Presentation on theme: "SIG Summer science institute"— Presentation transcript:
1SIG Summer science institute Facilitators: Joshua MericleGeoffrey Payton
2Introductions Name Where do you teach? Share one thing you hope to get out of our Summer Institute
3Agenda: Day 1 Forces and Motions Unit 1)What is our goal?2) How does this work fit into Teaching and Learning Framework and EL Master Plan?3)How do the current standards and common core fit into the NGSS?3) How did we approached the challenge?4) Overview of NGSS Forces and Motion Standards5) Overview of the Forces and Motion UnitPerformance Expectation (PE) addressedCommon Core standards addressedCulminating activity which addresses the PELesson Flow overview of the Forces and Motion unitIndividual lesson activities (using T4T materials) that lead to culminating task6) Share out of strategies to use with lessons and reflect on integrating lessons into curriculum
4Our GoalCurrently, we are in a very exciting time in LAUSD in which a lot of new things are being rolled outNext Generation Science StandardsCommon Core StandardsTeaching and Learning FrameworkEL Master PlanThe ChallengeTo create a curriculum that starts the transition to and implementation of these new programsStill implement the current science standards
5Teaching and Learning Framework Next Gen Sci. StandardsCommon Core StandardsCurrent StandardsTeaching and Learning FrameworkEL Master Plan
6More Realistic Model Next Generation Sci. Standards Common Core Current StandardsTeaching and Learning FrameworkEL Master PlanMore Realistic Model
7Connection to Teaching and Learning Framework and English Learner’s Master Plan Please think about connection to the EL Master Plan and the Teaching and Learning Framework throughout the lessons. ( Refer to Handout)At the end of the day we will be reflecting on where and how the TLF and EL Master Plan is (or can be) evident in the lesson plans.
8The current standards and Common Core Connection between the current standards and the NGSSThe standards run parallel to one anotherForces and motionChemistryAstronomyThe lessons we’ve picked to start implementing are aligned with the current standardsConnection to the Common Core StandardsBuilt in to all of the NGSS are elements of the Common Core Standards
9Interpreting the NGSS http://www.nextgenscience.org Please refer to the NGSS websiteLocate the Middle School Performance ExpectationsTake out the T-Chart (Last page of the LP matrix)
14Interpreting the Next Generation Science Standards In groups, discuss “Which Performance Expectations (PE) fit into our current Forces and Motion curriculum and which do not fit?”When looking at each PE please consider:Is the PE based on new content (disciplinary core ideas) to be taught?Does the PE ask students to do something new with the content or are you already doing it? If so, how?What current 8th grade Physical Science Physics content, if any, is not included in the NGSS Performance Expectations?
15Identification of Performance Expectations Share out of PE’s that coincide with the current Forces and Motion standardsWhat category do the PE’s fall into?Is the PE based on new content (disciplinary core ideas) to be taught?Does the PE ask students to do something new with the content or are you already doing it? If so, how?What current standards , if any, are not included in the NGSS Performance Expectations?
16Identification of Performance Expectations NGSS for Forces and Motion fall into two topicsMS-PS2 Motion and Stability: Forces and InteractionsMS-PS3 Energy
17MS-PS2 Motion and Stability: Forces and Interactions
18PE guides the formation of the culminating activity Based on that Performance Expectation and our current standards we designed the Culminating Activity:Students will design/construct a car that is able to complete the designed track(or course)that includes one large hill and a subsequent smaller hill to evaluate the effectiveness of their car (including speed, forces acting on the car, etc.)Refer to graphic organizer on developing NGSS aligned lesson
20The Process: How we approached the NGSS? Identify a PE that our fits into our current 8th grade curriculum. Look at engineering practices and cross-cutting concepts that are addressed.Develop a culminating task that aligns to the PE chosen incorporating T4T materials.Identify the CA Standards and Disciplinary Core Ideas that link to the PE.Develop a sequence of lessons that will teach the content needed for students to be successful with the PE (culminating task).Identify any other PE(s) that can be addressed within the sequence of lessons, develop activities (using T4T materials) within unit that lead to culminating task.
21Overview of Forces and Motion Unit Refer to LP matrix, as we briefly go over the sequence of lessons, content addressed, and student outcomes for each lesson.We will then go over and perform the activities from lessons which utilize T4T materials.
22Zip-Line Activity * Car Design Investigation Speed Varying Mass of the CarVarying ForceHow to measure motionWhat causes MotionFree Body Diag.Calculating speedImpact of MassF=MA
23Investigation: Car Collisions Gravity and CarsUphill Climb*Investigation: Car CollisionsCar CourseKinetic EnergyPotential EnergyNewton’s Third LawCulminating Task
24Lesson we’re going to preview Lesson 1 Zip-line ActivityLesson 2 Car DesignLesson 7 Uphill ClimbLesson 9 Culminating Activity
25**Lesson 1 Zip-line Activity** Purpose of Lesson:EngagementIntro to forces and motionIntro to basic engineering principlesFraming the lessonStudents are working together at a large engineering firm and have been approached by the city of Los Angeles to build a mass transit vehicle from downtown LA to the local beaches
26Lesson 1 Zip-line T4t Activity Challenge1 - Working in pairs, use the following materials to design a transportation device that is able to transport a mass (4 Pen ends) 10 m in the fastest possible time.Materials: Fishing line, Straw(small, medium, large) , Balloon, tape, binder clip, 4 pen ends, stopwatchChallenge 2- using the same materials, try to get your vehicle to travel the furthest possible distanceChallenger 3- try using a different type of balloons to see how they impact speed and/ or distance
27Lesson 1: Zip-lineShare out the discovered rules of building your vehicle
28Lesson 1 Zip-line Activity Debrief on building the transportation deviceWhat did you notice about building your vehicle ?What made it more efficient/less efficient?What recommendations could you give your fellow engineers?Make Final Revisions to your VehicleRecord the fastest time
29Lesson 1 Wrap UpStudents would compare their data to another group that had a different size strawWas there a pattern?If so what was the pattern?Common Core ConnectionsPost-it reflection
30Lesson 2 Car Design Purpose of Lesson: Framing the lesson Introduce students to basic building principles of engineeringIntro to Calculating/ graphing speedBalanced and Unbalanced forcesFree-body diagramsFraming the lessonOne alternative to the Zip-line is to utilize existing transit infrastructure and to use a mass transit vehicleInstead of a zip-line we have been asked to create a road vehicle that focuses on one of three categories
31Lesson 2 Car DesignStudents design concept cars and/or blue prints for their ideasChallenge:Working in pairs, students are given only the materials to build a self propelled “stock” car and must be able to travel a specific distanceBoards(Small, medium, or large), binder clips, single balloon, bottle caps, tape, hot glue, dowels, strawsStudents may build a vehicle that is oriented toward…SpeedSafetyNumber of Passengers
32Lesson 2 Car Design Students are introduced to the Engineering cycle BuildTestRevise
33Lesson 2Once students have started to build and begun to test there vehicles, regroup to share out observations and any revisions the groups have madeShare out the discovered rules of building the car
34Lesson 2 follow up discussion Teacher leads a discussion on how we can measure the performance of their cars“What do we need to measure, how can we measure it, how can we record and communicate our results?”“What was the cause of the motion, where did it come from, how can we quantify and communicate that?”
35Lesson 2 wrap up Review of worksheet Strategies used Post-it reflection
36Lesson 3: Investigation Speed Purpose of LessonStudents will calculate/ graph average speedCompare and contrast dataIntro to Kinetic EnergyHow do you measure speed?What factors affect speed?Framing the LessonStudents will be using the Engineering cycle to revise their cars and get them to perform at their optimum levelThe data is used to calculate average speed and then is graphedOne of the main goals of creating this transit system is for it to be as fast as possible
37Lesson 4: Investigation: Varying Mass Purpose of Lesson:Intro to mass and the impact it has on speedStudents use graphs to extrapolate the relationship between mass and speedIntro to F=MAMeasuring the impact of one variable by measuring anotherHow does adding mass impact acceleration?Framing the lessonUsing the cars they have built students will add mass to their vehicles and measure the speed, students try three different massesIn addition to being as fast as possible, the carrying capacity is another factor students may build for
38Lesson 5: Varying force Purpose of Lesson: Framing the Lesson: Further elaboration on F=MAAs force is increased what should happen to the accelerationStudents measure and graph speed to extrapolate the relationship between force and accelerationHow does adding more force impact acceleration?Framing the Lesson:One of the major reasons why we are creating a mass transit system is to eliminate pollution, therefore we must find the most efficient amount of force to apply to the vehicleForces interact with each other, as a result balloons may start to interfere with one another
39Lesson 6: Downhill investigation Purpose of Lesson:Intro to potential to kinetic energyThe impact of gravity and massWhat impact does gravity have on a vehicle traveling down a hill?Framing the Lesson:Many of the roads in Los Angeles are not perfectly level, and as a result this may impact the fuel efficiency of the vehicle.
40Lesson 6: Downhill investigation Setting up the Downhill rampThe use of the downhill ramp to show how the potential energy is converted to kineticThe limit of the kinetic energy is limited to the amount of potential energy, which is determined by the incline of the ramp
41**Lesson 7 Uphill Climb** Purpose of LessonStudents are introduced to potential energy and its relationship with kinetic energyHow can energy be transferred from kinetic to potential energy?Framing the LessonStudents are asked to take into account the road conditions all across CaliforniaAre roads always flat or there bumps, hills, and other problems?
42Lesson 7 Uphill Climb Challenge Outcome Students are given three different inclines and measure the speed their vehicles are able to obtain while traveling over the hill.For our purposes only one incline will be used, the severe incline.OutcomeStudents are able to show where potential energy is the highest/ where kinetic energy is lost
43Lesson 7 uphill ClimbShare out the discovered rules of building
44Lesson 7 wrap up Review of worksheet Strategies used Post-it reflection
45Lesson 8: Car collisions Purpose of Lesson:Directly address the PE we are focusing onStudents plan an investigation to see how collisions impact motionInvestigation into balanced and unbalanced forcesFraming the Lesson:Based on PhET simulations and applying their knowledge of forces, students will plan how they can test the safety of their vehicle and give it a rating.
46Car Collisions http://phet.colorado.edu/en/simulation/collision-lab This allows students to see how mass and velocity factor into a collisionBased on their observations students must plan how to rate theirHow would you plan an investigation to assign a safety rating?
47Car collisions Josh and Geoff’s investigation Stock car with mass that can be added or subtractedA ramp set to a decline that is held constantStudents place car at the end of the ramp and measure how far their car travels after the collision, the smaller the distance traveled, the higher the safety rating
48**Lesson 9 Car Course** Purpose of Lesson Framing the Lesson Culminating TaskFraming the LessonThis is the final test of the vehicles you have created, the results of this test will be used in your write up to explain how well your car is able to perform.
49Lesson 9 Car CourseStudents calculate the total average speed for running the entire course, to goal is to travel at the highest speedOnce students have run all of their trials they are expected to compile all of their investigations and complete a write up
50Lesson 9 Write UpUsing all of the data from the prior investigations, students write a proposal or create a pamphlet as to why their vehicle should be chosen by the City of Los AngelesStudents must includeSummary of cars overall performanceExplanation as to why their car performed the way it didExplanation is supported by their dataWhat materials were used to build their carPossible problems/ challenges and solutionsConsiderations and implications for the futureReflection on the design process