TABLE OF CONTENTS - Lindbergh School District

Concept D: The interaction of mass and
forces can be explained by Newton’s Laws
of Motion that are used to predict changes
in motion
a. Recognize that balanced forces do not
affect an object’s motion.
C12
R
a. Students will take turns throwing a Frisbee
at an empty trash can. Note the Frisbee will
“fly” when it’s balanced (not wobbling).
(1.2; 4.7)
a. Informal assessment of activity.
b. Describe how unbalanced forces acting
on an object changes its speed
(faster/slower), direction of motion or
both.
C12
R
b. Students will take turns throwing a Frisbee
at an empty trash can. Note the Frisbee will
wobble when it’s not balanced. Students
will create safety rules before the event. (1.2;
4.7)
b. Informal assessment of activity.
c. Explain how increasing or decreasing the
amount of force on an object affects the
motion of that object.
C1
C12
R
c. Students will roll a basketball (bowling ballstyle)
at an empty Pringles can. First, the
student only uses two index fingers to push
the ball. Then, student uses both hands to
roll the ball at the “pin.” Students will
invent rules for the game, and revise them as
suggestions are made. (2.2; 4.5)
c. Students will write notes in journals about the
difference outcomes of each push (index
finger v. hands).
d. Explain how the mass of an object (e.g.,
cars, marbles, rocks, boulders) affects
the force required to move it.
C1
C3
R
d. Using a skateboard, students will push
textbooks (stacked on the skateboard) to a
certain point. Books are added or deleted
from the stack. Students will develop safety
rules for event. (4.7)
d. Informal assessment of activity
e. Predict how the change in speed of an
object (i.e., faster/slower/remains the
same) is affected by the amount of force
applied to an object and the mass of the
object.
C1
C8
R
e. Students will use a golf putter (or putter-like
object) to hit a basketball across a certain
point. Students will then hit a tennis ball
across the same point. Students will decide
whether they would prefer to “be” the
basketball or tennis ball and give reasons for
their choice. (3.6)
e. Students will write notes comparing the
different outcomes of hitting each ball.
f. Predict the effects of an electrostatic
force (static electricity) on the motion of
C4
R
f. Teacher will comb hair and uses it to
“magically” pick up bits of paper from a
f. Students will describe how electrostatic force
affected the activity.
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