Understanding Energy Transfer Through Snowboarding

Unit Plan for NGSS and Model-Based Inquiry
(Modified by Matt Nyman 1/2016)

Part 0: Fitting Into the Larger Picture NGSS Learning Progressions
Create a schematic (model) that includes the big idea you want to teach and how this idea fits into the NGSS learning
progression. This will inform you in terms of what students should have experienced prior to your teaching and frame your
learning objectives; that is what the next teacher will expect his or her students should have experienced.
PS3.A
Definitions of energy
PS3.B
Conservation of energy
and energy transfer
PS3.D
Energy in chemical
processes and everyday
life
Sunlight warms Earths

surface.
Grades K-2
Moving objects contain energy.

The faster the object moves, the
more energy it has. Energy can
be moved from place to place by
moving objects, or through
sound, light, or electrical currents.
Energy can be converted from
one form to another form.
Grades 3-5
Kinetic energy can be

distinguished from the various
forms of potential energy.
Energy changes to and from
each type can be tracked
through physical or chemical
interactions. The relationship
between the temperature and
the total energy of a system
depends on the types, states,
and amounts of matter.
Grade 6-8

Part 1: Unpack the NGSS Performance Expectations

What performance expectation(s) will students be able to demonstrate with proficiency at the end of the unit?
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.
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
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)
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. (MS-PS3-1)
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)
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)
Scale, Proportion, and Quantity

Proportional relationships (e.g. speed as the
ratio of distance traveled to time taken) among
different types of quantities provide information
about the magnitude of properties and
processes. (MS-PS3-1)
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)

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?

Part 3: Explain the phenomenon (AST Step 1)

Write a full, causal scientific explanation of the phenomenon. Include what happened, how it happened, and why it happened.
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.
At the top of the slope, the snowboarder is at an elevated position and possesses the maximum amount of potential energy for the system. This
potential energy can be see as the energy of the vertical position. As the snowboarder is starting from rest (assumed variable: snowboarder is not
moving on the approach to the slope), then only energy present is potential energy (total mechanical energy).
When the snowboarder moves down the slope, the potential energy is transformed to kinetic energy. Potential energy is lost, while kinetic energy is
gained. The system has a quantifiable amount of energy on the slope that transforms from potential energy to kinetic energy. Energy is conserved; it
is not los t or gain (created nor destroyed). The further down the slope that the snowboarder travels (loses height and therefore loses potential
energy), she will gain speed (observed form of kinetic energy).
At the bottom of the run, the final height is taken to be 0meters, whereby all the potential energy is lost. The kinetic energy is at a maximum, and the
maximum velocity has been reached for this run.
In an ideal system with no opposing force, the snowboarder would continue at this speed. However the snowboarder will meet a section of
unpacked snow and skid to a stop because of the force of friction. Friction is a dissipative force, which does work on the snowboarder to decrease
her total mechanical energy (sum of potential and kinetic energy).
As the force of friction is applied over a distance, work is done. Over an increasing distance, an increasing amount of work is done which dissipates
the total mechanical energy of the snowboarder. The snowboarder will run out of energy and come to a stop. Work done by the external force of
friction caused a change to the mechanical energy of the snowboarder.
In any given (closed) system, energy is conserved. Energy may be transformed from one type to another but the amount of energy will remain
constant. Potential energy is transformed to kinetic energy, while the total mechanical energy of the system remains constant. The force of friction
can cause work to be done and transform some or all of the total mechanical energy into heat (or another type) of energy.
Part 4: Uncover initial student ideas using Eliciting Student Ideas Tool (AST Step 2)
How will you introduce the phenomenon? Include how you will describe it (text, pictures, video, field trip, etc.).
The phenomenon will be introduced with a video, which shows a snowboarder in Mt. Bachelor, Or. boarding straight down a slope (run). The video
shows the snowboarder starting from rest and increasing in speed until they come to an abrupt stop in some unpacked snow. Students will be asked
to describe what they see (and/or experience).

How will you scaffold the modeling and explanation of their initial ideas?
Students will draw a rough drawing of the system (Slope, snowboarder, bottom of run). Using class-based discussions, they will expand their ideas
of what causes a snow boarder to speed up as they move down a slope and why the snowboarder stops. They will write their initial ideas on the
model and write any part-formed understandings or ideas on the model as well.
What initial ideas do you expect to be shared?
I expect students to attribute the increase in velocity to acceleration and gravity. They will try to explain that the difference
between the motion at the top of the slope and the bottom. They will have some understanding of a change in energy but may
describe this as the force of gravity. They may explain the event as being caused by the object moving down a steep slope, and
attribute the movement due to height.
They may state that energy can be transformed in to a force or state that energy can be created to act as a force.
Some students will share ideas about momentum, potential energy and kinetic energy but will not be able to explain energy
transformation.
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)
Initial student engagement:

Design preliminary models.
SEP: Developing and Using
Models
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.
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.
Students will utilize previous
knowledge from the forces and
motion section (ideas such as
velocity, acceleration, acceleration
due to gravity, forces.) and some
of their ideas on energy to design
a rudimentary model to explain
why a snowboarder speeds up
while moving downhill. They will
also write ideas on why the
Evidence (including
Disciplinary Core Ideas and/or
Cross-Cutting Concepts)
Why it happens (including

Disciplinary Core Ideas and/or
Cross-Cutting Concepts)
Students will make observations

about the journey of a
snowboarder. They will use their
experiences (in snow sports, or
bicycles) to describe what is
happening. Students will complete
their preliminary model with ideas
and understanding about what
happens in the event. They will
details the variables within the
system and attempt to form
explanations as to why they are
considered.
Students challenge their

understandings of why objects
accelerate as they move down hill.
They will confront gaps in their
understanding as they try to apply
knowledge to their models. They will
not be expected to develop
accurate causal explanations in this
class, but rather they will seek to
understand the limitations of their
understandings.
DCI: Students will observe two
forces interacting, and gain an
understanding that an energy
transformation is taking place.
CCC: the students will label the
variables within a snowboarding
system, and give some preliminary
ideas about the changes with in that
system.

snowboarder stops.
2
At the top of the slope, the

snowboarder is at an
elevated position and
possesses the maximum
amount of potential energy
for the system. This potential
energy can be see as the
energy of the vertical
position. As the snowboarder
is starting from rest
(assumed variable:
snowboarder is not moving
on the approach to the
slope), then only energy
present is potential energy.
When the snowboarder
moves down the slope, the
potential energy is
transformed to kinetic
energy. Potential energy is
lost, while kinetic energy is
gained. The further down the
slope that the snowboarder
travels (loses height and
therefore loses potential
energy), she will gain speed
(observed form of kinetic
energy).
Bungee jump
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
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
Secondary evidence will be taken

from observations of videos and
pictures. Direct evidence will be
gathered from constructing a trial
bungee in their table groups.
They will gather additional
evidence from readings to
substantiate their understandings.
Due to the elevated position, the

bungee jumper has energy
(potential energy). On jumping
(starts at rest) the bungee jumper
converts this potential energy to
kinetic energy. As the elastic builds
potential energy (elastic potential
energy), they jumper slows down.
The jumper comes to a stop but the
elastic potential energy causes
them to move upwards.
In a perfect system (with all energy
converted from potential to kinetic to
potential) this movement would
repeat forever.
DCI: Kinetic energy is proportional
to the mass of the moving object
(different size mass attached to
elastic). Potential energy due to
position at top.
CCC: Students will represent the
variables and the energy (including
energy flow from potential to kinetic
to potential) within the bungee
system that they are representing.

position and energy due to
movement. They will design a
model to explain how a bungee
jump works.
3
Potential energy is lost,

while kinetic energy is
gained. The system has a
quantifiable amount of
energy on the slope that
transforms from potential
energy to kinetic energy.
Energy is conserved; it is not
los t or gain (created nor
destroyed).
Roller coaster journey.

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)
(MS-PS3-2)
CCC: Scale, Proportion, and
Quantity
Proportional relationships (e.g.
speed as the ratio of distance
traveled to time taken) among
different types of quantities
provide information about the
magnitude of properties and
Students will take secondary

evidence of the height, and speed
of a rollercoaster journey. They will
observe that the total mechanical
energy is conserved, and that
potential energy is transformed to
kinetic energy.
Students will make calculations to
provide primary evidence that the
total mechanical energy is
conserved.
Causal explanation for the evidence

from the investigation (should be
the conceptual understandings
needed for the Targeted ideas
from the phenomenon explanation
The rollercoaster system has a
quantifiable amount of energy that
transforms from potential energy to
kinetic energy as it moves down a
hill. On reaching the bottom of the
hill, there is maximum kinetic
energy. The kinetic energy begins to
be lost as is begins to move up
another hill. Kinetic energy is
transformed to potential energy.
Energy is conserved; it is not los t or
gain (created nor destroyed).

Students will pick three points on
a graphic of a roller coaster and
calculate the kinetic energy,
potential energy and the total
mechanical energy of the system.
They will be provided with the
mass and (several) heights of the
rollercoaster.
4
In an ideal system with no

opposing force, the
snowboarder would continue
at this speed. However the
snowboarder will meet a
section of unpacked snow
and skid to a stop because
of the force of friction.
Friction is a dissipative force,
which does work on the
snowboarder to decrease
her total mechanical energy
(sum of potential and kinetic
energy).
As the force of friction is
applied over a distance,
work is done. Over an
increasing distance, an
increasing amount of work is
done which dissipates the
total mechanical energy of
the snowboarder. The
snowboarder will run out of
energy and come to a stop.
Work done by the external
Friction as Work
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)
(MS-PS3-2)
Models
Models can be used to
represent systems and their
interactions such as inputs,
Students will gather evidence from

model analysis. They will search for
concepts and clues within their
original models to explain why a
snowboarder stops. They will use
evidence from a previous friction
experiment to add to the model.
They will use observations of a
video to conclude that a
snowboarder does stop.
Causal explanation for the evidence

from the investigation (should be
the conceptual understandings
needed for the Targeted ideas
from the phenomenon explanation.
As the force of friction is applied
over a distance, work is done. The
snowboard has work done on it by
the snow. Over an increasing
distance, an increasing amount of
work is done which dissipates the
total mechanical energy of the
snowboarder and the snowboarder
wont have any kinetic energy.
DCI: When the snowboard and the
snow (with the absence of potential
energy) interact, the snow exerts a
force on the snowboard, which
causes the kinetic energy of the
snowboard to be dissipated as work
(heat energy).
CCC: Students will add to their
snowboarding system to include
interactions such as energy flow
within the system.

force of friction caused a
change to the mechanical
energy of the snowboarder.
processes, and outputs and

energy and matter flows
within systems. (MS-PS3-2)
Students will use their models of
the snowboarding system and
their understanding from the
transfer and conservation of
energy to describe why a
snowboarder stops as the end of
a run.
In any given (closed)

system, energy is
conserved. Energy may be
transformed from one type to
another but the amount of
energy will remain constant.
Potential energy is
transformed to kinetic
energy, while the total
mechanical energy of the
system remains constant.
The force of friction can
cause work to be done and
transform some or all of the
total mechanical energy into
heat (or another type) of
energy.
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,
Students will gather evidence of the

different speeds of a marble at
different positions. During this
experiment they will make
observations and predictions. They
will use the data tabulated to graph
the motion event and explain the
phenomenon.
The marble and the track are a

system. This system has two major
kinds of energy called potential
energy and kinetic energy. Potential
energy is energy due to position.
When you lift the marble off the
ground it gets potential energy
because of its height.
As the marble moves down the
track, it loses potential energy.
Potential energy is converted into
kinetic energy, which is the energy
of motion.
The marble slows down as it goes
uphill because kinetic energy is
being changed back into potential
energy.
Conservation of energy says the
total energy stays the same as the
marble moves up and down.
The marble has the most kinetic
energy when its speed is greatest.

depending on their relative
CCC: Scale, Proportion, and
Quantity
Proportional relationships (e.g.
speed as the ratio of distance
traveled to time taken) among
different types of quantities
provide information about the
magnitude of properties and
Students will construct a roller
coaster system. The marble and
the track are a system.
This system has two major kinds
of energy called potential energy
and kinetic energy Students will
use the system to determine
where each type of energy is
present.

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.

Part 7: Application of student learning/summative assessment

How will students demonstrate the performance expectations in the context of a new phenomenon?
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
Instructional Supports to Use and

Understand Language Demands
Language Function
Explain
Students will be asked to make observations,

develop reasons and to try to back up what
they are saying with examples or ideas. The
teacher will model this for the students, and
ask additional questions to deepen students
understanding.
Vocabulary and/or Symbols
Energy
Students will define the word energy in

discussions and include it on the word wall.
They will use the word in discussions to
develop a scientific meaning of the word.
Syntax and/or Discourse
Constructing a model
Students will be supported in their scientific

discourse through the construction of a model.
Each student will draw a system with a slope
and a snowboarder, define the parameter and
variables, and then work in groups to attempt
to answer what is causing the phenomena

Language Function
1. Identify
2. Solve
Conservation
Mathematical calculations and giving

feedback on calculations
Students will provide feedback on calculations

to each other. The mathematical syntax of
solving energy equations will be modeled.
Students will be provided with additional time
if they struggle. A whole class revision will
allow students to check their work.

Identify: students will be asked to name the

types of energy present in pictures. The
language function will be used in context and
will be used with synonyms.
Solve: students will use the potential energy
and kinetic energy formulas to calculate and
solve practice questions. This language
function will be modeled with examples.
Students will develop an understanding of
what conservation is through examples. They
will add their class definition to the word wall.
Language Function
1. Estimate
2. Review
3. Design
Estimate: students will be supported in

calculations and estimations by using their
notes from the previous lesson. They will work
in pairs to estimate an answer and then use
the whole class discussion to check if their
understanding of the term is correct.
Review: students will be supported in their
review by detailed instructions on how to
approach the activity. A model review will be

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.
Providing detailed explanations
Students will be guided to plan for

explanations, question explanations and ask
questions. They will be provided with a sample
of how to give an explanation. This discourse
move will be modeled for them and they will
be provided with sentences and prompts to
enable them to adequately provide feedback in
a scientific format.

Language Function
1. Apply
2. Construct
Apply: students will add new thinking and

understandings to their models. They will be
aided to do so in using the visual of the model
on the board. The content will be discussed as
they apply their understanding to the model.
They will be supported through visuals, peer
feedback and discussions.
Construct: students will be asked to define

work as a scientific term. The class will work to
build a scientific meaning for this word
Students will be asked to write their
understanding of what work is. They will
compare and contrast several visuals to come
to an understanding of what work is. If they are
unable to understand the difference between
the commonplace definition and the physics
definition. Students will be asked to come up
with examples to explore the confusion in
conversation. Their definition will be added to
the word wall.
Work
Scientific discourse
Students will work to provide clear answers

and explanations using scientific ideas and
equations while posting the answers on the
walls. They will discuss the answers in their
table groups. Other groups or students can
provide feedback on their answers. The teacher
will monitor students for correct use of the
scientific terms and provide positive feedback.
Additionally students who use other
terminology will be challenged to think of the
scientific term.

Analyze
Students will work in groups to answer the

questions on their work sheet. They will
analyze the data, construct graphs and make
Language Function

Photogate
1. Tabulating data
2. Graphing
inferences from the data. They will be

supported through the use of tables, graphs
and guided with questions to prompt their
analysis.
Students will be shown where the photogate is
on the ramp. They will see the output of data
that it provides. An explanation of its function
will be given
Tabulating data: students will be provided with

a table into which to place their data.
Graphing: students will be provided with a
miniature template of their graph that they will
expand.

Part 9: Low and high cognitive demand tasks

Identify each learning task as low or high cognitive demand and indicate why you put these activities in the different categories.
For at least one low cognitive demand task, explain how you would change the task to a high cognitive demand learning
experience
Lesson
Task
Low or High Cognitive demand
Why?
Develop a model to explain why a

snowboarder speeds up as the move
downhill.
High
Students are challenged to apply

prior knowledge and partial
understandings to create a model
to describe an observation.
Create a definition of energy
High
Define the variable within the system
Low (High: could state how

each variable affects the
system. Design a system
without a diagram, which
would require them to use
their knowledge and
understanding to determine
what are the important
features in a system and why)
Students must use concepts and

observations from the class to
construct a definition of what
energy is.
Students need to name the
different elements of the system. It
requires them to draw a diagram
and state what is present.

1
Categorize examples of energy
Classify types of energy
Construct an understanding of how energy

is conserved using the bungee
Reading on Conservation of Energy
Calculations
3.
Estimate total energy of the system using

roller coaster gif
Low (High: students could

give their own examples of
energy due to movement and
stored energy and explain why
they choose them to represent
these states of energy.
Low (High: students could
use I pads to demonstrate
different types of energy
present in their daily lives.
They could create a story
board using different types of
energy and a description of
each)
High
Low (High: students at their

table group could summarize a
section to teach to the class
using comic strips or pictures)
High
High & Low (High: modify

gif so students do not see the
constant mechanical energy
figure)
Students will common knowledge

to describe energy as either stored
or energy due to movement. They
are not required to state why.
Students will look at pictures and

say which type of energy is present
Students will discuss how energy is

transformed from one state to
another utilizing the example of a
bungee. They will describe how the
two different energies interact.
Students are reading and taking
notes. They are not engaging with
the text or creating anything with
it.
Students will do the calculations
and then answer them on the board
for the class. They will provide each
other with feedback and work
through the problems as a group.
Students will be provided with a
rollercoaster gif, and the mass and
height of a roller coaster. They will
use prior learning and apply it to

Review energy section in notes, add

additional information from reading using
Teach me
High
Design a poster
High
Construct a definition of what work is
Low High (Students could

work on coming up with as
many example of work and
types of work. Then they could
rationalize what work means in
a physical sense. They could
work with photos of different
work events and categorize
them as work done or no work
done.
the problem. They will calculate

kinetic and potential energy as well
as the total mechanical energy to
determine the total mechanical
energy at three points. (High) This
will confirm what they already
know (Low)
Students will review their notes and the
reading so that they can write a clear
explanation, include some background
knowledge that may be required to
answer peers questions, anticipate
questions.
Students will design a poster to promote

energy conservation in Corvallis; they
will conduct research, apply prior
learning and create a legible, interesting
poster that combines ideas from their
physics class with home lives and
communities.
Students need to provide a definition of
what work is

4
Complete a calculations worksheet
Low & High
Apply concept of work to snowboard model
High
To investigate how the motion of a rollercoaster is

related to energy, by verifying if energy
transformation from potential to kinetic is 100%
High
Tabulate data and draw a graph
Low High (Students could

design the tables, decide on
the variables to measure and
construct the graphs)
Students work to complete a worksheet

(Low). Each pair of student is
responsible for putting the answer on
the answer wall. They can agree or
disagree with other answers using postits (High)
Students will use their newly formed
understanding of work and use this to
describe how it is incorporated in to their
system. They will explain energy flows
within the model.
Students will use the data tabulated to
construct graphs. They will use the
graphs to explain the motion event. They
will need to use their knowledge and
understanding to provide detailed
explanations of the motions
Tables and ready-made graphs are
provided.

Part 10: The Five Practices Model

For one lesson or task, briefly write about how you would employ the practices from The Five Practices Model
Task: Develop a model to explain why a snowboarder speeds up as the move downhill.
Practice
Description
Anticipating
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

Sequencing
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.

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Unit Plan for NGSS and Model-Based Inquiry

(Modified by Matt Nyman 1/2016)

Sunlight warms Earths

Moving objects contain energy.

Kinetic energy can be

Unit Plan for NGSS and Model-Based Inquiry

Part 1: Unpack the NGSS Performance Expectations

Science and Engineering Practices

Disciplinary Core Ideas

Developing and Using Models

PS3.A: Definitions of Energy

Scale, Proportion, and Quantity

Unit Plan for NGSS and Model-Based Inquiry

Unit Plan for NGSS and Model-Based Inquiry

Part 3: Explain the phenomenon (AST Step 1)

Unit Plan for NGSS and Model-Based Inquiry

Unit Plan for NGSS and Model-Based Inquiry

Initial student engagement:

Why it happens (including

Students will make observations

Students challenge their

Unit Plan for NGSS and Model-Based Inquiry

At the top of the slope, the

Secondary evidence will be taken

Due to the elevated position, the

Unit Plan for NGSS and Model-Based Inquiry

Potential energy is lost,

Roller coaster journey.

Students will take secondary

Causal explanation for the evidence

Unit Plan for NGSS and Model-Based Inquiry

In an ideal system with no

Students will gather evidence from

Causal explanation for the evidence

Unit Plan for NGSS and Model-Based Inquiry

processes, and outputs and

In any given (closed)

Students will gather evidence of the

The marble and the track are a

Unit Plan for NGSS and Model-Based Inquiry

Unit Plan for NGSS and Model-Based Inquiry

Unit Plan for NGSS and Model-Based Inquiry

Part 7: Application of student learning/summative assessment

Unit Plan for NGSS and Model-Based Inquiry

Instructional Supports to Use and

Students will be asked to make observations,

Vocabulary and/or Symbols

Students will define the word energy in

Syntax and/or Discourse

Students will be supported in their scientific

Describe Language Supports

Instructional Supports to Use and

Unit Plan for NGSS and Model-Based Inquiry

Vocabulary and/or Symbols

Syntax and/or Discourse

Mathematical calculations and giving

Students will provide feedback on calculations

Describe Language Supports

Instructional Supports to Use and

Identify: students will be asked to name the

Estimate: students will be supported in

Unit Plan for NGSS and Model-Based Inquiry

Vocabulary and/or Symbols