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**Context for using the text set:** This text set is for the intended use of an 8th grade science class. These are texts that I would use in a unit on forces and motion. This unit includes Newton's three Laws of motion and the law of gravity. The students have already completed units on matter and energy and have enough background knowledge to start the unit on forces and motion. These texts will be used as a tool to differentiate the instruction in this unit.
 * Forces and Motion Text Set**

**Text #2: Forces and Motion** **Text #3: Fatal Forces** **Text #4: The Story of Science: Newton at the center** **Text #5: Isaac Newton and the Laws of Motion** **Text #6: 9/11 Commission Report Fails High School Physics Test** **B. Media Resources** 
 * A. Print Resources:**
 * Text #1: Introduction to Physical Science**
 * Citation: Glencoe. (2008). //Introduction to Physical Science// (pp.21-57) //.// New York: McGraw Hill.
 * Text Summary: This text book is an introduction to the high school level of physical science. It lays the foundation for important topics such as matter, energy, force, and motion. This text includes differentiated resources to benefit a range of learners and accommodate all students. There are a range of labs, content area reading, discussion strategies, note-taking tools and activities to provide students with multiple experiences of each Science Benchmark.
 * Rationale: This is the textbook that is assigned in the curriculum for this eighth grade classroom.
 * Use of text: This will be the main resource for the content in my unit. This will be used as a guide to the content that the students will be covering in the unit and in other texts, and it will be used as the start of each lesson, while the other texts are reinforces.
 * Attachment: This is a large textbook and is, therefore, not included.
 * Citation: Lafferty, P. (2001). //Forces and Motion.// Austin: Steckvaugh Publishers.
 * Text Summary: This book is full of real-life examples and explanations of forces and motion. It shows examples that aren't normally in textbooks and that would be of interest to some of the students. It contains large, colorful photos to illustrate it's content.
 * Rationale: This text is a great reinforcer for the topics i would be covering in my class. It has examples that will interest some of the students and make it easier for them to understand the content. The pictures contained in the text are good for students to visualize the ideas that are presented.
 * Use of text: This text will be used as a reinforcer after the related content is initially covered in the class. It will be used in the matter and gravity sections of the unit to give students a different mode to understand the material.
 * Attachment: This is an off-line, printed text, so it cannot be included. This site gives some sample pages: __[]__
 * Citation: Arnold, N. (1999), //Fatal Forces//, New York: Scholastic
 * Text Summary: This text is a fun way for students to learning about forces and their effects. Students will find out what keeps the moon in the sky and what happens when an apple smacks a scientist on the head.
 * Rationale: I chose this book because it is a fun alternative to learn about gravity. It is a book that students can relate to and enjoy.
 * Use of text: I will use this text to reinforce the ideas of gravity and give students a way to remember the concept. The illustrations and easy to read text is a good alternative for low level learners and below grade-level readers.
 * Attachment: This is an off-line, printed text and is not included.
 * Citation: Hakim, J. (2005), //The Story of Science: Newton at the Center,// Washington and New York: Smithsonian Books
 * Text Summary: This text includes the history of physical science as it introduces new topics. It also integrates appropriate mathematics that are needed to understand concepts.
 * Rationale: This text wonderfully incorporates the history of the concepts in my unit. It is a good way to give the students a background of where these ideas came from and to make a connection from their history classes to science class.
 * Use of text: I would break this book up into sections. I would use the appropriate section as I introduce each new topic. After the students have read from the text book to gain some knowledge on the topic, I would have them read from this text so that they gain a better understanding of the topic.
 * Attachment: This is and off-line, printed text and is not included.
 * Citation: Gianopoulos, A. (2007). //Isaac Newton and the Laws of Motion.//  New York: Graphic Library.
 * Text Summary: This text explores the life of Isaac Newton as he makes discoveries and inventions. It is written so that students with reading difficulties can tackle this text. It contains several photos and illustrations to engage the children and help with visualization.
 * Rationale: This book is an easy read and contains fun and graphic photos. It gives students a feel for the life of Isaac Newton and how he made his discoveries.
 * Use of text: This text will be used along side //The Story of Science.// It will be a differentiated version for students that have trouble reading other texts and to parallel with history and science.
 * Attachment: This is an off-line, printed text and will not be included. A sample of the book is at the following site: __[]__
 * Citation: Jones, A. (2007). 9/11 Commission Report Fails High School Physics Test. //InfoWars.// Retrieved on February 17, 2009, at __[]__
 * Text Summary: This is an article that explores the controversy of 9/11 and how it goes against Newton's laws. It is written by a scientist that has investigated that topic.
 * Rationale: This text was chosen to related Newton's Laws to the real world and to show students how this science can be used in all areas of life.
 * Use of text: The text will be used as a discrepant event for the unit. I will present it at the beginning of the unit with an anticipation guide. The students will read it and discuss their thoughts, and at the end of the unit, I will present it again and do the same thing. We will see if the students changed any of their insights and discuss it in groups and as a class.
 * Attachment: __[]__
 * Text #7: Newton: A Tale of two Isaacs**
 * Citation: Conkie, H. (Writer), & McBrearty, D. (Director). (1997). //Newton: A Tale of two Isaacs// [Motion Picture] //.//
 * Text Summary: This motion picture provides the viewer with a delightful sense of what Isaac Newton was really all about in terms of his dedication and passion for science.
 * Rationale: I chose this picture to engage students and help students that do not learn as well from reading text.
 * Use of text: This movie will be used along with the text on Newton's life.
 * Attachment: This an off-line video, so I did not include it here.
 * Text #8: Newton's Laws and Forces**
 * Citation: Stoddard, Joy (2009). Forces and motion: Newton's Three Laws [Video Clip] Retrieved March 3, 2009, from Teacher Tube Web site: http://www.teachertube.com/view_video.php?viewkey=7bddbda6b834eb7f3ec5&page=1&viewtype=&category
 * Text Summary: This is a short video on TeacherTube that shows the ideas of Newton's Laws and Forces in a fun way.
 * Rationale: This is a very short video that the students would find enjoyable and entertaining. This alternative would provide a mode for students to remember the material that do not learn well from reading text.
 * Use of text: I would use this text after reading the forces section of the text book and completing in-class instruction on the topic.
 * Attachment: This video can be found at the following website: <span style="color: rgb(0, 0, 128);">__[]__

<span style="font-family: Verdana,sans-serif;">**C. Online interactive resources** <span style="font-family: Verdana,sans-serif;">**Text #10: Interactive Simulations** <span style="font-family: Verdana,sans-serif;">**Text #11: Newton in Action** <span style="font-family: Verdana,sans-serif;">**D. Instructional Resources** <span style="font-family: Verdana,sans-serif;">**Text #13: Science Projects about the Physics of Sports** <span style="font-family: Verdana,sans-serif;">**Using these texts together in the classroom:** To use these texts together in my unit, I will start with an outline of my content and keep in mind the learning objectives. To help plan and direct my instruction, I will use the //Forces and Motion, Teacher Guide//. This book will help be gain insights and ideas on my classroom instruction. I will also use the //Science Projects about Physics of Sports// to get ideas of examples and labs that I could use in my class to relate student interests to the content. During instruction I will use the other texts that I have selected for my lesson. The textbook, //Introduction to Physical Science,// will be the main text that will be used in the classroom. It will be the initial form of information that the students will receive, other than my classroom instruction. The unit will start with motion. The class will read the section in the text about motion using a reading guide that I will give them. Next, the students will read additional resources on the topic. The sections on motion in //Forces and Motion// and //Fatal Forces// will be used to give the students a sense of real-life examples and a deeper understanding of the material. To practice the concepts, students will preform an activity on the //Interactive Simulations// and //Fear of Physics// websites. Once the section on motion is completed, We will move onto forces. To start to section, I will present to the students a discrepant event. This event will be the article //9/11 Commission Report Fails High School Physics Test.// The students will preform the anticipation guide that they are provided and read the article. Once we discuss this article briefly, we will read the section in the textbook on forces. When we get to Newton's Laws, I will introduce Isaac Newton in //The Story of Science: Newton at the Center// and //Isaac Newton and the laws of motion// to give the students a background on Newton and his ideas. We will follow these texts with the video //Newton: A Tale of Two Isaacs// to reinforce the history and background. I will then instruct the students to read more about forces in the text while I use labs and demonstrations the reinforce the ideas and give examples that the students can relate to. I will also use the video on TeacherTube called //Newton's Laws and Forces//. It is a fun and entertaining way for the students to remember the concepts. With all of these different texts, I hope that the students will learn best from one of them and remember the concepts with examples that they give. I will use //Fatal Forces// and //Forces and Motion// again to give the students more examples of forces and their effects. To practice, the students will be given an assignment on the simulation sites, //Newton in Action, Fear of physics,// and //Interactive Simulations.// All along I will be using the texts I chose for the instructional resources and several labs, demonstrations, and other instructional methods. The following of learning objectives and state standards that are addressed in the unit that these texts will be used for.
 * Text #9: Fear of Physics**
 * <span style="font-family: Verdana,sans-serif;">Citation: //Visual Physics.// (2000-2008). Retrieved 25 February 2009, from Fear of Physics. Website: http://www.[|fearofphysics.com]<span style="font-family: Verdana,sans-serif;">
 * <span style="font-family: Verdana,sans-serif;">Text Summary: This website is an interactive physics site. It presents the various topics of physics and involves simulations and demonstrations to reinforce the idea.
 * <span style="font-family: Verdana,sans-serif;">Rationale: I chose this website because it is a great tool for students to manipulate as they learn the fundamentals of forces and motion.
 * <span style="font-family: Verdana,sans-serif;">Use of text: I will use this website after instruction as a formative assessment for the students. It will be used to reinforce my instruction and to let me know whether or not the students are understanding the ideas.
 * <span style="font-family: Verdana,sans-serif;">Attachment: <span style="color: rgb(0, 0, 128);">__[|http://www.Fearofphysics.com]__ <span style="font-family: Verdana,sans-serif;">
 * <span style="font-family: Verdana,sans-serif;">Citation: The university of Colorado. (2008) //Interactive Simulations.// Retrieved 24 February 2009, from PhET Project. Website: <span style="color: rgb(0, 0, 128);">__[]__
 * <span style="font-family: Verdana,sans-serif;">Text Summary: This is a website that allows students to use simulations to explore forces and motion.
 * <span style="font-family: Verdana,sans-serif;">Rationale: I incorporated this website to use as an extra tool for students to learn. It is a great tool for students that need visualizations to learn best.
 * <span style="font-family: Verdana,sans-serif;">Use of text: I will use this website at the end of instruction to allow students to practice the ideas that I taught them in class.
 * <span style="font-family: Verdana,sans-serif;">Attachment: <span style="color: rgb(0, 0, 128);">__[]__
 * <span style="font-family: Verdana,sans-serif;">Citation:Heppell, S (N.D.) Newton Simulations. Retrieved 25 February 2009, from Rubble Heppell. Website: <span style="color: rgb(0, 0, 128);">__[]__ <span style="font-family: Verdana,sans-serif;">
 * <span style="font-family: Verdana,sans-serif;">Text Summary: This website is a tool to learn Newton's Laws. It includes several simulations and ways to explore the laws of motion to better understand the material.
 * <span style="font-family: Verdana,sans-serif;">Rationale: This website is a great way for students to deepen their understanding of Newton's Laws of motion.
 * <span style="font-family: Verdana,sans-serif;">Use of text: I will use this website as a for of practice and reinforcement after in-class instruction. It will also serve as a formative assessment.
 * <span style="font-family: Verdana,sans-serif;">Attachment: <span style="color: rgb(0, 0, 128);">__[]__
 * Text #12: Force and Motion. Teacher Guide**
 * <span style="font-family: Verdana,sans-serif;">Citation: Nashua, N.H. (2005), //Force and Motion/ Teacher Guide by Foss//. Berkley: Delta Education.
 * <span style="font-family: Verdana,sans-serif;">Text Summary: This is a teachers guide to the unit on Force and Motion. It includes differentiated activities, worksheets, labs and assessments. It also provides instructional ideas such as discussions and demonstrations.
 * <span style="font-family: Verdana,sans-serif;">Rationale: I chose this guide because it is a complete reference tool for the unit I plan to teach. It has great ideas for instruction and labs for the students to apply and analyze material on forces and motion.
 * <span style="font-family: Verdana,sans-serif;">Use of text: I will use this guide as a tool throughout the unit. I will use it to plan instruction and learning activities.
 * <span style="font-family: Verdana,sans-serif;">Attachment: This is a big, off-line, printed text, so it is not included here.
 * <span style="font-family: Verdana,sans-serif;">Citation: Gardner, R. (2000) //Science Projects about the Physics of Sports.// New Jersey: Enslow Publishers, Inc.
 * <span style="font-family: Verdana,sans-serif;">Text Summary: This is a book complete with science experiments and demonstrations related to sports games.
 * <span style="font-family: Verdana,sans-serif;">Rationale: This text included several science projects that are related to sports. I chose this to engage students with these interests and broaden the examples that I use in my instruction to appeal to different multiple intelligences.
 * <span style="font-family: Verdana,sans-serif;">Use of text: I chose this text to use as an instructional resource to use in my planning of instruction. I will chose projects from this text to appeal to students that enjoy sports, so students can make connections to the material that I teach them.
 * <span style="font-family: Verdana,sans-serif;">Attachment: This is an off-line, printed text, so it will not be included here.
 * Learning Objectives:**

Develop students' abilities to do and understand scientific inquiry.
 * <span style="font-family: Verdana,sans-serif;">Use appropriate tools and techniques to gather, analyze and interpret data.
 * <span style="font-family: Verdana,sans-serif;">Develop descriptions, explanations, predictions, and models using evidence.
 * <span style="font-family: Verdana,sans-serif;">Think critically and logically to make connections between evidence and explanations.
 * <span style="font-family: Verdana,sans-serif;">Communicate scientific procedure and explanations.
 * <span style="font-family: Verdana,sans-serif;">Use mathematics in scientific inquiry.
 * <span style="font-family: Verdana,sans-serif;">Understand that scientific explanations emphasize evidence.

<span style="font-family: Verdana,sans-serif;">Develop students' understanding of motions and forces.
 * <span style="font-family: Verdana,sans-serif;">The motion of an object can be described by its position, direction of motion and speed. Motion can be measured and represented on a graph.
 * <span style="font-family: Verdana,sans-serif;">An object that is not being subjected to a (net) force will continue to move at a constant speed.
 * <span style="font-family: Verdana,sans-serif;">If more that one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on direction and magnitude. Unbalanced forces will change the speed or direction of an objects motion.

<span style="font-family: Verdana,sans-serif;">Standards: __Physical Science__

<span style="font-family: Verdana,sans-serif;">PS3 (7-8) – 8
<span style="font-family: Verdana,sans-serif;">**-Students demonstrate an understanding of motion by…**


 * 8a** __measuring distance and time for a moving object and using those values as well as the relationship s=d/t to calculate speed and graphically represent the data.__


 * 8b** __solving for any unknown in the expression s=d/t given values for the other two variables.__


 * 8c** differentiating among __speed, velocity and acceleration.__


 * -Students demonstrate an understanding of force (e.g., friction, gravitational, magnetic) by…**
 * <span style="font-family: Verdana,sans-serif;">8d ****<span style="font-family: Verdana,sans-serif;"> making and testing predictions on how **
 * <span style="font-family: Verdana,sans-serif;">__unbalanced forces__ ****<span style="font-family: Verdana,sans-serif;"> acting on objects change speed or direction of motion, or both. **

<span style="font-family: Verdana,sans-serif;">8e describing or graphically representing that __the acceleration of an object is proportional to the force on the object and inversely proportional to the object’s mass__.

__and weight.__ __Reading__ <span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Students identify the meaning of unfamiliar vocabulary by…**
 * 8f** __differentiating between mass__


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif; text-decoration: none;">R–7–2.1 Using strategies to unlock meaning

<span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by…**


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif;">R–7–3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning

<span style="color: rgb(0, 0, 0);"><span style="font-family: Verdana,sans-serif;">R–7–3.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary <span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Generates a personal response to what is read through a variety of means …**


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif;">R–7–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books

<span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Demonstrate initial understanding of informational texts (expository and practical texts) by…**


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif;">R–7–7.1 Obtaining information from text features

<span style="color: rgb(0, 0, 0);"><span style="font-family: Verdana,sans-serif;">R–7–7.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details <span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Demonstrate initial understanding of informational texts (expository and practical texts) by…**


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif;">R–7–7.3 Organizing information to show understanding

<span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**- Demonstrate initial understanding of informational texts (expository and practical texts) by… **


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif;">R–7–7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information

<span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Analyze and interpret informational text, citing evidence as appropriate by…**


 * 1) <span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif;">R–7–8.1 Explaining connections about information //within// a text, //across// texts, or to related ideas

<span style="color: rgb(0, 0, 0); text-align: left;"><span style="font-family: Verdana,sans-serif;">**-Demonstrates ability to monitor comprehension for different types of texts and purposes by…**


 * 1) <span style="color: rgb(0, 0, 0); font-style: normal; font-family: Verdana,sans-serif;">R–7–12.1 Using a range of self-monitoring and self-correction approaches

<span style="color: rgb(0, 0, 0); font-family: Verdana,sans-serif; text-align: left;">**-R–7–13** Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text.

- ** Demonstrates the habit of reading widely and extensively by… ** R–7–14.3 Reading multiple texts for depth of understanding an author, subject, theme, or genre

Britta, I think you made a great diverse text set. You did a fantastic job at finding very different yet relevant texts all dealing with your topic. The article you included that explored the controversy of 9/11 and how it went against Newton's laws was a great discrepant event text! The different texts you have chosen will engage all types of learners. Great Job! -Faith Umling

John Ritchie: I really enjoyed looking over your diverse text set. As a history major I find it hard to sometimes find a connection to topics like math and science, however, I was really intrigued by texts # 3 and #10. I feel that the Fatal Forces would really make the lesson fun for the kids versus a textbook with plain, boring facts. Also, the interactive website (text #10) provides a technological experience to capture the students attention, but allows the students to control the simulation first hand. Overall, this was very interesting and has tons of potential.

Tom Beall: This is an important topic not only in the physical sciences but also in the history of science - something I have always been interested in. I particularly appreciated, therefore, that you included history of science texts, including one on the life of Newton. I would be interested to know if you are planning to include, either in this lesson or in a precursor lesson, some background to include models of the physical universe that preceded Newton - i.e. the ancients, Keppler, Galileo, etc. It might be interesting for children at this age to examine some earlier models of the universe and discuss how Newton and his contemporaries really revolutionized how we look at things.

Emily Marzan: Britta- great text set! I especially liked the part about researching science labs through the Sports book. Making time to take interests into what would motivate your students to learn is a consideration all students should have. Overall, you used a wide variety of sources that seem to fit the needs of a group of individual learners.

Matt Siegel: Britta what a great job you did!! Your citations were perfect and I thought text #10 was particularly interesting. The interactive website was unbelievably interesting and fascinating to me! I thought the 9/11 connection with the Newton was so cool!! Who knew!? I learned a great deal and found your texts very different and all well connected! Great job once again!!