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Motion and Design UBD

Motion and Design UBD

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Published by Rachel Gabbert

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Published by: Rachel Gabbert on Oct 05, 2012
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Unit Map 2012-20
Saigon South Internat Collaboration/Scienc 
Friday, October 5, 2012, 2:5
Unit:MStandards & BenchmarksDE: GLE: Science, DE: Grade 5 ,
Enduring Understandings: Scientifievidence, forming explanations, cocommunicating and justifying the e
Design and conduct simple toall but the condition being testLevel: Essential
Accurately collect data usingin tables, charts, diagrams, anand from others.Level: Essential
Construct a reasonable explanafter comparing results with otLevel: Essential
Communicate procedures, datusing evidence to form an argLevel: Essential
Use mathematics, reading, wrLevel: ImportantEnduring Understanding: The develand drive each other forward.
A. Science and technology areinvestigate questions and maytechnological solutions are effeLevel: CompactEnduring Understanding: Understaknowledge.
A. Contributions by individualLevel: Compact
DE: GLE: Science, DE: Grade 5 ,
Enduring Understandings: Energy tthat are associated with the motionposition of mass and with energy fi
B. The energy of a moving objthan slower moving objects.Level: Essential
C. Energy can be stored in anLevel: ImportantEnduring Understandings: Changesmatter through the action of forces.
ional School e 5*/ Grade 5 (Elementary School)
tion and Design
(Week 20, 6 Weeks)
Stage 1: Desired Results
1: Nature & Application of Science Te
inquiry involves asking scientifically-oriennecting explanations to scientific knowledplanation.multi-step investigations in order to test pd.bservations, simple tools and equipment.bar graphs or plots over time. Compareation by analyzing evidence from the data.her sources or after further investigation.a, and explanations to a variety of audiencment.iting, and technology when conducting scieopment of technology and advancement inrelated. Technology provides the tools neprovide solutions to society’s problems, wctive, uniformly beneficial, or equally availding past processes and contributions is ehave been essential in advancing the bod
3: Energy & Its Effects
kes many forms. These forms can be grouof mass (kinetic energy) and types of enelds (potential energy).ect depends on its speed. Faster moving oelastic material when it is stretched.take place because of the transfer of enerDifferent forces are responsible for the tr
ed questions, collectinge and theory, andedictions. Keep constantisplay and organize datand question results withRevise the explanationes. Justify the results byntific inquiries.science influence each otherded for science tonts, or needs. Not allble to everyone.sential in building scientificof scientific knowledge.ped into types of energyrgy associated with thebjects have more energyy. Energy is transferred tonsfer of the different forms
of energy.
A. Force is any push or pull exand gravity) can make thingsLevel: Essential
B. The speeds of two or moredistance traveled in a given undistance.Level: Essential
C. A force must be applied tomotion. Larger forces will creaLevel: Essential
D. Pushing and pulling forcesLevel: Important
NETS: Educational Technology (
2. Communication and CollaboratioStudents use digital media and envidistance, to support individual learn
a. interact, collaborate, and penvironments and media.
b. communicate information aand formats
d. contribute to project teams3. Research and Information FluenStudents apply digital tools to gath
d.process data and report res Standards Connection.docxMotion & Design Unit Template
Brief Summary (IB:Include TOK
This unit allows students the opporttechnological design. Using K’NEXcars powered by different sources oindependent variable and accurateAdditionally application of the "descollected data in order to achieve irepeated. Some of the physic concfriction, and air resistance. Real lif alternative sources of energy to potransportation safety by designingStudents will use a variety of techninformation. Additionally, studentspictures and video to reflect on the
erted by one object on another. Some forove without touching them.objects can be compared (i.e., faster, slowit of time, or by measuring the time needechange the speed of a moving object or che greater changes in an object’s speed inan be used to transfer energy from one o
2007), NETS: All Grades, NETS.S: The
ronments to communicate and work collabing and contribute to the learning of otherblish with peers, experts or others emplond ideas effectively to multiple audiencesto produce original works or solve probleyr, evaluate, and use information. Studentlts.
/Int'l Connections)
unity to explore the physics of motion andducation "Forces, Energy and Motion" kits,f energy. A key concept of this unit is cremeasurement and data collection of the deign process" is key to the modification of sproved results of the dependent variableepts explored in the unit include gravity, pconnections to environmental issues areer transportation vehicles. Additionally, scar in which a raw egg is placed and rollelogy throughout this unit to gather, recorwill blog regularly about their investigatiodesign and experiment processes.
Essential Questions
es (e.g., magnetic forceser) by measuring thed to travel a fixednge its direction of given unit of time. ject to another.
ext Generation
oratively, including at a. Students:ing a variety of digitalsing a variety of medias.:to apply concepts of students design a variety of ting "fair tests" with onependent variable.udent cars based onhen an experiment istential and kinetic energy,iscussed by incorporatingtudents considerd down a ramp into a wall., share and report data ands incorporating text,
Students will understand that…• Moving objects have energy. Faster moving objectshave more energy than slower moving objects.• Energy can be stored (potential energy) in atwisted rubber band. This energy can make thingsmove.• Changes in the motion of an object can beproduced by different sized forces.• Changes in the motion of an object can beproduced by forces from different directions.• Speed is the amount of distance traveled over acertain amount of time.• Speeds of objects can be compared (faster, slower)through knowing distance and time.
What happens to the energy in a system —where does this energy come from, how is itchanged within the system, and where does itultimately go?
How does the flow of energy affect thematerials in the system?
How do we know that things have energy?
How can energy be transferred from onematerial to another?
What happens to a material when energy istransferred to it?
How have technological improvements helpedscientist conduct investigations and gather,record, share and report data and informationto others?
Technical drawings ensure close similarityamong the finished products.
Technical drawings can be used to convey aparticular design to others.
A pulling force may cause a vehicle to movein the direction of the pull.
Scientist usually use the metric system whencollection and reporting data.
Variables such as mass, friction and airresistance effect the speed of a vehicle.
A force must be applied to start or change themotion of a vehicle.
Mass is the amount of material in an objectwhereas weight is the force of gravity actingon the mass.
The load on a vehicle is a force that acts in adownward direction (when placed on thevehicle).
A twisted rubber band stores potential energythat can be used to move (kinetic energy) avehicle. The greater the potential energy, thegreater the potential motion of the vehicle.
Scientists conduct multiple trials to ensurethat the results are not flawed.
Air resistance slows a vehicle’s movement.
Create a multi-view technical drawing, thenuse the drawing to build a model.
Make predictions before conducting aninvestigation.
Follow simple steps in an investigation.
Record observations and collectdata accurately.
Share or report data electronically.
Use data to draw conclusions and modify adesign for improved results.
Given a problem; design, plan, andimplement a solution.
Create a "fair test" with one independentvariable and systematically record thedependent variable.
Conduct multiple trials of each investigationto ensure accurate results.
Form conclusions based on observations andcollected data.
Stage 2: Assessment Evidence
Performance Tasks & AssessmentsStudent Response Sheet 5Performance: Quizzes
Students will demonstrate their knowledge of the relationship between weight of a vehicle, rampsteepness and distance that a vehicle will travel. They will construct a reasonable explanation afteranalyzing evidence from the data they collected.
Lesson 10: Egg-citing Design Brief 

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