Sheyla Santini

EDF 4430
Critical Task
Summer 2023

Critical Task 1
Planning for Assessment

Standard 1: SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or
pulls, including gravity acting on falling objects.

● Bloom’s Revised Taxonomy Level

o Cognitive Dimension: Remembering
o Knowledge Dimension: Factual Knowledge
● Justification: This is remembering factual knowledge because it is asking students to
recall familiar forces that cause objects to move and that is a skill under the
remembering level and the knowledge they are being asked to remember is unchanging
knowledge.
● Measurable Objective: Students will be able to identify the forces that may cause an
object to move, such as pushes or pulls, including gravity acting on falling objects.

Standard: 2: SC.5.P.13.2Investigate and describe that the greater the force applied to it, the
greater the change in motion of a given object.

● Bloom’s Revised Taxonomy Level

o Cognitive Dimension: Understanding
o Knowledge Dimension: Conceptual Knowledge
● Justification: This is understanding conceptual knowledge because it is asking students
to describe and explain which falls under the understanding level and what they are
describing is the relationship between the amount of force put on an object and the
change in motion caused by it which requires knowledge of theories and models which
falls under conceptual understanding.
● Measurable Objective: Students will be able to describe and explain the relationship
between the amount of force put on an object and the change in motion caused by the
force.

Standard 3: SC.5.P.13.3Investigate and describe that the more mass an object has, the less
effect a given force will have on the object's motion.

● Bloom’s Revised Taxonomy Level

o Cognitive Dimension: Understanding
o Knowledge Dimension: Conceptual Knowledge
● Justification: This is understanding conceptual knowledge because it is asking students
to describe and explain which falls under the understanding level. They are being asked
to describe the relationship between an object’s mass and the effect a given force will
have on that object which requires knowledge of theories and relationships which falls
under conceptual knowledge.

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 ● Measurable Objective: Students will be able to describe and explain the relationship
between the mass of an object and the effect a given force will have on that object’s
motion.

Standard 4: SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it
does not move, it is because another opposing force is being applied by something in the
environment so that the forces are balanced.

● Bloom’s Revised Taxonomy Level

o Cognitive Dimension: Understanding
o Knowledge Dimension: Conceptual Knowledge
● Justification: This is understanding conceptual knowledge because it is asking students
to explain the relationship between balanced forces which falls under conceptual
knowledge and it is understanding because they are explaining their knowledge which
requires them to also remember the knowledge.
● Measurable Objective: Students will be able to explain that the reason why an object
does not move when a force is applied to it is because there is another opposing force
being applied by something in the environment so that forces are balanced.

How I Will Teach These Standards In A Unit

I would start teaching this unit by doing a review of the vocabulary that is used frequently
in the unit. Most students should have already been exposed to the vocabulary in the previous
grade levels. I will use the first day as this review. by doing some type of game. An example
could be a jeopardy game with the definitions of the vocabulary words. I will go over words like
gravity, mass, energy, force, and motion. I will also add the different types of energy to the
review. To teach the first standard I will show the students multiple examples of forces that could
be used to move an object. I could act them out in front of the class and the students could write
down on a whiteboard which force I am acting out. For example, I can push a desk and the
students will write pushing on their boards and raise them up over their heads. I could also have
them use a computer program like PHET labs to play a game that demonstrates this standard.
After the lesson I will have the students write down and draw a picture example of the different
types of forces that could be used and turn that in. I could also do something similar to teach the
second standard. I could demonstrate with a virtual simulation on the board. I could also have
the students conduct their own research using balls. They could bounce the balls using different
amounts of force and explain how the amount of force affects the change in motion.
For the third standard I would want the students to be more hands on because I feel that
it would benefit their learning. First I will go over the definition of mass and show them real world
examples of objects with different mass. I will also explain that just because something is bigger
does not mean that they have more mass. An example of this would be the difference in mass
of a table tennis ball and a marble. Even though the marble is smaller, it has more mass. I will
then have them conduct different experiments relating to the mass of objects and the effects of
force on them. An example would be having the students blow on balls of different sizes using a
straw and having them measure how far the ball rolls. They will notice that the balls with less
mass will be greatly affected by the force and roll farther whereas the balls with more mass will
roll a lesser distance. To teach the fourth standard and finish the unit I will go over what it means
for forces to be balanced and give them examples. An example would be a scale being
balanced because there are equal forces on both sides. They can also practice this standard by
simulating or playing tug-of-war. They will demonstrate that if there is equal force on both sides,
the rope will not be moved.

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Two Formative Assessment Ideas

The first formative assessment that I thought of would be after teaching the second
standard. I will have the students conduct an experiment that investigates how the amount of
energy and force put on an object affects its motion. Students will work with tennis balls and
bounce them from different heights. This fits in with the standard because as the balls are
dropped from different heights they are being exposed to different levels of energy and force.
They will notice that when the ball is dropped from a higher distance there is more force acting
upon the ball causing there to be a bigger change in motion. I could have the students work with
their peers on this activity and their individual formative assessments will come from a set of
questions about the reasoning behind the height differences and the types of energy and force
that is acting upon the ball that they will complete on their own.

The second formative assessment that I thought would be having the students after
teaching the third standard. I will have the students work on an activity that requires them to
blow on different balls using straws and measuring how far they roll. I will use balls of different
masses like table tennis balls, marbles, and tennis balls. This ties in to the standard because
the students should realize that the higher the mass of an object, the less effect the force (their
blowing) will have on the object. Their formative assessment will come from the chart they will fill
out with their data that contains the mass of the balls and the distance traveled after being
blown aws well as some questions about the relationship between mass and the effects of a
force.

One Summative Assessment Idea

For their summative assessment I will be tying in all of the standards taught to create an
engaging activity for students. They will be conducting a roller coaster out of pool noodles, tape,
and use a ball to launch it as far as they can. They will need to put their knowledge of energy
and force to use to construct a roller coaster that launches the ball the farthest. The students will
need to understand that gravity will pull their ball down and create a steep enough drop on their
roller coaster for the ball to catch enough kinetic energy to roll through the entire coaster. This
connects to the first standard. The students will also need to apply their knowledge of kinetic
and potential energy to create various hills and loops in their roller coaster in order to apply the
correct amount of force needed to launch the ball. This relates to the second standard. The next
thing students would have to do is choose which ball they are going to be using. I will present
students with balls of different masses and the students should choose the ball with the most
mass because it will have greater potential and kinetic energy which will cause a greater change
in motion. This is related to the third standard. The students will also have to answer questions
about the reasons behind their design choices, draw a blueprint to their roller coaster design
and label where there are different forces and forms of energy being used as well as discuss
why their ball might come to a stop in the middle of their coaster. This relates to the third
standard. This summative assessment encompasses the entirety of the unit in a creative way
that will keep the students engaged.

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