Download 5.P.1. - Where Tomorrow Begins

Grade 5 Physical Science Unit (5.P.1.)
Decision 1: What will students learn in this unit?
Standards Addressed:
1. Science 5.P.1
2. Reading Informational Text
3. Math
4. Writing
5. Technology
6. Other
What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit?
Know
Students know that gravity pulls any
object on or near the earth toward it
without touching it.
Students know that friction is a force
that is created anytime two surfaces
move or try to move across each other.
Students know that all matter has
mass. Students understand that
changing any or all of these factors
will affect the motion of an object.
Understand
Do
5.P.1.1 I can see that all objects are
pulled toward the Earth.
5.P.1 I will drop objects of varying mass
and observe the pull of each object.
5.P.1.1 I can explain how gravity
affects the motion of all objects.
I will observe and explain why objects of
different mass are pulled toward the
earth’s surface and hit at the same time.
5.P.1.2 I can tell that friction is a
force created by two surfaces
rubbing against each other.
5.P.1.2 I can tell that forces rubbing
against each other will slow objects
down.
5.P.1.2 Students know that it is
possible to measure the motion of an
object based on the distance it will
travel in a certain amount of time.
5.P.1.3 Students know that a graph can
be created using one axis to represent
the distance that an object travels, and
the other axis to represent the period of
time the object is traveling.
5.P.1.3 I can explain how a change
in mass affects the motion of
objects.
5.P.1.4 I can predict the
momentum of an object.
5.P.1.4 I can predict the direction
an object will travel.
I will demonstrate that objects at rest will
stay at rest and objects in motion will
stay in motion unless unbalanced forces
act the object.
I will apply Newton’s 1st Law, inertia
(stated above) to real world situations.
5.P.1.2 I will use different models to
observe how friction affects the motion
of an object.
I will explain how friction slows objects
down.
I will analyze how different kinds of
surfaces create the least/most amount of
friction.
Students know how to construct a
graph that demonstrates a relation of
distance to time.
I will measure and record the mass of
various objects.
5.P.1.4 Students know that the greater
a force is, the greater the change (in
motion) it produces. The greater the
mass of the object being acted on, the
less the effect of the (same) force.
I will demonstrate how the mass of the
various objects affects their motion by
rolling balls of different mass across the
same flat surface and again on sloped
surfaces.
Vocabulary
I will create a graph illustrating the
motion of each object on both the sloped
and flat surfaces. Axis labeled distance
and time.
Force
Inertia
Friction
Gravity
Mass
Graph
Momentum
Motion
Speed
Distance
Time
I will compare and contrast the mass of
the objects and the affect on the motion
and acceleration of each object.
I will apply the scientific method to
Decision 1 – What will students learn in this unit?
Know
Understand
Do
design and test how mass affects
momentum.
I will explain how the mass of an object
is related to its momentum.
I will use Newton’s Third Law: For every
action, there is an equal and opposite
reaction to explain the motion of objects
such as rockets.
Decision 1a Know-Understand-Do (KUD)
Decision 2: Assessment
Plan for how students will indicate learning and understanding of the concepts in the unit.
How will you assess learning?
Possibilities/options:
Pre-assessment
Short answer tests or quizzes
Student logs, journals and informal writing
Lab activities
Formal writing assignments
Informal or formal student Interviews, conferences, observations etc.
Pre and post assessments: ClassScape prepackaged quiz P1.2 (speed, distance and time) P1.3
(graphing). Full class pre-assessment and individual assessment for post-assessment.
_____________________________________________________________________________
Describe the performance, product, or project that will be the culminating activity
for the unit.
The student’s assignment for the Culminating Activity includes:
Unit essential question or “I Can” statement for the culminating activity.
A thorough description of the activity including steps or task analysis in
completing the culminating activity.
A copy(ies) of the rubric(s) you will use to assess the culminating activity or any
other aspects of the unit.
FOSS kit – Models and Designs Investigation 3 Go Carts
K’nex Education Kit – Forces, Energy and Motion
Golden Leaf Kit
Cardboard Car
________________________________________________________________________________________________________________
I can demonstrate my understanding of forces and motion by designing and creating a selfpowered car. I can model the relationship between position, motion, direction and speed. I will
evaluate my design choices through a series of trial and error. I can explain how my car works
and my process for creating. I will discuss the process of creating, testing and evaluation. I will
write an explanation showing my thinking at the end of this activity.
Product: Completed car, journal entries/summaries and discussion
Decision 2 – Assessment
Decision 2: Assessments – Rubric Reminders:
Scale
1
2
What does each number or adjective in your scale mean?
Indicators
Criteria
Decision 2 – Assessment: Rubric Reminders
3
(Proficient)
4
Decision 3: Student Learning Map
Key Learning Targets:
How are forces and motion related?
Concept:
Concept:
Concept:
5.P.1.1. Explain how factors such
as gravity, friction, and change in
mass affect the motion of objects.
5.P.1.2. Infer the motion of objects
in terms of how far they travel in a
certain amount of time and the
direction in which they travel.
5.P.1.3. Illustrate the motion
of an object using a graph to
show a change in position
over a period of time.
Lesson EQ(s):
Lesson EQ(s):
Lesson EQ(s):
Why are all objects pulled toward
the Earth?
How does a change in mass affect
the motion of objects?
How does gravity affect the
motion of all objects?
How do we calculate speed and
velocity?
How can a graph represent a
change in position over a
period of time (speed)?
What is Newton’s 1st Law of
Motion?
How can we model the relationship
of position, motion, direction and
speed?
What causes friction?
How does momentum affect
the motion of an object?
What is the effect of friction on
objects’ motions?
Vocabulary:
Force
Inertia
Speed
Matter
Friction
Gravity
Mass
Concept:
Vocabulary:
Vocabulary:
Speed
Distance
Velocity
Motion
Acceleration
Time
Speed=Distance /Time
Graph
Concept:
Concept:
Lesson EQ(s):
Lesson EQ(s):
Vocabulary:
Vocabulary:
5.P.1.4. Predict the effect of a given
force or a change in mass on the
motion of an object.
Lesson EQ(s):
How can you apply Newton’s
Second Law to the motion of
objects?
How can you predict the direction
an object will travel by using
Newton’s Third Law?
Vocabulary:
Balanced force
Unbalanced force
Opposing forces
Lift/drag/thrust
Net force
Force
Momentum
Decision 3 – Student Learning Map
Decision 4: Launch Activities
Hooks and Links
Develops student interest and links prior knowledge. Provides the Student Learning
Map and the key vocabulary to students.
Guiding Questions:
1.
2.
3.
4.
How are you going to get students engaged?
How are you going to develop student interest and link their prior knowledge?
How are you going to start the Student Learning Map of the unit with students?
How are you going to preview key vocabulary with students?
Stations and Word Splash
1. Tug of War with bungees in small groups or thumb wrestle (balanced and unbalanced forces,
friction)
2. Shuttle Runs (illustrates inertia, force, Newton’s 1st Law, and friction)
3. Catch (illustrates friction, forces, unbalanced and balanced, thrust, gravity)
4. Bowling (Newton’s Second Law, acceleration, velocity, and momentum)
Word Splash presented on Smartboard for discussion.
Decision 4 – Launch Activities
Decision 5: Acquisition Lesson Activating/Launch Activity
Language Objective(s), where appropriate:
I will actively listen to instructions, and explain the instructions to my partner. I will discuss my
observations and infer the meaning of science vocabulary based on my experiences in the stations.
Lesson Essential Question(s) or “I Can” Statement(s):
I can infer the meaning of science vocabulary based on my experiences in the stations.
Activating Strategies: (Learners Mentally Active)
Preview Word Splash
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
1. Tug of War with bungees in small groups or thumb wrestle (balanced and unbalanced forces,
friction)
2. Shuttle Runs (illustrates inertia, force, Newton’s 1st Law, and friction)
3. Catch (illustrates friction, forces, unbalanced and balanced, thrust, gravity)
4. Bowling (Newton’s Second Law, acceleration, velocity, and momentum)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
After students have completed the stations in small groups, discuss as a class what words from the
word splash are demonstrated at each station.
Students sort vocabulary words to match each station on in interactive board or Smartboard file.
Ticket out the door- Based on the activities we completed today, define: what is a force? Sentence
frame: Force is ____________.
Lesson Resources
PE teacher/equipment (bungees, cones, balls, plastic bottle, cups, or cans for bowling)
Word Splash file
Sticky notes
Decision 5 – Acquisition Lesson Planning
Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.
Cause/Effect
Compare/Contrast
Deduction
Justification
Induction
Analyzing Perspective
Error Analysis
Abstracting
Evaluation
Classifying
Constructing Support
Writing Prompt
Decision 6 - Extended Thinking Activities
Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?
choice menus
compacting
grouping
seating
visual, auditory, kinesthetic activities
scaffolding
real world meaning
interests
Visual: Use gestures to demonstrate different vocabulary words.
Kinesthetic: Many movement activities to act out or demonstrate vocabulary.
Auditory: Bill Nye Videos with songs to teach vocabulary.
Flash Cards from Quizlet.
Scaffolding: Writing sentence frames (starters) for writing and speaking.
Groupings or partners: Second language learners paired with native speakers.
Real World Meaning: Have students apply what they are learning about forces and motion to a real
world problem, idea, current event.
Decision 7 – Differentiating the Unit
Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.
Decision 8 – Unit Calendar
Decision 9: Resources
Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this
unit.
http://classroom.jc-schools.net/sci-units/force.htm#5
http://quizlet.com/15717216/fourth-quarter-flash-cards/
www.edheads.com
www.studyjams.com
www.songsforteaching.com
www.flocabulary.com
http://teachertube.com/viewVideo.php?title=Dr__Skateboards_Action_Science___Newtons_Laws_&vide
o_id=25820&vpkey= Newton’s 2nd Law
Decision 9 – Resources
Unit Designers:
Date:1- 22-12
Name
Tara Hammond
School
Hillandale
Missy Blizard
Hillandale
Karel Machen
Hillandale
Lisa Roberts
Dana
Sherry Coren
Hendersonville
Michelle Cunningham
Upward
Unit Designers