IC Lessons Forces & Motion
This is lesson _8_ of _8_in this IC
A. Title of this lesson Forces and Motion : Project Presentation
B. Summary of this lesson
Students will orally present their group examples. They will hear each other
but will also “see” multiple demonstrations developed by other students.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Students will be able to tell when the forces acting on an object are balanced or
unbalanced.
Students will be able to give examples of balanced forces in motion, balanced
forces without motion, and unbalanced forces.
D. Teacher Background Knowledge for this lesson
Forces, balanced & unbalanced forces as previously stated.
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Balanced and unbalanced forces.
F. Standards covered in this lesson
Current California Science Standards
N/A
NGSS
MS-PS 2-2
CCSS that apply
Reading: N/A
Created by Abby Littlefield (Hayward USD), Scott Lurie (Hayward USD), Liz Miller (San Leandro USD), and
Chuck Vonderheid (San Leandro USD); 2012
IC Lessons Forces & Motion
This is lesson _8_ of _8_in this IC
Writing:
WHST 6-8.1b Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an understanding of the
topic or text, using credible sources.
Listening & Speaking:
5, 6
Math:
3
G. Suggested time to complete this lesson
50 minute
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water of
2 liters)
 An area in the front of the class to present.
 Presentation rubric
 Presentation Evaluation form
I. Materials Prep for this lesson (should include number of copies needed (e.g. one probe per
student, one set of directions per lab group)
Copies of rubric for each group.
Copies of presentation evaluation for each group.
J. Lesson Plan – detailed, numbered step-by-step plans.
Created by Abby Littlefield (Hayward USD), Scott Lurie (Hayward USD), Liz Miller (San Leandro USD), and
Chuck Vonderheid (San Leandro USD); 2012
IC Lessons Forces & Motion
This is lesson _8_ of _8_in this IC
1) Pass out Presentation Evaluation forms to all groups, and explain how to do
it.
2) Review active listening skills with students.
3) Begin presentations.
4) Congratulate class on their presentations.
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
Forces, balanced forces, unbalanced forces, constant motion
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
Students forget to bring in materials for their presentations.
Students did not clarify when the balanced forces with motion were occurring
during their demonstrations.
Make sure all students are participating equally.
Some students lacked presentation skills.
M.Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
Provide a script for students to use during their presentations. Rehearse with students
prior to the prresentations.
N. Please list all worksheets used in this lesson.
Presentation rubric – See Attached
Presentation Evaluation form- See Attached
O. Please list all assessments that require a separate sheet.
N/A
Created by Abby Littlefield (Hayward USD), Scott Lurie (Hayward USD), Liz Miller (San Leandro USD), and
Chuck Vonderheid (San Leandro USD); 2012
IC Lessons Forces & Motion
This is lesson _8_ of _8_in this IC
P. Photos/Illustrations
N/A
Q. Other Resources
N/A
Created by Abby Littlefield (Hayward USD), Scott Lurie (Hayward USD), Liz Miller (San Leandro USD), and
Chuck Vonderheid (San Leandro USD); 2012
IC Lessons Forces & Motion
This is lesson _8_ of _8_in this IC
Forces and Motion Presentation Rubric
1
Non-Verbal Skills
Eye Contact
2
3
4
Student does not use eye Student occasionally
Student maintains eye Student maintains eye
contact.
uses eye contact, but still
contact with the
contact with the
reads most of
audience during most of audience and notes are
presentation.
the presentation.
hardly, if at all, used.
Posture
Slumps or leans during Sways or fidgets during
presentation
much of presentation
Occasionally sways or
fidgets, but stands up
straight
Vocal Skills
Elocution
Student mumbles,
Student’s voice is lowincorrectly pronounces
medium, incorrectly
terms, and speaks too pronounces some terms,
quietly for students in
audience has some
the back of class to hear.
difficulty hearing
presentation.
Student’s voice is clear
Student uses a clear
and pronounces most
voice and correct,
words correctly. Most precise pronunciation of
audience members can
terms so that all
easily hear the
audience members can
presentation.
hear presentation.
Content
Demonstration
Evidence
Stands up straight and
still
Student did not perform
Student had some
Student performed
Student performed
demonstration correctly. difficulty performing the demonstration correctly, demonstration correctly
demonstration.
but did not explain
and explained at exactly
exactly when it was
what point it was
balanced or unbalanced. balanced or unbalanced.
Student’s evidence
Student’s evidence
Student’s evidence
Student’s evidence
doesn’t match the
matches the
matches the
matches the
demonstration, is not demonstration but is not demonstration and is demonstration, including
complete, or is not
complete or appropriate. complete/appropriate. where or when it occurs
appropriate.
in the demonstration,
and is
complete/appropriate.
IC Lessons Forces & Motion
Visual
This is lesson _8_ of _8_in this IC
Poster
Some demonstrations Each demonstration is Each demonstration is Each demonstration is
missing, titles and
included, titles not large, included, titles are large,
included, titles are
pictures are incomplete
picture is complete,
picture is well - done,
large/bold, picture is
or missing,
claim/evidence sentence claim/evidence sentence detailed, claim/evidence
claim/evidence sentence may not be complete, is complete, correct and sentence is complete,
are not
correct, or at grade level. at grade level. It is neat correct, and at/above
complete/correct/ or
It is mostly neat and
and colorful
grade level. It is
below grade level. It is
colorful.
extremely neat and
messy with little color.
colorful.
Created by Abby Littlefield (Hayward USD), Scott Lurie (Hayward USD), Liz Miller (San Leandro USD), and Chuck Vonderheid (San Leandro USD);
2012
Group that is rating: _____________________
1 = not at all
2 = sometimes
Group that is presenting: _________________
3 = always
1. Each person participated equally.
1 2
3
2. Each person spoke clearly and loud enough to hear.
3. Each person took the presentation seriously.
1
1
2
1 = not at all
2 = sometimes
1 2
1
1
2
Group that is rating: _____________________
2
3
1
2
3
4. Each person provided evidence for their demonstration.
3
Group that is presenting: _________________
3 = always
1. Each person participated equally.
1 2
3
2. Each person spoke clearly and loud enough to hear.
3. Each person took the presentation seriously.
1
1
2
Group that is rating: _____________________
2
3
1
2
3
4. Each person provided evidence for their demonstration.
2 = sometimes
3
3
3. Each person took the presentation seriously.
1 = not at all
2
Group that is presenting: _________________
2. Each person spoke clearly and loud enough to hear.
2 = sometimes
1
3 = always
1. Each person participated equally.
1 = not at all
3
3
4. Each person provided evidence for their demonstration.
Group that is rating: _____________________
2
3
Group that is presenting: _________________
3 = always
1. Each person participated equally.
1 2
3
2. Each person spoke clearly and loud enough to hear.
3. Each person took the presentation seriously.
1
1
2
4. Each person provided evidence for their demonstration.
2
3
1
2
3
3