CI450 Journal-Standards-Reflections Assignment-Physical Science-3-1
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Dec 6, 2023
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CI450 Journal/Standards/Reflection Assignment: Physical Science
Journal (25 points)
1. Submit your completed journal pages for the circuits unit.
I’ll primarily check these for
(thoughtful) completion.
You can turn in the science journal in class or online, scan to submit a hand-written journal, or,
take photos of any drawings that you do and insert into a word document (along with completing
the other parts) and submit that way.
DO submit the parts of the assignment below electronically in Canvas.
Standards (30 points)
1. The
science practices
are listed below.
Identify
the practices that you believe were used in the
circuits
unit and
describe
when and how these practices were used.
1. (Students) Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and/or computational thinking
6. Constructing explanations (for science) and/or designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
2.
Find and list
the
DCIs (Disciplinary Core Ideas)
that you believe were addressed in the
circuits unit.
This is a 4
th
grade (or upper elementary) unit, so you should focus on the grades 3-5
DCIS, but you can also include K-2, as the ideas from this level should be reviewed in
later grades
.
Identify and briefly explain
which unit activities are related to each DCI.
This unit does NOT address the engineering standards; do NOT include those.
You should be able to use the links below to go directly to the standards page for each topic.
Remember that the
DCIs
are in the
ORANGE
column and you need the complete DCI—that is,
you need the statement(s) preceded by a bullet point, not just the bolded “title.”
For
physical science DCIs
, you can also use the chart that we used for an in-class assignment,
and it’s found at the end of this document (pp 5-8). All the physical science DCIs are in this
chart. For other disciplines (if you think the unit addresses standards from other disciplines), use
the links.
1
K-PS2 Motion and Stability: Forces and Interactions
K-PS3 Energy
K-LS1 From Molecules to Organisms: Structures and Processes
K-ESS2 Earth's Systems
K-ESS3 Earth and Human Activity
K-2-ETS1 Engineering Design
First Grade
1-PS4 Waves and Their Applications in Technologies for Information Transfer
1-LS1 From Molecules to Organisms: Structures and Processes
1-LS3 Heredity: Inheritance and Variation of Traits
1-ESS1 Earth's Place in the Universe
K-2-ETS1 Engineering Design
Second Grade
2-PS1 Matter and Its Interactions
2-LS2 Ecosystems: Interactions, Energy, and Dynamics
2-LS4 Biological Evolution: Unity and Diversity
2-ESS1 Earth's Place in the Universe
2-ESS2 Earth's Systems
K-2-ETS1 Engineering Design
Third Grade
3-PS2 Motion and Stability: Forces and Interactions
3-LS1 From molecules to Organisms: Structures and Processes
3-LS2 Ecosystems: Interactions, Energy, and Dynamics
3-LS3 Heredity: Inheritance and Variation of Traits
3-LS4 Biological Evolution: Unity and Diversity
3-ESS2 Earth's Systems
3-ESS3 Earth and Human Activity
3-5-ETS1 Engineering Design
Fourth Grade
4-PS3 Energy
4-PS4 Waves and Their Applications in Technologies for Information Transfer
4-LS1 From Molecules to Organisms: Structures and Processes
4-ESS1 Earth's Place in the Universe
4-ESS2 Earth's Systems
4-ESS3 Earth and Human Activity
3-5-ETS1 Engineering Design
Fifth Grade
5-PS1 Matter and Its Interactions
5-PS2 Motion and Stability: Forces and Interactions
5-PS3 Energy
5-LS1 From Molecules to Organisms: Structures and Processes
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
5-ESS1 Earth's Place in the Universe
5-ESS2 Earth's Systems
5-ESS3 Earth and Human Activity
3-5-ETS1 Engineering Design
2
3.
“Performance expectations (PEs)
are what students should be able to demonstrate at the end of
instruction at each grade level or grade band
, spanning kindergarten through high school.” That
is, they are primary summative
objectives for a fairly broad science topic (think instructional
units) so the PEs are considered the science standards that students should ultimately
achieve.
Use the links above to
find and
list
the performance expectations (white box at the top of the
page) that you believe could be connected to the circuits unit, that is, the learning that is done in
this unit would
contribute
to student abilities to meet this expectation. The students may NOT
have done exactly what is listed for the PE in this unit, but rather, the learning in the unit would
contribute to their ability to do what is listed.
Explain
why you chose the PEs that you did.
4. The
cross-cutting concepts (CCC)
are listed below.
Try to
identify one or more CCCs
that
you believe were
directly
addressed in the circuits unit—that is, were any of these ideas
discussed or applied in any way, using the language in the CCC? If you believe none of the
CCCs were
directly
addressed in the unit,
select
the CCC that you think could be best addressed
in the unit and
describe
when and how this could be done.
1. Patterns. Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that
are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into,
out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its
substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.
Reflections (20 points)
1. This unit reflects the current emphasis in the standards to focus science instruction around a
phenomenon
(preferably a realistic relevant one) that can be used as the basis for addressing
multiple science concepts (DCIs and CCCs) and to provide engagement in multiple science
practices, all at a developmentally appropriate level, in order to contribute to achieving
performance expectations (i.e.,
3D learning
).
3
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Comment on how well you believe the circuits unit met these goals.
Do you think that the phenomenon (batteries dying) was reasonably appropriate and
(overall) engaging for upper elementary students? (explain)
Were the learning activities connected fairly well to the
phenomenon
?
Were the (specific) learning activities fairly engaging?
Were the learning activities connected fairly well to the
standards
?
(briefly explain)
Any other comments on the unit—what you liked, didn’t like, etc.?
2. Reflect on your own comfort level with this approach to science teaching/learning at this
point. For example, do you find it appealing or not? Do you feel like YOU learned anything in
the unit, and how comfortable were you with learning in this manner? Do you think you be
comfortable with teaching this way if you were given a good quality curriculum to use?
Would
you be comfortable developing a unit of your own?
4
PS1: Matter and Its Interactions
K-2
3-5
6-8
PS1A: Structure of Matter
-
Different kinds of matter exist
and many of them can be either
solid or liquid
, depending on
temperature.
-Matter can be described and
classified by its observable
properties
-Different properties are suited to
different purposes.
-A great variety of objects can be
built up from a small set of
pieces
-Matter of any type can be subdivided into
particles that are too small to see, but even
then the matter still exists and can be
detected by other means (Ex: dissolving)
-A model showing that gases are made from
matter particles that are too small to see and
are moving freely around in space can explain
many observations including the inflation and
shape of a balloon and the effects of
air
on
larger particles or objects
-The amount (weight) of matter is conserved
when it changes form, even in transitions in
which it seems to vanish.
-Measurements of a variety of properties can
be used to identify materials.
The fact that matter
is composed of
atoms and
molecules can be
used to explain the
properties of
substances,
diversity of
materials, states of
matter, phase
changes, and
conservation of
matter.
PS1B: Chemical Reactions
Heating or cooling a substance
may cause changes that can be
observed. Sometimes these
changes are reversible, and
sometimes they are not.
-
When two or more different substances are
mixed, a new substance with different
properties may be formed.
-No matter what reaction or change in
properties occurs, the total weight of the
substances does not change. (Boundary:
Mass and weight are not distinguished at this
grade level.)
Reacting
substances
rearrange to form
different molecules,
but the number of
atoms is
conserved. Some
reactions release
energy and others
absorb energy.
PS2: Motion and Stability: Forces and Interactions
K-2
3-5
6-8
PS2A Forces and Motion
Pushes and pulls can
have different strengths
and directions.
Pushing or pulling on an
object can change the speed
or direction of its motion and
can start or stop it.
-Each force acts on one particular object and has both
strength and direction. An object at rest typically has
multiple forces acting on it, but they add to give zero net
force on the object. Forces that do not sum to zero can
cause changes in the object’s speed or direction of motion.
-The patterns of an object’s motion in various situations
can be observed and measured; when that past motion
exhibits a regular pattern, future motion can be predicted
from it.
The role of the mass of
an object must be
qualitatively accounted
for in any change of
motion due to the
application of a force.
PS2B Types of Interactions
When objects touch or
collide, they push on one
another and can change
motion.
-Objects in contact can exert forces on each other.
-Electric and magnetic (and gravitational) forces between a
pair of objects do not require that the objects be in contact.
The sizes of the forces in each situation depend on the
properties of the objects and their distances apart and, for
forces between two magnets, on their orientation relative
to each other.
-The gravitational force of Earth acting on an object near
Earth’s surface pulls that object toward the planet’s center.
Forces that act at a
distance involve fields
that can be mapped by
their relative strength
and effect on an object
PS3: Energy
K-2
3-5
6-8
5
PS3.A Definitions of energy
Moving objects contain energy. The faster the object
moves, the more energy it has.
-Energy can be moved from place to place by
moving objects, or through sound, light, or electrical
currents.
Kinetic energy can
be distinguished
from the various
forms of potential
energy.
PS3.B
Conservation of energy and energy transfer
Sunlight warms Earth’s
surface.
-Energy is present whenever there are moving
objects, sound, light, or heat
-When objects collide, energy can be
transferred
from one object to another, thereby changing their
motion. In such collisions, some energy is typically
also transferred to the surrounding air; as a result,
the air gets heated and sound is produced.
-Light also transfers energy from place to place.)
-Energy can also be transferred from place to place
by electric currents, which can then be used locally
to produce motion, sound, heat, or light.
-The currents may have been produced to begin
with by transforming the energy of motion into
electrical energy.
Energy can be converted from one form to another
form.
Energy changes to
and from each type
can be tracked
through physical or
chemical
interactions. The
relationship
between the
temperature and
the total energy of
a system depends
on the types,
states, and
amounts of matter
PS3C Relationship Between Energy and Forces
A bigger push or pull
makes things speed up or
slow down more quickly.
When objects collide, contact forces transfer
energy so as to change the objects’ motions.
When two objects
interact, each one
exerts a force on the
other, and these forces
can transfer energy
between them.
PS3D Energy in Chemical Processes and Everyday Life
-The expression “produce energy” typically
refers to the conversion of stored energy into a
desired form for practical use.
-The energy released [from] food was once
energy from the sun that was captured by plants
in the chemical process that forms plant matter
(from air and water).*
Sunlight is captured by
plants and used in a
reaction to produce
sugar molecules, which
can be reversed by
burning those
molecules to release
energy.
PS4: Waves and Their Applications in Technologies for Information Transfer
K-2
3-5
6-8
PS4A Wave Properties
Sound can make
matter vibrate, and
vibrating matter can
make sound.
-Waves, which are regular patterns of motion,
can be made in water by disturbing the
surface. When waves move across the surface
of deep water, the water goes up and down in
place; there is no net motion in the direction of
the wave except when the water meets a
beach.
-
Waves of the same type can differ in
amplitude (height of the wave) and
wavelength (spacing between wave peaks).
A simple wave model has a repeating
pattern with a specific wavelength,
frequency, and amplitude, and
mechanical waves need a medium
through which they are transmitted.
This model can explain many
phenomena including sound and
light.
Waves can transmit energy.
PS4B Electromagnetic Radiation
6
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Objects can be seen if light is available to illuminate
them or if they give off their own light.
Some materials allow light to pass through them,
others allow only some light through and others block
all the light and create a dark shadow on any surface
beyond them, where the light cannot reach. Mirrors
can be used to redirect a light beam.
An object can be seen when light
reflected from its surface enters
the eyes
The construct
of a wave is
used to model
how light
interacts with
objects.
PS4C Information Technologies and Instrumentation
People also use a
variety of devices
to communicate
(send and receive
information) over
long distances.
Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as
computers or cell phones, can receive and decode information
—convert it from digitized form to voice—and vice versa.
Waves can be
used to transmit
digital information.
Digitized
information is
comprised of a
pattern of 1s and
0s.
7