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P.FM.05.22 Demonstrate contact and non-contact forces to change the motion of an object.
P.FM.05.31 Describe what happens when two forces act on an object in the same or opposing directions.
P.FM.05.32 Describe how constant motion is the result of balanced (zero net) forces.
P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.
P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object.
P.FM.05.42
Describe
the
motion
of
an
object
in
terms
of
distance,
time
and
direction,
as
the
object
moves,
and
in
relationship
to
other
objects.
MS-PS2-1. Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects.
Sources Used:
Please
list
any
curriculum
materials
and
other
resources
that
you
consulted
for
this
assignment,
including
materials
provided
by
your
MT.
Provide
a
brief
description
of
the
curriculum
materials.
Be
sure
to
include
bibliographic
information
author,
title,
publisher,
and
publication
date.
Bryannt-Mole,
K.
(1997).
Science
All
Around
Me:
Forces.
Cyrstal
Lake,
IL.:
Rogby
Interactive
Library
This
child
friendly
book
provided
me
with
student
definitions
for
key
force
and
motion
terms.
This
includes
the
term
friction,
for
example.
The
book
also
details
how
changing
speed
occurs
in
relates
it
to
a
child
riding
a
bike.
Madison
Public
Schools.
(n.d.).
Science
Program:
A
Framework
for
Integrated
Teaching
and
Learning.
Retrieved
2015
18-Jan
from
Madison
Public
Schools:
http://www.madison.k12.ct.us/uploaded/docs/CurriculumGuides/science_curriculum.pdf
This
is
a
document
created
by
Mason
Public
Schools
in
Connecticut.
It
details
the
curriculum
for
all
grades.
For
fifth
grade,
I
looked
at
the
Forces
and
Motion
Learning
Strand.
It
helped
me
to
generate
ideas
about
Enduring
Understandings,
Essential
Questions
and
Science
Content.
In
fact,
my
driving
question
turned
out
to
be
one
of
the
essential
questions
on
the
document.
It
also
gave
me
ideas
for
student
friendly
definitions
such
as
for
friction.
Keeley,
P.,
&
Harrington,
R.
(2010).
Vol
1
Uncovering
Student
Ideas
in
Physical
Science:
45
New
Force
and
Motion
Probes.
Arlington:
National
Science
Teachers
Association.
From
this
article
I
gained
an
understanding
of
common
misconceptions
students
have
about
force
and
motion
such
as
that
they
do
not
see
force
as
an
interaction
between
two
objects.
Being
aware
of
misconceptions
that
are
common
will
enable
me
to
address
them
and
make
my
students
more
successful.
I
also
learned
how
the
content
in
middle
school
grades
is
different
from
elementary.
They
start
to
learn
about
ballaned
and
unballanced
forces
for
example.
University
of
California
Berkeley's
Lawrence
Hall
of
Science.
(2006/7).
SEPUP
(The
Science
Education
for
Public
Understanding
Program)
.
The
Regents
of
the
University
of
California.
SEPUP
is
a
science
curriculum
used
by
Lansing
School
Districts
in
the
fifth
grade.
There
are
multiple
units
within
the
Physical
Science
Unit
I
will
be
teaching.
Students
do
a
range
of
hand
on
activities,
experiments
and
readings.
In
my
unit
of
Force
and
Motion
students
learn
within
the
context
of
vehicle
safety.
SCIENCE
SKILLS
List
the
skills
and
practices
Motion
Acceleration
Deceleration
Inertia
Speed
Slope
The
motion
of
an
object
can
be
described
by
its
position,
direction
of
motion
and
speed
(74,
75)
Average
speed
it
the
distance
an
object
travels
divided
by
the
time
taken
to
travel
that
distance
(74.
75)
Make observations
Experiences
Opportunities
to
collect
observations
or
data
about
the
world;
may
involve
in-class
activities
as
well
as
recollection
of
students
everyday
experiences
Patterns
E
P
Sharing
and
representing
data
to
facilitate
pattern-
recognition
Explanations
Grade-level
appropriate
statements
which
generalize
beyond
specific
objects/experiences
described
in
the
patterns
to
answer
questions
about
how
or
why
phenomena
occur
in
the
natural
world
P
E
Making
generalizations
from
specific
phenomena
to
how
the
world
works
Discuss
similarities
As
mass
or
speed
of
an
across
instances
in
object
increases
the
force
of
which
objects
change
a
collision
also
increases.
speed
Discuss
similarities
across
instances
in
which
objects
change
mass
Discuss
the
impact
height
has
on
speed
Discuss
the
factors
that
change
motion
Discuss
the
factors
that
change
speed
a collision
the acceleration
Record
forces
responsible
for
change
in
motion
As
mass
or
speed
of
an
object
increases
the
force
of
a
collision
also
increases.
This
means
that
when
a
car
has
more
mass,
it
has
greater
speed.
Thus
compared
to
when
you
are
walking
and
run
into
a
barricade,
the
car
will
have
more
speed.
This
greater
speed
makes
it
important
for
cars
to
have
safety
features
such
as
seat
belts.
Another
factor
that
increases
speed
is
position.
If
a
car
is
at
the
top
of
the
hill
it
will
have
greater
speed
than
a
car
on
a
less
inclined
hill.
In
addition,
the
higher
the
elevation
or
starting
point
the
greater
the
force
that
is
applied
in
a
collision.
The
amount
of
force
onto
the
barricade
from
a
car
on
the
top
of
a
hill
is
much
greater
than
a
car
accelerating
on
a
flat
surface.
Also
thinking
about
a
comparison
of
a
body
and
a
car,
a
car
has
more
mass.
This
means
that
it
exerts
more
force
than
a
human
body
and
when
it
collides
with
a
barricade,
it
will
have
exerted
a
greater
force
on
the
barricade.
Since
cars
have
more
mass
and
greater
speed
than
a
human
body
for
multiple
reasons,
having
features
in
cars
for
safety
are
justified.
The
amount
of
force
and
car
can
exert
on
another
object
is
substantial
so
features
to
lessen
the
impact
on
the
car
and
keep
the
driver
in
the
car
are
very
important.
Grading
Criteria:
Desired Features
Science Content
EPE Table
Prerequisite
knowledge
and
skills
reflect
careful
consideration
of
what
students
need
to
know
and
learn
during
your
unit.
An
extremely
detailed
list
has
been
created
that
includes
all
of
the
concepts,
ideas,
patterns,
explanations
and
skills
for
your
unit.
Multiple
Experiences
are
identified.
Experiences,
Patterns
and
Explanations
are
consistent
with
both
the
EPE
model
of
science
teaching
and
the
GLCEs
identified
for
the
unit.
Overall,
the
Experiences
Patterns
and
Explanations
seem
likely
to
lead
students
to
master
the
content
GLCE.
Connections
between
Experiences/Patterns
and
Patterns/Explanations
contain
grade-level
appropriate
scaffolding
activities
that
would
reasonably
lead
students
to
identify
patterns
and
develop
explanations.
Driving
Question
meets
the
criteria
in
the
Krajcik
et
al.
table
(see
below).
Model
Response
is
stated
in
kid
friendly
language.
Model
Response
is
scientifically
accurate
and
demonstrates
a
deep
understanding
of
the
unit
conceptual
learning
goals.
Points
/3
/5
/2