In class we looked at a sample lesson involving the science of "Bouncing Balls". The original lesson plan by Jeff Goodman can be found here.
Our goal as a class is to update the last page currently containing the old NC Science Standards. We have divided the different sets of standards (NCESS, NGSS, NC Tech, Common Core in Technical Subjects and p21). Please tell us in the comments what standards you reviewed and whether there was any alignment with them. If there was no alignment between your standards and the lesson, suggest how they could be incorporated.
Common Core Writing Standards 9-10 Grades
ReplyDeleteStandard 1: Write arguments focused on discipline specific content (when we made predictions)
Elisabeth G. & Sarah H.
ReplyDeleteNGSS
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system
MS-PS4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in average kinetic energy of the particles as measured by the temperature of the sample.
Students would be able to apply these standards during the experiment by recording their measurements while trying different heights and surfaces.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-8:
ReplyDelete1. Write arguments focused on discipline-specific content.
Sarah Swendsrud
ReplyDeleteCommon Core Writing Standards for Literacy in Science and Technical Subjects
Grades 9-10
Standard 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Standard 5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Standard 6: Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Standard 7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
These standards can be applied to the experiment as well as to any homework assigned to the bouncing balls experiment.
Writing Standards for Literacy in Science 6-12
ReplyDeleteStandard 1: Write arguments based on discipline-specific content.
Standard 2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Standard 3: See note in handout (N/A)
Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
Standard 6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Standard 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.
Standard 8: Gather relevant information from multiple and 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 a flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
Standard 9: Draw evidence from informational texts to support analysis, reflection, and research
Standard 10: Write routinely over extended time frames and shorter time frames for a range of specific discipline-specific tasks, purposes, and audiences.
- This could be easily incorporated into the lesson plan at this level, as you could explain to the students that they would use this exercise to complete a writeup of their experiment in a scientific format complete with abstract/intro/hypothesis/methods and materials/conclusion/discussion/references sections. They could then use this experiment to support and defend their own hypothesis about the physics behind the bounce height and return height. Students would work collaboratively and in groups on each section of the scientific report, adapting and altering the report over time online collaboratively. This would fulfill pretty much every standard for writing literacy in the sciences.
See above at Elisabeth's comment.
ReplyDelete7th Grade NC Science Standards:
ReplyDelete7.P.1.1- Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object.
7.P.1.2- Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).
7.P.1.3- Illustrate the motion of an object using a graph to show a change in position over a period of time.
7.P.2.1- Explain how kinetic and potential energy contribute to the mechanical energy of an object.
7.P.2.2- xplain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).
21st Century Skills
ReplyDeleteCommunication and Collaboration: Collaborate with Others - Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. (Working in groups)
Communicate Clearly - Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. (Incorporating teachers' feedback)
Critical Thinking and Problem Solving: Solve Problems - Solve different kinds of non-familiar problems in both conventional and innovative ways. (Creating experiment)
Creativity and Innovation: Work Creatively with Others - Develop, implement and communicate new ideas to others effectively. (Creating experiment with others)
Flexibility and Adaptability: Be Flexible - Incorporate feedback effectively. (Incorporating teacher's feedback into experiment)
ICT Literacy: Apply Technology Effectively - Use technology as a tool to research, organize, evaluate and communicate information. (Creating graph)
North Carolina Essential Standards- Physics (High School)
ReplyDeletePhy.1.2.3
Explain forces using Newton's laws of motion as well as the universal law of gravitation.
(The ball experiences gravitational acceleration as it is dropped)
Phy.1.3.1
Analyze the motion of objects involved in completely elastic and completely inelastic collision by using the principles of conservation of momentum and conservation of energy.
(The ball does bounces to a shorter height from which it was dropped because some of the energy is lost to sound. It appears that energy is not conserved if we do not know where the transfer takes place.)
Phy.2.1.1
Interpret data on work and energy presented graphically and numerically.
(Height data is collected in a table and then converted into a graph of height/energy changes.)
Phy.2.1.2
Compare the concepts of potential and kinetic energy and conservation of total mechanical energy in the description of the motion of objects.
(The potential and kinetic energy of the ball is determined at different points of the bounce.)
-Melanie McCaskey
I looked over the NC standards for 6th grade, and I couldn't find any that fit this activity.
ReplyDeleteNGSS High School Physical Sciences
ReplyDeleteHS-PS2-1: Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
6th Grade N/A
ReplyDeleteI was assigned the NC Information and Technology Essential Standards, Grades 6-8. I have found the following Standards that align with the ball bouncing activity:
ReplyDelete6.TT.1: Use technology and other resources for the purpose of assessing, organizing, and sharing information.
7.TT.1: Use technology and other resources for assigned tasks.
8.TT.1: Use technology and other resources for assigned tasks.
-Scott
I was given the NC Essential Standards it fits really well with
ReplyDelete6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.
It fits not so well with:
6.P.2 Understand the structure, classifications and physical properties of matter.
I think it still works because you can discuss how dropping something solid is different then drop a liquid.
Scotty Greer