Motion and Forces
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern
can be used to predict future motion.
Content standards:
 I can provide evidence of balanced and unbalanced forces.
 I can predict an object’s motion based on patterns in the laws of motion.
Language standards:




Reading: I can comprehend the terms push, pull, force, motion, gravity, friction, and balanced
and unbalanced forces when I read scientific writing. I can comprehend language
associated with force and motion, e.g., push away from, pull toward, what direction, force is
applied, etc.
Writing: I can use the terms push, pull, force, motion, gravity, friction, and balanced and
unbalanced forces in my scientific writing. I can use language associated with force and
motion, e.g., push away from, pull toward, what direction, force is applied, etc.
Speaking: I can use the terms push, pull, force, motion, gravity, friction, and balanced and
unbalanced forces in discussions with my group. I can use language associated with force
and motion, e.g., push away from, pull toward, what direction, force is applied, etc.
Listening: I can determine if my group is correctly using the terms push, pull, force, motion,
gravity, friction, and balanced and unbalanced forces in scientific discussions. I can
comprehend associated with force and motion, e.g., push away from, pull toward, what
direction, force is applied, etc.
Day 1- Introduction
1. Introduce Learning Content and Language Targets for the unit.
2. Brainstorm what you already know about forces: Can be a KWL, circle map, think-pair-share,
etc. Include the vocabulary terms push, pull, force, motion, gravity, and friction. Have students
record these terms in their science journals. Each word should go at the top of its own page.
As we discuss the terms throughout the unit, students can record more information about
them. They can also cross off incorrect ideas as their misconceptions are alleviated. You can
have a class wide vocabulary page posted on a wall that students and teacher can add to
when desired. The words are listed in Day 1 PowerPoint. Provide the words in Spanish and have
the children write them in both English and Spanish (or other native language spoken by your
children). You may have the English word along with the word written in several other
languages on the class wide vocabulary page. On their individual pages, they might just
choose English and their native language.
3. Watch introduction video (24 minutes). Students record ideas that correspond with their
vocabulary terms. ELs can draw pictures or diagrams with labels or can be paired up with a
more proficient language user, depending upon their level of language proficiency. (Informal
assessment.)
http://app.discoveryeducation.com/player/view?assetGuid=4749C27E-315F-4DAB-919F42178EFE698D&showBreadcrumbs=true
4. As you watch the various videos THROUGHOUT this unit, start a “wall” of scientific
terms/phrases. Students need to be able to “talk like scientists” (language objectives) using
the vocabulary (“brick words”) and science language (“mortar words”), such as apply and
direction. Record phrases used in the video and review them with your students, when
appropriate. The idea is to focus on the language of force and motion (the vocabulary and
how it’s expressed).
5. Share new or interesting concepts from the video in small groups. Share out with whole group.
Expect students to use the language of science. Remind them of the language targets and
have other students listen to see if they’re using the terms correctly.
Day 2- Push/Pull
1. Review learning targets for today.
Content standards:
 I can predict an object’s motion based on patterns in the laws of motion.
Language standards:

I can comprehend and use the terms push, pull, force, and motion, and the associated
language, such as push away from, pull toward, what direction, force is applied, when I read,
write, discuss, and listen to scientific writing and discussion.
2. Watch Flocabulary video to activate background knowledge.
http://www.flocabulary.com/forces-and-motion/
3. Introduce vocabulary terms: push, pull, force, and motion. Demonstrate a push and a pull,
using students. Explain that pushes and pulls are two types of forces. Ask what happens to the
object that is being pushed or pulled. It moves. The movement caused by a push or pull is
called motion.
4. Ask students to name something they pushed today. Ask students to name something they
pulled today. In groups, students discuss examples of pushes and pulls. They record these in
their vocabulary journals, on the pages they began yesterday.
5. Watch video at http://www.brainpopjr.com/science/forces/pushesandpulls/.
6. Work through Day 2 PowerPoint, writing notes in science journals. For all of their journal entries,
review the language targets and note whether they’re meeting those targets. Even ELs should
be able to use the vocabulary through labeling. They should also be able to write phrases like
“pull toward.”
7. Complete Push or Pull Activity 1 with partners. Give students two colors of sticky notes. Identify
one color as push and one color as pull. Have students go through the classroom, labelling
objects that you push or pull with the sticky notes. Meet back as a whole group to discuss and
record items into Venn diagram: Push only, pull only, and both push and pull. Again, look for
whether students are meeting the language targets, and have other students listen for that
language.
Day 3- Push/Pull
1. Review learning targets for today.
Content standards:
 I can predict an object’s motion based on patterns in the laws of motion.
Language standards:

I can comprehend and use the terms push, pull, force, and motion, and the associated
language, such as push away from, pull toward, what direction, force is applied, when I read,
write, discuss, and listen to scientific writing and discussion.
2. Watch http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/forceand-motion.htm and complete quiz online.
3. Work through Day 3 PowerPoint, writing notes in science journals.
4. Complete Push or Pull Activity 2. Read the directions together. Cut, glue, and label Venn
diagram.
5. Review content terms and language associated with these terms. Complete Push/Pull quiz.
6. Have students record their ideas in their science journals for the terms push, pull, force, and
motion. They should then be able to write down what they’ve learned in their own words (or
draw and label). Their journals would then serve as an assessment tool for both the learning
and the language targets.
Day 4- Balanced and Unbalanced Forces
1. Review learning targets for today.
Content standards:
 I can provide evidence of balanced and unbalanced forces.
Language standards:

I can comprehend and use the terms balanced force and unbalanced force, and the
associated language, such as push away from, pull toward, what direction, force is applied,
when I read, write, discuss, and listen to scientific writing and discussion.
2. Review what a forces is with
http://www.brainpop.com/science/motionsforcesandtime/force/.
3. Watch http://www.youtube.com/watch?v=YyJSlcIbd-s and discuss balanced and
unbalanced forces.
4. Work through Day 4 PowerPoint, taking notes in science journals.
5. Demonstrate balanced and unbalanced forces by having a student push on one side of a
stool or other object while you push with a balanced force on the other side, so the object
does not move. Then have another student join the first student, pushes with an unbalanced
force, so the object moves toward you. Use the language of science as you demonstrate:
“This is a demonstration of an unbalanced force. One force is greater than the other.” The
students should be able to state this as well (refer to language targets).
6. Students make a flip book with balanced force and unbalanced force. On the inside, have
students define each then draw a picture showing the difference. ELs can draw and label.
7. Have students record their ideas in their science journals for the terms balanced and
unbalanced forces. They should then be able to write down what they’ve learned in their own
words (or draw and label). Their journals would then serve as an assessment tool for both the
learning and the language targets.
Day 5- Gravity
1. Review Learning Targets for today.
Content standards:
 I can predict an object’s motion based on patterns in the laws of motion.
Language standards:

I can comprehend and use the terms pull, force, and gravity, and the associated language,
such as push away from, pull toward, what direction, force is applied, when I read, write,
discuss, and listen to scientific writing and discussion.
2. Watch http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/fgravityand-inertia.htm and complete quiz online.
3. Work through Day 5 PowerPoint, taking notes in science journals.
4. Complete Gravity activity. ELs might need to be provided with words like “faster” and
“slower.” Example: The ____ will fall faster.
Day 6- Gravity
1. Review Learning Targets for today.
Content standards:
 I can predict an object’s motion based on patterns in the laws of motion.
Language standards:

I can comprehend and use the terms pull, force, and gravity, and the associated language,
such as push away from, pull toward, what direction, force is applied, when I read, write,
discuss, and listen to scientific writing and discussion.
2. Watch http://www.brainpop.com/science/motionsforcesandtime/gravity/ to review gravity.
3. Work through Day 6 PowerPoint, taking notes in science journals.
4. Complete The Falling Dominoes Activity. Pair ELs with more proficient language uses. Look for
evidence of meeting the language targets.
5. Have students record their ideas in their science journals for the term gravity. They should then
be able to write down what they’ve learned in their own words (or draw and label). Their
journals would then serve as an assessment tool for both the learning and the language
targets.
Day 7- Gravity
1. Review Learning Targets.
2. Watch http://studyjams.scholastic.com/studyjams/jams/science/forces-andmotion/inertia.htm and complete quiz online.
3. Work through Day 7 PowerPoint, taking notes in science journals.
4. Complete the Paper Cup and Pencils Activity. Pair ELs with more proficient language users.
Look for evidence of meeting the language targets. (Tell students that you expect them to
use certain terms/phrases.)
Day 8- Friction
1. Review Learning Targets.
2. Watch http://studyjams.scholastic.com/studyjams/jams/science/forces-andmotion/acceleration.htm and complete quiz online.
3. Work through Day 8 PowerPoint, taking notes in science journals.
4. Demonstrate friction. You could rub sandpaper together, rub two sticks together, rub your
hands together, etc. Then put oil or lotion on some objects to show how that reduces the
friction.
5. Complete the Dragon Racer Activity.
Day 9- Movement
1. Review Learning Targets.
2. Watch http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/actionand-reaction.htm and complete the quiz online.
3. Work through Day 9 PowerPoint, taking notes in science journals.
4. Complete the Raceway to Science Activity.
Day 10- Review
1.
2.
3.
4.
Review Learning Targets.
Watch http://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/.
Work through Day 10 PowerPoint, taking notes in science journals.
Play memory with vocabulary cards.
Day 11-Culminating Activity
1. Review Learning Targets.
2. Review vocabulary associated with scientific method through the scientific method rap:
http://www.youtube.com/watch?v=MV8lSmIo4Ac
Students will engage in a tug of war competition. Students will predict, analyze, and propose
strategies in order to understand force and its interaction.
Inquiry Experiment:
1. Make a prediction: which class will win and why?
2. Record and analyze outcome: Who won? Why do you think the team won?
3. Construct a plan in order for the losing team to win. In order to construct a plan we need to:
a. Identify the main reason for loss.
b. Determine the physical attributes of each team (number of students, number of boys vs.
girls, body size/structure, athletic ability/strength)
c. How can we create a greater amount of force, so that the losing team will win? Develop a
question/problem. Tell students that this is what scientists do.
d. Create a hypothesis. Model using a larger size of the “Data Entry Chart” (or project using
document camera). Teacher continues to take students through the scientific method in
this way, using appropriate scientific terms.
e. Think about the following variables/strategies: Does number of, size, order, gender, body
type, space, orientation and distance from target.
4. Create a plan to test the variable: Discuss the scientific method, establish a control group, and
choose one variable to test. Test the variable through Tug O’ War. TEACHER MODELS FIRST using
data entry chart. Use at least three trials and record results.
5. Discuss the results and form a conclusion.
6. Continue with additional questions that test different variables and construct/write the
hypotheses, procedures, results and conclusions. Students use organizer as a guide.
ASSESMENT:
Students will individually construct a plan and predict the outcome based on predictable patterns of
forces and interactions.
Students will write and present their plan to the class using graphic organizer to guide them.
SELF-ASSESSMENT
Students will complete a self-assessment based on the learning targets.
Resources
"Force and Motion." Experience Science. Kentucky [ed.] ed. Boston, MA: Houghton Mifflin, 2009. 9099. Print.
"Forces and Motion." Harcourt Science. Student ed. Orlando: Harcourt School, 2002. F62-F71. Print.
"Force and Motion Vocabulary Cards." Classroom Compulsion, 2012. Web. 20 Jan. 2015.
<http://www.classroomcompulsion.blogspot.com>.
Science for English Language Learners. Ed. Ann K. Fathan. Arlington, VA: NSTA press, 2006.
"Science: Forces and Motion." Science. Web. 20 Jan. 2015.
<http://www.cape.k12.mo.us/blanchard/hicks/News Pages/scienceforce.htm>.
Push or Pull Activity 1
Name: ____________________________
You have placed __________________ (color) sticky notes on objects you pull. You have placed __________________ (color) sticky notes
on objects you push. Use the Venn diagram to list objects you only pull, you only push, and you push and pull. Label the diagram.
Push or Pull Activity 2
Name: ____________________________
You have been hired by a toy company to design toys that work by pushing or pulling. On the next page are some toys you are
testing. Use the Venn diagram to sort the toys into those you push, those you pull, or those you can push or pull. Label the diagram,
and cut and glue the pictures of the toys into the correct part.
You have been hired by a toy company to design toys that work by pushing or pulling. Below are
some toys you are testing. Use the Venn diagram to sort the toys into those you push, those you pull,
or those you can push or pull. Label the diagram, and cut and glue the pictures of the toys into the
correct part.
Name: ____________________________________
Push/Pull Quiz
Use the following words to complete number 1-4 below: pull, push, force, motion.
1. When you are using a force to move an object toward you, you are using a _________________.
2. A change in position, called _________________________, is caused by a force acting upon an
object.
3. A push or a pull in a particular direction is called a ____________________________.
4. You _______________ an object when you are using a force to move an object away from you.
Answer the following questions using complete sentences.
5. How are the forces of push and pull different? ______________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
6. How are the forces of push and pull alike? __________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
7. What direction do objects move when a force like “pull” is applied?
___________________________________________________________________________________________
___________________________________________________________________________________________
8. What direction do objects move when a force like “push” is applied?
___________________________________________________________________________________________
___________________________________________________________________________________________
9. Complete the Venn diagram by naming one object you push only, one object you pull only,
and one object you push and pull.
Push
Both
Pull
Fold here
Unbalanced
Cut here
Balanced Force
Force
Procedure
1. Color and cut out dragon racer. DO NOT
CUT ON THE DOTTED LINE!
2. Create the ramp with the clothespins
and ruler, as shown to right:
3. Put a testing surface at the bottom of the ramp. Predict how far in centimeters
the dragon will travel on your recording sheet. Set the dragon racer on this
surface at the bottom of the ramp. Roll the marble down the ramp. Measure
how far in centimeters the dragon racer went. Record. Repeat two more times.
This portion can be completed in whole class demonstration.
4. Repeat step 3 with a different testing surface until all testing surfaces are used.
5. Discuss findings as a class to explain friction.
6. Using the knowledge gained from the exploration, predict how far in
centimeters the dragon racer will go on the real world surfaces. Record
predictions.
7. Place your ramp on one of the real world surfaces with your dragon racer at the
bottom. Roll the marble down the ramp into the dragon racer. Measure how far
in centimeters the dragon racer went. Record. Repeat two more times.
8. Repeat step 7 until all the real world surfaces are used.
9. Complete discussion questions on recording sheet.
Name: ______________________________________
TUG O’ WAR CONTEST:
TEST ONE _____________________________________________________________________
QUESTION (“What
would happen if. . .”)
HYPOTHESIS
PROCEDURE
Identify variable
group and control
group
Trial 1
Trial 2
Trial 3
RESULTS
CONCLUSION
TUG O’ WAR CONTEST:
TEST TWO _____________________________________________________________________
QUESTION (“What
would happen if. . .”)
HYPOTHESIS
PROCEDURE
Identify variable
group and control
group
Trial 1
RESULTS
CONCLUSION
Trial 2
Trial 3
TUG O’ WAR CONTEST:
TEST THREE _____________________________________________________________________
QUESTION (“What
would happen if. . .”)
HYPOTHESIS
PROCEDURE
Identify variable
group and control
group
Trial 1
Trial 2
Trial 3
RESULTS
CONCLUSION
Discussion Questions
1. Were any of your hypotheses supported? Which ones?
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
2. Using the terms pull, force, friction, and motion, explain why certain teams won.
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
Name:____________________________
Tug O’ War Assessment
Problem/ Scenario: Based on our understanding of forces, we want to prove to the rest of
the intermediate grades that if we arrange the students based on our scientific knowledge,
we will be able to predict the winner of a tug o’ war contest. What type of force will the
students use? Should they push or pull? Think about how gravity and friction affect the
motion of the rope. Use your knowledge of forces to draw a picture arranging the students,
so that you will be sure that Team A wins the match.
Part A Choose one of the following strategies to fill in the blank: number, size, gender,
distance, order, kinds of shoes, or choose your own strategy.
Think about the results from our experiment. What conclusions did we draw?
What strategy will you use to make sure that Team A wins? ___________________________
Part B
Draw ten students on the Tug O’ War line below to make sure that Team A is the winning
team. Demonstrate your strategy named above in the picture. Remember to only change
ONE variable in your experiment.
Team A
Team B
Part C: Explain why your strategy will cause Team A to win. Use your vocabulary terms in your
answer.
The ___________________________________ strategy will cause Team A to win because
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Student name: ________________________
Scoring Rubric for Presentation of Tug O’ War Assessment
Student chose one strategy to ensure Team A would win. (2 pt.)
Student drew 10 students on the diagram. (1 pt.)
Student demonstrated the named strategy on the picture. (5 pts.)
Student changed only one variable (1 pt.)
Student described the same strategy as drawn above. (1 pt.)
Student accurately explained in writing why the strategy will would to ensure
Team A’s victory. (5 pts.)
Student accurately used the vocabulary terms and science language in the
writing. (5 pts.)
Student presented findings to class, using terms and science language. (10 pts.)
Total
/2
/1
/5
/1
/1
/5
/5
/10
/30
Student name: ________________________
Scoring Rubric for Presentation of Tug O’ War Assessment
Student chose one strategy to ensure Team A would win. (2 pt.)
Student drew 10 students on the diagram. (1 pt.)
Student demonstrated the named strategy on the picture. (5 pts.)
Student changed only one variable (1 pt.)
Student described the same strategy as drawn above. (1 pt.)
Student accurately explained in writing why the strategy will would to ensure
Team A’s victory. (5 pts.)
Student accurately used the vocabulary terms and science language in the
writing. (5 pts.)
Student presented findings to class, using terms and science language. (10 pts.)
Total
/2
/1
/5
/1
/1
/5
/5
/10
/30
Student name: ________________________
Scoring Rubric for Presentation of Tug O’ War Assessment
Student chose one strategy to ensure Team A would win. (2 pt.)
Student drew 10 students on the diagram. (1 pt.)
Student demonstrated the named strategy on the picture. (5 pts.)
Student changed only one variable (1 pt.)
Student described the same strategy as drawn above. (1 pt.)
Student accurately explained in writing why the strategy will would to ensure
Team A’s victory. (5 pts.)
Student accurately used the vocabulary terms and science language in the
writing. (5 pts.)
Student presented findings to class, using terms and science language. (10 pts.)
Total
/2
/1
/5
/1
/1
/5
/5
/10
/30
__________________________________’s Self-Assessment
I can provide evidence of balanced and
unbalanced forces.
I can predict an object’s motion based on
patterns in the laws of motion.
Reading: I can comprehend the terms push,
pull, force, motion, gravity, friction, and
balanced and unbalanced forces when I read
scientific writing.
Speaking: I can use the terms push, pull, force,
motion, gravity, friction, and balanced and
unbalanced forces in my scientific writing.
Writing: I can use the terms push, pull, force,
motion, gravity, friction, and balanced and
unbalanced forces in my scientific writing.
Listening: I can determine if my group is
correctly using the terms push, pull, force,
motion, gravity, friction, and balanced and
unbalanced forces in scientific discussions.
__________________________________’s Self-Assessment
I can provide evidence of balanced and
unbalanced forces.
I can predict an object’s motion based on
patterns in the laws of motion.
Reading: I can comprehend the terms push,
pull, force, motion, gravity, friction, and
balanced and unbalanced forces when I read
scientific writing.
Speaking: I can use the terms push, pull, force,
motion, gravity, friction, and balanced and
unbalanced forces in my scientific writing.
Writing: I can use the terms push, pull, force,
motion, gravity, friction, and balanced and
unbalanced forces in my scientific writing.
Listening: I can determine if my group is
correctly using the terms push, pull, force,
motion, gravity, friction, and balanced and
unbalanced forces in scientific discussions.