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. |
| | |
|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. |
| |
|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 |
| |
|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. |
| |
|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 |
| | |
|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. | |
| | |
|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 |
| | |
|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.|
| |
|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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