Sheltered Unit Plan

Title : Motion

BackgroundThis unit was designed for a freshman level physical science class. It is the introductory unit in the physics section of the course. The following unit will be one on gravity. This is a sheltered physical science class made up of primarily level 2 students with 4 level 1 students and a few native English speakers. The class has previously been introduced to lab procedure and scientific method.

Key Concepts: 1. Displacement is how far an object is from where it started2. Speed can be calculated as displacement / time and can be measured.3. Velocity is speed with direction.4. Acceleration is a change in velocity.5. When we design an experiment it is important to take several trials and average

the data.

Content Objectives:The learners will:

o Be able to explain the relationship between speed, displacement and time.

o Be able to calculate speed.o Be able to explain acceleration of an object.o Be able to calculate the acceleration of an object.o Be able to design an experiment, take data and average the data.

Language Objectives:The learners will:

o Speaking:o Use comparatives and superlatives to describe motion. o Practice sentence structure by using language structures to describe

motion.o Use the vocabulary of motion when describing motion.o Use the cardinal directions to describe motion.

o Listening:o Watch and listen to a video for information.o Watch and listen to teacher demonstrations.

o Reading:o Read word problems in English.o Read to compare and contrast in English.

o Writing:o Write conclusions to lab reports in English.o Write a summary paragraph in English.

Learning Strategies:1. Taking an average:

o Add the numbers togethero Divide by the number of numberso Check the answer:

o Is it bigger than the smallest number?

o Is it smaller than the biggest number?2. Writing a summary:

o Find the main ideao Find the details that explain the main ideao Using a graphic organizer write a paragraph:

o Topic sentence is main ideao Each body sentence is a detail o Concluding sentence restates the main idea.

Assessment:The students will do an authentic assessment in which they design a treasure map as a team using motion equations and then follow the map of another team to find their treasure.

Daily Lessons:

UNIT: MotionLesson: 1 Introduction to motion

Time Frame 1 class period

Key Concept: Motion is a mathematical description of how objects move.

Content Objective: Introduce the concepts of motion:Displacement, speed, velocity, acceleration.

Language Objective: Speaking and listening: The learners will be introduced to the vocabulary of motion.

Language Structure:I learned ________.

Type of Grouping: Whole class Small group

Key Vocabulary: Displacement Speed Velocity Acceleration

Activate Prior Knowledge:The students will discuss and draw pictures of their understanding of the vocabulary words.

Differentiation:Level 1 allow one word answers.Level 2 teach the language structure to describe what they learned from the video.

Materials: Unit poster (see attached picture) Lab books Video: Physical science: Motion (united streaming)

Description of Lesson 1. Introduce the idea of motion as a description of how an object moves. Introduce

the unit with the wall poster of title, challenge and objectives for the unit.2. Vocabulary:

Have students make a grid of 3 columns in their lab books, and 4 rows. They will put the vocabulary words into the squares in the first column. Then with their groups they will discuss and then draw pictures showing their concept of the word in the second column. The third column will be used in later days to show the student’s developing concept of the words.

Date:_____ Date:_____Speed

Displacement

Velocity

Acceleration

3. Video: physical science Motion (united Streaming) 20 min.

Students will listen for the vocabulary words, and write 5 things they learn from the video about motion and share with the class.

4. Teacher leads discussion about what has been learned about the vocabulary words modeling the usage of the language structure and then enters the vocabulary on the word wall.

Review/AssessmentTeacher will use the drawings of the vocabulary words as a pre assessment to see what the student’s concept of the vocabulary.Home-School Connection:Students will take a letter home explaining the unit and describing ways that parents can discuss motion with their children.

UNIT: MotionLesson: 2Measuring speed

Time Frame1 class period

Key Concept: Speed is displacement divided by time

Content Objective: Students will measure speed and average their data.

Language Objective: Speaking and listening: Students will learn and practice comparatives and superlatives.Writing: Students will write a conclusion to the lab.

Language Structure:____is slower than______.____is faster than_______.______is the slowest.______is the fastest.

Type of Grouping: Whole class Small group

Key Vocabulary: Displacement Speed Average Stopwatch Slower/faster Slowest/fastest

Activate Prior Knowledge:Have students look over their pictures from the day before, concentrating on the word displacement.

Differentiation:Level 1 and 2: practice explaining the slower, faster, and slowest, fastest in small group before whole class discussion.

Materials: Stopwatch Measuring tape Lab books calculators

Description of Lesson 1. Demo: Displacement

a. Have a student stand near the door. Ask the class where she is from the door. (her place)

b. Have the student move 3 steps; ask the class where she is now from the door.

c. Ask the class how far she moved (how far was she displaced)d. Where the student is from a specific point is the displacement. How far

the student moved, is the distance.e. Repeat the procedure but this time have the student move in a circle back

to the original point. The distance is how far she moved, the displacement is zero since she is back where she started.

2. Introduce the equation: Speed=distance/time. Enter it on the wall poster.3. Explain how to measure time (stopwatch) and distance (meter stick or tape

measure)4. Perform lab:

1. Mark a 10 “track” in the hallway2. Each group of students times each other using a stopwatch for the 10 meter

distance.

3. Each student records the times for their group members in a data table4. Each student calculates the speed of each of their members5. The group should calculate an average speed for their group.

Alternative: have each student do the coolest walk they can for the 10 meters,Have each member of the group do the 10 meters in a different way: skipping, walking backwards, crawling etc.5. As a class collect the average group speeds and determine which group was the fastest, slowest, faster and slower using the language structure. Teacher models the structure, and then students orally practice the structure.6. Teacher leads discussion of what has been learned about speed, writing words that the students use on the board for use when writing. 7. Students write a conclusion to the lab: what have you learned about speed?

Review/Assessment:The teacher should watch the students and determine who needs help with the calculations.Home-School Connection:Students will determine approximately how far they go from home to school. What is their distance? What is their displacement?

UNIT: Motion Lesson: 3Measuring Velocity

Time Frame1 class period

Key Concept: Velocity is speed with direction. (Displacement/ time)

Content Objective: The students will be introduced to the concept of velocity.

Language Objective: Speaking and listening: The students will describe motion using the cardinal directions and practice using comparatives and superlatives.Writing: students will write a conclusion to their lab.Language Structure:The speed of the marble is______.The direction of the marble is____.The velocity of the marble is___to the ____.

Type of Grouping: Whole class Small group

Key Vocabulary: Velocity Ramp Marble Directions

o Northo South o Easto West

Activate Prior Knowledge:Warm up: Speed calculation problem.

Differentiation:Level 1 and 2: use the language structure to talk about the lab.

Materials: Stopwatch 2 meter sticks (for track) 1 marble 1 ramp 2 large books (to prop up ramp) Block (to stop marble at end of track)

Description of Lesson 1. Demo Velocity:

a. Have 4 students stand in the middle of an open place with their backs to each other.

b. Have them walk 3 steps at the same speed (count 1-2-3)c. Ask the class; are they in the same place? What was different? they all

went the same speed but different directions.d. Velocity is speed and direction.

2. Teacher demos lab procedure, explains the learning Taking an average

o Add the numbers togethero Divide by the number of numberso Check the answer:

Is it bigger than the smallest number? Is it smaller than the biggest number?

3. students perform lab:a. Set up ramp on books with meter stick track starting at end of ramp. Put

block at end of meter sticks to stop marble.b. Determine direction of track.c. Roll marble down ramp, time the marble for the 1 meter after the rampd. Repeat for 5 total trialse. Calculate speed for each trialf. Take and check an average of the speed for all 5 trialsg. Velocity is the average speed and direction.

Suggested data chart:Name Time Speed

Average speed for group:_____________________

4. Analyze as a whole class:a. Was each trial exactly the same time? (practice using comparatives to

discuss each trial (trial 1 was the fastest, etc)b. Why would the trials be different?c. Why do you need to take more than one measurement?d. What does the average tell you?

5. Teacher leads discussion about what has been learned about velocity, writing words that the students use on the board.

6. Students write a conclusion to the lab: what have you learned about velocity?

Review/Assessment:Teacher monitors class as they measure and calculate.Lab conclusions should show understanding of concept of velocity, and should contain vocabulary words, and comparatives and superlatives.Home-School Connection:Students find examples of comparatives and superlatives and bring to class.

UNIT: MotionLesson: 4Calculating speed and velocity

Time Frame1 class period

Key Concept: Speed is displacement / time.Velocity is speed and direction.

Content Objective: Students will practice calculating speed and velocity.

Language Objective: Reading: The students will read word problems for information and review first day vocabulary.Language Structure:How farHow fastHow long

Type of Grouping: Whole class Pairs Small group

Key Vocabulary: Variable Units

o Meterso Secondso Meters per second

Activate Prior Knowledge:Students show their examples of comparatives and superlatives.Warm up is a velocity problem.

Differentiation:Level 1 and 2 pair up with higher proficiency students.

Materials:1. Worksheet: calculating speed/graphing distance and time2. Lab books (for reference)3. calculators

Description of Lesson 1. Teacher explains what a variable is (speed, time, distance, velocity…things that

change (vary) and can be measured) Teacher introduces key phrases and units to students. Teacher models measuring using the units. Students copy the chart into their lab books:

Word variable units How fast velocity or speed meters/secondHow far distance metersHow long time seconds

Show students how to use the key words and units to pull the variables out of a word problem. Practice with the first problem on the worksheet. Teacher works on overhead of worksheet while students work on their paper.

2. Students work in pairs to complete worksheet. 3. Pairs move together to their groups to check answers.4. As a whole class, go over worksheet using “numbered heads together”5. Students revisit vocabulary sheet they started on day one, and add new pictures

for displacement, speed and velocity.

Review/Assessment:Teacher monitors pairs to check for understanding.Home-School Connection:Students do a second worksheet of problems at home.

UNIT: MotionLesson: Toy car velocity

Time Frame2 class periods

Key Concept: When we design a lab, we need to make more than one trial and take an average.

Content Objective: Students will use their understanding of velocity and lab procedure to design a lab to measure the velocity of a toy car.

Language Objective: Writing: Students will write a lab procedure in English.Language Structure:Depends on lab design-Teacher should monitor lab groups and help them with language structures to describe their lab.

Type of Grouping: Whole class Small group

Key Vocabulary:Depends on student lab design.Activate Prior Knowledge:Lab background information comes from past labs in lab book.

Differentiation:Level 1 and 2 students grouped with higher proficiency students.

Materials:Available materials:

Meter sticks stopwatches Toy car

Description of Lesson 1. Students are presented with the problem: what is the speed of your toy

car?2. Teacher shows the materials to the students.3. In their lab groups, students gather their background information, make a

hypothesis, procedure and then design the data table.4. Students show their labs to the teacher who approves or gives suggestions

for improvement.5. Students perform the lab, take data, do their calculations and write a

conclusion.

Review/Assessment:Teacher reviews each lab procedure for understanding of lab procedure and velocity calculations.

Home-School Connection:Students will design their own home-school connection and explain it in class the next day.

UNIT: MotionLesson: 6 Acceleration

Time Frame1 class period

Key Concept: Acceleration is a change in velocity

Content Objective: The students will be introduced to the concept of acceleration.

Language ObjectiveSpeaking and listening: The students will use the vocabulary words in context as they perform the experiment. Students will practice comparatives and superlatives when describing the height of each trial.Writing: students will write a conclusion to their lab.Language Structure:Trial _____ is higher than trial _______.Trial ___ is lower than trial _______.Trial ____is the highest.Trial _____is the lowest.

Type of Grouping:Whole classSmall group

Key Vocabulary: Acceleration Height

o Higher, highesto Lower, lowest

Initial Final

Activate Prior Knowledge:Discuss: what does acceleration mean? Where have students heard the word before?

Differentiation:Level 1 and 2: group with higher proficiency students. Check for understanding of vocabulary. Model vocabulary: height, initial and final individually if they didn’t understand in whole class demo.

Materials:RampStopwatch2 Meter sticks MarbleBlock to stop marble4 books

Description of Lesson 1. Teacher reminds students of the velocity ramp lab. The ramp is set up and the

teacher models the experiment as she asks questions. She asks if the velocity changed as the marble went down the ramp. (Yes, it was zero at the top if the ramp but had velocity at the bottom.) This change of velocity is called acceleration. Explain that the beginning velocity is called the initial velocity. The ending velocity is the final velocity. Enter the words initial and final on the word wall. She then poses the question: How does the height of a ramp affect the acceleration of a marble? She models a change in height with an increase in

books from two to three to four.2. Teacher gives the students the equation, and writes it on the wall poster:

Acceleration= velocityf-velocityi/time3. Teacher models the lab procedure, and students perform the lab:

a. Set up ramp, meter stick track, block and one bookb. Roll marble and measure time of marble on one meter track (3times)c. Add one book and repeatd. Repeat for 3 and 4 books.e. Calculate average time and velocity at each heightf. Graph data (velocity vs. books.)

Suggested data table:# books Time 1 Time 2 Time 3 Ave time Velocityf

4. Teacher leads discussion. How does the graph change with height (number of books)? The marble got faster. How did the acceleration change? Teacher helps students to calculate the acceleration for each level, demonstrating that the initial velocity for each trial was zero.

5. Teacher leads discussion on what has been learned about acceleration, writing words on the board as they are used by students.

6. Students write a conclusion.

Review/Assessment:Teacher monitors student work during lab, during discussion and written conclusions.

Home-School Connection:Students find examples of the word acceleration and bring to class.

UNIT: MotionLesson: 7Reading: Textbook

Time Frame1 class period

Key Concept: Reading for information: comparing and contrasting.

Content Objective: Students will read and find out the difference between velocity and acceleration.

Language Objective: Reading: Students will read in English for comparing and contrasting.Writing: students will write a summary paragraph.Language Structure:______is_____, but ______is_______.

Type of Grouping:pairs

Key Vocabulary:(From reading passage)

Activate Prior Knowledge:Go over word wall discussing the meaning of the motion words.

Differentiation:Level 1 Give copy of text that can be written on, and have level 1 students highlight motion words in text.Level 2: pair with higher proficiency students.

Materials:TextbookVenn diagram

Description of Lesson 1. Pre reading:

a. Teacher leads discussion about what is known about velocity and acceleration from previous lessons.

b. Teacher leads a text walk through the reading section looking at pictures and discussion each.

c. Students are asked to predict what they think the difference between velocity and acceleration is.

d. Teacher then gives students the Venn diagram and shows students how to fill it out.

2. During reading:a. Students read in pairs and fill out the Venn diagram discussion what to

put in each area of the diagram.3. After reading:

a. Teacher reviews the passage and gathers the student’s entries into the diagram. They discuss why they put the information where they did, and what is the important information to put in the diagram. They discuss what is the main idea of the passage and which of the details from the diagram are important. Teacher uses a summary graphic organizer to model how to use it to put the main idea and details.

b. Students write a summary of the passage from their graphic organizer with main idea and most important details.

Review/Assessment:Teacher monitors during reading, and assesses both the diagram and the summary.

Home-School Connection:Have students use a graphic organizer to summarize a T.V. show with the main idea and only the important details.

UNIT: MotionLesson: 8Calculating acceleration/graphing speed and distance

Time Frame1 class period

Key Concept: Calculating acceleration.

Content Objective: The students will practice reading word problems and calculating acceleration.

Language Objective: Reading: The students will practice reading word problems using key words for understanding acceleration word problems.Language Structure:The initial velocity is____.The final velocity is ____.The time is_____.The acceleration is_____.

Type of Grouping: Whole class Pairs Small group

Key Vocabulary: Acceleration Rate of change Meters per second squared

Activate Prior Knowledge:Students read their summaries of TV show.Warm up activity: an acceleration problem.

Differentiation:Level 1 and 2 students pair with higher proficiency students.

Materials: Lab books Worksheet calculators

Description of Lesson 1. Teacher begins discussion of what is acceleration. Students draw a picture in in

the last box of their vocabulary sheet showing their concept of acceleration.2. teacher shows students how to read a problem for key words. The new key words

are “rate of change” of velocity (acceleration) and the units: meters/seconds2

3. Teacher models how to do the first acceleration problem.4. Students work in pairs to complete the worksheet.5. Pairs join together into lab groups and check their answers.6. Teacher reviews worksheet using numbered heads together.

Review/Assessment:Teacher monitors students’ pairs as they work.

Home-School Connection:Students do a second worksheet of problems at home.

UNIT: MotionLesson: 9Challenge Assessment

Time Frame2 class periods

Key Concepts assessed: Understand concepts of displacement, velocity and acceleration.Calculate velocity and acceleration.

Content Objective: The students will use motion equations to make a treasure map.

Language Objective assessed:Reading and Writing: Students will use vocabulary and key words to write a series of motion problems and to read and solve a series of motion problems.

Language Structure:Go _____for ______.Turn ______ .

Type of Grouping: Small group Individual

Key Vocabulary:

Treasure Map

Activate Prior Knowledge:Most students are familiar with the concept of a pirate’s treasure map. Popular examples are Spongebob squarepants, and Pirates of the Caribbean.

Differentiation:Level 1 and 2 students pair with higher proficiency students.

Materials:CalculatorsGraph paper

Description of Lesson 1. Teacher introduces the idea of a treasure map. The episode of Spongebob where

he follows a treasure map can be shown.2. Teacher models making a map and writing a problem for each leg of the journey.3. Teacher introduces the rubric so that students know what has to be included in

their map.4. In pairs, students design and make their maps. The Map and the directions must

be on separate papers.5. Teacher checks the map and directions. If not correct, students rewrite the

problems. If correct, the pair should copy the directions on a second paper and turn in the map and 2 direction pages to the teacher.

6. When each pair is finished, the students should individually take a set of directions from another pair and draw the map from the directions. (It helps to have extra maps and directions so that there is no waiting.)

7. When student finishes the new map, the teacher checks it against the original. If correct the student is finished. If not, re-do.

Review/Assessment:Teacher assesses the pairs as they work, and the individually finished map.

Home-School Connection:Students bring their maps home and show their families what they did.