3rd Six Weeks

1. Science Grade 8: Newton’s Laws
Core Content Coaching

2. Purpose
To provide support for grade-level, unit content planning

3. 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

4. Teacher yearly resource document

5. 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)

6. 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

7. CRM 3: TEKS & Acquisition section

8. 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

9. 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.

10. • 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

11. 2014 STAAR-Released Question: 8.6C
A* 85%
B 8%
C 5%
D 2%

12. 2014 STAAR-Released Question: 8.6C
A 8%
B* 62%
C 5%
D 23%

13. 2013 STAAR-Released Question: 8.6C
F* 80%
G 3%
H 9%
J 8%

14. 2013 STAAR-Released Question: 8.6C
F 2%
G 28%
H 16%
J* 54%

15. 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

16. 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

17. Embedded in lessons:
Engage Student Interest
• Don’t Break the Egg
http://www.youtube.com/watch
?v=STQRUzalH2M

18. 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

19. 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

20. Embedded in lessons:
Organize and Practice Vocabulary
• Newton’s Laws Unit Overview
• Newton’s Laws Foldable
• Newton’s 2nd
Law Foldable

21. 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

22. Embedded in lessons:
Writing Opportunities & Scaffolds
• Journal Entries
• Physics Warm Ups
• Daily Guiding Questions
• Formative Assessment
• Scaffolds: Sentence Frames, Word Bank

23. 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
__________________.

24. • Special Education:
1. Mixed-Ability Partners
2. Science Glossary
3. Modeling
4. Sentence Frames
5. Completed Foldable for Example
6. Pictorial Examples
7. Chunk Video
8. View Video Twice
9. Work Bank
10. Pre-Made Foldable
11. Anchors of Support
12. Same Scene Twice
• English Language Learners:
1. Mixed-Ability Partners
2. Dual Language Science Glossary
3. Modeling
4. Sentence Frames
5. Completed Foldable for Example
6. Pictorial Examples
7. Closed Captioning
8. Word Bank
9. Pre-Made Foldable
10. Anchors of Support
Embedded in lessons:
Differentiation

25. • 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 Assessment
Formative Assessment

26. Embedded in lessons:
Reteach
• ScienceSaurus Reading: Newton’s Laws
Sections 283-286
• ScienceFusion Unit 4 Lesson 3 Digital
Lesson
• Other Lessons Folder Activities

27. 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.

28. Lower Levels of questions

29. Higher Levels of questions

30. 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?

31. 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

32. Anchors of Support
Other 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

34. Academic vocabulary
CURRICULUM ROAD MAP