KG_unit_planner.docx



Teacher(s)Danika Strecko (Student Teacher)/ Luke Modder and Anne Mackie (Sponsor Teachers)Subject group and disciplineSciences (Science 10)Unit titleUnit 3 MotionMYP yearYear 5Unit duration (hrs)24.5Inquiry: Establishing the purpose of the unitKey conceptRelated concept(s)Global contextRelationshipsRelationships are connections and associations between properties, objects, people, ideas, human community and the world. Any change in relationship brings consequences, small or affecting large networks like human societies and the planetary ecosystem.Movement - Representations used for testing scientific theories or proposals that can be accurately repeated and validatedForm - The features of an object that can be observed, identified, described, classified and categorized.Function - A purpose, a role or a way of behaving that can be investigated; a mathematical relationship between variablesOrientation in Space and TimeORIENTATION IN SPACE AND TIME - What is the meaning of “where” and "when"?- exchange and interaction- Scale, duration, frequency and variabilityStatement of inquiryMoving objects can be analyzed to determine the relationship between their orientation in space and timeInquiry questionsFactualHow are scalars and vectors different from one another? How do we use them when analyzing uniform motion?How is average velocity calculated with and without using a position-time graph?What is the formula for calculating acceleration?Conceptual What is the relationship of displacement and time interval to velocity for objects in uniform motion?What does the slope of a position-time graph tell you?What are the differences between speed, velocity, and acceleration?What is the relationship between gravity and acceleration?DebatableHow does the application of mathematical calculations improve our understanding of motion?ObjectivesSummative assessmentObjective A: Knowing and Understandingi. explain scientific knowledgeii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situationsiii. analyze and evaluate information to make scientifically supported judgmentsObjective B: Inquiring and Designingi. outline an appropriate problem or research question to be tested by a scientific investigationii. formulate a testable hypothesis and explain it using scientific reasoningiii. outline how to manipulate the variables, and outline how data will be collectediv. design scientific investigations Objective C: Processing and Evaluatingi. present collected and transformed data ii. interpret data and explain results using scientific reasoningiii. evaluate the validity of a hypothesis based on the outcome of the scientific investigationiv. evaluate the validity of the methodv. explain improvements or extensions to the methodOutline of summative assessment task(s) including assessment criteria:Objectives B&CStudents design and conduct an experiment to find the average velocity of an object of their choice. They will create a procedure flow chart as a pre-lab and then hand in a formal lab report. The lab report will be assessed on the conclusion and evaluation components.Objective AStudents will write a Ch. 8 quiz, a Ch. 9 Quiz and a written exam combining material from chapter 8 and 9. The quizzes and the exam will be marked using IB assessment strands and Provincial Exam multiple choice questions.Relationship between summative assessment task(s) and statement of inquiry:The summative lab assessment evaluates student ability to observe and analyze the form (the features of an object that can be observed, identified, described, classified and categorized) of an object in uniform motion and determine the object’s average velocity.The summative quizzes and exam synthesizes concepts from chapter 8 and 9 while giving students the opportunity to become familiar with Provincial Exam style questioning. Students will examine and apply their knowledge of the relationships between objects and their orientation in space and time.Approaches to learning (ATL)Communication: communication skills (make inferences and draw conclusions)Social: collaboration skills (delegate and share responsibility for decision making)Self-Management: organization skills (plan short-and long-term assignments; meet deadlines)Affective skills (practice analyzing and attributing causes for failure)Reflection skills (identify strengths and weaknesses of personal learning strategies/self-assessment)Research: information literacy skills (collect, record and verify data)Thinking: Critical-thinking skills (interpret data, draw reasonable conclusions and generalizations)Creative-thinking skills (use brainstorming and visual diagrams to generate new ideas an inquiries)Transfer skills (combine knowledge, understanding and skills to create products or solutions, apply skills and knowledge in unfamiliar situations)Action: Teaching and learning through inquiryContentLearning processBC IRP and PLOsGrade10 Physical Science: MotionC6 explain the relationship of displacement and time interval to velocity for objects in uniform motion.C7 demonstrate the relationship between velocity, time interval, and accelerationLiteracy Foundations Science: Physics, MotionB1 describe displacement in relation to change in position, time interval, and velocity B2 analyse a graph showing the relationship between displacement and time interval for an object travelling in uniform motionB3 use the formula vav=Δx/Δt to calculate the average velocity (vav) displacement, change in position (Δx) and time interval (Δt) for an object in uniform motion B4 describe acceleration in relation to the concepts of positive, negative, zeroB5 give examples of positive, negative, and zero accelerationLearning experiences and teaching strategiesLesson 1-2 (Feb 2-4) 8.1 How is motion measured? What is uniform motion and how is it represented?Student activitiesDay 1: students take notes (fill in the blank) and help create the think-aloudDay 2: In groups of 2-3 create a story, where the main character moves using all the measurements from the unit. Include a map/diagramTeaching strategiesDay 1: Explain the difference between scalar quantities – magnitude onlyVector quantity – magnitude and directionThink-aloud and write an example story on the board asking for student input and checking for understanding.Day 2: divide the class into groups and provide guidance in creating their stories. Provide a story board for scaffolding.This activity supports linguistic and interpersonal intelligence students. The visual map/diagram scaffolds ELL studentsLesson 3 (Feb 6) 8.1 Graphing Uniform Motion: position vs time. Using a best fit line, positive, negative, and zero slopesAnalyzing a position vs time graph. Students listen to a story read aloud, draw the graph and describe what happened to the character when the slope is positive, negative and zero.Present a guided reading procedure (GRP) in the form of BC Science 10 BLM converting a story into data points and finally a position-time graph. Explain vocab, scientific background and show the students what elements to listen for so that they can graph the character’s movements.This activity supports linguistic, logical-mathematical and spatial intelligences. This models the language for ELL studentsLesson 4 (Feb 11) 8.2 Average VelocityWhat is the difference between speed and velocity? How is velocity determined on a position-time graph?In groups of 3-4 Use Vernier LabQuest digital devices to perform graph matching with a motion detector. Using displacement and time interval make a position vs time graph.Demonstrate and Think-aloud the graph matching activity. Instruct students to create a hypothesis, procedure and data analysis.This activity supports Kinesthetic learners. Those that have logical-mathematical abilities will excel.Lesson 5 (Feb 13) 8.2 Converting between units: m/s and km/hPrezi intro to unit conversionsTry a unit conversion velocity problem from the provincial exam.Kahoot.it quiz game: Students access the website on their personal devices. They can work in pairs if some don’t have devices. High speed competitive quiz came that reviews conversion of unitsThink-aloud & solve a km/h to m/s problem.10 minute lecture on metric conversion, focusing on m/s to km/hIntroduce Kahoot.it quiz game. Emphasize that it is not for marks. Include some humorous questions to keep competition friendly and positive. Review any problems discovered during the quiz.This activity supports logical-mathematical thinkers, spatial, linguistic and intrapersonal intelligences.Lesson 5 - Extension (Feb 13) Provincial practice (multiple choice skills)Work through 8-10 practice provincial questions and their solutions7-10 think-aloud with the class2-3 think-pair-shareThink-aloud Provincial Questions 6-8 (Feb 17-25) 8.2 What is it’s velocity? **Feb 25 120 min classes**In pairs design an experiment to test velocity.Day 1: explore different objects, how they move and how their movement can be measured.Take notes on discoveries and ideas.This is for logical-mathematical thinkers and kinesthetic learnersDay 2: Create a flow- chart proposal outlining the materials and methods of their experiment. Organize materials into individual trays.Day 3 (120 min) Students assemble their apparatus and perform their experiment. Minimum 5 trials, 10 trials are suggested. Begin composing formal lab report.Day 1: Tell-Show-Do: Think-aloud designing an experiment. Demonstrate the experiment they did with the cars/rubber ball from last day and have student brainstorm which variables could be changed. Provide guidance and gradual release to pairs as they inquire into their own experiment.Day 2: Think-aloud creating a flow chart.Provide scaffolding for students struggling with designing an experiment and trouble shoot for students writing their proposals. Provide feedback.This activity supports spatial, linguistic and kinesthetic learnersDay 3: Tell-show-do: Walk students through the process of writing a formal lab report, calculating velocity and evaluating the success of the lab. Ensure that all students can calculate a velocity for their lab.This activity supports kinesthetic learners and ELL students will be paired with strong English speakersLesson 9 (Mar 2) Ch. 8 Quiz Criterion A9.1 Describing Acceleration. How do signs indicate changes in acceleration? What is acceleration?Ch 8 Velocity Quiz (30 min)In pairs create a video of something accelerating. Make notes on whether it is a positive, negative or constant velocity.This supports creative thinkers and spatial, linguistic and kinesthetic learners. This allows ELL students to demonstrate their knowledge with media instead of language.Ch, 8 key concepts review – 10 minCh. 8 Quiz (20-30 min)9.1A Motion notes: positive, negative and constant velocity. Non-uniform motion.Videos: rocket launching, roller coaster. Explain how to observe acceleration.Lesson 10 (Mar 4) 9.1C Accelerated MotionCompare & contrast positive and negative acceleration to positive and negative velocity.Accelerated Motion lab: in pairs analyze accelerated motion using a recording timer, ticker tape and a toy car. Write a formal lab report. The observation and conclusion will be for marks.This supports logical-mathematic thinkers and kinesthetic learners. ELL students will receive peer scaffolding from working with strong English speakers.Think-aloud how to set up a compare/contrast table for analyzing the 4 concepts. Demonstrate/ show video showing the 4 concepts and have students make observations to add to their table. Show graphs and have students add the observations to their tables.Demonstrate setting up and one trial of the lab. Write an example of an exemplar observation table and conclusion.Lesson 11 (Mar 6) 9.1D The Direction of Acceleration – conducting an investigationp.388 BC Science 10 look at different case studies from movies and comic booksdesign a mini “myth busters”Provide examples of movie clips and myth buster episodes. Think-aloud whether they are possible or impossible using knowledge of accelerationSpring Break (Mar 7-22)Lesson 12 (Mar 24) 9.2 Calculating AccelerationWarm-up: Practice Provincial questionsWords to know: acceleration due to gravity, air resistance, velocity –time gravityTalk –aloud provincial exam questions, review multiple choice skillsNotes on acceleration due to gravity and air resistanceVideo: Galileo’s Hypothesis watch?v=7eTw35ZD1IgLesson 13 (Mar 26) 9.2A Crash Test EggsDesign a method of protecting a falling egg. Create a velocity-time graphDemonstrate egg drop. Provide materials for protecting an egg. Talk-aloud a velocity time graphLesson 14 (Mar 30) Velocity and best-fit lineReview “crash test egg” results.Practice determining motion from a velocity-time graphThink-aloud how to read a velocity time graph. Provide graphs for think-pair-share activityLesson 15 (Apr 1) Calculating AccelerationProvincial Exam question warm up.QUIZ 20-30 minStart building a study guide as a team assignmentProvide rubrics and mind map templates for a study guideLesson 16 (Apr 7) Gravity and AccelerationMini lab: air resistance (sheet of paper vs crumpled paper)“Gravity in space” video response questionsMini labVideo: gravity on other planets/ space station (free fall) watch?v=ntQ7qGilqZELesson 17 (Apr 9) **Aquarium trip TOC** Acceleration due to Gravity LabDesign an InvestigationIntroduce problem, purpose hypothesis and possible proceduresTake home: multiple learning style quizLesson 18 (Apr 13) Building study guides, checking conceptsStudents will choose from a selection of study guides (folding charts, mind maps etc) and begin summarizing the unit’s concepts.Students will learn to customize their notes to best suit their learning stylesDemonstrate the key qualities of different study guides. Discuss study strategies for multiple intelligences and learning styles. Lesson 19 (Apr 15) unit exam ch. 8&9Warm up review (15 min)Unit exam (60 min)Review key concepts to get students in a physics mindset before the exam and reduce exam anxiety.Supervise unit examLesson 20 (Apr 16)Intro to Unit 2 ChemistryRecall prior knowledgeIntro to Unit 2 Chemistry – bridge lesson with Anne MackieFormative assessmentKahoot.it quizzes, story writing, lab reports, workbook pages, Provincial Exam questions and unit exam study guideDifferentiationThere are three blocks of Science 10. The first block is predominantly international/L1 students and the third block has a grade 12 student where this is their third time taking the class and they need it to graduate. Pair/group ELL students with students with strong language skills. As a physics unit, logical-mathematical intelligence students will tend to excel. Activities have been designed to make the material more accessible to linguistic, spatial and bodily-kinesthetic intelligence students. While many activities focus on interpersonal learning there are also opportunities for intrapersonal work.Extension activities for students who need additional challenges, include creating multimedia projects such as videos and 3D models and using research in interdisciplinary fields such as biophysics to apply their knowledge (ex. Acceleration and speed of a Mantis Shrimp smash). The challenge I have given several of my advanced students is to teach me what they know, clearly showing their work and verbally describing the steps they have taken.Study and review activities have been designed to introduce students to understanding their different learning styles and techniques that are meaningful to those different styles. Formative assessments will also be used to teach a growth mindset and encourage students to set their goals at the beginning of the unit and design strategies for achieving those goals.ResourcesMcGraw-Hill Ryerson BC Science 10 2008, BC science 10 teachers Corner (), BLM, workbookComputers/tablets for presentationInformation and communication technologiescommunity and school LibraryInternet to research and on-line learningA number of video series-You Tube Reflection: Considering the planning, process and impact of the inquiryPrior to teaching the unitDuring teachingAfter teaching the unitMaking clear connections between concepts of acceleration, velocity, direction and displacement to real world examples.Students can demonstrate their understanding and through running/moving outside, shooting basketballs and observe concepts like acceleration due to gravity by designing and testing experiments.These concepts connect to student motivation using sports and motion as well as prior knowledge such as driving and roller coasters.Always explain WHY these concepts are being taught and how they are used and observed day to day.Modelling acceleration appears to be more difficult than velocity.Need to find more tangible models, videos, examples revolving around their everyday life and community with acceleration.NFL combine simulcast runs may be an idea to explore.Olympic 100 and 200 meter sprints may also provide examples. ................
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