Unit Plan

Balanced and Unbalanced Forces
A Unit by: Noah Treffers and Luke Erickson

Summary of Standards and their Levels of Developmentally Appropriateness
The standards addressed in this unit are the Next Generation Science Standards 3-PS2-1
and 3-PS2-2. The first involves the student planning and doing investigations about how forces
influence objects’ movement. The latter involves students observing and measuring an
objections movement or motion, and then predicting future motion using the observations or
measurements as evidence. In short, students should watch, measure, evaluate, and predict how
things move or would move due to the application of planned balanced or unbalanced forces.
We think that while these standards could be used in developmentally appropriate ways,
they are not, in and of themselves, developmentally appropriate. The clarification statement
which limits the amount of variables being measured to one is developmentally appropriate,
however, as young children are generally only around a year out of the intuitive stage of
thinking. But, as some of the only force related standards in grade three, using the vocabulary
used and exploring the concepts involved seems to us to be developmentally inappropriate.
Especially since designing explorations and applications to specifically develop the knowledge
of balanced and unbalanced forces without waxing abstract via the invisible forces of gravity and
inertia can be difficult.
List of Science content/ practice objectives and vocabulary
Vocabulary List:
● Force
● Balanced Force
● Unbalanced Force
● Friction
Content Objective List

● Compare balanced and unbalanced forces.
● Justify their labelling of a force as balanced or unbalanced
● Explain the different forces it takes make an unbalanced or a balanced force.
● Define balanced and unbalanced forces, and give examples.
Practice Objective List

● Solve whether an object has a balanced or unbalanced force.
● Analyze the differences between the different distances and amount of force applied
● Evaluate which amount of force would be most useful for moving objects a specific
distance
● Analyze how changing the start time can change the force.
● Compare the force needed when there is more friction needed or less friction needed.
● Compare how different ramp surfaces affect the force of an object.
● Explain how the ramps height can change the forces of an object.
● Compare and contrast the balanced and unbalanced forces between cars with various
levels of power
● Compare how different amounts of “engine power” in the back traction cars affect the tug
of war
● Analyze how different amounts of “engine power” in the back traction cars affect the tug
of war
● Apply the ideas of balanced and unbalanced forces by designing an imaginary car that is
good at applying unbalanced force
List of Lesson Titles

1. Tug of War! (Introduction to balanced and unbalanced forces)
2. Cannonball! (further exploration of forces)
3. Rubberband Carts (further exploration of forces)
4. Ramp & Skates Investigation
5. Car Tug of War (investigating forces using back-traction toy cars)
Table showing content objectives and vocabulary:
Lesson Titles: Objectives and Vocabulary:

Tug of War Objectives:
● Solve whether an object has a
balanced or unbalanced force.
● Compare balanced and unbalanced
forces.
● 3-PS2-1: Plan and conduct an
investigation to provide evidence of
the effect of balanced and unbalanced
forces on the motion of an object.
Vocabulary:
● Balanced Force: Two equal forces
pushing or pulling an object in
opposite directions are balanced.
● Unbalanced Force: If one force is
stronger than the other. The object will
move in whatever direction the
stronger force is pushing or pulling it.
● Force: A push or a pull.
CannonBall Objectives:
● Analyze the differences between the
different distances and amount of
force applied
● Evaluate which amount of force would
be most useful for moving objects a
specific distance
● Justify their labelling of a force as
balanced or unbalanced
● 3-PS2-1 : Plan and conduct and
the effects of balanced and unbalanced
forces on the motion of an object
● 3-PS2-2 : Make observations and/or
measurements of an object’s motion to
provide evidence that a pattern can be
used to predict future motion
Vocabulary:
Rubberband Carts ● Explain the different forces it takes
make an unbalanced or a balanced
force.
● Compare the force needed when there
is more friction needed or less friction
needed.
● 3-PS2-1 : Plan and conduct and
the effects of balanced and unbalanced
forces on the motion of an object.
● 3-PS2-2 : Make observations and/or
measurements of an object’s motion to
provide evidence that a pattern can be
used to predict future motion.
Vocabulary:
● Friction: The resistance of one object
against another object.
● Mass: Weight or how heavy
something is.
Ramp & Skates Investigation Objectives:

● Compare balanced and unbalanced
forces.
● Analyze how changing the start time
can change the force.
● Compare how different ramp surfaces
affect the force of an object.
● Explain how the ramps height can
change the forces of an object.
Vocabulary:
● Friction: The resistance of one object
against another object.
Car Tug of War Objectives:

● Compare and contrast the balanced
unbalanced forces between cars with
various levels of power
● Compare how different amounts of
“engine power” in the back traction
cars affect the tug of war
● Define balanced and unbalanced
forces, and give examples.
● Apply the ideas of balanced and
unbalanced forces by designing an
imaginary car that is good at applying
unbalanced force
Vocabulary:
Materials used from SCES Department:
1. Yarn
2. Tape
3. Rubberbands
4. Markers
5. Steel Balls
6. Carts
7. Masses
8. Lunch Trays
9. Plastic tubs
10. Bucket
Lesson Plan #1 - Tug of War
Lesson Planning Form for Differentiating Instruction — Calvin College Education
Program
Teacher Noah Treffers
Date November 14, 2018 Subject/ Topic/ Theme

Forces and Interaction
I. Objectives
What is the main focus of this lesson?
The main goal of this lesson is to have students investigate and find what unbalanced and balanced
forces are. Through the lesson being taught through the learning cycle they will learn about balanced
forces and unbalanced forces.
How does this lesson tie in to a unit plan? (If applicable.)

This is the first lesson of a unit plan about forces. This lesson is planned to start off the unit by teaching
students about balanced and unbalanced forces.
What are your objectives for this lesson?

● Solve whether an object has a balanced or unbalanced force.
● 3-PS2-1: Plan and conduct an investigation to provide evidence of the effect of balanced and
unbalanced forces on the motion of an object.
II. Before you start

Prerequisite knowledge and -They have not had any prior lessons.
skills.
After completing the application on the projector there is a ‘exit slip’

for the students to finish before they complete this lesson. Within this
lesson it has different scenarios of balanced or unbalanced forces
Assessment
represented in the same format as the application. These are screenshot
(formative and summative)
pictures taken from the PHET simulation that is used during the
application. With this ‘exit slip’ you can see if students understand
balanced and balanced forces. You can check this with the rubric that is
created to assess the students learning.
Identify those students
(individuals or groups) in
your class who will need
special attention and
describe the level of support
you plan on giving them.
Refer back to the survey
you did of your class.
Materials-what materials -String
(books, handouts, etc) do -Tape
you need for this lesson and -Projector
do you have them? -Computer that works with projector
-Name stickers
Do you need to set up your -They are set up in group of 2 or 3. We will likely use these groups as a
classroom in any special place to work for the students.
way for this lesson? If so,
describe it.
III. The Plan

Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
Motivation -Introduce yourself to the class.
(Opening/
Introductio -Make name cards/name stickers and have them put them on their desks.
n/
Engageme -Give expectations for the class:
nt) ● We will work in groups of 3. Assign them their groups.
● Each group needs a rope with a piece of tape exactly in the middle.
● No one should be pulling the rope too hard and trying to be silly. If Mr.
Erickson or myself see any of this we will have have that person just
watch the activity.
● We will work through each question as a class. Please do not work ahead.
-Put students in groups by counting off. Pass out the worksheet with a rope.
Developme Exploration:
nt Worksheet:
1. Have the two teachers demonstrate question two on the worksheet. Have a
person pull on each end of the string until it is stretched. Pull just hard enough to
keep the string stretched.
Have the students explore it themselves. Have students answer the questions of
what it feels like/draw picture showing which way the rope is moving. Teach
them how to show forces using arrows.
2. Have the two teachers demonstrate question three on the worksheet. Have one
person holding the end of the string pull harder while the other end is steady.
Have the students explore it themselves. Have them answer the questions/draw
picture showing which way the rope is moving.
3. Have the two teachers demonstrate question four on the worksheet. Have one
person pull harder than the other partner.
4. Have the two teachers and a student demonstrate question five on the
worksheet. Have a person pull on each end of the string until it is stretched. Have
a third partner pull the string from the tape in the middle.
Concept Development:
-Have students come together to have questions - still need to be near their
groups.
-Then ask “Does anyone know if this is a balanced or an unbalanced force?” If

they do not know what these give them these definitions. Have them write these
down.
● Balanced Force: Two equal forces pushing or pulling an object in
● Unbalanced Force: If one force is stronger than the other. The object will
move in whatever direction the stronger force is pushing or pulling it.
-Could we go back through our worksheets with our groups and think about
which questions were balanced forces and which questions were unbalanced
forces?
-Have each group talk through a question and why it would be a balanced or an
unbalanced force at the front of the room. Have them use the whiteboard to draw
their pictures to explain this.
-After answering all the questions from students and have groups talk through
the the worksheet students can return to their seats.
Application:
-Open up the simulation:
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-
motion-basics_en.html
As a whole class open up this simulation on the projector in the room.

Net Force:
Application #1:Put two little guys on at the same time.
-“I want you to think in your heads, is this a balanced or an unbalanced force?
Now share with your partners or table group… Then ask people to share as a
whole class.”
-Guide the conversation with questions.
Application #2: Put one big guy on one side.

whole class.”
Application #3: Put one big guy on one side and one medium guy on the other
side.
whole class.”
Application #4: Put one small guy on one side and one small guy on the other
side. Then add a medium size guy to the other side.
whole class.”
Application #5: Put everyone on. Take people off of one side.
whole class”
If time and if students understand (difficult application):

Application #6: Put one big guy on one side and click go, then add another big
guy on the other side.
-“I want you to think in your heads, is this a balanced or an unbalanced force? Is
it accelerating (speeding up or slowing down) or is it moving at a constant
speed? Now share with your partners or table group… Then ask people to share
as a whole class.”
How will you end? What will you review before ending?
Closure What is a balanced force? What is an example of this?
What is an unbalanced force? What is an example of this?

Give summative assessment.
Your reflection on the lesson including ideas for improvement for next time:
Name:_________________________
Exploration Day #1
1. In groups of 3, get a piece of string with a piece of tape around the middle of the string.
2. Have a person pull on each end of the string until it is stretched. Pull just hard enough to keep
the string stretched. Do you feel a force? Was this a balanced or an unbalanced force? Draw a
picture using arrows to show the forces.
3. If one person holding the end of the string pulls harder while the other end is steady which
way does the tape move? Was this a balanced or an unbalanced force? Draw a picture using
arrows to show the forces.
4. Have one person pull harder than the other partner. Which way does the tape move? Was this
a balanced or an unbalanced force? Draw a picture using arrows to show the forces.
5. Have a person pull on each end of the string until it is stretched. Have a third partner pull the
string from the tape in the middle. What happened to the people holding on the end of the
strings? Draw a picture using arrows to show the forces.
Name:___________________________
Check-Out Slip
Would this be a balanced or an unbalanced force? How do you know this? Which direction
would it move?
would it move?
would it move?
Rubric Day #1 Summative Assessment - Check Out Slip -
Student’s Name:_______________________________
Inadequate Basic Meets Exceeds

Expectations Expectations
Balanced No knowledge Most balanced Balanced forces Balanced forces

Forces of what balanced forces are are correctly are correctly
forces are. They correctly identified and identified and
could not identified, but explained explained
explain what a they are not correctly, but the correctly and
balanced force explained or not student didn’t thoroughly using
was and they explained explain the vocabulary
answered the correctly. problem using (push, pull,
problem wrong. vocabulary. stronger force,
lesser force).
Unbalanced No knowledge Most unbalanced Unbalanced Unbalanced

Forces of what forces are forces are forces are
unbalanced correctly correctly correctly
forces are. They identified, but identified and identified and
could not they are not explained explained
explain what a explained or not correctly, but the correctly and
balanced force explained student didn’t thoroughly using
was and they correctly. explain the vocabulary
answered the problem using (push, pull,
problem wrong. vocabulary. stronger force,
lesser force).
Lesson #2 - Cannonball!
Program
Teacher ElJay Luke Erickson
Date 29 November, 2018 Subject/ Topic/ Theme: Forces and how they
interact
I. Objectives
For students to create a machine that moves an object by applying unbalanced force
A further exploration of forces both balanced and unbalanced

This lesson is the second in a unit, and provides a hands on experience with manipulating forces,
including turning the balanced forces on a ball at rest to the unbalanced force of a rubber band hitting it
and propelling it forward. This lesson also focuses on the push aspect of a force, while the previous
lesson focused on pull aspects of forces
First, state your content and scientific practice objectives.
Then, describe what the state (or national) standards say about these objectives.
SWBAT analyze the differences between the different distances and amount of force applied
SWBAT evaluate which amount of force would be most useful for moving objects a specific distance
SWBAT justify their labelling of a force as balanced or unbalanced
3 PS2 1 - Plan and conduct and investigation to provide evidence of the effects of balanced and
unbalanced forces on the motion of an object
3 PS2 2 - Make observations and/or measurements of an object’s motion to provide evidence that a
pattern can be used to predict future motion

Prerequisite knowledge and A cursory knowledge of what forces, balanced forces, and unbalanced
skills. forces are
Assessment The application activity/worksheet is also the summative assessment for

(formative and summative) this lesson.
Materials-what materials Exploration:

(books, handouts, etc) do Metal cannon balls, thick rubber bands, Lesson 2 exploration papers,
you need for this lesson and lesson 2 exploration worksheet,
do you have them? Application:
lesson 2 application worksheet
Do you need to set up your
classroom in any special making enough space on the floor for students to launch cannonballs
way for this lesson? If so, from
describe it.
III. The Plan

Parts
Motivation 1. Reintroduce selves as teachers
(Opening/ 2. Brief vocab review of words from the previous lesson
Introductio a. Balanced Force: Two equal forces pushing or pulling an object in
n/ opposite directions are balanced.
Engageme b. Unbalanced Force: If one force is stronger than the other. The object
nt) will move in whatever direction the stronger force is pushing or
pulling it.
c. Force: A push or a pull.
Developme Exploration: 3 or 4 students in a group, depending on class size and available
nt space
This exploration will involve students using rubber bands to propel tennis ball
sized metal balls by suspending the rubber band between two pencils and pulling it
back to three different distances and letting go.
To begin, the teacher will inform the students that they are going to take part in an
exploration.experiment. The teacher will then explain using a document camera
the setup of the activity. Pencils go on triangles and are held up there by students.
The rubber band is placed over the pencils and then pulled back to one of the lines
by a student. The ball goes on the circle and is held gently there by another or the
same as the rubber band student. The person holding the rubber band will then let
the rubber band release - it will hit the ball and propel it, the students will then
observe how far the ball went.
The teacher will then ask for three volunteers to come up and help him demonstrate
under the document camera. The teacher will have students hold the pencils and
metal ball in place, and will be the one to pull the rubber band back to the first line
and let it go, so that it hits the metal ball and makes it move somewhat. Before he
does, he will ask student A to hold the ball in place once it stops rolling after being
hit by the rubber band and allow the pencil with the rubber band to slowly be
placed on the paper it is on.
The teacher will dismiss students back to their seats, tell them that this is how they
will do the exploration for each line on the worksheet, demonstrating by filling in
his own copy on the document camera.
The teacher will then make clear that when dismissed, three things will happen.
Student A will get materials like the ball, the pencils, and the rubber band
Student B will get the lesson 2 exploration sheet and the L2 exploration worksheet.
Student C and D will make sure that there is room on their table or on the floor to
do the activity.
The students should then begin exploring and recording the results of their
exploration in the manner they were shown.
When doing the activity, the two pencils will each be held up by a different
student. These pencils will be placed on the triangles that are on the lesson 2
exploration sheet. A third student will place the rubber band around the two
pencils, so that it is wrapped around both and its tension lies between the two. This
same student will then pull the rubber band back to one of three lines, depending
on the instructions and where in the worksheet the students are. A fourth student
(or the third if it is a group of three) will place and lightly hold the metal ball on the
circle between the triangles on the lesson 2 exploration s heet. The third student
will then let go of the rubber band and the rubber band will burst forth and hit the
ball, making it move forward slightly. One of the students holding a pencil will
hold the ball in the location that it stops. They will then repeat this until they have
propelled the ball from all three lines on the lesson 2 exploration s heet, and
recorded their findings and thoughts on the L2 exploration worksheet in response to
the questions and instructions therein.
1. Ask students to share their distances measured for the first, second, and
third amounts of force
2. Record each amount on a board, seeing if there are any similarities (there
should be)
3. Turn it into a graph
4. Ask students if the class graph looks like the students’ graph
5. Ask What trends do you notice? What patterns?
a. Students should notice that the bigger distance before hitting the ball
caused it to go farther
6. Why is this? Why do you think it is like this?
a. Students should realise that the farther the distance before hitting the
ball, the more force the rubber band had
7. How can we say this using the words we learned last week? What kind of
force happened to the ball?
a. unbalanced force
8. What force was being applied to the ball before it got hit by the rubber
band?
a. balanced force (gravity and the ground if the students are advanced
and know that already)
9. Review everything learned so far
Application: Deciding which amount of force would do what
1. Worksheet with various questions involving questions like:
a. Which of the following pictures would have the rubber band hit the
cannonball with the most force?
b. Which of the following of the three distances would move the ball
farthest? Shortest? In between? Label them.
c. If I wanted the ball to go a distance in between distance B & C
(using their previous worksheets) where would I start the rubber
band?
How will you end? What will you review before ending?
1. Discussion of answers to application worksheet, especially question 3,
focus on why students decided where to start the rubber band. What was
their reasoning? How did they know where to start it? have various
students share and have others agree, disagree, or rephrase depending on
student responses. If they agree, find out why, if they disagree, find out
Closure why.
2. Brief vocab review
a. Balanced Force: Two equal forces pushing or pulling an object in
b. Unbalanced Force: If one force is stronger than the other. The object
will move in whatever direction the stronger force is pushing or
pulling it.
c. Force: A push or a pull.
Your reflection on the lesson including ideas for improvement for next time: You don’t need to do
this.
Cannon Ball Exploration
● Have one person in your group get the cannon ball, 1 rubber band, and 2 pencils.
● Have another person get 4 worksheets and one Cannon sheet.
● Make sure you have everything ready to do the experiment.
1. With the experiment set up like the teacher showed you, pull the rubber band back to
Line 1, set the cannonball down in the circle, and let go of the rubber band.
a. Did it go far?
b. What kind of force is on the cannonball when it’s not moving?
c. What kind of force is happening when the rubber band hits the cannonball?
2. Do the same thing, but this time pull the rubber band back to Line 2.
a. Did the cannonball go more or less far than when you pulled the rubber band to
Line 1?
b. Why do you think that is?
3. Repeat it a third time, but pull the rubber band back to Line 3.
a. Did the cannonball go more or less far than when you pulled the rubber band to
Line 2?
b. Why do you think that is?
4. In the space below the table, rate the lines based on how far the rubber band pushed the
cannonball. Use the numbers 1, 2, and 3.
1 is the farthest, and 3 is the shortest.
Distance cannon ball moves in centimeters
Rubber band to
Line 1
Rubber band to
Line 2
Rubber band to
Line 3
4. Did how far the rubber band was pulled make a difference in how far the cannonball
went? Why do you think it did (or didn’t)?
More Cannonballs!
1. I’m launching a new cannonball. I want to relabel my lines from least force to most
force. Label the least forceful line as “Least force” and the most forceful one as “most
force.”
2. In which of the following examples would the rubber band make the ball go farthest?
Circle it.
3. If I shot a cannonball from my machine, and it ended up up going farther than if I shot it
from Line 2, but not as far as if I shot it from Line 3, where do you think I shot it from?
What makes you think that?
4. How could I make my cannonball go even farther than if I shot the rubber band from
Line 3?
How do you know your idea would work?
5. What kind of force does the rubber band put on the cannonball. Balanced or unbalanced?
How do you know?
Rubric Day #2 Application Worksheet

Student’s Name:_______________________________
Inadequate Basic Meets Expectations Exceeds
Expectations
1. Does not label Labels lines Labels lines from least to Meets
lines, or labels incorrectly but greatest force as asked to Expectations
lines 1-3 with the same idea and writes an
of most to least example to
force prove their
labelling
2. Does not circle Circles answer Circles answer with rubber Circles
an answer or with the rubber band pulled back to Line 3 answer with
circles answer band pulled back to rubber band
with rubber band Line 2 pulled back to
pulled back to Line 3 and
Line 1 provides
explanation
3. Does not answer, Writes “Between Writes “Between Lines 2 & 3” Meets
or provides Lines 2 & 3” but and justifies answer with “an Expectations
contradictory does not justify amount of force between the and draws a
answer and answer two lines’ amounts would push diagram to
reasoning it a distance between if it were show thinking
launched from Line 2 or 3
4. Does not answer, Writes: “Would Writes: “Would pull the rubber Meets
or writes that pull the rubber band farther than line 3” and Expectations
they would shoot band farther than justifies it with: “Line 3 gives and draws a
the cannon ball line 3” but gives no it a lot of force to make it roll x diagram to
from Line 3 explanation distance. So if I want the ball show thinking
to roll farther I need more
force. More force means
pulling the rubber band farther
than Line 3.”
5. Does not answer, Writes: “unbalanced Writes: “unbalanced force” and Meets
or just writes: force” justifies it with: “The rubber Expectations
Writes: “Balanced
force force” and justifies it
band makes the ball move” and draws a
using unbalanced force diagram to
explanation, or show thinking
describes the
cannonball at rest.
Lesson Plan #3 - Rubberband Carts

Program
Teacher Noah Treffers and Luke Erickson
Date November 15, 2018 Subject/ Topic/ Theme

Forces
I. Objectives
Looking more in depth within balanced and unbalanced forces. This lesson looks at these forces in terms
of friction and gravity.
This is the third lesson exploring balanced and unbalanced forces.
-Explain the different forces it takes make an unbalanced or a balanced force.
-Compare the force needed when there is more friction needed or less friction needed.
3 PS2 1 - Plan and conduct and investigation to provide evidence of the effects of balanced and
unbalanced forces on the motion of an object
3 PS2 2 - Make observations and/or measurements of an object’s motion to provide evidence that a
pattern can be used to predict future motion

Prerequisite knowledge and
skills.
The summative assessment contains questions related to the content of

Assessment
all three lessons taught by us. It’s a series of questions put into a
(formative and summative)
worksheet format similar to the exploration and application formats with
which the students are familiar.
Identify those students
(individuals or groups) in
your class who will need
special attention and
describe the level of support
you plan on giving them.
Refer back to the survey
you did of your class.
Materials-what materials -Carts with rubber bands attached
(books, handouts, etc) do -Masses
you need for this lesson and -Worksheet
do you have them? -Paper to record rubber band
-Projector
-Computer
-Summative Assessment Paper
Do you need to set up your Ideally, we would have lots of floor space for students to be able to test
classroom in any special out their carts, but we won’t know this until we see the classroom setup.
way for this lesson? If so,
describe it.
III. The Plan

Parts
Motivation Re-introduce teachers and ask students to put on name tags again.
(Opening/
Introductio Review what they did in the lesson last time.
n/
Engageme Review vocabulary:
nt) ● Balanced Force: Two equal forces pushing or pulling an object in opposite
directions are balanced.
● Unbalanced Force: If one force is stronger than the other. The object will
move in whatever direction the stronger force is pushing or pulling it.
Developme Exploration:
nt Modeling -
1. Get a cart with two masses and a rubber band attached to the front of the
cart. Show them how rubber band stretches as you move the cart.
2. Model to the students how you want them to record the stretch of the rubber
band on the whiteboard. As it is at normal - not stretched - and when it is
stretched.
3. Explain to the students that the rubber band measurement is not about
having exact measurements in this activity, rather it is something to
reference to understand the force on the cart.
4. Have groups come to get the piece of paper, cart, 2 masses, and rubber
band.
5. Then have the groups come and get a worksheet.
6. Let the students start “doing” science while going around to observe, ask
questions, and answer questions.
-Students complete the worksheet that is created for this lesson.
-Make sure as the exploration is in progress and that teachers are walking around
and making sure students are understanding what the questions are asking. This can
be a bit confusing with the rubber band being stretched and not stretched.
1. Go through each of the questions on the worksheet with the class. Ask the
question and then have different groups share what they said. As they are
sharing guide the conversation with questions and do not lecture.
2. Guide the conversation to the ideas of:
● Explain the different forces it takes make an unbalanced or a
balanced force.
● Compare the force needed when there is more friction needed or
less friction needed.
Application:
1. Put Angry Birds on the projector. Give the students the worksheet to go
with this activity.
a. http://www.angrybirdsgames.com/games/angry-birds-space
b. Go to level one:
i. Ask, “Could anyone come up to the board and tell me where
they think I should point the pig?”
ii. Ask, “Could someone explain what is going to happen using
the vocabulary that we have been learning (force, balanced
and unbalanced forces)?”
c. Point it and release it where the student told you to.
i. Ask, “How did ________ know where to point it, how did
he know how to predict that?”
d. Repeat this until you complete the problem.
e. Go to level two:
iii. Ask, “Why does the first pig knock over the second pig
when it falls over, the bird isn’t pushing it?”
f. If there is time/students are engaged go to level four (SKIP 3).
2. If there is time, ask students where they see balanced and unbalanced forces
in their day to day lives (at home or at school). Ask them if they ever
predict future motion through patterns, like what we did on Angry Birds.
Thank the students for allowing you to come into their classroom.
Closure
Have students take the summative assessment.
Your reflection on the lesson including ideas for improvement for next time:
Name:_____________________________
Cart and Rubber Band Exploration

Instructions:
1. With your group, get a cart with two masses and make sure that a rubber band is attached
to it. Also have a piece of paper to record when the rubber band is not stretched and when
it is stretched.
2. Put your cart on the extra piece of paper
3. On your extra piece of paper mark how long the rubber band is when it is straightforward
without stretching it.
4. Put both masses on the cart. On your extra piece of paper mark when the skate starts
moving where the rubber band stretches past the second mark. This will show the force it
took to get the cart moving.
Exploring:
5. Pull the cart to keep it moving on the ground. When it is moving is the rubber band in the
no stretch or the stretch to start position? Why do you think this is? Could you draw this?
6. Now take the 2 masses off the cart. Is you rubber band more stretched or less stretched
when you start pulling the cart?
Why do you think this is?

7. Get a lunch tray and pull your cart over it with the 2 masses on it. When you pull the cart
over the smooth area is the rubber band more stretched or less stretched compared to
pulling it on the carpeted ground?
Could you draw the difference, if there is one?
8. Is a greater or a lesser force needed when you pull the cart over the carpet?
Why do you think this is?
9. Based on what we learned about how a cart moves on a carpeted area compared to a
smooth surfaced area, why do cars drive on roads rather than going through fields of
grass? Explain your answer.
10. Based on what we learned about how mass affects the forces needed to pull the cart, why
do you think bigger cars need larger engines with more power? Explain your answer.
Name:____________________
Summative Assessment
1. Two cars are pulling on a chain doing a tug of war. They’re trying to prove one is
stronger than the other. Neither car is moving, and both are pulling as much as they can.
What kind of force happening?
a. Unbalanced force
b. Balanced force
c. Pull force
d. Equal force
2. Draw a picture of these two cars and the chain. Use arrows to show the forces from the
cars.
What if we wanted one car to be stronger than the other. How would that look? Draw a
picture to show. Use arrows to show the forces from the cars.
What did you change in the drawing? Why?
3. The weaker car from question 2 broke down, so I need to design a machine that would
push it onto the back of a big truck. What would you make this machine look like?
Draw arrows to show how it works.
4. Which cannonball would roll the farthest if we used a rubber band to hit it? Circle the
drawing which will have the rubber band push the cannonball farther.
5. I want to push a cannonball with a rubber band. Where would I move the rubber band if I
wanted to move it further than if I pulled it from Line 1, but not as far as if I pulled it
from Line 3. Circle the line from where you would pull the rubber band back from.
Why did you circle the line that you circled?

Lesson Plan #4 - Ramp and Skates Investigation
Common Core Standard Addressed:
● 3-PS2-1: Plan and conduct an investigation to provide evidence of the effect of balanced
and unbalanced forces on the motion of an object.
Lesson Objectives:
● Analyze how changing the start time can change the force.
● Compare how different ramp surfaces affect the force of an object.
● Explain how the ramps height can change the forces of an object.
Vocabulary:
-Friction
-Balanced Force
-Unbalanced Force
Summary of lesson:
In this lesson the students will be looking more in depth into balanced and unbalanced
forces. It would start with an exploration that would be exploring ramps with skates. There
would be two ramps with two skate that are tied together. The students would first explore what
happens when the skates are on ramps of the same incline. They would then allow one skate to
move a few seconds before the other skate and experience the unbalanced force. They would
then make one ramps incline bigger. Then finally, they would explore what changing the surface
of the ramp would do with using aluminum foil. Through this exploration the students would
have a worksheet with questions and instructions to increase their germane cognitive load.
After the students are done exploring the teacher would move the class into concept
development. This is when the teacher would explain the vocabulary of friction, balanced forces,
and unbalanced force. This would also be when the teacher could go through the worksheet with
the students and talk about their findings. This would be a time where the conversation is guided
with questions from the teacher about their findings on their worksheets.
Lastly, the lesson would end with an application piece. For this I would challenge the
students to complete an engineering issue. The problem that they need to solve in the engineering
issue is this: I have a 500kg crate dropped in my yard, but I can’t unpackage it until I get it in my
barn. My barn is 100 yards away from where the crate is now. I don’t have a trailer to put it on
and move it. How can I get it to my barn so that I can unpackage it?
Lesson Plan #5 - Car Tug of War
Common Core Standard Addressed:
● 3-PS2-1: Plan and conduct an investigation to provide evidence of the effect of balanced
and unbalanced forces on the motion of an object.
Lesson Objectives:
● SWBAT compare and contrast the balanced unbalanced forces between cars with various
levels of power
● SWBAT analyze how different amounts of “engine power” in the back traction cars
affect the tug of war
● SWBAT define balanced and unbalanced forces, and give examples.
● SWBAT apply the ideas of balanced and unbalanced forces by designing an imaginary
car that is good at applying unbalanced force
Vocabulary:
-Balanced Force
-Unbalanced Force
-Force
Summary of lesson:
The lesson begins with the teacher modelling the exploration. The teacher picks up a
ruler, measures 30 cm, and puts a piece of tape saying “reach” on each end. The teacher then
finds the middle on the ruler, and places down another piece of tape marked “start.” The two
back traction cars should have a 21cm string tying them together, and should be placed
equidistant from the “start” tape, with the middle of the string being roughly over the start tape.
The teacher should measure this so that the middle (or the 11cm mark) is over the “start” tape.
The teacher should then make a mark on that part of the string using a marker. From there, the
teacher should pull the cars back slowly toward the center (cranking them up) until the string is
coiled up and the backs of the two cars are touching over the “start” tape. The teacher should
then let go of the cars simultaneously. Students are then asked to collect materials and
worksheets with instructions and do the same. Varying the distance cars get pulled back, or
putting a weight on top of a car.
The teacher will then call the class back and begin concept development, asking the
students how theys aw balanced and unbalanced forces in the exploration. What factors made
the forces balanced or unbalanced? How would the students make one side exert more force
than the other? How would we show that in a diagram? The teacher can walk through the
worksheet in this section.
Lastly, there is the application section of the lesson. In this section, the teacher will give
another set of instructions. This time they will consist of instructions for designing a
hypothetical car that would be extremely good at pulling things. The students would be asked to
label the aspects of the car that make it good at pulling things.

Unit Plan

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Balanced and Unbalanced Forces

A Unit by: Noah Treffers and Luke Erickson

Content Objective List

Practice Objective List

List of Lesson Titles

Table showing content objectives and vocabulary:

Lesson Titles: Objectives and Vocabulary:

Ramp & Skates Investigation Objectives:

Car Tug of War Objectives:

Teacher Noah Treffers

Date ​November 14, 2018 Subject/ Topic/ Theme

How does this lesson tie in to a unit plan? ​(If applicable.)

What are your objectives for this lesson?

II. Before you start

After completing the application on the projector there is a ‘exit slip’

III. The Plan

-Then ask “Does anyone know if this is a balanced or an unbalanced force?” If

As a whole class open up this simulation on the projector in the room.

Application #2: Put one big guy on one side.

If time and if students understand (difficult application):

What is an unbalanced force? What is an example of this?

Inadequate Basic Meets Exceeds

Balanced No knowledge Most balanced Balanced forces Balanced forces

Unbalanced No knowledge Most unbalanced Unbalanced Unbalanced

Teacher ​ElJay Luke Erickson

How does this lesson tie in to a unit plan? ​(If applicable.)

II. Before you start

Assessment The application activity/worksheet is also the summative assessment for

Materials-what materials Exploration:

III. The Plan

b. What kind of force is on the cannonball when it’s not moving?

b. Why do you think that is?

Distance cannon ball moves in centimeters

What makes you think that?

How do you know your idea would work?

How do you know?

Rubric Day #2 Application Worksheet

Lesson Plan #3 - Rubberband Carts

Teacher ​Noah Treffers and Luke Erickson

Date ​November 15, 2018 Subject/ Topic/ Theme

II. Before you start

The summative assessment contains questions related to the content of

III. The Plan

-Students complete the worksheet that is created for this lesson.

Cart and Rubber Band Exploration

2. Put your cart on the extra piece of paper

Why do you think this is?

Could you draw the difference, if there is one?

Why do you think this is?

What did you change in the drawing? Why?

Why did you circle the line that you circled?

Das könnte Ihnen auch gefallen

Date November 14, 2018 Subject/ Topic/ Theme

How does this lesson tie in to a unit plan? (If applicable.)

Teacher ElJay Luke Erickson

How does this lesson tie in to a unit plan? (If applicable.)

Teacher Noah Treffers and Luke Erickson

Date November 15, 2018 Subject/ Topic/ Theme