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Essential
Question:
Driving
Question:
Content
and Skills
Standards
to be
addressed:
Science
MS-PS2-1
Apply Newton's Third Law to design a solution to a problem
involving the motion of two colliding objects .
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 .
a. The role of the mass of an object must be qualitatively
accounted for in any change of motion due to the application
of a force.
b. Forces that act at a distance involve fields that can be
mapped by their relative strength and affect on an object.
c. When two objects interact, each one exerts a force on the
other, and these forces can transfer energy between them.
MS-PS2-4
Construct and present arguments using evidence to support
the claim that gravitational interactions are attractive and
depend on the masses of interacting objects.
Math
MP. 2
Reason abstractly and quantitatively. (MS-PS2-1, MS-PS2-2, MSPS3-2)
6.NS.C.5
Understand that positive and negative numbers are used
together to describe quantities having opposite directions or
values; use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in
each situation. (MS-PS2-1)
6.EE.A.2Write, read, and evaluate expressions in which letters stand for
numbers.
7.EE.B.3Solve multi-step real-life and mathematical problems posed with
Writing
WHST.6-8.1 Write arguments focused on discipline-specific content. (MSPS2-4)
WHST.6-8.7 Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources
and generating additional related, focused questions that allow
for multiple avenues of exploration. (MS-PS2-1),(MS-PS2-2),(MSPS2-5)
T&
A
21st Century
Skills and
MPS to be
explicitly
taught and
assessed
(T&A) or
that will be
encouraged
(E) by
project work
but not
taught or
assessed
Goals
selected
from
p21.org:
Reflect critically on
learning experiences
and processes
Effectively analyze
and evaluate
evidence, arguments,
claims and beliefs
T&
A
Use a wide range of idea
creation techniques (brain
storming)
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Learning
and
Innovation
Skills:
Critical
Thinking and
Problem
Solving,
Creativity
and
Innovation,
Communicat
ion and
Collaboratio
n
(This PBL
project is
not limited
to these
listed 21st
Century
Skills)
View failure as an
opportunity to learn
Communicate effectively in
diverse environments
Articulate thoughts
and ideas effectively
using oral, written,
and non verbal
communication skills
Listen effectively to
decipher meaning,
including knowledge,
values, attitudes and
intentions
Culminatin
g Products
and
Performanc
es
Group:
Individu
al:
School
Community
Expert
Web
Other:
PROJECT OVERVIEW
Entry Event
Students will be asked, "What do you know about zip lines?" Students will
talk with their table groups and then share out what they know. Answers
will be recorded on chart paper so that students can compare responses
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pre- and post-design. After a short discussion ask, "What kind of forces do
you think would either decrease or increase the speed of a zip line?"
This short activity will serve as general whole-class pre-assessment.
Outline or
Conceptual
Flow
Students will watch the Zip Line Racers which features elementary
students of various ages.
The Workshop for Young Engineers
https://www.youtube.com/watch?v=-jncwft6UwY
(may not
use all the
activities,
but a
majority
are needed
to
facilitate
higher
level
thinking
and critical
analysis
skills)
MP 2 Reason
abstractly
MP 5 - Use
appropriate
tools
MP 5 - Use
appropriate
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tools
MP2 Reason
abstractly
MP 3 Construct
viable
arguments
Student Product - outside activity. Students will examine two similar sized
objects, we'll discuss similar sizes and different masses. They will predict
which object will land first when both objects are released at the same
time. Students will make observations and write about what happens in
their science journals.
Complete leveled worksheets with information text - Gravity and Motion
work in pairs taking turns reading pages 376-383 (throughout the week).
Big ideas: gravity can be an unbalanced force, air resistance is a force that
opposes motion, projectile motion has two components, acceleration is a
rate at which velocity changes overtime and gravity provides the
centripetal force that keeps objects in orbit - solar system.
Make sure students are consistently using academic vocabulary make
flashcards if necessary
Video short clip of sky divers. students will notice various positions the
divers use to maneuver before they open their chutes. Discuss terminal
velocity and free fall.
Student Product - Quick lab. Parachutes and Air Resistance, Datasheet (A,
B, or C) (outside activity) one class period. Students will explore how air
resistance affects falling objects.
CFU Assessment: What forces are acting on an object when it is falling at
terminal velocity?
Lab: centripetal Force and Circling Marbles. This activity allows students to
explore and investigate how a centripetal force is needed to keep an object
such as a planet, moving in a circular path called an ellipse.
Assessment #2 - Section Review (individual short responses) show how
well students understood specific content (including extensive use of
vocabulary).
Begin Newton's Laws of Motion.
Opening question: If you are sitting still in your seat on a bus traveling
straight ahead on a highway or road at constant speed, are the forces
acting on your body balanced or unbalanced? Balanced, your body and the
bus are moving in a straight line at constant velocity.
If the driver suddenly brakes, are the forces on your body balanced, or
unbalanced? How do you know? Unbalanced, friction between you and the
seat is a force that causes your velocity to change along with the velocity
of the bus.
Write vocabulary words on the whiteboard: friction, inertia - students will
study and incorporate academic vocabulary in discussions.
Student groups work together to complete the leveled worksheets for
Newton's Laws.
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6.NS.C.5 Understand
positive and
negative
numbers
6.EE.A.2
7.EE.B.3
7.EE.B.4
7.EE.B.4
MP 1 - Make
sense of
problems
MP 2, MP - 3,
MP 4, MP 5,
MP 6
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the bottom in four seconds or less. Students will brainstorm, design, build,
test, evaluate and redesign (if necessary). Run the zip line between the
back of a chair and a stack of books. Making sure the high end is about two
feet above the low end. They will test the carrier by putting it on the line.
FINAL SUMMATIVE ASSESSMENT - to show they have mastered the
performance expectations: students who can demonstrate understanding
can: Apply Newton's Third Law to design a solution to a problem involving
the motion of two colliding objects. 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. Construct and present
arguments using evidence to support the claim that gravitational
interactions are attractive and depend on the masses of interacting
objects.
This will be accomplished by successfully creating, designing,
collaborating, evaluating, testing, analyzing, and publishing and
communicating the results of their experiments.
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Writing
1. Write arguments focused on discipline-specific content. (MS-PS2-4)
2. Conduct short research projects to answer a question , drawing on
several sources and generating additional related, focused questions that
allow for multiple avenues of exploration. (MS-PS2-1),(MS-PS2-2),(MS-PS2-5)
Students will continuously be writing about their observations, testing, and
responses. They will also write about the mini quick labs, demonstrations,
and videos they are performing or watching.
Assessment # 3 - Short response assessment that shows the student has
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Assessmen
ts
Formative
Assessments
(during project)
Summative
Assessments
(end of the
project)
Resources
Needed
Reflection
Methods
Announced / Pop
Quizzes
Check for
Understanding
Informational Review
Teacher
Observations
Oral Presentation
On-site
people /
facilities
Equipment
Materials
(Whole Class,
Small Group,
Individual)
Individual
Small Group
Discussion
Summary of Project
Science Journals
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organize, or evaluate:
What did your team do when
individuals did not agree on a
suggestion or revision to your plan?
Can you assess the value or
importance of working together as a
team?
What data was use to make your
team's conclusion?
What did your team do when or if
the ping pong ball did not stay in the
cup?
How did you decide who would
conduct the investigation or tests of
your design?
TEACHER REFLECTION:
How did the unit flow? What worked well? What needs to be changed
for next time?
What did the students learn? What evidence do you have to support
student's learning?
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RESOURCE LIST:
The Workshop for Young Engineers
https://www.youtube.com/watch?v=-jncwft6UwY
Holt, Rinehart and Winston, Holt Physical Science, Chapter 13 Forces and Motion
Quick Lab Data worksheets B, Holt Physical Science
Technology:
www.scilinks.org Topic - Matter and Gravity, Scilinks code: HY70922
Technology:
http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html
Search: Four Forces on an Airplane (briefly introduces Newton's Laws)
Fundamental Terms - worksheet
Internet Activity - Newton's Rap
go.hrw.com
keyword: HY7FORW
Video: Design Squad Nation - Zip Line
http://pbskids.org/designsquad/video/diy-zip-line/
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