Curriculum Unit Designers - Newark Public Schools€¦ · The unit ends with an effective performance task that places the student in an authentic learning experience. Students are

Newark Public Schools Next Generation Science Unit


Curriculum Unit Designers Robin Catoe-Ellis

Shara Gilchrist Hamilton Monica Peart

NPS Science Instructional Leadership Team (SILT) Monica Peart, Director of Science

Mridula Bajaj Science Park Department Chair (Science) Carl Cimiluca First Avenue Teacher Shara Gilchrest Hamilton Speedway Teacher Stacey Gruber MISE Partner Liaison

Karen Harris District Special Assistant (ELA) Elizabeth Lozada Abington Teacher Caleb Perkins District Asst. to the Superintendent Tina Powell District Director of Mathematics Mimi Rosenbaum District Supervisor (Media) Ivory Williams District Master Teacher


TABLE OF CONTENTS

Overview

1

Matrix

2

Culminating Assessment

37

Framework

(Appendix A) A1

Next Generation Science Standards & Common Core Standards

(Appendix B) B1

Essential Questions & Enduring Understandings

(Appendix C) C1


OVERVIEW NPS NEXT GENERATION SCIENCE UNIT

The NPS science units require a contextual understanding with regard to scientific knowledge, how it is acquired and applied, and how science is connected through a series of concepts that help further understanding of the world through the nexus of the three NGSS dimensions: (1) Science and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance expectations require that students demonstrate all three dimensions through contextual application of the three dimensions. Each unit includes goals (enduring understandings/essential questions/aligned standards), methods (varied instructional approaches, differentiated strategies/resources, scaffolded guiding questions), materials (inclusive of instructional supports - rubrics, teacher background information, common misconceptions, as well as multimedia materials), and assessment (a variety of methods and materials in order to determine learners’ level of knowledge, skills, and engagement.)

The Motion and Design unit begins with a summary followed by aligned standards, a culminating assessment overview, and the lesson pace and sequence. Each lesson constructs new ideas on top of old ideas and addresses science misconceptions. Activities naturally integrate math and/or literacy CCSS for every lesson. Next Generation Science and Common Core language is infused so that the shifts are clear. Each lesson ends with suggested modes of receiving qualitative feedback (formative assessments) to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

The unit ends with an effective performance task that places the student in an authentic learning experience. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It, at minimum, requires students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher

within the unit or obtained by student through independent research) • emphasize engineering design performance expectations of the grade band

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Newark Public Schools Unit Summary

AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS Unit: Motion and Design

Content Area/Target Course: Physical Science/Force and Motion

Grade Level: 5

Unit Summary: The Motion and Design unit combines the physics of forces and motion with technological design. Students use plastic construction materials, weights, rubber bands, and propellers to design and build vehicles, then test how those vehicles respond to different forces of motion, like pushes, pulls, or rubber band energy. They explore, through experiments and multiple trials, how forces like friction, gravity, and air resistance work against motion to slow their vehicles down. Students must apply the concepts they learn to a design challenge, designing a vehicle that can perform to certain specifications, but also meets certain “cost” requirements. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing concepts for this unit. Students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas. NGSS: 3-5-ETS1.1-3, 5-PS2-1 NJCCCS: 5.1.4.A-C, 5.2.6.E.1, 5.2.6.E.3 Primary Literacy Connections: RI.5.1, RI.5.4, RI.5.9, W.5.2, W.5.8, W.5.9, SL.5.1, SL.5.4 Primary Math Connections: 5.OA.2, 5.NBT.1, 5.NF.3


Engineering Design Challenge Students are presented with one of five different design challenges. Teams of six students work together decide how they will solve the challenge. Collaboratively, student teams must calculate the costs, design and test the vehicle, and refine their design. At minimum, students are required to:

Define their design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to the problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Describe how gravitational force impacts their vehicle design plan and features.

2

http://www.nextgenscience.org/3-5ets-engineering-design

http://www.nextgenscience.org/5ps2-motion-stability-forces-interactions

http://www.corestandards.org/ELA-Literacy/RI/5



http://www.corestandards.org/ELA-Literacy/W/5



http://www.corestandards.org/ELA-Literacy/SL/5


http://www.corestandards.org/Math/Content/5/OA

http://www.corestandards.org/Math/Content/5/NBT

http://www.corestandards.org/Math/Content/5/NF



AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

Lesson Pace & Sequence

PE/CPI Lessons

Suggested Teaching Periods

Pre-Assessment

3-5-ETS1.1

Lesson 1 - Pre-Unit Assessment: Designing Vehicles Lesson 1 pre-assesses students’ knowledge and understanding of motion and design. This lesson introduces your students to the physics of motion and the challenge of technical design. Students build vehicles to meet the following design requirements: In 20 minutes or less, design and build a vehicle (cart) that will move at least 100 cm (39 in.) (TG, Section 4, pg. 11) Major Scientific Concept: Students have existing concepts about vehicles and what causes them to move. Literacy: STC Literacy Series™ Motion and Design: Part 1, “Adapted for Survival” pgs. 14–17 Sample CCSS Tasks: Adapted for Survival Summarize Adapted for Survival and identify the main ideas. Explain the relationship between survival and adaptation. Provide supporting details using key details from the text. RI.5.2 Science Notebook: Students begin by writing independently in their science notebooks. First, they write what they know about how vehicles move. Then, they write what they know about how to design vehicles. Students record answers to the following questions in their science notebooks:

1.5

1. How did you get your vehicle to move? 2. What was one problem your group encountered while building the vehicle? How did you solve the problem? W.5.2, W.5.8 Suggested Formative Assessments

KWL Chart

Journals/ Responses to lesson activities

Appropriate use of introductory terms

Formal Assessments can be found in TG

3



http://www.corestandards.org/ELA-Literacy/RL/5




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Teacher Notes :

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Newark Public Schools

Unit Summary AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

5-PS2-1 3-5-ETS1.1 3-5-ETS1-3

Lesson 2 - Using Drawings to Record and Build Students draw the vehicles they designed in Lesson 1 and learn about technical drawing. The concept that the position and motion of an object may be changed by a force, such as pushing or pulling is emphasized. (TG, Section 4, pgs. 18–21) Major Scientific Concept: Engineers prepare careful detailed drawings of their designs so that a builder can construct a product from the drawing. Additional Science Resources and Activities: Gravity of Fall Objects http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.lp_gravity/

What will happen when two balls of the same mass but different volumes are dropped at the same time from the top of a tall ladder? Which will hit the ground first? Why?

What will happen when two balls of different masses but the same volume are dropped from that same ladder? Which will hit the ground first? Why?

Literacy: STC Literacy Series™, Motion and Design, Part 1, “Taking to the Skies” pgs. 7–9, The Race to Fly pages 37-40, Student Investigations book, “The Race That Wasn’t Run” pgs. 7–9, Describing an object from different views, (TG, Section 4, pg. 22) Sample CCSS Tasks: The Race That Wasn’t Run Ask students what they think about the outcome of the story? Based on the text, can designers learn from failures as well as from successes? Use supportive evidence from the text to explain your answer. Ask students to compare some of their own experiences in design failure and success from Lesson 1 to that of the story. Have them use details from the text to support answers. RI.5.1 Taking to the Sky pages 7-10 and The Race to Fly pages 37-40 Have students explain, using textual evidence, the relationship between our understanding of how birds fly and the Wright’s airplane wing design. RI.5.3, SL.5.1 Suggested Formative Assessments

Participation in investigation and class discussion


Appropriate use of vocabulary terms

Responses to reading materials

Formal Assessments can be found in TG, Section 5

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http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.lp_gravity/





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Teacher Notes :

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5-PS2-1 3-5-ETS1.1 3-5-ETS1-3

Lesson 3 –Pulling a Vehicle: Looking at Force Students study the principle that force applied to an object changes its motion. Major Scientific Concept: A force applied to an object changes the motion of that object. Additional Science Resources and Activities: Brain Pop Jr.: Pushes and Pulls http://www.brainpopjr.com/science/forces/pushesandpulls/preview.weml Our Place in Space Gravity http://www.projectshum.org/Gravity/ Explain the effect that gravity has on objects found on Earth. Free Falling in Space http://www.latech.edu/ideaplace/nerc/rockets/newton_car.pdf Explain the effect that gravity has on objects found on Earth. Literacy: STC Literacy Series™, Motion and Design, Part 1, Gliding Through Air Water pgs. 10-11 Sample CCSS Tasks: Mathematics: Using A Balance To Find Equivalent Weights of Larger Washer (TB, Section 4, pg. 34) Have students solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, For example, if 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 5.NF.3 Suggested Formative Assessments


Recording Sheet 3-A Recording How Our Vehicle Moves

Appropriate use of terms


1.5

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http://www.brainpopjr.com/science/forces/pushesandpulls/preview.weml

http://www.projectshum.org/Gravity/

http://www.latech.edu/ideaplace/nerc/rockets/newton_car.pdf



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Teacher Notes :

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5-PS2-1 3-5-ETS1.1 3-5-ETS1-3

5.2.6.E.3

Lesson 4 – Testing the Motion of Vehicles Students test how adding weight (load) to their vehicles affects their motion. Major Scientific Concept: The mass of a vehicle affects its motion; it travels slower as its mass increases. Literacy: STC Literacy Series™, Motion and Design, Part 1, “Learning from Butterflies” pgs. 12–13 Writing stories about the transport of a shipment, (TG, Section 4, pg. 45) Researching load-bearing vehicles, (TG, Section 4, pg. 45) Sample CCSS Tasks: Have students write explanatory text on one of the following prompts: How to test the motion of a vehicle carrying a load. How to design a vehicle to meet requirements. W.5.2 Mathematics: (TG, Section 4, pg. 45) Using an Equal-Arm Balance to Compare Vehicle Mass With Load Have students write mass in fraction and decimal form. 5.NBT.1, 5.NF.3 Calculating Vehicle Speed: Measurements of time and distance are graphed (graphical representation of data on Record Sheet 4–A: “Graphing Data”) 5.OA.2, 5.NBT.1, 5.NF.3 Suggested Formative Assessments

Journals (written predictions of effect of load on speed, observations of vehicle speed, measurements of time and distance, graphical representation of data)

Recording Sheet 4-A

Lab Report (interpretation of data and conclusions)



2

3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

Lesson 5 – Design Vehicles to Meet Requirements Students build vehicles to meet design specifications. The concept that forces acting on a vehicle include different forms of energy that act as driving and resisting forces is emphasized. As students modify the design of their vehicles by adding or removing pieces, they apply their knowledge of how weight and load change the movement of the car. Students determine how to modify the design of their vehicles by applying what they know about the function of the pieces in the car’s design and how the pieces work together to move the car. Students meet the Design Challenge by using problem-solving skills to adjust vehicle load, force, and weight. Major Scientific Concept: The mass and force of a vehicle affect its motion. Additional Science Resources and Activities: Designing a Roller Coaster http://www.learner.org/interactives/parkphysics/coaster/

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http://www.learner.org/interactives/parkphysics/coaster/


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Teacher Notes :

10




How high will you first hill be?

What type of energy is used to pull the roller coaster up the hill?

Why is it important to determine the shape of the hill (slope)

What determines the path you need to take to safely travel on the tracks?

How can you keep the feeling speed and weightlessness at its highest level?

What is needed to determine the shape of the loop? Literacy: STC Literacy Series™, Motion and Design, Part 2, “Cars for One and All” pgs. 29–31, Student Investigation “Lunar Rover: Making Tracks on the Moon” pgs. 57–58 Sample CCSS Tasks: Class Charts: “What Made Our Vehicle Move Slowly” and “What Made Our Vehicle Move Fast.” Students share results from their experiments with the falling-weight system. (TG, Section 4, pg. 53, Procedure # 1–2) SL.5.1 Students write and illustrate a description of the process they used to build and test their vehicles. Guiding questions are provided in the Teacher’s Guide. (TG, Section 4, pg. 54, Final Activities #1) W.5.2 Suggested Formative Assessments

Journals (planning and testing vehicle design, vehicle drawing)




5-PS2-1 3-5-ETS1.1 3-5-ETS1-3

Lesson 6 – Evaluating Vehicle Design: Looking at Rubber Band Energy Students examine different energy sources to drive their vehicles. Major Scientific Concept: The potential energy stored in a system can be converted to kinetic energy to produce motion. Literacy: STC Literacy Series™, Motion and Design, Part 2, “Bicycles Roll In” pgs. 32–36 Designing advertisements for vehicles, (TG, Section 4, pg. 65) Sample CCSS Tasks: Have students write explanatory text on the following prompt: How to analyze the motion of a propeller driven vehicle.W.5.2 Suggested Formative Assessments

Journals (entries of moving vehicle)

Participation in investigation and class discussion (rubber band stretch and its winding direction)

Record Sheet 6-A Evaluating Our Vehicle Design for Rubber Band Energy



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Teacher Notes :

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3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

5.2.6.E.1

Lesson 7 – Testing the Effects of Rubber Band Energy Students investigate how variable amounts of energy affect the motion of their vehicles. Major Scientific Concept: The amount of potential energy converted to kinetic energy affects the movement of the vehicle. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Motion and Design, Part 2, “The Race to Fly” pgs. 37-40 Sample CCSS Tasks: Have students write explanatory text on the following prompt: How to test the effects of rubber band energy. W.5.2 Mathematics: Measuring Distance and Graphing Results From Controlled Experiment, (TG, Section 4, pg. 74.) 5.NF.3 Suggested Formative Assessments

Journals (entries using distance data collected on varying number of turns)

Participation in investigation and class discussion (stored energy in the rubber band)



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Teacher Notes :

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3-5-ETS1.1 3-5-ETS1-3

5.2.6.E.3

Lesson 8 – Looking at Friction Students examine how their design variables reduce or increase the force of friction on their vehicles. Major Scientific Concept: Friction is a force that opposes the motion of an object. Additional Science Resources and Activities: How Friction Affects Motion

http://school.discovery.com/lessonplans/programs/frictioninourlives/

Explore and explain how friction affects motion.

Literacy: STC Literacy Series™, Motion and Design, Part 2, “The Real McCoy” pgs. 23-28, Staging the Real McCoy http://elibrary.bigchalk.com/elibweb/curriculum/do/document?urn=urn:bigchalk:US;BCLib;document;207591727 Sample CCSS Tasks: “The Real McCoy” How does the author explain the meaning of the expression “Is this the real McCoy?” What evidence does the text use to support his claim (the meaning of the expression)? Research the origin of the expression. What evidence can you find that explains the origin of the expression? Which one do you believe most? Explain why. (Suggested text: Wood, Richard (2007, February 01), Staging the Real McCoy. Beaver, (1), 8) RI.5.1, RI.5.4, W.5.8, W.5.9 In what ways did McCoy demonstrate a “trained engineer’s mind?” RI.5.4 Did doing the activities on page 26-27 help you to explain friction? How did the directions help or impede your ability to complete the task and answer the two questions. “Which kinds of surfaces would provide more friction?” and “Which surfaces would provide less?” RI.5.1, RI.5.4, W.5.2 Students share results from their experiments of how their design variables reduce or increase the force of friction on their vehicles. SL.5.1 Students write and illustrate a description of the process they used to reduce or increase the force of friction on their vehicles. W.5.2 Suggested Formative Assessments


Journals (entries of vehicle performance)

Recording Sheet 8-A : Evaluating Vehicle Design for Friction



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http://school.discovery.com/lessonplans/programs/frictioninourlives/

http://elibrary.bigchalk.com/elibweb/curriculum/do/document?urn=urn:bigchalk:US;BCLib;document;207591727

http://elibrary.bigchalk.com/elibweb/curriculum/do/document?urn=urn:bigchalk:US;BCLib;document;207591727












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Teacher Notes :

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3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

5.2.6.E.3

Lesson 9 – Building a Vehicle with a Sail Students adapt their vehicles to hold a sail and discuss how it might affect their motion. Major Scientific Concept: The friction between an object and the medium through which it passes affects its motion. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Motion and Design, Part 3, “The Best Boat for the Job” pgs. 49-51 Sample CCSS Tasks: Class Chart: Students refer to their ideas from Lesson 5, “What Made Our Vehicle Move Slowly,” and suggest new ideas to add to the list. (TG, Section 4, pg. 88, Procedure #1) SL.5.1 Mathematics: The line plot shows the distance sail boats traveled in 1 hour.

What is the total distance, in miles, of all of the boats that traveled further than 7 miles? How many times farther did the fastest sailboat travel when compared to the slowest sailboat? 5.NBT.1, 5.NBT.2 Suggested Formative Assessments

Journals (design sketches)

Participation (brainstorming how a sail might affect the motion of an axle-

driven vehicle)

Design challenge completion



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Teacher Notes :

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3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

5.2.6.E.3

Lesson 10 – Testing the Effects of Air Resistance Students explore air resistance. Major Scientific Concept: Air resistance affects the motion of an object moving through air and can be varied by changing the configuration of the object. Additional Science Resources and Activities: An interactive Smartboard activity http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml 1. How could you make a sheet of paper fall as quickly as possible?

2. When an object falls, air resistance… 3. Weight is a force and is measured in… 4. If gravity pulls you towards the center of the Earth, why don’t you fall through

the pavement? 5. When an object is at rest/stationary… Literacy: STC Literacy Series™, Motion and Design, Part 2, “Pioneer Pilots” pgs. 41-43, Student Investigation book “Shirley Muldowney—Drag Racer, pg. 51 Sample CCSS Tasks: Write a descriptive story about a pirate ship with winds blowing against it. (TG Section 4, pg. 100) W.5.2 Mathematics: Measuring distance traveled by a vehicle with a sail in different positions, graph distance data. (TG, Section 4, pg. 100) 5.NF.3 Suggested Formative Assessments

Journals (observations of vehicle’s movement)

Self-Assessment


Design challenge completion

Lab Report



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http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml




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Teacher Notes :

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3-5-ETS1.1 3-5-ETS1-3

Lesson 11: Building a Propeller-Driven Vehicle Students design and build propeller-driven vehicles and compare them with their axle-driven vehicles. Students build a vehicle with a propeller and investigate the placement of the propeller and rubber band assembly. The force of air against the spinning, curved blades pushes the vehicle forward. Major Scientific Concept: The propeller of a propeller-driven vehicle pushes the air backward and, in an equal and opposite reaction, the vehicle moves forward. Literacy: STC Literacy Series™, Motion and Design, Part 2, “Blast Off!” pgs. 44–46 Sample CCSS Tasks: Mathematics: In this activity, students measure distances traveled. Calculations are made based on distance traveled and the number of turns of a rubber band propeller. Data is then graphed. They also measure time for a propeller to wind down based on the number of turns. This data is also graphed. Comparisons and conclusions are made based on the results. (TG, Section 4, pg. 112) 5.NF.3 Suggested Formative Assessments

Journals (brainstorming about propelled vehicles and their design features)

Participation in Investigation (assembly of vehicle from technical drawing )

Appropriate use of terms Formal Assessments can be found in TG, Section 5

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Teacher Notes :

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3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

Lesson 12: Analyzing the Motion and Design of a Propeller-Driven Vehicle Students evaluate the design of their propeller-driven vehicles to understand that technological designs and products may be evaluated in terms of their cost, as well as their scientific and technological efficiency. Vehicles are modified to answer a series of “What if” questions and to further investigate the movement and design of their vehicle. Design features, including frame size and rigidity, and how the features affect propeller movement, are paramount. After collecting data, designs are compared (the design of the propeller-driven vehicle to the axle-driven vehicle.) Conclusions are made regarding the design features and how they affect movement. Major Scientific Concept: The movement of the propeller-driven vehicle depends up the action reaction principle (Newton’s Third Law) and the design of the propeller system. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Motion and Design, Part 2, “The Great Leonardo” pgs. 20-22 Sample CCSS Tasks: What does the text state about Leonardo? What can you infer about Leonardo? Use evidence from the text to support your answers. RI.5.1 Students argue using evidence: Questions to facilitate class discussion are provided in the Teacher’s Guide (e.g., What caused the propeller-driven vehicle to move? What happened to the rubber band as you wound the propeller?) (TG, Section 4, pg. 116, Final Activities) SL.5.1 Suggested Formative Assessments

Journals (design sketches)

Self-Assessment

Participation in Investigation (Successful modification of vehicles to meet

design requirements )

Record Sheet 12-A What Happens if…



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3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

Lesson 13: Looking at Cost Students determine the cost of their vehicles and modify the design to reduce cost. Students choose and prioritize modifications by cost, performance, and appearance. Students investigate a new design requirement—cost. Students apply their knowledge, understanding, and skills to evaluate the strength and performance of their modified vehicles. Students modify their vehicle to reduce costs. (TG, Section 4, pg. 124, Procedure #7) Major Scientific Concept: Technological designs and products may be evaluated i n terms of their cost, as well as their scientific and technological efficiency. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Motion and Design, Part 3, “Meet Rube Goldberg” pgs. 52–53 Sample CCSS Tasks: Mathematics: Describing a strategy to reduce the cost of their own vehicle while removing the fewest parts. (TG, Section 4, pg. 125) Ask students to write a mathematical equation or use a visual model to represent the problem and/or to explain their calculations of the vehicle’s reduced cost. 5.NF.3 Suggested Formative Assessments

Participation in Investigation (brainstorming session on reducing costs and

contribution to class chart “How to Reduce Vehicle Costs”)

Record Sheet 13-A Evaluating the Cost of Our Design



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3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

Lesson 14/Culminating Assessment Part 1: Planning Our Final Design Challenge Student teams brainstorm how they will solve a design challenge. Major Scientific Concept: A design challenge requires students to integrate their understanding of vehicular motion and construction to meet time, distance, and speed requirements. Literacy: STC Literacy Series™, Motion and Design, Part 3, “Sports Go High Tech” pgs. 54-57, Student Investigation book “Making the Switch from Kid’s Stuff to Engineering” pgs. 67-68, Kids Discover Reader, Wright Brothers, “The Challenge of Flight” pgs. 12-13 Sample CCSS Tasks: Write a narrative as a Wright Brother or as one of the pioneer female pilots, tell about your thought process and motivation to fly. W.5.3 How can you explain the statement: “Next time to you take a plane flight, thank a bird.” Use evidence from the text to support your explanation. RI.5.1, RI.5.3 Which account of the Wright Brothers do you prefer? (Support with evidence) How did the text structure help you understand the concepts? RI.5.5 How does the author convey their point of view on the Wright Brothers? RI.5.6 Suggested Formative Assessment

Participation in Investigation (planning designs, making modifications to

meet vehicle specifications)

Record Sheet 14-Planning Our Final Design Challenge”



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5-PS2-1 3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

Lesson 15/ Culminating Assessment Part 2: Refining Our Design The teams build and test their vehicles and refine their design plans. Major Scientific Concept: Design requirements specify how a vehicle will perform and how much it will cost. Sample CCSS Tasks: What questions can you ask to help you efficiently find information about inventions? What key words in your questions help you locate information quickly and effectively? http://science.howstuffworks.com/ RI.5.7 How can you gather information to find out more about an invention? Write a story about an inventor of a strange new invention using details from your research. RI.5.9, W.5.8, W.5.9 Compare your work and experiences of designing your vehicle to that of an inventor and his/her invention. RI.5.9, W.5.8, W.5.9 Developing and performing a skit on changes to the telephone. (TG, Section 4, pg. 147) W.5.2 Suggested Formative Assessments

Participation in group discussion (building and testing of the vehicle)



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5-PS2-1 3-5-ETS1.1 3-5-ETS1-2 3-5-ETS1-3

Lesson 16/Culminating Assessment Part 3: Presenting Our Final Design Challenge The teams present their solutions to their classmates. Major Scientific Concept: Engineers, scientists, and designers must effectively communicate and demonstrate solutions for a design challenge. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Motion and Design, Part 3, “Thanks, CAD!” pgs. 58-61 Sample CCSS Tasks: “Thanks, CAD!” Use the author’s words to explain why CAD is powerful? RI.5.1 Describe why the Boeing 777 was originally considered a virtual plane? What makes it unique? RI.5.1, RI.5.4 Explain what the author means when he says that the teams were “pooling their talent.” RI.5.1, RI.5.4 How has technology, such as CAD, made working on big design projects easier and more efficient? RI.5.1 Think of a need that could be met by an invention. Plan the invention, build it, and present it to the class. SL.5.1 Design Challenge: Students present a report of their findings and conclusions to the class. W.5.8, W.5.9, SL.5.1, SL.5.4 Suggested Formative Assessments


Self-Assessment: Reviewing individual responses will give you an

accurate idea of students’ growth and understanding since the start of

the unit and since Lesson 9, when it was first administered. (TG, Section

4, pg. 155).

Design Challenge: Presentation & Report

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Post Assessment

Post-Unit Assessment: Sharing What We Know about Motion and Design Students reflect on and discuss what they have learned. Major Scientific Concept: Vehicles can be designed to use different forms of energy to meet requirements for speed, time, distance, and cost. Suggested Formative Assessments Motion and Design Student Self-Assessment B 1. Write down two or three things you have learned from doing the

Motion and Design unit that you think are important.

2. How well do you think you and your partners worked together? Give

some examples.

3. How did you feel about working with the materials in the unit? Did your

feelings change as you worked through the unit? Give examples.

4. Write down some activities in the unit you enjoyed. Explain why you

liked them.

5. Were there any activities in the unit that you did not understand or that

confused you? Explain your answer.

6. Look at your record sheets and your science notebook. Describe how

well you think you recorded your observations and ideas.

7. How well do you think you used the materials to meet each of the

design challenges?

8. Think about the work you did in the unit. What do you think you did

very well?

1

Bolded lessons identify areas of important relevance for the culminating assessment.

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Curriculum Resources: Background information can be found at http://carolinascienceonline.com, Motion & Design, Module, Teacher Guide (TG), Student Investigation book (SI), Content Reader: Motion & Design, Next Generation Science Standards www.nextgenscience.org, Internet, Spanish versions of text as well as auditory text (ebooks) are available online at http://carolinascienceonline.com Teacher Notes: For the culminating assessment (Lessons 14-16), remind students of sharing roles and review Background of Lesson 1 for information on student roles. (TG Figure 14-1) Science Misconceptions: In elementary school, the following misconceptions may persist among students:

Students tend to distinguish between active objects and objects that support or block or

otherwise act passively, such as a table. Students tend to recognize the active actions as

forces but often do not consider passive actions to be forces. Teaching students to integrate

the concept of passive support into the broader concept of force is challenging, even at the

high school level (AAAS 1993).

Some students believe that if a body is not moving, there is no force acting on it (AAAS 1993).

Students have difficulty understanding that all interactions involve equal forces acting in opposite directions on the separate, interacting bodies. They tend to believe that animate objects (like a person’s hands) can exert forces whereas inanimate objects (like tables) cannot (AAAS 1993).

Some research has shown that teaching high school students to seek consistent explanations for why objects are at rest can help them understand that both “active” and “passive” objects exert forces. Showing students that apparently rigid or supporting objects actually deform might also help them to understand the at-rest condition (AAAS 1993).

Elementary school students typically do not understand gravity as a force. If students do view weight as a force, they often think it is the air that exerts this downward force (AAAS 1993).

The way children think about forces is related to their meaning for the word force. Some students associate force with coercion, physical activity, muscular strength, or living things (Driver et al. 1994).

Students do not always identify a force to account for falling objects. They think objects “just

fall naturally” or that the person letting go of the object has caused it to fall (Driver et al.

1994).

34

http://carolinascienceonline.com/

http://www.nextgenscience.org/

http://carolinascienceonline.com/




Studies by Osborne (1984) found that students think heavier objects fall faster.

Students, including university students, tend to think that heavier objects fall to Earth faster

because they have a bigger acceleration due to gravity (Driver et al. 1994).

ELL: The following strategies may be used to adjust and improve instructional practice:

Provide additional “wait time” for student responses to questions. English Language Learners typically translate a question into their first language, mentally compose an answer, and attempt to translate that answer into English, before giving their response. Therefore, they need more time to respond than do the other students.

Simplify sentence structures and repeat sentences or questions exactly as they were stated the first time before trying to rephrase. Short sentences are easiest for new learners of English to understand. Complex sentences pose a greater challenge. Explanations can be useful, but it is often a good idea to repeat verbatim, sentences containing important information and ideas. This gives students a second chance to process the information. Presenting information in a rephrased version may be just as challenging as the original idea.

Rephrase idioms or teach their meanings. Translations are often very literal. A teacher might say

“Take a stab at it,” to encourage the student but the student would be very confused by the literal

interpretation of this.

Use directed reading activities. With English Language Learners it is often better to discuss

material before they read, rather than the reverse. Consider previewing the text before they

begin to read, providing a pre-reading question about the main idea, and offer help locating key

words in the material.

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Unit Vocabulary Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language AFTER the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Lesson Vocabulary Terms

1 Vehicle motion design requirement

2 three-view drawing technical drawing blueprint

3 force unbalanced force friction falling weight system

4 mean median mode load line plot

5 load

6 energy motion energy kinetic energy stored energy potential energy

7 stored energy potential energy

8 friction hub axle

9 load energy sail hypothesize air resistance

10 air resistance drag aerodynamic

11 propeller potential energy

12 friction surface clockwise counterclockwise action reaction angle

13 cost-effective trade-offs performance standard

14 engineer aerospace engineer computer scientist mechanical engineer electrical engineer

15 falling weight system budget aerodynamic cost effective recursive testing engineer

16 technical drawing design and testing cost

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http://www.project2061.org/publications/designs/ch7intro.htm




Sample Culminating Assessment

Engineering Design Challenge Background: See Design Challenge Card Task: Each team will be given one design challenge. Each design challenge requires the team to build a vehicle and design a system for moving it while meeting a set of requirements. Independently, make a list of ideas you have for meeting your assigned challenge. Meet with your team members to discuss these brainstormed ideas as well as previously collected data to plan a solution for the challenge. Record your plan on Record Sheet 14-A. Choose and assign roles for members within your group. Like engineers, you have varying strengths in science, math, writing, art, etc. Remember to consider these strengths when choosing and/or assigning roles. Compare at least 2 solutions to the problem and choose the best to present to the class. Sketch your proposed vehicle and the proposed system for moving it. After presenting your initial ideas to the class, refine your solution to meet specified criteria for success and constraints on materials, time, or cost. From the sketch of the design your team believes will work best, your team must create a 3 dimensional model. Be sure you accurately write a procedure so that it can be duplicated. Test your vehicle to ensure that it meets design requirements and solves the problem of your challenge. At minimum, you are required to:

Define your design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions based on how well each is likely to meet the criteria and constraints of the problem (see Design Challenge Card: “Design Requirements”).

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Write and present a report highlighting important product features that fulfill the design requirements. Include any relevant information from your research done during this unit.

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Design Challenge Scoring Rubric

4 3 2 1

Re

sear

ch &

Me

chan

ics

Identifies and logically develops the topic from multiple resources (books and other reliable media) to explain phenomena.

Uses precise language and related unit vocabulary to inform about or explain the topic.

Provides an accurate and detailed conclusion related to the data/information presented.

Provides an accurate list of all sources from research.

Identifies and logically develops the topic from no more than 2 resources (books and other reliable media) to explain phenomena.

Uses precise language and some related unit vocabulary to inform about or explain the topic.

Provides a conclusion related to the data/information presented but some details of the data are inaccurate.

Provides an accurate list of some sources from research.

• Identifies information from one or more resources (either a book or other reliable media) to explain phenomena but does not develop the topic in a logical or reasonable sequence.

Uses precise language but unit vocabulary is unrelated or inaccurately used.

Provides an incomplete conclusion related to the data/information presented and some details of the data are missing and inaccurate.

Inaccurately lists some sources from research and some sources are missing.

Does not develop the topic from any reliable resource to explain phenomena.

Does not use precise language and most unit vocabulary is missing, unrelated, or inaccurate.

Conclusion is missing, incomplete, inaccurate, or provides unrelated data/information.

Does not provide a list of sources from research or inaccurately lists them.

Engi

ne

eri

ng

De

sign

So

luti

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Accurately defines the Problem.

Generates and compares 2 solutions to the problem and each effectively meet the criteria and constraints of the design solution.

All diagrams/models provide scientifically accurate illustrations of the design solution.

Demonstrates improving design to develop a new one. Design solutions are beneficial and decrease known risks to societal demands.

Accurately defines most of the problem.

Generates and compares 2 solutions to the problem and both reasonably meet the criteria and constraints of the design solution but there are a few errors.

Most diagrams provide scientifically accurate illustrations of the design solution.

Demonstrates improving design to develop a new one. Some design solutions are beneficial and decrease some known risks to societal demands.

Attempts to accurately define the problem, but it is not completely accurate.

Generates and compares 2 solutions to the problem but only one effectively meets the criteria and constraints of the design solution.

Some diagrams are missing

or some provide scientifically

inaccurate illustrations of the

design solution.

Partially demonstrates

improving the design to

develop a new one but

ignores crucial detail. Some

design solutions are partially

beneficial but may not

decrease known risks to

societal demands.

Does not define the Problem.

Generates and compares 1 solution to the problem and it sufficiently meets the criteria and constraints of the design solution.

Several diagrams are

missing and provide

scientifically inaccurate

illustrations of the design

solution.

Partially demonstrates

improving the design to

develop a new one but

does not include detail

and design solutions do

not consider risks to

societal demands.

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Observations and measurements produce data to serve as the basis for evidence for an explanation of the design solution.

Logical patterns are used as evidence and support the explanation.

Cause and effect relationships are routinely identified, tested, and used to explain change.

Results of each experiment yield a logical, scientifically accurate plan.

Most observations and measurements produce data to serve as the basis for evidence for an explanation of the design solution.

Some logical patterns are used as evidence and support the explanation.

Some cause and effect relationships are identified, tested, and used to explain change.

Results of each experiment yield a logical, scientifically accurate plan.

Some observations are unclear and measurements data are not included as the basis for evidence for an explanation of the design solution.

Some logical patterns are used as evidence but some do not support the explanation.

Cause and effect relationships are rarely identified, tested, and used to explain change.

Some results of some experiments are scientifically accurate.

Observations and measurements data are not included as the basis for evidence for an explanation of the design solution.

Patterns are not used as evidence to support the explanation.

Cause and effect relationships are not identified, tested, and used to explain change.

Results of the experiments are not included or are scientifically inaccurate.

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AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS APPENDIX A –Unit Framework

Unit: Title of Unit

Content Area/Target Course: Science content around which the unit’s standards are primarily aligned; grade level of the unit; primary unit content

Grade Level: Grade band by which the unit is aligned

Unit Summary: Includes a clear and explicit purpose for instruction that builds students’ ability to reason in a scientific context through engagement in authentic work of the science disciplines and the practices of science and engineering of the unit. Next Generation Science Standards alignment is evident. NGSS: Primary alignment to Next Generation Science Standards NJCCCS: Primary alignment to 2009 NJ State Standards for Science Primary Literacy Connections: Primary alignment to ELA Common Core State Standards Primary Math Connections: Primary alignment to Math Common Core State Standards


An effective performance task places the student in authentic learning experiences. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It should, at minimum, require students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher within the unit or obtained by student

through independent research) • emphasize engineering design performance expectations of the grade band

Lesson Pace & Sequence

PE/CPI Lessons Suggested Teaching Periods

Performance Expectations/Cumulative

Progress Indicator

• Construct new ideas on top of old ideas (provide sequence) and addresses science misconceptions.

• Naturally integrate math and/or literacy CCSS for every lesson. • Infuse NGSS and common core language so that the shifts are

clear. • Suggested modes of receiving qualitative feedback (formative

assessments) used to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

Suggested pacing based on a 40 minute class period

Unit Vocabulary

Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language after the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Appendix A Page 1 of 1

http://www.project2061.org/publications/designs/ch7intro.htm




APPENDIX B –Unit Next Generation Science Standards & Common Core Standards

Performance Expectations (PE)

Support an argument that the gravitational force exerted by Earth on objects is directed down. *Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.] 5-PS2-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1.1 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-2 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 3-5-ETS1-3

NGSS Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1.1) ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3) ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

NGSS Science and Engineering Practices

Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Support an argument with evidence, data, or a model. (5-PS2-1) Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1.1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Page 1 of 5 Appendix B















AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS APPENDIX B –Unit Next Generation Science Standards & Common Core Standards Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)

NGSS Cross Cutting Concepts

Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1) Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large. Influence of Science, Engineering, and Technology on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS-1) Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS-2)

NJCCCS Content Statements

5.2.6.E. An object’s position can be described by locating the object relative to other objects or a background. The description of an object’s motion from one observer’s view may be different from that reported from a different observer’s view.

Magnetic, electrical, and gravitational forces can act at a distance.

Friction is a force that acts to slow or stop the motion of objects.

CPI# Cumulative Progress Indicator (CPI)

5.2.6.E.1 Model and explain how the description of an object’s motion from one observer’s view may be different from a different observer’s view.

5.2.6.E.3 Demonstrate and explain the frictional force acting on an object with the use of a physical model.

CCSS Common Core Literacy Standards

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS Common Core Math Standards

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Appendix B Page 2 of 5


















5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?








Performance Expectations (PE) Performance expectations simply clarify the expectations of what students will know and be able to do be the end of the unit grade band. Additionally, they include a student’s ability to apply a practice to content knowledge; thereby focusing on understanding and application as opposed to memorization of facts devoid of context. (NGSS Appendix A, p. 1)

NGSS Disciplinary Core Ideas (DCIs) Specifically, a core ideas for K-12 science instruction should: 1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.

2. Provide a key tool for understanding or investigating more complex ideas and solving problems.

3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or

technological knowledge.

4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years. (NGSS Appendix A, p. 3)

NGSS Science and Engineering Practices (SEPs) Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview. The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:

1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information (NGSS Appendix F, p. 1-2)

NGSS Cross Cutting Concepts (CCCs) Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. (Framework p. 233) 1. Pattern: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. 4. Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. 5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

Appendix B Page 4 of 5





6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study. (NGSS Appendix G, p. 1)

NJCCCS Content Statements

Standard/Strand New Jersey’s Core Curriculum Content Standards (CCCS) describe expectations for all students by the end of a variety of grades and in different subjects. They are the road map that guides the development of each district’s curriculum and the State’s standards-based assessments.

CPI# Cumulative Progress Indicator (CPI)

Standard/Strand/ Indicator

The cumulative progress indicators (CPIs) break the CCCS into smaller grade groupings to better guide expectations and judge progress. Consequently, the CPIs for each subject and grade are good barometers to assess each student’s progress in the general education curriculum and identify academic strengths and weaknesses.

CCSS Common Core ELA Standards

Anchor Standard and Strand

Unit primary literacy options that: • give students the lens of language with which to focus and clarify their thinking. • allow students to extend their learning beyond the classroom, presenting them with relevant,

challenging, age-appropriate reading selections and research activities with which they can enhance literacy skills.

CCSS Common Core Math Standards

Anchor Standard and Strand

Unit primary math options that: • provide a focus and coherence of math standards stressing conceptual understanding of key

ideas that naturally integrate within the unit.





APPENDIX C –Unit Essential Questions & Enduring Understandings

Unit Essential Questions Unit Enduring Understandings

How do we know that things have energy?

How can energy be transferred from one material to

another?

What happens to a material when energy is

transferred to it?

Energy takes many forms.

These forms can be grouped into types of energy

that are associated with the motion of mass (kinetic

energy), and types of energy associated with the

position of mass and with energy fields (potential

energy).

Changes take place because of the transfer of

energy.

Energy is transferred to matter through the action

of forces.

Different forces are responsible for the transfer of the different forms of energy.

Unit Essential Questions Unit Enduring Understandings

Designed to engage student interest, promote and guide inquiry into the important ideas of the unit. Essential questions:

• Have no simple “right” answer. • Address conceptual or philosophical foundations. • Can be differentiated to meet student needs. • Raise other important questions. • Naturally and appropriately recur. • Stimulate vital, ongoing discussion and

rethinking.

Frame the big ideas that give meaning and importance to the unit elements. Enduring understandings:

• Summarize the core processes and relevant ideas that are central to the unit.

• Have lasting value beyond the classroom. • Unpack areas of the unit where students may

struggle to gain understanding or demonstrate misunderstandings and misconceptions.

Appendix C Page 1 of 1


Documents

Curriculum Unit Designers - Newark Public Schools€¦ · The unit ends with an effective performance task that places the student in an authentic learning experience. Students are