Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.

Campus: Princeton High School

Author(s): Kyle Lamothe Date Created : Revised: July 12, 2017

Six Weeks Period: First Grade Level & Course: 11th Physics (PHSPHU1L1)

Timeline: 7 Days Unit Title: Unit 01 Physics Skills and Processes Lesson # 01

Stated Objectives: P.1 Scientific processes. The student conducts investigations, for at least 40% of
TEK # and SE instructional time, using safe, environmentally appropriate, and ethical practices. These
investigations must involve actively obtaining and analyzing data with physical equipment,
but may also involve experimentation in a simulated environment as well as field
observations that extend beyond the classroom. The student is expected to:

P.1A Demonstrate safe practices during laboratory and field investigations.

P.1B Demonstrate an understanding of the use and conservation of resources and the proper
disposal or recycling of materials.

P.2 Scientific processes. The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:

P.2A Know the definition of science and understand that it has limitations, as specified in
subsection (b)(2) of this section.

P.2B Know that scientific hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories.

P.2C Know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well established and highly-reliable explanations, but may be subject to change
as new areas of science and new technologies are developed.

P.2D Distinguish between scientific hypotheses and scientific theories.

P.2F demonstrate the use of course apparatus, equipment, techniques, and procedures

P.2G use a wide variety of additional course apparatus, equipment, techniques, materials,
and procedures as appropriate

P.2H make measurements with accuracy and precision and record data using scientific
notation and International System (SI) units;

P.2I identify and quantify causes and effects of uncertainties in measured data;

P.2J Organize and evaluate data and make inferences from data, including the use of tables,
charts, and graphs.

P.2K Communicate valid conclusions supported by the data through various methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.)

P.2L express and manipulate relationships among physical variables quantitatively, including
the use of graphs, charts, and equations

See Instructional Focus Document (IFD) for TEK Specificity

Key Understandings The organization of science activities helps model scientific methods, communicate
conclusions, and allow for the ability to replicate experimental results.

Conducting scientific investigations in a safe manner with considerations for resource

conservation increases the quality of the investigation, decreases risk to the investigator, and
lessens negative impact on the environment
Scientific investigations involve actively obtaining and analyzing data to answer scientific
questions and communicating valid conclusions through scientific reasoning and problem
solving skills. Skills include measuring with accuracy and precision and organizing data.

Misconceptions
None identified; Vertical alignment of skills has been stated, but not consistent with
student ability. Review and practice are necessary.

Key Vocabulary  Hypotheses – tentative and testable statements that must be capable of being
supported or not supported by observational evidence
 Independent variable – factor that is adjusted by the experimenter to see what effect
the change has on the dependent variable
 Dependent variable – factor whose value changes because of a change in the
independent variable
 Inference – a reasonable conclusion or possible hypotheses based on observations
 Conclusion – a statement that identifies cause and effect based on evidence
 International System (SI) Units – internationally accepted form of the metric system
based on meters, kilograms, and seconds

 Dimensional analysis – the practice of converting units of measurement using the

relationship between units

Suggested Day Instructional Procedures Materials, Resources, Notes

5E Model (Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Day 1- Engage/Explore Objective: Introduce the class policies, and nature of  Survey
science. P:\01PHS\Physics\2017-
August 17 2017 2018\1st 6 weeks\Student
Thursday Engage Survey.docx
 Class survey bellringer  Lab Safety Notice and
 Teacher-led discussion of Physics, classroom Parent/Student Technology
policies, procedures, expectations. Acknowledgment in Home
Contact folder under Physics
Students get in groups of 2-4. Ask “what have you in P Drive.Syllabus.docx
heard about physics?” Discuss for 30-45 sec in  Questions selected from
small groups. Share with class selected guiding questions
from TEKS resource
 Youtube any 5-8 minute clip
Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.)

To introduce nature of Scientific Method introduce of obscure sport

“The Game of Science” Students are to stay in
their groups. Teacher projects 5-8 minutes of a P.1A Demonstrate safe practices
sport that they are unfamiliar with (Botaoshi, during laboratory and field
Hurling (see youtube Kilkenny game, Brazillian investigations.
Handball)). The objective is to figure out 2 things:
the rules of the game & strategy on how to be good 2A Know the definition of science
at the game. This serves as a model for the and understand that it has
scientific method. As the game is played, students limitations, as specified in
make observations, record findings, discuss subsection (b)(2) of this section.
implications and form explanations for what they
observed. After video ends, allow 2-3 more
minutes for teams to discuss their findings and
then close with each group sharing their findings. P.2B Know that scientific
Then project the actual rules on the board to see hypotheses are tentative and
how closely each group was. testable statements that must be
capable of being supported or not
supported by observational
evidence. Hypotheses of durable
What are the characteristics of a scientific theory?
explanatory power which have
been tested over a wide variety of
How does the use of the word theory in common conditions are incorporated into
language differ from scientific theory? theories.

Under what circumstances is a scientific theory

changed?

How can you determine the difference between a

hypothesis and a theory?

 If time allows Show People are Awesome video to

spark interest for kinematics & other physics topics
https://www.youtube.com/watch?v=VWf8CXwPoqI

 Students are provided with handouts for Notebook,

Weekly Planner, Unit Calendar. Lab Safety Notice
and Parent Technology Acknowledgment are
provided for signatures.

Closing task: I will share with my group how figuring

out the strategy of a game is a useful model for the
scientific method.

Objective: Students will cover what they already know  Measuring Change Lab and
Day 2 /Explore/Explain about lab safety practice using correct units and Power Notes in MH folder.
August 18rd 2017 significant figures.  Review it guide and PPT for
Friday scientific method under plan
Engage/Explore and teach and resources from
MH ConnectED website.
Students will work with a partner to list as many lab  Text book pages 4-9
safety rules as possible. Partner groups will list them all P.1B Demonstrate an
on 1 sheet. Groups given 3 minutes to list. After 3 understanding of the use and
minutes, hand the sheet to another group. Then project conservation of resources and the
lab safety list on board and have students grade peers. proper disposal or recycling of
Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.)

materials.
Create a lab safety mnemonic to share with the class

If time allows: Select 3 volunteers, 2 tossers and one

marker have a “dart” contest. draw target on board, ball P.2C Know that scientific theories
up. some paper, each tosser tosses 3 times. marker are based on natural and physical
marks where it hit. Discuss accuracy vs. precision. phenomena and are capable of
being tested by multiple
independent researchers. Unlike
 Measuring Change lab to practice scientific hypotheses, scientific theories are
method. (Check lab sheet from MH that has been well established and highly-
modified and stored on P Drive for Radiometer reliable explanations, but may be
Lab). subject to change as new areas
Explain of science and new technologies
 Complete the Review it, 1.1, as a class and are developed.
selected parts of the Chapter 1 Power Notes.
 Text book pages 4-9 P.2D Distinguish between
scientific hypotheses and
scientific theories.

Closing task: I will share my mnemonic with the

class and the class will vote on the best one.

Day 3 – Objective: We will introduce Significant Figures, why

Engage/Extend/Explain they are used and how to use them.
August 21st Monday
2017 Finish Measuring Change Lab
Discuss Independent/Dependent Variable

Project image from this page on the board

http://boojum.as.arizona.edu/~jill/NS102_2004/sigfigs.h
tml Have students describe which would be the most
appropriate measurement.

Text book pages 4-9

Ask: Who would like to travel?

What country? What would you buy? Would you use
US Dollars? Why not?
Where do you need to go first?
The bank? Why? to convert the money into their
currency.
Dimensional analysis examples

Extend
 Present section 1.2 using selected slides from MH
PPT. Suggest significant digits, scientific notation.
 Hand out Connecting Math to Physics Activity 1
handout review quickly the first one in each section
to refresh student thought processes. Under
Significant Digits section use Math Skills Handbook
page 835 and student pwr notes to review rules.
Complete and collect activity sheet and allow
students to class time to complete 1.2 pwr notes.
Explain
 Review procedures for completion of pwr notes
Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.)

and text reading assignments. Review collection of

class work procedures. Introduce tutoring schedule
(Tuesday-Concept and Reading support)
(Wednesday-Math Skills support) (Thursday-
Make-up activities/labs/Notebook)
 Text book pages 10-13.

Practice dimensional analysis problems. Convert from

m/s to mph, g to kg, etc.

Closing task: I will list the 4 steps in solving a complex

problem.

Day 4 – Objective: We will briefly discuss lab safety, and  MH Phyiscs Toolkit PPT on
Engage/Explain/Extend practice working with different units of measurement. ConnectED website.
 Connecting Math to Physics
August 22nd 2016 Bellringer: solve for r d=rt solve for t in v=v 0 +at2 activity 1 on ConnectED or in
Tuesday MH folder on P drive.
Engage  Bellringer, “Guess my weight,
 height and age activity” in MH
Prefix game activity: Write metric prefixes that you folder on P Drive
intend to use frequently in your class on index  Text book pages 10-13.
cards. Make several sets. Divide the students into
teams, and give each team a set of cards. Have P.2F demonstrate the use of
each student on the team randomly select a card, course apparatus, equipment,
then have a contest o see which team can live up techniques, and procedures
its member most quickly according to the
magnitude of the prefix on the card each member
has drawn. P.2G use a wide variety of
additional course apparatus,
equipment, techniques, materials,
 “Guess my weight, height, age!” Differentiate and procedures as appropriate
qualitative and quantitative; give conversion of
2.2lbs=1k and 1inch=2.54 cm. Have students
convert to reintroduce dimensional analysis
importance and application of SI or metric system
in science.

Present section 1.2 using selected slides from MH

PPT. Suggest significant digits, scientific notation.
 Hand out Connecting Math to Physics Activity 1
handout review quickly the first one in each section
to refresh student thought processes. Under
Significant Digits section use Math Skills Handbook
page 835 and student pwr notes to review rules.
Complete and collect activity sheet and allow
students to class time to complete 1.2 pwr notes.
Explain
 Review procedures for completion of pwr notes
and text reading assignments. Review collection of
class work procedures. Introduce tutoring schedule
(Tuesday-Concept and Reading support)
(Wednesday-Math Skills support) (Thursday-
Make-up activities/labs/Notebook)
 Text book pages 10-13.

Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.)

 Closing task I will solve for an unknown with a

simple formula using the correct number of
significant figures.

Day 5 –Explain/Evaluate Objective: This is the last Math review day before  Pwr Notes for chp. 1
tomorrow’s quiz.  Relative Discrepancy formula
August 23rd 2017 from Day 3
Wednesday Bellringer: pull up 1.3 check on Mcgraw hill quiz.  Corner Cards with
percentages marked
 Mass/Volume/Density Lab
Jschulz powerpoint practice with scientific notation from MH ConnectED website
or slightly modified version in
MH folder on P Drive
Sig Figs/ Scientific Notation  Lab materials including
wooden and metal
spheres/cylinders/cubes and
Relative Discrepancy page 14 Accuracy vs precision calculators.
 Text book pages 14-23.

P.2H make measurements with

Work through Vector addition, subtraction and accuracy and precision and
components. VectorComponentPractice.pdf record data using scientific
notation and International System
(SI) units;

P.2I identify and quantify causes

 Closing task: Students will illustrate the resulting and effects of uncertainties in
component of 2 vectors. measured data;

P.2J Organize and evaluate data

and make inferences from data,
including the use of tables, charts,
and graphs.

P.2K Communicate valid

conclusions supported by the
data through various methods
such as lab reports, labeled
drawings, graphic organizers,
journals, summaries, oral reports,
and technology-based reports.

Day 6 – Aug 24th 2017 Objective: Students will work together to explore  Math Skills Handbook in back
Thursday (Flexible day) relationships between mass, volume, and density and of text
how to express them mathematically.  MH PPT selected slides
P.2L express and manipulate
Explain relationships among physical
 Guide students through the graphing and variables quantitatively, including
conclusion parts of the Mass/Volume/Density Lab. the use of graphs, charts, and
Focus on reviewing independent and dependent equations
variables, x and y axis, data analysis and 
evaluating conclusions, predicting values,
identifying relationships...\..\Physics 2014-15\Unit 1
Skills and Processes\MH Mass Volume Lab.pdf
Evaluate
Kelly Wittwer 7/15/2018 - For my first 5 days of instruction I would adapt PISD curriculum.)

 Students may complete and discuss pwr notes

section 1.3 and use Math Skills Handbook pages
852 (Linear relations), 853 (Direct and Inverse
relations, 854 (Quadratic relations) as part of their
conclusion for lab.
 Hand out chp.1 modified study guide to students
for weekend review. Quiz on Monday.

Closing task: I will create a graph showing the

relationship between mass, volume, and density of
various objects.

Day 7 Objective: We will conclude chapter 1 with a quiz. 

August 25th 2017 Friday
Quiz. Chapter self-check with various selected
questions.

Evaluate
 Assess Physics Processes from first week of
school. Use Chp. 1, 6-question quiz (Use page 31)
and different open-ended questions for each class
period (Select any question from the chapter
assessment.

CORNELL NOTEShandouts

Performance Indicators Create a science notebook with a table of contents and Assessed student Product from
and Concepts sections for organizing data and communicating valid unit:
conclusions 1. Pwr Notes given Monday and
due Friday.
Nature of Science – Communicating Conclusions; 2. Radiometer Lab due Tuesday
Communicating Data 3. Connecting Math and Physics
Act. 1 due Wednesday
4. Mass/Volume/Density Lab
given Thursday due Friday
5. Notebook materials and
format check assigned
Monday due Friday.
Not Assessed but required to
be checked and in student
Notebook
1. Why Do I Have to
Study Phyisics?
2. Safety Contract
3. Student/Parent
Technology
Acknowledgment

Accommodations for Accommodations for instruction will be provided as stated on each student’s (IEP)
Special Populations Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.