, pictures, video, field trip, etc.).The phenomenon will be introduced with a video, which shows a snowboarder in Mt. Bachelor, Or. boarding straight down a slope (run). The video shows the snowboarder starting from rest and increasing in speed until they come to an abrupt stop in some unpacked snow. Students will be asked to describe what they see (and/or experience).

How will you scaffold the modeling and explanation of their initial ideas?Students will draw a rough drawing of the system (Slope, snowboarder, bottom of run). Using class-based discussions, they will expand their ideas of what causes a snow boarder to speed up as they move down a slope and why the snowboarder stops. They will write their initial ideas on the model and write any part-formed understandings or ideas on the model as well.

What initial ideas do you expect to be shared?I expect students to attribute the increase in velocity to acceleration and gravity. They will try to explain that the difference between the motion at the top of the slope and the bottom. They will have some understanding of a change in energy but may describe this as the force of gravity. They may explain the event as being caused by the object moving down a steep slope, and attribute the movement due to height. They may state that energy can be transformed in to a force or state that energy can be created to act as a force.Some students will share ideas about momentum, potential energy and kinetic energy but will not be able to explain energy transformation.

How will you (and the students) use this information? What will this show you about student understanding of the Disciplinary Core Ideas and Cross-Cutting Concepts?

I will use this information to plan the introduction activity. As I expect some of these responses, I will prepare questions to guide students to the ideas of energy within the system (What might be going on that we cant see? So you think it might have something to do with acceleration? You are telling me the beginning of the story and the end of the story, can you tell me the middle of the story? How do you think this happens?). Additional I will use this information as it arise to plan for selecting which responses to share and the order of sharing. I will select students models that lack some of the key details on energy first, then ask students who have included energy information in their responses. I will have students compare and contrast their models so that they can all include the relevant data.The students will use the information from the initial ideas to build their models. They will gain an understanding of the limits of their understanding. They will also share their ideas and strengthen their ideas through discussions with their peers. This will show me the students understanding within the disciplinary core idea, what roughly formed answers they have to questions and how they apply their knowledge to a model. From the crosscutting concepts, I will gain an understanding of how students assume the system works and what factors influence change within the system. It will also show how they scale and quantify data and display the proportional energy transfers (if they include energy).

Part 5: Designing learning experiences using Supporting On-going Changes in Student Thinking Tool (AST Step 3)

Targeted ideas in the phenomenon explanationInvestigation description (including Science and Engineering Practices)Evidence (including Disciplinary Core Ideas and/or Cross-Cutting Concepts)Why it happens (including Disciplinary Core Ideas and/or Cross-Cutting Concepts)

1Snowboarding provides an illustration of the relationship between energy transformation (and conservation) and work. As a snowboarder moves down a slope, they speed up. As they encounter unpacked snow, they slow down and ultimately come to a stop.Initial student engagement: Design preliminary models.

SEP: Developing and Using ModelsDCI: PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.CCC: Systems and System ModelsModels can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems.

Students will utilize previous knowledge from the forces and motion section (ideas such as velocity, acceleration, acceleration due to gravity, forces.) and some of their ideas on energy to design a rudimentary model to explain why a snowboarder speeds up while moving downhill. They will also write ideas on why the snowboarder stops. Students will make observations about the journey of a snowboarder. They will use their experiences (in snow sports, or bicycles) to describe what is happening. Students will complete their preliminary model with ideas and understanding about what happens in the event. They will details the variables within the system and attempt to form explanations as to why they are considered.Students challenge their understandings of why objects accelerate as they move down hill. They will confront gaps in their understanding as they try to apply knowledge to their models. They will not be expected to develop accurate causal explanations in this class, but rather they will seek to understand the limitations of their understandings. DCI: Students will observe two forces interacting, and gain an understanding that an energy transformation is taking place.CCC: the students will label the variables within a snowboarding system, and give some preliminary ideas about the changes with in that system.

2At the top of the slope, the snowboarder is at an elevated position and possesses the maximum amount of potential energy for the system. This potential energy can be see as the energy of the vertical position. As the snowboarder is starting from rest (assumed variable: snowboarder is not moving on the approach to the slope), then only energy present is potential energy. When the snowboarder moves down the slope, the potential energy is transformed to kinetic energy. Potential energy is lost, while kinetic energy is gained. The further down the slope that the snowboarder travels (loses height and therefore loses potential energy), she will gain speed (observed form of kinetic energy).Bungee jumpSEP: Developing and Using ModelsModeling in 68 builds on K5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe unobservable mechanisms. (MS-PS3-2)

DCI: PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)

CCC: Systems and System ModelsModels can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. (MS-PS3-2)

Students will use the example of bungee jumps to understand how energy is conserved in a system. They will look at energy due to position and energy due to movement. They will design a model to explain how a bungee jump works.Secondary evidence will be taken from observations of videos and pictures. Direct evidence will be gathered from constructing a trial bungee in their table groups. They will gather additional evidence from readings to substantiate their understandings. Due to the elevated position, the bungee jumper has energy (potential energy). On jumping (starts at rest) the bungee jumper converts this potential energy to kinetic energy. As the elastic builds potential energy (elastic potential energy), they jumper slows down. The jumper comes to a stop but the elastic potential energy causes them to move upwards.In a perfect system (with all energy converted from potential to kinetic to potential) this movement would repeat forever.DCI: Kinetic energy is proportional to the mass of the moving object (different size mass attached to elastic). Potential energy due to position at top.CCC: Students will represent the variables and the energy (including energy flow from potential to kinetic to potential) within the bungee system that they are representing.

3Potential energy is lost, while kinetic energy is gained. The system has a quantifiable amount of energy on the slope that transforms from potential energy to kinetic energy. Energy is conserved; it is not los t or gain (created nor destroyed).Roller coaster journey.SEP: Analyzing and Interpreting DataAnalyzing data in 68 builds on K5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (MS-PS3-1)

DCI: PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)

CCC: Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-1)

Students will pick three points on a graphic of a roller coaster and calculate the kinetic energy, potential energy and the total mechanical energy of the system. They will be provided with the mass and (several) heights of the rollercoaster.Students will take secondary evidence of the height, and speed of a rollercoaster journey. They will observe that the total mechanical energy is conserved, and that potential energy is transformed to kinetic energy. Students will make calculations to provide primary evidence that the total mechanical energy is conserved.Causal explanation for the evidence from the investigation (should be the conceptual understandings needed for the Targeted ideas from the phenomenon explanation

The rollercoaster system has a quantifiable amount of energy that transforms from potential energy to kinetic energy as it moves down a hill. On reaching the bottom of the hill, there is maximum kinetic energy. The kinetic energy begins to be lost as is begins to move up another hill. Kinetic energy is transformed to potential energy. Energy is conserved; it is not los t or gain (created nor destroyed).

4In an ideal system with no opposing force, the snowboarder would continue at this speed. However the snowboarder will meet a section of unpacked snow and skid to a stop because of the force of friction. Friction is a dissipative force, which does work on the snowboarder to decrease her total mechanical energy (sum of potential and kinetic energy).As the force of friction is applied over a distance, work is done. Over an increasing distance, an increasing amount of work is done which dissipates the total mechanical energy of the snowboarder. The snowboarder will run out of energy and come to a stop. Work done by the external force of friction caused a change to the mechanical energy of the snowboarder.

Friction as WorkSEP: Developing and Using ModelsModeling in 68 builds on K5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.Develop a model to describe unobservable mechanisms. (MS-PS3-2)

DCI: PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)

CCC: Systems and System ModelsModels can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. (MS-PS3-2)

Students will use their models of the snowboarding system and their understanding from the transfer and conservation of energy to describe why a snowboarder stops as the end of a run.Students will gather evidence from model analysis. They will search for concepts and clues within their original models to explain why a snowboarder stops. They will use evidence from a previous friction experiment to add to the model. They will use observations of a video to conclude that a snowboarder does stop.Causal explanation for the evidence from the investigation (should be the conceptual understandings needed for the Targeted ideas from the phenomenon explanation.

As the force of friction is applied over a distance, work is done. The snowboard has work done on it by the snow. Over an increasing distance, an increasing amount of work is done which dissipates the total mechanical energy of the snowboarder and the snowboarder wont have any kinetic energy. DCI: When the snowboard and the snow (with the absence of potential energy) interact, the snow exerts a force on the snowboard, which causes the kinetic energy of the snowboard to be dissipated as work (heat energy).CCC: Students will add to their snowboarding system to include interactions such as energy flow within the system.

5In any given (closed) system, energy is conserved. Energy may be transformed from one type to another but the amount of energy will remain constant. Potential energy is transformed to kinetic energy, while the total mechanical energy of the system remains constant. The force of friction can cause work to be done and transform some or all of the total mechanical energy into heat (or another type) of energy.

Energy Transformation on a Roller Coaster.SEP: Analyzing and Interpreting DataAnalyzing data in 68 builds on K5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (MS-PS3-1)

DCI: PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)CCC: Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-1)

Students will construct a roller coaster system. The marble and the track are a system. This system has two major kinds of energy called potential energy and kinetic energy Students will use the system to determine where each type of energy is present.Students will gather evidence of the different speeds of a marble at different positions. During this experiment they will make observations and predictions. They will use the data tabulated to graph the motion event and explain the phenomenon.The marble and the track are a system. This system has two major kinds of energy called potential energy and kinetic energy. Potential energy is energy due to position.When you lift the marble off the ground it gets potential energy because of its height.As the marble moves down the track, it loses potential energy. Potential energy is converted into kinetic energy, which is the energy of motion.The marble slows down as it goes uphill because kinetic energy is being changed back into potential energy.Conservation of energy says the total energy stays the same as the marble moves up and down.The marble has the most kinetic energy when its speed is greatest.

Part 6: Model and explanation revisions using Pressing for Evidence-based Explanations Tool (AST Step 4)

How will you scaffold the revision of models and explanations in the middle of the unit?Models will be revised throughout the unit. Students will develop their preliminary models, which they will revise using post-its and different colored pens throughout. They will add, change and modify their models as their understanding changes and their knowledge of the concepts grows. They will be encouraged to change the model when they are feel that their initial model needs to be amended or added to. On learning about potential and kinetic energy, they will describe where in the model these factors are influential on the speed of a snowboarder. On learning about energy transformation, they will add the middle of the story: potential energy is being transferred to kinetic energy. On researching and interacting with ideas on work, they will add to their model their understanding of how friction dissipates the total mechanical energy.

How will you scaffold the creation of a final model and explanation at the end of the unit?Students will use their initial and working models, along with their experiences and understandings to create a final version of their model. They will describe in each section of the model: there understanding of what is happening and another example of this type of interaction. They will use the final class on energy transformations in the rollercoaster to strengthen their overall understanding of how energy is transformed and how this affects the speed of an object. They will look at how the mass of the object affects the speed, and add their understandings to the final model.

Part 7: Application of student learning/summative assessment

How will students demonstrate the performance expectations in the context of a new phenomenon?

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.Students will tabulate data collected from the experiment: Transformations of energy on a rollercoaster and they will graph this information using height, position and speed. They will use this graph to explain the relationship between potential energy, kinetic energy and total energy. They will use the information from this experiment to describe the relationship between kinetic energy and the speed of an object in their model. Using the bungee jump activity, students will use the different masses to understand how the application of a lighter or heavier mass would affect the kinetic energy of a system. This information will be detailed on their final models and in class discussions.

MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.Students will construct initial models to demonstrate their preliminary knowledge and understanding about the snow boarding system. They will use the model of the bungee jumper and the different distances to describe how the objects interact as the distances change. They will discuss how the potential energy is converted to kinetic energy and the potential energy is reduced as the height is reduced. They will apply this understanding to the snowboarding system by describing how the height of the slope (distance between top and bottom of slope reflects the arrangement of objects in this system) affects the amount of potential energy stored in the system. In the rollercoaster system, they will describe the height of the hills, as the elements within the system that determine the different amounts of potential energy stored within the system. They will use their understandings from these systems to develop a model to describe the differing potential energies as a function of height.

Part 8: edTPA Components Supporting Science Development Through Language (1 table for each learning experience)

Learning Experience #1

Describe Language SupportsInstructional Supports to Use and Understand Language Demands

Language Function

ExplainStudents will be asked to make observations, develop reasons and to try to back up what they are saying with examples or ideas. The teacher will model this for the students, and ask additional questions to deepen students understanding.

Vocabulary and/or Symbols

EnergyStudents will define the word energy in discussions and include it on the word wall. They will use the word in discussions to develop a scientific meaning of the word.

Syntax and/or Discourse

Constructing a modelStudents will be supported in their scientific discourse through the construction of a model. Each student will draw a system with a slope and a snowboarder, define the parameter and variables, and then work in groups to attempt to answer what is causing the phenomena



Language Function

1. Identify2. SolveIdentify: students will be asked to name the types of energy present in pictures. The language function will be used in context and will be used with synonyms.Solve: students will use the potential energy and kinetic energy formulas to calculate and solve practice questions. This language function will be modeled with examples.


ConservationStudents will develop an understanding of what conservation is through examples. They will add their class definition to the word wall.


Mathematical calculations and giving feedback on calculationsStudents will provide feedback on calculations to each other. The mathematical syntax of solving energy equations will be modeled. Students will be provided with additional time if they struggle. A whole class revision will allow students to check their work.



Language Function

1. Estimate2. Review3. DesignEstimate: students will be supported in calculations and estimations by using their notes from the previous lesson. They will work in pairs to estimate an answer and then use the whole class discussion to check if their understanding of the term is correct.Review: students will be supported in their review by detailed instructions on how to approach the activity. A model review will be demonstrated to them. Design: Students will be shown three examples of different posters. These visuals will serve to support their understanding of the requirement. A rubric available on showbie will give additional information as to the expectations of the design


1. System2. In the form ofStudents will define key terms from the section review as they teach each other. They will build a group definition. Any term that groups are stuck on will be added to the word wall.


Providing detailed explanationsStudents will be guided to plan for explanations, question explanations and ask questions. They will be provided with a sample of how to give an explanation. This discourse move will be modeled for them and they will be provided with sentences and prompts to enable them to adequately provide feedback in a scientific format.



Language Function

1. Apply2. ConstructApply: students will add new thinking and understandings to their models. They will be aided to do so in using the visual of the model on the board. The content will be discussed as they apply their understanding to the model. They will be supported through visuals, peer feedback and discussions.Construct: students will be asked to define work as a scientific term. The class will work to build a scientific meaning for this word


WorkStudents will be asked to write their understanding of what work is. They will compare and contrast several visuals to come to an understanding of what work is. If they are unable to understand the difference between the commonplace definition and the physics definition. Students will be asked to come up with examples to explore the confusion in conversation. Their definition will be added to the word wall.


Scientific discourseStudents will work to provide clear answers and explanations using scientific ideas and equations while posting the answers on the walls. They will discuss the answers in their table groups. Other groups or students can provide feedback on their answers. The teacher will monitor students for correct use of the scientific terms and provide positive feedback. Additionally students who use other terminology will be challenged to think of the scientific term.



Language Function

AnalyzeStudents will work in groups to answer the questions on their work sheet. They will analyze the data, construct graphs and make inferences from the data. They will be supported through the use of tables, graphs and guided with questions to prompt their analysis.


PhotogateStudents will be shown where the photogate is on the ramp. They will see the output of data that it provides. An explanation of its function will be given


1. Tabulating data2. GraphingTabulating data: students will be provided with a table into which to place their data.Graphing: students will be provided with a miniature template of their graph that they will expand.

Part 9: Low and high cognitive demand tasksIdentify each learning task as low or high cognitive demand and indicate why you put these activities in the different categories. For at least one low cognitive demand task, explain how you would change the task to a high cognitive demand learning experience

LessonTaskLow or High Cognitive demandWhy?

1Develop a model to explain why a snowboarder speeds up as the move downhill.HighStudents are challenged to apply prior knowledge and partial understandings to create a model to describe an observation.

1Create a definition of energyHighStudents must use concepts and observations from the class to construct a definition of what energy is.

1Define the variable within the systemLow (High: could state how each variable affects the system. Design a system without a diagram, which would require them to use their knowledge and understanding to determine what are the important features in a system and why)Students need to name the different elements of the system. It requires them to draw a diagram and state what is present.

1Categorize examples of energyLow (High: students could give their own examples of energy due to movement and stored energy and explain why they choose them to represent these states of energy.Students will common knowledge to describe energy as either stored or energy due to movement. They are not required to state why.

2Classify types of energyLow (High: students could use I pads to demonstrate different types of energy present in their daily lives. They could create a story board using different types of energy and a description of each)Students will look at pictures and say which type of energy is present

2Construct an understanding of how energy is conserved using the bungee HighStudents will discuss how energy is transformed from one state to another utilizing the example of a bungee. They will describe how the two different energies interact.

2Reading on Conservation of EnergyLow (High: students at their table group could summarize a section to teach to the class using comic strips or pictures)Students are reading and taking notes. They are not engaging with the text or creating anything with it.

2CalculationsHighStudents will do the calculations and then answer them on the board for the class. They will provide each other with feedback and work through the problems as a group.

3.Estimate total energy of the system using roller coaster gifHigh & Low (High: modify gif so students do not see the constant mechanical energy figure)Students will be provided with a rollercoaster gif, and the mass and height of a roller coaster. They will use prior learning and apply it to the problem. They will calculate kinetic and potential energy as well as the total mechanical energy to determine the total mechanical energy at three points. (High) This will confirm what they already know (Low)

3Review energy section in notes, add additional information from reading using Teach meHighStudents will review their notes and the reading so that they can write a clear explanation, include some background knowledge that may be required to answer peers questions, anticipate questions.

3Design a posterHighStudents will design a poster to promote energy conservation in Corvallis; they will conduct research, apply prior learning and create a legible, interesting poster that combines ideas from their physics class with home lives and communities.

4Construct a definition of what work isLow High (Students could work on coming up with as many example of work and types of work. Then they could rationalize what work means in a physical sense. They could work with photos of different work events and categorize them as work done or no work done.Students need to provide a definition of what work is

4Complete a calculations worksheetLow & High Students work to complete a worksheet (Low). Each pair of student is responsible for putting the answer on the answer wall. They can agree or disagree with other answers using post-its (High)

4Apply concept of work to snowboard modelHighStudents will use their newly formed understanding of work and use this to describe how it is incorporated in to their system. They will explain energy flows within the model.

5To investigate how the motion of a rollercoaster is related to energy, by verifying if energy transformation from potential to kinetic is 100%HighStudents will use the data tabulated to construct graphs. They will use the graphs to explain the motion event. They will need to use their knowledge and understanding to provide detailed explanations of the motions

5 Tabulate data and draw a graphLow High (Students could design the tables, decide on the variables to measure and construct the graphs)Tables and ready-made graphs are provided.

Part 10: The Five Practices ModelFor one lesson or task, briefly write about how you would employ the practices from The Five Practices Model

Task: Develop a model to explain why a snowboarder speeds up as the move downhill.Practice

Description

Anticipating

That some students will hold alternative conceptions such as: energy can be created within a system, that a moving object has a quantifiable amount of energy that could be used up. Students may think that a constant force is required to keep an object moving a constant speed. Some students are familiar with the terms kinetic energy, potential energy and momentum, however they may be unable to define what they are or use the concepts accurately. On anticipating the above alternative conceptions and part understandings from a pre assessment, I plan to cover each question throughout the section. I will ask students as we observe the snowboarder, Where does the energy come from? What forces are at play here? What happens to the energy as the snowboarder slows down? We will examine the terms kinetic energy and potential energy as they arise, and I will ask students who have used them in their models to determine what they mean.

Monitoring

Monitoring will be predominantly used to gauge students initial understandings. I will look to see what information students are utilizing in their models and what explanations they are giving for changes in motion. While monitoring I will continue to ask questions to further understanding (What might be going on that we cant see? So you think it might have something to do with acceleration? You are telling me the beginning of the story and the end of the story, can you tell me the middle of the story? How do you think this happens?). I will push students to elaborate on answers. I will also monitor to check for understanding, and to see if students hold alternative conceptions of the process. If many students hold the same alternative conception, I will hold a mini-teach session to cover it (especially of it interferes with the construction of the model).

Selecting

In selecting models to share, I will share students who have partial understandings such as the roles of kinetic and potential in the system. I will also select models that design the system based on the previous acceleration model. These will be chosen so that the emerging ideas and understanding can be compared and contrasted. A range of levels of understanding will be chosen and students will be called to explain their model. Other students will fill in missing details. I will also select students who I know are happy to share their work in class and to receive feedback from their peers.

Sequencing

In choosing models to be sequenced, I will ask students who have not included the emerging ideas of kinetic and potential energy to share first. I will ask other students to help them add to their models. I will then ask a student with more refined ideas of kinetic and potential energy to share, I will ask students what they can learn from this model. I will also ask them what they think is missing. To finish, I will ask a student who is revising their model to say what they have added and why.

Connecting

Students will connect their partial understandings to the experience of moving downhill. They will revise their models to connect their understandings to a concrete example; they will make connections between the different types of energy and the experience of the journey. They will be asked to elaborate on these connections in further classes with different varieties of movement.

ngss edtpa unit plan

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