Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Content and Pacing Middle Transitioning to Q3 – 6th Grade

Facilitator: Dane Jaber

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome

8:45 – 10:00 Inquiry-based Physical Science Content Q2-Q3 Infusing Common Core, NGSSS and the 5Es

10:00 – 10:15 Break

10:15 – 11:30 Inquiry-based Physical Science Content Q2-Q3 continued Infusing Common Core, NGSSS and the 5Es

11:30 – 12:30 Lunch

12:30 – 1:30 Force and Motion Exploration

1:30 – 2:30 Pre-planning with the Pacing Guide and Technology Integration Learning Village NBC Learn Gizmos Florida Achieves

2:30 – 3:30 Developing a 5E Lesson Brainstorming and topic selection Infusion of Common Core State Standards in Math and

Language Arts

Follow up: (Due Friday, 11/22/13)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Common Core standards.

2. Assignment must be uploaded onto designated group site. (EdModo Code: 8mbdby)

How can we embed cognitive complexity into the 5E’s?

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Pacing DatesTraditional 10 Days 12-09-13 to 12-20-13

Block 5 Days 12-09-13 to 12-20-13

BODY OF KNOWLEDGE: P: Physical Science; N: Nature of Science

TOPIC VIII: Potential and Kinetic Energy

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 11: Energy Transfers and TransformationsSC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa. Assessed as SC.7.P.11.2 (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)Big Idea 1: The Practice of ScienceSC. 6. N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Assessed as SC.8.N.1.1 (Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning)

LACC.68.RST.1 Key Ideas and DetailsLACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.LACC.68.WHST.1 Text Types and PurposesLACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.LACC.68.WHST.3 Research to Build and Present KnowledgeLACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

A. Potential Energy-1. Gravitational

Potential Energy2. Elastic Potential

Energy

B. Kinetic Energy-energy of motion

C. Forms of Energy1. Mechanical2. Chemical3. Radiant4. Nuclear5. Thermal6. Electrical

Compare potential and kinetic energy

Define energy and provide common examples.

Define the Law of Conservation of Energy.

Compare how different forms of energy are used and measured.

Identify everyday examples of the Law of Conservation of Energy.

Define and give examples of scientific laws.

Explore and cite examples of everyday situations where potential energy is transformed into kinetic energy and vice versa.

Select and analyze measures of central tendency to summarize and describe data.

See Learning Goals p. 4 and 5

Core Text Book: Pearson Interactive Science Florida Ch. 8.1 – 8.2 and Ch. 2Vocabulary: energy, kinetic energy, potential energy, gravitational potential energy, elastic potential energy, joule, mass, temperature, friction, energy transformation, radiant energy, nuclear energy, electrical energy, chemical energy, mechanical energy, Law of Conservation of Energy, thermal energy, heat, law (scientific law) Technology:1. Pearson My Science Online – Interactive Art: Energy Transformations Ch. 8.2;

Directed Virtual Lab: Exploring Potential and Kinetic Energy.2. Virtual Lab-How is energy is converted from one form to another? 3. Study Jams: Energy and Matter, Heat 4. GIZMOS: Roller Coaster Physics, Free–Fall Laboratory, Potential Energy on Shelves,

Energy Conversions, Inclined Plane - Sliding Objects, Energy Conversion in a System Strategies: Small groups, hands-on experimentation, student based research, real world application, foldableo ELL: TX: ELLo Enrichment: Museum of Science Programs, SECME Mousetrap Car, Rocket. TX: L3o SPED: TX: L1Assessment: Formal Assessment, project based learning, power writing, data collectionFormative Assessment: Doing Science (Vol. 3)Labs:1. TX LabZone Inquiry Warm-up : A. How High Does a Ball Bounce?, B. What Makes A

Flashlight Shine?2. TX LabZone Lab Investigation : Ch. 8: Can You Feel the Power?3. TX LabZone Quick lab : A. Mass, Velocity and Kinetic Energy, B. Determining

Mechanical Energy; Ch. 2: A. Exploring Scienctific Thinking, B. Using Scientific Reasoning

4. Rollercoaster Marbles: Converting Potential Energy to Kinetic (CPALMS)5. Roller Coaster Marbles: How Much Height to loop the Loop (CPALMS)6. Give me Energy lab (online)Related Program: Science Fair, SECME

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Pacing DatesTraditional 9 Days 01-06-14 to 01-16-14

Block 4.5 Days 01-06-14 to 01-16-14

BODY OF KNOWLEDGE: P: Physical Science; N: Nature of Science

TOPIC IX: Energy Transfers and the Law of Conservation of Energy

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 11: Energy Transfers and TransformationsSC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa. Assessed as SC.7.P.11.2 (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)Big Idea 2: The Characteristics of Scientific KnowledgeSC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)

Big Idea 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.6.N.3.2 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Assessed as SC.7.N.3.1 (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)SC.6.N.3.3 Give several examples of scientific laws. Not assessed (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)LACC.68.RST.1 Key Ideas and DetailsLACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.LACC.68.RST.2 Craft and StructureLACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and

A. Law of Conservation of Energy1. Different laws and the discoveries2. Law vs. theory

B. Energy Transformations1. From potential to kinetic2. Form kinetic to potential

C. Scientific Investigations1. Experimental design2. Scientific observations3. Inventions

D. Quarterly Assessment

Explain the Law of Conservation of Energy in a real life example

Describe the time in history in which the Law of Conservation of Energy was developed.

Differentiate between a theory and a law Explain how a scientific theory is well

supported and widely accepted explanation of nature and not a claim posed by one individual.

Differentiate between the term theory in science and its use in everyday life

Diagram the transfer of kinetic and potential energy in a real world application

Compare potential energy and kinetic energy

Explain the energy transformations which occur while a pendulum is moving

Assess the reduction of available energy to a system during an energy transfer

Students will explain the difference between theories and laws.

Experiment and other scientific investigations.

See Learning goals p. 4 - 6

Core Text Book: Pearson Interactive Science Florida Ch. 8.1-8.2 and Ch. 2Vocabulary: mass, energy, Law of Conservation of Energy, theory, laws, evidence, kinetic, potential, thermal, motion, heatTechnology:1. Pearson My Science Online – Untamed Science – Velocity

Girl2.Article/ video “Law of Conservation of Energy (Popsci)3. Study Jams: Energy and Matter , Scientific Theory 4. Gizmos: Energy Conversion in a System, Energy of a

Pendulum, Inclined Plane - Sliding Objects, Roller Coaster Physics, Simple Harmonic Motion

Strategies: modeling, research skills, small group activities, diagrams, Venn diagramo ELL: TX: ELLo Enrichment: TX: L3o SPED: TX: L1Assessment: Power writing, Venn diagram, formal assessment, model accuracy, correct labeling; JASON Project (see pg. 3)Formative Assessment; Is it a Theory (Vol. 3)Labs:1. Ch 2 TX LabZone Lab : Super Models2. Ch 2 TX LabZone Lab Investigation : Piecing Information

Together3. Ch 2 TX LabZone Inquiry Warm-up A. Changing Science4. Ch 2 TX LabZone Quick Lab : A. Scientific Knowledge, B.

Theories and Laws, C. It’s the Law!, D. Systems in Science, E. Models of Natural Systems F. Law of Conservation of Energy

5. EL : Building a Roller Coaster 6. Roller Coaster Marbles: How Much Height to loop the Loop

(CPALMS)

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NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

topics. Related Program: SECME

BODY OF KNOWLEDGE: P: Physical SciencePacing Dates

Traditional 6 days 01-21-14 to 01-28-14Block 3 days 01-21-14 to 01-28-14

TOPIC X: Motion of Objects

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 12: Motion of ObjectsSC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Assessed as SC.6.P.13.3 (Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning)

Big Idea 1: The Practice of ScienceSC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Assessed as SC.8.N.1.1 (Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning)MACC.6.EE Expressions and EquationsMACC.6.EE.3 Represent and analyze quantitative relationships between dependent and independent variables.MACC.6.EE.3.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to

A. Measuring speed and distance1. Motion as a change

in position2. Standards SI units

for distance and time

3. Relationship between distance and time

4. Measuring distance and time

5. Calculate speed and average speed

B. Constructing and analyzing line graphs1. Distance vs. Time2. Speed vs. Time

Recognize that an unbalanced force acting on an object changes its speed and/or direction

Create original graphs recording speed, distance, and time

Interpret graphs of distance and time for an object moving at a constant speed

Relate the concept of motion to that of the Earth’s motion

Measure the distance objects move using SI units

Record various distances and times through an inquiry activity

Differentiate between average speed, instantaneous speed and constant speed to describe a trip

Compare and contrast velocity, acceleration and speed

Identify changes in speed as positive acceleration or negative acceleration

Students will evaluate a scientific investigation using evidence of scientific thinking and/or problem solving

See Learning Goals p. 3 and 4

Core Text Book: Pearson Interactive Science Florida Ch. 8.3 – 8.5Vocabulary: motion, speed, velocity, distance, displacement, kilometer, seconds, acceleration, reference point, positive acceleration, negative acceleration, constant speedTechnology:1. Pearson My Science Online , How Can You Describe a

Coaster’s Motion? VL–How Can you Measure Acceleration; Art in Motion – Relative Motion; Interactive Art – Graphing Motion

2. GIZMOS- Distance–Time and Velocity–Time Graphs, Distance-Time Graphs, Fan Cart Physics, Force and Fan Carts, Free fall Laboratory, Graphing Skills, Inclined Plane - Sliding Objects, Measuring Motion, Roller Coaster Physics

3. BBC Bite Size: Representing MotionStrategies: models, research, small group activities, diagrams, data collection, inferring, SECME- Mouse Trap Car;o ELL: TX: ELLo Enrichment: TX: L3o SPED: TX: L1Assessment: formal/authentic, formative assessments, power writing, data collection, solving equations, graph accuracy Labs:1. EL : A. Rocket Car, B. Balloon Rocket 2. TX LabZone Lab : Can You Feel the Power? Stopping

on a Dime

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NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

3. TX LabZone Quick lab : A. Identifying Motion. B Velocity, C. Motion Graphs

4. University of Arkansas-Metric Olympics5. Science Spot- Speed ChallengeRelated Program: Science Fair, SECME

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Pacing DatesTraditional 8 Days 01-29-14 to 02-10-14

Block 4 Days 01-29-14 to 02-10-14

BODY OF KNOWLEDGE: P: Physical Science

TOPIC XI: Types of Forces

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 13: Forces and Changes in MotionSC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such) as electrical, magnetic, and gravitational. AA (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)Big Idea 1: The Practice of ScienceSC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Assessed as SC.8.N.1.1 (Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning)LACC.68.RST.4 Range of Reading and Level of Text ComplexityLACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.LACC.68.WHST.1 Text Types and PurposesLACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical

MACC.6.SP.2 Summarize and describe distributions.MACC.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MACC.6.SP.2.5a Reporting the number of observations.

A. Contact Forces1. Friction2. Buoyant force3. Tension4. Compression5. Air resistance

B. Forces Acting at a Distance1. Electrical force2. Magnetic force3. Gravity

Distinguish between contact forces and forces that act at distance

Identify and describe types of forces Compare and contrast contact forces and forces

acting at a distance and provide examples for each

Evaluate forces acting on different objects and surfaces

Interpret how buoyant forces act on vessels and objects on water

Describe and show how electric charges exert forces on each other

Compare how lightning and static electricity are related

Describe and illustrate the directional forces of magnets

Distinguish between air resistance and gravity

See Learning Goals p. 4

Core Text Book: Pearson Interactive Science Florida Ch. 9.1 (pages 328-332)Vocabulary: contact forces, friction, buoyancy, gravity, tension, magnetic force, electrical force, lightning, static electricity, air resistance, vector,Technology: Pearson My Science Online1. GIZMOS- Inclined Plane - Sliding Objects,

Inclined Plane – Rolling Objects, Freefall Laboratory, Charge Launcher, Force and Fan Carts, Magnetism, Atwood Machine, Fan Cart Physics, Roller Coaster Physics, Uniform Circular Motion

2. Discovery Education-Virtual Lab: Speedy Lube!Strategies: models, small group activities, diagrams, data collectiono ELL: TX: ELLo Enrichment: (TX) Virtual Lab-FCAT Practice,

TX: L3o SPED: TX: L1Assessment: Formal assessments, power writing, data collection, bridge construction

Formative Assessments: Talking About Gravity (Vol. 1),, Rolling Marbles (Vol. 3), Floating High and Low (Vol. 2)

Labs:1. TX LabZone Inquiry Warm-up : Pushing and

Pulling2. TX LabZone Lab : Sticky Sneakers3. TX LabZone Quick lab : What is Force?4. SECME Egg Drop and BridgesRelated Program: Science Fair, SECME

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Why types of student misconceptions might this probe help reveal and address?

What are some effective ways to implement this and/or other probes?

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How is this format of a lab similar or different from other labs you have seen or used in your class?

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STUDENT HANDOUT

DIFFERENTIATED INSTRUCTION: OPEN INQUIRY

BUILDING A ROLLER COASTER

Objectives/Purpose: In this investigation students will:

Construct a model roller coaster. Analyze the energy transformations that occur in a roller-coaster car. Use the law of conservation of energy to explain observations.

Background information: Riding a roller coaster can make your heart skip a beat. You speed up and slow down as you travel from hill to hill. The changes in speed occur as gravitational potential energy and kinetic energy are converted into each other.

Demonstrate Achievement of the following Goals: Write a problem statement based on energy transformations as they relate to a

roller coaster. Complete the Engineering Design Process (see p. 17). Submit a completed Engineering Design Process report to your teachers detailing

your solution to the need or problem. How does the prototype demonstrate the concept that you investigated? Remember to use the “Claim, Evidence & Reasoning” rubric to defend your

claims when writing your conclusion.

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EXPERIMENTAL DESIGN DIAGRAM

This form should be completed before experimentation.Title:

Problem Statement:

Test Variable(Independent

Variable):

Outcome Variable(Dependent

Variable)Controlled Variables

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2.

3.

4.

5.

6.

Null Hypothesis:

. AlternativeHypothesis:

Control Group

Experiential group

# of trials

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How do forces have an affect on the motion of an object?

Claim:

Evidence:

Reasoning:

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Conclusion Writing - Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).

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CIS: Baseball: From pitches to hits

Baseball: From pitch to hitsThe ballpark brings home plenty of scienceBY STEPHEN ORNES 1:10PM, AUGUST 21, 2013From https://student.societyforscience.org/article/baseball-pitch-hits

On June 12, the Kansas City Royals played at home against the Detroit Tigers. When Royals centerfielder Lorenzo Cain stepped up to the plate at the bottom of the ninth, things looked grim. The Royals hadn’t scored a single run. The Tigers had two. If Cain struck out, the game would be over. No player wants to lose — especially at home.

Cain got off to a rocky start with two strikes. On the mound, Tigers pitcher Jose Valverde wound up. He let fly a special fastball: The pitch whizzed toward Cain at more than 90 miles (145 kilometers) per hour. Cain watched, swung and CRACK! The ball flew up, up, up and away. In the stands at Kauffman Stadium, 24,564 fans watched anxiously, their hopes rising with the ball as it climbed through the air.

The cheering fans weren’t the only ones watching. Radar or cameras track the path of virtually every baseball in major league stadiums. Computer programs can use those tools to generate data about the ball’s position and speed. Scientists also keep a close eye on the ball and study it with all those data. Some do it because they love baseball. Other researchers may be more fascinated by the science behind the game. They study how all of its fast-moving parts fit together. Physics is the science of studying energy and objects in motion. And with plenty of fast-swinging bats and flying balls, baseball is a constant display of physics in action.

Scientists feed game-related data into specialized computer programs — like the one called PITCH f/x, which analyzes pitches — to determine the speed, spin and path taken by the ball during each pitch. They can compare Valverde’s special pitch to those thrown by other pitchers — or even by Valverde himself, in previous games. The experts also can analyze Cain’s swing to see what he did to make the ball sail so high and far.

“When the ball leaves the bat with a certain speed and at a certain angle, what determines how far it will travel?” asks Alan Nathan. “We’re trying to make sense of the data,” explains this physicist at the University of Illinois at Urbana-Champaign.

When Cain swung his bat that night, he connected with Valverde’s pitch. He successfully transferred energy from his body to his bat and from the bat to the ball. Fans may have understood those connections. More importantly, they saw that Cain had given the Royals a chance to win the game.

Physicists study the science of a moving baseball using natural laws that have been known for hundreds of years. These laws aren’t regulations enforced by the science police. Instead, natural laws are descriptions of the way nature behaves, both invariably and predictably. In the 17th century, physics pioneer Isaac Newton first put into writing a famous law that describes an object in motion.

Newton’s First Law states that a moving object will keep moving in the same direction unless some outside force acts upon it. It also says that an object at rest won’t move without the prodding of some outside force. That means a baseball will stay put, unless a force — like a pitch — propels it. And once a baseball is moving, it will keep moving at the same speed until a force — such as friction, gravity or the swat of a bat — affects it.

Newton’s First Law gets complicated quickly when you’re talking about baseball. The force of gravity constantly pulls down on the ball. (Gravity also causes the arc traced by a ball on its way out of a ballpark.) And as soon as the pitcher releases the ball, it starts to slow due to a force called drag. This is friction caused

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CIS: Baseball: From pitches to hitsby air pushing against the baseball in motion. Drag shows up any time an object — whether a baseball or a ship — moves through a fluid, such as air or water.

“A ball that arrives at home plate at 85 miles per hour may have left the pitcher’s hand 10 miles per hour higher,” says Nathan. Drag slows a pitched ball. That drag depends on the shape of the ball itself. The 108 red stitches roughen a baseball’s surface. This roughness may change how much a ball will be slowed by drag.

In the Royals game against the Tigers, Detroit pitcher Valverde threw a splitter, the nickname for a split-finger fastball, against Cain. The pitcher throws this by placing the index and middle fingers on different sides of the ball. This special kind of fastball sends the ball zipping quickly toward the batter, but then causes the ball to appear to drop as it nears home plate. Valverde is known for using this pitch to close down a game. This time, the baseball didn’t drop enough to fool Cain.

“It didn’t split too good and the kid hit it out of the park,” observed Jim Leyland, the Tigers manager, during a press conference after the game. The ball soared over the players on its way out of the field. Cain had hit a home run. He scored, and so did another Royals player already on base. With the score tied, 2-2, the game headed into extra innings.

The smash

Success or failure, for a batter, comes down to something that happens in a split-second: The collision between a bat and the ball.

“A batter is trying to get the head of the bat in the right place at the right time, and with as high a bat speed as possible,” explains Nathan. “What happens to the ball is mainly determined by how fast the bat is moving at the time of collision.” At that moment, energy becomes the name of the game.

In physics, something has energy if it can do work. Both the moving ball and the swinging bat contribute energy to the collision. These two pieces are moving in different directions when they collide. As the bat smacks into it, the ball first has to come to a complete stop and then start moving again in the opposite direction, back toward the pitcher. Nathan has researched where all that energy goes. Some gets transferred from the bat to the ball, he says, to send it back where it came from. But even more energy goes into bringing the ball to a dead stop.

“The ball ends up kind of squishing,” he says. Some of the energy that squeezes the ball becomes heat. “If your body is sensitive enough to feel it, you could actually feel the ball heat up after you hit it.”

Physicists know that the energy before the collision is the same as the energy afterward. Energy cannot be created or destroyed. Some will go into the ball. Some will slow the bat. Some will be lost to the air, as heat.

Scientists study another quantity in these collisions. Called momentum, it describes a moving object in terms of its speed, mass (the amount of stuff in it) and direction. A moving ball has momentum. So does a swinging bat. And according to another natural law, the sum of the momentum of both has to be the same before and after the collision. So a slow pitch and a slow swing combine to produce a ball that doesn’t go far.

For a batter, there’s another way to understand the conservation of momentum: The faster the pitch and the faster the swing, the farther the ball will fly. A faster pitch is harder to hit than a slower one, but a batter who can do it may score a home run.

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CIS: Baseball: From pitches to hitsBaseball tech

Baseball science is all about performance. And it starts before the players step onto the diamond. Many scientists study the physics of baseball to build, test and improve equipment. Washington State University, in Pullman, has a Sports Science Laboratory. Its researchers use a cannon to fire baseballs at bats in a box outfitted with devices that then measure the speed and direction of each ball. The devices also measure the motion of the bats.

The cannon “projects perfect knuckleballs against the bat,” says mechanical engineer Jeff Kensrud. He manages the laboratory. “We’re looking for perfect collisions, with the ball going straight in and going straight back.” Those perfect collisions allow researchers to compare how different bats react to the pitched balls.

Kensrud says they’re also looking for ways to make baseball a safer sport. The pitcher, in particular, occupies a dangerous place on the field. A batted ball can rocket right back toward the pitcher’s mound, traveling just as fast or faster than the pitch. Kensrud says his research team looks for ways to help the pitcher, by analyzing how long it takes for a pitcher to react to an incoming ball. The team is also studying new chest or face protectors that might lessen the blow of an incoming ball.

Beyond physics

The 10th inning of the Tigers-Royals game went unlike the previous nine. The Tigers didn’t score again, but the Royals did. They won the game 3-2. As the happy Royals fans headed home, the stadium went dark. Though the game might have ended, information from it will continue to be analyzed by scientists — and not just physicists.

Some researchers study the hundreds of numbers, such as the tallies of hits, outs, runs or wins that every game generates. These data, called statistics, can show patterns that otherwise would be hard to see. Baseball is full of statistics, such as data on which players are hitting better than they used to, and which aren’t. In a December 2012 paper published in the research journal PLOS ONE, researchers found that players perform better when they’re on a team with a slugger who is on a hitting streak. Other researchers may compare statistics from different years to look for longer-term patterns, such as whether baseball players overall are getting better or worse at hitting.

As for Cain, the Royals centerfielder, by halfway through the season he had hit only one more home run since that June 12 game against the Tigers. Still, statistics show Cain had by then improved his overall batting average to .259, after a slump earlier in the season.

That is just one way the scientific study of baseball continues to improve the game, for both its players and its fans. Batter up!

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CIS: Baseball: From pitches to hits

Benchmarks: Carefully select text that aligns with State Standards/Benchmarks

Title of Text/Article: Baseball: From pitches to hitsNGSSS for Science Benchmarks:

Comprehensive Science 1 (200207001)SC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such) as electrical, magnetic, and gravitational (AA)

SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.

Content Integration Comprehensive Science 1 (200207001)The student will be able to: Identify and describe steps of the rock cycle and relate them to surface and sub-surface

events. Classify the movement of plates by identifying the events/feature that are caused by

them Describe the scientific theory of plate tectonics and how the movement of Earth’s

crustal plates and flow of heat and material cause various geologic events to occur

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation,

etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question

Generation). Preparations:

o Number paragraphs of selected text/article for ease of locating text evidence during discussions.

o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate upfront for students the lesson’s final question and learning outcome.

o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

o Any audio visuals, specimens, and/or samples to enhance lesson.

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CIS: Baseball: From pitches to hits

* * * CIS Step 1 * * * Hook Question: How do forces affect a baseball? (See image)

Individual responses

Predictive Written Response to Complex Text-Based QuestionHow are physics and sports related?

Academic or Discipline Specific Vocabulary Word Part or Context

Para-graph # Academic or Discipline Specific Vocabulary Word Part or

Context

Vocabulary Instruction

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CIS: Baseball: From pitches to hits

* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Hook Question: How do forces affect a baseball? (See image)Display image from the site with the article showing a baseball contacting a bat.

Predictive Written Response to Complex Text-Based QuestionHow are physics and sports related?

Vocabulary Instruction Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix)

and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.

opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking F – this section of text shows a fact based on evidenceO – this section of text shows an opinion based on someone’s thoughtsC – this section of text shows a force that causes a change in motionE – this section of text shows an effect of a force

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

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CIS: Baseball: From pitches to hits

Reading #2Directed Note-Taking

Guiding Question: Using evidence from the text and video clip, how do forces play a role in the game of baseball?Para-graph # Fact based

on evidence

Opinion based on thoughts

force that causes a change in motion

effect of a force

First Draft Written Response to Essential QuestionUsing evidence from the text, video clip, and class discussion, what forces are important for a baseball player to consider?

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CIS: Baseball: From pitches to hits

Reading #2Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

http://science.discovery.com/video-topics/sports/the-physics-of-baseball.htm use the video as an extension of the directed note taking.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

First Draft Written Response to Essential Question Using evidence from the text, video clip, and class discussion, what forces are

important for a baseball player to consider? Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners,

written conversations

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CIS: Baseball: From pitches to hits

* * * CIS Step 2 * * *Reading #3Question Generation

Para-graph #

Questions Check relevant categories below

Fact based on evidence

Opinion based on thoughts

force that causes a change in motion

effect of a force

* * * CIS Step 3 * * *Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which force is most important for a baseball player to consider?

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CIS: Baseball: From pitches to hits

* * * CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation

Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate

questions about information in the text collaboratively or independently. To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:

o extended efferent text discussion

o students to seek/locate answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to:

identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

The Final Written Response will be used as an assessment for student learning.The Final Written Response can be used as an assessment for student learning, aligning to FCAT Item Specifications.

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Claim – Evidence - ReasoningHow does the motion of an object change after being released from a ramp?

Claim:

Evidence:

Reasoning:

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How Fast and How Far?Motion refers to movement in a straight line, movement that changes direction, movement that stops and starts, and combinations of all of these.

Procedure1. Using your roller coaster from this morning, we will

measure and describe the motion of the marble after is leaves the track.

2. Place a strip of masking tape on the floor. Use ameter stick to measure 1 meter intervals and mark 1m, 2m, 3m, 4m, and 5m from the starting point.

3. Using a stopwatch, measure the time it takes the marble to travel each of the marked distances.

4. Graph your results.

Think It Over

Use the equation of Speed = Distance/Time to calculate the average speed of the marble for 5 after traveling 5 meters.

Describe the relationship between the slope (steepness) of your graph and the

equation in #1 above.

Data Table:

Trial 1m 2m 3m 4m 5m123Average

Materialsmasking tape

meter stickstopwatch

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