1. SIG Summer science institute
Facilitators: Joshua Mericle
Geoffrey Payton

2. Introductions Name Where do you teach?
Share one thing you hope to get out of our Summer Institute

3. Agenda: 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 Standards
5) Overview of the Forces and Motion Unit
Performance Expectation (PE) addressed
Common Core standards addressed
Culminating activity which addresses the PE
Lesson Flow overview of the Forces and Motion unit
Individual lesson activities (using T4T materials) that lead to culminating task
6) Share out of strategies to use with lessons and reflect on integrating lessons into curriculum

4. Our Goal
Currently, we are in a very exciting time in LAUSD in which a lot of new things are being rolled out
Next Generation Science Standards
Common Core Standards
Teaching and Learning Framework
EL Master Plan
The Challenge
To create a curriculum that starts the transition to and implementation of these new programs
Still implement the current science standards

5. Teaching and Learning Framework
Next Gen Sci. Standards
Common Core Standards
Current Standards
Teaching and Learning Framework
EL Master Plan

6. More Realistic Model Next Generation Sci. Standards Common Core
Current Standards
Teaching and Learning Framework
EL Master Plan
More Realistic Model

7. Connection 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.

8. The current standards and Common Core
Connection between the current standards and the NGSS
The standards run parallel to one another
Forces and motion
Chemistry
Astronomy
The lessons we’ve picked to start implementing are aligned with the current standards
Connection to the Common Core Standards
Built in to all of the NGSS are elements of the Common Core Standards

9. Interpreting the NGSS http://www.nextgenscience.org
Please refer to the NGSS website
Locate the Middle School Performance Expectations
Take out the T-Chart (Last page of the LP matrix)

11. Nextgenscience.org

14. Interpreting 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?

15. Identification of Performance Expectations
Share out of PE’s that coincide with the current Forces and Motion standards
What 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?

16. Identification of Performance Expectations
NGSS for Forces and Motion fall into two topics
MS-PS2 Motion and Stability: Forces and Interactions
MS-PS3 Energy

17. MS-PS2 Motion and Stability: Forces and Interactions

18. PE 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

19. Refer to this handout

20. The 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.

21. Overview 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.

22. Zip-Line Activity * Car Design Investigation Speed
Varying Mass of the Car
Varying Force
How to measure motion
What causes Motion
Free Body Diag.
Calculating speed
Impact of Mass
F=MA

23. Investigation: Car Collisions
Gravity and Cars
Uphill Climb *
Investigation: Car Collisions
Car Course
Kinetic Energy
Potential Energy
Newton’s Third Law
Culminating Task

24. Lesson we’re going to preview
Lesson 1 Zip-line Activity
Lesson 2 Car Design
Lesson 7 Uphill Climb
Lesson 9 Culminating Activity

25. **Lesson 1 Zip-line Activity**
Purpose of Lesson:
Engagement
Intro to forces and motion
Intro to basic engineering principles
Framing the lesson
Students 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

26. Lesson 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, stopwatch
Challenge 2- using the same materials, try to get your vehicle to travel the furthest possible distance
Challenger 3- try using a different type of balloons to see how they impact speed and/ or distance

27. Lesson 1: Zip-line
Share out the discovered rules of building your vehicle

28. Lesson 1 Zip-line Activity
Debrief on building the transportation device
What 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 Vehicle
Record the fastest time

29. Lesson 1 Wrap Up
Students would compare their data to another group that had a different size straw
Was there a pattern?
If so what was the pattern?
Common Core Connections
Post-it reflection

30. Lesson 2 Car Design Purpose of Lesson: Framing the lesson
Introduce students to basic building principles of engineering
Intro to Calculating/ graphing speed
Balanced and Unbalanced forces
Free-body diagrams
Framing the lesson
One alternative to the Zip-line is to utilize existing transit infrastructure and to use a mass transit vehicle
Instead of a zip-line we have been asked to create a road vehicle that focuses on one of three categories

31. Lesson 2 Car Design
Students design concept cars and/or blue prints for their ideas
Challenge:
Working in pairs, students are given only the materials to build a self propelled “stock” car and must be able to travel a specific distance
Boards(Small, medium, or large), binder clips, single balloon, bottle caps, tape, hot glue, dowels, straws
Students may build a vehicle that is oriented toward…
Speed
Safety
Number of Passengers

32. Lesson 2 Car Design Students are introduced to the Engineering cycle
Build
Test
Revise

33. Lesson 2
Once students have started to build and begun to test there vehicles, regroup to share out observations and any revisions the groups have made
Share out the discovered rules of building the car

34. Lesson 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?”

35. Lesson 2 wrap up Review of worksheet Strategies used
Post-it reflection

36. Lesson 3: Investigation Speed
Purpose of Lesson
Students will calculate/ graph average speed
Compare and contrast data
Intro to Kinetic Energy
How do you measure speed?
What factors affect speed?
Framing the Lesson
Students will be using the Engineering cycle to revise their cars and get them to perform at their optimum level
The data is used to calculate average speed and then is graphed
One of the main goals of creating this transit system is for it to be as fast as possible

37. Lesson 4: Investigation: Varying Mass
Purpose of Lesson:
Intro to mass and the impact it has on speed
Students use graphs to extrapolate the relationship between mass and speed
Intro to F=MA
Measuring the impact of one variable by measuring another
How does adding mass impact acceleration?
Framing the lesson
Using the cars they have built students will add mass to their vehicles and measure the speed, students try three different masses
In addition to being as fast as possible, the carrying capacity is another factor students may build for

38. Lesson 5: Varying force Purpose of Lesson: Framing the Lesson:
Further elaboration on F=MA
As force is increased what should happen to the acceleration
Students measure and graph speed to extrapolate the relationship between force and acceleration
How 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 vehicle
Forces interact with each other, as a result balloons may start to interfere with one another

39. Lesson 6: Downhill investigation
Purpose of Lesson:
Intro to potential to kinetic energy
The impact of gravity and mass
What 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.

40. Lesson 6: Downhill investigation
Setting up the Downhill ramp
The use of the downhill ramp to show how the potential energy is converted to kinetic
The 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 Lesson
Students are introduced to potential energy and its relationship with kinetic energy
How can energy be transferred from kinetic to potential energy?
Framing the Lesson
Students are asked to take into account the road conditions all across California
Are roads always flat or there bumps, hills, and other problems?

42. Lesson 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.
Outcome
Students are able to show where potential energy is the highest/ where kinetic energy is lost

43. Lesson 7 uphill Climb
Share out the discovered rules of building

44. Lesson 7 wrap up Review of worksheet Strategies used
Post-it reflection

45. Lesson 8: Car collisions
Purpose of Lesson:
Directly address the PE we are focusing on
Students plan an investigation to see how collisions impact motion
Investigation into balanced and unbalanced forces
Framing 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.

46. Car Collisions http://phet.colorado.edu/en/simulation/collision-lab
This allows students to see how mass and velocity factor into a collision
Based on their observations students must plan how to rate their
How would you plan an investigation to assign a safety rating?

47. Car collisions Josh and Geoff’s investigation
Stock car with mass that can be added or subtracted
A ramp set to a decline that is held constant
Students 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 Task
Framing the Lesson
This 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.

49. Lesson 9 Car Course
Students calculate the total average speed for running the entire course, to goal is to travel at the highest speed
Once students have run all of their trials they are expected to compile all of their investigations and complete a write up

50. Lesson 9 Write Up
Using 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 Angeles
Students must include
Summary of cars overall performance
Explanation as to why their car performed the way it did
Explanation is supported by their data
What materials were used to build their car
Possible problems/ challenges and solutions
Considerations and implications for the future
Reflection on the design process