UNIT:



Sheltered Unit Plan

Title: Motion

Background

This unit was designed for a freshman level physical science class. It is the introductory unit in the physics section of the course. The following unit will be one on gravity. This is a sheltered physical science class made up of primarily level 2 students with 4 level 1 students and a few native English speakers. The class has previously been introduced to lab procedure and scientific method.

Key Concepts:

1. Displacement is how far an object is from where it started

2. Speed can be calculated as displacement / time and can be measured.

3. Velocity is speed with direction.

4. Acceleration is a change in velocity.

5. When we design an experiment it is important to take several trials and average the data.

Content Objectives:

The learners will:

o Be able to explain the relationship between speed, displacement and time.

o Be able to calculate speed.

o Be able to explain acceleration of an object.

o Be able to calculate the acceleration of an object.

o Be able to design an experiment, take data and average the data.

Language Objectives:

The learners will:

o Speaking:

o Use comparatives and superlatives to describe motion.

o Practice sentence structure by using language structures to describe motion.

o Use the vocabulary of motion when describing motion.

o Use the cardinal directions to describe motion.

o Listening:

o Watch and listen to a video for information.

o Watch and listen to teacher demonstrations.

o Reading:

o Read word problems in English.

o Read to compare and contrast in English.

o Writing:

o Write conclusions to lab reports in English.

o Write a summary paragraph in English.

Learning Strategies:

1. Taking an average:

o Add the numbers together

o Divide by the number of numbers

o Check the answer:

o Is it bigger than the smallest number?

o Is it smaller than the biggest number?

2. Writing a summary:

o Find the main idea

o Find the details that explain the main idea

o Using a graphic organizer write a paragraph:

o Topic sentence is main idea

o Each body sentence is a detail

o Concluding sentence restates the main idea.

Assessment:

The students will do an authentic assessment in which they design a treasure map as a team using motion equations and then follow the map of another team to find their treasure.

Daily Lessons:

UNIT: Motion

|Lesson: 1 |Time Frame |

|Introduction to motion |1 class period |

|Key Concept: |Content Objective: |

|Motion is a mathematical description of how objects move. |Introduce the concepts of motion: |

| |Displacement, speed, velocity, acceleration. |

|Language Objective: |

|Speaking and listening: The learners will be introduced to the vocabulary of motion. |

|Language Structure: |Type of Grouping: |

|I learned ________. |Whole class |

| |Small group |

|Key Vocabulary: |

|Displacement |

|Speed |

|Velocity |

|Acceleration |

|Activate Prior Knowledge: |Differentiation: |

|The students will discuss and draw pictures of their |Level 1 allow one word answers. |

|understanding of the vocabulary words. |Level 2 teach the language structure to describe what they |

| |learned from the video. |

|Materials: |

|Unit poster (see attached picture) |

|Lab books |

|Video: Physical science: Motion (united streaming) |

|Description of Lesson |

|Introduce the idea of motion as a description of how an object moves. Introduce the unit with the wall poster of title, challenge |

|and objectives for the unit. |

|Vocabulary: |

|Have students make a grid of 3 columns in their lab books, and 4 rows. They will put the vocabulary words into the squares in the |

|first column. Then with their groups they will discuss and then draw pictures showing their concept of the word in the second |

|column. The third column will be used in later days to show the student’s developing concept of the words. |

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|Date:_____ Date:_____ |

|Speed |

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|Displacement |

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|Velocity |

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|Acceleration |

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|Video: physical science Motion (united Streaming) 20 min. |

|Students will listen for the vocabulary words, and write 5 things they learn from the video about motion and share with the class. |

|Teacher leads discussion about what has been learned about the vocabulary words modeling the usage of the language structure and |

|then enters the vocabulary on the word wall. |

|Review/Assessment |

|Teacher will use the drawings of the vocabulary words as a pre assessment to see what the student’s concept of the vocabulary. |

|Home-School Connection: |

|Students will take a letter home explaining the unit and describing ways that parents can discuss motion with their children. |

UNIT: Motion

|Lesson: 2 |Time Frame |

|Measuring speed |1 class period |

|Key Concept: |Content Objective: |

|Speed is displacement divided by time |Students will measure speed and average their data. |

|Language Objective: |

|Speaking and listening: Students will learn and practice comparatives and superlatives. |

|Writing: Students will write a conclusion to the lab. |

|Language Structure: |Type of Grouping: |

|____is slower than______. |Whole class |

|____is faster than_______. |Small group |

|______is the slowest. | |

|______is the fastest. | |

|Key Vocabulary: |

|Displacement |

|Speed |

|Average |

|Stopwatch |

|Slower/faster |

|Slowest/fastest |

|Activate Prior Knowledge: |Differentiation: |

|Have students look over their pictures from the day before, |Level 1 and 2: practice explaining the slower, faster, and |

|concentrating on the word displacement. |slowest, fastest in small group before whole class discussion. |

|Materials: |

|Stopwatch |

|Measuring tape |

|Lab books |

|calculators |

|Description of Lesson |

|Demo: Displacement |

|Have a student stand near the door. Ask the class where she is from the door. (her place) |

|Have the student move 3 steps; ask the class where she is now from the door. |

|Ask the class how far she moved (how far was she displaced) |

|Where the student is from a specific point is the displacement. How far the student moved, is the distance. |

|Repeat the procedure but this time have the student move in a circle back to the original point. The distance is how far she |

|moved, the displacement is zero since she is back where she started. |

|Introduce the equation: Speed=distance/time. Enter it on the wall poster. |

|Explain how to measure time (stopwatch) and distance (meter stick or tape measure) |

|Perform lab: |

|Mark a 10 “track” in the hallway |

|Each group of students times each other using a stopwatch for the 10 meter distance. |

|Each student records the times for their group members in a data table |

|Each student calculates the speed of each of their members |

|The group should calculate an average speed for their group. |

|Alternative: have each student do the coolest walk they can for the 10 meters, |

|Have each member of the group do the 10 meters in a different way: skipping, walking backwards, crawling etc. |

|5. As a class collect the average group speeds and determine which group was the fastest, slowest, faster and slower using the |

|language structure. Teacher models the structure, and then students orally practice the structure. |

|6. Teacher leads discussion of what has been learned about speed, writing words that the students use on the board for use when |

|writing. |

|7. Students write a conclusion to the lab: what have you learned about speed? |

|Review/Assessment: |

|The teacher should watch the students and determine who needs help with the calculations. |

|Home-School Connection: |

|Students will determine approximately how far they go from home to school. What is their distance? What is their displacement? |

UNIT: Motion

|Lesson: 3 |Time Frame |

|Measuring Velocity |1 class period |

|Key Concept: |Content Objective: |

|Velocity is speed with direction. (Displacement/ time) |The students will be introduced to the concept of velocity. |

|Language Objective: |

|Speaking and listening: The students will describe motion using the cardinal directions and practice using comparatives and |

|superlatives. |

|Writing: students will write a conclusion to their lab. |

|Language Structure: |Type of Grouping: |

|The speed of the marble is______. |Whole class |

|The direction of the marble is____. |Small group |

|The velocity of the marble is___to the ____. | |

|Key Vocabulary: |

|Velocity |

|Ramp |

|Marble |

|Directions |

|North |

|South |

|East |

|West |

|Activate Prior Knowledge: |Differentiation: |

|Warm up: Speed calculation problem. |Level 1 and 2: use the language structure to talk about the lab.|

|Materials: |

|Stopwatch |

|2 meter sticks (for track) |

|1 marble |

|1 ramp |

|2 large books (to prop up ramp) |

|Block (to stop marble at end of track) |

|Description of Lesson |

|Demo Velocity: |

|Have 4 students stand in the middle of an open place with their backs to each other. |

|Have them walk 3 steps at the same speed (count 1-2-3) |

|Ask the class; are they in the same place? What was different? they all went the same speed but different directions. |

|Velocity is speed and direction. |

|Teacher demos lab procedure, explains the learning |

|Taking an average |

|Add the numbers together |

|Divide by the number of numbers |

|Check the answer: |

|Is it bigger than the smallest number? |

|Is it smaller than the biggest number? |

|students perform lab: |

|Set up ramp on books with meter stick track starting at end of ramp. Put block at end of meter sticks to stop marble. |

|Determine direction of track. |

|Roll marble down ramp, time the marble for the 1 meter after the ramp |

|Repeat for 5 total trials |

|Calculate speed for each trial |

|Take and check an average of the speed for all 5 trials |

|Velocity is the average speed and direction. |

|Suggested data chart: |

|Name |

|Time |

|Speed |

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|Average speed for group:_____________________ |

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|Analyze as a whole class: |

|Was each trial exactly the same time? (practice using comparatives to discuss each trial (trial 1 was the fastest, etc) |

|Why would the trials be different? |

|Why do you need to take more than one measurement? |

|What does the average tell you? |

|Teacher leads discussion about what has been learned about velocity, writing words that the students use on the board. |

|Students write a conclusion to the lab: what have you learned about velocity? |

|Review/Assessment: |

|Teacher monitors class as they measure and calculate. |

|Lab conclusions should show understanding of concept of velocity, and should contain vocabulary words, and comparatives and |

|superlatives. |

|Home-School Connection: |

|Students find examples of comparatives and superlatives and bring to class. |

UNIT: Motion

|Lesson: 4 |Time Frame |

|Calculating speed and velocity |1 class period |

|Key Concept: |Content Objective: |

|Speed is displacement / time. |Students will practice calculating speed and velocity. |

|Velocity is speed and direction. | |

|Language Objective: |

|Reading: The students will read word problems for information and review first day vocabulary. |

|Language Structure: |Type of Grouping: |

|How far |Whole class |

|How fast |Pairs |

|How long |Small group |

|Key Vocabulary: |

|Variable |

|Units |

|Meters |

|Seconds |

|Meters per second |

|Activate Prior Knowledge: |Differentiation: |

|Students show their examples of comparatives and superlatives. |Level 1 and 2 pair up with higher proficiency students. |

|Warm up is a velocity problem. | |

|Materials: |

|Worksheet: calculating speed/graphing distance and time |

|Lab books (for reference) |

|calculators |

|Description of Lesson |

|Teacher explains what a variable is (speed, time, distance, velocity…things that change (vary) and can be measured) Teacher |

|introduces key phrases and units to students. Teacher models measuring using the units. Students copy the chart into their lab |

|books: |

|Word variable units |

|How fast velocity or speed meters/second |

|How far distance meters |

|How long time seconds |

|Show students how to use the key words and units to pull the variables out of a word problem. Practice with the first problem on |

|the worksheet. Teacher works on overhead of worksheet while students work on their paper. |

|Students work in pairs to complete worksheet. |

|Pairs move together to their groups to check answers. |

|As a whole class, go over worksheet using “numbered heads together” |

|Students revisit vocabulary sheet they started on day one, and add new pictures for displacement, speed and velocity. |

|Review/Assessment: |

|Teacher monitors pairs to check for understanding. |

|Home-School Connection: |

|Students do a second worksheet of problems at home. |

UNIT: Motion

|Lesson: |Time Frame |

|Toy car velocity |2 class periods |

|Key Concept: |Content Objective: |

|When we design a lab, we need to make more than one trial and |Students will use their understanding of velocity and lab |

|take an average. |procedure to design a lab to measure the velocity of a toy car. |

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|Language Objective: |

|Writing: Students will write a lab procedure in English. |

|Language Structure: |Type of Grouping: |

|Depends on lab design-Teacher should monitor lab groups and help |Whole class |

|them with language structures to describe their lab. |Small group |

|Key Vocabulary: |

|Depends on student lab design. |

|Activate Prior Knowledge: |Differentiation: |

|Lab background information comes from past labs in lab book. |Level 1 and 2 students grouped with higher proficiency students. |

|Materials: |

|Available materials: |

|Meter sticks |

|stopwatches |

|Toy car |

|Description of Lesson |

|Students are presented with the problem: what is the speed of your toy car? |

|Teacher shows the materials to the students. |

|In their lab groups, students gather their background information, make a hypothesis, procedure and then design the data table. |

|Students show their labs to the teacher who approves or gives suggestions for improvement. |

|Students perform the lab, take data, do their calculations and write a conclusion. |

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|Review/Assessment: |

|Teacher reviews each lab procedure for understanding of lab procedure and velocity calculations. |

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|Home-School Connection: |

|Students will design their own home-school connection and explain it in class the next day. |

UNIT: Motion

|Lesson: 6 |Time Frame |

|Acceleration |1 class period |

|Key Concept: |Content Objective: |

|Acceleration is a change in velocity |The students will be introduced to the concept of acceleration. |

|Language Objective |

|Speaking and listening: The students will use the vocabulary words in context as they perform the experiment. Students will |

|practice comparatives and superlatives when describing the height of each trial. |

|Writing: students will write a conclusion to their lab. |

|Language Structure: |Type of Grouping: |

|Trial _____ is higher than trial _______. |Whole class |

|Trial ___ is lower than trial _______. |Small group |

|Trial ____is the highest. | |

|Trial _____is the lowest. | |

|Key Vocabulary: |

|Acceleration |

|Height |

|Higher, highest |

|Lower, lowest |

|Initial |

|Final |

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|Activate Prior Knowledge: |Differentiation: |

|Discuss: what does acceleration mean? Where have students heard |Level 1 and 2: group with higher proficiency students. Check for|

|the word before? |understanding of vocabulary. Model vocabulary: height, initial |

| |and final individually if they didn’t understand in whole class |

| |demo. |

|Materials: |

|Ramp |

|Stopwatch |

|2 Meter sticks |

|Marble |

|Block to stop marble |

|4 books |

|Description of Lesson |

|Teacher reminds students of the velocity ramp lab. The ramp is set up and the teacher models the experiment as she asks questions.|

|She asks if the velocity changed as the marble went down the ramp. (Yes, it was zero at the top if the ramp but had velocity at |

|the bottom.) This change of velocity is called acceleration. Explain that the beginning velocity is called the initial velocity. |

|The ending velocity is the final velocity. Enter the words initial and final on the word wall. She then poses the question: How |

|does the height of a ramp affect the acceleration of a marble? She models a change in height with an increase in books from two to|

|three to four. |

|Teacher gives the students the equation, and writes it on the wall poster: |

|Acceleration= velocityf-velocityi/time |

|Teacher models the lab procedure, and students perform the lab: |

|Set up ramp, meter stick track, block and one book |

|Roll marble and measure time of marble on one meter track (3times) |

|Add one book and repeat |

|Repeat for 3 and 4 books. |

|Calculate average time and velocity at each height |

|Graph data (velocity vs. books.) |

|Suggested data table: |

|# books |

|Time 1 |

|Time 2 |

|Time 3 |

|Ave time |

|Velocityf |

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|Teacher leads discussion. How does the graph change with height (number of books)? The marble got faster. How did the |

|acceleration change? Teacher helps students to calculate the acceleration for each level, demonstrating that the initial velocity |

|for each trial was zero. |

|Teacher leads discussion on what has been learned about acceleration, writing words on the board as they are used by students. |

|Students write a conclusion. |

|Review/Assessment: |

|Teacher monitors student work during lab, during discussion and written conclusions. |

|Home-School Connection: |

|Students find examples of the word acceleration and bring to class. |

UNIT: Motion

|Lesson: 7 |Time Frame |

|Reading: Textbook |1 class period |

|Key Concept: |Content Objective: |

|Reading for information: comparing and contrasting. |Students will read and find out the difference between velocity|

| |and acceleration. |

|Language Objective: |

|Reading: Students will read in English for comparing and contrasting. |

|Writing: students will write a summary paragraph. |

|Language Structure: |Type of Grouping: |

|______is_____, but ______is_______. |pairs |

|Key Vocabulary: |

|(From reading passage) |

|Activate Prior Knowledge: |Differentiation: |

|Go over word wall discussing the meaning of the motion words. |Level 1 Give copy of text that can be written on, and have |

| |level 1 students highlight motion words in text. |

| |Level 2: pair with higher proficiency students. |

|Materials: |

|Textbook |

|Venn diagram |

|Description of Lesson |

|Pre reading: |

|Teacher leads discussion about what is known about velocity and acceleration from previous lessons. |

|Teacher leads a text walk through the reading section looking at pictures and discussion each. |

|Students are asked to predict what they think the difference between velocity and acceleration is. |

|Teacher then gives students the Venn diagram and shows students how to fill it out. |

|During reading: |

|Students read in pairs and fill out the Venn diagram discussion what to put in each area of the diagram. |

|After reading: |

|Teacher reviews the passage and gathers the student’s entries into the diagram. They discuss why they put the information where |

|they did, and what is the important information to put in the diagram. They discuss what is the main idea of the passage and |

|which of the details from the diagram are important. Teacher uses a summary graphic organizer to model how to use it to put the |

|main idea and details. |

|Students write a summary of the passage from their graphic organizer with main idea and most important details. |

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|Review/Assessment: |

|Teacher monitors during reading, and assesses both the diagram and the summary. |

|Home-School Connection: |

|Have students use a graphic organizer to summarize a T.V. show with the main idea and only the important details. |

UNIT: Motion

|Lesson: 8 |Time Frame |

|Calculating acceleration/graphing speed and distance |1 class period |

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|Key Concept: |Content Objective: |

|Calculating acceleration. |The students will practice reading word problems and calculating |

| |acceleration. |

|Language Objective: |

|Reading: The students will practice reading word problems using key words for understanding acceleration word problems. |

|Language Structure: |Type of Grouping: |

|The initial velocity is____. |Whole class |

|The final velocity is ____. |Pairs |

|The time is_____. |Small group |

|The acceleration is_____. | |

|Key Vocabulary: |

|Acceleration |

|Rate of change |

|Meters per second squared |

|Activate Prior Knowledge: |Differentiation: |

|Students read their summaries of TV show. |Level 1 and 2 students pair with higher proficiency students. |

|Warm up activity: an acceleration problem. | |

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|Materials: |

|Lab books |

|Worksheet |

|calculators |

|Description of Lesson |

|Teacher begins discussion of what is acceleration. Students draw a picture in in the last box of their vocabulary sheet showing |

|their concept of acceleration. |

|teacher shows students how to read a problem for key words. The new key words are “rate of change” of velocity (acceleration) and |

|the units: meters/seconds2 |

|Teacher models how to do the first acceleration problem. |

|Students work in pairs to complete the worksheet. |

|Pairs join together into lab groups and check their answers. |

|Teacher reviews worksheet using numbered heads together. |

|Review/Assessment: |

|Teacher monitors students’ pairs as they work. |

|Home-School Connection: |

|Students do a second worksheet of problems at home. |

UNIT: Motion

|Lesson: 9 |Time Frame |

|Challenge Assessment |2 class periods |

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|Key Concepts assessed: |Content Objective: |

|Understand concepts of displacement, velocity and acceleration. |The students will use motion equations to make a treasure map. |

|Calculate velocity and acceleration. | |

|Language Objective assessed: |

|Reading and Writing: Students will use vocabulary and key words to write a series of motion problems and to read and solve a series|

|of motion problems. |

|Language Structure: |Type of Grouping: |

|Go _____for ______. |Small group |

|Turn ______ . |Individual |

|Key Vocabulary: |

|Treasure |

|Map |

|Activate Prior Knowledge: |Differentiation: |

|Most students are familiar with the concept of a pirate’s |Level 1 and 2 students pair with higher proficiency students. |

|treasure map. Popular examples are Spongebob squarepants, and | |

|Pirates of the Caribbean. | |

|Materials: |

|Calculators |

|Graph paper |

|Description of Lesson |

|Teacher introduces the idea of a treasure map. The episode of Spongebob where he follows a treasure map can be shown. |

|Teacher models making a map and writing a problem for each leg of the journey. |

|Teacher introduces the rubric so that students know what has to be included in their map. |

|In pairs, students design and make their maps. The Map and the directions must be on separate papers. |

|Teacher checks the map and directions. If not correct, students rewrite the problems. If correct, the pair should copy the |

|directions on a second paper and turn in the map and 2 direction pages to the teacher. |

|When each pair is finished, the students should individually take a set of directions from another pair and draw the map from the |

|directions. (It helps to have extra maps and directions so that there is no waiting.) |

|When student finishes the new map, the teacher checks it against the original. If correct the student is finished. If not, re-do.|

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|Review/Assessment: |

|Teacher assesses the pairs as they work, and the individually finished map. |

|Home-School Connection: |

|Students bring their maps home and show their families what they did. |

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