Documente Academic
Documente Profesional
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JasonMyslicki,EricGalloPaskey,SarahraeKumka
0573355,0485343,0567563
Prof:LarryGrace
EDUC4490
Wednesday,February25,2015
CURRICULUMUNITPLANNERLESSONPLANTEMPLATE
UnitTitle:UnderstandingMatterandEnergy:Fluids
Total:8hours(10periodsof50minuteseach).Assume1Scienceclassperweek
Date:TBD
UNITDESCRIPTION:
Fluidsareessentialtomanyindustrialprocesses.Studentswilllearnaboutthediverse
applicationofprinciplesinvolvedinfluids,theimpactsoftechnologybasedonthepropertyof
fluids,andtheindustriesandjobsrelatedtofluids.Thefirstsixweekswillbecommittedto
learningtheoryandconceptswhilefocusingonthethreebigideas:1)Theimportanceof
fluidsindifferentsystems2)Thepropertiesoffluidsthatdeterminetheiruseand3)How
fluidsareessentialtolife.Thefinalfourweekswillbecommittedtoastudentinquiryproject
thatwillserveastheculminatingtask.
STRAND:
Fluids
EXPECTATIONS
OVERALLEXPECTATIONS:
1.analysehowthepropertiesoffluidsareusedinvarioustechnologies,andassessthe
impactofthesetechnologiesonsocietyandtheenvironment
2.investigatethepropertiesoffluids
3.demonstrateanunderstandingofthepropertiesandusesoffluids
SPECIFICEXPECTATIONS:
1.1assessthesocial,economic,andenvironmentalimpactsofselectedtechnologiesthatare
basedonthepropertiesoffluids
1.2assesstheimpactoffluidspillsonsocietyandtheenvironment,includingthecostofthe
cleanupandtheeffortinvolved
2.1followestablishedsafetypracticesforusingapparatus,tools,andmaterials
2.2determinethemasstovolumeratioofdifferentamountsofthesamesubstance
2.3investigateandcomparethedensityofavarietyofliquids
2.4investigateapplicationsoftheprinciplesoffluidmechanics
2.5usescientificinquiry/experimentationskillstoidentifyfactorsthataffecttheflowratesof
variousfluids
2.6usetechnologicalproblemsolvingskills(seepage16)todesign,build,andtestdevices
thatusepneumaticorhydraulicsystems
2.7useappropriatescienceandtechnologyvocabulary,includingviscosity,density,particle
theoryofmatter,hydraulic,andpneumatic,inoralandwrittencommunication
2.8useavarietyofforms(e.g.,oral,written,graphic,multimedia)tocommunicatewith
differentaudiencesandforavarietyofpurposes
3.1demonstrateanunderstandingofviscosityandcomparetheviscosityofvariousliquids
3.2describetherelationshipbetweenmass,volume,anddensityasapropertyofmatter
3.3explainthedifferencebetweensolids,liquids,andgasesintermsofdensity,usingthe
particletheoryofmatter
3.4explainthedifferencebetweenliquidsandgasesintermsoftheircompressibilityandhow
theircompressibilityaffectstheirusage
3.5determinethebuoyancyofanobject,givenitsdensity,inavarietyoffluids
3.6explaininqualitativetermstherelationshipbetweenpressure,volume,andtemperature
whenaliquidoragasiscompressedorheated
3.7explainhowforcesaretransferredinalldirectionsinfluids(Pascalslaw)
3.8comparethewaysinwhichfluidsareusedandcontrolledinlivingthingstothewaysin
whichtheyareusedandcontrolledinmanufactureddevices
LESSONTOPICS:TIMEANDSEQUENCE
Lesson#
Description
TimeAllotted
UsesofFluids
fluidtechnology
PropertiesofFluids
particletheory
50minutes
PropertiesofFluids
matter,massandvolume
50minutes
PropertiesofFluids
viscosity,density
50minutes
PropertiesofFluids
Pascalslaw,pressure,
Kahootquiz
50minutes
EnvironmentalImpact
Readalong,introtolab
50minutes
EnvironmentalImpact
Oilspilllab
50minutes
Culminatingprojectin
classwork
50minutes
Culminatingprojectin
classwork
50minutes
Culminatingproject
presentations
50minutes
10
Culminatingproject
50minutes
presentations
UnitPlanningNotes:
OperatingundertheassumptionthatScienceclasswilloccuronceperweek.Cross
curricularintegration:Math(iecalculatingPascalsLaw)Geography(Canadian
Geography)EnvironmentalScienceLiteracy
Classtimewillbegivenforculminatingtask,butstudentsmayneedtocommitadditional
timeinpreparingpresentation(GoogleDocsrecommended)
PriorKnowledgeRequired:
FamiliaritywithGoogleDocsforpresentation.
Studentswillhavebeenintroducedtomanyofthesetopicsinpreviousyearssuchas:
Particletheoryofmatter
Environmentalimpactsofsubstances
Concentrationsandsolubility
Effectivehumaninterventiononhumanecosystems
Teaching/LearningStrategies:
Oralpresentation
Discussion
Jigsaw
Demonstration
Lecture
Readalong
Readaloud
Textbook
Homework
IndependentResearch
IndependentStudy
Notemaking
Modelmaking
InquiryProcess
MathematicalProblem
Solving
Researchprocess
ScientificMethod
WritingProcess
MediaPresentation
SpreadsheetApplications
Brainstorming
Experimenting
Oralexplanation
CollaborativeTeaching
Assessment/Evaluation:
Assessmentof:
Classroomparticipation
Culminatingactivity
Homework
Assessmentfor:
Lab/classroomactivities
Classroomdiscussion
Kahoot.itreviewimportantconcepts
Evaluation:
Culminatingactivityindividuallymarked(RubricandChecklistappended)
Presentations
Overallfindings
Assessmentweighting:
Culminatingproject=40%
Lab=30%
Homework=20%
InformalObservation=10%
Resources:
Print
Textbook:InvestigatingScienceandTechnology8UnitC
SmarterScienceStepstoInquiry(Appended)
UnitProjectChecklist(Appended)
UnitProjectRubric(Appended)
BillNyeVideoworksheet(Day1)(Appended)
Websites
Textbook:
http://hdurnin.pbworks.com/w/file/fetch/67745804/Copy%20of%20sci8_ch07lr.pdf
Google.cagrouppresentationdocumentsharing
Classwebsiteforschedule
BillNyeVideoDay1:https://www.youtube.com/watch?v=XoEc7qa7kGU
Technology
SchoolComputers/Ipads
GoogleDocs*assumingschoolemailsareaffiliatedwithGoogle(similartoLakehead)
Grade:
8
Course:
ScienceandTechnology
Unit:
C(Fluids)
Strand/Concept:
Fluidstechnologyandparticletheory
*SafetyPrecautions/Considerations:
KeepwaterawayfromelectronicsforPOE
Ensureclassroomiscleanedorganizedpriorandpostexperiment
*UseofTechnology
(ifapplicable):
IfneededtoaccommodateforIEPs
*IntroductiontoLesson
ThisisthefirstlessonofanewunitFluids.Studentswillhavebeenintroducedto
manyofthesetopicsfromthepreviousyear(Grade7Science).
DifferentiatedInstructionDetails
KnowledgeofStudents:
ConsiderationswillbemadeforstudentswithanIEP.Studentswillhaveassigned
seatingandwillhaveongoingaccommodationfordisordersanddisabilities,such
asADHDandpoorvision.Forinstance,thesestudentswillbeseatednearthefront
oftheclass.Otherconsiderationswillincludeextratimeontasks,quiet
environment,largerfont,useofIPads,andoral/visualcommunications.
PredictObserveExplain(POE)supporthandsonlearners
Groupdiscussiontriggerquestionstoassesspriorknowledgeandenforcecritical
thinking,brainstorming
BackwardDesignQuestion1:Whatwillstudentslearn?
OverallExpectations:
2.
Investigatethepropertiesoffluids
3.
Demonstrateanunderstandingofthepropertiesandusesoffluids
SpecificExpectations:
2.1Followestablishedsafetypracticesandproceduresforusingapparatus,tools
andmaterials
2.4Investigateapplicationsoftheprinciplesoffluidmechanics
2.7Useappropriatescienceandtechnologyvocabularyincluding,viscosity,
density,particletheoryofmatterinoralandwrittencommunication
2.8Useavarietyofformstocommunicatewithaudienceforavarietyofpurposes
3.2Describetherelationshipbetweenmass,volumeanddensityasapropertyof
matter
3.3Explainthedifferencebetweensolids,liquidsandgasesintermsofdensity,
usingtheparticletheoryofmatter
LearningGoals:
Statelearninggoalsindirect,explicit,studentfriendlylanguage.
Wearelearning:
Toexplainthedifferencebetweensolids,liquidsandgasesusingtheparticle
theoryofmatter
Afluidisanysubstancethatflows
Explainthebehaviorofafluidwithtemperaturechange
Fluidshavemanyuses
Matterisanythingwithmassandvolume
GuidingQuestions:
List23questionsthatframestudentslearninginthelesson.
Whatpropertiesoffluidsenablethemtobesousefulinindustry?
Howcantheenvironmentalterthefunctionofafluid?
InstructionalComponentsandContext
Readiness:
Listwhatstudentsneedtoknowandbeabletodobeforebeginning
newlearning.Thelessonmayincludeaninitialtaskintendedtoidentifystudents
priorknowledgeandskills(e.g.,diagnosticactivity).
WaterandPennyP.O.E
Terminology:
Listkeytermsthatareusedinthelessonaseitheraconceptual
learningfocusorafunctional,sharedvocabulary.
Mass,volume,matter,thermalexpansion,particletheoryofmatter,fluid,slurry
Materials:
Listallmaterialsrequiredbytheteacherandthestudentforthelesson.
Textbook,notebook,pennies,water,cups,BillNyeVideo:Fluids,BillNyevideo
Worksheet
BackwardDesignQuestion2:Howwillweknowstudentsarelearning?
Assessmentfor,asandoflearning
AssessmentSuccessCriteria
(achievementchart
category,criterion)
Assessmentfor:
ClassdiscussionfollowingPOE.
IntroduceConcepts
TakeupsummarizeworksheetduringDay2
AssessmentTool(s):
BillNyevideoworksheet
selfassessment
BackwardDesignQuestion3:Howwillassessmentandinstructionbe
organizedforteachingandlearning?
AssessmentforlearningwillbeinformalindiscussionwhentakingupBillNye
worksheet.Teacherwillbeabletointroducetopicsforsubsequentclassesand
inspirecriticalthinkingandinquiry.
LessonDeliveryFormat
Writethelessondescriptionwithenoughdetailthatanotherteachercouldreplicatethelessonwithoutapersonaldiscussion.
Whatteacherdoes:
Whatstudentsdo:
Mindson:MotivationalHook/Engagement/Introduction
establishingapositivelearningenvironment,
connectingtopriorlearning,settingthecontextforlearning,keyquestiontoguidelesson
WaterandPennyPredictObserveExplain
20minutes
givestudentsinstructions,andsetupthelab
Fillupeachcupofwatertothebrim.Havestudents(groups
of2)predictthenumberofpenniesthatwillfitinthecup
beforethecupoverflows.Makesurethatthestudentswrite
downtheirguessesandhavethemsharethemwiththe
teacherinadiscussion.
Tellthestudentstoperformtheexperimentandcountthe
numberofpennies.
Teachablemomentpropertiesoffluidssurfacetension,
density
Developstudentinquiryandgenerateinterestinproperties
offluids.
Predictwhatwillhappen
andexplainprediction.
Considerreasonable
outcomes
Performtheexperimentand
observe
Countthenumberof
penniesuntilthewater
overflows.
Explaintheresults
Action:During/Workingonit
introducingnewlearningorextending/reinforcingpriorlearning,
providingopportunitiesforpractice&applicationoflearning
ShowBillNyevideo
25minutes
https://www.youtube.com/watch?v=XoEc7qa7kGU
WatchvideoandfilloutBill
NyeWorksheetforFluids
(appended)
Consolidation&Connection(ReflectandConnect)
helpingstudentsdemonstratewhattheyhave
learned,providingopportunitiesforconsolidationandreflection
ExtensionActivities/NextSteps
(wherewillthislessonleadtonext)
Wewilltakeupworksheetandgeneratediscussionbasedonanswersintomorrowclass.
Reinforcelearning
Lesson2:Propertiesoffluids:Matter,MassandVolume
P.O.Ecombiningtwoliquids
LectureandhandsonballoonP.O.Econductedbystudents
Assessment:informalobservationduringP.O.Es
Lesson3:PropertiesofFluids:ViscosityandDensity
P.O.E.:dietvsregularcoladensity
Classdiscussionaboutdensity,buoyancy
JigsawD.I.aboutbuoyancy
Teacherdistributes4differentarticlesonbuoyancyinnature
Assessment:Informalobservation
OralpresentationfromjigsawD.Iactivity
Lesson4:PropertiesofFluids:Pascal'sLawandPressure
Hook:scubadivingvideo+discussion
www.youtube.com/watch?v=5Yp5rVzHW5A
ThinkPairShare
whathappenstoairwhenitiscompressedanddoeswaterdothesamething?
Assessment:Kahoot!quizonviscosityanddensity
Lesson5:EnvironmentalImpact
Readaloud:batteriesintheenvironmentresearcharticle
Brainstormhowtofixtheproblem
Lab:IntrotoOilSpillCleanUp
Expectations:checklist
Homework:bringinarticleonfluidsintheenvironment
Lesson6:EnvironmentalImpact
Lab:OilSpillCleanUp
Expectations:checklist
Lesson7:Culminatingtask
PlanningaPipeline
Teacheroutlinesexpectationswithdescriptionofculminatingtask
Teachermadegroupsof4
Buildingamodelpipeline
Lesson8:Culminatingtask
Conductexperimentusingtheirmodelpipeline
Makeobservationsoftheirownexperimentalpipeline
Circleclassroomandobserveothergroupsmodelsandexperiments
Lesson9:Culminatingtaskpresentationanddiscussion
3groupswillpresenttheirfindingsfromtheirmodelpipelineexperimenteachday
5minutesforsetupandquestionsbefore/aftereachpresentation
Lesson10:Culminatingtaskpresentationanddiscussion
3groupswillpresenttheirfindingsfromtheirmodelpipelineexperimenteachday
5minutesforsetupandquestionsbefore/aftereachpresentation
GroupPresentationChecklist
Fourgroupmemberscollaboratingequally
CompletionofSmarterScienceStepstoInquiry(onepergroup)
IdentificationofoneIndependentvariable
Teacherapprovalofplanpriortoexperiment
Writtenexperimentalproceduretobehandedinincluding
Hypothesis
Methods
Observations
Conclusion
Discussion
Demonstrationofexperimentduringpresentation
CulminatingprojectpresentationRubric
Names:________________________________
Date:___________________________________
CATEGORY 4
Preparedness
Studentis
completely
preparedandhas
obviously
rehearsed.
Studentseemspretty Thestudentis
preparedbutmight somewhat
haveneededacouple prepared,butitis
morerehearsals.
clearthat
rehearsalwas
lacking.
Studentdoesnot
seematall
preparedto
present.
Volume
Volumeisloud
enoughtobe
heardbyall
audience
members
throughoutthe
presentation.
Volumeisloud
enoughtobeheard
byallaudience
membersatleast
90%ofthetime.
Volumeoftentoo
softtobeheard
byallaudience
members.
Enthusiasm
Volumeisloud
enoughtobe
heardbyall
audience
membersatleast
80%ofthetime.
SpeaksClearly Speaksclearly
Speaksclearlyand
anddistinctlyall distinctlyall
(10095%)the
(10095%)thetime,
time,and
butmispronounces
mispronouncesno oneword.
words.
Speaksclearly
Oftenmumblesor
anddistinctly
cannotbe
most(9485%)of understoodOR
thetime.
mispronounces
Mispronouncesno morethanone
morethanone
word.
word.
Knowledge
Demonstrates
limited
knowledgeof
subject
Demonstrates
some
knowledgeof
subject
Demonstrates
considerable
knowledgeof
subject
Demonstrates
thorough
knowledgeof
subject
Applicationof
knowledgeand
skills
Applies
knowledgeand
skillsinfamiliar
contextswith
limited
effectiveness
Applies
knowledgeand
skillsinfamiliar
contextswith
some
effectiveness
Applies
knowledgeand
skillsinfamiliar
contextswith
considerable
effectiveness
Applies
knowledgeand
skillsinfamiliar
contextswitha
highdegreeof
effectiveness
Understanding
Demonstrates
limited
understanding
ofcontent
Demonstrates
some
understanding
ofcontent
Demonstrates
considerable
understanding
ofcontent
Demonstrates
thorough
understanding
ofcontent