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In this assignment, you will outline a ten-day unit intended to teach your NGSS/GLCEs.. Your unit will be aligned with the InquiryApplication Instructional Model (an expansion of the Experiences, Patterns and Explanations model of science teaching). To plan your unit,
you will draw upon the thinking and analysis from the previous two assignments.
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.05.42
Describe
the
motion
of
an
object
in
terms
of
distance,
time
and
direction,
as
the
object
moves,
and
in
relationship
to
other
objects.
MS-PS2-1. Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects.
Assessment
Plan:
Your
assessment
plan
will
consist
of
a
minimum
of
three
carefully
planned
assessment
tasks:
one
given
early
in
the
unit
(pre-assessment/science
discussion
conducted
in
UPPt2),
one
towards
the
middle
of
the
unit(formative),
and
one
at
end
of
your
unit(summative).
In
this
section,
you
will
provide
a
detailed
description
of
the
formative
and
summative
assessment
tasks
and
describe
the
features
you
will
look
for
in
your
students
responses.
Assessment
tasks
should
meet
the
requirements
discussed
in
our
seminar
sessions
and
course
readings.
P.FM.05.31 Describe what happens when two forces act on an object in the
This
assessment
incorporates
most
of
the
content
standards
into
a
real
life
phenomena.
They
have
to
use
their
new
acquired
knowledge
and
understanding
to
explain
how
safety
features
keep
people
safe
in
vehicles.
This
is
an
application
of
the
content
standards.
They
will
need
to
relate
the
relationships
of
mass,
speed
and
release
height
to
this
phenomena.
This
will
inform
me
if
students
are
able
to
apply
the
concepts.
I
will
learn
if
students
are
able
to
reason
or
if
they
can
not
think
beyond
seat
belts
and
air
bags.
I
am
looking
for
why
the
features
are
needed
and
the
underlying
concepts.
This
also
informs
me
if
students
understand
the
abstract
concepts.
Unlike
my
other
assessment,
I
will
not
rely
on
images.
However,
students
will
be
able
to
use
diagrams
to
supplement
their
ideas
and
I
hope
it
will
help
them
think
about
the
question.
My
justification
for
this
type
of
assessment
is
that
students
have
been
prepared
to
answer
portions
of
this
question
from
the
lessons.
exerted
in
a
collision
o Brakes,
seat
belt,
air
bags,
crumble
zone,
bumper
Instructional
Sequence:
The
table
below
should
lay
out
at
least
one
complete
I-AIM
instructional
sequence.
Use
the
I-AIM
handout
and
instructional
sequence
example
as
a
guide.
Remember
that
activities
are
not
one
days
worth
of
science.
A
typical
science
class
session
is
comprised
of
2-
3
activities,
depending
on
their
function.
You
will
need
to
add
more
rows
to
the
table
below
in
order
to
create
your
complete
unit
plan.
Add
rows
as
needed
to
represent
10
days
worth
of
science
teaching,
or
six
total
lessons
spread
across
ten
days.
Date
or
Activity
Description
Activity
Function
Activity
Modifications
Lesson
What
I-AIM
function
is
this?
Descriptions
for
each
activity
should
be
extremely
detailed,
and
should
include
Explain
how
you
modified
or
created
Number
question
prompts
and
probes
you
plan
to
use
during
the
lesson
activities
as
well
as
Functions
should
be
taken
from
this
activity
to
best
fit:
(a
way
to
show
which
activities
happen
on
which
days)
how
you
plan
to
scaffold
small
and
large
group
discussions
to
enable
students
to
share
and
respond
to
one
anothers
thinking
and
ideas.
Your
instructional
sequence
chart
should
represent
approximately
10
days
worth
of
science
lessons.
Remember
that
for
each
lesson,
or
day
of
teaching,
you
may
have
several
activities
planned
experiences
and
collecting
data
and/or
observations,
comparing/contrasting
and
discussing
data
in
small
and
whole
group
to
identify
large-scale
patterns,
discussing
possible
explanations
for
patterns,
testing
explanations
or
ideas,
etc.
To
introduce
the
Driving
Question,
this
activity
is
called
Choosing
a
Safe
Vehicle.
1. Students
will
work
in
pairs
2. Elicit
background
knowledge
by
asking
students
what
they
think
of
when
they
hear
car
accident.
Chose
a
few
students
to
share
3. Inform
students
that
the
leading
cause
of
death
by
unintentional
injury
of
people
the
age
of
1-44
is
motor
vehicle
accidents,
those
most
commonly
killed
are
15-24
and
over
75.
4. What
do
car
accidents
have
to
so
with
science?
They
move
by
gasoline
(sample
answer).
By
studying
motion,
car
designers
can
make
cars
safer
and
save
lives.
Understanding
the
physics
of
how
and
why
cars
moves
helps
car
engineers
design
better
cars
that
are
safer
5. What
measurements
do
you
think
scientists
and
engineers
use
when
studying
car
safety?
Time
it
takes
to
stop,
how
fast
they
go
or
speed
(Sample
student
examples)
6. Students
will
complete
steps
1
and
2.
7. Give
each
pair
a
copy
of
Comparing
Vehicle
Features
which
includes
Question
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
6.
7.
Features
such
as
height
and
mass
for
two
cars
and
corresponding
data.
Give
students
5
min
to
read
through
the
table
and
discuss
their
initial
observations
or
curiosities.
Next,
have
students
work
together
to
complete
the
column
on
the
Comparing
Vehicle
Features
called
Effect
on
Safety.
Encourage
students
to
use
past
experiences
and
observations
to
conclude
the
effect.
20
min
After
the
students
have
completed
the
Effects
column
instruct
groups
to
circle
which
vehicle
has
the
advantage
or
they
think
is
the
safest
choice.
Share
student
answers
for
a
select
few
features:
Mass,
Top
Speed,
Acceleration,
Breaking
Distance,
Air
Bags,
Seat
Belts
Survey
the
class
to
determine
students
choice
for
the
safest
car.
Ask
a
select
few
students
to
justify
their
answer.
To
begin
closing
the
lesson,
ask
students
What
safety
features
do
cars
have?
Airbags
and
brakes
which
help
to
reduce
injuries.
However,
other
features
such
as
mass
and
tires
also
play
a
role
in
the
likeliness
of
an
accident
and
the
outcome.
Formative
Assessment:
Question
5
Which
vehicle
do
you
think
is
safer?
Explain
what
data
convinces
you
that
this
vehicle
is
safer
than
the
other
one.
To
hook
students
tell
them
that
they
are
going
to
be
use
a
cart,
ramp
and
track
to
calculate
speed.
What
can
contribute
to
a
car
accident?
Look
for
students
to
reference
speed
What
is
speed?
What
units
can
speed
be
measured
in?
Typically
mph
but
students
will
be
using
cm/s
Select
a
student
or
students
to
read
the
introduction
and
Challenge
to
the
activity.
How
is
speed
measured?
How
have
you
seen
it
measured
in
your
daily
life?
Tell
students
that
all
methods
to
measure
speed
require
a
timer
interval
for
how
long
it
takes
to
travel
a
distance.
To
measure
speed,
the
time
it
takes
to
travel
between
two
points
is
measured.
Thus
speed
requires
a
time
and
distance
unit
Distribute
materials
to
groups
of
four.
Students
will
follow
the
directions
in
their
text
to
make
a
track
and
record
times.
They
will
draw
a
table
in
their
science
journal
with
columns
labeled
trial,
distance,
time
and
speed
to
record
their
data.
After
students
have
done
their
trials,
write
the
equation
speed=
distance/time
on
the
board.
This
is
after
they
have
completed
Step
7.
Ask
students
what
is
the
speed
of
a
car
that
travels
100
miles
in
2
hours?
What
is
the
speed
of
a
Experience,
Patterns,
Explanations
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
Experience,
Patterns,
Explanations
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Josh
and
Teashas
trips.
The
road
to
school
is
straight
and
does
not
require
any
turning.
The
graph
will
not
show
any
change
of
direction.
To
introduce
students
to
a
distance
vs
time
motion
graph,
sketch
one
on
the
Promethean
Board.
Ask
what
the
vertical
axis
represents
to
see
if
any
students
know
it
represents
distance.
Ask
about
the
horizontal
axis
to
see
if
they
know
it
represents
time.
Ask
students
what
slope
is.
What
do
the
changes
in
the
graphs
slopes
on
a
distance
vs
time
graph
mean?
Note:
A
positive
or
upward
slop
represents
the
car
moving
away
from
home,
a
zero
slope
is
a
stopped
car
and
a
negative
or
downward
slope
represents
the
car
returning
home.
Accept
all
hypothesis
or
ideas
from
students.
Inform
students
they
will
be
exploring
how
slop
on
a
graph
related
to
speed.
Provide
students
with
copies
of
Teashas
and
Joshs
trips
to
school.
Pass
out
the
precut
strips
of
timing.
Students
will
complete
the
procedure
in
their
text
book.
Students
will
work
in
small
groups
to
match
the
strips
of
timing
to
portions
of
the
graph.
When
students
have
completed
the
matching,
ask
students
to
share
their
choices
for
matching
the
strips.
Record
the
letter
orders
on
the
board.
Then
provide
the
correct
order.
Encourage
students
to
compare
their
work
with
the
correct
answer.
Ask
students
to
identify
all
places
on
the
graph
were
the
car
is
moving
towards
school.
What
do
you
notice
about
the
slope
of
the
line
at
these
points?
Ask
the
same
questions
for
when
the
car
was
stopped
and
when
the
car
was
returning
home.
How
can
you
determine
speed
from
the
graph?
By
looking
at
the
slope
of
the
line.
The
steeper
the
slope
the
greater
the
speed.
A
horizontal
line
means
no
speed.
How
does
a
downward
slope
demonstrate
speed?
Since
slope
is
change
in
y
over
the
change
in
x,
so
a
change
in
distance
divided
by
the
change
in
time
would
create
speed.
Thus
even
a
downward
slope
has
speed.
The
direction
of
the
slope
indicates
if
the
car
is
moving
forward
or
backward.
Are
the
graphs
realistic?
Do
cars
usually
change
speed
instantly?
Cars
change
speed
gradually
even
though
the
graphs
some
instant
changes.
What
would
a
graph
really
look
like?
A
graph
should
curve.
A
car
that
accelerates
is
one
that
speeds
up,
slows
down
or
changes
direction.
Sometimes
we
call
slowing
down
deceleration
as
well.
How
does
a
curved
graph
show
changing
speed?
Draw
tangent
lines
along
the
curved
graph
line.
If
a
car
is
slowing
down
the
tangent
lines
become
more
and
more
flat.
15. Discuss
why
what
they
learned
today
about
increased
speed,
would
be
an
important
concept
to
consider
when
thinking
about
car
safety.
16. Formative
Assessment:
(Post
introduction
of
research
topic/rubric)
a. Which
student
started
out
faster?
Explain
how
you
know
this.
b. A
car
that
accelerates
is
one
that
speeds
up,
slows
down,
or
changes
directions.
Which
graph
below
shows
a
car
continually
accelerating?
Explain
how
the
shape
of
the
graph
shows
this.
1. Write
Force
on
the
board.
Have
students
share
what
they
know
about
force
already.
Force
is
defined
as
a
push
or
a
pull.
2. How
can
you
tell
if
a
force
is
acting
on
an
object?
We
cant
see
them
but
we
indirectly
see
something
change
its
motion
such
as
slowing
down,
speeding
up
or
bending.
3. Select
students
to
read
the
introduction
and
Challenge
in
their
textbook.
4. We
can
feel
or
see
the
results
of
force
but
not
the
force
itself
usually.
In
this
activity
students
will
be
observing
the
change
in
motion
of
a
cart
and
a
block.
They
will
not
be
measuring
force
but
measuring
the
result
of
the
force,
the
distance
the
block
moves.
This
is
an
indirect
way
to
measure
the
force
applied
to
it.
5. Read
through
the
procedures
with
the
students.
Ask
students
what
variable
we
are
testing:
block
movement.
Students
will
follow
the
directions
in
the
text
for
how
to
assemble
their
track.
6. Students
will
complete
5
trials
for
3
different
speeds
and
then
calculate
average
distance
with
mean.
7. Groups
will
report
their
average
distance
values
for
each
speed.
8. What
patterns
does
your
data
show?
There
is
clear
relationship
between
speed
and
block
movement
because
as
the
cart
started
higher
on
the
ramp,
the
block
moves
farther.
Assuming
the
block
distance
reflects
the
force
of
the
collision
and
remembering
that
higher
release
heights
result
in
faster
speeds,
students
should
conclude
that
there
is
a
correlation
between
increased
speed
of
the
cart
and
more
force
in
a
collision.
9. To
conclude
the
activity,
remind
students
that
force
is
a
push
or
a
pull
and
is
required
for
any
change
in
motion.
The
moment
of
impact,
the
cart
decelerates
and
the
block
accelerates.
The
cart
applies
a
force
to
the
block
but
the
block
is
also
applying
a
force
to
the
cart.
10. Since
we
learned
today
that
the
cart
accelerates
when
the
cart
collides
with
it
and
decelerates,
and
that
the
higher
the
release
height
the
greater
the
speed,
how
would
this
influence
how
car
safety
features
keep
you
safe?
(A
car
with
greater
mass,
will
have
more
speed
which
makes
it
more
important
Experience,
Patterns,
Explanations
Experience,
Patterns,
Explanations
9.
1.
2.
3.
4.
5.
6.
7.
that
car
engineers
keep
in
mind
when
designing
cars.
(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.)
Formative
Assessments:
a. Did
the
mass
of
the
cart
affect
the
collision?
Explain
how
you
know
this
b. If
you
were
in
a
collision,
would
you
rather
be
hit
by
Vehicle
1
(2,027
kg)
or
Vehicle
2
(1,415
kg)?
Explain.
Ask
students
to
state
the
definition
of
acceleration.
(When
as
object
speeds
up,
slows
down,
or
changes
directions).
An
object
moving
at
a
constant
speed
or
not
moving
is
not
accelerating.
It
is
referred
to
as
change
in
motion.
What
is
the
difference
between
speed
and
acceleration?
Speed
is
the
rate
at
which
distance
is
traveled
while
acceleration
is
the
rate
at
which
speed
is
changing.
An
object
that
has
a
larger
rate
of
speeding
up
as
opposed
to
simply
a
high
rate
of
speed,
has
a
higher
acceleration.
Ex.
Car
at
constant
speed
has
no
acceleration
but
a
car
from
0
to
20
mph
in
4
seconds
has
an
acceleration
of
4mph/s
Newton
is
the
SI
unit
for
force.
Write
on
board
that
1
N
is
about
equal
to
the
downward
force
of
a
100
gram
mass
near
the
surface
of
earth.
Students
will
work
on
the
following
problem
to
illustrate
the
concept
of
acceleration.
If
a
car
traveling
at
8
m/s
to
the
right
takes
2
seconds
to
speed
up
to
12
m/s
in
the
same
direction
what
is
its
acceleration.
If
the
car
has
2
speed
up
by
4
m/s
in
2
seconds
the
acceleration
is
2
m/s
to
the
right.
Have
students
read
the
first
step
of
the
Procedure
and
ask
them
What
the
similarities
and
differences
between
their
experiment
and
the
ones
you
did
earlier?
Similarities
are
shows
motion
in
a
straight
line,
investigate
forces,
and
use
a
similar
track
set
up.
Differences
include
that
this
experiment
assumes
a
frictionless
track
and
we
can
directly
measure
force.
Have
students
look
at
the
table
in
their
textbook
and
have
them
begin
to
make
their
own
graph.
Explain
to
them
that
the
graphs
will
show
the
direct
relationship
between
force
and
acceleration.
Once
they
have
completed
their
graphs
students
will
complete
part
A.
Ask
students
Look
at
your
graphed
line
for
experiment
1.
Explain
why
it
does
or
does
not
indicate
that
there
is
a
relationship
between
force
and
acceleration.
8.
9.
10.
11.
12.
13.
14.
15.
Grading
Criteria:
Desired Features
Points
Each
activity
is
clearly
and
accurately
associated
with
a
component
of
the
Inquiry
Application
Instruction
Model
of
science
teaching.
Taken
as
a
whole,
the
set
of
activities
is
consistent
with
this
model.
The
set
of
activities
represents
at
least
one
complete
I-AIM
cycle.
Procedures
for
each
activity
are
clear
and
detailed.
Question
prompts
and
probes
are
included
for
each
activity
and
are
likely
to
scaffold
and
support
students
science
sense-
making
and
conceptual
understanding.
Student
discussions
(E!P
and
P!E
activities)
are
carefully
planned
to
scaffold
and
support
students
in
sharing
their
observations
and
ideas,
identifying
patterns,
and
hypothesizing
possible
explanations.
Question
Activities:
Establishes
a
relevant
(real
world
context),
interesting,
and
understandable
question
that
addresses
the
learning
goals.
Elicits
student
ideas
and
helps
the
teacher
to
understand
the
students
ideas
about
the
learning
goals.
Explore
&
Investigate
Activities:
Includes
opportunities
for
students
to
collect
data
or
use
available
data
to
look
for
patterns
related
to
the
learning
goal.
Includes
opportunities
for
students
to
explore
and
share
their
ideas.
Several
experiences
are
described
and
clear
supports
are
provided
to
help
students
to
observe
and
identify
patterns
based
upon
those
experiences
(E
!P).
Experiences
and
Patterns
come
before
explanations.
Patterns
are
made
explicit.
Explain
Activities:
Clear
supports
are
provided
to
help
students
to
generalize
patterns
to
form
Explanations
(P
!
E).
Includes
opportunities
to
build
on
student
ideas
and
challenge
student
ideas
when
necessary;
includes
opportunities
for
students
to
revise
their
ideas.
Presents
scientific
ideas
related
to
the
learning
goal.
Represents
scientific
ideas
correctly
and
effectively.
Provides
students
with
opportunities
to
compare
their
ideas
to
the
scientific
ideas.
Apply
Activities:
Allows
students
to
apply
their
knowledge
to
new
situations,
in
both
near
and
far
contexts,
related
to
the
learning
goal.
/7
Activity
Modifications
Thoughtful
modifications
and
accommodations
are
specified
for
students
with
special
needs.
Students
resources
for
learning
have
been
thoughtfully
incorporated
into
the
instructional
sequence.
Taken
as
a
whole,
the
set
of
activities
is
likely
to
support
meaningful
learning
for
the
students
in
the
intended
classroom.
/2
Assessment Plan
Each
assessment
task
permits
evaluation
with
respect
to
the
identified
NGSS/GLCEs.
Each
assessment
task
engages
students
in
meaningful
and
thoughtful
science
work
and
provides
opportunities
for
elaborated
responses.
Each
assessment
task
is
accessible
to
students
with
a
range
of
abilities
and
mastery
of
the
unit
learning
goals.
Each
assessment
task
is
likely
to
elicit
rich
information
that
will
allow
evaluation
with
respect
to
the
learning
goal.
The
assessment
task
rationale
and
list
of
exemplary
response
features
reflects
a
clear
plan
for
learning
about
students
thinking
and
reasoning,
based
upon
their
responses
to
the
assessment
task.
This
should
not
be
whether
students
get
it
or
dont
get
it.
Rather,
it
should
be
clear
what
the
task
will
indicate
about
the
strengths
and
weaknesses
of
students
reasoning
and
thinking
processes.
/6