Unit Planning Guide
Stage 1 - Desired Outcomes
Unit Title: Forces and Motion / Estimated Timeframe (4-6 weeks):
Focus Standards (For Pearson, indicate Clusters, and not individual standards)
HS-PS2-1. / Analyze data to support the claimthat Newton’s second law of motion describesthe mathematical relationship amongthe net force on a macroscopic object, its mass, and its acceleration.[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Enduring Understandings, i.e., “Big Ideas” and what students will be able to know at the end of the unit:
Students will be able to enunciate and quantify how distance, time, and acceleration affect their everyday lives and the world around them. These important ideas will form a foundation on which the rest of the year will be built. / Essential Questions:
What are Units?
What are Vectors?
What are significant figures.
How is displacement measured?
How is displacement with respect to time ^2 measured?
How do these work together to describe everything in the world around us?
Anticipated Misconceptions For The Unit:
Speed and velocity are the same thing right?
Acceleration is only due to gravity right?
Cars only experience 1 force at a time
Objectives For Unit (Depth of Knowledge):
SWBAT
1.Graph displacement with respect to time
2. Interpret data on a graph and develop their own equations based on their analysis
3. Prove a concept of their choice (displacements relation to velocity, or acceleration, or vice versa)
4. Differentiate between displacement and distance, speed and velocity, and finally acceleration and α
5.Use these concepts to solve a real world problem such as a speeding go kart and its stopping distance when someone steps into the “road”
6.Design a lab to test Newton’s Laws and prepare a large board illustrating their results.
Essential Vocabulary:
displacement
Time
Acceleration
Velocity
Speed
Friction
Gravity
Natural Force / Critical Thinking Skills (use DOK 3 or 4):
How would you test Newton’s 1st 2nd and 3rd laws.
Design and conduct an experiment
Formulate a theory based on the data from your experiment.
Students Can:
Graph
Construct
Develop a logical argument
Revise
Prove
Create and
Apply Concepts
Grouping Strategies:
Students will have a daily lecture exit slip as monitored through our peardeck lectures. Based on a scale of understanding
1 “oh look a bird”
2 “I sort of get it, but could you explain this…”
3 “ I’ve got it and I’m ready to teach it to my peer” / Use of Data to Drive Instruction (how will you use formative assessments):
I will use my formative assessments to group my students every day based on their performance so that students who do well in one area are not ignored in the next subject matter area. This will look like
1’s- Teacher pulls all students who score a 1 on the exit ticket into a subgroup to reteach the material in a different way.
2’s form a subgroup and await re-teaching by the 3’s.
3’s form group leaders and reteach the 2’s. By doing so and re-teaching the material, they can receive a 4 on their assignment for the day.
Instructional Strategies:
What will students do to engage with content?
Students will have interactive online lectures.
How will you check for understanding?
Lecture will include checks for understanding in several formats including formative and summative.
How will you facilitate Academic Discourse?
1.  Following the exit slip students are required to reteach each other.
2.  Students are required to relate material in class to things outside of class.
When and how is feedback provided to students?
Feedback is instantaneous as the homework is individualized for each student and grades itself. Lecture uses “Peardeck” for instant actionable data, and group work is monitored by a group captain.
How are students self-monitoring?
The Group’s Captain is in charge of monitoring all behavior.
Individuals set goals at the beginning of every lesson and check themselves off along the way.
Students sign a contract at the beginning of the year promising to act on their goals. / Materials:
Laptops
Lectures
Video
Cartoons
And labs
Oh- and Peanut butter and Jelly Sandwiches! (hopefully)
Differentiation Strategies (Refer to Binder)
English Learners:
/ Special Education Students:
Stage 2 – Assessment Evidence
Summative Assessments (at least 1 per unit):
/ Formative Assessments (1 per week):