Ued 400 Moore Elisabeth Unit Plan

Design Topic __Force, Motion, and Energy________ Subject(s) __Science____ Grade(s) __4th___ Designer(s) __Elisabeth Moore____
Understanding by Design
Unit Cover Page
Unit Title: Force, Motion, and Energy
Grade Levels: 4th Grade
Topic/Subject Areas: Science SOL 4.2

Key Words: Force, Motion, Energy, Friction, Gravity, Direction
Designed By: Elisabeth Moore
Time Frame: 4 weeks
School District: Regent University
School: Teacher Ed & IDS Dept.
Brief Summary of Unit (including curricular context and unit goals):

In this Unit, students learn about the key aspects of Force, Motion, and Energy. They learn about
different types of force and how it is visible in their daily life. They will learn that the amount of force it
takes to move an object is determined by the mass of the object. Students will also learn about Sir Isaac
Newton and his clarification of the three Laws of Motion. Students will learn exactly what these laws are
and how they can be a applied to different scenarios. Students will also learn about the direction of
motion. They will learn that they must use speed to measure motion. Students will learn that there are
many different types of energy: two of which are kinetic and potential. Students will learn how to identify
kinetic and potential energy in given scenarios as well as throughout their day.
In the final task, students will design their own investigation to determine the effect of foreign
objects on a race track. They will design the test, note and graph their results, and write a cumulating
paper explaining what their results said and what conclusion they have come to. At the end of the unit, the
students are able to use different types of self assessments to show them how much they had learned.
Unit design status:
Completed template pages stages 1, 2, 3
Completed blueprint for each performance task

Directions to students and teacher
x
Suggested accommodations
Status:
Initial draft (date: ___________)
Completed rubrics
Materials and resources listed

x
Suggested extensions
Revised draft (date: ____________)
!1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
STAGE 1 DESIRED RESULTS

Unit Title: Force, Motion, and Energy
Established Goals:
SOL 4.2-The student will investigate and understand characteristics and interactions of moving objects. Key concepts
include
a) motion is described by an objects direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
Understandings: Students will understand that
Essential Questions:
force, motion, and energy effect every area of our lives

and help us move things from one place to another
motion can be predicted based on knowledge of energy
and force
there are many different types of force that act in different
ways
Why is it important to learn about force, motion, and

energy?
Why does an object change motion if there is friction
involved?
What is the difference between kinetic and potential
energy?
How does potential energy become kinetic energy?
Students will know:
Students will be able to:
The difference between kinetic and potential energy

Friction is the resistance to motion created by two objects
moving against each other (p.11)
Friction creates heat (p.11)
The amount of force and the weight of the object both
determine what effect the force will have
Force is any push or pull that causes an object to move,
stop, or change speed or direction (p.11)
An objects location can be described by describing the
location of another object in relative proximity
Speed is the measure of motion
There are two different states of energy: Kinetic and
Potential
Newtons Laws of Motion and how they are applied
Create a line graph and table for data regarding a moving

object
Investigate and test the hypotheses: If the mass of an
object increases, then the force needed to move it will
increase (p.11)
Design an investigation to determine the effect of friction
on moving objects. Write a testable hypothesis and
identify the dependent variable, the independent variable,
and the constants. Conduct a fair test, collect and record
the data, analyze the data, and report the results of the
data (p.11)
Determine an objects location using objects in relative
proximity
Interpret data to determine if the speed of an object is
increasing, decreasing, or remaining the same
Name several different types of force that can cause an
object to have motion
Describe the direction of an objects motion: up, down,
forward, backward (p.11)
Determine whether or not an object has kinetic energy
(VDOE, 2010)
(VDOE, 2010)
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STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:
Other Evidence:
NASCAR Activity (GRASP)- Students will pretend that they

are NASCAR specialists who need to determine the effect
of foreign objects on a race track.
Homework- Students will list 6 examples and 6 nonexamples of potential and kinetic energy (3 of each).
The Wonders of Gravity- Students will explore the effect of

gravity as a force by dropping different items from the
same height and noting how quickly they fall.
Understanding check- Students will make VROOM and

EERRKK sounds on the teachers command to check for
understanding (vroom-I understand, keep moving; eerrkkHit the breaks! I dont quite understand).
Help Wanted!- Students will design a help wanted add for

a professor who can teach the concepts of force, motion,
and energy.
Science in my life- Students will be given a picture of a

furnished bedroom and asked to label the evidence of
Friction, Motion, and Energy found.
Play Debate!- One student at a time will be chosen to state
a fact about force, motion or energy. The classmates will
hold up agree/disagree papers. The disagreeing students
will be asked to state their case. This will be able to fully
assess the comprehension of only the students who
participate in the event.
Force, Motion, and Energy Quiz: A multiple choice quiz that
reflects the students understanding of the concept.
Student Self-Assessment and Reflection

Chalk Talk- Before beginning the lesson, the words Force, Energy, and Motion, will be written on the board. The students
will be asked to come up and write a word that they think of when they hear the key words. The teacher will take a picture
of the chalk talk before erasing it. After two weeks of lessons, they will repeat the exercise and compare the differences.
KWL Chart- Students will create their own KWL chart at the beginning of each week and continue to fill it out throughout
the week.
Think, Pair, Share- Students will think about what they did not know before the lesson and what they now know. They will
then pair up with a partner and share what they have learned in the lesson.
Learning Log- Students will complete a learning log in which they note two things they learned that day and something
which they want to work harder in.
Entrance ticket- Students will complete an entrance ticket by answering the question, What is one important thing that I
learned yesterday and why is it important?
Exit Ticket- Students will be provided a paper with the picture of a stop light and asked to write one concept they know
solidly (green), vaguely (yellow), and one they are struggling with (red).
GRASP reflection- After completing the GRASP activity, students will be asked to write a few sentences in their science
notebook about what they learned through doing this project. What was the most challenging thing? What was the
easiest? What do I know for next time?
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Force, Motion, and Energy Quiz

Student Name:___________________________Date:___________________
Instructions: Please circle the correct answer. Once you have finished the quiz, please raise your
hand.
1. If you were to roll a ball on one of these surfaces, which one would cause the most amount of
friction?
a) glass
b) fabric
c) wood
d) carpet
2. Which of the following examples shows potential energy?
a) Turning on a lamp
b) A person sitting in a kayak
c) Riding a bike
d) A person jogging on a track
3. You can measure motion using
a) miles
b) kilojules
c) speed
d) yards
4. Newtons first Law of Motion is also called, The Law of ______.
a) Inertia
b) Energy
c) Gravity
d) Friction
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5. Which scenario would cause an object to move the furthest?

a) lighter object, lots of force
b) heavier object, lots of force
c) lighter object, less force
d) heavier object, less force
6. If a soccer player kicked the ball with a small amount of force to another player on his team, the ball
would most likely move
a) Up
b) Backward
c) Down
d) Forward
7. Which situation best describes kinetic energy?
a) Sitting in a rocking chair
b) Pulling back the string on a bow and arrow
c) Running in a race
d) Standing in front of a stage during a concert
8. An invisible force is
a) momentum
b) radio waves
c) gravity
d) air
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9. What creates heat?

a) Mass
b) Gravity
c) Kinetic energy
d) Friction
10. One of the many different types of force is
a) Mass
b) Friction
c) Acceleration
d) Decompression
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ANSWER KEY:
1. D
2. B
3. C
4. A
5. B
6. D
7. C
8. C
9. D
10. B
!7
Teacher Education Lesson Plan Template

Teacher: Elisabeth Moore
Date: 10/6/2015
Title of Lesson: Force and Newtons 1st

Law of Motion
Grade: 4th
Core Components
Subject, Content Area, or Topic
Force, Motion, and Energy
Virginia Essential Knowledge and Skills (SOL)
4.2 -The student will investigate and understand characteristics and interactions of moving
objects. Key concepts include
a) motion is described by an objects direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
Lesson objectives
Students will define force and recognize it in their daily lives, explain and apply Newtons first Law
of Motion, and explain what gravity is and its effect on earth.
Materials/Resources
For every 3 students:
Feather
Battery
Wooden block
Pencil
Button
Stopwatch
Each student will need their own Learning Log notebook
For the Teacher:
Wonders of Gravity activity sheet (Teacher Developed)
Computer and projector (with internet connection)
YouTube video: https://www.youtube.com/watch?v=8PT4_U24uBc
Safety (if applicable)
There should be enough space around each group of students to ensure that no items will fall on
the students feet.
Time
(min.)
5 min
Process Components
*Anticipatory Set
The teacher will explain to the students what bungee jumping is and then show the
students the video. Students will be asked to write about what they observe in the video.
The teacher will then discuss the students observations.
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised August 2015
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1 min
*State the Objectives (grade-level terms). The student should be able to say:
I canexplain what force is and when I see it.
I canexplain Newtons first law of motion and give examples of how I see it in my life.
I canexplain what gravity is and why its important on earth.
*Instructional Input or Procedure

The teacher will explain to the students that a force is a push or pull that occurs on any
object. The teacher will give different examples of force (pushing a wheelbarrow, pulling
a wagon, etc.), and then explain that there are many different types of force one of which
is called gravity (an invisible force). The teacher will talk about how Galileo discovered
this principle. She will explain to the students how this concept could be applied to the
video they watched about bungee jumping.
The teacher will explain Sir Isaac Newtons involvement in this discovery. The teacher
will state that Newton noted three Laws of Motion. 1. An object at rest will remain at rest
10 min
unless acted on by an unbalanced force. An object in motion continues in motion with
the same speed and in the same direction unless acted upon by an unbalanced force.
2. Acceleration is produced when a force acts on a mass. The greater the mass (of the
object being accelerated) the greater the amount of force needed (to accelerate the
object). 3. For every action there is an equal and opposite re-action(Louviere).
The teacher will introduce Newtons first Law of Motion: An object at rest will remain at
rest unless acted on by an unbalanced force. An object in motion continues in motion
with the same speed and in the same direction unless acted upon by an unbalanced
force (Louviere). She will also tell the students that Newtons first Law of Motion is also
known as the Law of Inertia. She will explain what inertia is by using space as an
example.
The teacher will then introduce the Wonders of Gravity activity to the students. She will
explain how each student will be given several items to determine how gravity (the
invisible force) will effect them.
The teacher will create groups and assign roles before continuing with instruction.
The teacher will explain to the students that the goal will be to down the amount of
seconds they believe it will take each item to fall (using the word hypothesis) before
dropping each item. One student will be the person dropping the items, another student
will be the time keeper, and the other student will write down the observations. Together,
the students will create a table indicating the amount of time it took the items to hit the
floor.
2 min
*Modeling
The teacher will demonstrate creating the hypothesis for dropping the white board eraser
or another object in the classroom. She will then demonstrate how the students will
stand, holding the object directly in front of them before dropping it. She will ask a
student to help with the time keeping. After calculating how much time it took for the item
to drop, she will write it on the sheet of paper with the table.
1 min
*Check for Understanding

The teacher will ask the students the process of what they are going to do first, second,
and then third (1. Hypothesize, 2. Drop the items, 3. Graph the times)
8 min
*Guided Practice
The students will begin their activity in their assigned groups. The teacher will walk
around, observe, and be available for questions or help if need be.
10 min *Independent Practice

After a few minutes, the teacher will just observe the students conducting the
investigation. The notes and table should be independent practice.
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8 min
Assessment (formal or informal)

Teacher will review the students hypotheses and ask the students their reasoning
behind their hypotheses. The teacher will also ask the students to explain how gravity,
force, and Newtons first Law of Motion effect their responses.
*Closure
10 min The students will be asked to begin a Learning Log where they will note two different
things that they learned that day and one area in which they are a bit confused or would
like to learn more about.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
If a particular student has difficulty writing or does not have quick reflexes, the teacher could
assign roles to each student in the group instead of the students assigning their own roles in the
group.
Students who have difficulty writing may participate in a Think, Pair, Share activity where the
teacher will ask the students to think about something that they did not know before the lesson
and something they learned through the lesson. The students will then share their new knowledge
with a classmate. This could be done as a whole group activity if there is extra time.
Classroom Management Issues (optional)
The teacher will need to maintain the attention of the classroom. This activity could get out of hand
quickly; therefore, the teacher needs to keep a close eye on the students and remind them of
classroom rules before beginning the investigation.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of
the lesson would you change? Why?
*Denotes Madeline Hunter lesson plan elements.
Intern Signature
Cooperating Teacher Signature
Date
GRASPS Activity/Assessment
Goal:
Your goal is to design an investigation to determine the effect of friction on a NASCAR race track
Role:
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You are a specialist working for NASCAR and have been asked to determine the effects of foreign
objects on the track during a race.
Audience:
Your clients are NASCARs board of directors and NASCAR drivers
Situation:
The board of directors are concerned that foreign objects (such as tire pieces, car parts, or crowd trash
such as cups, straws, etc.) negatively effect the race. They have asked you to conduct several tests to
determine whether or not the objects effect the race.
Product, Performance, and Purpose:
You will create several test runs using model cars, track, and other objects to determine the effect of the
objects during a race. After completing the tests, you will organize your data in to a line graph and table
depicting the relationship between the amount of objects on the track and speed. Lastly, you will create
a written report in order to present your findings to NASCARs board of directors to conclude whether or
not the foreign objects do negatively effect the race.
Standards and Criteria for Success:
Your work will be judged by the NASCAR board of directors to determine whether or not there is
enough evidence saying that the race is effected by the objects. You must note your hypothesis, both
independent and dependent variables as well as the constants in your lab notebook. Your graph and
table should be neat and labeled. The essay will consist of three paragraphs. In the first paragraph, you
will explain your tests and how you completed them. The second paragraph will explain your results of
the tests, and the last paragraph will be what you have concluded from the tests.
Adapted from Wiggins, Grant, and Jay McTighe. Understanding by Design Professional
Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
2004.
Title of Rubric: NASCAR Quality
Task Description: Students will pretend that they are NASCAR specialists who need to determine the effect of
foreign objects on a race track. They will design an investigation, create a table and graph for the results, and state
their conclusion in an essay.
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Excellent
Could be Better
Needs lots of work
Quality (35%)
All articles are present

in the project and
submitted on time or
early. Writing is
exceptional and
creative. Results from
the graph and table are
noted in the essay.
All articles are present

in the project and
submitted on time.
Writing is neat and
legible. The results from
the graph and table are
noted in the essay but
not very clearly.
Not all of the articles are

present. Sloppy
handwriting. Information
on the graph and table
are not correct and are
not noted in the essay.
Essay (20%)
Double spaced and two

or more pages. Clearly
shows the procedure
and conclusions from
the activity. Essay
includes the table and
graph attached. There
are less than 4 grammar
or spelling mistakes. A
Conclusion is written
clearly and can be
found easily.
Double spaced and two

pages. Shows the
procedure and
conclusions from the
activity, but one small
procedure may be
accidentally left out. 5-6
grammar or spelling
mistakes. Conclusion is
in the essay, but not
easy to find.
Less than 1.5 pages.

Does not outline the
procedures and
conclusions. Makes
more than 6 grammar or
spelling errors. There is
no Conclusion written in
the essay.
Graph/Table (20%)
Graph and table tell

about the relationship
between the amount of
objects and speed. The
graph and table are
neat, organized, and
labeled correctly.
Graph and table

incorrectly show the
relationship between the
amount of objects and
speed; however, the
essay does show the
results that t were
discovered. Table or
graph is lacking one
label. Neat and
organized.
Graph and table are not

created correctly. There
are no labels, and the
conclusion is not able to
be read from the
graphs.
Experiment (25%)
Fair test is done

excellently. Hypothesis,
independent and
dependent variables as
well as constants are
noted in lab notebook.
The model is
constructed correctly
and answers the key
question.
Fair test is conducted.

One of the notations
(Hypothesis,
independent and
dependent variables) is
missing from the lab
notebook. The model is
constructed correctly,
but could have been
done better. The key
question is answered.
Fair test is not

conducted, Hypothesis,
independent and
dependent variables are
not noted. The model is
no constructed correctly
and does not answer
the key question.
Total:
STAGE 3 LEARNING PLAN
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Summary of Learning Activities:

(list by number here and then complete the week-by-week planning calendar below using the same information)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
The teacher will use zoom in by having a picture of a swings ride from a theme park. The teacher will ask the
students if they had ever visited a theme park where they had seen/ridden the swings? The teacher will explain to the
students that the ride consists of three scientific parts. The teacher will have the students guess the names and then
reveal the true names-H
Multiple choice pre-assessment will be given with concepts about Force, Motion, and Energy. This will determine the
students prior knowledge about the concept (Teacher Created)- W
Students participate in a Chalk Talk. The words Force, Motion and Energy will be written individually on the board
and the students will be asked to write down words that they associate with these concepts. The teacher will take a
picture of the board and save it for later use.-W, H
The teacher will introduce the topic by sharing the Goals, Essential Questions, and final performance task- W
Students will create their own individual KWL charts in their science notebooks. They will be asked to add on to them
whenever they learn something new about the concept.-W
The teacher will hook the students interest by showing a video of a person bungee jumping. The students will be
asked to make observations and write them down in a notebook for discussion.- E, T
The teacher will introduce Newtons 1st law of motion. She will then ask the students to compare what they saw in the
video to what they learned about Newtons 1st Law.-H, E
Before beginning the activity, students will be introduced to the concepts of Hypothesis, Independent Variable,
Dependent Variable, and Constants. The teacher will identify all items excluding the hypothesis in the Wonders of
Gravity experiment. Students will be asked to define their hypothesis.-E
Students will participate in Wonders of Gravity activity where groups of three students will explore the effect of
gravity as a force by dropping different items from the same height and noting how quickly they fall. The students will
either have the role of the dropper timer or note-taker. (Teacher Created) -H, E, T
After completing the investigations, students will discuss whether or not their hypotheses were correct and why they
were/werent. The students will also discuss how the investigation reflected Newtons 1st Law of Motion.-R, E-2
Students will be asked to complete a Learning Log noting two things they learned that day and something which they
want to work harder in.-R, E-2
The students will be introduced to Newtons Second Law of Motion by having the students feel the weights of different
objects and then having various students come up and demonstrate the essence of the Push-Pull activity (Do you
think ______can push or pull this box/pencil/book with his/her pinky?). Afterwards, the teacher will introduce how this
describes Newtons 2nd Law of Motion. - E, R, T
Students will participate in a Push-Pull activity. Each student will be given a variety of objects and test the hypothesis,
If the mass of an object increases, then the force needed to move it will increase. What it will take to move the
object? (Will it take a pinky? Hand? Two hands? Fully body? Two people?) The teacher will review the concepts of
independent and dependent variables as well as constants before asking the students to note them in their lab
notebooks. After completing the activity, students will discuss how the results prove Newtons 2nd Law (Teacher
Created). -H, E, R
Entrance Ticket- Students will complete an entrance ticket by answering the question, What is one important thing
that I learned yesterday and why is it important?- R, E-2
Teacher will introduce Newtons 3rd law and the concept of friction using the description of socks and carpet/tile.
Which floor is easiest to move your feet?- W
The teacher will then read the book Motion: Push and Pull, Fast and Slow by Darlene R. Stille. After reading the
book, the teacher and students will discuss the book and complete a worksheet on Newtons 3 Laws of Motion
(Newtons). -E, R
Students will watch a Donald Duck cartoon video while noting at least ten examples of Force or Motion (i.e. push, pull,
gravity, friction, etc.). Students will be assigned to small groups to discuss their findings and why they wrote them
down. -H, E, T
Students will be given an exit ticket. They will be provided a paper with the picture of a stop light and asked to write one
concept they know solidly (green), vaguely (yellow), and one they are struggling with (red) (Teacher Created). -R, E-2, T
Students will have a ping pong ball race by blowing the ping pong balls across the floor to the finish line. The teacher
will then discuss how the direction of the air determined what direction the ball would move (discuss direction of motion:
up, down, forward, etc.). Then they will investigate how friction effects motion by repeating the same activity, but on
different surfaces (carpet, linoleum, cardboard, etc.) (Teacher Created).-E, H, R
Students will investigate how friction creates heat by rubbing their hands together and rubbing a ballon on their arm or
head. -E
Students will learn that speed is a measure of motion by having a running race outside! The teacher will take the
students outside and time their race. When they come back inside, the teacher will explain how speed is a measure of
motion. The students will be given a worksheet with a scenario and a table depicting a child who ran four laps and his
times. The students will need to note from the graph whether or not the childs speed is slowing, speeding up, or
staying the same (Teacher Created). -E, H, T
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STAGE 3 LEARNING PLAN

22. Students will learn how one object can be located using the relative location of another object or a
background. They will learn this by playing a freeze game. The students will begin by rotating around the room.
When the teacher asks them to freeze she will then describe one of the students location using prepositions (This
student is beside the door/behind a desk, etc). The students will choose which student they believe the teacher to
be describing. The student and teacher will then switch places and the process with repeat. The teacher will
emphasize how we knew which student we were talking about because we heard about everything around them.
She will then describe the concept of location (Teacher Created).- E
23. Think Pair Share- Students will participate in a Think Pair Share activity where they will consider the question,
How can I use this skill of location in my everyday life?- R
24. Students will explore the direction of motion by playing a blindfold activity. Students will be set up in pairs and
one student will be blindfolded. An object (such as a ball) will be placed randomly in the room. The student who can
see must verbally guide the other student to the desired object (this will be done 2-4 teams at a time). Then, the
teacher will discuss how the students described the motion they wanted their partner to do. The students will then
look at several examples of items on the SMART board and predict what they motion would be (Teacher Created).E, R, T
25. Students will create marshmallow catapults through Styrofoam bowls, popsicle sticks, spoons, tape, rubber
bands, and straws. After creating their catapults and testing them to se whose could go the furthest, the teacher will
ask the students, How does this project relate to what we have been learning about? (Lausten)- E, R, E-2
26. Teacher will introduce the concept of energy (different types, kinetic and potential) by describing the terms,
and then describing actions and having the students guess kinetic or potential energy.-W
27. Students will take an Energy tour where pictures of different items will be set on their desks with numbers
associated with them. Students will walk around the room and mark whether or not the item has kinetic or potential
energy. The teacher will go over the answers and ask the students their reasonings on why they answered the way
that they did.-ER
28.
Students will be given the opportunity to play bowling with 2L bottles and a soft ball. After playing for a bit,
the teacher will ask the students about the speed of their ball. Did friction play a factor? Also, what type of energy
did the ball have? What was the independent variable? Dependent variable? Constants? (Teacher Created) - ER
29. Students will create a Help Wanted sign describing a teacher who is able to teach about all concepts of
Force, Motion, and Energy. Teacher will assign homework about Science in My Life. Students will be given a
picture of a typical bedroom. They will be asked to label the different items describing whether or not they have
kinetic or potential energy (Teacher Created). -E-2 R
30. Students will Play Debate. One student will come to the front and state a fact about Force, Motion, or
Energy. The other students will be asked if they agree or disagree with the statement. If they disagree, they will be
asked to state their case (Teacher Created).- E-2
31. GRASP assignment- The students will design an investigation to determine the effect of foreign objects on a
race track. Students will design and conduct the investigation, note the independent and dependent variables as
well as the constants. The students will note their results and display a table and graph depicting the relationship
between the amount of objects on the race track and the speed of the car. Students will write a reflection in their
journal once they have completed the project answering the questions, What was the most difficult part of the
project? What was the easiest part? What do I know for next time I work on a project? (Teacher Created) -E, R,
E-2
32. Students will re-take the pre-assessment quiz to see how much they had grown. They will also review their
chalk talk and KWL chart.- E-2
Stage 3 PlanStage
Learning
Experiences
Instructionand Instruction
3 Plan
Learningand
Experiences
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Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
Tuesday
1.
-Zoom In activity
with swings
-Give Preassessment to
students
-Complete Chalk
Talk on whiteboard/
SMART board
-Introduce the
goals, essential
questions, and
GRASP activity
-Have students
begin their KWL
chart
2.
-Have students
watch bungee
jumping video and
take notes
-Introduce Newtons
1st. Law and
compare to video
Wednesday
Thursday
3.
-Introduce Newtons
2nd Law by
demonstrating with
the students the
push-pull activity
4.
-Introduce Newtons
3rd Law using
description of socks
and different
textures of flooring
(friction)
-Conduct Push-Pull
activity (recall
experiment
vocabulary)
-Conduct Wonders
of Gravity Activity as
well as the terms
-Assign entrance
hypothesis
ticket for tomorrow
independent
variable dependent
variable and
consonant
-Read the book,

Motion: Push and
Pull, Fast and Slow
by Darlene R. Stille
-Have students
complete Newtons
Laws worksheet
(Newtons)
Friday
5.
-Play Donald Duck
video and have
students note their
observations of
Force and Motion.
-Discuss the
students
observations (have
the students pair
and share)
-Learning Log
-Stoplight exit
ticket
-Discuss students
hypotheses and
results
-Learning Log
WH
WHERTE-2
6.
-Introduce the topic
of motion using
Pingpong ball
activity
7.
-Race outside to
communicated how
speed is a measure
of motion
-Change pingpong
ball activity to
different surfaces to
demonstrate the
effect of friction on
moving objects
-Handout speed
worksheet
-Describe Friction
with balloon, hand
rubbing, and
matches
-Learning Log
EHR
-Discuss answers
and reasonings
behind answers
EHTR
HEREE-2
WRE
8.
-Introduce the
concept of
determining location
based on another
object by playing the
freeze game
9.
-Guiding blindfold
activity
-Think-pair-share:
How could this skill
be useful in our
everyday lives?
-Motion prediction
with SMART board
activity
ERE-2
-Discussion about
describing the
students motion
HRETE-2
10.
-Build and launch
Marshmallow
catapult (Lausten)
-Discuss how this
applies to Force,
Motion and Energy
-Learning Log
ERT
ERE-2
!15
11.
-Introduce the
concept of different
types of energy
(kinetic, potential)
-Set up and
participate in
Energy Tour
-Homework: 3
examples of kinetic
energy, 3 examples
of potential energy
EE-2
12.
-Play bowling (on
the rug in the
classroom)
13.
-Introduce Help
Wanted assignment
-Discuss why the

ball may have
moved slower/faster
(friction) and what
type of energy the
ball had.
-Discuss the
independent, and
dependent variable
as well as the
constants
ER
16.
-Overview and
begin constructing
investigation
17.
-Students finish
investigation and
noting results
-Students take note

of their results
-Students create a
graph and table
corresponding to
their results
14.
-Review Science in
My Life homework
and discuss other
locations where
science is visible
-Begin Help Wanted

assignment by
noting the key words
and writing out the
-Students will format
phrases/sentences
and submit the Help
Wanted assignment
-Science in my Life
(homework)
WTR
ET
-Introduce and hand

out GRASP activity
-Learning Log
RE-2
TRE-2
18.
19.
-Students will finish -Students will edit
their graph and table and/or finish their
1st draft
-Review rules for the
essay.
-Begin copying 2nd
draft
-Begin first draft
20.
-Finish final edited
version (2nd or 3rd
draft) and Submit.
-Reflection Journal
(answer key
questions)
-Re-take the test.
Compare Chalk Talk
and KWL to see
what they learned.
-Students note main

points that need to
be covered in essay
WE
15.
-Students will play
debate
WER
ER
ERTE-2
!16
Resources
Lausten, L. (2012, December 1). Creating Catapults. Retrieved October 12, 2015, from http://
sciencegal-sciencegal.blogspot.com/search/label/enrichment%20and%20investigation
Louviere, G. (2006, October 24). Newton's 3 Laws of Motion. Retrieved October 9, 2015, from
http://teachertech.rice.edu/Participants/louviere/Newton/index.html
Newtons Third Law Worksheet Action Reaction. (2014). Retrieved October 9, 2015, from
https://www.pinterest.com/pin/186829084517343370/
Virginia Department of Education. Science Standards of Learning Curriculum Framework 2010:
Grade 4. (2010). Retrieved September 13, 2015.
!17

Ued 400 Moore Elisabeth Unit Plan

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Design Topic __Force, Motion, and Energy________ Subject(s) __Science____ Grade(s) __4th___ Designer(s) __Elisabeth Moore____

Unit Title: Force, Motion, and Energy

Grade Levels: 4th Grade

Topic/Subject Areas: Science SOL 4.2

Time Frame: 4 weeks

School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

Unit design status:

Completed template pages stages 1, 2, 3

Completed blueprint for each performance task

Initial draft (date: ___________)

Materials and resources listed

STAGE 1 DESIRED RESULTS

Understandings: Students will understand that

force, motion, and energy effect every area of our lives

Why is it important to learn about force, motion, and

Students will know:

Students will be able to:

The difference between kinetic and potential energy

Create a line graph and table for data regarding a moving

STAGE 2 ASSESSMENT EVIDENCE

NASCAR Activity (GRASP)- Students will pretend that they

The Wonders of Gravity- Students will explore the effect of

Understanding check- Students will make VROOM and

Help Wanted!- Students will design a help wanted add for

Science in my life- Students will be given a picture of a

Student Self-Assessment and Reflection

Force, Motion, and Energy Quiz

5. Which scenario would cause an object to move the furthest?

9. What creates heat?

Teacher Education Lesson Plan Template

Title of Lesson: Force and Newtons 1st

*Instructional Input or Procedure

*Check for Understanding

10 min *Independent Practice

Assessment (formal or informal)

*Denotes Madeline Hunter lesson plan elements.

Cooperating Teacher Signature

Needs lots of work

All articles are present

All articles are present

Not all of the articles are

Double spaced and two

Double spaced and two

Less than 1.5 pages.

Graph and table tell

Graph and table

Graph and table are not

Fair test is done

Fair test is conducted.

Fair test is not

STAGE 3 LEARNING PLAN

Summary of Learning Activities:

STAGE 3 LEARNING PLAN

-Read the book,

-Discuss why the

-Students take note

Design Topic Force, Motion, and Energy__ Subject(s) Science Grade(s) 4th_ Designer(s) Elisabeth Moore____