Download Unit 1 - Force Motion Energy

Unit Overview
Content Area: Science
Unit Title: Force, Motion, and Energy
Unit: 1
Target Course/Grade Level: Physical Science, Fifth
Timeline: 3 Weeks
Unit Summary
This unit provides students with knowledge of Isaac Newton’s first, second, and third laws of motion as
well as his law of gravitation. Through the building of models and development of experiments the
students test these laws and observe their effects on real-world objects such as cars and rockets. By
calculating acceleration and the gravity of objects students begin to understand the relationship between
force and mass. Through this unit students are also introduced to the various forms and properties of
energy. The unit culminates with the students developing a poster and PowerPoint presentation on the
different energy forms.
Primary interdisciplinary connections: Mathematics, Technology, 21st Century Life and Careers
21st century themes and skills: Physical manipulation of authentic substances or systems, Inquiry, and
Interaction with authentic data, Problem-Solving and Critical Thinking
Unit Rationale
Forces such as gravity, acceleration, and inertia allow and cause all objects to move. An object’s
movement depends on many variables such as mass and distance. By learning these concepts and laws
students can understand the movement of objects around them. In understanding concepts in physics,
students are given the ability to use their knowledge in real-world situations such as the building of
structures such as bridges and rockets. Students can also benefit by learning some of the concepts and
math involved which will strengthen mathematical skills such as graphing.
Learning Targets
Standards
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
A. Understand Scientific Explanations: Students understand core concepts and principals of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science
All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
Earth systems science.
E. Force and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of force.
9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
 Evidence is generated and evaluated as part of building and refining models and explanations.
 Mathematics and technology are used to gather, analyze, and communicate results.
 Scientific reasoning is used to support scientific conclusions.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
 Friction is a force that acts to slow or stop the motion of objects.
 Forces have magnitude and direction. Forces can be added. The net force on an object is the sum
of all the forces acting on the object. An object at rest will remain at rest unless acted on by an
unbalanced force. An object in motion at constant velocity will continue at the same velocity
unless acted on by an unbalanced force.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Digital media are 21st-century tools used for local and global communication.
 The nature of the 21st-century workplace has shifted, demanding greater individual accountability,
productivity, and collaboration.
CPI #
Cumulative Progress Indicator (CPI)
Use
scientific principles and models to frame and synthesize scientific arguments and
5.1.8.A.3
pose theories.
Design investigations and use scientific instrumentation to collect, analyze, and evaluate
5.1.8.B.1
evidence as part of building and revising models and explanations.
5.1.8.B.2
Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.4
Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1
Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.D.1
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.2.6.E.3
Demonstrate and explain the frictional force acting on an object with the use of a physical
model.
5.2.8.E.2
Compare the motion of an object acted on by balanced forces with the motion of an object
acted on by unbalanced forces in a given specific scenario.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.E.1
Explain how technology has strengthened the role of digital media in the global society.
9.1.8.F.1
Demonstrate how productivity and accountability contribute to realizing individual or
group work goals within or outside the classroom.
Unit Essential Questions
 How do friction, inertia, and gravity affect an
object’s motion?
 What is the relationship between an object’s
mass and acceleration and inertia?
 What are the different forms of energy and how
are they transferred from one form to another?
 How do we build and refine models that describe
and explain the natural and designed world?
 What constitutes useful scientific evidence?
Unit Enduring Understandings
 Friction opposes the motion of one object moving
past another, causing an object to slow down or
stop. Inertia is the tendency of a moving object to
keep moving in a straight line or an object to resist
a change in motion. Gravity is the force of
attraction between two objects.
 Inertia is directly proportional to mass while
acceleration is inversely proportional to mass.
 Measurement and observation tools are used to
categorize, represent and interpret the natural
world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Describe the nature of various forms of energy including heat, light, sound, chemical, mechanical, and
electrical energy.
 Use quantitative data to show that when more than one force acts on an object at the same time, the
forces can reinforce or cancel each other producing a net (unbalanced) force that will change speed
and/or direction of the object.
 Construct and use a graph of experimental data and use that data to identify linear relationships between
variables.
 Relate Newton’s three laws of motion to objects in their everyday lives.
 Recognize that every object exerts a gravitational force on every other object, and that the force depends
on how much mass the objects have and how far apart they are.
 Compare the ways in which inertia works on different objects and determine the factors that cause these
changes.
Evidence of Learning
Summative Assessment
After learning about energy and the various types, students will choose an energy form and create a poster
and PowerPoint presentation based on their knowledge and understanding of each. They will include an
explanation about the energy form as well as ways in which the energy can be transferred from one form
to another. Multiple examples should also be provided.
Equipment needed: Teacher computer, SMARTBoard, and laptops
Teacher Instructional Resources: Discovery Education
http://www.discoveryeducation.com
McGraw-Hill Science Textbook and Supplemental Materials
Formative Assessments
 Unit Test
 “How does force affect an object’s motion?”
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Force vs. Distance Graph
Force Diary
Evaluation Questions
“Shooter” Game
Speed Map
Newton’s Law Song
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Explore Activity
Energy Form Quiz
Mass, Weight, Distance, Gravity Cause and Effect
Graphic Organizer
“What does it take to make an object move?”
Interpreting Illustrations
Lab Write-Ups
Integration of Technology: Students will use laptops and SMARTBoard to create and present a
PowerPoint presentation. They will also use engineering skills to develop a ski luge track and racing
balloon rocket.
Technology Resources
Click the links below to access additional resources used to design this unit:
Discovery Education
http://www.discoveryeducation.com
Opportunities for Differentiation
This unit caters to students of all learning styles ie, visual, auditory, tactile and kinesthetic. They are given
the opportunity to use different skills by creating a video and song, completing formal assessments such as
quizzes, tests, and lab write-ups. They also use mathematical skills to create a graph, and conducting a
variety of hands-on experiments. Students work individually, with partners, and in a group throughout the
unit. The groups are separated based on learning levels where students at different levels are usually
paired with one another.
Teacher Notes:
If computer or internet access is not available students can create a poster and use library books and any
print resources to research their energy forms.