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Unit Title: Force of Motion Allows for Precision

Timeline: 23 days
Stage 1 Desired Results
Focus Standards:
Math:
3.NF.1 Understand a fraction as the quantity formed by 1 part when a whole is partitioned into b equal
parts; understand a fraction as a/b as the quantity formed by a parts of size 1/b
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size
4.NF.1 Explain why fraction a/b is equivalent to a fraction (n x a/n x b) by using visual fraction
models
4.NF.6 Use decimal notation for fractions with denominators 10 or 100
5.NBT.1 Understand how the value of a digit in one place compares to the value in the place to its right
or left
5.NBT.3 Read and write decimals to the thousandths. Compare decimals to the thousandths.

Science:
PS2.A-B.3-5 The effect of unbalanced forces on an object results in a change of motion. Patterns of
motion can be used to predict future motion. Some forces act through contact, some forces act even when
the objects are not in contact. The gravitational force of Earth acting on an object near Earths surface
pulls that object towards the planets center.
PS3.A-B.3-5 Moving objects contain energy. The faster the object moves, the more energy it has.
Energy can be moved from place to place by moving objects, or through sound, light, or electrical
currents. Energy can be converted from one form to another.
Transfer Goal(s):
Math Practice 6: Attend to precision.
Science and Engineering Practice 6: Constructing explanations and designing solutions

Big Ideas:
(Based on the STANDARDS, what do we REALLY want students to get out of this unit?)

In order for motion to occur, force is required.


Fractions/decimals allow for precision in collecting data and communicating results.

Essential Questions:
(What overarching questions will guide all of your work in this unit?)

Which force has the greatest impact on motion?


What mathematical strategies will allow me to be the most precise when collecting measurements
and data?

Learning Goals:

Explain how an unbalanced force causes change in motion


Use data to predict future patterns in motion
Prove energy can be moved from place to place
Collect and interpret measurements in fraction/decimal form

Stage 2 Assessment Evidence


Performance Task(s) Description:
(Through what authentic performance task(s) will students demonstrate desired understandings?
By what criteria will performances of understandings be judged? Use GRASPS to guide your
thinking)
G (Goal) Reconstruct a car accident scene to determine who was at fault
R (Role) You are an Accident Reconstruction Expert for the State Police
A (Audience) The target audience is a civil court judge who will award monetary damages
S (Situation) You need to testify at a civil court case in front of a judge who is trying to determine who
was at fault in causing the accident. Each accident victim is claiming that the other is at fault. The person
who is found not to be at-fault could be awarded tens of thousands of dollars in damages.
P (Product) Option #1: Create a crash scene diagram that uses detailed labels to explain:
How the accident occurred
The direction of force created by the vehicles
How/why the vehicles ended up where they did
How you were able to determine who was at fault
Option #2: Complete a written accident report, outline or PCR for your testimony in court that
clearly explains:
How the accident occurred
The direction of force created by the vehicles
How/why the vehicles end up where they did
How you were able to determine who was at fault
S (Success Criteria)
Performance
Level

Expert

Application of
Science Content

Application of
Mathematical
Strategies

Reasoning and
Proof

Communication of
Conclusions

Precisely model and


explain the effects of
unbalanced forces on an
object. Definitively prove,
using models and logic,
that energy can be
transferred.

Appropriate and efficient


mathematical strategies
that convey precision of
thinking were used to
support explanations,
analyze relationships,
extend thinking and/or
interpret phenomena.

Deductive arguments are


used to justify decisions
and may result in formal
proofs. Evidence is used
to justify and support
decisions made and
conclusions reached.
Explanation generalized
findings and extended the
solution to other cases.

All key vocabulary terms


are appropriately used to
support explanation.
Supporting details are
precise and strategically
placed in the product.
Writing is clear, concise
and organized.

Practitioner

Model and explain the


effects of unbalanced
forces. Model and explain
how energy can be
transferred.

Appropriate and efficient


mathematical strategies
that generally convey
precision were used to
support explanations.

Apprentice

Some awareness of
unbalanced forces and
energy transference are
evident. Models may be
lacking needed
information. Minimal/
sporadic support may have
been provided.

Mostly appropriate
mathematical strategies
were used. Strategies may
have reasoning or process
errors. Minimal/ sporadic
support may have been
provided.

Novice

Minimal awareness of
unbalanced forces and
energy transference are
evident. Models are
incomplete or not present.
Consistent support had to
be provided.

Applicable mathematical
strategies were attempted.
Explanations lack a depth
of understanding. Errors
are evident and frequent.
Consistent support had to
be provided.

Arguments are constructed


with adequate reasoning
and logic. A systematic
approach and/or
justification of correct
reasoning is present.
Clarification of the tasks
problem, noting patterns,
structures and/or
regularities is evident.
Arguments are constructed
with reasoning. Some
correct
reasoning/justification is
evident. Some of the
reasoning/logic may
contain minor errors or is
based on inaccurate
information. Minimal/
sporadic support may have
been provided.
Arguments attempted to
use logic/reasoning.
Justifications are minimal
or absent. Logic/reasoning
and justification contains
errors. Consistent support
had to be provided.

Most key vocabulary terms


are present and
appropriately used to
support explanation.
Supporting details are clear
and organized in the
product. Writing is clear
and can be easily followed
by the reader.
Some key vocabulary
terms are present and
appropriately used to
support explanation.
Supporting details are
present and assist
explanation. All necessary
written elements were
completed. Minimal/
sporadic support may have
been provided.
Non-negotiable vocabulary
terms are present and
appropriately used.
Supporting details are
present. Most/all necessary
written elements were
attempted. Consistent
support had to be provided.

Detailed Assessment Plan:


(Your learning progression and formative assessment tools/tasks)
Learning Sequence for Science Content:
1. Vocabulary acquisition (force, motion, acceleration, balanced, unbalanced, mass, energy, energy
transfer, etc.)
2. Energy transfer (How can energy be moved from place to place?)
3. Newtons laws (basic- Why do objects move? What changes an objects motion?)
4. Unbalanced Forces (What happens when we have balanced and unbalanced forces acting on objects?)
5. Collisions (What happens to energy and objects when a collisions occurs?)

Stage 3 Learning Plan


Text Resources:
Science A-Z texts
Soccer
Force and Motion

Math/Science Resources:

File folders for students (note-taking on


inside covers, housing texts and written
responses)
Kickball and tug-of-war rope to investigate
Newtons First Law
Balances
Toy cars with additional masses as a system
to test Newtons Second Law
YouTube videos (to follow Newtons Second
Law investigation)
o Science360: Science of NFL Football
o MacMillan SpaceCentre: Newtons
Second Law of Motion

Key Vocabulary:
force, motion, acceleration, balanced, unbalanced, mass, energy, energy transfer

Unit Hook Activity:


Move This Ball Hook Activity
Students met in a whole group on the carpet with a ball at the center. I challenged the students to
think of ways they could move the ball. We charted a list of all the ways we might approach the
task, recording buzzwords/phrases students shared like push it and kick it.
We pulled a definition for force and motion out of this activity, and supported it with reading
pieces from each Science A-Z text

Lesson Ideas/Seeds (Organized Chronologically):

Focus One: Building Basic Vocabulary


Focus Two: Newtons First Law
Focus Three: Newtons Second Law
Focus Four: Newtons Third Law

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