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RATIONALES
Name of submitter: Alyssa Alcazar
Name of other Group Members: Kailee Lipiec, Alyssa
Winkelaar
GRADE OF MINI UNIT: ________4_________
TOPIC TITLE: _____Investigating Forces_________
Mini Unit Plan
(ASSESSMENT)
Teacher
Subject
Topic/Focus
Overarching
Question
Learner
Considerations
Performance Task
Overview
(Lesson 1) and the data they collected through testing vehicles of their
choice (Lesson 2) to draw conclusions about what it means for how
vehicles move and everyday life applications. This performance task will
be a digital reflection of their conclusions and applications that uses a
technology software of their choice. It will be completed independently in
class, and students have the option of presenting their reflection to the
class or just to the teacher.
Learner Outcomes
General
Outcomes
(listed at
beginning of
each lesson)
ELA General
Outcome 1
(Lesson 1 & 3)
Links to
Overarching
Question/
Specific Outcomes
(listed at beginning
of each lesson)
subquestions
ELA Specific
Outcome 1 (Lesson 1
& 3)
Lesson 1 Exploring
Forces:
Lesson 2 Testing
Moving Forces:
Which
observations
stood out to you?
Lesson 3 Analyzing
Forces
What criteria do
you think is
important for me
to see in your
reflection?
What do you
know about
structure and
Assessment Criteria
Students provide evidence of their
learning as they
exit slips
ELA Specific
Outcome 2 (Lesson 3)
design when
building a
vehicle? What do
you want to
know?
When designing
a vehicle, what
are some
modifications
that could be
made to help it
move more
efficiently and
safely?
Lesson 1 Exploring
Forces:
Lesson 2 Testing
Moving Forces:
If you were to
build your
vehicle by
yourself, what
force would you
use to propel it
forward?
How does this
compare with
your hypothesis?
Lesson 3 Analyzing
Moving Forces:
Conversations between
students and the teacher
Group discussion about
findings
Entrance slip/graffiti
wall
discussion and
modification of the
rubric
Peer feedback and
suggestions
observing while students
are giving each other
feedback
Science General
Outcome 4-1
(Lesson 3)
Science Specific
Outcome 1 (Lesson 1)
Lesson 1 Exploring
Forces:
Lesson 2 Testing
Moving Forces:
If you were to
build your
vehicle by
yourself, what
force would you
use to propel it
forward?
Which
observations
My Hypothesis and
Conclusion worksheet
Peer feedback and
suggestions about
conclusions
Lesson 3 Analyzing
Forces:
ICT General
Outcome C4
(Lesson 3)
ICT Specific
Outcome 2.3 (Lesson
3)
Which vehicles
moved the
farthest?
Using these
results, what
decisions can
you make about
building a
moving vehicle?
What other
factors might
have affected the
results of your
testing?
Lesson 3 Analyzing
Forces:
Worksheet with
hypothesis and
conclusion
reflection booklet
performance task/digital
reflection
Math - Statistics
& Probability
(Data Analysis)
General
Outcome 1
(Lesson 2)
Lesson 1 Exploring
Forces:
Lesson 2 Testing
Moving Forces:
What do you
think it means in
terms of a
conclusion from
your data?
How does this
compare with
your hypothesis?
Was it close to
what you
originally
predicted?
Why/Why not?
Lesson 3 Analyzing
Forces:
Lesson 3 Analyzing
Forces:
Level
Criteria
Insufficient /
Excellent
Proficient
Adequate
Limited *
Blank *
Digital reflection
Digital reflection
Digital reflection
Digital
No score is awarded
Analysis (out of
shows accurate
shows logical
shows reasonable
reflection is
4)
because there is
insufficient evidence
interpretation of
interpretation of
interpretation of
lacking
interpretation
shows precise
shows sufficient
shows basic
the requirements of
and shows
calculations.
calculations.
calculations.
of student
performance based on
limited
calculations.
Digital reflection
Digital reflection
Digital reflection
Digital
No score is awarded
Inferences and
recognizes
recognizes
recognizes
reflection
because there is
Conclusions
innovative
appropriate
limited external
recognizes
(x2 - out of 8)
external factors
external factors
irrelevant
and makes
and makes
simplistic
factors and
the requirements of
the assessment task.
Drawing
insightful
thoughtful
conclusions in
makes
conclusions in
conclusions in
relation to their
disconnected
relation to their
relation to their
data.
conclusions in
data.
data.
insufficient evidence
of student
performance based on
relation to their
data.
Adequate use of
Digital reflection
Digital reflection
Digital reflection
Digital
No score is awarded
technology (out
is organized
is organized
is organized
reflection is
because there is
in a purposeful
in a logical
in a partially
unorganized
sequence
sequence
suitable sequence
sequence
and demonstrates
and demonstrates
and demonstrates
and
the requirements of
the assessment task.
of 4)
insightful
practical
reasonable
demonstrates
interaction with
interaction with
interaction with
minimal
technology.
technology.
technology.
interaction with
insufficient evidence
of student
performance based on
technology.
Applications to
everyday settings
(x2 - out of 8)
No score is awarded
Digital reflection
Digital reflection
Digital reflection
Digital
demonstrates
demonstrates
demonstrates
reflection
creative insights
practical insights
simplistic insights
demonstrates a
and meaningful
and realistic
and basic
lack of insight
performance based on
connections to
connections to
connections to
and weak
the requirements of
because there is
insufficient evidence
of student
everyday settings.
everyday settings.
everyday settings.
connections to
everyday
settings.
No score is awarded
(out of 4)
because there is
insufficient evidence
of student
performance based on
the requirements of
the assessment task.
graded on a total of 28 points. Should students meet the insufficient requirement, the teacher will work with them to scaffold
learning and complete the performance task according to standards.
ways, but this mini-unit focused on a hands-on approach. The key questions allow for active participation
from students, because it encourages them to apply their scaffolded learning and engage in experimental
procedures to extract results from these questions. It also encourages deeper thinking to be able to draw
accurate conclusions and be able to relate them to their importance in everyday life, possibly in ways that may
not be initially clear/obvious to students. Students can make connections to their life outside the classroom,
making their learning meaningful to them.
Differentiation
The mini-unit addresses the diverse learning needs of students in the classroom, and accommodates
for the many different ways that students learn. By having students collaborate in groups, students can
exchange and develop new and creative ideas with one another. The groups were designed to balance student
ability as well, with stronger students being able to help and be role models for students who may need more
assistance. The activities throughout the mini-unit allow for students of all learning styles to have a chance to
learn. The exploration of forces in the first lesson allows for visual learning. The testing of their vehicles in
the second lesson allows for kinesthetic learning. Lastly, the technological reflections allows for auditory
learning.
LESSON 1
Grade: 4
Goals/Key questions:
Overarching question: How do our vehicles take us where we need to go?
Goals: What do you hope students will learn?
Students will develop an understanding of forces and apply it in a practical setting to the vehicles they interact
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
ELA- Specific Outcome 1
use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences
Science - Specific Outcome 1 (Building Devices & Vehicles That Move)
Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking, mechanisms, moving air,
Lab):
Force & Motion by Peter Lafferty
Move It: Motion, Forces, and You by Adrienne Mason & Claudia Davila
Motion, Forces, and Energy by Anthea Maton
Forces & Motion: A Question and Answer Book by Catherine A. Welch
Super Cool Forces and Motion Activities With Max Axiom by Agnieszka Biskup
Zombies and Forces and Motion by Mark Weakland
Pushes & Pulls by Anna Claybourne
Push & Pull by Robin Nelson
Amazing Rubber Band Cars by Mike Rigsby
Forces by Peter D. Riley
Graphic Organizer (provided below)
Teacher KSAs:
E, F, I, K, M
Content:
Introduction:
Exploration of
Resources on
example: push-pull/wind-water,
Forces
Time
estimation: 20
minutes
understanding of forces.
everyday settings.
Transition
considerations
Activity 1:
Class
Discussion
organizers.
minutes
Transition
considerations
explore.
analyzed)
Poster Board
Diagrams/
Word Drawings
Time Est:
15 minutes
word drawing.
http://thesciencepenguin.com/2013/12/sci
ence-solutions-vocabulary.html
Conclusion:
Exit Slip
about forces?
Give 2 examples of where these
resources.
Definition
seen it?
Push & Pull
Downhill Motion
& Slope
Wind-up
LESSON 2
Grade ______4__________
Goals/Key questions
Overarching Question: How do our vehicles take us where we need to go?
Goals:
Students will develop an understanding of forces and apply it in a practical setting to the vehicles they interact
A sheet of paper large enough for every student to write a maximum of two sentences on
Markers
toy cars, toy boats, wind up toys (or the small object that students have brought from home), enough so that
different devices (must fit ramps, water tubs, the students, etc)
masking tape
basic calculators (students should already have one of their own, but be prepared to provide extras)
KSAs
D, E, F, G, K
Content:
What is the teacher doing?
Introduction
SLIP / GRAFFITI
WALL
following question:
ENTRANCE
Time estimation: 10
minutes
their partner.
Activity 1
TESTING
DIFFERENT
VEHICLES USING
DIFFERENT
FORCES
Time est:
20 minutes
float
Station 3: Wind Up
Note - Vehicles being used at this station
must be able to wind up or have some sort of
crank.
The teacher lays down a start line of
masking tape. The partner winds up the toy 3
times, places it at the start line, and releases
the toy. The students measures the distance
from the final position of the vehicle to the
start line, and records this information on their
data sheet. This process must be repeated 3
times.
Once the class is in the gym, ask students to
line up at the stations they want to use first.
Remind the students that if the station they
want to go to is currently in use, they must
patiently wait until it is free, or move on to a
different station if they can.
Transition
considerations
pencil.
Graphs
Time Est:
20 minutes
graph.
whole number.
Students then complete their bar
Calculate the average of these numbers:
5, 3, 8, 2
collaboration is encouraged).
Conclusion:
DISCUSSION &
GRAFFITI WALL
CLASS
Time estimation: 10
minutes
lessons.
Name: _____________________
Partners Name: _____________________
Hypothesis:
_______________________________________________________________________________________
_______________________________________________________________________________________
(When writing your hypothesis, think: which vehicle will move the farthest, and which force will allow it to
do so?)
Device 1. ___________________________ Forward Motion Force:_______________________________
Controlled Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Manipulated Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Responding Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Trial 1
Trial 2
Trial 3
Distance (in
centimeters)
Trial 1
Trial 2
Distance (in
centimeters)
Trial 3
LESSON 3
Grade:
Goals/Key questions
ELA General Outcome 1- Students will listen, speak, read, write, view and represent to explore thoughts,
Pre-lesson Considerations
Lesson overview of main ideas to be learned and pre-learning required:
Materials needed:
Students will be grouped with the same people they were paired with for lesson one of this mini unit (to
will include:
instructions on what needs to be done for this digital reflection
a copy of the rubric that will be used to grade this assignment
a sheet/paper titled: What needs to be evident for excellent?
Teacher KSAs
E, F, J, K, P
Content:
Introduction :
Pass-Around
Activity
Time
estimation: 15
minutes
worksheet:
considerations
Introducing
and
Developing
Your Digital
Reflection
guiding questions:
Time est: 15
minutes
hypothesis?
What does this mean for
everyday life?
What results can you draw from
considerations
reflection rubric.
Discussion and
Improvement
of Rubric
classifications of student
include:
Time Est: 20
minutes
precise calculations.
Digital reflection recognizes innovative
Conclusion:
What Needs
To Be Evident
For
Excellent?
vehicles?
Name:______________
Questions to consider: Which vehicle moves the farthest? Was it close to what you originally
predicted? Why or why not?
My Hypothesis:
My Conclusion:
Peer Suggestions:
Video
Animation
Audio recording
PowerPoint
MindMap
Digital book/magazine
If you have another idea for a way in which you can represent the answers
to these questions, you must speak to me first in order for it to be
approved. Your digital reflection can either be presented to the class, or
3. What results can you draw from your bar graph? How does it compare to
your original hypothesis?
4. Using these results, what decisions can you make about building a moving
vehicle?
5. What other factors might have affected the results of your testing?
Insufficient /
Blank *
Excellent
Proficient
Adequate
Limited *
Data and
Graph
Analysis
(out of 4)
Digital
reflection shows
accurate
interpretation of
the bar graph
and shows
precise
calculations.
Digital
reflection shows
logical
interpretation of
the bar graph
and shows
sufficient
calculations.
Digital
reflection
shows
reasonable
interpretation
of the bar
graph and
shows basic
calculations.
Digital reflection
is lacking
interpretation of
the bar graph and
shows limited
calculations.
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Drawing
Inferences
and
Conclusion
s
(x2- out of
8)
Digital reflection
recognizes
innovative
external factors
and makes
insightful
conclusions in
relation to their
data.
Digital
reflection
recognizes
appropriate
external factors
and makes
thoughtful
conclusions in
relation to their
data.
Digital
reflection
recognizes
limited
external factors
and makes
simplistic
conclusions in
relation to their
data.
Digital reflection
recognizes
irrelevant factors
and makes
disconnected
conclusions in
relation to their
data.
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Adequate
use of
technology
(out of 4)
Digital reflection
is organized
in a purposeful
sequence
and demonstrates
insightful
interaction with
technology.
Digital
reflection is
organized
in a logical
sequence
and
demonstrates
practical
interaction with
technology.
Digital
reflection is
organized
in a partially
suitable
sequence
and
demonstrates
reasonable
interaction
with
technology.
Digital reflection
is unorganized
sequence
and demonstrates
a basic interaction
with technology.
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Application
s to
everyday
settings
(x2- out of
8)
Digital reflection
demonstrates
creative insights
and meaningful
connections to
everyday
settings.
Digital
reflection
demonstrates
practical
insights and
realistic
connections to
everyday
settings.
Digital
reflection
demonstrates
simplistic
insights and
basic
connections to
everyday
settings.
Digital reflection
demonstrates a
lack of insight
and weak
connections to
everyday settings.
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Level
Criteria
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
second lesson, kinesthetic learners are accommodated for as students identify different moving forces through
experimentation. Additionally, the mini unit creates a positive learning environment by giving students the
opportunity to work in groups and balance student ability. This gives students the chance to learn from their
peers, teach their peers, and promotes collaborative learning.
The performance task was also designed so that students can demonstrate their understanding of
forces in a way they feel is most suitable for them (within a technological framework). By providing students
with more choices, I am hopeful that it will create an environment where students feel more comfortable and
safe to take risks in their learning. Furthermore, the questions posed to students in the performance task are
intended for students to reflect on what they have learned so far and the purpose of why they learned it. I also
hoped that the third lesson would engage students into assessing their own learning and reflect on what is
important in creating an excellent demonstration of understanding. By involving students in the assessment
process, students will be able to take ownership of their learning and practice being independent learners.
Website link: http://alyssaalcazar.weebly.com/mini-unit.html
Rationale: Assessment
Lesson 1: DEFINING MOVING FORCES
Lesson Description:
design choice?
Lesson Outcome:
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
worksheet. This discussion is intended not only for students to share their
findings with their classmates, but also so the teacher can formatively
assess what students took away from their resource exploration, and
clarify any misunderstandings.
The teacher will also be collecting the poster boards as evidence that
students can apply the knowledge they have just attained to individual
experiences. If students are unable to identify accurate forces that are
being used by the vehicles they choose to draw, then this should inform
the teacher that further instruction is needed on definitions of forces.
Students will also be asked to complete an exit slip before they leave the
class to ensure that students are ready to test moving forces in the next
lesson.
Description of what
teacher is doing:
Description of what
students are doing:
Sequence of key
questions:
Evidence of Lesson
Components (opening,
closing, content, timeline)
(see lesson 1) that will assist the teacher in planning the next lesson.
Timeline: This lesson was designed to be done within a one-hour
time frame (see lesson 1 for specific time estimations of activities). It
is intended to have enough time for students to be thoroughly
introduced to the concept of moving forces, as it will be further
explored in future lessons.
Rationale Assessment
Lesson 2: TESTING MOVING FORCES
Lesson Description:
Students are building upon their prior knowledge on forces (see lesson 1)
as they move on from defining forces to comparing forces. Testing and
comparing forces in this lesson is intended to prepare students to further
analyze moving forces and decide on which force they would use when
building and designing vehicles.
Students will also be given instructions on how to construct bar graphs so
they can show they understand on how to analyze one in their
performance task.
Lesson outcome:
Goals:
Students will develop an understanding of forces and apply it in a practical setting
to the vehicles they interact with in everyday settings.
Students will collect data from trials and present it in a meaningful visual way.
Objective (connected to PofS, this lesson only):
Science - Specific Outcome 2:
Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking
mechanisms, moving air, moving water and downhill motion.
Math 4 Specific Outcome :
Demonstrate an understanding of many-to-one correspondence. [C, R, T, V] [ICT: C62.2,
C62.3]
Math 4 Specific Outcome:
Construct and interpret pictographs and bar graphs involving many-to-one correspondence
to draw conclusions. [C, PS, R, V]
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
A graffiti wall is used so that teacher can collect information on what students
learned took away from the lesson prior to this one. Based on what students
write on the wall, the teacher can assess students on what they think is
important, and if there are any important concepts missing from the wall, the
teacher can take the time to go over these concepts.
I believe the focus during activity 2 in terms of assessment is collection of
products and observation. As students will be required to analyze bar graphs and
averages in their performance task, it is important that students know how to
calculate averages and construct bar graphs. That being said, the teacher will
assess the students by collecting their data sheets to ensure they know how to
make accurate calculations from their data, and will observe students through
each step of instruction (on bar graphs) to ensure they understand how to make
one, and clarify misunderstandings if any.
During the conclusion, students will also be asked questions based on the data
they collected during testing, to see if students are already able to begin
analyzing their data. If there are any apparent misunderstandings, then the
teacher can plan the next lesson accordingly, preparing to teach students how to
draw accurate results from their data.
The graffiti wall is then utilized once more to see what students took away from
testing different forces. I would use this information to see if students saw the
purpose of testing vehicles, and if this knowledge were not apparent, I would
directly ask students why they thought they were required to test different
moving forces.
concepts?
practices being used is fair to the students, and so the teacher can draw
accurate inferences about students knowledge and make informed
decisions about they will teach and what they will teach in future lessons.
Observing students as they test different forces, discussing with them
what they learned from testing, and collecting their data sheets the graffiti
wall reflects triangulation of evidence, so that patterns become more
apparent, and again, so accurate inferences about students learning can
be drawn.
Description of what
teacher is doing:
Description of what
students are doing:
Sequence of key
questions:
Evidence of Lesson
Components (opening,
closing, content, timeline)
Rationale: Assessment
Lesson 3: ANALYZING MOVING FORCES
Lesson Description:
succeed.
Lesson Outcome:
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
The assessment techniques used in this lesson mainly are peerassessment, self- assessment, observation, and exit slips.
From observing the students as they give feedback to their peers (see
introduction of lesson 3), the teacher assesses the students to see if
currently draw logical conclusions from their data, and if they can
provide helpful suggestions to their peers.
Activity 2 is intended for students to reflect on what is important to
create an excellent digital reflection, so they can later self assess
themselves on their performance as they create their reflections.
Activity 2 is also intended to involve students in the assessment
process to engage them into the performance task and motivate them
to work hard on their digital reflections.
By discussing the rubric with the students and have them provide
suggestions on how the rubric can better suit their needs, students are
engaged into how they are being assessed. Students are encouraged
to provide suggestions also because we intended for students to reflect
on what aspects of the performance task they feel is important to work
on, so they can later self-assess themselves on if they are putting in
their best effort.
Furthermore, students are asked to complete an exit slip to guide the
teacher in making decisions about how they will teach the next part of
the unit Structure and Design of Moving Vehicles.
Description of what
teacher is doing:
Description of what
students are doing:
Students will be taking their analyzed and collected data and analyzing
it and creating their own conclusions. These students will be represented
in a visual and meaningful way through the use of technology in the
performance task. By using technology in this task, it allows them to
enhance their experience and skills with technology and use software to
best represent their data and conclusions in a way that is meaningful to
them. This could include: video, animation, PowerPoint, audio
recording, MindMap, or digital book/magazine
Sequence of key
questions:
Overarching Question:
How do our vehicles take us where we need to go?
Specific Inquiry Questions:
Which vehicle moves the farthest? Was it close to what you originally
predicted? Why/Why not?
What was your original hypothesis? What does this mean for everyday
life? What results can you draw from your bar graph and how does it
Opening: Students develop conclusions from data (from lesson 2) and give/receive
feedback and suggestions. These suggestions will form an additional basis for stud
develop ideas for their reflection.
Rationale: Ed Technology
Lesson
Outcomes &
Goals:
Instructional
Processes
Description:
Students work to develop their
ideas regarding the scientific
procedure of their previous
explorations/experiments of
forces (developed in lessons 1
& 2). These ideas will then be
presented in a digital
reflection of their choice
(performance task). They then
assist in adjusting the criteria
for the assignment and adding
their own contributions.
Students are given adequate
time to complete this
assignment in future lessons.
Key
Questions:
Lesson
Components
Opening
Content:
Conclusion:
Time
estimation:
Lesson Outcome:
Goals:
Students will develop an understanding of
forces and apply it in a practical setting to
the vehicles they interact with in everyday
settings.
Students will collect data from trials and
present it in a meaningful visual way.
Objective (connected to PofS, this
lesson only):
Science - Specific Outcome 2:
Use simple forces to power or propel a
device; e.g., direct pushes, pulls, cranking
mechanisms, moving air, moving water
and downhill motion.
Math 4 Specific Outcome :
Demonstrate an understanding of many-to-one
correspondence. [C, R, T, V] [ICT: C62.2,
C62.3]