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2) Essential Questions:
a. Why do objects on Earth move the way that they do?
b. How can math be used to describe the real world?
3) Standards:
Academic Standards for Science and Technology and Engineering Education
Pennsylvania Department of Education
Physical Sciences: Chemistry and Physics
3.2.7.B1. Describe how unbalanced forces acting on an object change its velocity.
4) Behavioral Objectives
Students will be able to:
a. Define Newtons First Law of Motion in their own words.
b. Explain how Newtons First Law of Motion relates to real world events such as a
swing or pendulum.
c. Classify kinetic energy versus potential energy and discuss situations where one
is transformed into the other and vice versa.
d. support their knowledge of inertia, kinetic energy, and potential energy by
creating a glog of their own using Glogster.
2) Formal Assessments
a. Glog (rubric attached).
b. Pendulum worksheet.
c. Graph of pendulum data
Use of Class Used time well Used time well Used some of Did not use
Time during each during each the time well class time to
class period. class period. during each focus on the
Focused on Usually class period. project OR
getting the focused on There was often distracted
project done. getting the some focus on others.
Never project done getting the
distracted and never project done
others. distracted but
others. occasionally
distracted
others.
Mechanics Capitalization There is 1 error There are 2 There are
and in capitalization errors in more than 2
punctuation are or punctuation. capitalization errors in
correct or punctuation. capitalization
throughout the or punctuation.
poster.
2) Procedures
Step 1) Anticipatory Set
T: Present students with an introduction to Newtons First Law of Motion, utilize a
child in a swing as a basic example. Initiate discussion to brainstorm a couple examples
of Newtons First Law in action. Create K,W,L chart.
S: Record important definitions, engage with presentation. Participate in
discussion with proper use of relevant vocabulary. Successfully generate the desired
examples as a class.
3) Closure: Students will participate in a discussion about the topics covered in this
unit. They will be encouraged to share any interesting facts or examples they acquired
while completing their Glogs. Closing questions will be asked by teacher and students
to confirm that all students have grasped the concepts.