IAAAS SocialScience Grade10 Q2Lesson

SOCIAL SCIENCE
10th Grade Interdisciplinary African and African American Studies Quarter 2 Launch Lesson
THEME: Culture, Dignity, and Identity CONCEPT: Africa, Us, and the World Resiliency, Leadership, and Innovations: Exploring and appreciating the African American presence and contributions to the evolution of the American identity CONTENT TOPIC: Analyzing and researching the African American influence on the evolution of the American identity and the quest for all Americans to realize the American ideals of liberty, justice and equality through fiction and nonfiction texts UNIT TITLE: Culture, Dignity, and Identity and the Development of Sports Heroes as Icons for the Movement Toward Freedom, Equality and Power Within Both the African American Community and the Whole of the American Society Students will be able to --- with African and African American Studies Connections Sample Student Outcome Statements*
Argue and/or explain how dignity, culture and a sense of personal identity may have elevated some from being sports heroes to civil and human rights heroes how dignity, culture and a sense of personal identity may lead to the acquisition of a powerful voice for freedom and equality how powerful individuals and groups drive political change how the success of the civil rights movement hinged on the ability of many individuals and entire communities to come together in unison, rather than through the actions of a few heroic individuals
Students will be able to --- from Social Science Planning Guides

CCSS Literacy Skills Compare and contrast treatments of the same topic in several primary sources. Cite specific textual evidence to support analysis of primary sources, attending to such features as the date and origin of the information. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
SEL Skills Work collaboratively to generate questions and answers from Blooms hierarchy.
Launch Lesson: Jesse Owens a symbol of a people Time Frame: 1 week
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Unit Description: Students will explore the various roles African American sports figures have played in
questioning and dissenting against conventional power structures in America and the world (through sports). The goal of the first lesson of this Unit is to provide scaffolding for new information to be learned through movement, conversation, and reflection. Students participate in Carousel Brainstorming, a collaborative learning activity that can be used both to discover and discuss background knowledge prior to studying a topic. The technique allows for small group discussion, followed by whole-class reflection. At stations around the classroom, students will engage in collaborative discussions about the nature of power, the various forms of power and how power can be defined in a variety of ways. Following the brainstorm, students will analyze the contribution of Jesse Owens in the development of the Civil Rights Movement. Students will be guided to select a topic pertaining to the role of dignity, culture and a sense of personal identity in the promulgation of the idea that all men truly are created equal. Through expressions of dignity and culture and a strong sense of personal identity, a select few Enduring Understandings sports figures are able to transcend being icons of sports to also becoming icons of the American ideals of freedom, justice and equality. Guiding Essential Questions: Essential I) How do culture and identity influence who we are? Questions II) How do time, culture and history influence works of art and/or the advancement of science and technology? III) What can I do to positively impact my community?
Common Core Standards Primary

Reading RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RI 9-10.7 Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account. Writing WHST.9-10.1 Write arguments focused on discipline-specific content. 1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. WHST.9-10.2a, b, c, d a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well -chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
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d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. WHST 9-10.5 Develop & strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Speaking and Listening SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL 9-10.5 Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Cognitive Skills
Attention needed to develop good group work habits Selective attention: filter out distractions, ignore irrelevant information Sustained attention: focus for long periods of time Divided attention: focus on more than one thing Executive functions Plan Flexibility: change direction if not working; adopt multiple approaches Strategy use: ability to reflect on strategy and select appropriate strategy Thinking skills Reasoning about concrete items versus abstract ideas Analyzing/evaluating arguments Developing a logical argument Inductive reasoning: using specific examples/observations and forming a more general principle Deductive reasoning: use stated general premise to reason about specific examples Appreciation: recognition of the value of something Responding to novelty: ability to react appropriately in a novel situation Self-reflection: ability to think about oneself in relation to the material Building Knowledge Through Texts Power has complex meanings & interpretations and can be used to unite and to divide people and cultural groups. Internal and external forces shape power dynamics. Power has shaped the social, cultural, and economic context of society which then informs (both historically and presently) our perceptions of race, class, and gender. There are intended and unintended consequences in the use of power in the United
Content
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States. The struggle for power in America is a competition of ideas and values with multiple perspectives and conclusions.
Assessments Formative
Teacher checks for understanding by reading student responses, observing their interaction with one another, through whole class discussion, and exit ticket. This lesson contains multiple formal and informal assessments. Formative assessments for this unit consist of reading and writing exercises, annotating activities, checks of group and individual intermediate goals, reflections after group work/meetings, summaries of selected text(s), exit slips, and expository writing samples in response to short, informational texts/documents used in this unit. Social Science: Groups (of up to 4 students) will construct a website on an African America sports hero of their choice accompanied by an individual essay that explains how Owens was impacted, both positively and negatively, by a variety of power dynamics during his lifetime. Students products will further explain the social, economic, and cultural relationship of Jesse Owens to the current social and cultural environment in modern America and most importantly define how dignity, culture and a strong sense of identity contributed to the character development of Jesse Owens which directly impacted their elevation to status of Civil Rights icon. Students will give specific examples of how the individual exemplified dignity, culture and identity. Language Arts Students will write an argument essay to either support or refute the statement that dignity, culture and a strong sense of identity contributed to the character development of their chosen African America sports hero which directly impacted their elevation to status of Civil Rights icon. Math Students will plot graphs to study distance vs. time using Jesse Owens 1936 Olympic 200-meter dash as an example Science
Summative
Text/ Resources
Students will conduct a critical analysis of forces of motion in the broad jump. Jesse Owens Books The Legend of Jesse Owen (1998), by Hank Nuwer Blackthink; My Life As Black Man and White Man (1970), by Jesse Owens I Have Changed (1973), by Jesse Owens Triumph: The Untold Story of Jesse Owens and Hitler's Olympics (2008), by Jeremy Schaap Jesse: The Man Who Outran Hitler Mass Market Paperback by Jesse Owens (Author) Jesse Owens: Fastest Man Alive Hardcover by Carole Boston Weatherford (Author) , Eric Velasquez (Illustrator) Online Official website of Jesse Owens http://www.jesseowens.com/ Jesse Owens: Enduring Spirit https://www.youtube.com/watch?v=gn-Xg158TcQ
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Jesse Owens, Berlin '36 https://www.youtube.com/watch?v=K1XclGwJY8s Jesse Owens' Gold Medal Moment: and an Unlikely Friendship https://www.youtube.com/watch?v=2c3o0b4CfDs Jesse Owens, Hitler Reaction https://www.youtube.com/watch?v=HCmvDwDocrw 1936 Olympics from Berlin with Hitler and Jesse Owens https://www.youtube.com/watch?v=6YlyAEGjZP0 American Experience: Jesse Owens http://video.pbs.org/video/2229413590/ Jesse Owens's Inspiring History http://www.olympic.org/videos/jesse-owens-sinspiring-history Jesse Owens vs. Hitler http://www.history.com/videos/jesse-owens-vs-hitler#jesseowens-vs-hitler Jesse Owens vs. a horse http://www.youtube.com/watch?v=IlfCLnxtew8 Man Claims that Hitler, Jesse Owens Shook Hands
http://digitaljournal.com/article/277351
1936 - Jesse Owens 8.06w - Long Jump - Berlin Olympics http://www.youtube.com/watch?v=Xv9Y2LGTJhA
For Making Thinking Visible Routines http://www.visiblethinkingpz.org/ http://www.nsrfharmony.org/protocols.html
Learning Activities
Students will study how dignity, culture and a strong sense of personal identity elevated Jesse Owens above being just a sports icon to being an icon to the idea that all men are created equal and that African Americans deserved equal rights. Students will discover his importance to a people and a nation as well as how amazing his Olympic performance actually was and how it may have been the greatest feat in sports history.
Differentiated Strategies for Varied Learning Profiles (Example) Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take ownership of tasks through the use of Choice Boards and Learning Centers Supply the material with the varied amount of print, varied text structures and extensive graphic support based on students instructional levels Use videos to enhance comprehension through auditory and visual modes
Day 1
The teacher will introduce this unit by projecting images of, and reading short articles about Jesse Owens at the 1936 Olympics. Students will question the injustices of the conventional power structures of America and Germany during the 1930s. The teacher will ask students to take part in a See Think Wonder Visible Thinking Routine (Attachment A). Through the See Think Wonder protocol, students will be guided
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to define the various meanings of dignity, culture and a strong sense of personal identity and the implication of these meanings on American society. Next, the teacher will provide background information defining the various meanings of dignity, culture and a strong sense of personal identity and the implication of these meanings on American society. While the teacher conducts a short lecture on the topic and does a read aloud, think aloud exercise on the topic, and makes sure to allow time for students to actively process the information into their own words. The teacher uses the think-pair-share strategy, to utilize wait time, pair discussion, and whole group discussion. After posing open-ended questions (How do Americans react to, acquire and use dignity, culture and a strong sense of personal identity to advance American ideals? What is the relationship of dignity, culture and a strong sense of personal identity on the acquisition of power? What are the different types of power? Can oppressed people develop power to oppose injustice? What roles have dignity, culture and a strong sense of personal identity played in defining power in America?) to establish purpose and stimulate curiosity, the teacher instructs students to pause to allow for thinking and writing time before pairing up with a partner to discuss their answers. The teacher uses name cards to call on students to paraphrase their partners response, in order to increase accountability and on-task behavior. At the end of the lesson, to encourage students to reflect on the material and their learning, the teacher instructs students to respond to a sentence stem (I learned that or I still wonder why) in the form of an exit ticket. Students write their responses on a post-it note and post it on a bulletin board (also known as the Parking Lot) as they exit, so the teacher and students can refer to their inquiries and comments throughout the unit. Allow brief, collaborative brainstorming to activate prior knowledge and make predictions Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile Establish clear criteria for success Use wait time before taking student answers If appropriate, give students a chance to talk to partners or write down their answers before responding Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced
Examples of possible pacing/minilesson topics for collaborative learning Students will reflect and create a list of what creates a good discussion. Students will develop and practice skills of listening well (active listening). Students will increase participation through discussions
Day 2
In the next lesson, students have the opportunity to respond to the unit topic via a Brainstorm Carousel, a collaborative learning activity that can be used to discover and discuss background knowledge prior to studying a topic in depth. Before class, the teacher
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will have set up stations around the room and created appropriate groups and roles for the content to meet students unique learning needs. Documents (quotations, visuals such as paintings, photographs, maps, and lithographs) will be posted on large sheets of paper around the room. (Please see Attachment B for suggested sources and questions for stations.) The teacher instructs students to rotate around the classroom, stopping at each station for a designated period of time (about 1-2 minutes). Groups move from sheet to sheet, posting their ideas and responses to prompts at each station for all groups to read. At each station, students activate their prior knowledge of a topic or concept and share their ideas with their small group. Each group will have a different colored marker with which they will write their responses on the chart paper in order to maximize accountability. While students rotate, the teacher observes and listens to verify that each group understands the task and are on task, as well as ensures the activity integrates equal participation and individual accountability. Teacher encourages students to build off of the previous groups response. The teacher wraps up the brainstorming session by conducting a whole class discussion about the topics on each piece of chart paper, asking students to summarize their responses and reminds students of good discussion technique (Attachment C). The activity concludes with a whole-class reflection in which students discuss the nature of power, the various forms of power and how power can be defined in a variety of ways. Students will share out their findings both verbally and in a short summarizing assignment to be completed independently. The teacher reminds students how to summarize (look for main points, eliminate details, etc.). For struggling students, the teacher provides a frame to guide the development of student writing. For homework, students complete a Brief Bio, (Attachment D) in which they create a brief biography of a historical or modern day African American who has dissented against the conventional power structure in America. The teacher explains to students
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to concentrate as many facts about the person being researched that can be included in a small space. Following a short discussion of the criteria, the teacher models an example.
Day 3
In the next lesson, the teacher will use Jesse Owens as a case study to help students understand that the success of the civil rights movement hinged on the ability of entire communities to come together in unison, rather than the actions of a few heroic individuals. Using the internet resource Historical Thinking Matters, teachers and students can choose to investigate Why did Jesse Owens Succeed? or take part in a Webquest on the inquiry: What role did dignity, culture and a strong sense of personal identity play in Jesse Owens challenges both at home and abroad?
The main idea is to set up students for the unit project, in which students create a website commemorating an African Americans efforts dissenting against the power structure in America. In small groups, students will select a topic and unpack the meaning of power through analyzing multiple sources that pertain to the theme of power and its usage relative to their chosen African Americans. Through the Historical Thinking Matters activities, students learn that events of the past can be described, analyzed, and explained in various ways and the reader must sort through them to construct an understanding of what happened. Emphasis is placed on improving students literacy in multiple forms, including text, timelines, images, and film, and how to employ reading strategies such as sourcing, contextualizing, corroborating, and close reading. Finally, students improve their proficiency in making historical claims backed by documentary evidence
Examples of Resources
Attach all resources that will be used
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Attachment 1 Math connection

Jesse Owens in the 100-meter dash Read the following paragraph, and complete the exercises below. Jesse Owens was an outstanding American athlete who held or shared several world records in track and field. He won four gold medals at the 1936 Olympic Games in Berlin, Germany. One of these medals was for the 100-meter dash, in which Owens tied the Olympic record with a time of 10.3 seconds. Exercises 1. Using the data in the first two columns of the table below, plot a graph of distance versus time for a sprinter in the 100-meter dash. Time (s) Total distance (m) Average speed (m/s)
1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 10.3
4 10 18 27 37 48 59 71 83 96 100
2. Look at the graph, and identify the point where the graph appears to have the steepest slope. Describe what this tells you about the motion of the sprinter. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 3. Complete the table by calculating the sprinters average speed for each one second interval. ( Hint: To find the average speed in each 1 s time interval, you must know the distance that was covered by the sprinter in that time interval. Notice, however, that the second column of the table only gives you the total distance that the sprinter had covered by that point in the race.)
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SCIENCE OF THE SUMMER OLYMPICS Maximizing the Long Jump of Jesse Owens An Engineering Perspective Video produced by NBC Learn in collaboration with NSF. Lesson plans produced by NSTA. http://science360.gov/obj/video/b81fa751-c38f-4ad2-a23e-506cf9a666b4/science-summer-olympics-maximizinglong-jump-bryan-clay Jesse Owens Olympic, world record breaking Long Jump, Berlin 1936 (http://www.youtube.com/watch?v=Xv9Y2LGTJhA) Background and Planning Information About the Video To understand the immense importance of Jesse Owens performance in the Long Jump during the 1936 Olympics, by not only setting a world record, but a world record that would last 25 years. This video features Bryan Clay, an Olympic Gold medalist in the decathlon, and focuses on the technology used to study his form and movement as he carries out the most technologically complex event of the decathlon the long jump. A stereoscopic, or 3D, camera provided by BMW is used to track Clays every movement during a jump. Clay, his coach, and engineer and biomechanist Melvin Ramey then analyze the videos to help Clay try and improve both his speed as he approaches the take-off board and, in turn, his jumping distance. 0:00 0:13 0:47 1:12 1:51 2:18 3:27 4:11 5:02 5:26 0:12 0:46 1:11 1:50 2:17 3:26 4:10 5:01 5:25 5:38 Series Opening Introducing Bryan Clay and the Decathlon Bryan performing and explaining the long jump Projectile motion as it applies to the long jump Melvin Ramey discussing takeoff angles Using BMWs stereoscopic, or 3D, camera to record Bryans long jumps How the 3D camera might be used on cars Bryan and Ramey analyzing and discussing the images Bryan summarizing the usefulness of the feedback Closing Credits
Connect to Science Framework for K12 Science Education PS2.A: Forces and Motion PS2.B: Stability and Instability in Physical Systems Related Science Concepts Projectile motion Trajectory Velocity
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Speed Run-up, Take off, Flight, Landing Measurement Musculoskeletal system Biomechanics
Connect to Engineering Framework for K12 Science Education ETS1.A: Defining and Delimiting Engineering Problems ETS1.C: Optimizing the Design Solution ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World Engineering in Action The problem addressed in 1936 by Jesse Owens (8.06w - Long Jump) and his fellow athletes in the Berlin Olympics (http://www.youtube.com/watch?v=Xv9Y2LGTJhA) was how to optimize the design of an athletes technique to enable a long jump of the longest possible length.
In designing a process or object, many variables come into play. The engineers task is to create the best product possible with the available resources. Optimizing the design involves reviewing how the product performs and making modifications to the design to enable it to perform better, which could mean higher efficiency, lower cost, or within certain established constraints, among others. The optimization of Jesse Owens s jump involves identifying the variables and designing the jump so as to take advantage of those that will enable the best result. Optimization can be accomplished by reviewing the stats or numerical data associated with the product, or in this case, jump. Computers can do this rapidly, allowing for modifications on the fly. Take Action with Students Encourage students to explore solutions to a problem related to optimizing a design for a projectile launcher using the Design Investigations section of the Inquiry Outline as a guide. As a class, set up constraints within which students will work, such as: the end product cannot exceed 30 cm in its largest dimension, it must be able to consistently (perhaps at least 5 out of 10 times) hit a small target area at the greatest distance, and must be made from only the materials available. Inquiry Outline for Teachers Encourage inquiry using a strategy modeled on the research-based science writing heuristic. Student work will vary in complexity and depth depending on grade level, prior knowledge, and creativity. Use the prompts liberally to encourage thought and discussion. Explore Understanding Explain that most movements that take place in a persons day -to-day life are fairly linear, meaning that the motions are in only one direction, often the horizontal direction. Walking, running, swimming, and biking for pleasure are examples of such motions. Other motions, particularly in sports, involve projectile motion, or motion in two directionshorizontal and vertical. Use these or similar prompts to spark a discussion about projectile motion that involves a target. Students might sketch graphs as part of their responses. A projectile is. In football, a graph of the motion of a football kicked toward a field goal looks like. The kicker attempting a field goal aims.
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A basketball player shooting from mid court throws the ball. The aim of an arrow shot toward a target farther away compares to aim of one closer by. The target and projectile in golf are. In baseball, the target and projectile are. In hopscotch, the target and projectile are.
Show the video SOTSO: Maximizing the Long Jump of Bryan Clay. Continue the discussion of the projectile motion as it applies to the long jump, using prompts such as the following: When I watched the video, I thought about. In a long jump, the athlete moves. In any long jump, the projectile and target are. Melvin Ramey, one of the experts in the video, claimed that _____ because. To study Bryans movements as his did the long jump, engineers used a stereoscopic camera that. According to the experts in the video, to optimize his distance, Bryan needs to _____. Factors that impact the distance that Bryan jumps are.
Ask Beginning Questions Stimulate small-group discussion with the prompt: This video makes me think about these questions. Then have each group list questions they have about how they can design a device that will project a small object onto a target at the greatest distance. Ask groups to choose one question and phrase it in such a way as to be researchable and/or testable. The following are some examples. How does an objects mass affect the amount of force needed to launch it? How does the amount of force applied to the launcher affect the objects trajectory? How does the length of the launching lever affect a projectiles motion? How does the angle of the launching lever affect a projectiles motion? How can the same amount of force be applied to the launcher each time so that it successfully hits the target?
Design Investigations Choose one of these two options based on your stud ents knowledge, creativity, and ability level. Open Choice Approach (Copy Master page 7) Groups might come together to agree on one question for which they will explore the answer, or each group might explore something different. Allow time for students to examine the materials, which often aids students in refining their questions or prompting new ones that should be recorded for future investigation. Students should brainstorm to form a plan they would have to follow in order to answer the question, taking into account the constraints previously decided upon by the class. Work with students to develop safe procedures that control variables and enable them to gather valid data. Encourage students with prompts such as the following: The materials we will use are. The design we will use satisfies the constraints by. The variables we will test and control are. The steps we will follow are. After initial trials, we will optimize our design by. To conduct the investigation safely, we will.
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Focused Approach (Copy Master page 8) The following exemplifies how students might design a device that can consistently launch a projectile to hit a target at the greatest distance. Remind students of the constraints they defined earlier as a class. Students might decide to add variables, such as the mass of the projectile or the force applied to the launcher as constraints for optimizing their designs. 1. Allow time for students to examine the materials you have available. Examining the materials often aids students in refining their questions or prompts new ones that should be recorded for future investigation. Ask students questions such as the following to help them envision their investigation. Which of the materials fit into the constraints within which you must design? How will your choice of projectiles affect the size and design of your launcher? How might the launcher be optimized for varying sized projectiles or amounts of force? Once students have considered these questions, give them free rein in determining how they will build and test their launchers. Insist that all students wear safety goggles. Students might find that after an initial attempt at building and/or testing a launcher, they will need to start over with another design. Some groups might try multiple solutions at the same time. Remind students, if necessary, that their launchers must not exceed the size limitations and that the projectiles you provide are the only objects they can launch. Students might make a simple launcher using duct tape to anchor the handle of a sturdy but flexible plastic spoon, with its concave side facing up, to a piece of stiff cardboard and wedging a small, polystyrene foam block between the spoons handle and the cardboard. To launch the three small balls, one st udent would hold the foam block in place while another puts a ball into the spoons top and pulls back on the spoon to launch the ball. Students might use a metric ruler to measure how far from rest the tip of the spoons bowl is pulled to launch each ball so that it hits the target where desired. Encourage students to optimize their designs during testing. They should make notes about changes they made and how those impacted results. Guide them to think about how they will optimize their designs to successfully increase the distance at which they can hit a target the pre-determined number of times, using these or similar prompts: The variables involved in our testing are. Our design satisfies the constraints by. We will optimize our design based on. To conduct the investigation safely, we. Set up a target and allow each group to launch its projectiles. Have the observing groups predict the accuracy of the device and how far the projectile might travel. After all devices have been tested, as a class, evaluate the optimization of the various designs. Extend the investigation by having students decide on new constraints for the competition target distance, size, and so on. Have students optimize their designs to accommodate the new constraints.
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Make a Claim Backed by Evidence Students should analyze their data and observations and then make one or more claims based on the evidence their data show. Encourage students with this prompt: As evidenced by we claim because. An example claim might be: As evidenced by the distance from which we hit the targets bulls-eye we claim that our launcher was optimized to exert the appropriate force for the load and distance because once we tried to launch larger balls, the launcher did not exert enough force to make the ball travel to the target.
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Compare Findings Encourage students to compare their ideas with others, such as classmates who investigated a similar question or with those who investigated a different question or a different object, material they found on the Internet, an expert they chose to interview, or their textbooks. Remind students to credit their original sources in their comparisons. Elicit comparisons from students with prompts such as: My ideas are similar to (or different from) those of the experts in the video in that. My ideas are similar to (or different from) those of my classmates in that. My ideas are similar to (or different from) those that I found on the Internet in that.
Students might make comparisons like the following: My ideas are similar to those of classmates who also tested balls of the same size, but used a different type of launcher. They, too, were able to optimize for a certain load and force. However, my ideas are different from this groups because their launcher was much larger than ours, so they had to manipulate it differently to launch the balls onto the target. Reflect on Learning Students should reflect on their understanding, thinking about how their ideas have changed or what they know now that they didnt before. Encourage reflection, using prompts such as the following: My ideas have changed from the beginning of this lesson because of this evidence. My ideas changed in the following ways. When thinking about the claims made by the expert, I am confused about.... One part of the investigation I am most proud of is..
Inquiry Assessment Incorporate Video into Your Lesson Plan Integrate Video in Instruction Explain Use the video segment from approximately 1:39 to 1:48 to explain the two components of velocity and the parabolic motion that occurs when an object becomes a projectile. Have students compare the parabola of Bryans motion to those of the objects they launched with their launching devices, noting that the trajectories of their objects were much smaller and did not have as much height as Bryans trajectory when he performs the long jump. Use graphs to visualize the data and help students analyze and connect the data to designs and variables. Homework Use the videos as an engaging reason to learn more about projectile motion. Have students jot down questions they have about projectile motion, velocity, acceleration, and mass. Then collect them the next day as a prelude to your lesson on the concepts. Using the 5E Approach? If you use a 5E approach to lesson plans, consider incorporating video in these Es: Explain Use the Design Investigations section of the Inquiry Outline to support your lessons on projectile motion, forces, and measurement.
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Elaborate Use videos Jesse Owens as a springboard to encourage students to learn more about projectile motion involved in different types of sports, Connect to Technology Help students relate the stereoscopic, or 3D, technology, used by BMW with that used in their everyday lives, such as the 3D glasses worn at movie theaters, IMAX films, holograms, 3D videos and televisions, and virtual reality glasses, among others. Some students might also know that such technology is used to make many of the movies shown on todays screens as well as in medicine and in many types of industries that study materials at the microscopic level or that produce models of fossil animals or features deep beneath Earths surface. For example, three-dimensional scanners are commonly used in dentistry, tunnel construction, and anthropological research. Geologists and engineers in the oil and gas industry use 3D modeling software to determine the size of underground reservoirs. Another use of 3D technology is in 3D printers, which receive data they convert into layers and layers of material that form an actual object. These printers have even been used to create an artificial titanium bone that was implanted into a woman in Belgium. Have students c reate Internet tours that other students can follow to show examples. Use Video in Assessment Provide students with screen grabs of the Jesse Owens as well as the Brian Clay videos and provide them with the following instructions.
Compare and contrast the motion shown in these four situations. Use the words projectile and trajectory in your answers. COPY MASTER: Open Choice Inquiry Guide for Students Science of the Summer Olympics: Maximizing the Long Jump of Jesse Owens Use this guide to design and optimize a launching device within a given set of constraints. Write your lab report in your science notebook. Ask Beginning Questions The video makes me think about these questions. Design Investigations Choose one question. How can you answer it? Brainstorm with your teammates. Write a procedure that controls variables and makes accurate measurements. Add safety precautions as needed. The materials I will use are. The design I will use satisfies the constraints by. The variables I will test and control are. The steps I will follow are. After initial trials, I will optimize my design by. To conduct the investigation safely, I will.
Record Data and Observations Record your observations. Organize your data in tables or graphs as appropriate. Make a Claim Backed by Evidence
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Analyze your data and then make one or more claims based on the evidence your data show. Make sure that the claim goes beyond summarizing the relationship between the variables. My Evidence My Claim My Reason
Compare Findings Review the video and then discuss your results with classmates who investigated the same or a similar question, or with students who investigated a different question. Or do research on the Internet or talk with an expert. How do your findings compare? How do they differ? Be sure to give credit to others when you use their findings in your comparisons. My ideas are similar to (or different from) those of the ex perts in the video in that. My ideas are similar to (or different from) those of my classmates in that. My ideas are similar to (or different from) those that I found on the Internet in that.
Reflect on Learning Think about what you found out. How does it fit with what you already knew? How does it change what you thought you knew? My ideas have changed since the beginning of this lesson because of this evidence. When thinking about the claims made by the expert, I am confused about... One part of the investigation I am most proud of is.
COPY MASTER: Focused Inquiry Guide for Students Science of the Summer Olympics: Maximizing the Long Jump of Jesse Owens Use this guide to design a launching device and use the device to test factors that influence the distance a projectile can travel. Write your lab report in your science notebook. Ask Beginning Questions How can we make a simple launching device within a given set of constraints and optimize it to accurately launch objects that can hit a target at the greatest distance? Design Investigations Brainstorm with your teammates about how to design, test, and optimize a device that launches projectiles with accuracy at the greatest distance. Write a procedure that controls variables and allows you to gather valid data. Add safety precautions as needed. Use these prompts to help you design your investigation. The materials I will use to build my launcher(s) are. The variables involved in my testing are. My design satisfies the constraints by. I will optimize our design based on.
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To conduct the investigation safely, I will.
Record Data and Observations Organize your data in a table or make drawings or videos of the design, testing, and optimization of the design. Make a Claim Backed by Evidence Analyze your data and then make one or more claims based on the evidence shown by your data. Make sure that the claim goes beyond summarizing the relationship between the variables. My Evidence My Claim My Reason
Compare Findings Discuss your results with classmates who explored the same question or a different one. Or do research on the Internet or talk with an expert. How do your findings compare? Be sure to give credit to others when you use their findings in your comparisons. My ideas are similar to (or different from) those of the experts in the video in that. My ideas are similar to (or different from) those of my classmates in that. My ideas are similar to (or different from) those that I found on the Internet in that.
Reflect on Learning Think about what you found out. How does it fit with what you already knew? How does it change what you thought you knew? My ideas have changed from the beginning of this lesson because of this evidence. My ideas changed in the following ways. When thinking about the claims made by the expert, I am confused about.... One part of the investigation I am most proud of is.
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COPY MASTER: Assessment Rubric for Inquiry Investigations Criteria Initial question 1 point Question had a yes/no answer, was off topic, or otherwise was not researchable or testable. The design of the investigation did not support a response to the initial question. 2 points Question was researchable or testable but too broad or not answerable by the chosen investigation. While the design supported the initial question, the procedure used to collect data (e.g., number of trials, control of variables) was not sufficient. While the dependent and independent variables were identified, no controls were present. Some, but not all, of the safety equipment was used and only some safe practices needed for this investigation were followed. Observations were made, but were not very detailed, or data appear invalid or were not recorded appropriately. 3 points Question clearly stated, researchable or testable, and showed direct relationship to investigation. Variables were clearly identified and controlled as needed with steps and trials that resulted in data that could be used to answer the question. Variables identified and controlled in a way that results in data that can be analyzed and compared. Appropriate safety equipment used and safe practices adhered to.
Investigation design
Variables
Either the dependent or independent variable was not identified. Basic laboratory safety procedures were followed, but practices specific to the activity were not identified.
Safety procedures
Observations and Data
Claim
Findings comparison
Observations were not made or recorded, and data are unreasonable in nature, not recorded, or do not reflect what actually took place during the investigation. No claim was made or the claim had no relationship to the evidence used to support it. Comparison of findings was limited to a description of the initial question. Student reflection was limited to a description of the procedure used.
Detailed observations were made and properly recorded and data are plausible and recorded appropriately.
Claim was marginally related to evidence from investigation. Comparison of findings was not supported by the data collected. Student reflections were not related to the initial question.
Claim was backed by investigative or research evidence. Comparison of findings included both methodology and data collected by at least one other entity. Student reflections described at least one impact on thinking.
Reflection
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PHOTO A
Title: Jesse Owens Published: Daily News of Los Angeles Date: April 1, 1980 About this cartoon: The track star Jesse Owens was best known as the man who multiple victories spoiled Adolf Hitler's "Nazi Olympics" of 1936, which was supposed to show off the superiority of Aryan athletes.
http://www.greenberg-art.com/.Toons/.Toons,%20Obits/JesseOwens.html
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PHOTO B
http://library.osu.edu/blogs/archives/2013/01/09/jesse-owens-exhibit-opens-at-thompson-library/
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PHOTO C
http://library.osu.edu/blogs/archives/2013/01/09/jesse-owens-exhibit-opens-at-thompson-library/
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PHOTO D
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http://blogs.loc.gov/teachers/2012/07/an-olympian-effort-the-story-of-jesse-owens-in-library-ofcongress-primary-sources/
PHOTO E
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http://scoop.diamondgalleries.com/Image/NewsImage/4/52009/115850/1
PHOTO F
http://www.dailymail.co.uk/news/article-1205901/Forget-Hitler--America-snubbed-black-Olympian-JesseOwens.html Forget Hitler - it was America that snubbed black Olympian Jesse Owens
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PHOTO G
http://www.theguardian.com/sport/2009/mar/29/10-sporting-gestures
The 10 most sporting gestures, The Guardian
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PHOTO H
http://www.feldgrau.com/1936olymp.html
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See Think Wonder
Step 1. Observation See A. Study the image for 2 minutes. Form an overall impression and then examine individual items. Next, divide the image into quadrants and study each section to see what new details become visible. B. Use the chart below to list people, objects, and activities you see in the image. You can work individually or answer as a group. People Objects Activities
Step 2. Inference Think Based on what you have observed above, list three things you might infer from this image. What does it make you think? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ L27
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Step 3. Questions Wonder A. What questions does this image raise in your mind? What do you wonder about? ___________________________________________________________________________ ___________________________________________________________________________ B. Brainstorm some possible places where could you find answers to your questions? ___________________________________________________________________________ ___________________________________________________________________________
Brainstorm Carousel Stations (Attachment B)

Tips, directions, and roles for stations: http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/223 Station 1: Paul Laurence Dunbar poem
We Wear The Mask We wear the mask that grins and lies, It hides our cheeks and shades our eyes,-This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties. Why should the world be over-wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask. We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world think other-wise, We wear the mask!
Station 2: Thurgood Marshall quote None of us got where we are solely by pulling ourselves up by our bootstraps. We got here because somebody a parent, a teacher, an Ivy League crony or a few nuns L28
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bent down and helped us pick up our boots. Station 3: Photos of Jesse Owens at 1936 Olympics in Berlin http://jakerobinson.hubpages.com/hub/civil-rights-movement-and-sports# PHOTO B C Station 4: Jesse Owens political cartoon PHOTO A Station 5: Images of Jesse Owens and Carl Ludwig "Lu(t)z" Long PHOTO F G Station 6: Photos of Hitler at the 1936 Olympics PHOTO H Sample prompts for stations: Write an observation. Write a question you have. Write a title or caption. What makes a person, an act, or an event worthy of being remembered? How might this be viewed from the perspective of _____? How is ____ similar to/different from ________? In what other way might we show/illustrate ____________? What were some of the causes that led to...? For more on effective questioning technique: http://www.ndted.org/TeachingResources/ClassroomTips/Effective_Questioning.htm
Discussion Tips (Attachment C)

Always cite the text when making an argument. When disagreeing with anothers conclusions, argument, or solutions, briefly restate what they said, dont interrupt, and be civil and respectful. Be concise and stay on point. Avoid distracting verbal tics (such as overuse of like or you know)
The Brief Bio (Attachment D)

The purpose of the brief bio is to put a great deal of topical information into a four or five sentence paragraph. What you must do in the brief bio: 1. Explain the actions of the person that makes him or her notable. Be sure to answer the question: How did dignity, culture and a sense of personal identity help Owens develop power to oppose injustice? 2. Place the person in historical context. L29
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3. Combine sentences. 4. Use concise, compact language. Example Jo Ann Gibson Robinson, Womens Political Council (WPC) president, was an outspoken critic of the unfair treatment of African Americans on public transportation in mid-1950s. By composing a leaflet and distributing it to 42,000 members of the community after news of Rosa Parkss arrest, she helped to create widespread support for the Montgomery Bus Boycott by effectively mobilizing the community to form a mass protest, often in the face of violent opposition. Adapted from: Benjamin, Amy. Writing in the Content Areas. Larchmont, NY: Eye on Education, 2005. Print.
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IAAAS SocialScience Grade10 Q2Lesson

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IAAAS SocialScience Grade10 Q2Lesson

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SOCIAL SCIENCE

Students will be able to --- from Social Science Planning Guides

Launch Lesson: Jesse Owens a symbol of a people Time Frame: 1 week

Common Core Standards Primary

For Making Thinking Visible Routines http://www.visiblethinkingpz.org/ http://www.nsrfharmony.org/protocols.html

Attachment 1 Math connection

To conduct the investigation safely, I will.

Observations and Data

Brainstorm Carousel Stations (Attachment B)

Discussion Tips (Attachment C)

The Brief Bio (Attachment D)

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