Anyone for Gavel Tea? Exploring the Physical World around...

Anyone for Gavel Tea?

Exploring the Physical World around Us with Isaac Newton

Complete Unit Plan, 7th-8th Grade Physical Science

Brian Cody Bray, University of Arkansas at Little Rock

NEWTON UNIT PLAN !1

Running Head: NEWTON UNIT PLAN

Anyone for Gavel Tea? Exploring the Physical World Around Us with Isaac Newton

Unit Plan

Brian Cody Bray

University of Arkansas at Little Rock

GATE 7357 - Curriculum and Instruction in Gifted Education

8 December 2012

B. MacFarlane

NEWTON UNIT PLAN !2

1. Unit Web

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2. Unit

Rationale, Purpose, and Target Audience

The rationale for this unit is to explore and develop the potential of gifted students by providing opportunities for students to

receive education at appropriate levels. Flexible and innovative teaching and learning environments encourage exploration and

experimentation beyond the traditional curriculum. In order to meet the needs of gifted students, this unit is differentiated by the

degree of acceleration, complexity, depth, challenge, and creativity involved of content, process, and products to challenge gifted

students to achieve their highest potential.

Objectives

The purpose of this unit plan is to provide gifted students with an opportunity to experience challenging content, understand

themes, concepts, and higher order thinking-skills at a deeper level with emphasis on higher level thought processes that stress the

elements of reasoning, and experience instructional pacing matched to their abilities and competencies. The unit plan will emphasize

making valid and important connections among disciplines,

problem-solving real-world applications, open-ended yet guided questioning and project work, meaningful work grounded in

advancing learning towards deeper levels, and metacognition and self-monitoring. Differentiation strategies for this unit are students

will learn at an accelerated pace, investigate the complexity of Newtonian mechanics at both theoretical and experimental levels,

explore a new depth of biographical and primary sources regarding the life and work of Sir Isaac Newton, engage students in

challenging content, and to express what they have learned in creative ways.

The target audience for this unit plan is 7th-8th grade gifted students in Arkansas attending the Summer Laureate University

for Youth program. It will be taught in the summer of 2013 and 2014.

Curricular Framework

The curricular frameworks used for this for unit are the Arkansas state frameworks for science, grades K-8, Strand 3 -

Physical Science, Standard 6 - Motion and Force: Students shall demonstrate and apply knowledge of motion and forces using

appropriate safety procedures, equipment, and technology.

The curricular goals used for this unit are from the Arkansas state frameworks for science from strand 3, Physical Science,

Standard 6, Grade 7, Learning Expectations 1-6: (1) PS.6.7.1 compare and contrast Newton's three laws of motion, (2) PS.6.7.2

conduct investigations demonstrating Newton's first law of motion, (3) PS.6.7.3 demonstrate Newton's second law of motion, (4) PS.

6.7. 4 conduct investigations of Newton's third law of motion, (5) PS.6.7.5 explain how Newton's three laws of motion apply to real

world situation (e.g., sports, transportation), and (6) PS.6.7.6 investigate careers, scientists, and historical breakthroughs related to

laws of motion.

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The curricular goals as a unit plan for the gifted are to provide a broad, conceptual understanding of the laws of gravitation

motion and the life and works of Newton at a pace and depth appropriate to the capacity of able learners. Also, goals for this unit as a

gifted program are to promote critical thinking and reasoning abilities, provide an environment that encourages divergent thinking,

foster inquiry and challenging attitudes toward learning, develop research skills and methods, and develop an understanding for

interaction of energy and matter that frame real-world problem solving. Other goals for this unit plan as an adapted gifted curriculum

are to develop self-understanding, social interaction skills, enhance metacognitive skills, and to promote self-efficacy behaviors.

The Integrated Curriculum Model was used to organize the major theme of this unit: interaction of energy and matter. The

concepts to be taught are motion, speed, velocity, acceleration, momentum, Newton's three laws of gravitational motion, optics, and

biographical inquiry into the life of Sir Isaac Newton.

Instructional Strategies and Student Product and Assignments

The instructional strategies used are Primary Source Analysis, the Hamburger Model of Persuasion, the Dagwood Model of

Persuasive Writing, Paul's Elements of Reasoning, and the Inductive Model of Hilda. The products of student learning will be several

open-ended primary source analyses, developing creative products through prompts for writing, and real-world application of

problem-solving through point-of-view analyses.

Interdisciplinary concepts included in the unit plan will include analyzing and interpreting literature related to the content,

laboratory techniques necessary for physical science, social skill development, historical and biographical accounts and sources, and

conceptual mathematics used in physics. Other interdisciplinary concepts included are leadership development, independence, self-

direction, and self-evaluation in learning. Each lesson is constructed to be completed within 90 minutes.

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Table 1. Instructional Strategies Used in Lessons/Day

Table 2. Standards Addressed in Lessons/Day

Instructional

Strategies

Lessons

1 2 3 4 5 6 7 8

Socratic

Questioning✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Analyzing Primary

Sources Model✔

Hamburger Model

of Persuasion✔ ✔ ✔

Dagwood Model of

Persuasive Writing✔

Paul's Elements of

Reasoning✔ ✔

Inductive Model of

Hilda✔

StandardLessons

1 2 3 4 5 6 7 8

PS.6.7.1

Overview ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

PS.6.7.2

1st LoM✔

PS.6.7.3

2nd LoM✔

PS.6.7.4

3rd LoM✔

PS.6.7.5

Application✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

PS.6.7.6

History✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

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Lesson 1 - Introduction to Motion, Speed, Velocity, and Sir Isaac Newton

Obj: Investigate the life and works of Newton. Investigate, describe, and analyze the concept of motion. View a

demonstration, and then complete lab activities on motion, speed, and velocity: Determining Speed. Complete a primary source

analysis to be evaluated using the Analyzing Primary Sources Model.

Essential Question: Who was Isaac Newton? How did he influence our understanding of mathematics and science today?

How can Newton's Laws of Motion be applied to real-life problem-solving and problem-modeling?

Focus of Subject Content: Biography of Newton, Motion, Speed, and Velocity

Teaching Strategies: Socratic questioning - to be used throughout the lesson. Analyzing Primary Sources Model - to be used

when lecturing about the life and works of Newton and assessing the primary source analysis.

Differentiation: Depth and Creativity - extended focus on a primary source document and its interpretation. Complexity -

connections with theoretical and experimental physics.

Assessment: Primary Source Analysis using the Primary Sources Analysis Model.

Materials: JackDaws Primary Sources, ramps, stacks of books, tape, stopwatch, meter sticks, balls of varying weights, paper,

pencils, calculators

Lesson Introduction: Everything in the universe is moving, even if we can't see it - cars, air molecules, Earth, and the sun.

Has anyone ever been to a train station and seen it pull away? How do you know it's moving? Who's been on a train? If you and a

friend are on a moving train, and you look at your friend, s/he doesn't appear to be moving at all. Why? It depends on your frame of

reference.

Lesson Steps: (1) Introductions from everyone in class, (2) Play ice-breaker games, (3) Introduction to Newton, his eccentric

life, and his contributions to the modern world, (4) Think/Pair/Share about what life would be like without Newton's contributions to

the world, (5) Introduction to motion, speed, and velocity - definitions and relatable context, (6) How is speed measured? Why is

measuring speed? Teacher demonstration of the Determining Speed lab with instructions, (7) Students perform the lab and make

simple calculations with the data, (8) Lesson summary, formative assessment, (9) Primary source analysis from students

Student Learning Activities: Think/Pair/Share of Newton's contributions, Determining Speed lab, primary source analysis

Instructional Grouping Strategies: Student-selected groups for lab

Student Products: responses to think/pair/share activity, participation in lab, primary source analysis

Concluding Questions: What two quantities do you need to determine speed? What is the difference between speed and

velocity? Primary source analysis: Newton describes himself like a child at the seashore. Explain why he uses this comparison. After

reading the passage, do you think Newton enjoyed his work and was satisfied with it? Use phrases or words from the quote to support

your answer.

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Extension Activities: Have students graph and compare the speed of the objects at varying lengths. How is velocity related to

speed? Can a graph of speed be used to determine the velocity of an object?

What to do at Home: On your way home today, notice the time and odometer when you leave, and again when you arrive.

Calculate your average speed by using the time it took to get home, and the distance traveled from the odometer. Repeat the process

for coming back to SLUFY. Were the average speeds equal? If not, why?

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Lesson 2 - Acceleration

Obj: Investigate the life and works of Newton. Investigate, describe, and analyze concepts of acceleration. View a

demonstration, and then complete lab activities on acceleration, Newton's Acceleration Ramp. Complete a writing prompt to be

evaluated using the Hamburger Model of Persuasion, Primary Version.

Essential Question: Who was Isaac Newton? How can Newton's Laws of Motion be applied to real-life problem-solving and

problem-modeling?

Focus of Subject Content: Biography of Newton, Acceleration

Teaching Strategies: Socratic questioning used throughout the lesson, Hamburger Model of Persuasion used during

presentation of biography of Newton and evaluation of writing prompt

Differentiation: Complexity and Creativity - several sources drawn upon to develop a point of view and defend an imagined

perspective, as well as inferences from a complex piece of literature.

Assessment: Hamburger Model of Persuasion, Primary Version

Materials: sheets of lined paper, marbles, large ball bearings, small ball bearings, magnets, rulers with a groove in the center,

one inch tall pieces of wood to be used to form a ramp with the rulers, JackDaws primary sources

Lesson Introduction: Who's ever ridden on a roller coaster? You are pulled up to the top of the first hill at a constant speed

(hear the slow click, click, click). But then as you roll over the hill to the other side, your speed rapidly increases. On a roller coaster

ride, you experience rapid changes in velocity. Remember, velocity measures both speed AND direction. We can change the motion of

an object by changing its speed, by changing its direction of motion, or by changing both. Any of these changes is a change in

velocity. If something is accelerating, it can be speeding up, slowing down, or changing its direction. The acceleration of an object is

equal to its change in velocity, divided by the time during which this change occurs. So when we measure the change in velocity, we

take the difference between the final and original velocities, and divide by time. So if a roller coaster's velocity at the top of a hill is 10

m/s, and two seconds later, it reaches the bottom of the hill with a velocity of 26 m/s, what is the acceleration of the roller coaster?

Lesson Steps: (1) biography of Newton, (2) introduction to acceleration, (3) teacher demonstration of acceleration lab with

instructions, (4) student completion of acceleration lab, (5) whole-group discussion of results, (6) completion of point-of-view analysis

by students

Student Learning Activities: participation in class discussion, acceleration lab, point-of-view analysis

Instructional Grouping Strategies: student chosen, but must be with a different person this time

Student Products: point-of-view analysis

Concluding Questions: Compare what happened to the large and small ball bearings as they rolled past the magnetic force.

What effect does mass have on acceleration?

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Extension Activities: Have students find the speed of the marble, small ball bearing, and large ball bearing, then graph the

speed vs time and graph the acceleration vs time. What similarities do you notice? How is speed related to acceleration?

What to do at Home: Get your iPad and download the app "Coaster Physics." Create various roller-coaster designs. Is there

really such a thing as "too much fun" on a roller coaster (considering the "fun" is the feeling of acceleration)?

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Lesson 3 - Momentum

Obj: Investigate the life and works of Newton. Investigate, describe, and analyze the concept of momentum. View a

demonstration, and then complete lab activities on momentum, Experimenting with Momentum. Complete a writing prompt to be

evaluated using the Hamburger Model of Persuasion, Regular Version.

Essential Question: Who was Isaac Newton? How can Newton's Laws of Motion be applied to real-life problem-solving and

problem-modeling?

Focus of Subject Content: biography of Newton, momentum

Teaching Strategies: Socratic questioning used throughout the lesson, Hamburger Model of Persuasion used when presenting

information on Newton

Differentiation: Complexity, Depth, and Creativity - students will read a complex piece of literature regarding motion of the

planets and the moon, and then summarize different sections of The Principia

Assessment: Hamburger Model of Persuasion, Regular Version

Materials: JackDaw primary sources, marbles or ball bearings of the same size, tape, yardsticks, paper, pencils, lab

assignments, cork, large jar of water with the cork tied to a string and attached to the jar lid that is upside down so the cork is floating

just below the water line

Lesson Introduction: Teacher demonstration of quickly shoving an inverted jar of water with a floating cork tied to a string

attached the lid. Before showing the demonstration, ask what will be the first motion of the cork when the jar is given a quick, sharp

shove? Will the cork remain centered in the jar? Will the cork move forward in the same direction as the shove? Or will the cork move

backward in the jar in a direction opposite of the shove? What are you reasons for this prediction? Then demonstrate shoving the jar of

water and explain that the cork will move forward in the direction of the shove. This may seem contrary to what you experience when

a car suddenly moves forward. The law involved here is Newton's Law of Action and Reaction. The law states that for every action,

there is an equal and opposite reaction. As you push the jar forward, the water obey's Newton's law and moves backward. The floating

cork is acted upon by the water moving backward. The cork also obey's Newton's law by moving in the opposite direction to the

moving water, Therefore, it initially moves forward. This is because of momentum, the quantity of motion, measured by multiplying

mass by velocity.

Lesson Steps: (1) biography of Newton, (2) teacher demonstration of lab, (3) student completion of the lab, (4) whole group

discussion of results, (5) student completion of writing prompt

Student Learning Activities: participation in discussion about Newton, completion of lab activity, completion of writing

prompt

Instructional Grouping Strategies: student-chosen


Student Products: responses to questions during whole-group discussion, analysis of lab results, interpretation of The

Principia

Concluding Questions: How did changing the speed of the marbles effect their final position after momentum transfer? How

did changing the number of marbles on each side of the yard sticks effect their final position after momentum? What other types of

collisions have you seen, and did they have similar results?

Extension Activities: Once the students finish the lab using the momentum data table, have them use their own ideas to come

up with new ways in which this experiment could be performed with different materials.

What to do at Home: Consider the following scenario: Sir Isaac Newton is transported forward in time and is about the jump

out of a helicopter and you have two options on where to land. He can land in front of a Cadillac with a mass of 2025 kg and a

velocity of 32.3 km/h, or a Geo Metro with a mass of 765 kg and a velocity of 112.7 km/h. Assuming that he won't be able to jump out

of the way of either vehicle in time to avoid a collision, which car would be least detriment to jump in front of? Why?


Lesson 4 - Newton's First Law of Motion

Obj: Investigate the life and works of Newton. Investigate, describe, and analyze Newton's First Law of Motion. View a

demonstration, and then complete lab activities on Newton's First Law of Motion, Money Going Nowhere, Checker Inertia, Inertia

Breaks a Pencil, and Newton's Egg Inertia Challenge. Complete a writing prompt to be evaluated using the Dagwood Model of

Persuasive Writing.

Essential Question: Who was Isaac Newton? What is the principle behind, and examples of, the laws of motion? How can

Newton's Laws of Motion be applied to real-life problem-solving and problem-modeling?

Focus of Subject Content: biography of Newton, Newton's 1st Law of Motion: Inertia - a body at rest tends to stay at rest

unless acted upon by an outside force; a body in motion tends to stay in motion unless acted upon by an outside force.

Teaching Strategies: Socratic questioning used throughout the lesson, Dagwood Model of Persuasive Writing used when

presenting biographical information on Newton

Differentiation: Complexity and Creativity - the writing prompt requires multiple resources from which to draw information,

as well as develop an opinion and defend it

Assessment: Dagwood Model of Persuasive Writing

Materials: JackDaw primary sources, paper, pencils, 3"x5" index cards, drinking cups, quarters, checkers, newspapers, rulers,

raw eggs, hard-boiled eggs

Lesson Introduction: Yank the Tablecloth! What just happened? Why was I able to do that without breaking the glasses on the

table? What forces kept the glassware (hopefully) on the table, despite having the tablecloth pulled from underneath them? Who plays

a sport? Which ones? What makes a soccer ball or basketball move? Force! A force is a push or a pull. The wind pushes against a flag,

and a magnet pulls iron towards it. A force causes an object to start moving, stop moving, or change direction. If you want to open a

door, you exert a force on it to cause it to move. Increasing your force will make i move faster. If you want to stop the door from

opening, you also exert a force. This time, the force stops the motion of the door. And if you want to change the direction in which the

door is moving, you must exert a force on it. Force, like velocity, also acts in a direction. And like velocities, forces can be combined.

If you and a friend were pulling a wagon, your forces would be exerted in the same direction. When two forces are acting in the same

direction, they add together. The total force on the wagon would be the sum of both of your force. When the total force on an object is

in one direction, the force is called unbalanced. An unbalanced force changes the direction of an object. If your friend pulled the

wagon in the opposite direction, the forces would combine in a different way. When two forces act in opposite directions, they act by

subtraction. If one force is greater than the other, the stroller would move in the direction of the greater force. The total force on the

wagon would be the difference between the pulling and pushing forces. If your force and your friend's force were equal, the forces on

the wagon would be balanced, and the wagon would not move. When forces are balanced, there is no change in motion. Consider


roller blading. In order to start moving, you must apply a force on the wheels by pushing backward. But we know that once moving,

we don't keep moving forward. A second force, such as friction, eventually stops us. However, without that second froce, an object in

motion would continue to move forever. Similarly, an object that is at rest will stay at rest unless a force acts upon it. A soccer ball

lying on the ground doesn't move unless you kick it. The tendency of objects to remain in motion or stay at rest is called inertia. Inertia

is the property of matter that tends to resist any change in motion. Therefore, Newton's First Law of Motion is called the Law of

Inertia. It means that an object at rest will remain at rest and an object in motion will remain in motion unless acted on by an external

force.

Lesson Steps: (1) biography of Newton, (2) whole-group instruction on Newton's 1st Law of Motion, (3) teacher

demonstration of inertia experiments, (4) student completion of inertia labs, (5) whole-group discussion of results, (6) student writing

prompt

Student Learning Activities: participation in group discussion over Newton and explanation of inertia, completion of lab

activities, completion of writing prompt

Instructional Grouping Strategies: randomly selected

Student Products: examination of lab results, writing prompt

Concluding Questions: How does a change in the force used to move an object affect the speed of that object? How does

force affect the speed of a moving object? In what situations would an object in motion stay in motion?

Extension Activities: Examine the relationship between force required to move an object and the mass of the object. How can

the amount of force required to move an object be found?

What to do at Home: Try the "Pull the Tablecloth" trick at home. Be sure to have parents' permission and start off with non-

breakable items. Explain how that occurs in terms of inertia to them.


Lesson 5 - Newton's Second Law of Motion

Obj: Investigate the life and works of Newton. Investigate, describe, and analyze Newton's Second Law of Motion. View a

demonstration, and then complete lab activities on Newton's Second Law of Motion, The Earth Obeys Newton's Laws and Satellites

Also Obey Newton's Law. Complete a writing prompt to be evaluated using the Hamburger Model of Persuasive Writing, Regular

Version.

Essential Question: Who was Isaac Newton? What is the principle behind, and are examples of, the Laws of Motion? How

can Newton's Laws of Motion be applied to real-life problem-solving and problem-modeling?

Focus of Subject Content: biography of Newton, Newton's 2nd Law of Motion - Force=Mass x Acceleration

Teaching Strategies: Socratic questioning used throughout the lesson, the Hamburger Model of Persuasive Writing, Regular

Version used when presenting biographical information of Newton

Differentiation: Depth - students will study a concept in multiple applications, Creativity - development and justification of

an opinion

Assessment:Hamburger Model of Persuasive Writing, Regular version

Materials: JackDaw primary sources, paper, pencils, string, nails, sponge balls, small rubber balls, thread spools, weights

(washers, nuts, etc), lab activities, writing prompt copies

Lesson Introduction: Karate Chops! Demonstrate breaking paper, a 10"x12" #2 white pine board, and then two pine boards

using a roundhouse kick. Why was I able to break them? Was more force required to break the paper, or the wooden boards? Does the

mass of my leg affect the force necessary to break the board? Would someone who was lighter have an easier or harder time

attempting the same feat? Would someone heavier have an easier or harder time attempting the same feat?

Lesson Steps: (1) discussion of biography of Newton, (2) teacher demonstration of the relationship between mass and

acceleration, and force, (3) whole-group instruction of Newton's 2nd Law of Motion, (4) student lab activities, (5) regroup and

reflection of lab activities, (6) completion of writing prompt

Student Learning Activities: participation in discussion of biography of Newton, participation in whole-group instruction and

student lab activities, analyzing the relationship between force & acceleration and mass, and completion of writing prompt.

Instructional Grouping Strategies: student selected groups

Student Products: completion of lab activities and writing prompt

Concluding Questions: After observing the path of the loose ball during The Earth Obeys Newton's Laws and the path of the

free ball, how were they different? How were they similar? Assuming the ball was Earth circling in orbit, and the string imitates the

forces that keeps it circling, what is the real force that keeps Earth from flying into space?


Extension Activities: What is the effect of varying the length of the string during both lab activities? What does the string

represent? How would the earth be affected if its orbit were shortened or lengthened?

What to do at Home: Independently research different planets' speed in the solar system and their distance from the sun. Does

a pattern exist? How can that pattern be described by Newton's laws?


Lesson 6 - Newton's Third Law of Motion

Obj: Investigate the life and works of Newton. Investigate, describe, and analyze Newton's Third Law of Motion. View a

demonstration, and then complete lab activities on Newton's Third Law of Motion, Balloon Rockets. Complete a writing prompt to be

evaluated using Paul's Elements of Reasoning.

Essential Question: Who was Isaac Newton? What is the principle behind, and are examples of, the Laws of Motion?

Focus of Subject Content: biography of Newton, Newton's 3rd Law of Motion - For every action, there is an equal and

opposite reaction.

Teaching Strategies: Socratic questioning used throughout the lesson, Paul's Elements of Reasoning used during presentation

of biography of Newton

Differentiation: Complexity - students will study concepts in multiple applications, Creativity - development and defense of

an opinion during the writing prompt

Assessment: Paul's Elements of Reasoning

Materials: JackDaw primary sources, paper, pencils, balloons, large-diameter straws, tape, paper clips, string, copies of

writing prompts

Lesson Introduction: Hoop Collision. Demonstrate Newton's Third Law of Motion by showing a wheeled-car with an elastic

hoop on the front of it colliding with another, and then several more times with varying weights, and finally with a static explosions.

What happened when the cars were equal in weight? What happened when the cars were different weights? What happened with the

static explosion with the cars at varying weights? A force is a push or pull resulting from an interaction between two objects.

Whenever there is a force, there are two objects involved, with both objects pushing or pulling on each other in opposite directions.

While the direction of the pushes or pulls is opposite, the strength or magnitude is equal. This is sometimes stated as Newton's Third

Law of Motion: for every action, there is an equal and opposite reaction. A force is a push or pull and it always results from an

interaction between two objects. These forces always comes in pairs. Law of action and reaction: Whenever one object exerts a force

on a second object, the second object exerts an equal and opposite force on the first. For every action there is an equal and opposite

reaction. Has anyone every heard of that before? Does anyone know what it means? Let’s think about what happens when you push

against a wall. Do you topple over? Does your hand ooze into the wall? Why not? It’s because the wall is strong enough to push back

on you. Newton’s 3rd Law means that forces occur in pairs for every interaction. One force is called the action force.

The other force is called the reaction force. Neither force exists without the other. The forces are equal in strength, opposite in

direction, and occur at the same time. The rule for identifying action/reaction pairs is: object A exerts a force on object B, and

object B exerts a force on object A. Reaction what forces are involved in the interaction between a hammer nail, and a board?


The hammer exerts a force on the nail, driving it in the board. But something else is happening, what is it?But, the hammer doesn’t

just keep going right? – Another force stops the hammer. What is it? It is force the nail exerts back on the hammer.

Lesson Steps: (1) biography of Newton, (2) teacher demonstration of Newton's Third Law of Motion, (3) student lab activity,

(4) whole-group discussion of results, (5) writing prompt

Student Learning Activities: participation in discussion about Newton, completion of lab activity, participation in whole-

group discussion of results, writing prompt

Instructional Grouping Strategies: student chosen

Student Products: completion of lab activities, writing prompt

Concluding Questions: How does action/reaction force move an object? What force is acting on the balloon rocket? How can

you change the distance or speed of your rocket?

Extension Activities: An Action Reaction Water Can. Students make a rotating sprinkler can, representative of rotating lawn

sprinklers, and analyze the relation of rotating lawn sprinklers and Newton's Third Law of Motion.

What to do at Home: While walking back to your ride home, examine your footsteps on the ground. How do your steps on

the ground, and then propelling yourself forward, relate to Newton's Third Law of Motion?


Lesson 7 - Splitting Light

Obj: Investigate the life and works of Newton. Synthesize Newton's work on the nature of light and color into an experiment,

and then analyze the results. Investigate, describe, and analyze the separation of white light into colors by diffraction through the

experiment Splitting Light. Complete a writing prompt to be evaluated using the Inductive Model of Hilda.


What is the principle behind, and are examples of, the Laws of Motion? How can Newton's Laws of Motion be applied to real-life

problem-solving and problem-modeling?

Focus of Subject Content: biography of Newton, optics

Teaching Strategies: Socratic questioning used throughout the lesson, Inductive Model of Hilda

Differentiation: Complexity - relating multiple topics for students to make inferences for the experiment, Creativity - students

making their own inferences with little guidance about the nature of light and devising conclusions for the writing prompt

Assessment: the Inductive Model of Hilda, peer evaluation of contribution to developing concepts and answers for the written

assignment

Materials: JackDaw primary sources, paper, pencils, copies of written assignments, 9"x9" square piece of black poster-board,

a glass pan about 3/4 full of water, mirrors, white poster-board, stacks of books or boxes, flashlights

Lesson Introduction: Show a TED Talk, Marco Tempest: A Magical Tale (with augmented reality). How was light used

during the presentation? Was it affective? How so? How did the discovery of light refraction effect media, movies, television,

computer games, or the internet?

Lesson Steps: (1) biographical discussion of Newton, (2) showing of TED Talk, (3) whole-group instruction and teacher

demonstration of the experiment for students to complete, (4) student completion of experiment with minimal supervision, (5) whole-

group discussion of the experiment, (6) student completion of writing prompt

Student Learning Activities: participation in discussion of Newton's biography, reflection on the TED Talk, student

completion of experiment and writing prompt

Instructional Grouping Strategies: student chosen

Student Products: construction of the Splitting Light experiment, completion of writing prompt

Concluding Questions: sharing responses to "The Scientific Principle" with the whole-group

Extension Activities: Why can we only see 7 colors? What if there were more colors? How do we classify light that is beyond

our abilities as humans to see?

What to do at Home: Research Einstein's work on the nature of light. Is it a particle or a wave? How did he come to his

conclusions about the nature of light? What implications did it have for humanity?


Lesson 8 - Science as Inquiry

Obj: Investigate the life and works of Newton. Apply knowledge of Newton's life and work, and compare and contrast how it

parallels with their own. Investigate, describe, and analyze Newton's Three Laws of Gravitation Motion. View a demonstration,

develop a hypothesis about which gravitation law it pertains, complete lab activities, and then use experimental data to support or

reject their hypothesis. Complete a writing prompt to be evaluated using Paul's Elements of Reasoning.


What is the principle behind, and are examples of, the Laws of Motion? How can Newton's Laws of Motion be applied to real-life

problem-solving and problem-modeling?

Focus of Subject Content: biography of Newton, Newton's Three Laws of Gravitational Motion

Teaching Strategies: Socratic questioning used throughout the lesson, Paul's Elements of Reasoning used when discussing

biographical information of Newton

Differentiation: Complexity - multiple sources required to support or reject hypothesis, Creativity - development of an

hypothesis based on observed data

Assessment: Paul's Elements of Reasoning, student self-assessment of hypothesis

Materials: JackDaw primary sources, paper, pencils, copies of experimental design, copies of written assignment, balloons,

tape measures, radial compasses, flexible straws, marking pens, styrofoam trays, masking tape, scissors, rulers, pins

Lesson Introduction: Mini-Rocket demonstration. Place 10 straws side-by-side on the floor. Pour 50 ml of water in a plastic

bottle. Coat sides of stopped with petroleum jelly. Drop 6 seltzer tablets into the bottle and quickly push in the stopped. Place the

bottle on the straws. The gas inside the bottle will cause the stopper to shoot out and bottle to move in opposite direction. Which law

of motion is demonstrated here? Is more than one law demonstrated? How do you know? You will be racing cars that you construct.

You'll receive directions on how to set-up the experiment, but not demonstrated by me. After reading the construction directions,

develop an hypothesis about what law or laws of gravitational motion is being applied. Support your hypothesis with information

you've learned so far. Once the races are over, we will go over which law or laws is being illustrated by this experiment.

Lesson Steps: (1) discussion of biography of Newton, (2) teacher demonstration of mini-rocket, (3) student construction of

racing cars, (4) student competition races, (5) whole-group reflection of the laws of gravitational motion illustrated by the experiment,

(6) completion of writing prompt

Student Learning Activities: participation in biography of Newton, construction of racing cars, competition, whole-group

participation during reflection, writing prompt

Instructional Grouping Strategies: student selected


Student Products: racing cars, writing prompt

Concluding Questions: Which cars went faster than others? Why did some cars go faster? How did the car race show each of

Newton's laws in action?

Extension Activities: Alter the weights of the cars and examine the effects of their mass on their speed.

What to do at Home: Devise an experiment that could help propel your bicycle at home. What would it look like and why

would it be effective?


Lesson 9 - Field Trip

Our field trip is going to be to the Museum of Discovery in Little Rock, Arkansas. The museum offers exhibits on math,

science, and engineering. While at the museum the students will be required to complete a scavenger hunt involving various

disciplines. The group rate for 15 people or more is seven dollars. For further information on group activities and reservations contact

Beth Nelsen at (501) 537-3073, (800) 880-6475, or [email protected].


Lesson 10 - Student Demonstrations for Parents

Students will demonstrate Newton's laws of motion through experiments conducted during this unit. They will be given the

opportunity to choose the experiment they would like to perform and will explain how this demonstrates Newton's laws of motion.


3. Technology Application

All of the experiments to be performed will involve various materials, most of which are easily accessible. Typical classroom

materials, such as assignment copies, paper, and pencil will be used as well. Instructional strategies may implement other technology,

such a projectors, iPads, television screens, or computers may be used, if available.

4. Curriculum Extension

Krull, K. (2006). Isaac newton: Giants of science. New York, NY: Puffin Books Ltd.

Kathleen Krull is an author of many children’s books, including the “Giants of Science” series on individuals who had a

significant impact on the scientific community, including: Leonardo da Vinci, Charles Darwin, and Marie Curie. She has also received

numerous literary awards, and most recently, won the Children’s Book Guild of Washington D.C. Nonfiction Award, an award

presented to an author whose total body of work has contributed significantly to the quality of non-fiction for children. In this book,

Krull describes the life and times of Sir Isaac Newton in twelve chapters. It is intended for children, age 9 and up. This book, while

factual and supported with credible references, is still anecdotal and a fun read; a nice contrast to many biographies of famous

scientists. She describes Newton’s life and accomplishments clearly and in-depth. This book makes for a very useful source for anyone

looking to learn more about Isaac Newton and would be especially useful for relating his extremely complex works to children by first

introducing him as not just a scientist, but a person. While she does put her own spin on the book, she accurately portrays Newton, his

life, works, death, and contributions objectively and without bias.

Question Set with Answer Key of Possible Responses

a. Before the Book

1. How does everything stay down on the ground?

1a. Gravity. The earth spinning. God keep everything on the ground.

2. What does it take to make a new scientific discovery?

2a. Courage. Knowing a lot about the subject. Luck. Sticking with it.

3. Who are some people who have made important scientific discoveries and what did they discover?

3a. Steve Jobs and Apple. Mark Zuckerburg and Facebook. Copernicus and figuring out the earth revolved

around the sun.

b. By the Book

1. What really happened when the apple fell and hit Newton on the head?


1b. He claimed that actually happened, but the Eureka! moment did not happen the way history portrays it. It was

really a catalyst for beginning to think about motion and thus develop the idea of gravity.

2. How did Newton’s friendship with Edmond Halley influence him?

2b. Edmond Halley persuaded Newton to publish his thoughts, notes, and journals. This led to further publications

and an entirely new perspective on the physical world.

3. What factors could have led to Newton being considered so “eccentric” in his later years?

3b. Factors that could have influenced his eccentricity were his alchemical experiments with lead and mercury,

being socially isolated for so long while he completed his work, or his strong religious convictions at odds with his

brilliance of the physical world.

c. Beyond the Book

1. Where did Newton attend university and what was he originally going to study?

1c. He attended Cambridge and was originally going for religious studies.

2. Although Newton is reputed to have first invented calculus, who is credited for developing it and why?

2c. Gottfriend Leibniz is credited for developing calculus because his standard notation for it was much easier for

others to understand.

3. When, where, how, and while staying with whom did Newton die?

3c. Newton died in 1727 in London from gout, lung inflammation, and kidney stones while staying with his niece

and her husband.


5. Assessment

Pre-Assessment

1. Who was Sir Isaac Newton?

Possible Answers: Sir Isaac Newton was an early pioneer of mathematics and physics.

2. What is most known for?

Possible Answers: He is most known for the theory of universal gravitation and his three laws of motion.

3. Have you heard of the three laws of motion before? If so, explain where and when you have learned about them and what your

experience with them is.

Possible Answers: Yes. I have heard of them but I'm not exactly sure what they are. I think they have something to do with gravity.

4. What are the three laws of motion?

Possible Answers: 1. An object at rest will remain at rest unless acted upon by an external force. 2. F=ma The second law relates an

objects mass and force applied, to acceleration. Force an acceleration will be in the same direction. 3. For every reaction there is an

equal and opposite reaction.


Lesson 1 - Introduction to Motion, Speed, Velocity, and Sir Isaac Newton

Read the following quote taken from Broadsheet 4. Then respond to the questions by writing your answers in the space

provided.

I do now know what I may appear to the world: but to myself I seem to have been only like a boy, playing on the seashore, and

diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the whole ocean of truth

lay all undiscovered before me. –Isaac Newton, speaking about himself, Broadsheet 4.

(1) Newton describes himself like a child at the seashore. Explain why he uses this comparison.

(2) After reading the passage, do you think Newton enjoyed his work and was satisfied with it? Use phrases or words from the quote

to support your answer.


Lesson 2 – Acceleration

Isaac Newton set down his theories on gravitation and motion in his book, The Mathematical Principles of Natural

Philosophy, better known as the Principia. Some scientists believe this to be the most important book on physical science ever written.

Read about Newton’s masterpiece in Broadsheet 3, Exhibit 7, and the Notes on the Exhibits. Now imagine it is 1687, the year

Newton’s book was published. Also imagine you are Samuel Pepus, the President of the Royal Society for Improving Natural

Knowledge.

Write a letter to the members of the Society in which you describe Newton’s book and explain its impact on the field of science. Tell

the members of the Society why you believe they should carefully study Newton’s work. Use the guidelines below to compose your

letter.

The Facts You must first tell your readers about the three laws of motion Newton sets down in the Principia. Use your own words to

write the three laws in the space below.

(1).

(2).

(3).


Lesson 3 – Momentum

The Discussion. The Principia is divided into three sections, or “Books.” In these books, Newton deals with the motion of

the planets and the moon. Read about the three books in Broadsheet 3. Then use your own words to summarize what Newton talks

about in each part of the Principia.

(Book 1).

(Book 2).

(Book 3).


Lesson 4 – Newton’s First Law of Motion

The Impact. Provide two reasons why you believe Newton’s book is important to the study of science. Write your reasons

below.

(Reason 1).

(Reason 2).


Lesson 5 – Newton’s Second Law of Motion

During his lifetime, Isaac Newton earned a reputation for being brilliant. At times, he was impatient, humorless, and arrogant.

Do you believe brilliant people have a greater tendency to have difficult personalities? Is society more tolerant of the strange or

difficult behavior of geniuses? Justify your explanation.


Lesson 6 – Newton’s Third Law of Motion

Like many scientists and individuals of his time, Newton had varied interests and abilities. Broadsheet 5 mentions Newton’s

interest in chemistry, alchemy, theology, and the dating of biblical events. Today’s scientists are usually more specialized – each

researcher concentrates intensely on one area of science. Do you think scientists in Newton’s time were more likely to make important

discoveries? Or do scientists today have the most significant discoveries? Justify your answer.


Lesson 7 – Splitting Light

After completing the experiment, answer these questions.

Your Observations (Concept Formation). What happened when you conducted your experiment? What colors did you see on the

white poster-board? Record your observations below. Also, briefly explain how your experiment different from Newton’s experiment.

The Colors of the Spectrum (Interpretation of Data). White light can be broken down into six colors. These are known as the “colors

of the spectrum.” What were these six colors? Did you see them all in your experiment? Why do you think this was so?

The Scientific Principle (Application of Principles). Overall, what did you learn about light from completing the experiment? Can

you think of any reason why Newton’s discovery was important? Can you think of modern inventions that use Newton’s principle

about light and color?


Lesson 8 – Science as Inquiry

Although Newton’s discoveries were readily accepted in England, they were not immediately embraced by scientists in the

rest of Europe. His ideas were not totally believed until forty years after his death. Why do you think it took so long to gain full

acceptance of Newton’s discoveries?


Post-Assessment

Newton’s three laws of motion supported the view of the universe as a giant mechanical clock. This notion lasted until the

early twentieth century, when Albert Einstein introduced his theory of relativity. Choose another great thinker about whom you are

well-informed, then compare and contrast Newton’s views of the universe with the views of your chosen thinker. What contributions

did each make to the understanding of the universe and how it works? Do Newton’s theories clash with those of your thinker, or do

they complement one another? Justify your answer.

Possible Answers: Another great thinker who greatly contributed to science was Mendel. He did experiments with pea plants and made

great advances in the field of genetics by showing that specific traits (e.g. height or flower color) are heritable in that some traits are

dominate while others are recessive. His experiments allowed physical manifestations of plant characteristics to be linked to a physical

mechanism of heredity. Although not exactly related, Newton and Mendel's theories complement one another in that they explain

physical manifestations that we observe daily.

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