7th Science
Physical Science - Motion and Forces (AR Frameworks) MS. Forces and Interactions (Next Generation)
Teacher - McDaniel
Stage 1 Desired Results
ESTABLISHED GOALS
Arkansas Frameworks
Motion and Forces
PS.6.7.1
Compare and contrast Newton’s three laws of
motion
Transfer
Students will be able to independently use their learning to…
PS.6.7.2
Conduct investigations demonstrating
Newton’s first law of motion
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
What does the word force mean?
1. Forces cause change.
What are Newton’s three laws of motion?
2. The position and motion of an object can
How do Newton’s three laws of motion apply
be changed by using force.
to real world situations?
3. The strength of the force will affect how far
an object moves.
4. The more mass an object has, the harder it
is to move.
5. Machines make work easier.
Acquisition
Students will know…
Students will be skilled at…
*the scientific method
 The students will be able to conduct
*the metric system
an experiment using the scientific
*how to organize data
method
*how to use science instruments
 The students will be able to measure
using the metric system
 The students will be able to organize
data on a chart, graph, etc.
 The students will be able to use a
stop watch
 The students will be able to use a
PS.6.7.3
Demonstrate Newton’s second law of motion
PS.6.7.4
Conduct investigations of Newton’s third law
of motion
PS.6.7.5
Explain how Newton’s three laws of motion
apply to real world situations (e.g., sports,
transportation)
PS.6.7.6
Investigate careers, scientists, and historical
breakthroughs related to laws of motion
Next Generation
MS-PS2-1. Apply Newton’s Third Law to
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Recognize and define problems for scientific investigations
Design appropriate procedures to solve the problem
Predict the results based on knowledge of problem-related content
Conduct investigations, collect data and record observations
Interpret and communicate scientific information using words, equations, graphs and charts
design a solution to a problem involving the
motion of two colliding objects.*
[Clarification Statement: Examples of practical problems could
include the impact of collisions between two cars, between a car
and stationary objects, and between a meteor and a space
vehicle.] [Assessment Boundary: Assessment is limited to vertical
or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide
evidence that the change in an object’s
motion depends on the sum of the forces on
the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First
Law) and unbalanced forces in a system, qualitative comparisons
of forces, mass and changes in motion (Newton’s Second Law),
frame of reference, and specification of units.] [Assessment
Boundary: Assessment is limited to forces and changes in motion
in one-dimension in an inertial reference frame, and to change in
one variable at a time. Assessment does not include the use of
trigonometry.]
MS-PS2-3. Ask questions about data to
determine the factors that affect the strength
of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and
magnetic forces could include electromagnets, electric motors, or
generators. Examples of data could include the effect of the
number of turns of wire on the strength of an electromagnet, or
the effect of increasing the number or strength of magnets on the
speed of an electric motor.] [Assessment Boundary: Assessment
about questions that require quantitative answers is limited to
proportional reasoning and algebraic thinking.]
MS-PS2-4. Construct and present arguments
using evidence to support the claim that
gravitational interactions are attractive and
depend on the masses of interacting objects.
[Clarification Statement: Examples of evidence for arguments could
include data generated from simulations or digital tools; and charts
displaying mass, strength of interaction, distance from the Sun,
and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s
Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and
evaluate the experimental design to provide
evidence that fields exist between objects
exerting forces on each other even though
the objects are not in contact. [Clarification
Statement: Examples of this phenomenon could include the
interactions of magnets, electrically-charged strips of tape, and
electrically-charged pith balls. Examples of investigations could
include first-hand experiences or simulations.] [Assessment
Boundary: Assessment is limited to electric and magnetic fields.
spring scale
 The students will be able to use a
balance
 The students will know how a push
works
 The students will know how a pull
works
 The students will know the
differences between mass and size,
and mass and weight
 The students will know the impact of
friction on an object
 The students will know the difference
between speed and motion.
The students will know how each simple
machine works. (Lever and fulcrum, pulley,
wheel and axle, inclined plane, screw,
wedge)
Assessment is limited to qualitative evidence for the existence of
fields.]
Stage 2 - Evidence
Evaluative Criteria
Rubrics
Quizzes
Tests
Notebooks
Assessment Evidence
PERFORMANCE TASK(S):
Performance – Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)
The students will create an on-going Discovery and Reference Notebook of new terms and
concepts dealing with force and motion. This notebook will be used as a study guide at the end
of the unit. The students will complete the pages as they learn the terms. Each term will require
a definition/explanation, and an illustration. The notebook will be graded as a complete work. A
rubric will be used to score the notebook.
2. Choose a Simple Machine Assessment. The students will be given a list of work situations.
From this list, they will choose 2 work situations where they will show how a simple machine
will make their work easier. A clear explanation and illustration must be included for each
situation. A rubric will be used to score this assessment.
OTHER EVIDENCE:
Vocabulary quizzes
Situation worksheets
Science journal entries
Learning Activities
Student self-assessment and peer assessment
Teacher created materials
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
1. Have an object at rest, and start a discussion as to how long it will stay there, and what it would take to move it. Lead the discussion to the
concept that a force is needed to move it, and that a force is a push or pull.
2. Introduce the idea of the Discovery and Reference Notebook. Tell them that they will be graded on the completed notebook. Give them the
requirements and rubric for this notebook. A definition for force should be put into their Discovery and Reference Notebook. These
notebooks should be exchanged between students periodically to have them peer assess each other’s work.
3. In small groups, have the students brainstorm a list of everyday activities that require a push or a pull. Have them write their ideas in their
science journals. Share with the rest of the class. A definition for push and pull should be put into their Discovery and Reference Notebook.
4. Get the students thinking about pushes and pulls. They have them demonstrate how pushes and pulls allow stationary objects to get
moving,(and/or) write sentences in their journals that show 3 ways we push and 3 ways we pull.
5. *Create a menu of activities to show: The greater the force (pushes or pulls) the greater the movement. For example: A tug-of-war activity.
Balanced and Unbalanced Forces. Reflect on the activities in their science journals.
6. *Introduce the idea that a push can come from air. Have the students blow on ping-pong balls or small paper sailboats, to show that the
“push” of the air is a force, and the greater the force the greater the movement. Also the longer they keep the air blowing, the longer the
movement. Reflect in their journals.
7. This is an extension with the ping-pong balls. Introduce acceleration by blowing on the balls with different amounts of force, and from
different directions. Then through direct instruction bring them to the understanding that acceleration is any change in the speed or direction
of an object’s motion. Journal entry needed to assess understanding. A definition for acceleration should be put into their Discovery and
Reference Notebook.
8. Introduce the concept of friction, through direct instruction. Repeat the hook activity to discuss what is happening in terms of friction. In
small groups, have students work on the Friction Between Surfaces activity. A definition of friction should be made in their Discovery and
Reference Notebook.
9. *Bobsled Races Activity for further reinforcement of the concept of friction. This can be used as an assessment.
10. Introduce gravity, through direct instruction. Use the Forces and Motion Activity A definition of gravity should be put into their Discovery
and Reference Notebook.
11. *Introduce the concept mass. Use the Weight Watchers Activity (AIMS). This concept requires the use of a balance. Student may need to
practice using a balance before doing the activity. The math part of this activity may be too difficult for some students. Modify as needed.
When doing this activity, differentiate between mass and size. See Resources pages 15-16. A definition of mass should be put into their
Discovery and Reference Notebook.
12. Introduce simple machines. This part of the unit is critical to their performance assessment. It will take some time. Give the students time to
play with the machines; to get a real sense of how the machines work and how the machines can make work easier. Make sure you cover the
following simple machines: lever and fulcrum, wedge, pulley, inclined plane, wheel and axle, and screw. Each simple machine should be part
of their Discovery and Reference Notebook.
Lessons will incorporate the following:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.
Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis
based on observations and scientific principles. (MS-PS2-3)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide
evidence to support explanations or design solutions.
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be
recorded, and how many data are needed to support a claim. (MS-PS2-2)
Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. (MS-PS2-5)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence
consistent with scientific ideas, principles, and theories.
Apply scientific ideas or principles to design an object, tool, process or system. (MS-PS2-1)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the
natural and designed world.
Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MSPS2-4)
-----------------------------------------------------Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS2-2),(MS-PS2-4)
Disciplinary Core Ideas
PS2.A: Forces and Motion
For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s
third law). (MS-PS2-1)
The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force
needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)
All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other
people, these choices must also be shared. (MS-PS2-2)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS2-3),(MS-PS2-5)
Systems and System Models
Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (MS-PS2-1),(MS-PS2-4),
Stability and Change
Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. (MS-PS2-2)
---------------------------------------------Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate,
natural resources, and economic conditions. (MS-PS2-1)
Force and Motion Discovery and Reference Notebook Rubric
4
3
2
1
4=A*/ 3=B / 2=C /1=D
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All entries are in the student’s own words.
Complete notebook that includes all terms.
All definitions are clear and correct.
All illustrations are clear and neat.
All entries in the student’s own words.
Complete notebook that includes all terms.
Most definitions are clear and correct.
Most illustrations are clear and correct.
Most entries in the student’s own words.
Incomplete notebook, missing a few terms.
Some definitions are not clear or missing.
Some illustrations are confusing or missing.
Some entries are in the student’s own words.
Incomplete notebook, missing many terms
Most definitions are not clear.
Most illustrations are confusing or missing.
Your grade is: ____________________
Teacher
Assessment
Student SelfAssessment
Rubric(s) for Performance-Based Assessment: Choose a Simple Machine Rubric
Machine
Explanation
Illustration
Grammar/Spelling
Neatness
Weight
35%
35%
15%
10%
5%
4
Chose the
best machine
for the job
A clear
explanation
supported by all
specific scientific
concepts and
terms
Exceptional. Clearly
shows the workings
and movement of the
machine with
appropriate labels
Few spelling and grammar
mistakes
Exceptional
3
Chose a
machine that
would do the
job, but may
not be the
best
A clear
explanation and
partially
supported with
general scientific
concepts and
terms
Satisfactory
Several spelling and
grammar mistakes.
Very Good
2
The machine
chosen would
not make the
job easier
The explanation
lacks clarity and
is only partially
supported
Fair. The machine is
drawn incorrectly
drawn, or does not
show how it works, or
is missing labels.
Frequent spelling and
grammar mistakes.
Good
1
Simple
machine not
correctly
The explanation
is missing and/or
is missing
Unsatisfactory.
Many spelling and
grammar mistakes.
Fair
Shows the workings
and movement of the
machine with
appropriate labels.
The machine is
incorrectly drawn and
identified
scientific support
does not show how it
works.
Points
Total Points
A=90 or
above
B=89-89
C=70-79
D=60-69
F=59 or below
Grade: