Unit 6 — Forces and Motion
Description
Students investigate the relationship between force and motion through observation and experimentation. They observe objects in motion, measure and predict patterns, and understand that forces act on objects with both strength and direction. Students develop understanding that energy can be transferred in various ways and between objects, and that energy is present whenever there are moving objects. Students conduct a short research project to build understanding of energy transfer through motion, heat, and sound in force and motion systems.
Essential Questions
- What causes objects to move?
- How can we describe and predict the motion of objects?
- How is energy transferred when objects move and collide?
Learning Objectives
- Use evidence to construct an explanation relating the speed of an object to the energy of that object
- Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon
- Ask questions and predict outcomes about changes in energy that occur when objects collide
- Understand that energy can be transferred in various ways and between objects
- Understand that energy is present whenever there are moving objects
- Understand that when objects collide, energy can be transferred and changed into other types of energy
Supplemental Resources
- Graphic organizers for organizing and categorizing information
- Printed word lists for force and motion vocabulary
- Chart paper for recording class observations and patterns
- Index cards for recording data from investigations
Physical Sciences
Crosscutting Concepts
Science and Engineering Practices
Students read informational texts and conduct short research projects to gather evidence supporting science explanations across all units. They write informative and opinion pieces, take notes from print and digital sources, draw evidence from texts, and use audio recordings and visual displays in presentations to communicate understanding of science concepts including weathering, erosion, earth processes, structures and functions, energy transfer, force and motion, and waves.
Students apply mathematical reasoning and measurement skills across science units. They use measurement units to collect and analyze quantitative data, model with mathematics when drawing diagrams of light and waves, solve multistep word problems involving distances and quantities related to energy and earth processes, interpret multiplication equations as comparisons when analyzing environmental data, and apply geometric concepts such as points, lines, angles, and lines of symmetry when studying wave properties and organism structures.
Formative Assessments
- Observations of simple force and motion systems
- Data collection from investigations on object motion
- Student explanations of patterns of change when objects move and collide
- Research notes and categorization of information from multiple sources
Summative Assessment
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Benchmark Assessment
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Alternative Assessment
Students may demonstrate understanding through hands-on manipulation of force and motion materials with teacher observation and questioning, or by creating labeled diagrams with verbal explanations in place of written responses. Visual models, pre-made data tables, and reduced-scope investigations may be provided as needed.
IEP (Individualized Education Program)
Students with IEPs may benefit from graphic organizers that help them record observations and organize data collected during force and motion investigations, reducing the cognitive load of open-ended note-taking. Providing sentence frames for written and oral explanations of speed, energy, and collision patterns supports students in expressing scientific reasoning without being limited by language output challenges. Teachers should offer extended time for data collection tasks and allow students to demonstrate understanding through oral explanation or labeled diagrams as alternatives to written responses. Previewing key vocabulary such as force, motion, energy, and transfer before investigations helps students build the conceptual foundation needed to participate meaningfully.
Section 504
Students with 504 plans should have access to extended time during observation and data collection tasks, particularly when recording measurements or patterns across multiple trials. Preferential seating near demonstrations and investigations ensures that students can clearly observe motion and collision events without visual or auditory distraction. Providing printed copies of directions and data recording templates, rather than requiring students to copy from the board, supports focus and reduces barriers to participation in hands-on science work.
ELL / MLL
Multilingual learners benefit from visual supports throughout this unit, such as labeled diagrams of force and motion systems, picture-supported vocabulary cards for terms like energy, collision, transfer, and speed, and video demonstrations that show concepts in action before discussion. Teachers should give directions in clear, simple language and check for understanding by asking students to restate tasks in their own words before beginning investigations. Encouraging students to record initial observations or predictions in their home language before translating to English helps them access prior knowledge and participate more confidently in scientific reasoning.
At Risk (RTI)
Students who need additional support should be connected to familiar, concrete experiences first — such as pushing or rolling everyday objects — to build an intuitive understanding of force and motion before more abstract concepts like energy transfer are introduced. Reducing the complexity of data recording by providing partially completed tables or templates with guiding prompts allows students to focus on observation and pattern recognition rather than organizational demands. Frequent check-ins during investigations help teachers identify and address misconceptions early, and pairing students strategically during collaborative tasks provides peer modeling in a low-pressure context.
Gifted & Talented
Students who demonstrate early mastery of force, motion, and energy transfer concepts should be challenged to investigate more complex variables, such as examining how mass or surface texture affects the outcome of collisions and constructing evidence-based arguments that go beyond classroom observations. Encouraging these students to design their own investigations or extend their research into real-world applications — such as vehicle safety engineering or sports physics — deepens their understanding of energy transfer systems in authentic contexts. Teachers can also invite gifted students to analyze data patterns across multiple trials and consider sources of experimental error, fostering the kind of critical, evaluative thinking characteristic of scientific practice.