• Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. (MS-PS2-2)

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)
• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (6-8)

• Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (6-8)
• Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. (9-12)

• Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)
  • Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (6-8)
  • Analyze and interpret data to provide evidence for phenomena. (6-8)

• Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)
  • Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. (6-8)
  • Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. (6-8)

• Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. (6-8)
  • Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. (6-8)

• Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)

• Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)

• Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. (6-8)

• 6-8: 1A/M2. Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way.

• 6-8: 4B/M3. Everything on or anywhere near the earth is pulled toward the earth's center by gravitational force.

• 6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.
• 9-12: 4F/H1. The change in motion (direction or speed) of an object is proportional to the applied force and inversely proportional to the mass.
• 9-12: 4F/H2. All motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.
• 9-12: 4F/H8. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.

• 9-12: 4G/H1. Gravitational force is an attraction between masses. The strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.

• 9-12: 10A/H5. Using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus. It was Galileo who found the moons of Jupiter, sunspots, craters and mountains on the moon, and many more stars than were visible to the unaided eye.
• 9-12: 10A/H6. Writing in Italian rather than in Latin (the language of scholars at the time), Galileo presented arguments for and against the two main views of the universe in a way that favored the newer view. His descriptions of how things move provided an explanation for why people might notice the motion of the earth. Galileo's writings made educated people of the time aware of these competing views and created political, religious, and scientific controversy.
• 9-12: 10A/H8. The work of Copernicus, Galileo, Brahe, and Kepler eventually changed people's perception of their place in the universe.

• 9-12: 12A/H3. In science, a new theory rarely gains widespread acceptance until its advocates can show that it is borne out by the evidence, is logically consistent with other principles that are not in question, explains more than its rival theories, and has the potential to lead to new knowledge.

Galileo's classic experiments on gravity and inertia are presented in an entertaining multimedia format.  Includes full standards-based lesson plan, four short videos, an interactive simulation, and printable instructions for a classroom pendulum experiment.  Excellent resource to pave the way for future understanding of Newton's Laws.

• Physical Sciences K-8 Newton's First Law & Inertia Unit
• Physics First Newton's First Law & Inertia Unit
• Conceptual Physics Newton's First Law & Inertia Unit