core content coaching grade 8 newtons laws 14-15

Science Grade 8: Newton’s Laws

Core Content Coaching

PurposeTo provide support for grade-level, unit content planning

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 3: Force & Motion

• Blank Pacing Calendar

• 8th Grade 3rd Six Weeks Lessons: Newton’s Law’s Pacing Guides, Newton’s Laws Daily Lesson Pages

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Nov. 10

Force & Motion (as needed)

11 Student Holiday

12 13 14

17

Newton’s Laws

18 19 20 21

24

Plate Tectonic Theory

25 26 Holiday 27 Holiday 28 Holiday

Dec. 1

Plate Tectonics

2 3 4 5

8

Plate Tectonics

9 10 11 12

15

Topo Maps & Satellite Views

16 17 18 19 Student Holiday

3rd Six Weeks Planner (25 days)

8.4A8.6: Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to:

8.6C: investigate & describe applications of Newton’s law of inertia, law of force & acceleration, & law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, & rocket launches.

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 3: TEKS & Acquisition section

Teacher Content support

Ted Ed: Newton’s 3 Laws, with a bicycle- Joshua Manley

http://ed.ted.com/lessons/joshua-manley-newton-s-3-laws-with-a-bicycle

Science Channel: Games & Interactives- Newton’s Laws of Motion

http://www.sciencechannel.com/games-and-interactives/newtons-laws-of-motion-interactive.htm

NSTA Leaning Center- http://learningcenter.nsta.org/

Search Resources & Opportunities: force, motion

ScienceFusion Grade 8 Teacher Edition: Content Refresher: p. 214

Vertical alignment

6TH GRADE

•identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces

8TH GRADE

8.6C: investigate & describe applications of Newton’s law of inertia, law of force & acceleration, & law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, & rocket launches.

Physics

•calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects

•describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration.

• A force is a push or a pull.

• An unbalanced force occurs when one force on an object is greater than other forces on the same object.

• Unbalanced forces can cause an object to speed up or slow down, change direction, and/or change position.

PRIOR LEARNING

2014 STAAR-Released Question: 8.6C

A* 85%

B 8%

C 5%

D 2%

2014 STAAR-Released Question: 8.6C

A 8%

B* 62%

C 5%

D 23%

2013 STAAR-Released Question: 8.6C

F* 80%

G 3%

H 9%

J 8%

2013 STAAR-Released Question: 8.6C

F 2%

G 28%

H 16%

J* 54%

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Students should be able to calculate force, mass, and acceleration using the net force formula.

F = ma

m = F/a

a = F/m

Components of a good lesson plan

1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

1. Organize and Practice Vocabulary

2. Reading & Comprehension Strategies

3. Writing Opportunities & Scaffolds

4. Daily Listening & Speaking Opportunities

5. Differentiation

6. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• Don’t Break the Egg

http://www.youtube.com/watch?v=STQRUzalH2M

Recommended in lessons:Review / Scaffold to TEKS

• Newton’s Laws Unit Overview

• ScienceSaurus Reading: Newton’s Laws Sections 283-286

• ScienceFusion Unit 4 Lesson 3 Digital Lesson

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• BrainPop Video: Newton’s Laws

• Newton’s Laws of Motion Investigation

Embedded in lessons:Organize and Practice Vocabulary

• Newton’s Laws Unit Overview

• Newton’s Laws Foldable

• Newton’s 2nd Law Foldable

Embedded in lessons:Reading & Comprehension Strategies

• ScienceFusion: Newton’s Laws of Motion p. 200-213

• ScienceSaurus Reading: Newton’s Laws Sections 283-286

• Comprehension Strategies

• Student Companion Notebook p. 57-59

• Paired Reading Recommendation: Have each student in a pair read a paragraph at a time and then have the non-reader summarize the section.

• Active Reading Strategies embedded in ScienceFusion Reading

Embedded in lessons:Writing Opportunities & Scaffolds

• Journal Entries

• Physics Warm Ups

• Daily Guiding Questions

• Formative Assessment

• Scaffolds: Sentence Frames, Word Bank

Embedded in lessons:Daily Listening & Speaking Opportunities

The car will _____when it runs into the wall and the

snowman on the car will...

The action force in this lab was the __________________ and the

reaction force was the __________________.

• Special Education:

1. Mixed-Ability Partners2. Science Glossary3. Modeling4. Sentence Frames5. Completed Foldable for Example6. Pictorial Examples7. Chunk Video8. View Video Twice9. Work Bank10. Pre-Made Foldable11. Anchors of Support12. Same Scene Twice

• English Language Learners:

1. Mixed-Ability Partners2. Dual Language Science Glossary3. Modeling4. Sentence Frames5. Completed Foldable for Example6. Pictorial Examples7. Closed Captioning8. Word Bank9. Pre-Made Foldable10. Anchors of Support

Embedded in lessons:Differentiation

• Physics Warm Ups

• BrainPop Video Quiz: Newton’s Laws

• Daily Guiding Questions

• If force = mass x acceleration, then what is the force of an object with a mass of 3 kg and an acceleration of 2.2 m/s2?

• Newton’s Laws Pop Quiz

• Newton’s Laws Quiz

Embedded in lessons:Formative AssessmentFormative Assessment

Embedded in lessons:Reteach

• ScienceSaurus Reading: Newton’s Laws Sections 283-286

• ScienceFusion Unit 4 Lesson 3 Digital Lesson

• Other Lessons Folder Activities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample Unit questions

Knowledge Comprehension Application Analysis Synthesis Evaluate

Describe each of Newton’s laws of

motions.

How do we calculate and communicate

the change in position, direction

and speed for moving objects?

How do unbalanced forces affect the motion

of an object?

How can Newton’s 1st Law of Motion, the Law

of Inertia, be used to explain why seatbelts

are so important?

How can Newton’s 2nd Law of Motion, the Law

of Force and Acceleration, be used to explain why it is much

harder to push an elephant than a mouse?

How can Newton’s 3rd Law of Motion, the Law of Equal and Opposite

Forces, be used to explain why a person

sitting on a boat moves away from the dock

when pushing against it? Or a person on roller-skates moves away from

a wall when pushing against it?

Categorize each of the situations below as one of Newton’s

laws.

Design an experiment that tests Newton’s

law of force and acceleration.

What data can be used to justify the amount of force

increases as the mass of an object increases?

Recommended Anchors of Support

• Force & Motion Unit Overview

• Newton’s Laws Foldable

• Newton’s 2nd Law Foldable

• ScienceFusion: Visualize It! p. 206, 211

• ScienceFusion: Visual Summary p. 212

Anchors of SupportOther Resources

•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Academic vocabulary

CURRICULUM ROAD MAP