Project+Two+Projectile+Motion


 * Unit Name:** Projectile Motion **Grade Level/Course:** 9th grade Physical World Concepts and Algebra I

**Learning Target(s)** //(content focus of unit)//
 * __Unit Writers__:** Shari Tharpe and Beth Stigall
 * TSWBAT to solve for the vertical and horizontal components for a trajectory path in projectile motion as well as solve problems involving linear equations and linear equalities. ||

**Standards:** PWC: CLE 3237.1.4 Investigate kinematics and dynamics. Algebra I: CFU 3102.3.15 Determine the domain and range of a relation and articulate restrictions imposed either by the operations or by the real life situation that the function represents. || CLE 3237.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted. CLE 3237.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories. CLE 3237.Inq.3 Use appropriate tools and technology to collect precise and accurate data. CLE 3237.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias. CLE 3237.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question. CLE 3237.Inq.6 Communicate and defend scientific findings. || CLE 3237.T/E.2 Differentiate among elements of the engineering design cycle design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3237.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. ||
 * **Content**
 * ** Inquiry **
 * **Technology/Engineering**
 * **National Education Technology Standards (NETS)** ||

**Assessment(s)** //(How will you determine if students have met the standards? How will you know what the students have learned? Incorporate formative as well as summative assessments.)//
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**Instructional Plan** //(List in sequential order of teaching, include components of explicit instruction, inquiry-based learning, technology/engineering cycle.)//
 * I****. Overview/Review/Set** //(Objectives stated and explained; Prior knowledge activated; Learning related to real-world; Review of any pre-requisite skills; Capture of students’ interest through use of hands on/minds on activities, discrepant events, demonstrations, read-aloud books, probes, inquiry challenge)//
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 * II. Presentation** //(Teacher models or demonstrates skill, concept, or content using several visual/concrete examples; Content presented in logical sequence; Explanations are clear and concise; Teachers asks different levels of questions including higher order with sufficient wait time)//
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 * III. Guided Practice** //(All students actively engaged; Minimal teacher talk; Teacher monitors and gives feedback and/or reinforcement; Teacher re-teaches as necessary; Brisk pace with varied format or presentation.)//
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 * Closure **//(Can occur before or after independent practice; Includes review, summary, preview/anticipation set, exit card, etc.) //
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 * IV. Independent Practice** //(Teacher provides support; Students// //reinforces content by applying new information to new situations; Homework)//
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