Instructional Unit Topics

                                                                                                 Key Learning

(What is the big understanding for this unit?  What will you ultimately want students to understand as a result of the instruction?  This is a “big picture” understanding, based both on the most critical standards and the thematic focus of the unit.)

Forces are always acting on objects. Whether the object moves or not depends on the forces acting on the object.

Unit Essential Question

(What broad question will students be able to answer as a result of the instruction? This question should reflect the most critical standards on which the instruction is based.  This question is the inverse of the Key Learning; the Key Learning would provide an “ideal” response to this question.)

How do you know that forces are acting on an object?

Unit Description

(Briefly summarize the focus and content of the unit.)

The goal of this unit is to communicate that forces (and only forces) change the motion of objects.  If the forces acting on an object are unbalanced, the motion of the object will change.  If the forces are balanced, the motion of the object will not change.

Grade-Level Standards Addressed in the Unit

(List the critical grade-level standards on which the instruction will be based.  Since many of the standards are recursive, reinforced throughout the year’s instruction, list only those that will be the focus of the instruction and assessments for this unit.)

Standard 3.2.A:  When the forces acting on an object are balanced, its motion will not change.  Unbalanced forces will cause the object’s motion to change.  Changes in motion depend upon the size and direction of the total unbalanced force exerted on the object.

Level:  Essential

Standard 3.2.B:  Gravity is a force that acts between masses over very large distances.  Near the Earth’s surface, gravity pulls objects and substances vertically downward.

Level:  Important

Know

(Factual: nouns or noun phrases related to key concepts; terminology, academic vocabulary, formulas, etc., often found or implied in the language of the grade-level standards.)

Understand

(Conceptual:  key understandings that students will gain as a result of the instruction within the unit, found in the language of the grade-level standards, and generally written in complete sentences. These understandings will contribute to the overall key learning of the unit.)

Do

(Procedural, Extending Thinking:  written as verb phrases, often found or implied in the language of the grade-level standards. These statements provide discreet targets for demonstrating learning.  Often the assessments for the learning will be selected

 from this column.)

A force is a push or a pull that can affect the motion of an object.

Speed of an object is the distance traveled divided by time.

The force of gravity pulls on objects vertically downward.
Vocabulary:
Constant Speed
Average Speed
Friction
Gravity
Air Resistance
Support Force
Elastic Force
Tension Force
Balanced Force
Unbalanced Force
Total Force

Changes in motion depend upon the size and direction of the total unbalanced force exerted on the object.

When the forces acting on an object are balanced, its motion will not change. 

Construct and compare distance vs. time graphs

*Use motion detector probe technology to produce real-time graphs of their own position (versus time).(3,4,6)

Use a plumb line to demonstrate the effects of gravity.

Demonstrate how forces affect the motion of an object.

*Create force diagrams using the appropriate software on the net books.(3,4,6)

*Use forces demonstration online to graph and create force diagrams of different objects. (3,4,6)

*Identify different types of forces by looking through a variety of images and media files. (1,6)

 Below is a description of LoTi level 3 instructional focus in the classroom. For more information about LoTi and descriptions of higher LoTi levels please follow the link below.
 www.loticonnections.com

At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (i.e., application, analysis, synthesis, evaluation) and engaged learning. Though specific learning activities may or may not be perceived as authentic by the student, instructional emphasis is, nonetheless, placed on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry). Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students using the available digital assets.

Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.

Print Resources

Forces that cause motion kit

LFS Digital Resources (includes: videos, smart files, interactive websites)