Middle School
Science Unit
Understanding by Design (UbD)
with
Differentiated Instruction (DI)
Presented by Dr. John D. Hunt
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Professor, Teacher Education
Mississippi College, Clinton, MS 39058
Email - Jhunt@mc.edu
Web site – www.sciencefunday.org
Facebook – Science Fun Day
Twitter – JhuntDr
Cell # - 769-232-1976
11/11/2011 AMLE Hunt
STAGE 1 – DESIRED
RESULTS
 8th Grade Physical Science
 Forces affect Motion
 Investigate (with supporting details and
diagrams) how kinetic energy of an object
can be converted (the energy of position) or
potential energy... (DOK 2)
11/11/2011 AMLE Hunt
UNDERSTANDINGS
Students will understand
that…
 There are various forms of energy
 The amount of energy in an object varies
 Knowledge of energy can be applied to real
world situations
11/11/2011 AMLE Hunt
ESSENTIAL QUESTIONS
 What is the difference between potential
and kinetic energy?
 How does the potential and kinetic energy
vary in an object?
 How can this lesson be applied to realworld situations?
11/11/2011 AMLE Hunt
STUDENTS WILL KNOW…
 That there is a difference between potential
and kinetic energy.
 That the amount of potential and kinetic
energy an object has varies.
 Potential and kinetic energy can be applied
to real world situations. 11/11/2011 AMLE Hunt
STUDENTS WILL BE ABLE
TO…
 Compare and contrast the differences
between potential and kinetic energy.
 Describe how potential and kinetic energy
varies in an object.
 Explain how potential and kinetic energy
can be applied to real-world situations.
11/11/2011
AMLE
Hunt
STAGE 2 ASSESSMENT
EVIDENCE
PERFORMANCE TASKS
 ROLE PLAY – The entire class will be broken into groups of
two to investigate with and design their roller coaster. Once the
students have reached a design, they will present it to the class as if
they were contractors (R) presenting a proposal to an amusement
park design board (A) wishing to make the safest and most exciting
roller coaster (G) in the United States. The amusement park has had
a very inactive season and the newest roller coaster is more than 10
years old (S); unless the design board is able to find an awesome
design, the park will be forced to close. Since this is a preliminary
design, the only criteria for initial acceptance of the proposal is that
the coaster is exciting but safe (SC). Because of the recession, your
contracting company really needs a bid, otherwise it may close
down along with the amusement park; thus, failure is not an option
(SC).
11/11/2011 AMLE Hunt
OTHER EVIDENCE
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Prompts:
How does the height of the roller coaster at the beginning affect the
available kinetic energy? (E)
How can you use the properties of kinetic and potential energy to
make a more exciting roller coaster? (A)
Why should the concepts of potential and kinetic energy matter to
you? (I)
How do you react to the various coasters you’ve ridden? Can certain
coasters be too exciting (Em)
How do you know if you have properly applied your knowledge of
potential and kinetic energy to the roller coaster you designed? (SK)
Given a constant ratio of the height of the coaster to it’s valleys and
peaks, can the coaster be too large or too small? (P)
11/11/2011 AMLE
Hunt
OTHER EVIDENCE
 Observation:
 Is the learner actively participating in the
coaster design?
 Is the body language indicating understanding?
11/11/2011 AMLE
Hunt
OTHER EVIDENCE
 Rubric:
 Does the learner participate in the role
playing activity?
 Is the learner demonstrating interest in
class material and discussion?
11/11/2011 AMLE
Hunt
OTHER EVIDENCE
 Work Sample:
 Roller coaster design
 Presentation of roller coaster
11/11/2011 AMLE Hunt
STAGE 3 LEARNING PLAN
 Learning Activities:
 Once students sit down in their desks, they will
take out a sheet of paper and write down what they
think potential and kinetic is in their bell-ringer
notebook. (H)
 TTW tell students that during the lesson, they will
be assigned a partner to work with to design a
roller coaster. (W) to do so while making the roller
coaster safe, they will need to know basic facts
about potential and kinetic energy.
11/11/2011 AMLE
Hunt
STAGE 3 LEARNING PLAN
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Learning Activities:
TTW have a brief discussion about
potential and kinetic energy. Develop a
class definition and write it on the
whiteboard for both ideas. Examples
follow:
1. Potential Energy – The energy of an object
at rest
2. Kinetic Energy – The energy of an objects
in motion
11/11/2011 AMLE Hunt
STAGE 3 LEARNING PLAN
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TTW divide students into pairs and have
each get the materials for the lesson.
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TLW consider the design of a roller
coaster and attempt to make a coaster
with at least three hills. (E) While the
activity is occurring, TTW (at appropriate
times) ask students the following:
11/11/2011 AMLE
Hunt
STAGE 3 LEARNING PLAN
 What do you think affects the amount of
potential energy the roller coaster will
have?
 What do you think is the safest way to
travel down the first hill?
 How do you think the coaster should come
over the second hill?
11/11/2011 AMLE Hunt
STAGE 3 LEARNING PLAN
 How high should the consecutive hill be
compared to the one before it?
 How high should the previous hill be if a
loop is to be on the coaster?
 What would the safest shape of a loop be
(circular or elliptical)?
11/11/2011 AMLE Hunt
STAGE 3 LEARNING PLAN
 TLW draw their coaster designs out to scale
and share their drawings with the class.
Ask the students to point out the safest and
most exciting designs. (E2)
 TTW conclude the lesson by correcting any
safety standards violations in their designs.
(R ) Whatever mistakes are made should be
reviewed in a summary paragraph.
11/11/2011 AMLE Hunt
WHITE CUBE
(Facets of Understanding)
 How does the height of the roller coaster at the
beginning affect the available energy later on? (E)
 How can you use the properties of kinetic and
potential energy to make a more exciting roller
coaster? (A)
 Why should the concepts of potential and kinetic
energy matter to you? (I)
11/11/2011 AMLE Hunt
WHITE CUBE
(Facets of Understanding)
 How do you react to the various coaster you’ve ridden?
Aren’t some more exciting than others? Can certain coasters
be too exciting? (Em)
 How do you know if you’ve properly applied your knowledge
of potential and kinetic energy to the roller coaster you
designed? (SK)
 Given a constant ratio of the height of the coaster to its
valleys and peaks, can the coaster be too large or too small?
(P)
11/11/2011 AMLE Hunt
Red Cube
(Bloom’s Taxonomy)
 Define kinetic and potential energy. (BK)
 Give examples of situations where there is
an object that displays kinetic energy and
an object that has potential energy? (BC)
 Construct a chart or graph that displays the
change in potential energy of a ball rolling
down a hill. (BA)
11/11/2011 AMLE Hunt
Red Cube
(Bloom’s Taxonomy)
 Create a diagram or drawing that compares
and contrasts the basic differences
between kinetic and potential energy. (BN)
 Compose a plan for an investigation that
would prove the concepts of potential and
kinetic energy. (BS)
 Describe how you would explain potential
and kinetic energy to a younger sibling.
(BE)
11/11/2011 AMLE Hunt
ThinkDOTS
(Sternberg’s Triarchic
Theory)
 Diagram how stored potential energy affects kinetic
energy when it is released. (SA)
 Based on your experience, explain how the
concept of potential energy can be used. (SP)
 Use unusual materials to explain potential and
kinetic energy. (SC)
11/11/2011 AMLE Hunt
ThinkDOTS
(Sternberg’s Triarchic
Theory)
 Identify the key parts of potential and kinetic
energy. (SA)
 Demonstrate how someone uses the concept of
potential and kinetic energy. (SP)
 Become a spring and use your new perspective to
help us think about potential energy. (SC)
11/11/2011 AMLE Hunt