Grade65.2.6.E.doc

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Unit Title: Forces and Motion Number of Days:

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.

Summary of Unit: Understand forces and motion and predict the impact of such on substances and energy transformations.

Grade Level: By the end of 6th_grade

Stage 1: Desired Results (Learning Targets)

StrandE. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Enduring Understanding

 Changes take place because of the transfer of energy.

 Energy is transferred to matter through the action of forces.

 Different forces are responsible for the transfer of the different forms of energy.

Essential Questions

 How can energy be transferred from one material to another?

 What happens to a material when energy is transferred to it?

Unit Learning Targets

Students will understand…(content statements)

Unit Learning Targets

Students will be able to do…(cumulative progress indicators)

An object’s position can be described by locating the object relative to other objects or a background. The description of an object’s motion from one observer’s view may be different from that reported from a different observer’s view.

Model and explain how the description of an object’s motion from one observer’s view may be different from a different observer’s view. (5.2.6.E.1)

Magnetic, electrical, and gravitational forces can act at a distance.

Describe the force between two magnets as the distance between them is changed. (5.2.6.E.2)

Friction is a force that acts to slow or stop the motion of objects.

Demonstrate and explain the frictional force acting on an object with the use of a physical model. (5.2.6.E.3)

Sinking and floating can be predicted using forces that depend on the relative densities of objects and materials.

Predict if an object will sink or float using evidence and reasoning. (5.2.6.E.4)

21

st Century Skills

Exploring the Intersection of Science Education and 21st_{Century Skills (National}

Academy Press, 2010)

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Adaptability Complex

Communications/Social Skills

Non-routine Problem-solving

Skills

Self-management/Self-development Systems Thinking

Students use of Technology:

Materials/Equipment needed:

Unit Resources/References Needed: (related websites, reference materials, etc.)

Stage 2 : Evidence of Learning Other Evidence of Learning

Formative Assessment:

Summative Assessments:

Assessment for CPI:

5.2.6.E.1

Model and explain how the description of an object’s motion from one observer’s view may be different from a different observer’s view.

 Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up along the side of your car. This truck seems to stand still for a moment, and then it seems to be moving backward.

 Tell how the truck can look as if it is standing still when it is really moving forward. (NAEP)

 Explain why astronauts on the International Space Station look down at NJ and observe that we are rotating at a speed of almost 795 mph. Explain why you do not feel as though you are moving at all?

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 For each runner, indicate whether the runner's speed seems to be constant, increasing, or decreasing.

Explain how you can tell this from the pictures

Assessment for CPI:

5.2.6.E.2

Describe the force between two magnets as the distance between them is changed.

The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

1. What will happen to magnet 2?

2. Why will this happen?

(NAEP) 3. Magnets can be toys or tools to do work. Explain how two magnets react when placed

near each other. In your explanation, be sure to include the properties of magnets

Assessment for CPI:

5.2.6.E.3

Demonstrate and explain the frictional force acting on an object with the use of a physical model.

 Two students played on a slide. Student 1 wore shorts, and Student 2 wore long pants. Which of these explanations best identifies why Student 2 moved down the slide more smoothly than Student 1?

A. less gravity

B. less friction

C. more weight D. more acceleration

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 To keep a heavy box sliding across a carpeted floor at constant speed, a person must continually exert a force on the box. This force is used primarily to overcome which of the following forces?

A. Air resistance

B. The weight of the box

C. The frictional force exerted by the floor on the box

D. The gravitational force exerted by the Earth on the box

(NAEP)

 A child at a playground slides down a slide on a windless day. Describe two forces that affect the motion of the child as she moves down the slide.

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Assessment for CPI:

5.2.6.E.4

Predict if an object will sink or float using evidence and reasoning.

 Students have two blocks the same size. They drop each block into a beaker of water.

 Why does block 1 float and block 2 sink?

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Stage 3: Learning Plan

Learning Activities/Labs/Investigations Timeframe

Name of Activity/Lab/Investigation # 1 X hours/Days

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Individual Accommodations

Extra support

Enrichment or early finishers Various learning styles Limited English proficiency

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UNIT REFLECTION

Reflect on the lesson you have developed and rate the degree to which the UNIT

Strongly, Moderately or Weakly meets the criteria below.

Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st_{century skills}

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners

Open Ended Teacher Reflection:

1. What changes would I make next time the lesson is taught?

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