E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

G
K
U
T

Q
SOE
Middle School
Science Unit

Understanding by Design (UbD) Template and

Differentiated Instruction (DI)
Stage 1 Desired Results
Established Goals: 2010 Mississippi Science Framework
Competency 2 Describe and explain how forces affect motion
#2. b. Explain the connection between force ( force exerted over a distance results in
work done, work, and energy (DOK 2)
#2. c. Describe (with supporting details and diagrams) how kinetic energy of an
object can be converted into potential energy (the energy of position) and
how energy is transferred or transformed (conservation of energy). (DOK 2)

Understandings:

Essential Questions:

Student will understand that

There are various forms of energy.
The amount of energy in an object varies.
Knowledge of energy may be applied to real
world situations.

Students will know

What is the difference between potential and

kinetic energy?
How does the potential and kinetic energy vary in
an object?
How can this lesson be applied to real-world
situations?
Students will be able to

That there is a difference between potential and

kinetic energy.
That the amount of potential and kinetic energy
an object has varies.
Potential and kinetic energy can be applied to
real world situations.

Compare and contrast the differences between

potential and kinetic energy
Describe how potential and kinetic energy varies
in an object
Explain how potential and kinetic energy can be
applied to real-world situations

Stage 2 Assessment Evidence

Performance Tasks:
Role Play The entire class will be broken into
groups of two to experiment with and design their
roller coaster. Once the students have reached a
design, they will present it to the class as if they
were contractors (R) presenting a proposal to an
amusement park design board (A) wishing to make
the safest and most exciting roller coaster (G) in
the United States. The amusement park has had a
very inactive season and the newest roller coaster is
more than 10 years old (S); unless the design board
is able to find an awesome design, the park will be

Other Evidence:
Prompts:
How does the height of the roller coaster at the
beginning affect the available kinetic energy later
on? (E)
How can you use the properties of kinetic and
potential energy to make a more exciting roller
coaster? (A)
Why should the concepts of potential and kinetic
energy matter to you? (I)

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

forced to close. Since this is a preliminary design,

the only criteria for initial acceptance of the
proposal is that the coaster is exciting but safe
(SC). Because of the recession, your contracting
company really needs this bid, otherwise it may
close down along with the amusement park; thus,
failure is not an option (SC).

How do you react to the various coasters youve

ridden? Arent some more exciting than others?
Can certain coasters be too exciting? (Em)
How do you know if youve properly applied your
knowledge of potential and kinetic energy to the
roller coaster you designed? (SK)
Given a constant ratio of the height of the coaster
to its valleys and peaks, can the coaster be too
large or too small? (P)
Observation
Is the learner actively participating in the coaster
design?
Is body language indicating understanding?
Rubric

Does the learner participate in the role playing

activity?
Is the learner demonstrating interest in class
material and discussion?
Work Sample

Roller coaster design

Presentation of roller coaster

Stage 3 Learning Plan

Learning Activities:
1. Once students sit down in their desk, they will take out a sheet of paper and write down
what they think potential energy and kinetic energy is in their bell-ringer notebook. (H)
2. TTW tell students that during the lesson, they will be assigned a partner to work with to
design a roller coaster. (W) To do so while making the roller coaster safe, they will need to
know basic facts about potential and kinetic energy.
3. TTW have a brief discussion about potential and kinetic energy. Develop a class definition
and write it on the whiteboard for both ideas. Examples are below:
a. Potential Energy The energy of an object at rest
b. Kinetic Energy The energy of objects in motion
4. TTW divide students into pairs and have each get the materials for the lesson. The students
are provided with the included lab activity. TLW consider the design of a roller coaster and
attempt to make a coaster with at least three hills. (E) While the activity is occurring, TTW
(at appropriate times) ask students the following example questions:
a. What do you think affects the amount of potential energy the roller coaster will
have?
b. What do you think is the safest way to travel down from the first hill?
c. How do you think the coaster should come over the second hill?
d. How high should the each consecutive hill be compared to the one before it?

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

e. How high should the previous hill be if a loop is to be on the coaster?

f.

What would the safest shape of a loop be (circular or elliptical)?

5. TLW draw their coaster designs out to scale and share their drawings with the class. Ask
the students to point out the safest and the most exciting designs. (E2)
6. TLW conclude the lesson by correcting any safety standards violations in their designs. (R)
Whatever mistakes are made should be reviewed in a summary paragraph.

White Cube
How does the height of the roller coaster at the beginning affect the available
kinetic energy later on? (E)
How can you use the properties of kinetic and potential energy to make a more
exciting roller coaster? (A)
Why should the concepts of potential and kinetic energy matter to you? (I)
How do you react to the various coasters youve ridden? Arent some more
exciting than others? Can certain coasters be too exciting? (Em)
How do you know if youve properly applied your knowledge of potential and
kinetic energy to the roller coaster you designed? (SK)
Given a constant ratio of the height of the coaster to its valleys and peaks, can
the coaster be too large or too small? (P)
Red Cube
Define kinetic and potential energy. (BK)
Give examples of situations where there is an object that displays kinetic
energy and an object that has potential energy. (BC)
Construct a chart or graph that displays the change in potential energy of a
ball rolling down a hill. (BA)
Create a diagram or drawing that compares and contrasts the basic differences
between kinetic and potential energy. (BN)
Compose a plan for an experiment that would prove the concepts of potential
and kinetic energy. (BS)
Describe how you would explain potential and kinetic energy to a younger
sibling. (BE)
ThinkDOTS
Diagram how stored potential energy affects kinetic energy when it is released.
(SA)

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

Based on your on experience, explain how the concept of potential energy can
be used. (SP)
Use unusual materials to explain potential and kinetic energy. (SC)
Identify the key parts of potential and kinetic energy. (SA)
Demonstrate how someone uses the concept of potential and kinetic energy in
their life or work. (SP)
Become a spring and use your new perspective to help us think about potential
energy. (SC)

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

LEGEND
STAGE 1

Depth of Knowledge
DOK 1

Level 1

Recall and Reproduction

DOK 2

Level 2

Skill / Concepts

DOK 3

Level 3

Strategic Thinking

STAGE 2

GRASPS
G

Goal

Role

Audience

Situation

Product / Performance / Purpose

Standard / Criteria for Success

FACETS OF UNDERSTANDING
E

Explanation

Interpretation

Application

Perspective

Em

Empathy

SK

Self-Knowledge

STAGE 3

WHERE TO
W

Where / Why / What

Hooked

Explore / Experience / Equip

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

Rethink / Rehearse / Revise / Refine

Evaluate

Tailored

Organized / Sequenced

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

DIFFERENTIAL INSTRUCTION
CUBES

Blooms Taxonomy
BK

Knowledge

BC

Comprehension

BA

Application

BN

Analysis

BS

Synthesis

BE

Evaluation

Facets of Understanding
E

Explanation

Interpretation

Application

Perspective

Em

Empathy

SK

Self-Knowledge

ThinkDOTS
SA

Analytical

SP

Practical

SC

Creative

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

Differentiated
Instruction
White Cube

EXPLAIN
How does the height of the roller
coaster at the beginning affect the
available kinetic energy later on?

Big Idea
Students will understand
properties and concepts of
kinetic and potential energy.

(Basic Level)
E
INTERPRET

Why should the concepts of

potential and kinetic energy
matter to you?
I

Physical Science
Unit: Kinetic and
Potential Energy
Cubing Examples Using
the Six Facets of
Understanding
Chauncey Garrett,
Teacher
Northwest Rankin High
School
Brandon, Mississippi

APPLICATION

PERSPECTIVE

How can you use the properties of

kinetic and potential energy to
make a more exciting roller
coaster?

Given a constant ratio of the

height of the coaster to its valleys
and peaks, can the coaster be too
large or too small?

EMPATHY
How do you react to the various
coasters youve ridden? Arent
some more exciting than others?
Can certain coasters be too
exciting?
EM

SELF-KNOWLEDGE

How do you know if youve

properly applied your knowledge
of potential and kinetic energy to
the roller coaster you designed?
SK

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

Differentiated

KNOWLEDGE

Instruction
Red Cube
(Intermediate Level)

Define kinetic and potential

energy.

Big Idea
Students will understand
properties and concepts of
kinetic and potential energy.

BK

COMPREHENSION

APPLICATION

ANALYSIS

Give examples of situations

where there is an object that
displays kinetic energy and an
object that has potential
energy.

Construct a chart or graph that

displays the change in potential
energy of a ball rolling down a
hill.

Create a diagram or drawing that

compares and contrasts the basic
differences between kinetic and
potential energy.

BC

BA

Middle School
Unit: Kinetic and
Potential Energy
Cubing Examples Using
Blooms Taxonomy
Chauncey Garrett,
Teacher
Northwest Rankin High
School
Brandon, Mississippi

SYNTHESIS
Compose a plan for an
experiment that would prove the
concepts of potential and kinetic
energy.
BS

EVALUATION

Describe how you would explain

potential and kinetic energy to a
younger sibling.
BE

BN

E Chauncey Garrett III

Fall 2011

EDU 6535
Professor, Dr. John D. Hunt
Mississippi College

Differentiated

Instruction
ThinkDOTS
(Advanced Level)

Diagram how stored potential

energy affects kinetic energy
when it is released.

Big Idea
Students will understand
properties and concepts of
kinetic and potential energy.

SA

**

***

****

Based on your on experience,

explain how the concept of
potential energy can be used.

Use unusual materials to explain

potential and kinetic energy.

Identify the key parts of potential

and kinetic energy.

SP

SC

SA

Middle School
Unit: Kinetic and
Potential Energy
Cubing Examples Using
ThinkDOTS and
Sternbergs Triarchic
Theory
Chauncey Garrett,
Teacher
Northwest Rankin High
School
Brandon, Mississippi

*****
Demonstrate how someone uses
the concept of potential and
kinetic energy in their life or
work.
SP

******
Become a spring and use your
new perspective to help us think
about potential energy.
SC

Rubric: Roller Coaster Design

Teacher Name:

Mr. Garrett

Student Name:

________________________________________

CATEGORY

Participation in
Coaster Design

Used time well in class and

focused attention on the
coaster design.

Used time pretty well.

Stayed focused on the
coaster design most of the
time.

Did the coaster design but

did not appear very
interested. Focus was lost
on several occasions.

Participation was minimal

OR student was hostile
about participating.

Understanding of
Discussion and
Material

Report illustrates an
accurate and thorough
understanding of scientific
concepts underlying the
coaster design.

Report illustrates an
accurate understanding of
most scientific concepts
underlying the coaster
design.

Report illustrates a limited

understanding of scientific
concepts underlying the
coaster design.

Report illustrates inaccurate

understanding of scientific
concepts underlying the
coaster design.