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# Unit Title: Forces and motion Length of Unit: 2 weeks Unit Standards:

Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur A. MECHANICS WEEK 1 1. Describe the motion of objects using distance traveled, time, direction, and speed. a. Observe, describe, and compare types of motion. Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts. Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects. Periodic motion as motion that repeats itself, such as a child on a swing, a person on a pogo stick. b. Use measurements to describe the distance traveled as the change in position.
c. Based on data describe speed as the distance traveled per unit of time.

2. Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it. a. Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object: Friction Gravity b. Observe and explain the changes in selected motion patterns using the relationship between force and mass.
WEEK 2 4. Cite evidence that energy in various forms exists in mechanical systems.
a. Identify ways of storing energy (potential) in an object. b. Identify that an object has energy (kinetic) related to its motion. c. Observe and cite examples showing that stored energy may be converted toenergy of motion and vice versa.

Stage 1 Stage 2

Enduring Understandings (general): Forces cause change. All careers require sets of specific skills and understandings. Big Ideas (content specific): Motion is described by distance traveled, time, direction, and speed. The motion of an object is affected by forces acting on that object. Energy can be stored and released. Text features allow us to better understand the authors purpose. We can use text features to help us explain our thinking clearly and purposefully. Essential Question (s): What is motion? How are the three types of motion different? Who would need to use motion? What are the different types of energy? How is energy related to motion? Student Outcomes: (for the Unit) Students will know How variable, periodic, and uniform motions are different. How potential and kinetic energy are related. That motion is described by distance traveled, time, direction, and speed.

## Several different ways that motion is used in different careers.

Students will be able to Show how the mass of an object can affect its motion by building a kinetic sculpture. Use motion related data

## Summative Assessment: (end of the Unit)

Convergent: Week 1 Types of motion sort. Choose one type of motion from each category and write to explain why it falls in that category.

Divergent: Week 2 Provide individual students with a variety of common materials. Ask them to model both kinetic and potential energy and create a text feature such as a diagram. Groups of students will form and decide which model/diagram will be the best to use to demonstrate their understanding to the teacher. (Individual student assessment based on their own diagrams)

A detailed STEM Lesson/Seed --Embedded in this Unit to support important learning/content This ONE lesson is just a part of the learning that would occur in this unit * This lesson, is just ONE example of how you could develop a deeper understanding of the Stage 1 Goals * These types of learning opportunities should occur throughout the Unit * Lesson Objective(s): Students will be able to apply their understanding of the different types of motion to the creation of a kinetic sculpture. Focus question: Stage 3 Curricular Connection(s): In addition to the unit objectives: Assessment: Students will create a Kinetic Sculpture that demonstrates at least one example of motion that gains without using electricity. Students will create a written explanation of their sculpture that responds to the following demands: Explains which type of motion is present College/Career Connection(s): Amusement park designer

ART Standard 3.0 Creative Expression and Production Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art. 1. Create images and forms from observation, memory, and imagination and feelings Experiment with media, processes, and techniques to convey specific thoughts and feelings Manipulate art media, materials, and tools safely Create artworks that explore the uses of the elements of art and selected principles of design, such as pattern, repetition, contrast,

## balance, variety, and harmony/unity to express personal meaning

in the sculpture and what defines that type of motion. Explain how the mass of the sculpture plays a part in the motion of its parts. Determine other criteria at the beginning of this lesson by involving the students in a final rubric prior to beginning the sculptures.

Length of Lesson: 2 days during the first week of the unit. Procedures (5Es)
Engagement: STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM

Ask the focus question. Define KINETIC sculpture and show students selections of two YouTube videos that demonstrate the movement of kinetic sculptures. Show the students examples of weather vanes, sculptures that were created for detection of wind and weather changes. Ask the students to identify the source of energy causing the movement of the weather vane. Discuss the characteristics of a sculpture base, moving parts Introduce the project. The students will work in groups to create a sculpture, using the materials provided, that will be both aesthetically pleasing and will move with wind energy. Divide the students into groups or allow the students to choose groups of 3 students.
Exploration:

## STEM Content (math) Integrate STEM Communicate STEM Inquiry STEM

Remind the students that the sculptures arent just supposed to move, but to look good. The students should use what they know about line, unity, variety, repetition, and focal point to

create a visually exciting sculpture. Provide the groups with materials for creating their sculptures. The groups will discuss and plan, and begin assembling their sculptures. The students may try using fans to see if their sculptures move, and disassemble and reassemble as needed. Rotate around the room to assist groups. Differentiation - If groups are struggling, demonstrate how students can cut, bend, and attach wire to the base, separated by various types of beads. Beads can be used to separate wires on the main wire, keeping wires separate to best allow the wires room to revolve. Demonstrate using paper scraps to create little sails, supported on the ends of the wires, which will catch the air and allow the wires to move. Paper scraps can be cut, folded, and glued in place.
Explanation:

## Logical Reasoning STEM Collaboration STEM Technology STEM

STEM Content (math) Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM

Each group will present their sculptures to the class and demonstrate their movement using fans. The students will determine, through discussion and observation, the characteristics that best allowed their sculpture to move. (Size of sails, spacing of wires, construction of the wire arms, etc.)
Formative Assessment: During the group presentations, the class will use the predetermined final criteria to give feedback to the presenters. Are they addressing the requirements for the final writing? Extension/Elaboration: Provide students with the following question: What aspects of the sculpture could be added or modified to create an example of Uniform motion? (or change the type of motion that you demonstrated?)

STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM

Evaluation: Students will complete a written description of their sculpture addressing the necessary criteria listed above.

## Other lesson SEEDS that support this Unit

Science Work with rollercoasters, revolution

Math Data collection of different objects in motion. Evaluate the data by looking for relationships between mass of objects and amount of force necessary for motion.

Texts:

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