Please read the criteria for each point value to determine what level of excellence you will attain.
0 3 4 5
Use of Space Student did not contribute to the mural due to lack of effort.*
The group did not use the
space given adequately.
Group used half of the space given or had too many open spaces throughout the mural.
Group effectively used each portion of the mural and left no blank spaces.
Scientific
Accuracy Student did notcontribute to the mural, due to lack of effort.*
The content on the poster
board is not scientifically accurate.
The content on the poster board only represents a small portion of
information covered this year.
The content on the mural is scientifically accurate and robust.
Creativity Student did not contribute to the mural, due to lack of effort.*
This mural lacks creativity and a unifying theme.
This mural either lacks creativity or a unifying theme.
This mural is highly creative and contains a strong unifying theme.
Individual Participation Within the Group
Student did not contribute to the mural, due to lack of effort.*
Student was spoken to more than twice about his/her
participation. Student did participate but other students in the group did more work.
Group worked well together, but student needed some teacher assistance to become motivated.
Student contributed equally with group members. Student was able to work well with others and give hints to others to improve mural. Correct Grammar and Spelling Mural is plagued by frequent grammar and/or spelling errors. A few grammar and/or spelling errors are present.
Mural contains only one or two errors in spelling/grammar.
All grammar and spelling are correct. * Alternative assignment will be required for credit.
Scale:150-135 A Excellent134-120 B Good119-105 C Needs Some Improvement
Below 105 will be given an additional assignment that will be required for credit. TOTAL:_______X 6 =_____/150
146
Ms. K. Steim’s Acceleration Lesson Plans
First Name: Kristine Last Name: Steim Class: Physical Science Unit: Motion Date: 9/26/05-9/30/05
Essential Question:
How does velocity differ from acceleration?
Activating Thinking Strategies:
Add to Class Motion K-W-L – What do we think we know about acceleration?
Teaching Strategies:
1. Review Speed and Velocity KWL.
2. Lecture Acceleration – PPT with hand-outs will serve as the organizer graphic.
3 Lab Conducted Outside: Acceleration
Summarizing Strategies:
Three Things I Learned Today. . . .Ticket out the door
Assignment and/or
Assessment:
147
Ms. K. Steim’s Acceleration Problems Acceleration and Velocity Problems
1) The head of a rattlesnake can accelerate at 50.0 m/s2in striking a victim. If a car could
have the same acceleration, how long would it take for it to reach a speed of 100.0 km/h from rest?
2) An airplane traveling southward is landing with a speed of 75 m/s. As it touches down, it has 800 m of runway to reduce its speed to 8.0 m/s. What is the acceleration of the plane as it slows down? (Make sure to give the sign too)
3) A skier, starting from rest, accelerates down a slope at 2.2 m/s2. How far has she gone after 5.0 s?
4) A soccer player, running at a speed of 3.2 m/s, decides to accelerate. For the next 20.0 m, he speeds up with an acceleration of 0.50 m/s2. What is his speed at the end of the run?
149
Ms. K. Steim’s Velocity Lesson Plan
Essential Question:
How does speed differ from velocity?
Activating Thinking Strategies:
Add to Class K-W-L about speed – What do we think we know about velocity and acceleration?
Teaching Strategies:
Lecture—Review Speed / Present new information on Velocity Lab—Motion—Pasco kits
Prompts: Daily Journal Topic taken from Science Journal Topic book. Summarizing
Strategies:
Three Things I Learned Today. . . .Ticket out the door
Extending/
Refining Activity:
BLOOM’S TAXOMONY—Application Level—5 Knowledge/Comprehension Application— Lab Activity—Analysis/synthesis/evaluation
Assignment and/or
Assessment:
Speed/Velocity Practice Problems and Graphs
Power Thinking/ Power Writing
150
Ms. K. Steim’s Kinematic Velocity Problems Kinematics Graph Activity
Velocity vs. Time Graphs: Use with the PASCO Kits.For each motion below, sketch your prediction for its velocity vs. time graph on the axes on the left. Then perform the motion and sketch the graph produced by the motion detector on the axes on the right.
1.Motion:You remain at rest (motionless) at the 2 meter mark from the detector.
2.Motion: You walk slowly from the 1 meter mark to the 3 meter mark.
4.Motion: Starting at the 1 meter mark, you walk slowly to the 3 meter mark, then
quickly back to the 1 meter mark.
5.Motion: Starting at the 3 meter mark, walk quickly to the 2 meter mark. Wait there for
152
Ms. K. Steim’s Science Fair Project Lesson Plan
Essential Question:
How do we do a Science Fair Project?
Activating Thinking Strategies:
Science Fair Packets distributed
Teaching Strategies:
Review the Science Fair packet and discuss with students.
Prompts: Daily Journal Topic taken from Science Journal Topic book. Summarizing
Strategies:
Assign HW
Extending/
Refining Activity:
BLOOM’S TAXOMONY—Application Level—1-4 Knowledge/Comprehension/Application/
Analysis/Synthesis/Evaluation
Assignment and/or
Assessment:
Get science packet signed by parents.
Power Thinking/ Power Writing