Middle School Science Unit Understanding by Design (UbD) with Differentiated Instruction (DI)

Presented by Dr. John D. Hunt  Professor, Teacher Education  Mississippi College, Clinton, MS  -  Web site –  Facebook – Science Fun Day  Twitter – JhuntDr  Cell # /11/2011 AMLE Hunt 

STAGE 1 – DESIRED RESULTS  8 th Grade Physical Science  Forces affect Motion  Investigate (with supporting details and diagrams) how kinetic energy of an object can be converted (the energy of position) or potential energy... (DOK 2) 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

UNDERSTANDINGS Students will understand that…  There are various forms of energy  The amount of energy in an object varies  Knowledge of energy can be applied to real world situations 11/11/2011 AMLE Hunt

ESSENTIAL QUESTIONS  What is the difference between potential and kinetic energy?  How does the potential and kinetic energy vary in an object?  How can this lesson be applied to real- world situations? 11/11/2011 AMLE Hunt

STUDENTS WILL KNOW…  That there is a difference between potential and kinetic energy.  That the amount of potential and kinetic energy an object has varies.  Potential and kinetic energy can be applied to real world situations. 11/11/2011 AMLE Hunt

STUDENTS WILL BE ABLE TO…  Compare and contrast the differences between potential and kinetic energy.  Describe how potential and kinetic energy varies in an object.  Explain how potential and kinetic energy can be applied to real-world situations. 11/11/2011 AMLE Hunt

STAGE 2 ASSESSMENT EVIDENCE PERFORMANCE TASKS  ROLE PLAY – The entire class will be broken into groups of two to investigate with and design their roller coaster. Once the students have reached a design, they will present it to the class as if they were contractors (R) presenting a proposal to an amusement park design board (A) wishing to make the safest and most exciting roller coaster (G) in the United States. The amusement park has had a very inactive season and the newest roller coaster is more than 10 years old (S); unless the design board is able to find an awesome design, the park will be forced to close. Since this is a preliminary design, the only criteria for initial acceptance of the proposal is that the coaster is exciting but safe (SC). Because of the recession, your contracting company really needs a bid, otherwise it may close down along with the amusement park; thus, failure is not an option (SC). 11/11/2011 AMLE Hunt

OTHER EVIDENCE  Prompts:  How does the height of the roller coaster at the beginning affect the available kinetic energy? (E)  How can you use the properties of kinetic and potential energy to make a more exciting roller coaster? (A)  Why should the concepts of potential and kinetic energy matter to you? (I)  How do you react to the various coasters you’ve ridden? Can certain coasters be too exciting (Em)  How do you know if you have properly applied your knowledge of potential and kinetic energy to the roller coaster you designed? (SK)  Given a constant ratio of the height of the coaster to it’s valleys and peaks, can the coaster be too large or too small? (P) 11/11/2011 AMLE Hunt

OTHER EVIDENCE OTHER EVIDENCE  Observation:  Is the learner actively participating in the coaster design?  Is the body language indicating understanding? 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

OTHER EVIDENCE OTHER EVIDENCE  Rubric:  Does the learner participate in the role playing activity?  Is the learner demonstrating interest in class material and discussion? 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

OTHER EVIDENCE OTHER EVIDENCE  Work Sample:  Roller coaster design  Presentation of roller coaster 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

STAGE 3 LEARNING PLAN  Learning Activities:  Once students sit down in their desks, they will take out a sheet of paper and write down what they think potential and kinetic is in their bell-ringer notebook. (H)  TTW tell students that during the lesson, they will be assigned a partner to work with to design a roller coaster. (W) to do so while making the roller coaster safe, they will need to know basic facts about potential and kinetic energy. 11/11/2011 AMLE Hunt

STAGE 3 LEARNING PLAN  Learning Activities:  TTW have a brief discussion about potential and kinetic energy. Develop a class definition and write it on the whiteboard for both ideas. Examples follow: 1.Potential Energy – The energy of an object at rest 2.Kinetic Energy – The energy of an objects in motion 11/11/2011 AMLE Hunt

STAGE 3 LEARNING PLAN  TTW divide students into pairs and have each get the materials for the lesson.  TLW consider the design of a roller coaster and attempt to make a coaster with at least three hills. (E) While the activity is occurring, TTW (at appropriate times) ask students the following: 11/11/2011 AMLE Hunt

STAGE 3 LEARNING PLAN  What do you think affects the amount of potential energy the roller coaster will have?  What do you think is the safest way to travel down the first hill?  How do you think the coaster should come over the second hill? 11/11/2011 AMLE Hunt

STAGE 3 LEARNING PLAN  How high should the consecutive hill be compared to the one before it?  How high should the previous hill be if a loop is to be on the coaster?  What would the safest shape of a loop be (circular or elliptical)? 11/11/2011 AMLE Hunt

STAGE 3 LEARNING PLAN  TLW draw their coaster designs out to scale and share their drawings with the class. Ask the students to point out the safest and most exciting designs. (E2)  TTW conclude the lesson by correcting any safety standards violations in their designs. (R ) Whatever mistakes are made should be reviewed in a summary paragraph. 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

WHITE CUBE (Facets of Understanding)  How does the height of the roller coaster at the beginning affect the available energy later on? (E)  How can you use the properties of kinetic and potential energy to make a more exciting roller coaster? (A)  Why should the concepts of potential and kinetic energy matter to you? (I) 11/11/2011 AMLE Hunt

WHITE CUBE (Facets of Understanding)  How do you react to the various coaster you’ve ridden? Aren’t some more exciting than others? Can certain coasters be too exciting? (Em)  How do you know if you’ve properly applied your knowledge of potential and kinetic energy to the roller coaster you designed? (SK)  Given a constant ratio of the height of the coaster to its valleys and peaks, can the coaster be too large or too small? (P) 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

Red Cube (Bloom’s Taxonomy)  Define kinetic and potential energy. (BK)  Give examples of situations where there is an object that displays kinetic energy and an object that has potential energy? (BC)  Construct a chart or graph that displays the change in potential energy of a ball rolling down a hill. (BA) 11/11/2011 AMLE Hunt

Red Cube (Bloom’s Taxonomy)  Create a diagram or drawing that compares and contrasts the basic differences between kinetic and potential energy. (BN)  Compose a plan for an investigation that would prove the concepts of potential and kinetic energy. (BS)  Describe how you would explain potential and kinetic energy to a younger sibling. (BE) 11/11/2011 AMLE Hunt

ThinkDOTS (Sternberg’s Triarchic Theory)  Diagram how stored potential energy affects kinetic energy when it is released. (SA)  Based on your experience, explain how the concept of potential energy can be used. (SP)  Use unusual materials to explain potential and kinetic energy. (SC) 11/11/2011 AMLE Hunt 11/11/2011 AMLE Hunt

ThinkDOTS (Sternberg’s Triarchic Theory)  Identify the key parts of potential and kinetic energy. (SA)  Demonstrate how someone uses the concept of potential and kinetic energy. (SP)  Become a spring and use your new perspective to help us think about potential energy. (SC) 11/11/2011 AMLE Hunt