VIEWS: 4 PAGES: 12 POSTED ON: 2/23/2012
Unit Plan Information Project Title Niagara’s Raging Rapids Name/Grade Burt Howell 12 Subject/Topics Physics/ History Establish learning objectives for Jet Boat the Niagara Students will determine the speed and velocity of an object quantitatively, qualitatively and graphically. Using the relationships of velocity, acceleration and displacement, students will describe different forms of motions quantitatively, qualitatively and graphically. Students will identify and draw required parts of a power generating station Students will make a historical timeline of the Niagara Gorge area from 1800 - present Enduring Understandings and Essential Questions Enduring Understandings Essential Questions Niagara Falls is important to Western New York Velocity and acceleration are fundamental o Why is Niagara Falls important to WNY? properties of any moving body. o How do you describe the linear motion of an object undergoing uniform Energy is the ability to do work. All motion acceleration quantitatively, qualitatively and graphically? requires or generates energy. o How is work done and energy transferred by electrical devices? Work is done by the water on the turbines and o How is work done by the water? on the rock layers it passes over. Determine acceptable evidence of understanding What should students be able to do or express when they understand the learning objectives? Students will: Calculate the average speed and average velocity in m/s and mph of your jet boat using the following information. Show all work including conversion of units. Students will draw vector diagrams for the upstream and downstream trips that include the river velocity. The trip is 18 miles round trip The trip takes 50 minutes The river speed is 17 m/s Students will complete Web quest: Complete the web quest at the energy quest web site. Students will complete chapters 1,2,6,7,and 12 and submit the following items as evidence. o A labeled drawing or diagram of a hydro dam. o A labeled drawing or diagram of an electrical generator. Or Complete Model Building: Use an electric motor, wires, a light bulb and running water to generate electricity. Students will submit the following as evidence they completed the project. o A labeled picture of their working model. o A labeled drawing or diagram of their electrical generator. Students will make PowerPoint Timeline: Create a chronological PowerPoint presentation that includes but is not limited to: Describe the geographical location of Niagara Falls, the Niagara Gorge and Devil’s Hole Rapids. How did the last Ice Age affect Niagara Falls? How has the falls moved over time? What role did the Forts along the Niagara Gorge play in the War of 1812? What is the impact of the International Bridges that cross the gorge? Or Complete Poster board Collage: Make a chronological collage that includes but is not limited to: Describe the geographical location of Niagara Falls, the Niagara Gorge and Devils Hole Rapids. How did the last Ice Age affect Niagara Falls? How has the falls moved over time? What role did the Forts along the Niagara Gorge play in the War of 1812? What is the impact of the International Bridges that cross the gorge? Plan instructional procedures Plan a sequence of instructional activities and assignments that address the learning objectives. Couch learning activities in simulations or authentic tasks that put students in charge of their learning. Plan work samples or performance tasks that allow students to express understanding of the learning objectives. 1. Students will begin work on the Historical Timeline- Work in groups on computers in room 200 using the internet to research the topics. 2. Students will take the Jet boat the Niagara River Field Trip and observe the Power plants and Niagara Gorge as well as take measurements . 3. Students will perform all calculations required to complete the Kinematics portion of the project. 4. Students will use the internet to research power generation at the Robert Moses Power Plant. 5. Students will pick which method they wish to use to demonstrate their understanding of electrical power generation. Plan for technology The realistic nature of project work naturally leads students to use technology as they collaborate, solve problems, and share their work with others. How can technology support learning in this project? The project exists completely only teacher web page. Students must use technology to access the project Students will have 3 class periods to access the internet from school computers. Students will use the internet to research the Robert Moses Power Plant and the Niagara Gorge Students can elect to use PowerPoint to present their historical findings. All students will complete the lab write up in Word All students will create a data table in Excel Hardware and Software Considerations (put an X in front of all required) Lab Needed Classroom Center Long-term Project Wireless x x (homework) x Internet Word Excel PowerPoint Inspiration Publisher x X x x Classroom Procedures and Resources Content Informational Resources Teacher Activities Student Activities Students will complete the following activity Lecture on distance, displacement, speed and velocity. (30 minutes) Rolling Cart Demonstration to show how to calculate average http://www.bataviacsd.org/webpages/BHowell/news.cfm Note activities on web pages Kinematics speed and average velocity (30 Note: all links listed on web pages minutes) Guided practice problem solving. (40 minutes) Labs on attached Standard Sheet. 2 classes each Demonstrate a working turbine electrical generator. (30 minutes) http://www.bataviacsd.org/webpages/BHowell/news.cfm Note activities on web pages Electricity Define and demonstrate Note: all links listed on web pages Electrical Power(30 minutes) List part required to generate electrical power (20 minutes) http://www.bataviacsd.org/webpages/BHowell/news.cfm Teacher discussion on the Note activities on web pages History Note: all links listed on web pages Lewiston Queenston Bridge. (30 minutes) Show Videostreaming clip on Niagara Gorge (10 minutes) Lecture on the role of the Forts in the War of 1812 (25minutes) Standards NY NETS Performance Indicators http://www.emsc.nysed.gov/ciai/ http://cnets.iste.org/students/s_profiles.html Energy and matter interact through forces that result in changes in motion. explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia) Scientific Inquiry 2. Make informed choices among technology systems, resources, and services. (1, 2) Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. 4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2) History of the United States and New York 6. Evaluate technology-based options, including distance and distributed Key Idea 2: Important ideas, social and cultural values, education, for lifelong learning. (5) beliefs, and traditions from New York State and United States history illustrate the connections and interactions 7. Routinely and efficiently use online information resources to meet needs of people and events across time and from a variety of for collaboration, research, publications, communications, and perspectives. productivity. (4, 5, 6) ELA 8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5) STANDARD 1 10. Collaborate with peers, experts, and others to contribute to a content- related knowledge base by using technology to compile, synthesize, Students will read, write, listen, and speak for produce, and disseminate information, models, and other creative works. information and understanding. (4, 5, 6) As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. STANDARD 3 Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. STANDARD 4 Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. Mathematics, Science, and Technology Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies. Standard 3: Mathematics Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry. Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Standard 6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. Plan assessment Plan assessment that puts the learning objectives in operational terms. Build rubrics that identify what students must do or create to show evidence of understanding The final project will be scored with the following rubric. A maximum of 10 points is given in each area for a maximum possible score of 100 points Points 10 8 6 4 2 0 Problem Problem Problem completely Problem basically Problem partially stated. Problem illogically Not enough completely stated stated in fragments stated. stated information given. in complete or with inappropriate sentences with punctuation. appropriate punctuation. Objective Objective Objective completely Objective basically Objective partially stated. Objective illogically Not enough completely stated stated in fragments stated. stated information given in complete or with inappropriate sentences with punctuation. appropriate punctuation. Material All materials All materials needed Most materials needed Material list contains Material list Not enough needed are listed are listed by type are listed by type irrelevant or incorrect incomplete; type information given by type quantity quantity and size quantity and size materials. quantity or size and size. Student missing offers alternatives for unusual items. Procedure Procedure Procedure contains Procedure missing Procedure is difficult to Procedure is illogical Not enough logically stated. unnecessary or steps. follow with incomplete, or inappropriate. information given irrelevant steps. out of sequence or missing steps. Data Observations are Observations are Observations are Observations and Observations and Not enough thorough and relevant. mostly relevant. measurements contain measurements are information given relevant. Measurements are Measurements are consistent errors. Data incomplete or contain Measurements mostly accurate. mostly accurate. Data not organized well. large errors. Data are accurate and Data is organized is moderately organization makes it complete. Data is organized. very difficult to follow. organized. Analysis Correctly makes Correctly makes Makes mostly correct Makes few incorrect Makes incorrect Not enough connections or connections or connections or connections or connections or information given correlations correlations between correlations. correlations. correlations. between actual actual and and theoretical theoretical data. data. Explains variations in data. Calculations Correctly applies Correctly applies Correctly applies Correctly applies Calculations Not enough information and Units mathematical mathematical mathematical mathematical omitted or given concepts, correctly concepts, correctly concepts, concepts, incorrectly applies displays calculations displays calculations calculations calculations mathematical (formula, substitution (formula, substitution complete, but incomplete, work concepts. Most with units and with units and missing one of the not shown or units are missing. answer) and includes answer). All following: formula, missing two of the an explanation of measurements and substitution with following: formula, what was done. All calculations have units or the answer. substitution with measurements, correct units. Most units or the answer. calculations, values measurements and Missing or and graphs have calculations have incorrect units. appropriate units. correct units. Effort Worked on tasks until Worked on tasks until Works on task until Puts some effort Puts very little effort Not enough information completed and completed and completed and into the task but into the task. given continues working on continues working on attempts to work stops working when the task even when the task even when when difficulties difficulties arise. difficulties arise or a difficulties arise or a arise or a solution solution is not solution is not is not immediately immediately evident. immediately evident. evident Sees difficulties as opportunities to strengthen understanding. Presentation Graphs and charts Graphs and charts Graphs and charts Graphs and charts Lacks visuals. Not enough information are labeled and titled. are labeled and titled. labeled ant titled. incomplete, Organization is given Appropriate scale is Appropriate scale is Appropriate scale is variables reversed sloppy. Report is selected. Variables selected. Variables selected. Variables on graph. Labels, not in correct appropriately situated appropriately situated appropriately titles or keys order. on graph, key clearly on graph, key clearly situated on graph, missing. Incorrect labeled. Graph labeled. Report is in key missing. scale used. Report explained in report. correct order. Report is in correct is in correct order. Report is in correct order. order. Conclusion Explicitly discusses Discusses the data Discusses the data Conclusion is Conclusion is Not enough information the data collected in collected in the collected in the consistent with the missing or given the experiment in experiment in making experiment in data collected by inconsistent with making the the conclusion. making the connection is the data collected. conclusion. Critiques Identifies problems in conclusion. vague. procedure and offers the experiment and possible solution or data. alternative method. Unit Plan Topic 1 Mechanics Unit 1 Kinematics o How do you describe the linear motion of an object at a constant velocity quantitatively, qualitatively and graphically? 1. Students will use significant digits in their work requiring quantitative answers. 3 class days 2. Students will determine appropriate units and use them. 3 Class Days 3. Students will distinguish between vector and scalar quantities. 5 class days 4. Students will determine the distance and displacement of an object quantitatively, qualitatively and graphically. 3 Class periods 5. Students will determine the speed and velocity of an object quantitatively, qualitatively and graphically . 4 class periods Graded Assignments 1. Pg. 37 #19, 38,41; Pg. 60 #6, 7, 14 – 16,17, 24 Due Date __________________ 2. Pg. 77 #3, 4, 13,14,24; Pg. 107 #2, 4, 19, 31, 40 Due Date ___________________ Required Labs Tootsie Roll & Safety Lab Measurement Stations You’re Speeding Treasure Hunt Kid Kinematics Plan a Trip Jet Boat the Niagara River