Unit title: The Force Awakens: Understanding Forces and Motion
Key concept:- Relationships
Related concepts:- Evidence
Global context:- Scientific and technical innovation
Statement of Inquiry:- Laws help predict and describe motion.
Inquiry questions:-
Factual • What affect do forces have on the motion of objects?
Conceptual • What are the relationships between forces and motion?
Debatable • Why is friction a good thing and bad thing for motion when motion occurs?
Learning outcomes:-
5E Model Breakdown:
Engage (1 week):
Hook: Show a compilation video of objects in motion (cars stopping, rockets launching, athletes performing). Discuss observations about how forces affect motion.
KWL Chart: Students brainstorm what they Know, Want to Know, and Learned about forces and motion.
Interactive Simulation: Explore a virtual environment where students can manipulate forces and observe their impact on objects (e.g., PhET Interactive Simulations: https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html).
Formative Assessment: Teacher observes student participation and gathers initial understanding of prior knowledge.
Explore (2 weeks):
Driving Question: What happens when different forces act on an object?
Station Rotations: Each station focuses on a specific force or motion concept (types of forces, friction, balanced/unbalanced forces, gravity). Activities can include:
Designing experiments to test the effects of different forces on objects (e.g., investigating surface area and friction)
Building simple machines (levers, ramps) to demonstrate force interactions
Conducting research on the applications of forces in various fields (e.g., sports, engineering)
Analyzing data and observations from experiments and simulations
Explain (1 week):
Teacher-led Presentations: Introduce key concepts like force, friction, gravity, balanced/unbalanced forces, mass, and weight.
Vocabulary Review: Define and practice using scientific terms related to forces and motion.
Interactive Games and Quizzes: Utilize interactive games and quizzes to solidify understanding of concepts.
Formative Assessment: Teacher checks for understanding through discussions and presentations of findings from exploration activities.
Elaborate (1 week):
Challenge Question: How can we use our understanding of forces and motion to improve our lives?
Project Choice: Students choose a real-world application of forces and motion (e.g., designing a safer playground, improving sports equipment) and create a project showcasing it (e.g., model, presentation with explanations).
Case Studies: Analyze case studies of situations where understanding forces and motion is crucial (e.g., bridge construction, airplane design).
Debate: Facilitate a class debate on the statement "Friction is a necessary evil." Students present arguments based on their learning throughout the unit.
Evaluate (1 week):
Project Presentations: Students present their chosen applications of forces and motion, explaining the scientific principles involved.
Exit Ticket: Students answer questions to assess their understanding of key concepts like forces, friction, and their impact on motion.
Essay Writing (Summative Assessment): Students write an essay titled "Friction is a necessary evil," defending their arguments with evidence gathered throughout the unit.
Self-reflection: Students reflect on their learning journey and how their understanding of forces and motion has changed.
MYP Differentiation:
Provide tiered activities with varying difficulty levels for exploration and elaboration tasks.
Offer choice boards for projects to cater to diverse interests and learning styles.
Utilize graphic organizers and visual aids to support understanding for visual learners.
Encourage teamwork and collaborative learning throughout the unit.
Kath Murdoch's Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
Brainstorming (Day 1): Write the word "motion" on the board. Ask students to brainstorm words related to movement (e.g., fast, slow, stop, push, pull). Discuss how these words describe changes in motion.
KWL Chart (Day 1): Create a chart with "Know," "Want to Know," and "Learned" sections. Have students list what they know about forces and motion in the "Know" section. Then, ask them to brainstorm questions they'd like to answer throughout the unit and write them in the "Want to Know" section.
Finding Out (Researching and Gathering Information):
Teacher-led Demonstrations (Day 2): Introduce key concepts like forces (push, pull), friction, and gravity through interactive demonstrations.
Independent Research (Days 3-4): Students choose a specific force (e.g., friction) and conduct research to explore its applications in various fields (e.g., sports, transportation). Resources can include textbooks, online articles, or videos. Students take notes on their findings.
Sorting Out (Analyzing and Organizing Information):
Group Discussions (Day 5): Facilitate discussions about the effects of forces on different objects. Encourage students to use evidence from their research and demonstrations to support their claims.
Graphic Organizers (Day 5): Provide students with graphic organizers to categorize different types of forces and their effects on motion. Students fill in the organizers based on their research and class discussions.
Going Further (Extending Learning and Deepening Understanding):
Collaborative Investigations (Days 6-7): Students conduct the provided friction investigation (or design their own experiment) to test how surface texture affects friction. They will record observations, collect data, and analyze the results.
Technology Integration (Day 8): Utilize simulations or animations to help students visualize forces and motion in a dynamic way. This can further clarify concepts learned during demonstrations and research.
Making Conclusions (Drawing Meaning from the Learning):
Class Presentations (Day 9): Students present their research findings about different forces and their applications. They can use visuals, demonstrations, or technology to enhance their presentations.
Reflective Writing (Day 10): Students revisit the KWL chart, completing the "Learned" section based on their newfound understanding of forces and motion. They then write a brief reflection summarizing their key takeaways from the unit.
Taking Action (Applying Learning):
Design Challenge (Days 11-12): Students design a simple machine (e.g., ramp, lever, pulley) that utilizes their understanding of forces and friction. They explain how their design applies the concepts learned in the unit.
Debate (Day 13): Students participate in a classroom debate on the proposition: "Friction is a necessary evil." They use evidence and reasoning to support their arguments based on their learning throughout the unit.
Assessment:
Formative: Participation in class discussions, brainstorming activities, observation notes from research and classwork, graphic organizer completion.
Summative:
Presentation on a chosen force and its applications.
Analysis and presentation of investigation data on friction.
Design and explanation of a simple machine.
Reflective writing piece.
Participation in the class debate (considering content and presentation skills).
Differentiation:
Provide graphic organizers or scaffolding for students who need support with brainstorming, note-taking, or writing assignments.
Offer additional research topics or design challenges for advanced learners.
Kinesthetic learners can benefit from activities that involve movement and experimentation during demonstrations and investigations.
MYP Integration:
This unit encourages students to develop skills in scientific inquiry, data collection and analysis, critical thinking, and communication through discussions, presentations, and written work.
The exploration of forces and their applications aligns with the MYP Global Context of Scientific and Technical Innovation.
Assessment:-
Criteria D- Essay "Friction is a necessary evil"
Books used for reference are as follows-
Force and motion textbook
Credit: https://g.co/gemini/share/5719105bd53b
https://g.co/gemini/share/8a483b31f055
Key concept:- Relationships
Related concepts:- Evidence
Global context:- Scientific and technical innovation
- how humans use their understanding of scientific principles
- exploration to develop: Mathematical puzzles, principles and discoveries
Statement of Inquiry:- Laws help predict and describe motion.
Inquiry questions:-
Factual • What affect do forces have on the motion of objects?
Conceptual • What are the relationships between forces and motion?
Debatable • Why is friction a good thing and bad thing for motion when motion occurs?
Learning outcomes:-
- Define force
- State different types of forces
- Describe the effects of forces on motion, including friction and air resistance
- Determine densities of solids, liquids and gases
- Explain Friction
- Give examples of practical applications of friction
- Discuss the advantages and disadvantages of friction
- Define gravity
- Differentiate between mass and weight
- Describe balanced and unbalanced forces
- Investigate how springs stretch
- Investigation- How does surface affect the size of frictional force?[http://zashamaeaquino.wikispaces.com/Friction+Testing+Different+Surfaces]
5E Model Breakdown:
Engage (1 week):
Hook: Show a compilation video of objects in motion (cars stopping, rockets launching, athletes performing). Discuss observations about how forces affect motion.
KWL Chart: Students brainstorm what they Know, Want to Know, and Learned about forces and motion.
Interactive Simulation: Explore a virtual environment where students can manipulate forces and observe their impact on objects (e.g., PhET Interactive Simulations: https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html).
Formative Assessment: Teacher observes student participation and gathers initial understanding of prior knowledge.
Explore (2 weeks):
Driving Question: What happens when different forces act on an object?
Station Rotations: Each station focuses on a specific force or motion concept (types of forces, friction, balanced/unbalanced forces, gravity). Activities can include:
Designing experiments to test the effects of different forces on objects (e.g., investigating surface area and friction)
Building simple machines (levers, ramps) to demonstrate force interactions
Conducting research on the applications of forces in various fields (e.g., sports, engineering)
Analyzing data and observations from experiments and simulations
Explain (1 week):
Teacher-led Presentations: Introduce key concepts like force, friction, gravity, balanced/unbalanced forces, mass, and weight.
Vocabulary Review: Define and practice using scientific terms related to forces and motion.
Interactive Games and Quizzes: Utilize interactive games and quizzes to solidify understanding of concepts.
Formative Assessment: Teacher checks for understanding through discussions and presentations of findings from exploration activities.
Elaborate (1 week):
Challenge Question: How can we use our understanding of forces and motion to improve our lives?
Project Choice: Students choose a real-world application of forces and motion (e.g., designing a safer playground, improving sports equipment) and create a project showcasing it (e.g., model, presentation with explanations).
Case Studies: Analyze case studies of situations where understanding forces and motion is crucial (e.g., bridge construction, airplane design).
Debate: Facilitate a class debate on the statement "Friction is a necessary evil." Students present arguments based on their learning throughout the unit.
Evaluate (1 week):
Project Presentations: Students present their chosen applications of forces and motion, explaining the scientific principles involved.
Exit Ticket: Students answer questions to assess their understanding of key concepts like forces, friction, and their impact on motion.
Essay Writing (Summative Assessment): Students write an essay titled "Friction is a necessary evil," defending their arguments with evidence gathered throughout the unit.
Self-reflection: Students reflect on their learning journey and how their understanding of forces and motion has changed.
MYP Differentiation:
Provide tiered activities with varying difficulty levels for exploration and elaboration tasks.
Offer choice boards for projects to cater to diverse interests and learning styles.
Utilize graphic organizers and visual aids to support understanding for visual learners.
Encourage teamwork and collaborative learning throughout the unit.
Kath Murdoch's Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
Brainstorming (Day 1): Write the word "motion" on the board. Ask students to brainstorm words related to movement (e.g., fast, slow, stop, push, pull). Discuss how these words describe changes in motion.
KWL Chart (Day 1): Create a chart with "Know," "Want to Know," and "Learned" sections. Have students list what they know about forces and motion in the "Know" section. Then, ask them to brainstorm questions they'd like to answer throughout the unit and write them in the "Want to Know" section.
Finding Out (Researching and Gathering Information):
Teacher-led Demonstrations (Day 2): Introduce key concepts like forces (push, pull), friction, and gravity through interactive demonstrations.
Independent Research (Days 3-4): Students choose a specific force (e.g., friction) and conduct research to explore its applications in various fields (e.g., sports, transportation). Resources can include textbooks, online articles, or videos. Students take notes on their findings.
Sorting Out (Analyzing and Organizing Information):
Group Discussions (Day 5): Facilitate discussions about the effects of forces on different objects. Encourage students to use evidence from their research and demonstrations to support their claims.
Graphic Organizers (Day 5): Provide students with graphic organizers to categorize different types of forces and their effects on motion. Students fill in the organizers based on their research and class discussions.
Going Further (Extending Learning and Deepening Understanding):
Collaborative Investigations (Days 6-7): Students conduct the provided friction investigation (or design their own experiment) to test how surface texture affects friction. They will record observations, collect data, and analyze the results.
Technology Integration (Day 8): Utilize simulations or animations to help students visualize forces and motion in a dynamic way. This can further clarify concepts learned during demonstrations and research.
Making Conclusions (Drawing Meaning from the Learning):
Class Presentations (Day 9): Students present their research findings about different forces and their applications. They can use visuals, demonstrations, or technology to enhance their presentations.
Reflective Writing (Day 10): Students revisit the KWL chart, completing the "Learned" section based on their newfound understanding of forces and motion. They then write a brief reflection summarizing their key takeaways from the unit.
Taking Action (Applying Learning):
Design Challenge (Days 11-12): Students design a simple machine (e.g., ramp, lever, pulley) that utilizes their understanding of forces and friction. They explain how their design applies the concepts learned in the unit.
Debate (Day 13): Students participate in a classroom debate on the proposition: "Friction is a necessary evil." They use evidence and reasoning to support their arguments based on their learning throughout the unit.
Assessment:
Formative: Participation in class discussions, brainstorming activities, observation notes from research and classwork, graphic organizer completion.
Summative:
Presentation on a chosen force and its applications.
Analysis and presentation of investigation data on friction.
Design and explanation of a simple machine.
Reflective writing piece.
Participation in the class debate (considering content and presentation skills).
Differentiation:
Provide graphic organizers or scaffolding for students who need support with brainstorming, note-taking, or writing assignments.
Offer additional research topics or design challenges for advanced learners.
Kinesthetic learners can benefit from activities that involve movement and experimentation during demonstrations and investigations.
MYP Integration:
This unit encourages students to develop skills in scientific inquiry, data collection and analysis, critical thinking, and communication through discussions, presentations, and written work.
The exploration of forces and their applications aligns with the MYP Global Context of Scientific and Technical Innovation.
Assessment:-
Criteria D- Essay "Friction is a necessary evil"
Books used for reference are as follows-
Force and motion textbook
Credit: https://g.co/gemini/share/5719105bd53b
https://g.co/gemini/share/8a483b31f055
force_worksheet_1.pdf | |
File Size: | 1540 kb |
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forces_worksheet2.pdf | |
File Size: | 933 kb |
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