LLED 469 Assignment #3: Inquiry Plan

    Well, here we are at the end of the IBL journey! For this final inquiry, I've decided to use the W.H.E.R.E.T.O approach, and the design template found in Understanding by Design, by Wiggins & McTighe. As previously mentioned, I was fortunate to be part of creating this inquiry project with colleagues at a previous school. Unfortunately I was only in the school the equivalent of one day a week, so I missed portions of the planning and I was not part of implementing the project at the time. Going forward, I would like to use this unit with my Grade 6/7 class in the coming year, whether it be in class or adapted for a distance learning situation. 

Unit Outline and Summary 

Unit Title: The Martian                 

Grade Levels:  6/7                  

Subject/Topic: Science 6 

Time Frame: 5 weeks  

School: Kidston Elementary

Key Words: Newton's Laws of Motion, balance & unbalanced forces, gravity, motion, and inertia

Brief Summary of Unit (including curricular context and unit goals): 

    For this science 6 unit about Newton's three laws of motion, students will learn the difference between motion caused by both balanced and unbalanced forces. As well, they will learn about the force of gravity and how these forces are part of our everyday life. Students will work in groups to create presentations of their choice to demonstrate an understanding of Newton's three laws of motion and explain the force of gravity. Students will then create their own inquiry question derived from the start of the unit and from the novel/movie, The Martian. Through investigation and their newly acquired knowledge of forces, students will have the opportunity to problem solve as though they were helping an astronaut stuck on Mars.

Stage 1 - Identify Desired Results

Established Goals:

• Big Idea: Newton’s three laws of motion describe the relationship between force and motion.
• identify questions to answer or problems to solve through scientific inquiry.

What essential questions will be considered?

• How is the motion caused by balanced forces and the motion caused by unbalanced forces different and how are these forces evident in your life? 

What understandings are desired?

Students will understand that...

• First law: objects will stay stopped or in constant motion until acted upon by an outside force
• Second law: only an unbalanced force cause acceleration
• Third law: every force has an equal and opposite reaction force
• Gravity is the force of attraction between objects that pulls all objects toward each other

What key knowledge and skills will students acquire as a result of this unit?

Students will know...

• Newton's three laws of motion
• Force of gravity

Students will be able to...

• Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
• Transfer and apply learning to new situations
• Identify questions to answer or problems to solve through scientific inquiry
• Generate and introduce new or refined ideas when problem solving

Stage 2 - Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks:

Mars and Earth: In small groups, students create a movie/video, book, or Google Slides project that outlines each of Newton's laws and gives one example from the movie demonstrating each law. As well, the students will demonstrate one example of each law from life on Earth, that is relevant to their own experiences. 

Future Astronauts: Students will use the QFT to create their own question about force and motion after watching the movie, The Martian. Students will also explore the physics of space travel through videos, images, digital, print, and a virtual field trip to look into the accuracy of Newton's laws in the movie and investigate their question. Students will have choice for the presentation of their new learning and the connections made with force and motion in the movie. They will explain their rationale and findings based on their understanding of Newton's three laws.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence:

(e.g., tests, quizzes, prompts, work samples, observations)

• Quiz: vocabulary definitions and three laws
• Prompt: orally describe the role gravity plays with Newton's three laws
• Skill Check: identify Newton's laws by viewing images demonstrating the forces of motion
• Learning log: reflections and check-ins with teacher

Student Self-Assessment and Reflection:

• Self-assess participation, contribution, and the project: Mars and Earth
• Self-assess Future Astronauts
• Reflect on how unbalanced and balanced forces differ and how are they evident in your life and activities in your life
• Learning logs: self assess and self evaluations

Assessment Task Blueprint

What understandings or goals will be assessed through this task?

• Students will understand the relationship between force and motion

What criteria are implied in the standards and understandings regardless of the task specifics? 

• gravity
• balanced and unbalanced forces

What qualities must student work demonstrate to signify that standards were met?

• accuracy

Through what authentic performance task will students demonstrate understanding?

Task Overview:

    As we have been learning about force and motion, the Canadian Space Agency (CSA) has requested your help to problem solve the many predicaments that Mark Watney (main character in The Martian) has faced while being stranded on Mars. Your problem solving ideas will help future missions to Mars and potentially save the lives of other astronauts like Watney. First, using resources provided, your goal is to learn Newton's laws and present your understanding as a video, book, or Google Slides presentation for your peers to learn from. Following this, using your knowledge of gravity on Earth and Mars plus Newton's three laws, you will pick a moment in the movie that you questioned the plausibility of Newton's laws or that made you wonder anything about force and motion. Your goal will be to investigate your question and share orally with classmates before assessing and reflecting on your own learning.

What student products and performances will provide evidence of desired understandings?

• Mars and Earth: presentation of three laws of motion
• Future Astronaut project

By what criteria will student products and performances be evaluated?

• pictures/video/images illustrate each law of motion, depict action of forces with solid explanations
• description of laws is clearly explained, logical, appropriate for audience
• Newton's Laws are stated accurately
• obtained information from print and digital resources are cited properly
• learning logs are thoughtful reflections show growth and acquired knowledge of students
• essential question fits QFT format

Stage 3 - Plan Learning Experiences

W.H.E.R.E.T.O

• Begin by playing a traditional Indigenous game: Back Push. As two students sit back to back with arms linked, each try to push back as far as they can to move the other person. Begin a discussion on force by discussing why/how one student wins the game. H

• Start reading The Martian, by Andy Weir during read aloud and snack time each day. H

• Connect and Wonder: KWL – Students brainstorm background knowledge about force and motion, then come together as a class and share. Add to your own background knowledge if someone shares something you know. Share key vocabulary words and have students “Whiparound” to share their knowledge of the vocabulary word. Students then add their "wonderings" to the KWL chart. Use the QFT to focus questions with students. E

• Introduce the Essential Question and summative assignment for the culminating performance task (Future Astronauts). W

• Introduce Newton and his three laws of motion with a video describing the laws in relation to a rocket ship (https://vimeo.com/159043081). E

• Key vocabulary terms and three laws are introduced through various learning activities and performance tasks. Students keep a glossary (Teachable moment on study skills). E

• Investigate/Place based learning: In the gym, demonstrate each law with scooters, students, and balls. Introduce Indigenous games: Sling ball or One Arm pull to demonstrate laws. E

• Learning log: Reflect on the students' balanced and unbalanced force experience in the gym and where you may find forces in your daily life. Provide prompts to help support students new to learning logs and reflections. R

• Watch the movie: The Martian (be sure to get parent approval). Students write questions they may have about forces and motion as they watch. H, E

• Performance Task: Mars and Earth. Construct: In groups, students will work cooperatively to create a movie/video, book, or Google Slides project to express each of Newton's laws, giving one example from the movie demonstrating each law, and one example for life on Earth. E, T, O

• Exit slip: Self assessment using: “I am doing well with or I am struggling with...Who needs help in your group? Are you ready to proceed? E-2

• Teacher provides print and non-print resources for various levels and abilities, including text to voice options, for students to seek examples and further their understanding. Watch the following videos for examples: Grade 6 Physics Videos. H, T, O

• Learning log self-assessment: Each student is to self-assess their participation and contribution for the project, Mars and Earth. E-2

• Students will share their Mars and Earth projects with the class. Students can receive peer reviews and make changes (if needed) to their presentation to ensure all laws are accurately displayed. W, R

• Skill check: quiz on vocabulary and three laws of motion. E

• Task: Future Astronauts. Look back to KWL chart and use QFT question paired up with their thinking about The Martian movie to create a forces and motion inquiry question. W, R, E

• Create a one point inquiry rubric together with the class. O

• Mini lesson on how to retrieve and cite images from the internet. Students in group decide how to display their knowledge. How can we best share what we have learned with others? E-2, T

• Listen, interact, and ask questions with an astronaut through a virtual field trip allowing students to have their questions answered. E

• Reflect on the experience and learning from VFT. R, E-2

• Share learning with class E,T

• Students self and peer evaluate their project based on the rubric. E-2

• Finish unit with students completing the L from the KWL, discuss if their W was answered, and to add new "wonderings" if they have any. E-2

• Learning log: Self-reflection on project and unit: What was the hardest part? What did you learn that surprised you? What would you do differently next time? How can your teacher change things to make it better next time? R, E 

Inquiry Timeline

Below I've attached a calendar with a 5-week plan. Based on current circumstances, with Covid-19, I am unsure what time of the year we will engage in this inquiry project, so for now I have a generic calendar with the basic framework and timeline. I included the possibility of having the project work around Student Led Conferences and also put in a Pro-D Day, to mimic a typical 5-week period of time in the yearly schedule. As of now, my schedule has me in the classroom with my 6/7's on Monday, Wednesday, and Thursday, so I have scheduled my project to fit these times. This unit uses the movie and book, The Martian, as a springboard for connecting the students learning to life to make their learning more meaningful.  

Annotated Bibliography - Student References

    Below is a collection of student resources, that will help support this inquiry unit. The first link, connects to the assignment #2 blog, the second to the 10 cited resources, found in Padlet. A few additional resources have been added/cited below as well, including extra print resources to support the many online references I included in my curation. 

Ten Resources & Citations Curated for use with The Martian Inquiry

Padlet: Direct Link to 10 Curated Resources

Additional Student Resources:

• Gianopoulos, A. (2011). Isaac Newton and the laws of motion. Oxford: Raintree.

A graphic novel explaining motion. It begins with a narration of Isaac Newton’s life and has a simple explanation and illustrations for Newton’s three laws of motion. The text is simple with vivid pictures and accurate description of the the science behind motion. Everyday examples of Newton’s law are in the book. The graphic novel should appeal to some reluctant readers. It is an appropriate read for grades 6/7.

• Hollihan, K. (2009). Isaac Newton and physics for kids. Chicago, Ill.: Chicago Review Press.

This book writes about the life of Sir Isaac Newton and his contributions to science. It includes 21 projects that help explain the scientific concept, including three about Newton’s laws of motion. There is a timeline in the book, as well as online resources and a recommended reading list. This is a great print resource with many interesting facts and experiments. The additional resources help to extend the learning and the information provided is accurate and relevant. 

• Scott, R. (2015). The Martian. 20th Century Fox

This movie has an astronaut, Mark Watney, when on a mission to Mars is assumed dead and becomes stranded. He struggles to survive having to continually solve problems and think critically as a means of survival. He eventually finds a way to communicate with those on Earth and they help bring him home. This is an entertaining and engaging movie that connects students to science! Also in print, this  reference provides inspiration to learning about body systems, chemical reactions, forces and motion, and stars/space, all or which are part of the science 6 big ideas.

Technology Bibliography

Find Lessons & Resources | MediaSmarts. (2020). Mediasmarts.ca. Retrieved 9 August 2020, from http://mediasmarts.ca/teacher-resources/find-lesson

• This is an excellent tool to help with mini lessons and tips about digital and media literacy 

Examples of additional sites for this project:

Launchpad: Newton's Laws On-Board the International Space Station. (2010). YouTube. Retrieved 9 August 2020, from https://www.youtube.com/watch?v=KvPF0cQUW7s

Newton's First Law of Motion - Science of NFL Football. (2015). YouTube. Retrieved 9 August 2020, from https://www.youtube.com/watch?v=08BFCZJDn9w

Newton's Laws of Motion. (2017). Vimeo. Retrieved 9 August 2020, from https://vimeo.com/159043081

Newton's Laws of Motion - BrainPOP. (2017). Brainpop.com. Retrieved 9 August 2020, from https://www.brainpop.com/science/natureoftheuniverse/newtonslawsofmotion/

Newton's Laws Of Motion (1) : The Law Of Inertia. (2010). YouTube. Retrieved 9 August 2020, from https://www.youtube.com/watch?v=Q0Wz5P0JdeU&list=PLcrcGmQRudzfyLG1K- 5oaurr6QWJIMmLI

Newton's Laws Of Motion (3): Action And Reaction. (2010). YouTube. Retrieved 9 August 2020, from https://www.youtube.com/watch?v=cP0Bb3WXJ_k&index=3&list=PLcrcGmQRudzfyLG1 K-

Grade 6 Physics Student Resources - Science Resources. (2020). Portal.sd71.bc.ca. Retrieved 9 August 2020, from https://portal.sd71.bc.ca/group/wyhzgr4/physics/Grade6/Pages/Gr6physicsstudent.aspx

References (Cited and Consulted)

Ekdahl, M., Farquharson M., Robinson, J., and Turner, L. (2010). Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner. Vancouver, BC: BCTF/ BC Teacher-Librarians’ Association.

Experts of Huntsville Alabama Space Academy. (2020). Vernon, BC.

Fluckiger, J. (2010). Single Point Rubric: A Tool for Responsible Student Self- 

Assessment. DigitalCommons@UNO Teacher Education Faculty Publications. 5.

Fontichiaro, K. (2009). Nudging toward inquiry – Re-envisioning existing research projects. School Library Monthly 26(1): 17-19

Harada, V. H. (2010). Self-assessment: Challenging students to take charge of learning. School Library Monthly 26(10): 13-15.

Johnson, S. & Marsh, M. (2013). Curation: A way to function in a world overloaded with information.YouTube. Retrieved 8 August 2020. 

Louis, P. & Harada, V. H. (2012). Did the students get it? Self-assessment as key to learning. School Library Monthly 29(3): 13-16.

Okemura, A. (2008). Designing inquiry-based science units as collaborative partners. In School Library Monthly, 25(3): 47-51.

Science. (2017). BC's New Curriculum. Retrieved 8 August 2020, from  

https://curriculum.gov.bc.ca/curriculum/science/6

Understanding By Design- The basics. (2009). Slideshare.net. Retrieved 9 August 2020, from https://www.slideshare.net/jdumaresq/understanding-by-design-the-basics

Weir, A. (2014). The Martian (2nd ed.). New York: Crown Publishing.

Wiggins, G. & McTighe, J. (2005). Appendix. Understanding by Design (Expanded 2^nd edition). 327-332. Alexandria, VA: ASCD.

Wilhelm, J. D. (2014). Learning to love the questions: How essential questions       

promote creativity and deep learning. Knowledge Quest 42(5): 36-41.