7th+Lesson+-+Forces+and+Motion

**Diana Kilby**

 * Lesson 1**
 * Essential Standard** 7.P1 Understand motion and the effects of forces on motion
 * General strategies**: Cooperative groups
 * Strategy**: Literature Circles to Engage and Explore
 * Students are placed in groups of 3 and each person is assigned a role **Science Translator:** As you read, look for new science words. Write the word, and the definition. Share your findings with the group. **Science Biographer:** As you read about different people, write their names. Then use the library and internet to find more information about that person. Share your findings with the group. **Fact Finder:** Find out information about the ideas in the text. You can use other books and the internet to find out more information.


 * Students read a short biography of Issac Newton from one of the following websites depending on their reading ability. (students have been grouped by reading ability)
 * After reading and discussing the biography using their assigned roles, each group makes a presentation to the class about what they have learned. Ideas for presentations include:a timeline, an impersonation of Newton using costumes and props, a gravestone and eulogy,or a poster illustrating Newton's accomplishments

For low level readers this website gives a very brief simple biography [] For Medium Level readers this website includes more difficult vocabulary and a more detailed biography [] For High level readers this website focuses on the accomplishments of Newton []
 * Differentiation:**


 * CCSS** Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions


 * Examples of student presentations: **
 * Students were given a variety of options for presentations. **
 * Some chose to do a powerpoint presentation, others chose to use glogster, some gave eulogies complete with tombstones while others chose to create posters. The 4 links below are examples of the tombstones and posters. **

@https://www.dropbox.com/s/7xbc1foajx7xxz4/2012-12-20%2015.40.35.jpg @https://www.dropbox.com/s/9z6jfgf096bu6ga/2012-12-20%2015.35.26.jpg @https://www.dropbox.com/s/4g2d860wg0v7po1/2012-12-20%2015.35.14.jpg @https://www.dropbox.com/s/tlmf5j7igdse0hh/2012-12-20%2015.37.21.jpg

Informational Writing (Create a children's trade book) to Evaluate
 * Lesson 2**
 * Diana Kilby**
 * Essential Standard** 7.P1 Understand motion and the effects of forces on motion
 * General Strategies:** Science Notebook
 * Strategies:** Author Says/ I Say Chart to Explore and Explain
 * Students are assigned to read one of the following websites based on their reading levels
 * While reading, students fill in an Author Says/ I Say chart on Newton's 3 Laws of motion in their science notebooks
 * In their science notebooks, students will also respond to several demonstrations, video clips and hands on activites
 * To evaluate what students have learned, students will create a children's trade book on Newton's Laws of Motion

low level [] medium level [] high level []
 * Differentiation:**


 * CCSS**
 * Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
 * Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 6–8 texts and topics//.
 * Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually
 * Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Informational Writing to Summarize
 * Lesson 3**
 * Diana Kilby**
 * Essential Standard** 7.P1 Understand motion and the effects of forces on motion
 * General Strategies:** Science Notebook
 * Strategies:** Probable Passage Chart to Explore and Explain
 * Students are assigned to read a list of terms from a news article and discuss the meaning of any terms or phrases that they do not understand
 * Students will then place the terms into categories such as who, what and when
 * Using this information, the will then complete a gist statement anticipating what they think the article will be about
 * They will read the article and write a revised gist statement and a brief summary of the article
 * Students will then choose an article, create a list of key terms and have a partner complete a probable passage about the article that they have chosen


 * Differentiation:**
 * Difficulty level of the articles that students choose and partners are based on reading ability


 * CCSS**
 * Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
 * Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 6–8 texts and topics//.

Examples of Student Work
Teacher Created Probable Passage (1st link is the front and 2nd link is the back) Article #1 @https://www.dropbox.com/s/fbhbr1yty8kkclg/2012-12-30%2013.33.41.jpg https://www.dropbox.com/s/rn1yj9ggmknp0yi/2012-12-30%2013.

Student Created Probable Passages (1st link is the front and 2nd link is the back) Article #2 @https://www.dropbox.com/s/nw9474lig1w9my3/2012-12-30%2013.34.44.jpg @https://www.dropbox.com/s/9lpc7kp2sarwili/2012-12-30%2013.34.56.jpg Article #3 @https://www.dropbox.com/s/596dgnnjn5ph16n/2012-12-30%2013.34.21.jpg @https://www.dropbox.com/s/dxpgfzjn4iip4ja/2012-12-30%2013.34.30.jpg Article #4 https://www.dropbox.com/s/hkhlrzqus9a3v2b/2012-12-30%2013.35.10 @https://www.dropbox.com/s/dco2z1ypna4a7kk/2012-12-30%2013.35.19.jpg Article # 5 https://www.dropbox.com/s/zexen09y2dt8top @https://www.dropbox.com/s/50bi8jb01h56x2k/2012-12-30%2013.35.46.jpg Article # 6 @https://www.dropbox.com/s/p947mndoc1j7rg2/2012-12-30%2013.36.28.jpg @https://www.dropbox.com/s/gyguilnrneprs6h/2012-12-30%2013.36.38.jpg Article # 7 @https://www.dropbox.com/s/0cuzuudrl05kgol/2012-12-30%2013.35.59.jpg @https://www.dropbox.com/s/khw1j1jc7uhjhhw/2012-12-30%2013.36.06.jpg


 * Lesson 4**


 * Essential Standard** 7.P1 Understand motion and the effects of forces on motion


 * General strategies**: Cooperative groups


 * Strategy**: Diagram to Evaluate


 * Students are placed in groups of 3 to 4
 * The task is to create a diagram of a tree to show the ways in which the vocabulary terms are related to each other
 * Students are encouraged to make as many connections as possible
 * As the unit progresses, students may make changes to the tree as they discover new connections
 * At the end of the unit, the diagram serves as a useful review

Student Example of a Vocabulary Tree @https://www.dropbox.com/s/pg6molp6htiagbg/2012-12-30%2013.27.40.jpg