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Acceleration Unit Carolyn Bajaksouzian Module 5 - Unit Plan With Dlos Edtl 6180

This document outlines a unit plan on acceleration for a 9th grade physical science class. The unit includes 5 lessons: 1) notes and practice calculating acceleration, 2) more practice problems, 3) a two-day acceleration lab experiment, 4) using an online simulation to analyze motion graphs, and 5) a review game and leveled review activities to prepare for the unit assessment. The lessons incorporate various technologies and resources and include formative and summative assessments to check students' understanding of concepts like factors that affect acceleration and representing motion with graphs.

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85 views

Acceleration Unit Carolyn Bajaksouzian Module 5 - Unit Plan With Dlos Edtl 6180

This document outlines a unit plan on acceleration for a 9th grade physical science class. The unit includes 5 lessons: 1) notes and practice calculating acceleration, 2) more practice problems, 3) a two-day acceleration lab experiment, 4) using an online simulation to analyze motion graphs, and 5) a review game and leveled review activities to prepare for the unit assessment. The lessons incorporate various technologies and resources and include formative and summative assessments to check students' understanding of concepts like factors that affect acceleration and representing motion with graphs.

Uploaded by

api-340715459
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Acceleration Unit

Carolyn Bajaksouzian

Module 5 – Unit Plan with DLOs

EDTL 6180
Acceleration Unit

Grade/Age level identified: 9th grade physical science.

All activities were created with the Ohio New Science Standards in mind. Those standards can
be found here: https://education.ohio.gov/getattachment/Topics/Ohios-Learning-
Standards/Science/ScienceStandards.pdf.aspx

To best experience the content of this unit, please join Google Classroom using the class
code: hvlc8l
DLOs appear in Classroom in reverse chronological order, as if they were a feed from a
real Classroom and not just my sandbox

Lesson 1 – Acceleration Notes and Checkpoints

Timeline: One Day (Flipped Classroom)

Learning Objectives: Students will be able to calculate acceleration using the acceleration
equation

Resources Used: These are my personal resources

https://goo.gl/forms/uGiiE3ltFkfBUzXJ3 - google form

https://docs.google.com/presentation/d/1UaAy_RwwUyfZGzLhfZAqyK3WD39T0RB6tZk9xqx
_r9A/edit?usp=sharing - google slides

Technology Integration:
 Chrome books
 Google Classroom
 Google Slides
 Google Forms

Step By Step Procedure


1. In Google Classroom, I posted Google Slides for students to view and take notes on.
a. Notes can be done in a variety of ways, such as paper and pencil, Google Docs, or
fill in the blank for the special ed population.
2. After viewing, students will demonstrate the skill of calculation by completing the quiz in
Google Forms.

The two of these combined will serve as a flipped classroom lesson, leading into DLO 2.

Plan for Assessment: the assessment is built into this lesson in the form of the Google Forms
Quiz. The students responses will be scored and I will have a spreadsheet of the class’ responses.

Lesson 2 – Acceleration practice

Timeline: One Day

Learning Objectives: Students will be able to calculate acceleration using the acceleration
equation

Resources Used: These are my personal resources


https://docs.google.com/document/d/1iSVF4JkYmBkMfkBU6RL-
byiEt58vu5QukbQtx9fQ3kY/edit?usp=sharing Acceleration worksheet 1
https://docs.google.com/a/scsmustangs.org/document/d/1rckc8uIjxP-
KFb1BfoHPIKRQ6gl_BDxvqTxZOpiRwxI/edit?usp=sharing Acceleration worksheet 2

Technology Integration:
 Chrome books
 Google Classroom
 Google Docs
 Camera

Step By Step Procedure


1. Based on activity 1, students will complete an acceleration worksheet in google
classroom based on their score on the forms quiz from lesson one. The google form from
lesson one would give them instant feedback on how many questions they answered
correctly so they know which sheet to do.
a. Acceleration worksheet 1 would be for those that have not yet achieved mastery
of the basic equation (score of 70% or less)
b. Acceleration worksheet 2 would be for students that are ready to solve word
problems relating to acceleration (score of greater than 70%)
c. In class that day, students would work with homogenous partners to solve
acceleration problems.
d. The problems are distributed in classroom
i. While it is possible to show work by typing out steps, I would like
students to show work on a piece of paper. Students can take pictures of
their work on their chromebooks and insert those pictures in the document
for me to view.
e. Students are to turn in their own work via Classroom

Plan for Assessment: Since the students are turning in their work, I will use the following
criteria to assess their work
 ½ point for correctly identifying the given variables
 ½ point for correctly identifying the unknown variable
 ½ point for converting units OR identifying that no conversion is needed
 ½ point for writing the equation
 1 point for correctly plugging in the givens
 1 point for a correct answer, including units, circled
I will select two of each type of problem (solving for acceleration and solving for time) to score.

Lesson 3 – Acceleration Lab

Timeline: Three Days

Learning Objectives:
 Students will determine what factors affect acceleration.
 Students will graph acceleration on a velocity time graph and compare the various factors
effects on the acceleration.

Resources Used: These are my personal resources


 Acceleration labs (1 and 2)

Technology Integration:
 Chrome books
 Google Classroom
 Google Docs
 SparkVue app
 SmartCarts
 BlueTooth adaptor
Step By Step Procedure
1. Two acceleration labs (1 and 2) are posted in Classroom. Students will open the first lab
and complete with their assigned group members (day 1)
2. Students will complete second lab posted in classroom (day 2)
3. Students will work with their group to complete post lab questions and turn both labs into
the respective assignment in Classroom (day 3)

Since these are lab activities and have very extensive procedures, please see each lab for step by
step instructions.

Plan for Assessment: Lab is scored using this rubric

Activity 4 – The Moving Man (PhET online simulation)

Timeline: One Day

Learning Objectives:
 Students will be able to describe how a person moved by looking at motion graphs
 Students sketch the motion graphs when the person’s motion is described

Resources Used: PhET simulation and accompanying worksheet

Technology Integration:
 Chrome books
 Google Classroom
 PhET simulation

Step by Step Procedure


1. Students will launch this simulation
2. Students will complete the student sheet where they will draw graphs and apply
conceptual knowledge gained by using the simulation, which follows a man training for a
race and has a coach helping him by using graphing.
3. Put lab away
4. Complete exit slip

Students will complete an exit slip containing two similar questions to the lab graph questions.
These will be simply correct or incorrect, but they will let me know who has it and who needs
more help.

Activity 5 – Kahoot assessment and review

Timeline: Two Days


Learning Objectives:
 Students will define acceleration
 Students will be able to calculate acceleration using the acceleration equation
 Students will determine what factors affect acceleration.
 Students will graph acceleration on a velocity time graph and compare the various factors
effects on the acceleration.
 Students will be able to describe how a person moved by looking at motion graphs
 Students sketch the motion graphs when the person’s motion is described

Resources Used:
 Kahoot game borrowed from https://play.kahoot.it/#/k/f75afd81-39a2-45e1-953a-
2d25051f897e (copy and paste link if it will not open by clicking it)
 Leveled review activity (high medium low)

Technology Integration:
 Chrome books
 Google Classroom
 Kahoot
 Google Docs

Step by Step Procedure:


1. Students would play the Kahoot game to determine their level (high medium low) for
review guide for the quiz. The game would be played as a class, and based on the number
correct, the students would complete a certain level for review.
a. The highest review has some stretch problems to really enhance the graphing
skills of the students.
b. The middle is aligned to the standards without much support
c. The low offered some scaffolding to help the students reach the standard.
2. Students would open the review appropriate for them in Classroom, and would complete
it in Google Docs. This would occur after the Kahoot and the entire next class period due
to the length of the review
3. Students would turn in the review via Classroom

Plan for Assessment: The Kahoot is a formative assessment. The game scores itself. The
assessment on the review would be the unit quiz.

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