4/7/17. FOSS Next Generation for Middle School NSTA FOSS Middle School

Transcription

1 4/7/17 FOSS Next Generation for Middle School NSTA 2017 Jessica Penchos FOSS Middle School Coordinator, Curriculum Developer Jenny Hartigan Teacher Leader, Alameda Unified School District FOSS is a K-8, modular, research-based, NGSS-aligned curriculum developed at the Lawrence Hall of Science (UC Berkeley) with support from the National Science Foundation. FOSS Middle School FOSS is a K-8, modular, research-based curriculum developed at the Lawrence Hall of Science (UC Berkeley) with support from the National Science Foundation. Each course provides instructional sequences and pedagogical strategies to support high-quality instruction. 1

2 Features of FOSS Middle School ü Notebooking embedded in curriculum ü Embedded assessment including threedimensional performance assessments ü Benchmark assessments online ü Student Resource Book with embedded strategies to support Common Core ELA ü FOSSweb: ü Online activities, simulations, videos ü Digital Teacher Guide and esrb ü Modifiable teacher slides ü Teacher prep videos Instructional Support In Teacher Resources Online at 2

3 Storyline of Course Investigation 1: What is Force? Investigation 2: The Force of Magnetism Investigation 3: Electromagnetism Investigation 4: Energy Transfer NGSS Performance Expectations MS-PS3-5 Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. MS-ESS3-3 (foundational) Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ESS3-4 (foundational) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth s systems. Investigation 1: What is Force? Turn to p. 2 in Pushes and Pulls C Part 3: Forces on cars You will need two spring scales and one car. 6. What happens when spring scale A pushes with a 2 N force on one side of the car and spring scale B pushes with a 3 N force on the other side of the car? Spring scale A Spring scale B 2 N 3 N You can t do it. The car rolls to the left, and spring scale A also goes to 3 N if you push on it with 3 N from spring scale B. 7. What happens when A pulls with a 5 N force on one side of the car and B pulls with a 5 N force on the opposite side of a car? A B 5 N 5 N Nothing moves. The force pulling the car in each direction is equal. 8. Apply a 2 N pull with A and a 2 N push with B on the car. A B 2 N 2 N a. Explain what happens to the car when forces are applied. The car rolls to the left. It is being pushed and pulled to the left. b. How could you use one pusher to achieve the same result? You could pull with 4 N or push with 4 N. 9. What causes an object to start moving? A force exerted on an object makes it start to move. 3

4 2.1 Focus question What happens when magnets interact? Investigation 2: The Force of Magnetism They could stick together or they could push apart. Opposite poles attract and like poles repel. I used a compass to figure out which way the poles are on the magnet. Turn to p. 3 in Focus question Is there any evidence of magnetism in an electrical circuit? Investigation 3: Electromagnetism When I make a circuit and hold a compass above the wire, when the circuit is complete and electricity is flowing, the compass moves slightly. This is evidence of electromagnetic force. Electricity and magnetism are related. Turn to p. 6 in Activity Investigation 3: Electromagnetism Turn to p. 7 in 7 4

5 Electromagnetic Force Teaching Slides, 4.1 Slide 13 Review electromagnetism properties 1. What are some things you have learned about the relationship between electricity and magnetism? 2. What happens when you bring a compass near a wire with electric current running through it? Step 1 Slide 14 Focus question How does an electric motor work? Turn to p. 8 in Step 3 Slide 15 5

6 Observe a motor Look at the outside of the motor. 1. What parts can you identify? 2. How can we get information about the inside of the motor, without taking it apart? Step 4 Slide 16 Complete a motor circuit Complete a circuit with the motor. Step 6 Slide 17 View dissected motor Teacher master I, Dissected Motor in Three Parts Step 7 Slide 18 6

7 EL Notes for Language Support Discuss internal components What parts can you identify, and what do you think they might do? What do you notice about the commutator when you look closely? Teacher master J, Motor Shaft and Commutator Steps 8-9 Slide 20 Discuss the plastic cap What is the shape of those wires at the contact point? How might the shape of the wires relate to their function? Teacher master K, Motor Cap and Brushes Step 10 Slide 21 7

8 Test the dissected electromagnet Reassemble the motor parts and test it in a circuit. Record your cause-and-effect observations in your notebook. Step 11 Slide 22 Review implications 1. What happens to each electromagnet when a current runs through that section? 2. How will the electromagnet interact with the permanent magnet inside the metal casing? 3. Why would the motor be designed so only two of the three electromagnet sections are turned on at any one time? Step 12 Slide 23 Consider energy transfer Students develop a model incorporating energy transfer. Draw a model of how the motor works. Think about how energy is being transferred in this system. Return to your model and add arrows and labels to show evidence and transfer of energy through the circuit. Step 13 Slide 24 8

9 Consider energy transfer 1. What evidence do we have of energy in this system? 2. Where did the energy come from that transferred to the shaft to make it move? 3. Where did the electrical energy in the circuit come from? Step 13 Slide 25 Analyze diagrams Turn to Motor Dissection A-B in FOSS Science Resources pages Step 14 Slide 26 Review vocabulary Spend a few minutes reviewing the vocabulary for this part. Update the vocabulary index and table of contents in your notebook. brush commutator motor rotate shaft Turn to p. 9 in Step 15 Slide 27 9

10 Answer the focus question How does an electric motor work? Return to p. 8 in Step 16 Slide 28 Formative Assessment Homework Revisit the online activity Kitchen Magnets. Identify which items use electromagnets as part of an electric motor. Describe which objects use that technology and why. Step 18 Slide 30 10

11 Homework Read Electromagnetic Engineering on page 42 of FOSS Science Resources. Step 17 Slide 31 Electromagnetic Force Teaching Slides, 4.2 Slide 32 Consider energy transfer 1. In the previous part of this investigation, what evidence did we see of energy transfer? 2. Do you think it s possible to do the opposite, to transfer kinetic energy to generate electrical energy? Step 1 Slide 33 11

12 Focus question How can we generate electrical energy? Turn to p. 10 in Step 2 Slide 34 Explore a generator 1. What evidence do you observe of energy besides kinetic energy in the system? 2. What energy transfers occurred to make the bulb light? Step 3 Slide 35 Analyze generator components Teacher master L, Hand-Crank Generator Step 4 Slide 36 12

13 Observe other energy transfers Notebook sheet 13, Energy Transfers Turn to p. 11 in What energy transfers are happening to make the motor run? Step 5 Slide 37 Compare generators and motors Turn to Generator Dissection on page 72 of FOSS Science Resources. Step 6 Slide 38 Compare generators and motors 2. Compare the energy transfers of a motor to the energy transfers of a generator. 3. Compare the inner components of a battery/motor system to the inner components of a hand-crank generator. Step 6 Slide 39 13

14 Compare generators and motors A motor and a generator can basically be considered the same component; it just depends on which way the energy transfers. Step 6 Slide 40 View video Generator Dissection Step 7 Slide 41 Discuss electric cars 1. What makes an electric car move? 2. Where does the energy come from to run an electric car? Step 10 Slide 42 14

15 Discuss energy sources In many areas, the prime source of energy is chemical energy stored in fossil fuels such as coal or natural gas. Fossil fuels are nonrenewable, meaning that they were created by geological processes that take many millions of years. Step 11 Slide 43 Examine real-life applications Can you think of any real-life applications where environmental kinetic energy can be harnessed to generate electrical energy? Step 12 Slide 44 Renewable energy Energy from the wind blowing, water flowing, ocean waves, and steam from volcanic vents are examples of natural kinetic energy sources that can be harnessed to generate electricity. This is called renewable energy. Step 13 Slide 45 15

16 FOSS Science Resources Read The Rebirth of Electric Cars on page 47. Step 15 Slide 46 FOSS Science Resources Books and ebook online Reading Strategies and ELA Connections in the Investigations Guide Focus on solar energy Solar cells transfer light energy from the Sun into electrical energy. Step 16 Slide 48 16

17 Model development Connect a solar cell to a motor. Draw a diagram of the completed circuit in your science notebook. Develop a model by labeling the diagram to show the energy source and energy transfers. Step 17 Slide 49 Environmental interactions We can t create energy or destroy it. We can only move it around by transferring it. Nonrenewable energy sources such as coal, natural gas, and oil will eventually be used up, and burning these fossil fuels affects Earth s atmosphere and causes climate change. Step 21 Turn to p. 12 in Slide 50 Environmental interactions Scientists and engineers are eager to harness more renewable energy sources for human use. Step 21 Slide 51 17

18 FOSS Science Resources Read Where We Get Energy? on page 56. Turn to p. 13 in Step 22 Slide 52 Review vocabulary Spend a few minutes reviewing the vocabulary for this part. Update the vocabulary index and table of contents in your notebook. fossil fuel generator nonrenewable renewable solar cell Turn to p. 14 in Step 24 Slide 53 Answer the focus question How can we generate electrical energy? Return to p. 10 in Step 25 Slide 54 18

19 Asking questions Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information Framework Three Dimensions PS3.B: Conservation of energy and energy transfer PS3.C: Relationship between energy and forces ESS3.A: Natural resources ESS3.C: Human impacts on Earth systems Energy and matter Scale, proportion, and quantity Cause and effect Systems and system models Stability and change Connections to the Framework Specific connections to the K-12 Framework Disciplinary Core Ideas, Scientific and Engineering Practices, and Crosscutting Concepts can be found in multiple locations: Overview Chapter Framework Chapter Online at einvestigations Guide 19

20 Benchmark Assessment Entry-Level-Survey I-Checks Posttest FOSSMap and Online Assessment FOSS K-8 Conceptual Framework 20

21 4/7/17 FOSS Middle School ü FOSS supports research-based instruction, and provides detailed pedagogical support for notebooking, assessment, literacy, and engineering. ü FOSS courses build concepts through a course and across grades with a conceptual framework for grades K-8. ü FOSS integrates scientific knowledge with the practices of science and engineering. What do you get? Next Steps Want to learn more? Visit the Delta booth on the exhibit floor to ask about pilots and sample materials Log on to FOSSweb to explore the courses using your temporary access code Come to LHS for a summer institute! 21