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Learning Goals and EPE Table

Michigan State University


TE 804: Reflecting and Inquiry in Teaching Practice II Science: Spring 2015
By Kendra Asher

Identify learning goals that will be the focus of your unit.


Identify additional resources that can be used to plan your unit.

Learning Goals and EPE Table


Unit Plan Part 1
Name: Kendra Asher
Unit Topic: Force and Motion
Grade Level: 5th
Standards: (NGSS or GLCEs)

Grade Level Content Expectations

P.FM.05.22 Demonstrate contact and non-contact forces to change the motion of an object.

P.FM.05.31 Describe what happens when two forces act on an object in the same or opposing directions.

P.FM.05.32 Describe how constant motion is the result of balanced (zero net) forces.

P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.

P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object.

P.FM.05.41 Explain the motion of an object relative to its point of reference.

P.FM.05.42 Describe the motion of an object in terms of distance, time and direction, as the object moves, and in relationship to other
objects.

Next Generation Science Standards

MS-PS2-1. Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects.

Sources Used:

Please list any curriculum materials and other resources that you consulted for this assignment, including materials provided by your MT.
Provide a brief description of the curriculum materials. Be sure to include bibliographic information author, title, publisher, and
publication date.

Bryannt-Mole, K. (1997). Science All Around Me: Forces. Cyrstal Lake, IL.: Rogby Interactive Library
This child friendly book provided me with student definitions for key force and motion terms. This includes the term friction, for example. The
book also details how changing speed occurs in relates it to a child riding a bike.
Madison Public Schools. (n.d.). Science Program: A Framework for Integrated Teaching and Learning. Retrieved 2015 18-Jan from Madison Public
Schools: http://www.madison.k12.ct.us/uploaded/docs/CurriculumGuides/science_curriculum.pdf

This is a document created by Mason Public Schools in Connecticut. It details the curriculum for all grades. For fifth grade, I looked at the
Forces and Motion Learning Strand. It helped me to generate ideas about Enduring Understandings, Essential Questions and Science Content.
In fact, my driving question turned out to be one of the essential questions on the document. It also gave me ideas for student friendly
definitions such as for friction.
Keeley, P., & Harrington, R. (2010). Vol 1 Uncovering Student Ideas in Physical Science: 45 New Force and Motion Probes. Arlington: National
Science Teachers Association.
From this article I gained an understanding of common misconceptions students have about force and motion such as that they do not see
force as an interaction between two objects. Being aware of misconceptions that are common will enable me to address them and make my
students more successful. I also learned how the content in middle school grades is different from elementary. They start to learn about
ballaned and unballanced forces for example.
University of California Berkeley's Lawrence Hall of Science. (2006/7). SEPUP (The Science Education for Public Understanding Program) . The
Regents of the University of California.
SEPUP is a science curriculum used by Lansing School Districts in the fifth grade. There are multiple units within the Physical Science Unit I will
be teaching. Students do a range of hand on activities, experiments and readings. In my unit of Force and Motion students learn within the
context of vehicle safety.

Science Knowledge, and Skills:


SCIENCE CONTENT
List the science concepts, ideas, patterns and explanations that
students need to learn
Force

SCIENCE SKILLS
List the skills and practices

Motion
Acceleration
Deceleration
Inertia
Speed
Slope
The motion of an object can be described by its position,
direction of motion and speed (74, 75)
Average speed it the distance an object travels divided by the
time taken to travel that distance (74. 75)

Able to design and conduct appropriate scientific investigations


Use of experiments with multiple trials
Interpret and understand a graph, the axis, what slop represents
Experimental design requires keeping as many variable as
possible the same, expect the one being tested
Ability to read a measuring stick and read time
Ability to work in small groups

Motion can be measured and represented on a graph (75)

Complete and fill in tables

In a collision, the change in an objects motion is related to the


speed of the colliding objects and the duration of the collision
(76)

Make observations

There is a direct relationship between the mass of a moving


object and the force it can apply to another object (77)
There is a direct relationship between the force applied to an
object and its resulting acceleration (78)

When an object is subject to a force, there is an inverse


relationship between its mass and its resulting acceleration (78)

An object that is not being subject to a force will continue to


move at a constant speed in a straight line. (79)
The magnitude of the change in motion can be calculated using
the relationship F = ma, which is independent of the nature of the
force (80)
Friction is a force that causes changes in the speed of an objects
motion. (80)
An object that is not being subject to a force will continue to
move at a constant speed in a straight line (80)
Whenever one object exerts a force on a second object, the
second object exerts an equal and opposite force on the first (80)

DRIVING QUESTION ABOUT INSTRUCTIONALLY PRODUCTIVE PHENOMENA:
Type the driving question for your unit here. Driving questions should provide students with an opportunity to explain an instructionally productive
phenomena (See week 1 slides). This driving question will guide the inquiry that students will undertake during the unit. Use the criteria from our
course slides to craft a driving question.
How do car safety features keep you safe?

EXPERIENCES, PATTERNS & EXPLANATIONS:


How do car safety features keep you safe?

Experiences
Opportunities to collect
observations or data about the
world; may involve in-class
activities as well as recollection
of students everyday
experiences

Analyze and compare car


features to chose the safest
car

Patterns

Relationships and generalizations


across experiences which clarify and
represent what happened

E P
Sharing and
representing data to
facilitate pattern-
recognition

Discuss the features The higher the start


of their choice for
position/elevation, the speed
the safest car, look increases
for similarities
Using a cart and a ramp,
Acceleration or increasing speed
calculate speed in relation to
Record results on
is represented as an increasing
its ramp release height
table, share to class slope. A decreasing slope
represents deceleration. Axis are
Match a graph to a narrative
Discuss the choices
distance and time
of a journey to school
they made in
matching
The higher the elevation, the
Through modeling, investigate
greater the force exerted on the
the effect of speed on the
Record Distances,
block
severity of a car accident
trials for different
speeds
Increasing mass, increases the
Carry out and conduct an
force exerted on the block
experiment to investigate the Record Distance
effect of mass on the force of and mass on chart The larger the force, the greater

Explanations

Grade-level appropriate
statements which generalize
beyond specific
objects/experiences described
in the patterns to answer
questions about how or why
phenomena occur in the
natural world

P E
Making generalizations
from specific
phenomena to how
the world works

Discuss similarities
As mass or speed of an
across instances in
object increases the force of
which objects change a collision also increases.
speed

Discuss similarities
across instances in
which objects change
mass
Discuss the impact
height has on speed
Discuss the factors
that change motion
Discuss the factors
that change speed

a collision

the acceleration

Determine an equation for


force and acceleration by
using provided data

Graph sample data

Read about Newtons Three


Laws of Motion


Record forces
responsible for
change in motion

MODEL RESPONSE TO THE DRIVING QUESTION:


Type a model student response to your driving question here. The model response should be written in age-appropriate, kid friendly language and draw on and
connect to the experiences, patterns and explanations described in the EPE table you created. What would the perfect response to your model question me?

How do car safety features keep you safe?

As mass or speed of an object increases the force of a collision also increases. This means that when a car has more mass, it has greater speed. Thus
compared to when you are walking and run into a barricade, the car will have more speed. This greater speed makes it important for cars to have
safety features such as seat belts. Another factor that increases speed is position. If a car is at the top of the hill it will have greater speed than a car
on a less inclined hill. In addition, the higher the elevation or starting point the greater the force that is applied in a collision. The amount of force
onto the barricade from a car on the top of a hill is much greater than a car accelerating on a flat surface. Also thinking about a comparison of a body
and a car, a car has more mass. This means that it exerts more force than a human body and when it collides with a barricade, it will have exerted a
greater force on the barricade. Since cars have more mass and greater speed than a human body for multiple reasons, having features in cars for
safety are justified. The amount of force and car can exert on another object is substantial so features to lessen the impact on the car and keep the
driver in the car are very important.

Grading Criteria:

Desired Features

Science Content

Knowledge and Skills

EPE Table

Driving Question and


Model Response


Prerequisite knowledge and skills reflect careful consideration of what students need to know
and learn during your unit. An extremely detailed list has been created that includes all of the
concepts, ideas, patterns, explanations and skills for your unit.


Multiple Experiences are identified.
Experiences, Patterns and Explanations are consistent with both the EPE model of science
teaching and the GLCEs identified for the unit.
Overall, the Experiences Patterns and Explanations seem likely to lead students to master the
content GLCE.
Connections between Experiences/Patterns and Patterns/Explanations contain grade-level
appropriate scaffolding activities that would reasonably lead students to identify patterns and
develop explanations.


Driving Question meets the criteria in the Krajcik et al. table (see below).
Model Response is stated in kid friendly language.
Model Response is scientifically accurate and demonstrates a deep understanding of the unit
conceptual learning goals.

Points

/3

/5

/2