Unit Design Template EDUC 343

Objectives: In the space provided below, list your learning objectives for the lesson. These should be worded as behavioral objectives with criteria on how they will be assessed included. For example, if you plan to assess the objective in an essay, than the objective should begin, Given a word problem to solve, the student will be able to In addition, the NJCCCS that this objective addresses should also be identified (i.e. 4.1, 3.2, etc.) These Standards can be found at http://www.state.nj.us/education/cccs/ Given a CSI Investigation worksheet to complete, students will work in groups to learn how to solve specific problems related to time, distance, displacement, speed, velocity, and acceleration in order to reach a well-informed solution backed by evidence. This will involve discovering relationships between the variables using both calculations and graphing techniques. Content Standard: 5.2.12.E.1 - Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values.

Essential Questions: What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit that this lesson supports? How are position, speed, velocity, acceleration, and force related? How can we use graphs to determine these relationships? What conditions must be true for movement to happen? Describe a situation in which unbalanced forces are acting on an object. What is the net force on the object, and how does the net force change the motion of the object? How does motion occur? Imagine that you could ride a baseball that is hit high enough and far enough for a home run. Using the baseball as a reference frame, what does the earth appear to do? How is acceleration defined? Joshua skates in a straight line at a constant speed for one minute, then begins going in circles at the same rate of speed, and then finally begins to increase speed. When is he accelerating?

Unit Design Template EDUC 343

Materials: In the space provided below, list the materials that will be necessary to complete this lesson. Include any sources, supplies, and multimedia that will be used. Powerpoint/ Smartboard Interactive Activities and presentation o Featuring key formulas, concepts and examples Video clip about finding a suspect o (something along the lines of http://www.youtube.com/watch? v=bHpPrmMx_M8) CSI Speed/Acceleration worksheet o Hyman, Oliver, and Jackie Christoffel. "Speed and Acceleration." Speed and Acceleration. Arizona State University, n.d. Web. 18 Oct. 2013. <http://gk12.asu.edu/SPEEDANDACCELERATION>.

Knowledge & Skills: In the space provided below, list the content topics that are essential in this lesson. Typically, this is the material that students will be held accountable for on a unit assessment. Explain the relationship between motion and a frame of reference A distance-time graph of an object moving at constant speed is a straight line, and the slope of this line is the speed. A velocity-time graph can be used to determine acceleration. An unbalanced force must be present to cause any change in an objects state of motion or rest When an object changes position in comparison to a stationary reference point, the object is in motion Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as a change in velocity Calculate acceleration as the rate at which velocity changes Graph acceleration on a velocity-time graph

Hook: In the space provided below, please explain how you will grab the students interest and engage them to follow you on this learning experience.

Unit Design Template EDUC 343

Students will be presented with a video clip of a crime and the suggestion that several possible suspects could be involved. Then they will be asked the question What if you could use the laws of kinematics to figure out the culprit?

Procedures: In the space provided below, list the activities that the students will be engaged in throughout the learning process. Procedure statements should begin, The student will Also include an estimated number of minutes for each activity to assist in proper pacing. Est. Min. Activity

1. Hook: The students will view a CSI video example , which serves as an Introduction to Motion.

20

2. Students will participate in a Powerpoint/Smartboard interactive activity (presentation of key concepts and formulas, as well as examples)

20+

3. Students will work on CSI speed/acceleration worksheet (Given the average speed and acceleration parameters for a bullet from a gun, students will determine which suspect committed a crime. This requires them to create both distance vs. time and velocity vs. time graphs, to find the average speed and acceleration, and to describe acceleration in different circumstances)

4. Students will answer closing questions, as well as have the opportunity to ask any questions of their own.

Unit Design Template EDUC 343

Assessment: In the space provided below, please articulate how you will evaluate whether or not each student has reached your learning objectives for this lesson. Please include the criteria in which they will be assessed and a rough outline of any rubric or test that will be used in the process. I will evaluate the students worksheets for successful completion as the final lesson assessment. Each performance task on the worksheet is in alignment with the knowledge and skills listed. (I would be looking specifically at the following: Did the student make a valid attempt to answer the questions? Did they employ the correct equations and understand the relationships between variables? Did they translate these relationships to successful and interpretation of graphs?) In addition, questioning techniques will be employed throughout the lesson and presentation.

Closure: In the space provided below, please articulate how you will conclude the lesson in a way that leaves the learner ready to continue the exploration. Students will be asked about what other types of problems could be solved using kinematic relationships. What else can they model with these equations? How often is this used in everyday life? Provide examples.