A | B | C | D | E | F | |
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1 | Day | Monday | Tuesday | Wednesday | Thursday | Friday |

2 | Standard | HS-PS3-1 | HS-PS3-2 | HS-PS3-3; ELDS 1.A.1 | HS-PS3-3; ELDS 1.A.1 | HS-PS3-1; HS-PS3-2; ELDS 1.A.1 |

3 | Objective | After watching the teacher demonstrate how to calculate work, kinetic energy, and potential energy, students will correctly solve problems where two variables are given and students have to solve for the third variable. Â (Cognitive) | After watching the teacher draw a concept map of the connections between the equations for energy, dynamics, and kinematics, students will correctly solve multi-step problems involving energy, momentum, forces, and kinematics. (Cognitive) | After learning how to calculate work, kinetic energy, and potential energy, students will work in groups to design and build a miniature rollercoaster using the concepts of work, potential, and kinetic energy. (Cognitive, Affective) | After learning how to calculate work, kinetic energy, and potential energy, students will work in groups to design and build a miniature rollercoaster using the concepts of work, potential, and kinetic energy. (Cognitive, Affective) | Objectives from Monday through Thursday will be addressed. |

4 | Student Activity | Students listen to teacher talk about work, kinetic energy, and potential energy. Students work on solving problems under the guidance of the teacher. | Students solve problems involving energy, forces, and kinematics. Students perform experiment by dropping a tennis ball from 2 meters high, measuring the time it takes for the ball to fall. Students use kinematic equations to determine ball's final velocity. Students then use energy method to determine ball's final velocity and compare with results from kinematic calculations. | Students are placed in groups. Students design their roller coaster on paper. Students then simulate their roller caoster design online, making adjustments as necessary. | Students build their roller coasters, keeping track of expenditures while working under a budget. Students record financial information for inclusion in final lab report. Students perform experiment with one trial to see if their design was successful. | Students finish lab write-up. Student take a quiz. Students listen to teacher go over answers to the quiz. |

5 | Assessment | Name of Assessment: Â HS-PS3-1 (Objectives 1 & 2) Formality: informal Purpose: formative Implementation Method: Students are assessed on their performance in solving physics problems involving work and energy. Communication of Expectations: Problem-solving process will be modelled by teacher in front of the class and expectations will be communicated verbally. Feedback Strategies: Â Verbal feedback offered through suggestions and guidance on how to solve problems. | Name of Assessment: Â HS-PS3-2 (Objective 3) Formality: informal Purpose: formative Implementation Method: Students are assessed on their performance in solving physics problems involving work, energy, forces, and kinematics. Communication of Expectations: Problem-solving process will be modelled by teacher in front of the class and expectations will be communicated verbally. Feedback Strategies: Â Verbal feedback offered through suggestions and guidance on how to solve problems. | Name of Assessment: Â ELDS 1.A.1 (Objective 3) Formality: informal Purpose: formative Implementation Method: Students are assessed on their communication and participation in group activity. Communication of Expectations: Expectations will be communicated through written lab instructions, verbal instructions, and a rubric. Feedback Strategies: Â Verbal feedback offered through suggestions on topics to discuss as a group. | Name of Assessment: Â HS-PS3-1 (Objective 4; ELDS 1.A.1) Formality: formal Purpose: summative Implementation Method: Students are assessed on their design of a roller coaster and explanation of how energy is manifested at various points in the ride. Â A rubric will be used to score student work based on the following criteria: performance; explanation of physical concepts; team budget; and design. Communication of Expectations: Expectations will be communicated through written lab instructions, verbal instructions, and a rubric. Feedback Strategies: Â Verbal feedback will be offered throughout the design and construction phases by peers and the teacher. Â Students will receive written feedback on the rubric that will be returned to them at the end of the lesson. | Formal: Quiz |

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