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Rigorous Curriculum Design
Unit Planning Organizer
|Subject: |Science 3 |Grade: |8 |
|Unit Number: |1 |Unit Name: |Newton’s Laws of Motion |
|Unit Length |Days: 3 weeks + 1 buffer week |Mins/Day: |
|Unit Synopsis |Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a |
| |meteor and a space vehicle. Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, |
| |mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units. |
|Priority Performance |NGSS |Science and Engineering Practice(s) |
|Expectations | | |
| |MS-PS2-1. Apply Newton’s Third Law to design a solution |Ask Questions/Define Problems (PS2-3) |
| |to a problem involving the motion of two colliding |Plan and Carry Out Investigations (PS2-2) |
| |objects. |Analyze and Interpret Data |
| | |Develop and Use Models |
| |MS-PS2-2. Plan an investigation to provide evidence that |Construct Explanations and Design Solutions (PS2-1) |
| |the change in an object’s motion depends on the sum of |Engage in Argument from Evidence (PS2-4) |
| |the forces on the object and the mass of the object. |Use Mathematics and Computational Thinking |
| | |Obtain, Evaluate, and Communicate Information |
| | |Connections to Nature of Science |
| | |Scientific Knowledge is Based on Empirical Evidence |
| | |Science knowledge is based upon logical and conceptual connections between evidence |
| | |and explanations. (MS-PS2-2),(MS-PS2-4) |
| | |Disciplinary Core Ideas |
| | |PS2.A: Forces and Motion |
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| | |For any pair of interacting objects, the force exerted by the first object on the |
| | |second object is equal in strength to the force that the second object exerts on the|
| | |first, but in the opposite direction (Newton’s third law). (MS-PS2-1) |
| | |The motion of an object is determined by the sum of the forces acting on it; if the |
| | |total force on the object is not zero, its motion will change. The greater the mass |
| | |of the object, the greater the force needed to achieve the same change in motion. |
| | |For any given object, a larger force causes a larger change in motion. (MS-PS2-2) |
| | |All positions of objects and the directions of forces and motions must be described |
| | |in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In |
| | |order to share information with other people, these choices must also be shared. |
| | |(MS-PS2-2) |
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|Crosscutting Concepts |Patterns |
| |Cause and Effect: Mechanism and Explanation (PS2-3) |
| |Scale, Proportion, and Quantity |
| |Systems and System Models (PS2-1,4) |
| |Energy and Matter: Flows, Cycles, and Conservation |
| |Structure and Function |
| |Stability and Change (PS2-2 |
| |Connections to Engineering, Technology, and Applications of Science |
| |Influence of Science, Engineering, and Technology on Society and the Natural World |
| |The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of |
| |scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-PS2-1) |
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|Supporting Performance|NGSS |Math CCSS | Literacy CCSS |
|Expectations | | | |
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| | |MP.2 Reason abstractly and quantitatively. |RST.6-8.1 Cite specific textual evidence to |
| |MS-ETS1-1. Define the criteria and constraints |(MS-PS2-1),(MS-PS2-2),(MS-PS2-3) |support analysis of science and technical |
| |of a design problem with sufficient precision |6.NS.C.5 Understand that positive and negative |texts, attending to the precise details of |
| |to ensure a successful solution, taking into |numbers are used together to describe |explanations or descriptions. |
| |account relevant scientific principles and |quantities having opposite directions or |(MS-PS2-1),(MS-PS2-3) |
| |potential impacts on people and the natural |values; use positive and negative numbers to |RST.6-8.3 Follow precisely a multistep |
| |environment that may limit possible solutions. |represent quantities in real-world contexts, |procedure when carrying out experiments, taking|
| |MS-ETS1-2. Evaluate competing design solutions |explaining the meaning of 0 in each situation. |measurements, or performing technical tasks. |
| |using a systematic process to determine how |(MS-PS2-1) |(MS-PS2-1),(MS-PS2-2),(MS-PS2-5) |
| |well they meet the criteria and constraints of |6.EE.A.2 Write, read, and evaluate expressions|WHST.6-8.1 Write arguments focused on |
| |the problem. |in which letters stand for numbers. |discipline-specific content. (MS-PS2-4) |
| |MS-ETS1-3. Analyze data from tests to determine|(MS-PS2-1),(MS-PS2-2) |WHST.6-8.7 Conduct short research projects to |
| |similarities and differences among several |7.EE.B.3 Solve multi-step real-life and |answer a question (including a self-generated |
| |design solutions to identify the best |mathematical problems posed with positive and |question), drawing on several sources and |
| |characteristics of each that can be combined |negative rational numbers in any form, using |generating additional related, focused |
| |into a new solution to better meet the criteria|tools strategically. Apply properties of |questions that allow for multiple avenues of |
| |for success. |operations to calculate with numbers in any |exploration. (MS-PS2-1),(MS-PS2-2),(MS-PS2-5) |
| | |form; convert between forms as appropriate; and| |
| |MS-ETS1-4. |assess the reasonableness of answers using | |
| |Develop a model to generate data for iterative |mental computation and estimation strategies. | |
| |testing and modification of a proposed object, |(MS-PS2-1),(MS-PS2-2) | |
| |tool, or process such that an optimal design |7.EE.B.4 Use variables to represent quantities| |
| |can be achieved. |in a real-world or mathematical problem, and | |
| | |construct simple equations and inequalities to | |
| | |solve problems by reasoning about the | |
| | |quantities. (MS-PS2-1),(MS-PS2-2) | |
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|Interdisciplinary |NG ELD Standards |Literacy / Science / History / Other |
|Connections | | |
| | |MS.PS3.A (MS-PS2-2); MS.PS3.B (MS-PS2-2); MS.PS3.C (MS-PS2-1); |
| | |MS.ESS2.C (MS-PS2-2), |
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Unwrapped Priority Performance Expectations
|PE: PS2-1 | |
|Skills |Concepts |Bloom’s |DOK (Rigor |Language Demand |
| | | |Matrix) | |
|Apply |Newton’s Third Law |Apply |4 | |
|To design |a solution to a problem involving the motion of two colliding objects. | | | |
| | |Create | | |
|PE: PS2-2 | |
|Skills |Concepts |Bloom’s |DOK (Rigor |Language Demand |
| | | |Matrix) | |
|Plan |an investigation |Apply |3 | |
|To provide evidence |that the change in an object’s motion depends on the sum of the forces on | | | |
| |the object and the mass of the object. |Analyze | | |
Learning Progressions of Skills and Concepts
|PE: |MS-PS2-1.Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
|DCI(s): | |
|Previous Course 3rd Grade |Current Course |Next Course High School |
|3.PS2A | |HS.PS2A |
|PE: |MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object |
| |and the mass of the object. |
|DCI(s): | |
|Previous Course 3rd Grade |Current Course |Next Course High School |
|3.PS2.A | |H.S.PS3.B |
| | |H.S. PS2.A |
| | |H.S.ESS1.B |
|PE: | |
|DCI(s): | |
|Previous Course___________ |Current Course |Next Course_____________ |
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|PE: | |
|DCI(s): | |
|Previous Course___________ |Current Course |Next Course_____________ |
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|PE: | |
|DCI(s): | |
|Previous Course___________ |Current Course |Next Course_____________ |
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|PE: | |
|DCI(s): | |
|Previous Course___________ |Current Course |Next Course_____________ |
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|Big Idea(s) |Corresponding Essential Question(s) |
|Less than 10 words, applies to more than one content area, enduring - timeless |Cannot be answered with yes and no, open ended, multiple answers |
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| |PS-1: How is action and reaction related? |
|PS2-1: For every action there is a reaction. |PS2-2: How does an unbalanced force affect the motion of an object? |
|PS2-2: All changes in motion are dependent on a force. |PS2-2: Why is it harder to push a full shopping cart than an empty one? |
|PS2-2: A greater mass requires greater force to move. | |
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|Unit Vocabulary Words |
|Academic Cross-Curricular Vocabulary (Tier 2) |Content/Domain Specific Vocabulary (Tier 3) |
|Impact/collision |Forces of action/reaction |
|Vertical/horizontal |Newton unit of force |
|Static/stationary |Net forces |
|Motion |Balance/unbalanced forces |
|Interaction |Reference point/frame |
|Mass |Inertia |
|Sum |Velocity |
|Dimension |Acceleration |
|Variable |Friction |
|Attraction | |
|Distance | |
|Supporting Vocabulary (Tier 2) |Supporting Vocabulary (Tier 3) |
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|Resources for Vocabulary Development (Strategies, Routines and Activities) |
|Post vocabulary around the room |Highlighting vocabulary terms |Using terms in different context |Word splatter |
|Require using vocabulary terms in written |Construct picture or graphic |Using graphic organizer |Vocabulary web: definition, sentence, |
|and verbal responses |representation of term |Prefixes/word root |illustration, example |
|Use vocabulary notecards/foldables |Peer study/quiz vocab terms | |Looping vocab cards |
|21st Century Skills |
|Creativity and Innovation |Initiative and Self-Direction |
|Critical Thinking and Problem Solving |Social and Cross-Cultural Skills |
|Communication and Collaboration |Productivity and Accountability |
|Flexibility and Adaptability |Leadership and Responsibility |
|Globally and Financially Literate |__________________________ |
|Communicating and Collaborating |__________________________ |
|Connections between 21st Century Skills, NGSS, and Unit Overview: |
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Costa & Kallick, 2008
|Unit Assessments |
|Pre-Assessment |Post-Assessment |
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|Scoring Guides and Answer Keys |
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|Assessment Differentiation |
|Student|Accommodations |Englis|Emerging |
|s with |Reference IEP to ensure appropriate testing environment |h | |
|Disabil| |Langua| |
|ities | |ge | |
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| |Modifications | | |
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|Engaging Scenario Overview |
|(Situation, challenge, role, audience, product or performance) |
|Description: |Suggested Length of Time |
| |Days: |
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|Engaging Learning Experiences |
|Synopsis of Authentic Performance Tasks |
|Authentic Performance Tasks |Description |Suggested Length of Time |
|Task 1: |Problem Solving: |Days: |
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| |SEP: |Mins/Day: |
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|Task 2: |Problem Solving: |Days: |
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| |SEP: |Mins/Day: |
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|Task 3: |Problem Solving: |Days: |
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|Task 4: |Problem Solving: |Days: |
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| |SEP: |Mins/Day: |
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Authentic Performance Task 1
|Name: | |Suggested Length |Days: |
| | | |Mins/Day: |
|Performance Expectations / |Priority Standards |
|Standards Addressed | |
| |NGSS |Science and Engineering Practice(s) |
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| | |Disciplinary Core Idea(s) |
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| | |Crosscutting Concept(s) |
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| |Supporting Standards |
| |NGSS |CCSS Math |CCSS Literacy |NG ELD |
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|Teaching and Learning | |Bloom’s |DOK |
|Progression | | | |
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| | |Scoring Rubric |
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|Instructional Strategies |
|All Students |SWD |ELs |Enrichment |
| |Accommodations |Emerging | |
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| |Modifications | | |
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| | |Expanding | |
| | |Bridging | |
Authentic Performance Task 2
|Name: | |Suggested Length |Days: |
| | | |Mins/Day: |
|Performance Expectations / |Priority Standards |
|Standards Addressed | |
| |NGSS |Science and Engineering Practice(s) |
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| | |Disciplinary Core Idea(s) |
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| | |Crosscutting Concept(s) |
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| |Supporting Standards |
| |NGSS |CCSS Math |CCSS Literacy |NG ELD |
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|Teaching and Learning | |Bloom’s |DOK |
|Progression | | | |
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| | |Scoring Rubric |
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|Instructional Strategies |
|All Students |SWD |ELs |Enrichment |
| |Accommodations |Emerging | |
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| |Modifications | | |
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| | |Expanding | |
| | |Bridging | |
Authentic Performance Task 3
|Name: | |Suggested Length |Days: |
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|Performance Expectations / |Priority Standards |
|Standards Addressed | |
| |NGSS |Science and Engineering Practice(s) |
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| | |Disciplinary Core Idea(s) |
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| | |Crosscutting Concept(s) |
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| |Supporting Standards |
| |NGSS |CCSS Math |CCSS Literacy |NG ELD |
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|Teaching and Learning | |Bloom’s |DOK |
|Progression | | | |
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| | |Scoring Rubric |
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|Instructional Strategies |
|All Students |SWD |ELs |Enrichment |
| |Accommodations |Emerging | |
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| |Modifications | | |
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| | |Expanding | |
| | |Bridging | |
Authentic Performance Task 4
|Name: | |Suggested Length |Days: |
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|Performance Expectations / |Priority Standards |
|Standards Addressed | |
| |NGSS |Science and Engineering Practice(s) |
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| | |Disciplinary Core Idea(s) |
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| | |Crosscutting Concept(s) |
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| |Supporting Standards |
| |NGSS |CCSS Math |CCSS Literacy |NG ELD |
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|Teaching and Learning | |Bloom’s |DOK |
|Progression | | | |
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| | |Scoring Rubric |
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|Instructional Strategies |
|All Students |SWD |ELs |Enrichment |
| |Accommodations |Emerging | |
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| |Modifications | | |
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| | |Expanding | |
| | |Bridging | |
Engaging Scenario
|Detailed Description (situation, challenge, role, audience, product or performance) |
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|Instructional Strategies |
|All Students |SWD |ELs |Enrichment |
| |Accommodations |Emerging | |
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| |Modifications | | |
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|Scoring Guide: |
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|Feedback to Curriculum Team |
|Reflect on the teaching and learning process within this unit of study. What were some successes and challenges that might be helpful when refining this unit of |
|study? |
|Successes |Challenges |
|Student Perspective | | |
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|Teacher Perspective | | |
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