GM+Science+LP

=Lesson Planner= Conceptual Lens: Impact Instructor: Mr. John C Costa Content: Science Grade Level:7 Time Frame:** 4 weeks 1.Students will understand that with the development of scientific information a change occurred within society, this was centered around learning how transportation technology works, and the changes and developments that have impacted these innovations. || **Critical Content** 1.how the multiple different entities of vehicles affect each other to allow them to move easily, properly, and safely.
 * Unit Theme:Transportation Innovations
 * **Enduring Understandings**

2.how individuals who wanted to envoke change in society developed technology to make lifestyles easier.

3.that modern advances in transportation technologies are being developed as more environmentally friendly, and will use renewable resources rather than fossil fuels.

4. the concept of energy transformations, how one form of energy use creates another( ie engine creates heat in the process of working)

5. how cars, planes, trains, etc are set in motion, and how they stop, turn, and move. (general motion)

6.that changes in the economy and government affect scientific developments. || **Standards** 1.A2 Models ( grades6-8) a.

2.C3 Science, Technology, and Society (grades6-8)a.

3.A1 Systems (grades 6-8)a.

4.D4 Force and Motion (grades 6-8)i.

5.C3 Science Technology and Society c. (grades 6-8)

6.C4 Science Technology and Society (grades 6-8)c. || I**nstructional Plan/Learning Activities** 1. Hook: Students will come into the classroom and see the desks arranged in groups with computers at each group. In the middle of each group will be a model mode of transportation, car, boat,etc

Learning Activity: Students will be seperated into their groups, and will be asked to create a powerpoint presentation based on the physics of movement for the mode of transportation of their group. Within the presentation they must include 2 hyper links from outside sources. They will present these presentations to the class.

Artifact:Students will create power point presentations that will include hyperlinks to outside sources.

2. Hook: Movie about the reduction of fossil fuels

Learning Activity: After students watch the movie we will have a teacher led discussion about the use of fossil fuels in the modern world, and what some viable means are to move away from them. We will talk about how transportation has changed as a result of fossil fuels and the how we can keep this change until we find a resource that is renewable. Students will then create an online journal discussing their own personal thoughts on the issue. On the journal page there will also be a discussion board for students to continue raising issues.

Artifact:Students will create an online journal discussion that allows students to talk about the impact of fossil fuels, and how to move towards renewable energy sources, using sites and scholaraly journals.

3. Hook: Students will enter the classroom and see several car parts scattered through out the room. They will then be split up into groups Learning Activity:Students will be separated into groups by me, and from these groups they will be asked to use the part to create an informational video on how the part works, and how with out this part the car would not work efficiently or safely. These videos will be showed before the entire class.

Artifact:Create a video describing how a certain function of the car works(i.e. brakes, transmission, engine, rearend) 4. Hook: This will be a lab day, therefore students will already be looking forward to it. In this lab we we see how energy transfers within an internal combustion engine, When students come in they will see live models of engines Learning Activity: We will begin by looking at the energy transfer, we will discuss where energy/ efficiency is lost within the engine through heat, wind resistance and by other means. after looking at all of these we will take a closer look at the processes behind which an internal combustion engine works. we will label the parts and develop a model that we can move to show the engine is going through each of the steps.

Artifact: Create a live model of how an internal combustion engine works, and students will name parts, as well as show each of the steps. 5. Hook: Students will come into the classroom and see it is set up like a newsroom, with the name of the newspaper on the board. Learning Activity:Students will pick names of vehicles, and eras from a hat. the primary goal is to have students recgonize the changes made on the mode of transportation up until that point, and to create a newspaper article about how it benefits the society of the time. for example Harrier jet how it benefits the military with its maneuverability and speed. These articles will be printed off and handed out to member or the class and faculty around the school. Artifact:create an online/pamphlet newspaper delivering information about transforamtion changes and how they impacted society

6. Hook:Students will come into to a powerpoint with music playing that shows the faces of famous inventors and scientists on it. Learning Activity:Student will work on compiling research about certain scientists in order to creat on line page on the classroom wiki that will allow those looking for research to gather information. We will work in groups, and allow for each group to discuss 2 related inventors. the wikispaces should include, hyper links and movies. Artifact: Create a wikispace that delivers important information on the famous scientists and influential inventors through the progression of transformation technology to the current day.(henry ford, wright brothers) || 1.How have scientific developments made changes helping transportation to become easier? || **Skills** 1. describe how individual parts, within a system (man-made systems) can do more than each part individually. product: create a video describing a certain car part and how its helps a car move
 * **Guided Questions**

2. illustrate science is a human endeavor that generates explanations based on verifiable evidence that are subject to change when new evidence does not match existing explanations. product: watch video and gather information on famous scientists and inventors, and from this create and influential humans wikispace.

3. exhibit how science and technology can help address societal challenges to population, sustainability, personal health and safety, and environmental quality. product: create an online journal that dicusses the impact of fossil fuels, and how to move away from them.

4. analyze energy transformations from one form to another, and will realize energy can neither be created nor destroyed. product: create a live model to see how an engine works, follow the 4 steps of an internal combustion engine, have students name the important parts.

5. model motion inorder to understand the complexity and purpose behind it. product: Powerpoint with hyperlinks

6. realize factors that influence the development and use of science and technology. product:Quiz || **Standards** 1.A2 Models ( grades6-8) a.

2.C3 Science, Technology, and Society (grades6-8)a.

3.A1 Systems (grades 6-8)a.

4.D4 Force and Motion (grades 6-8)i.

5.C3 Science Technology and Society c. (grades 6-8)

6.C4 Science Technology and Society (grades 6-8) c. || **Resources** 1.http://en.wikipedia.org/wiki/Henry_Ford

2.http://www.howstuffworks.com/diesel-locomotive.htm 3.http://inventors.about.com/library/inventors/blenginehistory.htm 4.http://auto.howstuffworks.com/car.htm 5.http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/newtltoc.html 6.http://www.dmoz.org/Science/Technology/Transportation/ ||