E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
Middle School Science Unit
Understanding by Design (UbD) Template and Differentiated Instruction (DI)
Stage 1 – Desired Results
Established Goals: 2010 Mississippi Science Framework
G
Competency 2 – Describe and explain how forces affect motion
#2. b. – Explain the connection between force ( force exerted over a distance …results in
work done, work, and energy (DOK 2)
#2. c. – Describe (with supporting details and diagrams) how kinetic energy of an
object can be converted into potential energy (the energy of position) and
how energy is transferred or transformed (conservation of energy). (DOK 2)
U
Understandings:
Student will understand that …
 There are various forms of energy.
 The amount of energy in an object varies.
 Knowledge of energy may be applied to real
world situations.
Essential Questions:
Q
 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 real-world
situations?
K
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.
S
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
Stage 2 – Assessment Evidence
Performance Tasks:
T
 Role Play – The entire class will be broken into
groups of two to experiment 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 this bid, otherwise it may
close down along with the amusement park; thus,
failure is not an option (SC).
Other Evidence:
OE
Prompts:
 How does the height of the roller coaster at the
beginning affect the available kinetic 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)
 How do you react to the various coasters 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 it’s valleys and peaks, can the coaster be too
large or too small? (P)
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
Observation
 Is the learner actively participating in the coaster
design?
 Is body language indicating understanding?
Rubric
 Does the learner participate in the role playing
activity?
 Is the learner demonstrating interest in class
material and discussion?
Work Sample
 Roller coaster design
 Presentation of roller coaster
Stage 3 – Learning Plan
Learning Activities:
L
1. Once students sit down in their desk, they will take out a sheet of paper and write down
what they think potential energy and kinetic energy is in their bell-ringer notebook. (H)
2. 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.
3. TTW have a brief discussion about potential and kinetic energy. Develop a class definition
and write it on the whiteboard for both ideas. Examples are below:
a. Potential Energy – The energy of an object at rest
b. Kinetic Energy – The energy of objects in motion
4. TTW divide students into pairs and have each get the materials for the lesson. The students
are provided with the included lab activity. 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 example questions:
a. What do you think affects the amount of potential energy the roller coaster will
have?
b. What do you think is the safest way to travel down from the first hill?
c. How do you think the coaster should come over the second hill?
d. How high should the each consecutive hill be compared to the one before it?
e. How high should the previous hill be if a loop is to be on the coaster?
f.
What would the safest shape of a loop be (circular or elliptical)?
5. TLW draw their coaster designs out to scale and share their drawings with the class. Ask
the students to point out the safest and the most exciting designs. (E2)
6. TLW conclude the lesson by correcting any safety standards violations in their designs. (R)
Whatever mistakes are made should be reviewed in a summary paragraph.
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
White Cube
 How does the height of the roller coaster at the beginning affect the available
kinetic 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)
 How do you react to the various coasters 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)
Red Cube
 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)
 Create a diagram or drawing that compares and contrasts the basic
differences between kinetic and potential energy. (BN)
 Compose a plan for an experiment 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)
ThinkDOTS
 Diagram how stored potential energy affects kinetic energy when it is released.
(SA)
 Based on your on experience, explain how the concept of potential energy can
be used. (SP)
 Use unusual materials to explain potential and kinetic energy. (SC)
 Identify the key parts of potential and kinetic energy. (SA)
 Demonstrate how someone uses the concept of potential and kinetic energy in
their life or work. (SP)
 Become a spring and use your new perspective to help us think about potential
energy. (SC)
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
LEGEND
STAGE 1
Depth of Knowledge
DOK 1
Level 1
Recall and Reproduction
DOK 2
Level 2
Skill / Concepts
DOK 3
Level 3
Strategic Thinking
STAGE 2
GRASPS
FACETS OF UNDERSTANDING
G
Goal
E
Explanation
R
Role
I
Interpretation
A
Audience
A
Application
S
Situation
P
Perspective
P
Product / Performance / Purpose
Em
Empathy
S
Standard / Criteria for Success
SK
Self-Knowledge
STAGE 3
WHERE TO
W
Where / Why / What
H
Hooked
E
Explore / Experience / Equip
R
Rethink / Rehearse / Revise / Refine
E
Evaluate
T
Tailored
O
Organized / Sequenced
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
DIFFERENTIAL INSTRUCTION
CUBES
Bloom’s Taxonomy
BK
Knowledge
BC
Comprehension
BA
Application
BN
Analysis
BS
Synthesis
BE
Evaluation
Facets of Understanding
E
Explanation
I
Interpretation
A
Application
P
Perspective
Em
Empathy
SK
Self-Knowledge
ThinkDOTS
SA
Analytical
SP
Practical
SC
Creative
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
Differentiated
Instruction
White Cube
EXPLAIN
How does the height of the roller
coaster at the beginning affect the
available kinetic energy later on?
Big Idea
Students will understand
properties and concepts of
kinetic and potential energy.
(Basic Level)
E
INTERPRET
Why should the concepts of
potential and kinetic energy
matter to you?
APPLICATION
PERSPECTIVE
How can you use the properties of
kinetic and potential energy to
make a more exciting roller
coaster?
Given a constant ratio of the
height of the coaster to its valleys
and peaks, can the coaster be too
large or too small?
I
P
A
Physical Science
Unit: Kinetic and
Potential Energy
Cubing Examples Using
the Six Facets of
Understanding
Chauncey Garrett,
Teacher
Northwest Rankin High
School
Brandon, Mississippi
EMPATHY
How do you react to the various
coasters you’ve ridden? Aren’t
some more exciting than others?
Can certain coasters be too
exciting?
EM
SELF-KNOWLEDGE
How do you know if you’ve
properly applied your knowledge
of potential and kinetic energy to
the roller coaster you designed?
SK
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
Differentiated
KNOWLEDGE
Instruction
Red Cube
Define kinetic and potential
energy.
Big Idea
Students will understand
properties and concepts of
kinetic and potential energy.
(Intermediate Level)
BK
COMPREHENSION
APPLICATION
ANALYSIS
Give examples of situations
where there is an object that
displays kinetic energy and an
object that has potential
energy.
Construct a chart or graph that
displays the change in potential
energy of a ball rolling down a
h ill.
Create a diagram or drawing that
compares and contrasts the basic
differences between kinetic and
potential energy.
BC
BA
Middle School
Unit: Kinetic and
Potential Energy
Cubing Examples Using
Bloom’s Taxonomy
Chauncey Garrett,
Teacher
Northwest Rankin High
School
Brandon, Mississippi
SYNTHESIS
Compose a plan for an
experiment that would prove the
concepts of potential and kinetic
energy.
BS
EVALUATION
Describe how you would explain
potential and kinetic energy to a
younger sibling.
BE
BN
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
Differentiated
*
Instruction
ThinkDOTS
(Advanced Level)
Diagram how stored potential
energy affects kinetic energy
when it is released.
Big Idea
Students will understand
properties and concepts of
kinetic and potential energy.
SA
**
***
****
Based on your on experience,
explain how the concept of
potential energy can be used.
Use unusual materials to explain
potential and kinetic energy.
Identify the key parts of potential
and kinetic energy.
SP
SC
SA
Middle School
*****
Unit: Kinetic and
Potential Energy
Demonstrate how someone uses
the concept of potential and
kinetic energy in their life or
work.
Cubing Examples Using
ThinkDOTS and
Sternberg’s Triarchic
Theory
Chauncey Garrett,
Teacher
Northwest Rankin High
School
Brandon, Mississippi
SP
******
Become a spring and use your
new perspective to help us think
about potential energy.
SC
E Chauncey Garrett III
EDU 6535
Fall 2011
Professor, Dr. John D. Hunt
Mississippi College
Rubric: Roller Coaster Design
Teacher Name:
Mr. Garrett
Student Name:
________________________________________
4
3
2
1
Participation in
Coaster Design
Used time well in class and
focused attention on the
coaster design.
Used time pretty well.
Stayed focused on the
coaster design most of the
time.
Did the coaster design but
did not appear very
interested. Focus was lost
on several occasions.
Participation was minimal
OR student was hostile
about participating.
Understanding of
Discussion and
Material
Report illustrates an
accurate and thorough
understanding of scientific
concepts underlying the
coaster design.
Report illustrates an
accurate understanding of
most scientific concepts
underlying the coaster
design.
Report illustrates a limited
understanding of scientific
concepts underlying the
coaster design.
Report illustrates
inaccurate understanding
of scientific concepts
underlying the coaster
design.
CATEGORY