Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

Autor/inn/en	Concannon, James; Brown, Patrick L.
Titel	Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom
Quelle	In: Science Activities: Classroom Projects and Curriculum Ideas, 54 (2017) 1, S.1-7 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
DOI	10.1080/00368121.2016.1259979
Schlagwörter	Leitfaden; Unterricht; Lehrer; Secondary School Science; Science Curriculum; Curriculum Design; High School Students; Physics; Academic Standards; Curriculum Implementation; Science Instruction; Motion; Scientific Concepts; Scientific Principles; Science Activities; Engineering; Active Learning; Inquiry; Kinetics; Lesson Plans; Student Developed Materials; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lehrplangestaltung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bewegungsablauf; Maschinenbau; Aktives Lernen; Kinetik; Lesson planning; Unterrichtsplanung; Lerneinheit
Abstract	The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts of force, motion, and Bernoulli's principle. This 9-12 lesson requires students to consider the science behind windmill design by engineering windmill blades that can produce the most power in a class competition. The lesson is designed as a 5E lesson incorporating essential features of inquiry-based instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01