Digital

Unit Plan Goals, Objectives and Assessments

Unit Title: Motion & Waves

Name: Crystal Hinman

Content Area: Geophysical Science

Grade Level: 9 & 10

Next Generation Science Standards

Motion Unit:

HS-PS2-1. Analyze data to support the claim that newtons second law of motion describes the mathematical relationship among the net force on a macroscopic object, its
mass, and its acceleration.

HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
Waves Unit:

HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and
that for some situations one model is more useful than the other.

HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by
matter.

Common Core Literacy and Mathematic Standards
Motion Unit:

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address
a question or solve a problem.

MP.2 Reason abstractly and quantitatively.

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
Waves Unit:

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for solving a scientific or technical problem.

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address
a question or solve a problem.

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

MP.2 Reason abstractly and quantitatively

HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

Disciplinary Core Ideas and Essential Questions

Motion Unit:
PS2.A: Forces and Motion

Newtons second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1)

If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of
objects outside the system. (HS-PS2-2),(HS-PS2-3)
ETS1.A: Defining and Delimiting Engineering Problems

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to
the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2- 3)
ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-
offs) may be needed. (secondary to HS-PS2-3)

Essential Questions
nd

What is the relationship between the variables Force, Mass, and Acceleration in Newtons 2 Law of Motion?

How can Newtons Laws be applied to design a device that minimizes force on an object during a collision?

Waves Unit:
PS4.A: Wave Properties

Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge
unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in
different directions without getting mixed up.)
PS4.B: Electromagnetic Radiation

Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave
model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.

When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength
electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.
Essential Questions

In what instances would you use the wave-model and/or the particle model to describe light?

How can electromagnetic radiation absorption in matter effect human health?

Performance Expectations

Motion Unit: Students will understand the relationship between Newtons 3 Laws of Motion, be able compute Newtons 2nd Law equation, and be able to identify real world examples
of Newtons Laws.
Wave Unit: Students will understand the different components and types of waves that interact in the world around us. They will be able to describe what occurs when two types of
waves interact, the differences in the types of waves on the electromagnetic spectrum and why we can not see waves outside the visible light spectrum.

Unit Summative Assessments

Motion Unit:

Humpty Dumpty Analysis Paper: Independent, paper based, some outside research required

Unit Exam: Paper based, individual, multiple choice, fill-in, short open-ended question
Wave Unit

Test Review PowerPoint Presentation: Group, electronic, each group designated a particular type of wave, group presents a review to class.

Unit Exam: Paper based, individual, multiple choice, fill-in, illustration short answer

Lesson 1 [Newtons 2nd Law of Motion]
Performance Expectation:
Acceptable Evidence Formative and/or Summative Assessment:


The evidence that students demonstrate mastery of the content or perform the expected skills will include
Students will be able to accurately compute 90% of the given
successful computations of Newtons 2nd Law of Motion (F=MA) and making successful predictions of the effect
equations for Newtons second law of motion mathematically
that a change in one of the variables will have on the others.
as well as descriptively, through verbal and/or illustrative

explanations.
Formative assessments through open ended/prompting question, individual/group/whole class discussions, home

work and lab assignment
Students will learn Newtons second law of motion and how it

can be applied to day-to-day forces around them.

Explain specific real life examples using the variables net force,
mass, and acceleration in respect to Newtons second law of
motion.

Lesson 2 [End of Motion Unit Summative Project on Newtons Laws/ Protecting Humpty Dumpty]
Performance Expectation:

Students will be able to construct models following the given
materials and criteria.

Students will be able to conduct a project that identifies a
problem, finds a solution, solves the problem, and reports
results

Students will be able to specify and explain relationships
between their models and Newtons Laws
Lesson 3 [Light is it a wave or particle?]

Acceptable Evidence Formative and/or Summative Assessment:

Performance Expectation:

Acceptable Evidence Formative and/or Summative Assessment:

The evidence that students demonstrate mastery of the content or perform the expected skills will include

Students will be able to compare and collaborate evidence

The evidence that students demonstrate mastery of the content or perform the expected skills will include
appropriate connections made between the model and Newtons Laws.

Formative assessments through open ended/prompting question, individual/group/whole class discussions, group
trial 1 reflection.

Summative assessment through reflection and analysis of Humpty Dumpty Activity

found within the text with a partner and come up with a

concise conclusion to wave-particle duality.

Students will analyze and evaluate expository text and come up
with the conclusion that light can be described using a wave-
model and a particle-model.

Lesson 4 - [Absorption of Electromagnetic Radiation]

the ability to explain why light can be describe using both the wave-model and particle-model.

Formative Assessment through whole-class discussion of warm-up question responses, open ended/evaluative
questioning, Individual responses to whole-class, peer, or individual directed questions, and Individual submission
of article analysis worksheet.

Performance Expectation:

Students will be able to summarize and record evidence from
the oral presentations of their classmates to derive at a
conclusion for each claim.

Students will be able to analyze and cite multiple sources of
evidence, and develop an effective and logical argument for a
particular side of their claim.

Acceptable Evidence Formative and/or Summative Assessment:

The evidence that students demonstrate mastery of the content or perform the expected skills will include
the ability to support or dispute a claim of the effects of ER absorption in matter with scientific evidence
effectively to an audience of peers, resulting in peers reaching an educated conclusion of the particular claim.

Formative Assessment through student responses to questions specifically asked to each group, and from group
presentations