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Unit Plan
Unit Plan
Previous Knowledge
Prior to Science 10, the study of motion has received little depth of
treatment. Indirect connections are found with Forces and Simple
Machines in Science 5 and Flight in Science 6. Those students who
pursue studies in Physics 11 and Physics 12 will develop further
connections in force, motion, work, energy, and momentum. The study
of motion will also develop a strong link to mathematics in grades 9
and 10, where data management includes the collection, display, and
analysis of data.
Objectives:
Lesson 1: 1 class
Students should be able to communicate their prior knowledge about
motion, displacement and time through a concept map. As well as
provide examples of science and technology in the area of motion.
Lesson 2: 2 classes
Students will demonstrate the ability to use a number line to show
their understanding of displacement. Students will also be able to
answer questions about displacement.
Lesson 3: 2 classes
Students will be able to describe and answer questions about the
relationship of distance, time and speed and displacement, time and
Outcomes:
Lesson 1:
-Identify examples where technologies were developed based on
scientific understanding (116-3)
-Provide examples and describe science and technology as an integral
part of the community and related careers (117-5, 117-7, 117-10, 1146)
Lesson 2:
-Students will use instruments and terminologies effectively and
accurately for collecting data in various experiments (212-9, 213-3)
-Students will quantitatively describe displacement (325-1)
Lesson 3:
-Describe quantitatively the relationship among distance, time, and
speed (scalar quantities) and the relationship among position,
displacement, time, and velocity (vector quantities) (325-1, 325-2)
-Distinguish among constant, average, and instantaneous speed and
velocity of an object (325-3, 212-2)
Lesson 4:
-Using linear experimentation with appropriate technologies, analyze
graphically and quantitatively the relationship among distance, time,
and speed (scalar quantities) and the relationship among position,
Common Misconceptions:
-Displacement and distance are the same thing
-Velocity and speed are the same thing
-Displacement and velocity cant be negative
Safety Concerns
None
Assessment:
Pre-Assessment:
-Concept map
-Ticket to enter
Formative Assessment:
-Ticket to enter/exit
-Concept maps
Summative Assessment:
-Worksheets
-Labs
-Test
-Creative Project
Differentiation:
-Questions can be adjusted to fit the interests of the class
-Differentiated tests can be created with easier or harder numbers
-Step by step questions makes it easier for students to understand the
processes
Materials/Resources:
-Nova Scotia Science 10 textbook Unit 3
-Science 10, A Teaching Resource NS
-http://www.scienceofsocceronline.com/ (Science behind soccer)
-http://www.youtube.com/watch?v=L7pkkjXH-BI (Fastest things)
-http://www.youtube.com/watch?v=4wZ5wV5dPZc (how to make a
concept map)