### Facilitator's Overview

Students will watch two video clips. Next, students will complete an initial model, share similarities and differences among a group of peers, and develop a possible question they have.

### Objectives / Goals

- Examine and explain evidence of Newton’s Laws.
- Identify real-world problems with solutions that require an understanding of the direction of energy by forces.

### Procedure

The modules are set to have the students complete the previous module before they can view the next. However, if you want students to not see an activity before another activity in the same module, simply assign a date to that assignment to lock learners out until it is ready to be viewed.

Inform students that they will be watching two video clips. As they watch both, tell them to identify common concepts occurring in both videos that they learned in the previous units on Newton’s laws.

Play the video compilation starting at the 2:50 mark. Play the video from the 2:50 mark to the 3:17 mark.

Then, show the entire Second Chance video.

Pt. 1

After viewing both videos, distribute the Engage Activity Slides (links to an external site) for students to determine the forces they witnessed through the video. Students will then screenshot their image & summary to add into Discussion Slides on the next page (mentioned below).

Working in the Engage Activity (Online) slides, students should move the arrows provided on slide 3 of the activity to show the direction in which forces are moving before and after the modeled crash, labeling these arrows “before” or “after.” Students should then give a two-sentence summary of what they believe is occurring with forces and movement based on the model they created.

Pt. 2

Next, you will introduce students to the Four Corners (links to an external site) strategy. Create a copy of the Discussion Group Slides (links to an external site) and insert a link to the slides in the May the Force Be With You Pt. 2 (SF) assignment. Sort students into groups for this activity by adding their names to the appropriate row on slide 2. Be sure that the Discussion Group Slides are shared with the whole class so all students can collaborate in the same copy of the slides. Each student should add their initial model and summary to both of their group’s assigned Four Corners slides in the Discussion Group Slides. Students should discuss their models’ similarities (using the first of their assigned slides) and differences (using the second of their assigned slides) and come up with a group explanation of what is occurring. Afterward, students will work in their groups to determine which of Newton’s laws they are studying.

Have each group member individually enter their group’s explanation and law into the textbox in this course.

#### If you are teaching virtually:

- If completing as a class, you can share the videos with the class, and ask them to look for a common concept occurring in both videos that they learned in the previous units.
- If students are completing on their own, have them watch on their own time and complete the initial post by a particular date with a peer response post by the next date.
- For an Honors class, you could have students to draw an initial model (diagram) of the forces exhibited through A Web Whiteboard. (They should not copy and paste images from the internet.)

- Students can also draw their initial model on the paper version of the above Draw an Initial Model handout, take a picture of the finished model, and add it to their group’s slide.