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PS3.A
Definitions of energy
PS3.B
Conservation of energy
and energy transfer
PS3.D
Energy in chemical
processes and everyday
life
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the
mass of an object and to the speed of an object.
MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes,
different amounts of potential energy are stored in the system.
Cross-Cutting Concepts
Part 2: Identify a phenomenon using Planning for Engagement Tool (AST Step 1)
What is the Big Idea (overarching topic) of this unit? This might be a process, thing, theory, or concept.
When two objects interact, each one exerts a force on the other that can cause energy to be transferred. The Big Idea is that a
snow boarder moves downhill due to potential energy being converted to kinetic energy, and ultimately stops as friction from the
snow causes work to be done on the snowboard.
What is an appropriate Puzzling Phenomenon for this unit? This should be an actual, observable event or set of events that
students can come to a deep understanding of over a period of days.
Students will use prior knowledge from the unit on why rollercoasters dont have engines to examine the puzzling topic of why
snowboarders (or skiers or cyclists) move down hill on a slope. They may postulate that gravity, acceleration and momentum
cause this event, however these theories wont stand up under examination.
Why do snowboarder speed up as they move down hill? Why do they stop at the end of a run? How does friction work?
How will you (and the students) use this information? What will this show you about student understanding of the Disciplinary
Core Ideas and Cross-Cutting Concepts?
I will use this information to plan the introduction activity. As I expect some of these responses, I will prepare questions to guide students to the
ideas of energy within the system (What might be going on that we cant see? So you think it might have something to do with acceleration? You are
telling me the beginning of the story and the end of the story, can you tell me the middle of the story? How do you think this happens?).
Additional I will use this information as it arise to plan for selecting which responses to share and the order of sharing. I will select students models
that lack some of the key details on energy first, then ask students who have included energy information in their responses. I will have students
compare and contrast their models so that they can all include the relevant data.
The students will use the information from the initial ideas to build their models. They will gain an understanding of the limits of their understanding.
They will also share their ideas and strengthen their ideas through discussions with their peers.
This will show me the students understanding within the disciplinary core idea, what roughly formed answers they have to questions and how they
apply their knowledge to a model. From the crosscutting concepts, I will gain an understanding of how students assume the system works and what
factors influence change within the system. It will also show how they scale and quantify data and display the proportional energy transfers (if they
include energy).
Part 5: Designing learning experiences using Supporting On-going Changes in Student Thinking Tool (AST Step 3)
Targeted ideas in the
phenomenon
explanation
1
Snowboarding provides an
illustration of the relationship
between energy
transformation (and
conservation) and work. As a
snowboarder moves down a
slope, they speed up. As
they encounter unpacked
snow, they slow down and
ultimately come to a stop.
Investigation description
(including Science and
Engineering Practices)
Evidence (including
Disciplinary Core Ideas and/or
Cross-Cutting Concepts)
Bungee jump
SEP: Developing and Using
Models
Modeling in 68 builds on K5
and progresses to developing,
using and revising models to
describe, test, and predict more
abstract phenomena and design
systems. Develop a model to
describe unobservable
mechanisms. (MS-PS3-2)
DCI: PS3.A: Definitions of
Energy
Motion energy is properly called
kinetic energy; it is proportional to
the mass of the moving object and
grows with the square of its
speed. (MS-PS3-1)
A system of objects may also
contain stored (potential) energy,
depending on their relative
positions. (MS-PS3-2)
CCC: Systems and System
Models
Models can be used to represent
systems and their interactions
such as inputs, processes, and
outputs and energy and matter
flows within systems. (MS-PS3-2)
Students will use the example of
bungee jumps to understand how
energy is conserved in a system.
They will look at energy due to
Friction as Work
SEP: Developing and Using
Models
Modeling in 68 builds on K5
and progresses to developing,
using and revising models to
describe, test, and predict more
abstract phenomena and design
systems.
Develop a model to describe
unobservable mechanisms. (MSPS3-2)
DCI: PS3.C: Relationship
Between Energy and Forces
When two objects interact, each
one exerts a force on the other
that can cause energy to be
transferred to or from the object.
(MS-PS3-2)
CCC: Systems and System
Models
Models can be used to
represent systems and their
interactions such as inputs,
Energy Transformation on a
Roller Coaster.
SEP: Analyzing and Interpreting
Data
Analyzing data in 68 builds on
K5 and progresses to extending
quantitative analysis to
investigations, distinguishing
between correlation and
causation, and basic statistical
techniques of data and error
analysis.
Construct and interpret graphical
displays of data to identify linear
and nonlinear relationships. (MSPS3-1)
DCI: PS3.A: Definitions of
Energy
Motion energy is properly called
kinetic energy; it is proportional to
the mass of the moving object and
grows with the square of its
speed. (MS-PS3-1)
A system of objects may also
contain stored (potential) energy,
Part 6: Model and explanation revisions using Pressing for Evidence-based Explanations Tool (AST Step 4)
How will you scaffold the revision of models and explanations in the middle of the unit?
Models will be revised throughout the unit. Students will develop their preliminary models, which they will revise using post-its and different colored
pens throughout. They will add, change and modify their models as their understanding changes and their knowledge of the concepts grows. They
will be encouraged to change the model when they are feel that their initial model needs to be amended or added to.
On learning about potential and kinetic energy, they will describe where in the model these factors are influential on the speed of a snowboarder. On
learning about energy transformation, they will add the middle of the story: potential energy is being transferred to kinetic energy. On researching
and interacting with ideas on work, they will add to their model their understanding of how friction dissipates the total mechanical energy.
How will you scaffold the creation of a final model and explanation at the end of the unit?
Students will use their initial and working models, along with their experiences and understandings to create a final version of
their model. They will describe in each section of the model: there understanding of what is happening and another example of
this type of interaction. They will use the final class on energy transformations in the rollercoaster to strengthen their overall
understanding of how energy is transformed and how this affects the speed of an object. They will look at how the mass of the
object affects the speed, and add their understandings to the final model.
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to
the mass of an object and to the speed of an object.
Students will tabulate data collected from the experiment: Transformations of energy on a rollercoaster and they
will graph this information using height, position and speed. They will use this graph to explain the relationship
between potential energy, kinetic energy and total energy. They will use the information from this experiment to
describe the relationship between kinetic energy and the speed of an object in their model.
Using the bungee jump activity, students will use the different masses to understand how the application of a
lighter or heavier mass would affect the kinetic energy of a system. This information will be detailed on their final
models and in class discussions.
MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.
Students will construct initial models to demonstrate their preliminary knowledge and understanding about the
snow boarding system. They will use the model of the bungee jumper and the different distances to describe how
the objects interact as the distances change. They will discuss how the potential energy is converted to kinetic
energy and the potential energy is reduced as the height is reduced. They will apply this understanding to the
snowboarding system by describing how the height of the slope (distance between top and bottom of slope reflects
the arrangement of objects in this system) affects the amount of potential energy stored in the system. In the
rollercoaster system, they will describe the height of the hills, as the elements within the system that determine
the different amounts of potential energy stored within the system. They will use their understandings from these
systems to develop a model to describe the differing potential energies as a function of height.
Part 8: edTPA Components Supporting Science Development Through Language (1 table for each learning
experience)
Learning Experience #1
Describe Language Supports
Language Function
Explain
Energy
Constructing a model
Learning Experience #2
1. Identify
2. Solve
Conservation
Learning Experience #3
Language Function
1. Estimate
2. Review
3. Design
1. System
2. In the form of
demonstrated to them.
Design: Students will be shown three
examples of different posters. These visuals
will serve to support their understanding of the
requirement. A rubric available on showbie
will give additional information as to the
expectations of the design
Students will define key terms from the section
review as they teach each other. They will
build a group definition. Any term that groups
are stuck on will be added to the word wall.
Learning Experience #4
Language Function
1. Apply
2. Construct
Work
Scientific discourse
Analyze
Learning Experience #5
Language Function
Photogate
1. Tabulating data
2. Graphing
Lesson
Task
Why?
High
High
Calculations
3.
High
Design a poster
High
High
High
Monitoring
Selecting
That some students will hold alternative conceptions such as: energy can be created within a system, that
a moving object has a quantifiable amount of energy that could be used up. Students may think that a
constant force is required to keep an object moving a constant speed. Some students are familiar with the
terms kinetic energy, potential energy and momentum, however they may be unable to define what they
are or use the concepts accurately.
On anticipating the above alternative conceptions and part understandings from a pre assessment, I plan
to cover each question throughout the section. I will ask students as we observe the snowboarder, Where
does the energy come from? What forces are at play here? What happens to the energy as the
snowboarder slows down? We will examine the terms kinetic energy and potential energy as they arise,
and I will ask students who have used them in their models to determine what they mean.
Monitoring will be predominantly used to gauge students initial understandings. I will look to see what
information students are utilizing in their models and what explanations they are giving for changes in
motion. While monitoring I will continue to ask questions to further understanding (What might be going
on that we cant see? So you think it might have something to do with acceleration? You are telling me
the beginning of the story and the end of the story, can you tell me the middle of the story? How do you
think this happens?). I will push students to elaborate on answers. I will also monitor to check for
understanding, and to see if students hold alternative conceptions of the process. If many students hold
the same alternative conception, I will hold a mini-teach session to cover it (especially of it interferes with
the construction of the model).
In selecting models to share, I will share students who have partial understandings such as the roles of
kinetic and potential in the system. I will also select models that design the system based on the previous
acceleration model. These will be chosen so that the emerging ideas and understanding can be compared
and contrasted. A range of levels of understanding will be chosen and students will be called to explain
Connecting
their model. Other students will fill in missing details. I will also select students who I know are happy to
share their work in class and to receive feedback from their peers.
In choosing models to be sequenced, I will ask students who have not included the emerging ideas of
kinetic and potential energy to share first. I will ask other students to help them add to their models. I
will then ask a student with more refined ideas of kinetic and potential energy to share, I will ask students
what they can learn from this model. I will also ask them what they think is missing. To finish, I will ask a
student who is revising their model to say what they have added and why.
Students will connect their partial understandings to the experience of moving downhill. They will revise
their models to connect their understandings to a concrete example; they will make connections between
the different types of energy and the experience of the journey. They will be asked to elaborate on these
connections in further classes with different varieties of movement.