Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Sinking Structures and Solutions Name: Corey Eckhart

Content Area: Physics Grade Level: 11th-12th

Next Generation Science Standards/Performance Expectations

HS-PS1-1 - Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost
energy level of atoms.

HS-PS1-3 - Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale.

HS-PS2-4 - Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and
electrostatic forces between objects.

HS-PS2-6 - Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed
materials.

HS-PS3-2 - Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy
associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

HS-PS3-5 - Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and
the changes in energy of the objects due to the interaction.

Anchoring Activity

Viewing a video of a structure collapsing under its own weight due to the conditions of the soil beneath. Teacher will lead a
guided discussion to explore the conditions that exist in order for a structure to collapse and any other factors that might be at
play. Students will brainstorm the major factors as the teacher demonstrates how to create an initial model of the phenomena.
By the end of the unit, students will be able to give an oral presentation to explain and argue why their model and solution are
the best-fit for the scenario.
 Driving Question of the Unit

Why do structures sink and what solutions can we propose?

Unit Goals---Describe what you want students to be able to do. For example, I wanted my students to be able to know when to
use the epistemic practices when I gave them verbal or visual cues. Students will need to be able to recognize science even if it
is not in the verbal form. See the article Outside the Pipeline: Reimagining Science Education for Nonscientists. A summary of
the article is in the appendix of this unit plan template.

Students will identify and label key factors relating to structures sinking into the Earth

Students can describe how mass and density and affect the composition of earth and determine its feasibility as a foundation

Students will be able to analyze a text in order to describe the properties of the matter that gravitational attraction comprises of.

Students will be able to create solutions to maintain equilibrium in a system of forces.

Students will be able to design a solution to houses sinking using the principles and concepts of mass, density, gravity, and other
force interactions.

Lesson 1 Erosion Strength of Forces (HS-PS3-5)

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

Students will identify and label key factors Students in groups will design an initial model
relating to structures sinking into the Earth

Lesson 2 Hydro-Saturation (HS-PS1-3)

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

Students can describe how mass and density

and affect the composition of earth and Students will submit a lab report that detail the composition of unstable
determine its feasibility as a foundation foundations

Lesson 3 Gravity on Other Planets (HS-PS2-4)

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to analyze a text in Students will revise their initial model that is supported by the evidence found
order to describe the properties of the through explanation and argumentation of the expository text.
matter that gravitational attraction
comprises of.

Lesson 4 Force Interactions (HS-PS3-5)

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to create solutions to Students will be able to describe and illustrate how to equilibrium is achieved.
maintain equilibrium in a system of forces.

Lesson 5 Designing the Solution (HS-PS2-6)

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to design a solution to Students will support their solution using concepts within the unit that are clearly
houses sinking using the principles and and concisely defined in the unit and present final physical model that does
concepts of mass, density, gravity, and other function.
force interactions.

Unit Summative Assessment

Students will be able to give an oral presentation that showcases their revised final model and solution to the driving question of
structures sinking into the ground. The final model and solution must take into account the type of problem they are addressing
and explain how their solution will rectify the issue including the utilization of key terms from the unit.
Useful Websites:

https://ca.water.usgs.gov/land_subsidence/

http://norrbuild.com/download/i/mark_dl/u/1792252/11009721/CASESTUDY20Design-Build.pdf

https://www.ramjack.com/case-studies/

http://www.nytimes.com/2007/06/17/us/17habitat.html

https://www.youtube.com/watch?v=pW4niTkVck8

https://www.youtube.com/watch?v=C5bdLCMv5Go

https://www.youtube.com/watch?v=x8o-oOf3A-M

POPLET:

http://popplet.com/app/#/3828337