UNIT 2: Motion 7th Grade Science

Stage 1 Desired Results

ESTABLISHED GOALS/ STANDARDS TRANSFERS
What content standards and program- or Students will be able to independently use their learning in new situations to…
mission-related goal(s) will this unit address? What kinds of long-term, independent accomplishments are desired?
PS.6.7.2 Conduct investigations
demonstrating Newton’s first law of motion 1. Recognize and analyze patterns in nature
PS.6.7.3 Demonstrate Newton’s second law 2. Predict future events based on those patterns
of motion
PS.6.7.4 Conduct investigations of Newton’s Meaning
third law of motion
UNDERSTANDINGS: Students will ESSENTIAL QUESTIONS: Students will explore & address
PS.6.7.5 Explain how Newton’s three laws
of motion apply to real world situations
understand that… these recurring questions:
What specifically do you want students to What thought-provoking questions will foster inquiry, meaning-making,
(e.g., sports, transportation)
understand? What important ideas do you want and transfer?
PS.6.7.1 Compare and contrast Newton’s them to grasp? What inferences should they
three laws of motion make?
PS.6.7.6 Investigate careers, scientists, and
1. What is “energy”?
1. The farther a planet is from the 2. How does science explain motion?
historical breakthroughs related to laws of sun, the longer its year is
motion
2. Forms and characteristics of Literacy Integration
ESS.10.7.1 Identify and model the causes of
night and day
motion can be manipulated to aid ESS.10.7.6 Investigate careers, scientists, and historical
ESS.10.7.2 Compare and contrast the humans in their daily activities breakthroughs related to rotations and revolutions of bodies
Earth’s day to those of other planets in our 3. Daily motion can be explained in in space:
solar system terms of Newton’s three laws Read chapter 6 of “Archimedes and the Door of Science”:
ESS.10.7.3 Identify and model the cause of “Archimedes and Astronomy”
planetary years
ESS.10.7.4 Compare and contrast Earth’s
year to those of other planets in our solar Acquisition
system Students will know… Students will be skilled at…

ESS.10.7.5 Identify and model the causes of What facts and basic What discrete skills and processes should students be able to use?
seasons concepts should students
ESS.10.7.6 Investigate careers, scientists, know and be able to 1. Recognizing and analyzing patterns in nature
and historical breakthroughs related to 2. Predicting future events based on those patterns
recall?
rotations and revolutions of bodies in space 3. Applying learned concepts to their own real-life, daily experiences


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Central High School, Helena-West Helena, AR
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UNIT 2: Motion 7th Grade Science

Acquisition – Content Knowledge

Students will know…

Standard Question Content knowledge Task Analysis Labs and activities
N/A (establishing • What is • A force is a push, pull, or twist. Forces • Demonstrate examples of the • Match vocabulary to
necessary
energy? are invisible to us, but their effects can kinds of forces there are (e.g., appropriate visuals in
background
knowledge) • What is the be observed. They make things change contact, non-contact, pushes cooperative groups or
difference motion (speed and direction) or shape. and pulls) pairs (e.g. sun is solar
between • Energy (depending on which kind of • Measure force using proper energy, fireflies convert
force and scientist you speak to) is a store of units (Newtons) chemical energy into
energy? something that is needed for • Demonstrate knowledge that light energy)
something else to happen. It does not energy is needed for motion, • Name examples of
make things happen, but energy is and that energy stores may be energy represented in a
transferred when something does transferred during motion. demonstration or visual
happen. (e.g. pictures of
• Energy is transferred from one form alternative energy
into another when something sources)
happens. Energy DOES NOT make • Demonstrate and
things happen. (studnets often explain examples of
confuse energy and forces – forces do energy and transfer of
not make things happen.) energy (e.g. hair dryer
• Energy is neither created or destroyed. uses electrical energy
(law of conservation of energy) that is converted to heat
• Energy comes from different sources: energy; we get our
sun (solar energy), food (chemical energy from chemical
energy), heat (thermal energy) energy (food); etc)

PS.6.7.2 Conduct • What is • Note to teacher: Illustrate the first • Demonstrate Newton’s first • http://www.nbclearn.co
investigations Newton’s law using sports examples (esp. law of motion and explain m/portal/site/learn/scie
demonstrating first law of football and basketball) how the demonstration nce-of-nfl-football
Newton’s first
motion? • Newton’s three laws of motion illustrates the first law • Egg and penny drop
law of motion
• What are describe the motion of an object. The • Explain how Netwon’s first law (“magic trick”)
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Central High School, Helena-West Helena, AR
Template Design © Authentic Education 2012
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UNIT 2: Motion 7th Grade Science

PS.6.7.5 Explain some first law describes what happens when of motion applies to specific • Flicking pennies out
how Newton’s examples of balanced forces act on one object real-world examples from the bottom of a
three laws of Newton’s (inertia), causing it, if it is in motion, to • Compare a scientific law to a stack of pennies by
motion apply to first law of remain in motion; or if it is stationary, scientific theoy hitting the bottom one
real world
motion? to remain stationary. (“An object in with an index card
situations (e.g.,
sports,
(how have I motion tends to stay in motion, and an • car crash demo
transportation) already object at rest tends to stay at rest, http://teachers.net/less
seen it in unless acted upon by an outside ons/posts/661.html
my own force.”)
experiences • Examples include momentum
?) (passengers in a car move forward
• How are when the car crashes)
scientific • A scientific law describes (and
laws and predicts) what will happen uner a set o
scientific circumstances, whereas a scientific
theories theory provides a broad explanation
different? for a phenomenon.
PS.6.7.3 • What is • The secon law describes what happens • Demonstrate Newton’s • http://www.nbclearn.co
Demonstrate Newton’s when unbalanced forces act on an second law of motion and m/portal/site/learn/scie
Newton’s second second law object causing it to accelerate (F=ma); explain how the nce-of-nfl-football
law of motion
of motion? the more force you apply to an object, demonstration illustrates the • Rubber ball bounce
PS.6.7.5 Explain
• What are the greater its acceleration. second law demo (if kids can be
how Newton’s
three laws of some • Examples include: the more force you • Explain how Netwon’s second trusted with rubber
motion apply to examples of exert on a basketball, the faster it goes law of motion applies to balls); otherwise,
real world Newton’s • A scientific law describes (and specific real-world examples teacher demonstrates
situations (e.g., second law predicts) what will happen uner a set o • Compare a scientific law to a with basketball bouncing
sports, of motion? circumstances, whereas a scientific scientific theory against floor/wall
transportation) (how have I theory provides a broad explanation
already for a phenomenon.
seen it in
my own
experiences
?)
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Central High School, Helena-West Helena, AR
Template Design © Authentic Education 2012
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UNIT 2: Motion 7th Grade Science

• How are
scientific
laws and
scientific
theories
different?
PS.6.7.4 Conduct • What is • The third law states that, for every • Demonstrate Newton’s third • http://www.nbclearn.co
investigations of Newton’s action, there is an equal and opposite law of motion and explain m/portal/site/learn/scie
Newton’s third third law of reaction. (“action/reaction”) how the demonstration nce-of-nfl-football
law of motion
motion? • Examples include rockets taking off illustrates the third law • Balloon string rocket
PS.6.7.5 Explain
how Newton’s
• What are • A scientific law describes (and • Explain how Netwon’s third experiment
three laws of some predicts) what will happen uner a set o law of motion applies to
motion apply to exqamples circumstances, whereas a scientific specific real-world examples
real world o Newton’s theory provides a broad explanation • Compare a scientific law to a
situations (e.g., third law of for a phenomenon. scientific theory
sports, motion?
transportation) (how have I
already
seen it in
my own
experiences
?)
• How are
scientific
laws and
scientific
theories
different?
PS.6.7.1 • How are • Reviewing knowledge previously • Correctly compare and • Classify examples of
Compare and Newton’s learned, compare and contrast the contrast the three laws of Newton’s laws
contrast three laws three laws of motion motion • Compare and contrast
Newton’s three
similar and • Classify examples of Newton’s newton’s three laws of
laws of motion
different? laws motion
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Central High School, Helena-West Helena, AR
Template Design © Authentic Education 2012
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UNIT 2: Motion 7th Grade Science

• How are • Compare a scientific law to a

scientific scientific theory
laws and
scientific
theories
different?
ESS.10.7.1 Question Content knowledge Task analysis Labs and activities
Identify and • What • Night and day are due to the rotation • Use models to describe and • Hold a bright light up;
model the causes causes night of the Earth on its axis. Whichever side explain the causes of day and have a volunteer spin
of night and day
and day? o the Earth is facing the Sun will be night around slowly in a circle
• What is the experiencing day, and whichever side • Use models to demonstrate (to demonstrate that the
difference is facing away from the sun is rotation and revolution sun does not move, but
between experiencing night. (NOTE: Clarify – • compare and contrast rotation the Earth does) – hen
rotation the sun does not circle around the and revolution your eyes are towards
and Earth once a day. Instead, the Earth is the light, it’s “day”;
revolution? spinning.) when your eyes are
• What is a • Rotation is the term commonly used to away, it’s “night”.
model and describe the turning of a space body • Also, adding to this, you
why do (e.g., planet) about its axis; whereas, a could have the students
scientists revolution describes the movement of calculate the length of
use them? a space boy through space around their classmate’s “day”.
another body (e.g., the Earth revolves
around the Sun, or the Joon revolves
around the Earth).
• Scientists use models and analogies to
represent things that are often too
small or too large to easzily observe.
Using models helps them to test their
ideas and develop explanations.
ESS.10.7.2 • Why is a • A “day” is not necessarily 24 hours. • Infer relative lengths of days if • Use models to describe
Compare and “day” on Different planets have different rates given rotation rates of each and explain why days
contrast the different of rotation, therefore their days are planet in the solar system have different lengths
Earth’s day to
planets not different lengths. on different planets
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Central High School, Helena-West Helena, AR
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UNIT 2: Motion 7th Grade Science

those of other 24 hours? • Infer relative lengths of

planets in our • How is a days if given rotation
solar system day rates of each planet in
measured? the solar system
(What • Begin a page in the
determines science notebook that
how long a will be their planet
“day” summary chart; have a
lasts?) column where they can
glue pictures of the
planet too, for
visualization – and they
will keep working on
this as the unit
progresses)
• Add day length info to
the planet info chart
ESS.10.7.3 • What is a • A year is not defined as “365 days”. • Describe how year length is • Calculate your age on
Identify and “year”? That is an Earth Year. A planetary year measured. other planets
model the cause • How is a is the time it takes for a planet to • Explain, using models, what • Infer relative lengths of
of planetary
year complete one revolution of the sun causes a planetary year. years if given distance
years
measured? (called its “orbit”). • Identify that revolution time from the sun of each

ESS.10.7.4 (What • Years on other planets are different (NOT “365 days”) defines a planet, and/or if given
Compare and determines because ifferent planets are different year length of planetary
contrast Earth’s how long a distances from the sun. Because of • Relate the revolution of a revolution (planet card
year to those of “year” this, planets take different times to planet to its distance from the sort (infer distance from
other planets in lasts?) make one complete orit. The farther sun sun based on year
our solar system • Why is a away the planet is from the sun, the length, and vice versa)
“year” on longer its orit, and therefore the • Add year lengths and
different longer its year. When considering the your age on other
planets not time it takes for planets to orbit the planets to the planet
365 days? sun, they are compared to Earth (1 info chart
Earty Year) (eg., Mars takes about 1.9 • Assign diferent students
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Central High School, Helena-West Helena, AR
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UNIT 2: Motion 7th Grade Science

Earth Years to orit the sun). to be diferent planets;

• Thus, an Earth Year is 365 days, but a class watches as
Venus Year is shorter, and a Neptune individual planets run
Year is longer. around the room (one
on the perimeter of the
room, one having an
intermediate orbit, and
one running in little
circles in the middle of
the room) – who took
the longest? Why?
(greater distance to go)
Optional: if further inquiry into the nature of planets is desired, include a research project or lesson plan of some sort at this point – basic
information about planets in the solar system. Pluto should also be discussed (briefly explain why scientists don’t consider it a “planet”)
ESS.10.7.5 • What • Seasons are due to the different • Identify that seasons are due • Summarize which
Identify and causes the intensities of sunlight reaching to the tilt of the Earth’s axis, planets have seasons
model the causes seasons? different hemispheres of the Earth at and the revolution of the and why. (Add to planet
of seasons
different times. (Note: seasons are Earth around the sun. info table.)
NOT due to one hemisphere being • Summarize which planets
“closer” to the sun than the other. have seasons and why.
This is a common misconception. The
distance between earth and sun due
to the tilt of the earth’s axis is not
large enough to have a noticeable
effect.) The different intensities of
sunlight can be explained by the
combination of the Earth’s shapekk its
revolution, and the tilt of its axis. As
the Earth orits the Sun, it remains
tilted in the same direction (~23.5
degrees), so in June the northern
hemisphere is pointing towards the
Sun (summer), and the southern
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Central High School, Helena-West Helena, AR
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UNIT 2: Motion 7th Grade Science

hemisphere is pointing away from the

sun (winter). Six months later, the
stuation is reversed. If you consider
summer in the northern hemisphere,
sunlight has to pass through less
atmosphere and spreads over a
smaller area o land (so has a greater
intensity) compared to sunlight
reaching the southern hemisphere.
This means that the northern
hyemsphere receives more energy and
experiences a greater warming effect
compared to the southern
hemisphere. During spring and
autumn, a hemisphere is neither
pointing directly towards or away from
the sun.
Optional: if further inquiry into the nature of planets is desired, include a research project or lesson plan of some sort at this point – basic
information about planets in the solar system. Pluto should also be discussed (briefly explain why scientists don’t consider it a “planet”)

Unit Vocabulary: o Sir Isaac Newton o Planet
o Force o Vacuum o Solar system
o Energy o Hypothesis o Season
o Balanced force o Theory o Tilt
o Unbalanced force o Law o Solstice
o Net force o Axis o North Hemisphere
o Inertia o Rotation o South Hemisphere
o Gravity o Revolution o North pole
o Newtons (unit) o Orbit o South pole
o Friction o Day (time to rotate once o Radiation
o Mass around axis) o Intensity
o Weight o Planetary year o Year
o Acceleration o Day
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Central High School, Helena-West Helena, AR
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UNIT 2: Motion 7th Grade Science

Common Core State Standards:

Reading Practices:
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained
from reading a text on the same topic

Writing Practices:
WHST.6-8.3: Write precise descriptions of the step-by-step procedure they use in their investigations
WHST.6-8.10: Write routinely over extended and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Math Practices:
CCSS.MP4: Model with mathematics
CCSS.MP5 Use appropriate tools strategically
CCSS.MP6 Attend to precision
CCSS.MP8: Look for and express regularity in repeated reasoning

Speaking Practices:
CCSS.SL.7.1.A: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Developed by A. Heckmann, Spring 2015

Central High School, Helena-West Helena, AR
Template Design © Authentic Education 2012
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UNIT 2: Motion 7th Grade Science

Resources:
• Fort Smith School District pacing guide http://www.fortsmithschools.org/Portals/20/Content/7th%20Grade%20-%20Science09.pdf
• TLI Curriculum Framework (unit 4, motion)

Developed by A. Heckmann, Spring 2015

Central High School, Helena-West Helena, AR
Template Design © Authentic Education 2012
Some content modified from TLI Curriculum Framework 10