Force and Motion Unit Plan

Written by: Brittney Williams

Grade: 6th
Learning objectives:

Students will be able

Students will be able
single object
Students will be able
Students will be able
equations
Students will be able
o Velocity
o Speed
o Vector
o Motion
o Acceleration
o Displacement
o Force
o Friction

to explain motion and how it relates to force

to define force and determine the forces acting on a
collect data and analyze the data and draw conclusions
to calculate Velocity, force and acceleration using
to define the following:

Lessons:

What is motion?
What is acceleration?
What is force?

Assessments:

Students will be assessed each lesson through observations and discussions

Each lesson will require students to submit work that will be assessed using
rubrics
Summative assessment of unit: Students will from a research question
related to the unit and design an experiment to answer their question/

Lesson #1
Title: What is Motion?
Time: 1hr
Objectives: Students will be able to:

Define speed, velocity, and displacement

Explain how distance and time relate in terms of speed
Calculate velocity

New York State Standards:

Mathematics, Science and Technology

Science:
o Key Idea 5
Performance indicator 5.1: Students describe different patterns
of motion of objects
Major understandings:
o 5.1b: The motion of an object can be described by
its position, direction of motion, and speed
Mathematics:
o MST3.6.M.SS1-6: Students will determine what can be measured and
how, using appropriate methods and formulas.

References:

Acceleration. (2005). In G. Science, Physical Science with earth Science (pp.

76-77). New York: Mcgraw Hill.

Force and Motion unit guide. (n.d.). Retrieved from science a-z:
file:///C:/Users/Brittney/Downloads/force_and_motion_5-6_unit_guide.pdf

Toy Car Laboratory. (2012, January 26). Retrieved from Stem Teachers Now:
http://stemteachersnowpdproject.wikispaces.com/file/view/Toy+Car+Activity.
pdf

Vocabulary:
Displacement: the distance and direction of an objects final position from
its intial position.
Speed: the distance an object travels per unit of time.
Velocity: the speed of an object and its direction of motion.
Materials:

Internet access and SMART Board or projector

Large chart paper

Several small toy cars (electronic, half slow moving and half fast)
Stop watches
Tape or post-its
Laboratory notebooks
Graphing paper

Before the lesson:

The teacher should make sure to have studied the material prior to the lesson
in order to have a complete understanding of the content.
Create KWL chart outline prior to lesson to save time
Have an outline for how student should fill in their laboratory notebooks.
Conduct activity prior to presenting it to verify that the procedures are
appropriate for the desired class.
Separate all materials into baskets for each group. (this will save time during
the lesson)

Engage:

Begin by splitting students into groups that they will work in throughout the
activity.
Provide each student a basket that contains all the materials they will need
for the duration of the lesson.
As a class create a KWL chart with the information the students may know
related to motion. During this time pose questions related to speed, velocity
and distance.
Explain to students that they will be taking part in an activity that requires
them to measure and record speed of toy moving cars.
Explain to the students that these are electronic cars and ask them to explain
the forces that are related to the motion of the cars.
Provide each student with instructions for completing the activity. (form
attached)

Explore:

Review with students how to record in a data table and plot the data.
Model a trial of the activity.
Direct students to begin the activity referring back to their handouts for
instruction
As the students are working survey the room making observations and
assessing the students
Understanding through their conversations. Also pose questions for further
inquiry.
Once students have all graphed their data and recorded their findings in their
notebooks instruct them to join back together with the class for a wrap up.

Explain:

Have students share their experiences and observations taken from the
activity.
Pose questions for students:
o Were the cars moving at the same speed?
o What was the difference you recorded about the motion of the two
cars?
o Were the cars moving at a constant speed?

Elaborate:

Use the student responses in the discussion to present to the equation for
average velocity (average velocity=distance/time)
Explain to them that the slope of the line is the velocity of the car and it is
constant if the line is straight.
As a class complete the KWL chart.
Have students submit their notebooks and worksheets for assessment.

Evaluation:

Students will be assessed based on the Laboratory notebook rubric that is

provided to them. (Form attached)

LevelScore

Laboratory Notebook Rubric

Organization

Spelling/grammar

Neat and easy to

read

Each section is
labeled

Information is clear

Labels are included

for SOME sections

Notebook is neat
though few loosed
pages

Most of the
information is
presented clearly

No spelling or
grammar errors

1 to 3 spelling or
grammar error

Data

Required Elements

All data is presented

Organized

Data in appropriate
sections

Most of the data is

present

Organized

Most of the data is in

the appropriate
sections

Includes title,
materials, date,
(sections specific to
the lab) data, inquiry
questions,
conclusions,
vocabulary
Includes all sections
specific to the lab,
missing one of the
required elements

LevelScore
2

Organization

Spelling/grammar

Notebook is mostly
neat with few loosed
pages or instances
of illegible writing

Sections are not all

labeled/ labels are
hard to find

Some of the
information is not
presented clearly

Notebook is not
neat

Labels are not

included

Information is not
presented clearly

4 to 5 spelling or
grammar errors

More than 5
spelling or
grammar errors

Data

Required Elements

Some of the data is

presented

Missing sections
specific to lab

Slightly unorganized

Some of the data is

in the appropriate
section

Missing 2 of the
required elements

Data is missing

Unorganized

Data in the wrong

sections

Missing 3 or more of
the required
elements

Toy Car Laboratory (motion and velocity)

Instructions:
1. Create data tables for data in your laboratory notebook (one for the slow car
and one for the fast car).
4 sec.

8 sec.

12 sec.

16 sec.

Trial 1
(distance)
Trial 2
(distance)
Trial 3
(distance)
2. Place a piece of tape (or post it) where the cars will begin. This is the zero
position.
3. Place the car at the tape. The back of the car should be at the front of the
tape.
4. Start the first car and the stopwatch at the same time.
5. Stop the stopwatch after 4 seconds.
6. Place a piece of tap where the car stopped. The back of the car should be at
the front of the tape.
7. Use the meter stick to measure the distance the car traveled.
8. Record data
9. Repeat for 8, 12 and 16 seconds. With the same car.
10.Plot the data. Time is the independent variable (plotted on the horizontal
axis) and distance is the dependent variable (plotted on the vertical axis).

11.Repeat steps 2- 10 with the second car.

Lesson #2
Title: What is acceleration?
Objectives: Students will be able to

Define acceleration
Calculate acceleration
Plot distance vs. time graphs and determine if the object is accelerating

New York State Standards:

Mathematics, Science and Technology

Science:
o Key Idea 5
Performance indicator 5.1: Students describe different patterns
of motion of objects
Major understandings:
o 5.1b: The motion of an object can be described by
its position, direction of motion, and speed
o 5.1a: The motion of an object is always judged with
respect to some other object or point. The idea of
absolute motion or rest is misleading.

5.1c: An objects motion is the result of the

combined effects of all forces acting on the object.
A moving object that is not subjected to a force will
continue to move at a constant speed in a straight
line. An object at rest will remain at rest.

Mathematics:
o MST3.6.M.SS1-6: Students will determine what can be measured and
how, using appropriate methods and formulas.

Vocabulary:

Acceleration: the change in velocity divided by the time for change to

occur.

References:

Antkowiak, & Brevetti. 8th grade Science Resource Book. Retrieved from
Edmond Schools: http://www.edmondschools.net/Portals/7/docs/Brevetti/2nd
%209%20weeks/8th%20Grade%20Science%20Notebook
%202%20website.pdf

Acceleration. (2005). In G. Science, Physical Science with earth Science (pp.

76-77). New York: Mcgraw Hill.

Materials:

Cardboard for ramps

Marbles
Stopwatches
Rulers or meter sticks
worksheets

Before the lesson:

The teacher should make sure to have studied the material prior to the lesson
in order to have a complete understanding of the content.
Have an outline for how student should fill in their laboratory notebooks.
Conduct activity prior to presenting it to verify that the procedures are
appropriate for the desired class.
Separate all materials into baskets for each group. (this will save time during
the lesson

Engage:

Review with students their understanding of speed and motion from the
previous lesson.
Ask students if they believe an object always has a constant speed while it is
moving. Encourage them top elaborate of their ideas
Explain to the students that we will attempt to answer this question through
the current activity

Have each student record in their Laboratory notebook and on their hand out
their predictions. (Will the speed of a marble change while rolling down an
incline?)
Begin the activity by supplying each group of student a basket that should all
their necessary materials for the activity
Provide students with instructions as to how to complete the activity
Provide an example of the required setup

Explore:

Review the instructions of the activity once with the students before they
begin:
o Students are to set up a ramp using cardboard and books.
o use tape to mark the end of the ramp
o The students will then release the marbles allowing it to roll down the
ramp. BE SURE NOT TO PUSH THE MARBLE! Pushing the marble will
add another component of force.
o Record the time it takes to marble to reach the bottom of the ramp.
(students will do this for 3 trials)
o Use a piece of tape to mark a point 0.5 meters from the bottom of the
ramp
o Students will release the marble from the same point, this time
recording the time once it reaches the new mark of tape. (this is done
for 3 trials)
o Students will calculate the average speed and compare the Velocity #1
to velocity #2
Once students have started working survey the classroom and discuss with
the students their progress
Engage with the students and discover their thinking strategies of any
questions that may arise (make note of any trends to address later)

Explain:

Have students discuss their findings with the class

Address any misconceptions or questions that may have come up through
the activity
Introduce the concept of acceleration and explain it in the contexts of this
activity. Present to students the formula for calculating acceleration

Elaborate:

Instruct students to answer the conclusion question on the worksheet to

submit for assessment.

Evaluation:

Students will be assessed based on their participation through the activity

and orally through discussion

The instructor should observe to make sure students are actively

engaged and are discussing the concepts related to the content of
study.
Students will be assessed based on the worksheet they submitted using the
following rubric
o

Extension:

Provide students data tables with information to graph distance vs. time
graphs
Students will then assess the graphs to determine if the objects were moving
at constant speed or accelerating

What Happens When Velocity Changes?

Name:
Procedure:
1. Make a ramp by laying the board against a book.
2. Set up your ramp along the ground or table. Raise one end of the ramp on top of
the books, the other end of the ramp should remain on the ground.
3. Make a line by putting a piece of tape at the bottom of the ramp. Test you ramp
by releasing the marble from the top of the ramp. Make sure that the marble rolls
freely. DO NOT PUSH THE MARBLE!

5. Release the marble and measure the time it takes for it to roll from the release
point to the end of the ramp. (You will do this 3 times and get an average)Make sure
and record your observations in the table given.
6. Release the marble again from the same point, and record the time it takes the
marble to roll from the end of the ramp to the finish line (0.5m form the bottom of
the ramp). (You will do this 3 times and get an average) Record this time.
Draw the setup of your experiment below and label everything!

Data:
Top to bottom of ramp:
meters
Trial
Time #1
(s)
1
1

meters
Bottom of ramp to finish line:
Trial
Time #2 (s)

Calculations:
2

Total

Total

Average

Average

Velocity #1
(m/s)

Velocity #2
(m/s)

Conclusion:
Write a paragraph, using numbers from your data, that describes what we did in this
lab, what you observed happen, and how this relates to the numbers you calculated
and the change in Velocity.

Laboratory
skills

Content
understanding

Spelling/gram
mar

8 points
Student displays
ability to do the
following:
Data
collection
Data
analysis
Formation
of research
question
and
prediction
Record
measurem
ent
Calculation
s
Student shows
understanding of
the content
addressed in the
lesson.
No spelling or
grammar mistakes

Acceleration lesson activity rubric

6 points
Student displays
ability to do 4 of
the following:
Data
collection
Data
analysis
Formation
of research
question
and
prediction
Record
measurem
ent
Calculation
s
Student shows
understanding of
the content with
few error or
misconceptions.
1-2 spelling or
grammar mistakes

4 points
Student displays
ability to do 3 of
the following:
Data
collection
Data
analysis
Formation
of research
question
and
prediction
Record
measurem
ent
Calculation
s
Student shows
slight
understanding of
the content.

2 points
Student displays
ability to do 0-2 of
the following:
Data
collection
Data
analysis
Formation
of research
question
and
prediction
Record
measurem
ent
Calculation
s
Student does not
display
understanding of
the content.

3-5
spelling/grammar
mistakes

6+
spelling/grammar
mistakes

Lesson #3
Title: What is Force?
Time:
Objectives: Students will be able to:

Define friction and force force

Explain how mass relates to friction
Define a simple machine
Calculate force using mass and acceleration

New York State Standards:

Mathematics, Science and Technology

Science:
o Key Idea 5
Performance Indicator 5.1: Students describe different patterns
of motion of objects
Major understandings:
o 5.1b: The motion of an object can be described by
its position, direction of motion, and speed
o 5.1a: The motion of an object is always judged with
respect to some other object or point. The idea of
absolute motion or rest is misleading.
o 5.1c: An objects motion is the result of the
combined effects of all forces acting on the object.
A moving object that is not subjected to a force will

continue to move at a constant speed in a straight

line. An object at rest will remain at rest.
o 5.1d: Force is directly related to an objects mass
and acceleration. The greater the force, the greater
the change in motion.
Performance Indicator 5.2: Students observe, describe, and
compare effects of forces (gravity, electric current, and
magnetism) on the motion of objects.
Major understandings:
o 5.2d: Friction is a force that opposes motion
o 5.2e: A machine can be made more efficient by
reducing friction. Some common ways of reducing
friction include lubricating or waxing surfaces.
o 5.2g: Simple machines include a lever, a pulley, a
wheel, an axle, and an inclined plan. A complex
machine uses a combination of interacting simple
machines.

Mathematics:
o MST3.6.M.SS1-6: Students will determine what can be measured and
how, using appropriate methods and formulas

Vocabulary:
Force: a push or pull that one objet exerts on another.
Friction: the force that opposes the sliding motion of two surfaces that are in
contact.
References:

Acceleration. (2005). In G. Science, Physical Science with earth Science (pp.

76-77). New York: Mcgraw Hill.

What is Friction? How can it be reduced? (2008). In J. E. Bass, T. L. Constant,

& A. A. Carin, Activities for sciene as inquiry: seventh edition (pp. A39-A41).
Pearson.

Force & Motion. (2015). Retrieved from Scholastic Study Jams:[video clip]
http://studyjams.scholastic.com/studyjams/jams/science/forces-andmotion/force-and-motion.htm

Materials:
Screw hook
Block of wood
Rubber bands or spring scale
Rulers
Sheets of coarse sandpaper
6 round pencils

Before the lesson:

The teacher should make sure to have studied the material prior to the lesson
in order to have a complete understanding of the content.
The eggs for the activity must be cooked prior to the lesson.
Have an outline for how student should fill in their laboratory notebooks.
Conduct activity prior to presenting it to verify that the procedures are
appropriate for the desired class.
Separate all materials into baskets for each group. (this will save time during
the lesson

Engage:

Instruct students to take out the two eggs in their materials basket and set
them on the table.
Explain to them that one egg is raw and the other is cooked. Then instruct
them to spin the eggs on the table. Then to touch them with one finger in the
attempt to stop the motion.
Pose questions to the students:
o The eggs started at rest, what caused motion to occur?
o What caused the motion to stop?
o Why did one egg continue to spin after it was touched?
Respond to students answers and introduce the concepts of force, friction and
inertia.
Engage students by showing a video that illustrates the concepts of force and
friction.
Ask: How can you measure the effects of friction.
Explain to students that is the question they will being answering through the
activity.

Explore:

Students will carry out these investigation procedures in cooperative groups.

o Turn the screw hook into the end of a block of wood. Attach the spring
scale (or rubber band) to the hook.
o With your finger lift the block in the air and measure the stretch of the
band using a ruler.
o Design a data table and record you measurements in laboratory
notebook
o Position the block on the table with rubber band extended, pull the
block along the surface of the table and measure the stretch one the
block begins to move. Record your measurements.
o Repeat the previous step, this time with sandpaper beneath the block.

Explain:

Invite students to share their procedure and findings.

During the discussion ask:

o What change did you observe?
o How does the surface effect the force of the object to move on it?
o What is friction?
Review the concepts of force and friction. Present students with the formula
for the calculation of force.

Elaborate:

Now place two round pencils underneath the block and drag it across the
table.
Record the measurements of the stretch of the band.
Ask students:
o What happens to the stretch of the rubber band this time? Why?
o In what ways do wheels help objects move?
Explain that wheels reduce friction

Evaluate:

Students will be assessed using the Laboratory notebook rubric

Students will also be assessed on their understanding of the concepts by
answering the following questions on a sheet of paper they will submit to the
teacher.
o In your investigation today, how does the stretch of the rubber band
relate to the force of the friction between the block and the surface on
which it is sliding?
o Your teacher needs help rearranging her new classroom. She asks you
to push her desk from the front of the classroom to the back of the
room. You dont want to have to push very hard. Which kind of floor
covering do you hope is in the classroom?
Smooth, polished cement
Thick, carpeting,
or rough concrete
Explain why
What does friction have to do with your choice?

Summative Assessment lesson

Time: 1hr, 2days
Objectives: Students will be able to:

Formulate an inquiry question

Engage in scientific inquiry where they design methods to answer a question
Demonstrate their understandings of the relationship between force, motion,
mass, distance, time and motion.
Determine constant variables when designing an experiment

Day 1:
Review with students the concepts that have been addressed throughout the
unit
Provide a demonstration to students where a marble rolls down a ramp as in
the lesson #2 activity
Ask students:

What components of this marbles motion can we change? (distance,

speed, direction, force, acceleration)
o Create a list on the board
Explain to students that they will be designing a procedure where they will
change one of these components.
Provide each student with a worksheet
Have students formulate their inquiry question: How can I change the ______
of the rolling marble?
Have students make a prediction and record it on their worksheet.
Review the calculations related to the unit and provide the formulas on the
board for all students to record
Instruct students to consider their question and consider the variables that
must remain constant in their procedure. Have students record their ideas on
their worksheet (ex. Keeping the ramp at the same angle or using the same
marble.)
Next instruct students to consider the variables they will need to change (ex.
In order to change force they can change the acceleration) Have students
record their ideas
Next instruct students to write out the procedure they will follow in order to
change that component of motion based on the conditions they just
determined.
o

Day 2:

Students will now follow their procedure they created the prior day
Students are to record all observations and any errors that occur
If aby changes to the procedure are made they must be noted
Once complete students must record their results and compare them to their
inquiry question and prediction
Students will then submit their procedure and all their data for assessment.

Evaluation:

Students will be assessed on the assessment using the following rubric

Summative assessment rubric

Assessment includes
Inquiry questions and prediction
Constant and changing variables
Written procedure
Data/results
Data analysis
Student demonstrates
understanding of the concepts
related to the unit

2 points each

Calculations are done accurately

comments:

Score:

Summative Assessment worksheets

Name:
Inquiry question(s):

Prediction:

Constant variables

Changing variables

Procedure:

Data/Results/Calculations:

Conclusion: How does your results relate to your prediction?