Dana Davis

Student Teaching
Spring 2016
Statement of Standard Four Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content. (InTASC, 2011, p. 13)
Name of Artifact: Unit Plan
Date of Artifact: Spring 2016
Course: Student Teaching EDU 465
Rationale Statement:
For Standard Four Content Knowledge, I created a unit plan for Newtons Three Laws
of Motion. I included a summary of the unit, a scope and sequence, unit objectives, lesson
samples using two different lesson plan designs, and a unit assessment project with a rubric.
This artifact directly relates to the Danielson Framework of Teaching in Domain 1a:
Demonstrating Knowledge of Content and Pedagogy, 1e: Designing coherent instruction, and
Domain 3c: Engaging students in learning. My teacher education and preparation has taught me
well, how to design authentic instruction that is engaging to the students and relates to their
personal interests. Knowledge of the subject involves a process of being a lifelong learner,
which I attempt to do through professional development, membership in professional
organizations, and continuing education. I am a member of NSTA and receive a monthly journal
as well as access to resources through the NSTA website. I have created lessons based on
articles and sample lesson I have read about in these journals.
I learned many important things while creating this artifact. I learned that content
knowledge is very important to teaching. While disbursing content to middle school students, it
can be very detrimental to their learning if you teach them incorrect facts. Its not possible for a
teacher to have every answer to every question and I think its also important for the students to
know that as well. There is no shame in telling students that you dont know the answer to a
question, in fact I believe it is the better choice to dispensing incorrect information. In todays

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time, with the answers at our fingertips, there is no problem with saying that you dont know the
answer, but that you will find the answers. A big part of teaching today is not knowing all of the
answers but knowing where to find them. When the answers are not known, this is a good
opportunity for inquiry, which is extremely important, especially in science. When students
answer their own questions, their learning becomes more personal and authentic. A strong
teaching pedagogy will ensure that I continue to be a lifelong learner of not only knowledge of
content but also of effective teaching practices.
I was able to implement this unit plan in the classroom where I am student teaching and I
hope that I will have the opportunity to utilize it again in the future. Most of the lessons had the
students quite engaged. There were a few lessons that I thought needed to have some changes
made and I noted these so that I could both reflect on and alter the lesson for the next time.

References
InTASC, CCSSOs Interstate Teacher Assessment and Support
Consortium. (April 2011) Model Core Teaching Standards: A Resource for
State Dialogue. Retrieved from
file:///C:/Users/Dana
%20Dwo/Downloads/intasc_model_core_teaching_standards_2011.pdf

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Grade Level: 6
Subject: Science
Unit: Forces and Motion May the Forces Be With You
During this unit, the student knows that there is a relationship between force, motion, and energy.
The student is expected to investigate and describe applications of Newtons law of inertia, law
of force and acceleration, and law of action-reaction such as in vehicle restraints, sports
activities, amusement park rides, Earths tectonic activities, and rocket launches. (Readiness
Standard)
Students design and implement experimental investigations to demonstrate (using models) and
calculate Newtons three laws. Students collect data from their investigations using appropriate
tools and equipment. Students continue to explore the relationship between force, mass, and
acceleration (F=ma).
Students will explore how we apply the laws of motion to explain the movement of objects on
Earth. Objects moving are moving all the time - cars, balls, sleds, birds, their own bodies - and it
is often important to describe the motion of the objects with precision. Scientific descriptions of
the motions of objects generally include discussion of speed, direction and changes in speed or
direction. When giving a description of the motion of an object, two dimensions must be
accounted for. Words such as up, down and curved path may be used to describe the motion of an
object. Changes in speed and direction of motion are caused by unbalanced forces. These
changes can be described as speeding up, slowing down or turning.
Scientists attribute all changes in motion to forces, including friction (a force that makes moving
objects slow down), gravity (a force that makes things fall toward the earth), and pushes or pulls
exerted by people, machines or magnets. Also, inanimate objects exert upward forces, and all
liquids and gases exert buoyant forces on the objects in them. Finally, electrical and magnetic
fields exert attractive and repulsive forces. The forces exerted by magnets and electrically
charged objects are called non-contact forces. They all exhibit the same pattern that "like"
charges repel and "opposite" charges attract. Another example of a non-contact force is gravity.
Simple machines are devices for controlling the application of forces. Examples of simple
machines are levers, screws, pulleys, wedges, wheels and axels, and inclined planes.
Objectives:
SWBAT identify different forces that are exerted on objects (gravity, friction buoyancy,
attraction, static electricity, magnetism)
SWBAT demonstrate motion to unbalanced forces in two dimensions (up, down, curved
path, add speed)
SWBAT describe the non-contact forces exerted by magnets, gravity, and electrically
charged objects.

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SWBAT design strategies for moving objects by the application of forces, including the
use of simple machines (lever, screw, pulley, wedge, wheel and axle, inclined plane)
SWBAT demonstrate their understanding of motion by creating a project which applies
what they have learned and demonstrate it to the class

Patterns of Motion: forces (balanced, unbalanced, net) and motion (speed, acceleration,
resistance).
General introduction to the unit and vocabulary associated with this unit and relate to
real-life occurances, such as; driving, playing sports, machine operations, falling objects,
etc.
Newtons First Law of Motion (Inertia): an object at rest stays at rest unless acted upon by an
unbalanced force. An object in motion stays in motion at the same speed and direction unless
acted upon by an unbalanced force.
Tug of War Activity, Toy Car/Egg Activity
Inertia, Balanced forces, Unbalanced forces, Speed, Velocity, Friction
Newtons Second Law: the acceleration of an object as produced by a net force is directly
proportional to the magnitude of the net force, in the same direction as the net force, and
inversely proportional to the mass of the object.
OR
Simplified: acceleration is produced when a force acts on a mass. The greater the mass (of the
object being accelerated) the greater the amount of force needed (to accelerate the object).
Pulley Activity, Balloon Powered Car Activity
Acceleration, Mass, Gravity, types of forces, types of friction
Newtons Third Law: for every action there is an equal and opposite re-action.
Rolling Chairs Activity, Water Bottle Rockets Activity
Opposite and Equal Actions and Reactions, Net force
References
Louviere, Georgia. "Newton's 3 Laws of Motion." Newton's 3 Laws of Motion. 24 Oct. 06. Web.
30 Nov. 2009. <http://teachertech.rice.edu/Participants/louviere/Newton/>.

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Grade Level: 6
Subject: Science

Topic: Newtons First Law of Motion (Inertia)

Objective: Students will learn about balanced and unbalanced forces through a game, Tug of
War. As they play, the students will explain the similarities and differences of balanced and
unbalanced forces and demonstrate them with the Tug of War rope.
Materials: notebooks, pencils, PowerPoint slides, projector and screen, textbooks, jump rope.
Procedure:
1) Review: Ask students, What is force? Allow them to turn and talk, then have a few
volunteers share their answers. They should know that a force is a push or a pull from the
introductory unit.
2) Perform the following activity:
Ask for two student volunteers.
Ask students to each grab and opposite end of the jump rope.
Ask students to each pull the jump rope so that the rope is taut, but neither student
is moving from their original position.
Explain to students that the velocity of the rope is at a quantity of zero at the
moment because there is no motion in either direction, though there is force being
applied in both directions.
Ask students to explain why the velocity is zero. Allow students to discuss
possible conclusions. Once students have discussed possible conclusions, ask
them to share their responses
Present them with the idea of balanced forces.
Explain that the rope is not in motion because the students were applying
balanced forces, thus each force cancels the other out in a manner of speaking.
Introduce Newton's First Law of Motion: An object will remain at rest or in
uniform motion in a straight line unless acted on by an external unbalanced force.
3) Discuss the following:
If a force is unbalanced, there is inertia (or the resistance to change motion). Its like
when a car slams into a wall, a person could fly through the windshield because of
inertia. Introduce Newtons Law of Inertia.
Another property is friction, which can make an object slow down or stop. Example:
a book almost falling off a table. If you push the book too softly, you cannot
overcome friction, and the book will not fall off the table.
Balanced forces = when the net force is zero (or forces are equal). Example: a book
resting on a table. Gravity is exerting force down on the book, while the table is
exerting the same force up on the book, creating a net force of zero.
Unbalanced forces = when there is a more powerful force. Example: a book falling
off of a table. The force of someone pushing the book off of the table was stronger
than the tables force.

Davis 6
4) Perform the following activity:
Ask students to apply all of their force to the rope until one student is forced to move.
Once the student is force to move, explain that the unbalanced force of the stronger
student caused the motion of the rope, which in turn caused a motion of the other student.
Ask students to again pull the rope taut and lean slightly back. Ask one student to release
some of their force on the rope. The rope should go slack and the other student may even
stumble back a step or two. Explain that this is another method of unbalanced force. The
student who stumbled back did so because when they were both pulling on the rope, the
forces were balanced, but when the other student loosened their grip on the rope, the
forces became unbalanced and the student stumbled back as a result.
5) Then explain net force and how to calculate net force. Talk about how you add up all the
forces and whichever is stronger, that is the direction the object will move.
6) Allow them to complete the Net Force worksheet in groups.
Homework: Net Force worksheet, if not completed in class.
Evaluation: Net Force worksheet. Teacher Observation. Lab notebook review.
Accomodations: Assist students with Tug of War game, extended time to complete worksheet,
increased teacher support on worksheet evaluation.
References
Foust, Kathy. "Newton's First Law of Motion: Science Lesson Plan for Teachers." Bright Hub
Education. N.p., 20 Jan. 2012. Web.

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Grade Level: 6
Subject: Science

Topic: Newtons Second Law of Motion

Objective: Students will explain the relationship between force and acceleration from what
they learn in a simulated pulley experiment.
Materials: chair, 2 one gallon jugs of water, rope, pulley
Engage:
Push a student around in a rolling chair replicating force and acceleration. Ask the students to
give examples of what demonstrates acceleration and force.
Review the following term with students:
Net force total effect of all the forces acting on something.
Two equal forces acting in opposite directions net force = 0
Acceleration change in velocity or direction.
Net force acting on an object causes the object to accelerate.
Explore:
Perform the following activity:
1) Hang the rope from the pulley with equal lengths on either side.
2) Fill one gallon of water halfway and fill the other gallon of water all the way.
3) Tie each gallon to opposite ends of the rope, holding each gallon at an equal distance
from the floor. Ask students what they think will happen when they let go of the water
jugs. Have them share their hypothesis.
4) Let go of the gallons.
5) Discuss the fact that the fuller gallon used force to pull the half-gallon further from the
floor. It was able to do this because the force of gravity was applied to the full gallon.
6) Empty the half-gallon. Ask students what they think will happen this time. Have them
share their hypothesis.
7) Perform the same experiment again. This time the empty gallon goes up even faster than
the first time and the full gallon comes down quicker. Discuss how the changes in mass
effected the acceleration as well as the force in this experiment.
8) Repeat the experiment using various levels of water each time, always pausing to first
hypothesize and share.
9) Have students record observations in their lab notebooks.
Explain:
Explain to students that Newtons Second Law of Motion states that force is equal to mass times
acceleration where force and acceleration are directly proportionate to each other. This direct
proportion can also cause an inverse proportion if the amount of the mass or acceleration
changes and the force does not. Ask students to share ideas about the relationship between
change in motion and inertia. Some answers may be:
Harder to change motion of an object with lots of inertia

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Easier to change motion of object with less inertia.
The heavier water jug has more inertia than the lighter jug
Ask students to turn and talk about the definitions and some criteria of mass and force, then have
a few volunteers share their answers. Some answers may include the following:
Mass the measure of an objects inertia.
Objects with little inertia have small mass
Objects with a lot of inertia have large mass.
Mass = Inertia
Force pushes and pulls
Applying a larger net force = larger acceleration
Apply equal net force to two objects with different masses, the object with the
smaller mass will accelerate more.
Ask students to think, pair, and share about the different types of forces and to list a few
examples of types of friction. Some answers may include:
Types of forces:
o Gravity
o Friction the Interaction between two objects coming in contact with one
another.
Types of friction
Static Sliding Rolling Fluid Air Resistance object and air particles
o Mechanical Push
o Mechanical Pull
Elaborate:
Discuss the implications of this law with students. Ask students, How can this have an impact
on nature? Use Newton's Second Law of Motion to discuss the following questions:
Think of a tree broken in half by a wind storm. What changes were applied to cause enough
force to break the tree?
Think of playing on a teeter totter as a child. How did mass impact force in this situation? How
did acceleration have an impact on force?
Continue to discuss various scenarios with your students until you are sure they understand
Newton's Second Law of Motion.
Evaluate
Lab Notebook
Teacher Observation
References

Davis 9

Foust, Kathy. "Teaching Newton's Laws of Motion Lesson Plan." Bright Hub Education.
N.p., 20 Jan. 2012. Web.

Davis 10
Grade Level: 6
Subject: Science

Topic: Newtons Third Law of Motion

Objective: Students will explore Newtons Third Law of Motion by demonstrating the ways in
which forces relate to mass and acceleration of an object through experimentation. Students will
examine how every action has an equal and opposite reaction and demonstrate how to apply
Newtons Third law to forces, gravity, friction, and air resistance.
Materials: chair with wheels, lab notebooks
Engage:
Perform the following activity:
Ask for two volunteers.
Each student will sit in a separate chair, one in front of the other, each facing the same
direction.
Have the student in back lightly kick off the chair in front of him or her. This will show
how when a force is applied to an object (in this case the front chair) both objects move.
The force applied to the first chair is equal and opposite to the force that is applied to the
behind chair. The front chair moves forward while the back chairs slightly moves back.
(Depending on the mass of the students, the chairs will move about the same distance in
opposite directions).
Ask students what they observed and why they think that each chair moved about the
same distance. What type of force was demonstrated? Would differences in mass change
the way the chairs moved? Turn and talk, then discuss as a class.
Explore:
Begin by viewing a You Tube video of Newtons Cradle. http://www.youtube.com/watch?
v=yh3SFRRJ2nM&feature=fvst
After viewing, have students get in pairs and discuss why this cradle is possible. Have the
following questions written on the board for students to discuss with each other and record their
responses in their lab notebooks:
1.
What is the initial action of the balls? What causes this reaction?
2.
What is the opposite reaction? What causes this reaction?
3.
Are the forces balanced? Explain.
Circulate the classroom as students discuss this in their pairs and listen to their answers to the
proposed questions. Make a chart on the board with sections for actions, reactions,
causes, and forces balanced? Yes or no. Have the students make the same chart in their lab
notebooks to chart class data. Discuss similarities and differences in their responses as a class.
Explain:
Begin by viewing this Paul Hewitt video of a Tug-O-War.
http://www.youtube.com/watch?v=jO6B0yx3FHE

Davis 11
Explain to students through discussion how every force has an equal and opposite force pushing
back on it. Just like they saw in both the Newtons cradle and the tug-o-war videos. Remind
them of the Tug of War activity they did while learning about Newtons First Law. Have
students give examples of the similarities and differences in the two videos where opposite and
equal actions and reactions are demonstrated.
Elaborate:
Have students get into pairs again and discuss different scenarios in real life situations where
they can see equal and opposite reactions. (Any action will work because every actions will have
an equal and opposite reaction). Students will complete a think-pair-share activity where first
they think about scenarios on their own, pair up to discuss those with their partner and record the
scenarios they come up with in their lab notebooks, then have students share their scenarios with
the whole class. By the end of everyone presenting, we will have many examples of equal and
opposite reactions.
Evaluate:
Have students record the following in their lab notebooks:
Read these three sentences out loud and have students fill in the blank word that is left out in the
sentence or answer the question given.
1.
2.
3.

Every action has an ________ and opposite reaction. (equal)

If a force is exerted on an object, the object exerts ____________ force back. (the
same)
Give me one thing that you learned from either video that was shown.

I will review their answers in their lab notebooks to use as a formative assessment to gauge
where they are on learning Newtons Third Law.
Accomodations:

Davis 12
ELL students, struggling learners and special needs students will all be in groups or pairs and can
use the guidance and assistance from their matched peers as well as the teacher to complete the
activities.Grade Level: 6
Subject: Science
Unit 1: Forces and Motion May the Forces Be With You
End of Unit Assessment: Students must complete a project that demonstrates one of Newtons
three laws of motion.
Objective: To demonstrate one of Newton's laws of motion by completing a project that applies
the appropriate law. To speak effectively using appropriate vocabulary to explain a science
concept.
Procedure:
1. Plan a group presentation on one of Newton's three laws of motion. You may act it out or
show it using props, perform an experiment or other materials. Each person in the group
must participate in your presentation.
2. Follow the following format:

State the law of motion.

Demonstrate this law or act it out.
Explain how your presentation shows that particular law.
Use science vocabulary words whenever appropriate.

3. Remember to work cooperatively in your group. Plan and practice together so that each
person knows what to do in advance.
4. Speak loudly and clearly so that you can be easily understood.
5. You must turn in a written artifact that outlines your project and demonstration of the law
you are presenting. (i.e. outline, poster, summary paper, etc.)
Project ideas (may include but not limited to): water bottle rockets, demonstration of a sport
(curling, golf, ice skating, billiards, etc), comedy act such as The Three Stooges, pendulums,
playground equipment, the need to wear a bicycle helmet, balloon cars, crash test dummies,
roller coasters, airplanes, train starting & stopping vs. car starting & stopping, create a game, an
interview with Sir Isaac Newton, etc. MUST show laws of motion in your demonstration!

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453777

formDE

http:/ / www.bing.c 1

rubricgradepostf_

NO

082EA6CD89DCE 6AE37E10D3931

478562

478563

rubricgradeeditf.c

NO

478564

rubricshowc.cfm

no

478565

478566

Newton's Laws Project Rubric

Project
completion

2939024

2939025

2939026

2939027

2939028

Poor

Fair

Average

Good

Excellent

10

Poor
1 pts

Fair
4 pts

2939029

2939030

Project turned in m Project turned in t

Title and Law

Average
6 pts

Good
8 pts

Excellent
10 pts

2939031

2939032

2939033

Project turned in o

Project completed

Project completed

Poor

Fair

Average

Good

Excellent

Project turned
in more than
three days late.
Students never
on task when
given time to
complete
project in class.

Project turned
in two days
late. Students
rarely on task
when given
time to
complete
project in class.

Project turned
in one day late.
Students
occasionally on
task when
given time to
complete
project in class.

Project
completed and
turned in on
time. Students
usually on task
when given
time to
complete
project in class.

Project
completed and
turned in on
time. Students
always on task
when given
time to
complete
project in class.

2939038

2939039

2939040

2939041

2939042

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No laws stated. N Laws and title hav

Poor

No law stated.
No title on
artifact.
Project

Average

Law is stated
and many
mistakes. Title
is present.

Good

Law is stated
and some
mistakes. Title
is present.

All 3 laws are stat

Excellent

Law is stated
and accurate.
Title is present
on artifact.

2939035

2939036

2939037

2939043

Project includes il

Project includes il

Project includes 1

Project includes 2

Project includes a

Project does
not accurately
demonstrate
the law of
motion.

Spelling and
Grammar

Law and title

have mistakes.

All 3 laws are stat

2939034

Poor

Artifact

Fair

All 3 laws are stat

Fair

Project poorly
demonstrates
the law of
motion.

Average

Project
somewhat
demonstrates
the law of
motion.

Good

Project
demonstrates
the law of
motion well.

Excellent

Project
demonstrates
the law of
motion
perfectly.

2939044

2939045

2939046

2939047

2939048

All information is in

Written<BR>info

All written<BR>in

All written<BR>in

All written<BR>in

Poor

Fair

Average

Good

Excellent

All information
is inaccurate
and not related
to task
required.

Some
information is
inaccurate.
Major errors in
explanation.
Written
information is
incomplete.

Information is
partly accurate.
Noticeable
errors in
explanation.
Written
information is
mostly
complete.

All information
is
accurate. No
major errors in
explanation.
Written
information is
mostly
complete.

All information
is
accurate. No
errors in
explanation.
Written
information is
complete.

2939049

2939050

2939051

2939052

2939053

Many spelling or g

Many spelling or g

Some spelling or g

A few spelling or g

No spelling or gra

Poor

Many spelling
or grammar
mistakes and
interferes with
meaning.

Fair

Many spelling
or grammar
mistakes, but
does not
interfere with
meaning.

Average

Some spelling
or grammar
mistakes, but
does not
interfere with
meaning.

References

Good

A few spelling
or grammar
mistakes.
Almost perfect.

Excellent

No spelling or
grammar
mistakes.
Perfect.

Davis 15

Louviere, Georgia. "Newton's 3 Laws of Motion." Newton's 3 Laws of Motion. 24 Oct. 06. Web.
30 Nov. 2009. <http://teachertech.rice.edu/Participants/louviere/Newton/>.
"IRubric: Newton's Laws of Motion Project Rubric." - C49B8X: RCampus. Reazon Systems,
Inc., 2015. Web.