Unit Plan Overview

Unit:
Stage 1- Desired Results
Connections to Context:
-Students will engage in learning using local
and global connections
-Will use encounters with real world uses
and examples such as vehicles, people, etc
-Students will work with other students to
achieve goals in class and lab
(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals
Standard P3-1: Basic forces in motion
P3.2 Net Forces:
Forces have magnitude and direction. The
net force on an object is the sum of all the
forces acting on the object.
Objects change their speed and/or
direction only when a net force is applied. If
the net force on an object is zero,
there is no change in motion (Newtons
First Law).
P3.2A Identify the magnitude and direction
of everyday forces (e.g., wind, tension in
ropes, pushes and pulls, weight).
P3.2C Calculate the net force acting on an
object.
P3.2d Calculate all the forces on an object
on an inclined plane and describe the
objects motion based on the
forces using free-body diagrams.
P3.4 Forces and Acceleration:
The change of speed and/or direction
(acceleration) of an object is proportional
to the net force and inversely
proportional to the mass of the object. The
acceleration and net force are always in the
same direction.
P3.4A Predict the change in motion of an
object acted on by several forces.

Transfer
Students will be able to independently use their learning to

Conceptually relate behavior of the force on an object to the objects mass and acceleration
Take self-created written notes while the teacher discusses introduction to the material
Think critically on motion and its relation to previous course topics (Newtons first law and falling bodies) and real life
examples
Work through a set of instructions with a partner and perform tasks in a proper and timely manner
Gather, record, and interpret/analyze data
To evaluate the effects of force on the acceleration of a toy truck as the mass is held constant.
Create a graph comparing velocity and acceleration
Identify different types of force (applied, drag/air resistance, friction) and their acting direction on an object
Complete conceptual and mathematical problems involving F=F(a)-F(b) and F(g)=mg as well as the resulting free body
diagrams
Create own video demonstrating a problem involving a force applied and a force acting in the opposite direction
Independently research concept of air resistance and terminal velcoity in order to create notes.
Teach another student about the concept of air resistance and terminal velocity, explaining the relation between air
resistance, velocity, and acceleration
Read and analyze an article discussing the concepts of Force of air resistance and terminal velocity
Find the unknown Force component when given other variables
Use multiple steps and equations to find the unknown variable
Apply concepts to real world examples and evaluate variables in those examples

Work in small groups and participate in large group discussions

Analyze other students free body diagrams and help to correct them.

UNDERSTANDINGS
Students will understand that
Forces and Newtons laws can be applied to
objects in real world
Forces is related to mass and acceleration
Quantitative gathered data can help prove the
laws

Meaning
ESSENTIAL QUESTIONS
Students will keep considering
Seeing Newtons laws in real world
What things act as forces
How variables relate to the Net Force
What the free body diagram looks like
Not only how things happen but also why

(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

(What specically do you want students to understand?

What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
Newtons 2nd law
Using Newtons 2nd laws to:
Strong work ethic
Newtons 2nd law equation f=ma
Drawing free body diagrams
Positive attitude

P3.4B Identify forces acting on objects

moving with constant velocity (e.g., cars on
a highway).
P3.4C Solve problems involving force, mass,
and acceleration in linear motion (Newtons
second law).
P3.4e Solve problems involving force, mass,
and acceleration in two-dimensional
projectile motion restricted to
an initial horizontal velocity with no initial
vertical velocity (e.g., ball rolling off a
table).

Retrieved from

https://www.michigan.gov
/documents/Physics_HSCE__168208_7.pdf
HS-PS2-1. Analyze data to support the
claim that Newtons second law of motion
describes the mathematical relationship
among the net force on a macroscopic
object, its mass, and its acceleration.
Mathematics:
MP.2 Reason abstractly and
quantitatively. (HS-PS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN.Q.A.1: Use units as a way to
understand problems and to guide the
solution of multi-step problems; choose and
interpret units consistently in formulas;
choose and interpret the scale and the
origin in graphs and data displays. (HS-PS21),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSA.CED.A.1 Create equations and
inequalities in one variable and use them to
solve problems. (HS-PS2-1),(HS-PS2-2)
HSA.CED.A.2 Create equations in two or
more variables to represent relationships
between quantities; graph equations on
coordinate axes with labels and scales. (HSPS2-1),(HS-PS2-2)

Retrieved from

http://www.nextgenscience.org/hsps-fiforces-interactions

How to gather data to create and

analyze and graph
Different types of forces (net,
applied, friction, drag/air
resistance).
The conceptual relationship
between forces, acceleration, and
mass
Mathematically solve problems
involving forces, mass, and
acceleration

(What facts and basic concepts should

students know and be
able to recall?)

Finding individual forces

Determining the Net Force
Find acceleration
Determine free fall and air
resistance
Find relation of Force, mass, and
acceleration using alegebra
Performing hands on lab
Gathering data, creating graph,
and analyzing data
Creative a video to display the
knowledge obtained regarding
two forces acting in opposite
directions on an object.
Analyzing an article and relate to
concept as well as to answer
questions.

(What discrete skills and processes

should students be able to use?)

Willingness to ask questions

Strong teamwork participation

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Evaluative Criteria
State equation
Draw free body diagrams
Correct final answers including units and
significant figures
Describe the concept using words

(What criteria will be used in each assessment to

evaluate attainment of the desired results?)

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Worksheets
Lab and lab report
Exit slips
Class discussions (small and large group)
Creative video assignment
Analyzing an article

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

Understanding and expression in a clear and

concise manner of forces and applications of
Newtons Laws
(Regardless of the format of the assessment,
what qualities are most important?)

OTHER EVIDENCE:
Willingness of students to answer questions when called on in class, to talk in small group discussion, and to
voluntarily raise their hand to answer questions
Ability to students to finish tasks on time
Hearing from parents how their student is doing with the material at home
Questions asked in class or outside of class
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3- Learning Plan

KWL on the board
Large group discussion asking if students can recall Newtons laws
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)

Learning Events
Student success at transfer, meaning, and acquisition depends upon their participation
in these learning events
In class discussions
Worksheets
Homework
Creative video assignment
Labs
small group discussions
Communicating with teacher when intentionally asked questions regarding how the
student feels regarding the material and concepts

(Does the learning plan reflect principles of learning and best practices?)
Students learn by hands on engagement, constant application of concepts, and
continual review of material and self-learning. Students observe demonstrations of
concepts. Sometimes, if the demonstration allows, they can participate in it. They
also get connections to real world applications. Students get hands on with a lab for
the unit. They are able to create a graph using the data they collected in a team.
Students constantly have to apply the concepts they are learning through class
discussions, worksheets, the lab, and exit slips. The exit slips also allow students to
work through basic problems thus gauging how comfortable they feel with the
material. The exit slip provides space for students to ask questions or request a
certain concept or problem be rexplained.
(Is there tight alignment with Stages 1 and 2?)
Because physics is mainly math and concepts, assessment of the students will come
from students worksheets and labs, both which require students to practice in order
to better comprehend the material. The problems the students struggle on allow me
to see trends in the class and in individual students, allowing me to see on what I
need to put a stronger focus. Students also can see how they are learning the
material by working on the different activities as well as determining both by
practicing and receiving feedback how they are progressing with the math problems
and concepts.

Progress Monitoring
(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)

-Class discussions and open time for

questions
-Observe as students work on Worksheets,
answering questions

(How will students monitor their own

progress toward acquisition, meaning,
and transfer?)

Students can review graded assignments,

worksheets and labs
Go over goals and purpose of each day
-Perform Exit slip to get an idea of the days
summative assessment
(What are potential rough spots and student
misunderstandings?)

Difficult concepts such as: The different

forces that can change acceleration,
correct units and significant figures,
keeping Straight Newtons Laws, and
drawing forces correctly in Free body
diagrams.
Performing labs and using excel to create
a graph. Lastly, much of the concepts
require an understanding of algebra.
(How will students get the feedback they
need?)

Graded assignments and exit slips handed

back.
Teacher informing students of progress or
areas of concern.
Contact with parent if students are struggling
at levels of concern