Download Physical Science - Alexander County Schools

Alexander County Schools 2012-2013
Unit: Unit 1: Motion and Forces
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Q2
Q3
Q4
Common Core and/or Essential Standards:
Transfer: Students will be able to independently use their
PSc.1.1.1 Explain motion in terms of frame of reference, distance, and learning to…
● be able to demonstrate that an object in motion stays in
displacement.
motion
PSc.1.1.2 Compare speed, velocity, acceleration and momentum
● be able to show that for every action there is an equal and
using investigations, graphing, scalar quantities and vector quantities
PSc.1.2.1 Explain how gravitational force affects the weight of an
opposite reaction
object and the velocity of an object in freefall.
● understand that if you use a larger push or pull, there will be
PSc.1.2.2 Classify frictional forces into one of four types: static, sliding,
greater acceleration
rolling, and fluid.
● Gravity always pulls toward the earth at a constant rate
PSc.1.2.3 Explain forces using Newton’s Three Laws of Motion.
● friction slows things down
Meaning
Understandings: Students will understand that…
● Speed is a rate of change in position
● acceleration is a rate of change in speed
● Something with larger mass takes longer to slow down (momentum)
● Friction is a force that acts in a direction opposite to the motion
● Mass is the amount of matter in an object
● Weight is the effect of gravity on an object
● Forces always act in pairs
● Objects resist a change in motion (inertia)
● Motion only occurs when forces are unbalanced.
Essential Question(s):
1. How can you relate the size of an object with how fast it
travels?
2. How does mass affect acceleration?
3. How does gravity affect an object’s motion?
4. How does direction affect an object’s motion?
5. What is the importance of safety regulations in the auto
industry?
Acquisition
Students will know:
Students will be skilled at:
● I can explain how frame of reference is important when discussing the
● Using the scientific method to solve problems
speed or velocity of something.
● Calculations using simple algebraic expressions
● I can mathematically determine the velocity of a moving object.
● Creating and interpreting graphs
● I can mathematically determine the rate of acceleration of an object.
● Analyzing data collected from an experiment
● I can analyze a graph and use the information presented to determine
● following directions
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the displacement, velocity, or acceleration of an object.
I can compare velocity and speed using scalars and vectors.
I can analyze and interpret graph trends relating to velocity and
acceleration.
I can determine what momentum is and the factors that affect the
momentum of an object.
I can explain the relationship between momentum and force.
I can properly identify and place the correct units for each variable in
an equation.
I can differentiate the difference between weight and mass.
I can mathematically solve the weight of an object using Fg=mg.
I can explain how with no air resistance the acceleration of an object
due to gravity is 9.8 m/s2.
I can explain that terminal velocity is the result of air resistance on an
object in free fall.
I can explain that friction is a force that opposes motion of an object.
I can demonstrate the different types of friction that may affect the
motion of an object
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Teamwork
Communication with others using scientific vocabulary
Developing a good hypothesis
Essential Vocabulary:
Frame of reference, Mass, Force, Uniform Motion, Distance,
Displacement, Scalar, Vector, Speed/ Velocity, Momentum,
Acceleration, Weight, Free fall, Static friction, Rolling Friction, Sliding
Friction, Fluid friction Newton’s 1st Law, Newton’s 2nd Law, Newton’s
3rd Law, Net force, Air Resistance, Terminal Velocity, Inertia,
Balanced Force, Unbalanced Force, Qualitative, Quantitative
IT Standards:
IT Strategies:
STAGE 2
Unit Title: Motion and Forces
Grade: HS
Understandings:
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Speed is a rate of change in position
acceleration is a rate of change in
speed
Something with larger mass takes
longer to slow down (momentum)
Friction is a force that acts in a
direction opposite to the motion
Mass is the amount of matter in an
object
Weight is the effect of gravity on an
object
Forces always act in pairs
Objects resist a change in motion
(inertia)
Motion only occurs when forces are
unbalanced.
Essential Questions:
1. How can you relate the size of an
object with how fast it travels?
2. How does mass affect acceleration?
3. How does gravity affect an object’s
motion?
4. How does direction affect an
object’s motion?
5. What is the importance of safety
regulations in the auto industry?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize, differentiate,
discriminate, distinguish, examine,
experiment,
question & test.
choose, demonstrate, dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
Can the student
explain ideas or
concepts?
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
define, duplicate, list, memorize, recall,
repeat, reproduce & state
Understanding:
Can the student
recall or remember
the information?
Subject: Physical Science
Formative Assessments
(Evidences)
1. Homework
2. Ticket out the door
3. Quiz/Question of
the day
4. Lab Activities
5. Unit Test
Summative Assessment
1. Unit test
2. egg drop
3. mousetrap
racecars
STAGE 3
Approximate number of days spent on unit:
22
1. Students will learn about Forces and Motion using their mousetrap
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and
Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
● Mousetrap racecar equipment (supplied by
students)
● CPO physical science equipment
● Research facilities (computers)
2.
3.
4.
5.
6.
7.
cars.
Mousetrap cars Challenge
Classroom instruction, Research in Media Center
Testing and revising cars, reflections
Written Report
Carefully chosen groups to maximize the capability of the individuals
in the group
Focus on above understandings using Mousetrap cars as specific
exemplars.
Strategies:
● Hands-on mechanical learning
● Written assignments
● Graphical/arts
● Self-reflection
Alexander County Schools 2012-2013
Unit: Unit 2 Energy and Waves
Q1
Q2
Q3
Q4
Common Core and/or Essential Standards:
Transfer: Students will be able to independently use their
learning to…
PSc.3.1.1 Explain thermal energy and its transfer.
● Understand energy transfer
PSc.3.1.2 Explain the Law of Conservation of Energy in a mechanical
● Energy can’t be created or destroyed
system in terms of kinetic energy, potential energy and heat.
● Simple machines make work easier
PSc.3.1.3 Explain work in terms of the relationship among the applied
force to an object, the resulting displacement of the object and the
● Waves are a form of energy
energy transferred to an object.
● Waves can bend, bounce, scatter, or combine
PSc.3.1.4 Explain the relationship among work, power and simple
machines both qualitatively and quantitatively.
PSc.3.2.1 Explain the relationships among wave frequency, wave
period, wave velocity and wavelength through calculation and
investigation.
PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface)
using their characteristics.
PSc.3.2.3 Classify waves as transverse or compressional
(longitudinal).
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction,
diffraction, and interference.
Meaning
Understandings: Students will understand that…
Essential Question(s):
● Thermal energy always travels from hot to cold.
6. How can you relate the size of a wave with how fast it travels?
● Energy cannot be created or destroyed
7. How do machines simplify your life?
● Scientific “work” is a push or pull on an object that results in
8. What is the significance of energy transformations within the
movement
motor of your car?
● Simple machines make work easier.
● Waves are a transfer of energy. Some waves have more energy than
others.
● Waves can look like a jump rope or a slinky.
● Waves can bounce, bend, scatter, and combine.
Acquisition
Students will know:
Students will be skilled at:
● I can relate phase changes to changes in energy.
● Using the scientific method to solve problems
● I can explain methods of energy transfer.
● Calculations using simple algebraic expressions
● I can demonstrate the law of conservation of energy.
● Creating and interpreting graphs
● I can mathematically calculate work.
● Analyzing data collected from an experiment
● I can analyze work including force, displacement, and energy transfer.
● following directions
● I can analyze a system to identify simple and complex machines.
● Teamwork
● I can compare and contrast ideal and actual mechanical advantage.
● Communication with others using scientific vocabulary
● I can determine efficiency and relate it to the law of conservation of
● Developing a good hypothesis
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energy.
I can identify the basic characteristics of a longitudinal
(compressional) wave.
I can analyze the relationship between period and frequency.
I can identify the basic characteristics of a transverse wave.
I can compare mechanical, electromagnetic, and surface waves using
their characteristics.
I can classify types of waves.
I can compare and contrast compressional (longitudinal) and
transverse waves.
I can illustrate reflections and refraction of waves.
I can compare and contrast wave interference.
Essential Vocabulary:
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(K) thermal energy
specific heat capacity
heat
temperature
latent heat
conduction
convection
radiation
mechanical energy
Law of Conservation of Energy
kinetic energy
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wheel and axle
lever
efficiency
actual mechanical advantage
ideal mechanical advantage
Longitudinal (compressional) wave
amplitude
rarefaction
compression
period
frequency
wave velocity
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potential energy
Work
force
displacement
energy
power
simple machine
complex machine
wedge
screw
inclined plane
pulley
IT Standards:
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wavelength
transverse wave
crest
trough
mechanical wave
electromagnetic wave
surface wave
transverse wave
medium
reflection
refraction
wave interference
constructive interference
destructive interference
superposition
diffraction
radar
sonar
IT Strategies:
STAGE 2
Unit Title:
Grade:
Understandings:
Revised Blooms
6. Thermal energy always travels from hot to
cold.
7. Energy cannot be created or destroyed
8. Scientific “work” is a push or pull on an
object that results in movement
9. Simple machines make work easier.
10. Waves are a transfer of energy. Some
waves have more energy than others.
11. Waves can look like a jump rope or a
Creating:
Can the student
create new product
or point of view?
Evaluating:
slinky.
12. Waves can bounce, bend, scatter, and
combine.
Essential Questions:
6.
How can you relate the size of a wave with
how fast it travels?
7.
8.
How do machines simplify your life?
What is the significance of energy
transformations within the motor of your
car?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
appraise, compare,
contrast, criticize, differentiate,
discriminate, distinguish, examine,
experiment,
question & test.
choose, demonstrate, dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list, memorize, recall,
repeat, reproduce & state
Subject:
Formative Assessments
(Evidences)
4. Homework
5. Ticket out the door
6. Quiz/Question of
the day
7. Lab Activities
8. Unit Test
Summative Assessment
8. Rube Goldberg
Machine
9. Catapults
10. Mousetrap
Racecars
STAGE 3
Approximate number of days spent on unit: 30
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W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and
Experience?
R – How will we help students Rethink, Rehearse,
Revise, and Refine?
E – How will student self -Evaluate and reflect on
learning?
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Students will learn about Energy and Waves using their mousetrap
cars/catapults/Rube Goldberg machines.
Mousetrap cars/catapults/Rube Goldberg machines Challenge
Classroom instruction, Research in Media Center
Testing and revising, reflections
Written Report
Carefully chosen groups to maximize the capability of the individuals in the group
Focus on above understandings using Mousetrap cars/catapults/Rube Goldberg
machines as specific exemplars.
T – How will we Tailor learning to vary needs,
interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
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Strategies:
● Hands-on mechanical learning
Project equipment (supplied by
● Written assignments
students)
● Graphical/arts
CPO physical science equipment
● Self-reflection
Research facilities (computers)
Alexander County Schools 2012-2013
Unit: Unit 3 Matter and Chemistry
Q1
Q2
Q3
Common Core and/or Essential Standards:
Q4
Transfer: Students will be able to independently use their
PSc.2.1.1 Classify matter as: homogeneous or heterogeneous; pure learning to…
● tell the difference between types of matter
substance or mixture; element or compound; metals, nonmetals or
● know the characteristics of solids, liquids, and gases and the
metalloids; solution, colloid or suspension.
changes they undergo
PSc.2.1.2 Explain the phases of matter and the physical changes that
matter undergoes.
● understand and know how to use the periodic table
PSc.2.1.3 Compare physical and chemical properties of various types
● understand that mass cannot be created or destroyed in a
of matter.
chemical reaction
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot
● understand the characteristics of acids and bases
diagrams for atoms and ions of elements 1 through 18.
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of
an element based on its location in the Periodic Table.
PSc.2.2.2 Infer the type of chemical bond that occurs, whether
covalent, ionic or metallic, in a given substance.
PSc.2.2.3 Predict chemical formulas and names for simple compounds
based on knowledge of bond formation and naming conventions.
PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing
chemical equations.
PSc.2.2.5 Classify types of reactions such as synthesis,
decomposition, single replacement or double replacement.
PSc.2.2.6 Summarize the characteristics and interactions of acids and
bases.
Meaning
Understandings: Students will understand that…
Essential Question(s):
● there are different types of matter
9. How do chemicals affect your daily life?
● matter has physical and chemical properties
10. How are cooking and chemistry similar?
● the periodic table has trends
11. How do you use acids and bases in your daily life?
● the periodic table can be used to determine the characteristics of the
elements
● all reactions are balanced
● acids and bases have different characteristics
● acids and bases neutralize each other
Acquisition
Students will know:
● I can investigate and classify different samples of matter.
● I can examine the periodic table to classify matter.
● I can identify the formation of a homogenous mixture as
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solution.
I can model the phase change process and the relationship
among the particles of matter.
I can identify various phase changes.
I can compare evaporation and vaporization.
I can explain the parts of a solution and determine the solubility.
I can analyze and interpret a solubility graph.
I can analyze and explain the concentrations of a solution.
I can investigate how to mathematically calculate the density of
different substances.
I can investigate the physical properties of mixtures.
I can compare the physical and chemical properties of the
elements of the periodic table.
I can investigate the physical and chemical properties of
common everyday materials.
I can identify the parts of an atom.
I can mathematically determine protons, electrons, and
neutrons, and mass numbers of atoms and ions.
I can analyze the existence of isotopes.
I can design Bohr models of elements 1 to 18 on the Periodic
Table.
I can create and model Lewis‐dot diagrams.
I can predict valence electrons on the Periodic Table.
I can predict an element’s oxidation number.
I can generalize periodic trends.
I can analyze and predict the different types of chemical bonds.
I can name and write formulas for simple ionic binary
compounds.
I can name and write formulas for simple compounds containing
polyatomic ions.
I can name and write formulas for covalent binary compounds.
I can demonstrate how to balance chemical equations.
I can classify types of chemical reactions.
Students will be skilled at:
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classifying matter using the properties of matter
using the periodic table
balancing equations and classifying types of reactions
analyze and interpret a solubility graph
identify acids and bases using the pH scale
identify reactants and products in a neutralization reaction
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I can identify combustion reactions.
I can recognize common inorganic acids.
I can recognize common bases.
I can define acids and bases based on Arrhenius Theory.
I can identify and classify substances on the pH scale and
explain their characteristics.
● I can explain a neutralization reaction.
Essential Vocabulary:
Homogeneous, heterogeneous, pure substance, mixture, element, compound, solution, colloid, suspension, Tyndall Effect, heat,
freezing, melting, vaporization, condensation, evaporation, solvent, solute, insoluble, solubility curves, concentration, saturated,
unsaturated, supersaturated, dilute, concentrated, density, metals, nonmetals, metalloids, luster, conductivity, ductility, malleability,
reactivity, physical property, chemical property, charge, relative mass, proton, neutron, electron, atomic number, average atomic mass,
neutral atom, ion, isotope, isotopic notation, Bohr model, Lewis‐dot diagram, energy levels, valence electrons, Oxidation number,
valence electrons, ionic bond, covalent bond, metallic bond, binary compound, polyatomic ion, coefficient, Law of Conservation of
Matter, synthesis, decomposition, single replacement, double replacement, hydrocarbon, inorganic acid, base, Arrhenius Theory, pH
scale, neutralization, conductivity.
IT Standards:
IT Strategies:
STAGE 2
Unit Title:
Grade:
Understandings:
13.
14.
15.
16.
Subject:
Revised Blooms
there are different types of matter
matter has physical and chemical properties
the periodic table has trends
the periodic table can be used to determine the
characteristics of the elements
17. all reactions are balanced
18. acids and bases have different characteristics
19. acids and bases neutralize each other
Essential Questions:
9. How do chemicals affect your daily life?
10. How are cooking and chemistry similar?
11. How do you use acids and bases in your
Creating:
Can the student
create new product
or point of view?
Evaluating:
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
Can the student
justify a stand
or decision?
Analyzing:
daily life?
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
appraise, compare,
contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment,
question & test.
choose, demonstrate, dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list, memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
9. Homework
10. Ticket out the door
11. Quiz/Question of
the day
12. Lab Activities
13. Unit Test
Summative
Assessment
11. Element
Project
STAGE 3
Approximate number of days spent on unit:
●
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and
Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and
styles?
O – How will we Organize and sequence the learning?
Resources:
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Project supplies (supplied by students)
CPO physical science equipment
Research facilities (computers)
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Students will learn about matter and chemistry using their element
project.
Element Project
Classroom instruction, Research in Media Center
Critique other groups models; reflection
Written Report, presentation to class
Carefully chosen groups to maximize the capability of the individuals in
the group
Focus on above understandings using Element projects as specific
exemplars.
Strategies:
● Hands-on mechanical learning
● Written assignments
● Graphical/arts
● Self-reflection
Alexander County Schools 2012-2013
Unit: Unit 4 Electricity and Magnetism
Common Core and/or Essential Standards:
Q1
Q2
Q3
Q4
PSc.3.3.1 Summarize static and current electricity.
PSc.3.3.2 Explain simple series and parallel DC circuits in terms of
Ohm’s Law.
PSc.3.3.3 Explain how current is affected by changes in composition,
length, temperature, and diameter of wire.
PSc.3.3.4 Explain magnetism in terms of domains, interactions of
poles, and magnetic fields.
PSc.3.3.5 Explain the practical applications of magnetism.
Transfer: Students will be able to independently use their
learning to…
● Electricity is the movement of charges
● more charges moving means more current
● series circuits only have one pathway
● parallel circuits have multiple pathways
● Current, Voltage, and resistance are all mathematically related
● Only certain materials are magnetic
● electromagnets are caused by electric current
● electric motors and generators are made with electromagnets
Meaning
Understandings: Students will understand that…
● electricity moves
● more current means more electricity
● houses are wired in parallel
● magnets stick to only some metals
● motors have electromagnets and permanent magnets in them.
Essential Question(s):
12. How does the discovery of magnetic induction affect our use
of electricity?
13. Why is it impractical to try to harness lightning as a power
source?
Acquisition
Students will know:
● I can identify and compare charging of objects.
● I can compare and contrast static electricity and current
electricity.
I can identify simple circuit diagrams.
I can compare and contrast open and closed circuits.
I can calculate current, potential difference, and resistance of a
circuit using Ohm’s law.
● I can compare and contrast series and parallel circuits.
● I can explain how properties of the conductor affect the circuit.
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Students will be skilled at:
● drawing and building circuits
● describing how charge can be acquired
● calculating using Ohm’s Law and the power equation.
● Using Magnets
● describing properties of electromagnets
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I can describe the behaviors and characteristics of magnetic
domains.
● I can compare, contrast, and apply the relationship between
electricity and magnetism.
Essential Vocabulary:
conduction, friction, induction, static electricity, current electricity, circuit, open circuit, closed circuit, Ohms Law, DC circuit, series
circuit, parallel circuit, voltage, resistance, resistivity, magnetic domain, magnetic pole, magnetic field, solenoid,
electromagnet, generator, motor
IT Standards:
IT Strategies:
STAGE 2
Unit Title:
Grade:
Understandings:
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Subject:
Revised Blooms
electricity moves
more current means more electricity
houses are wired in parallel
magnets stick to only some metals
Creating:
motors have electromagnets and
permanent magnets in them.
Can the student
create new product
or point of view?
Essential Questions:
Evaluating:
20. How does the discovery of magnetic induction
affect our use of electricity?
21. Why is it impractical to try to harness
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
Can the student
justify a stand
or decision?
lightning as a power source?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
appraise, compare,
contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment,
question & test.
choose, demonstrate, dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list, memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
12. Homework
13. Ticket out the door
14. Quiz/Question of
the day
15. Lab Activities
16. Unit Test
Summative
Assessment
14. Windmills
STAGE 3
Approximate number of days spent on unit:
22
12. Students will learn about electricity and magnetism using their generators
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and
Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and
styles?
O – How will we Organize and sequence the learning?
Resources:
●
●
●
Project supplies (supplied by students)
CPO physical science equipment
Research facilities (computers)
and motors.
13. Windmill Project
14. Classroom instruction, Research in Media Center
15. Critique other groups models; reflection
16. Written Report, presentation to class
17. Carefully chosen groups to maximize the capability of the individuals in the
group
18. Focus on above understandings using Windmill projects as specific
exemplars.
Strategies:
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Hands-on mechanical learning
Written assignments
Graphical/arts
Self-reflection