Teacher(s): Amos, Littles, McGhee
Grade/Subject: 8th/Physical Science
Week of: October 10 - 14, 2016
Unit : Motion and Forces
Dates: October 3 - 21, 2016
Florida Standard(s): SC.6.P.13.3: Investigate and describe that an unbalanced force acting on an object
Benchmarks, descriptions, changes its speed, or direction of motion, or both.
DOK levels, standards
SC.6.P.12.1: Measure and graph distance verses time for an object moving at a constant
unpacked (know/do)
speed. Interpret this relationship.
highlighted
SC.6.P.13.1(AA) Investigate and describe types of forces including contact forces and
forces acting at a distance, such as electrical, magnetic, and gravitational.
SC.6.P.13.2 Explore the law of gravity by recognizing that every object exerts
gravitational force on every other object and that the force depends on how much mass
the objects have and how far apart they are.
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the
amount of gravitational pull on an object and is distinct from, through proportional to,
mass.
Learning Goal:
Students will understand how an unbalanced force affects an object’s speed
and/or velocity and how to interpret a distance verses time graph.
Students will investigate and describe types of contact and noncontact forces and
how the force affects an object.
Essential Question  How would you justify the importance of unbalanced forces on the motion of an
object?
 How can graphs be used to demonstrate the relationship between distance and time?
Hypothesize how forces control the motion of a common object.
 How do Newton’s Laws of Motion relate to our everyday lives?
 What would our world be like without forces?
Assessments Pre-assessment: None
Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations
Summative Assessments: Unit 3 and 4 End Product, Motion and Forces Test
Progress Monitoring/ Learning Log, Exit Tickets, Learning Scale
Feedback Loop
Higher Order Question(s) How does an unbalanced force act on an object causing it to change its speed, direction
of motion, or both?
How does one measure and graph distance versus time?
How does one determine the speed of an object?
How do forces act at a distance, such as electrical, magnetic and gravitational?
What does that Law of Gravity state and what evidence supports this law?
How is weight different from mass?
How is distance and mass used to determine the gravitational force between two
objects?
Key Vocabulary Speed, velocity, acceleration, motion, unbalanced force, balanced force, distance,
constant speed, force, contact force, noncontact force, gravity, mass, weight, friction,
balanced force, unbalanced force, inertia, momentum
Monday 10/10
Daily Objective 
BELL RINGER 
( 5 minutes)
I DO: 
Unit : Motion
Daily Agenda
Describe forces and the types of forces we encounter
Give an example of a contact force? Noncontact force?
Choice Board activity instructions, Forces Review
Rigor Level: medium
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Tuesday 10/11
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)


Unit : Motion and Force
Daily Agenda
Describe how friction is a force and its importance
What is friction?
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Friction PowerPoint
Bill Nye Friction Video with questions
Types of friction foldable
Complete friction foldable
What would life be like without friction?
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Law of gravity PowerPoint
Discuss the importance of gravity
Read “Life Without Gravity” and answer questions
Make-up work
Do you think all objects have a gravitational force between each other?
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Unit: Motion and Force
Daily Agenda
Describe the law of gravity
What forces are present on a falling object?
Thursday 10/13
Daily Agenda
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Rigor Level: medium
Rigor Level: medium
Unit : Motion and Force
Daily Agenda
Describe the law of gravity
What do you think would be the results if Earth lost gravity for a couple hours?
Wednesday 10/12
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Review forces
Complete forces and motion choice 1, 2 or 3
Complete choice for force and motion tic-tac-toe
Rate yourself on the scale
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Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level: High
Parachute for Sale activity instructions
Discuss bell ringer
Begin Parachute for sale activity
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/54647
Make-up work
Rate yourself on scale
Friday 10/14
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)


Unit: Motion and Force
Daily Agenda
Describe the law of gravity
Why is gravity so important to us?
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Forces and Motion Choice 4, 5, or 6 Instructions
Review Parachute for Sale instructions, Test Parachutes
Complete Forces and Motion Choice 4, 5, or 6
None
Parachute activity conclusion
Rigor Level: High
TIC-TAC-TOE Choice Board – Forces and Motion
Directions:
Directions: Pick the assignments you would like to complete. They should form a tic-tac-toe across or down.
All products are due by _______________________________.
1. Choose 2 types of
forces. Create a word
wall picture for each.
2. Create a collage of pictures
that show forces at work
in our daily lives. Identify
the forces at work in each
picture. At least 5 pictures.
4. Research what causes
orbital motion. Create a
hanging 3-Dimensional
model that shows the
public how the balance
of gravity and inertia
keep the Moon in orbit
around the Earth.
7. Create an original song
or a rap that explains
Newton’s 3 Laws of
Motion.
5. Create an acrostic poem
for GRAVITY. An acrostic
poem is a type
of poetry where the first,
last or other letters in a
line spell out a particular
word or phrase.
8. Create a video to
demonstrate Newton’s
Three Laws of Motion.
3. Create a newspaper article
which describes one sport
from the Winter Olympic
Games, identify the forces
which affect motion in the
sport, the history of the
sport, what equipment and
skills are needed to
perform the sport.
6. Write a fairy tale that
explains how life would be
without gravity. Must be a
minimum of 1 page long.
9. Create a poster showing
how to calculate force,
mass, and acceleration
(Newton’s 2rd Law) with at
least five real-world
situations. Must show
problems worked out.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.