Candidate: Samantha Bulewich

Unit Title: Motion/Stability – Forces/Friction

Grade Level: 3 Unit Time Frame: One week

Description of Students

Name Identify Diversity Language Family Background Disability

Rowan Deaf African American ASL Hearing parents, signs N/A

ASL

High class

Alejandro Deaf Caucasian ASL Hearing parents, home ADHD

signs

Working class

Anne Hard of Hearing African American Spoken English, Spoken English, family N/A
learning ASL learning ASL with Anne

Middle class

Alma Hard of Hearing Caucasian Both Deaf family N/A

Wendy Deaf Hispanic ASL and Spoken Spoken Spanish, N/A

Spanish
Working class

Jasmine Deaf Chinese ASL Deaf family Paralyzed legs, in

wheelchair

Genie Deaf Caucasian ASL and Home Hearing Parents, know N/A
Signs no signs

Seven students have prior knowledge with energy and gravity and are able to describe gravity and should
be able to identify how force and friction work at end of unit.

Rationale
Students will understand and explain the cause and effect of friction and force and will be able to apply to real
world when problem solving.

Verification http://www.doe.mass.edu/frameworks

Content Goals
1
 Language Arts (English and/or ASL)
 RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
 RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
 RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
 W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
 W.3.1.C: Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
 W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
 W.3.2.D: Provide a concluding statement or section.

Math:
 MA.3-4.4.P.4: Students engage in problem solving, communicating, reasoning, connecting, and
representing as they: Use pictures, models, tables, charts, graphs, words, number sentences, and
mathematical notations to interpret mathematical relationships.
 MA.3-4.4.M: Measurement
 MA.3-4.4.M.2: Students engage in problem solving, communicating, reasoning, connecting, and
representing as they: Carry out simple unit conversions within a system of measurement, e.g., hours
to minutes, cents to dollars, yards to feet or inches, etc.
 MA.3-4.4.D: Data Analysis, Statistics, and Probability
 MA.3-4.4.D.1: Students engage in problem solving, communicating, reasoning, connecting, and
representing as they: Collect and organize data using observations, measurements, surveys, or
experiments, and identify appropriate ways to display the data.

Science:
 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object.
Include balanced forces that do not change the motion of the object and unbalanced forces that do
change the motion of the object. Clarification Statements: • Descriptions of force magnitude should
be qualitative and relative. • Force due to gravity is appropriate but only as a force that pulls objects
down. State Assessment Boundaries: • Quantitative force magnitude is not expected in state
assessment. • State assessment will be limited to one variable at a time: number, size, or direction of
forces.
 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based
on their orientations and distance relative to each other. Clarification Statement: • Focus should be
on forces produced by magnetic objects that are easily manipulated.
 3-PS2-4. Define a simple design problem that can be solved by using interactions between magnets.*
Clarification Statement: • Examples of problems could include constructing a latch to keep a door
shut and creating a device to keep two moving objects from touching each other.

Social Studies:
 3.13 Give examples of goods and services provided by their local businesses and industries. (E)

Deaf (Cultural) Studies: N/A

2
 Behavioral Goals
 Student will:
1. Share ideas with others.
2. Show motivation to work in a group.
3. Respect diversity.

Affective Goals
 Student will:
1. Listen and respect the teacher and peers.
2. Will work together cooperatively.
3. Share materials.
4. Participate in discussion and work together in groups.

Language Use Goals

 Signacy
 Oracy
 Literacy
Technology Goals (use National Education Technology Standards for Students (NETS•S)

1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve
them and reflect on the learning process itself to improve learning outcomes.

Instructional Objective(s)

Week One:
Student will be able to:
1. Identify and describe force and friction.
2. Compare and contrast materials related to friction.
3. Compare and contrast magnetic and nonmagnetic materials
4. Describe how friction and force work.
5. Identify what is needed to have force or what is needed to have friction.

Materials, Resources and Technology

Materials and resources needed for this unit.

1. 7 Magnets
2. 3 pairs of scissors
3. 10 metal paperclips
4. 10 plastic paperclips
5. 10 notebook binds
6. 10 straws
7. 10 keys
8. 10 pencils
9. 10 plastic rulers
10. Handful of cottons
11. Handful of coins
12. 5 Hot Rod Cars
13. Measurement tape

3
 Monday Tuesday Wednesday Thursday Friday
14. White masking tape
15. 3 Books -Introduction to -Review -Hand on -Hand on -Hand on
16. 5 One
Week Clip Board
Gravity and handouts from activities: activities: activities:
17. Kitchen Paper Towel
Energy through yesterday.
18. Foil PPT. -Set up all -Set up a ramp -Split into group
19. Fleece -Watch Magic different with clipboard of 2 (one group
-Pre-test (hand School Bus materials and and cover with will have 3)
out with images Season
Technology resources needed for this unit 01 hand magnet to different
1. Smart Boardof materials, are Episode 10 each student, material at a - Each group will
they magnetic or
2. Computer connected to Smart Board each student time. get two books
are they not?) -Discuss what will document and will merge
friction and which material -Each hot rod together pages
Web Addresses needed
-Work infor
a this unit:
force mean. is magnetic and car will go down by pages. 3 per
1. https://www.netflix.com/watch/70262653?trackId=13752289&tctx=0%2C9%2C821bcab9-0293-48b7-
group and which is not. the ramp and be book at a time.
bcac-e5219635810a-128483296%2C%2C
discuss. (Magic School Bus) timed to
-Discuss why observe how -When
Assessment -Group share some materials long it takes the completed, each
answers with are magnetic car go down the group will
other groups.
Formative Assessments: and some are ramp. attempt to pull
Authentic: Teacher’s observations, Checklist not. Split into the book apart
Traditional: N/A groups and -Each car will be from each other.
peers discusses. measured how
far it went. -Discuss about
why the books
Summative Assessments: -Document time are not being
Authentic: Projects and length on pulled apart?
Traditional: N/A handouts. What causes this
to happen?
-Which material
Planning Matrix is fastest?
(Paper towel,
foil, fleece, or
blank) Which
Reference(s) went the
farthest?
Department of Education, (2003). Massachusetts History and Social Science Curriculum Framework.
Retrived from http://www.doe.mass.edu/frameworks