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TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.
T2LCurriculumUnit
Grade3 Forces
andMagnets
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ForcesandMagnets
PhysicalScience/Grade3
Studentswilllearnabouthowforcesaffecttheworldaroundthem.Theywillalsolearnaboutthelawsofphysics,invisibleforces,andhowforcescanbebalanced.StudentswillusetheirknowledgeaboutforcesandthelawsofphysicstounderstandhowmagnetsandtheEarth’smagneticfieldfunction. AuthorsLoriParrino,Grade3Teacher,ColegroveParkElementarySchool DiegoGonzalez,ComputerScienceMajor,WilliamsCollege LindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchools
MajorRevisions,Summer2018StephanieNguyen,ElementaryEducationandInterdisciplinaryStudies,MCLAMatthewRoychowdhury,Physicsmajor,WilliamsCollege
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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)
Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591.Thisunitisdownloadableathttp://mcla.edu/teach-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2018TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).
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TableofContents
OverviewUnitPlan......................................................................................................................................................................................................................4LessonsataGlance.................................................................................................................................................................................................9LessonFeatureKey.................................................................................................................................................................................................11TieredVocabularyList...........................................................................................................................................................................................12ScienceContentBackground..............................................................................................................................................................................13LessonPlansLesson1:IntroductiontoMagnets...................................................................................................................................................................19Lesson2:InvestigatingForcesandMotion..................................................................................................................................................24Lesson3:PoletoPole.............................................................................................................................................................................................30Lesson4:BalancedandUnbalancedForce...................................................................................................................................................36Lesson5:MagneticApplications.......................................................................................................................................................................45Lesson6:UnseenForces.......................................................................................................................................................................................49Lesson7:MagneticEngineers............................................................................................................................................................................58UnitResourcesScienceTalkandOracyinT2L............................................................................................................................................................................63ListofUnitResources............................................................................................................................................................................................65
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UnitPlan
Stage1DesiredResults
• 3-PS2-3.Investigatetodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.
• 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.]
• Meaning UNDERSTANDINGS
Studentswillunderstandthat… • Eachforceactsononeparticularobject
andhasbothstrengthanddirection.Anobjectatresttypicallyhasmultipleforcesactingonit,buttheyequaltozeronetforceontheobject.Forcesthatdonotsumuptozerocancausechangesintheobject’sspeedordirectionofmotion.(Boundary:Qualitativeandconceptual,butnotquantitativeadditionofforcesareusedatthislevel.)
• Thepatternsofanobject’smotionin
varioussituationscanbeobservedandmeasured;whenthatpastmotionexhibitsaregularpattern,futuremotioncanbepredictedfromit
• Objectsincontactexertforcesoneach
other.Electricandmagneticforcesbetweenobjectsdonotrequirethattheobjectsbeincontact.Thesizeofthe
ESSENTIALQUESTIONS • Howdoforcesaffectthe
worldaroundus?• Howdomagnetsandtheir
propertiesinfluenceeverydaylife?
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• 3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.[ClarificationStatement:Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.]
• 3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.
• 2006-PS-9Recognizethatmagnetshavepolesthatrepelandattracteachother.
• 3-PS2-4Defineasimpledesignproblemthatcanbesolvedbyapplyingscientificideasaboutmagnets.(Clarificationstatement:Examplescouldincludeconstructingalatchtokeepadoorshutandcreatingadeviceto
forceineachsituationdependonthepropertiesoftheobjectsandtheirdistancesapart
• Magnetshavecertaincharacteristicsandattractspecifictypesofmetals
• Magnetscanbeusedtosolvedesignproblems
• Magnetshavepolesthatattractandrepel• Magnetswillworkthroughnon-magnetic
surfaces• Amagnetwillattractsomeobjectsand
materialsandtherearesomeobjectsandmaterialsthatamagnetwillnotattract
StudentLearningTargets Studentswillbeableto Correctlypredictwhetherornotanobjectismagnetic.Categorizeobjectsbywhetherornottheyaremagnetic.Indicatewhetherornotanobjectwillmove.Answerquestionstodemonstrateunderstanding.Labelthenorthandsouthpolesofamagnet.Predictwhetherornottwopoleswillattractorrepeleachother.Predictthedirectionanobjectwillmovebasedonthestrengthanddirectionoftheforceonanobject.
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keeptwomovingobjectsfromtouchingeachother.)
Determinethestrengthofamagnetbasedonthenumberofpaperclipsthemagnetheld.Explainhowamagnetworksthroughanon-magneticsurface.Predictwhetherornotanobjectwillstopduetofriction.Demonstratethatthehigheranobjectisplacedonarampthefasteritwillbeonceitcomesofftheramp.Createadesigntofixaneverydayproblemusingmagnetsandmaterialssupplied.
Stage2–Evidence
EvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany)
1. Theendoftheyearsciencetest.2. Individuallessonworksheets3. ShowWhatYouKnow!ManylessonscontainMCASstylemultiplechoiceand
openresponsequestionstoassessstudentunderstandingoftheconceptspresentedinthelesson.Theclassroomteachershouldadministerthequestionssometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.
Stage3–LearningPlan
3.R.1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.PreK-PS2-1(MA).Usingevidence,discussingideasaboutwhatmakessomethingmovethewayitdoesandhowsomemovementscanbecontrolled.
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PreK-PS2-2(MA).Developawarenessofthefactorsthatinfluencewhetherthingsstandorfall.ClarificationStatement:Examplesoffactorsinchildren’sconstructionplayincludeusingabroadfoundationwhenbuilding,consideringthestrengthofmaterials,andusingbalancedweightdistributioninablockbuilding.
K-PS2-1.Comparetheimpactsofdifferentstrengthsanddirectionsofpushesandpullsonthemotionofanobject.ClarificationStatements:Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected. LessonOverviewLesson1-Studentswilldiscussmagnets,whattheyare,andwherethey’veseenthem.Theywillthendotwoactivities;firstexploringwhichobjectsaroundthemaremagneticandwhicharen’tmagnetic.Then,theywillpredictandtestthemagneticnatureofobjects.Lesson2-Studentswillinvestigatethatobjectsatreststayatrestunlessacteduponbyanoutsideforce.Studentswillwatchavideoregardingforcesandmotion.Then,theywillbrainstormdifferentwaystomoveanobject.Afterwards,thestudentswilllearn(throughexamples)thatinordertoalterthespeedofanobject,youmustapplyforcetothatobject.Studentswillpracticetheirengineeringanddesignskillsastheytesttheirairplanes.
Lesson3-Studentswillexperimentwithavarietyofmagnetsandexplorethepropertiesofthenorthandsouthpoles.Theywillhavetheopportunitytomanipulatemagnetsanddiscusshow“like”polesrepeland“different”polesattractoneanother.Thestudentswillextendthesepropertiestotheconceptofacompass.Theywillmanipulateamagnetandcompass.Theywillseethatthecompassworksbymagneticforcesandthattheintroductionofamagnetwillattractthecompass’needle.Lesson4-Studentswilllearnaboutbalanceandobservevariousdemonstrationsshowingthemhowforcesactonanobject.Studentswillthenparticipateinanactivityusingpingpongballsandstrawswheretheywilllearnhowforcesinteract.Finally,studentswillmakemobilestofurthertheirunderstandingofbalance.
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Lesson5-Studentswillworkwithpaperclipsandmagnetstodeterminethestrengthofvariousmagnets.Lesson6-Studentswilllearnaboutfrictionandwillexperimentwithdifferentmaterialstoseehowmuchfrictiontheycanproduce.Thestudentswillalsolearnaboutgravityandairpressureandhowitkeepsplanesafloat.Lesson7-Studentstakeontheroleofengineers.Theywillbegivenaneverydayproblemtosolveusingmagnetsandavarietyofcraftmaterials.Studentswillreflectontheirknowledgeofmagnetsandwillworkingroupstoanalyzetheproblem.Then,theywilldiscussthedesignofagadgettosolvetheproblemaftermuchtestingandrevising.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012
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LessonsataGlanceKey
Independentonlinestudentresearch
Techintegration YouTubevideo(orothervideosite)
Kinestheticlearning Outdooreducation Labwork
Lesson CoreActivities Extensions AspectsofLesson
1.IntroductiontoMagnets
• Magnetscavengerhunt• Magnetdiscoverybasket
2.InvestigatingForcesandMotion
• Doobjectsstopandstartmovingontheirown?
• BillNyevideo• Scooterthink-pair-share• Paperairplaneactivity
• “FamousScientists–IsaacNewton”reading
3.PoletoPole • Guidedmagnetexploration• Freemagnetexploration• Compassexploration
• Virtualcompass
4.BalancedandUnbalancedForces
• RopePulling• ForceDiagrams• Ping-pongballactivity• MobileMaking
• Ping-pongmaze
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5.MagneticApplications • MagnetPlateCar• Testingmagneticstrength
• Temporarymagnets
6.UnseenForces • FrictionInvestigation
• AirResistanceInvestigation• RampLab• AirplaneReview
• BillNyeflightvideo
7.MagneticEngineers • Paperclipcontraptiondemo• Engineerscreatinggadgets
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LessonFeatureKey
Lessonsinthisunitincludeseveralfeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.
Icons
Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit).
Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.
TextFormatting:
[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.
Underlinedtextinthelesson:
Thisformattingindicatesimportantconnectionsbacktothecentralscientificconceptsandisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.
Callouts
TeachingTip
Inthesecall-outboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.
StudentThinkingAlert
Lookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.
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TieredVocabularyList
Tier1 Tier2 Tier3PushPull
MagnetMetal
NonmetalProblem
ForceTrial
ResearchSpeedDiagramBalance
ExperimentLawsofphysics
AttractRepelNorthEastWestSouthPole
StrengthCreateEngineerPractical
ScaleForcecomponentsNewton(unit)
FrictionGravity
AirresistanceMagneticFieldMagnetismDesignGadget
ContraptionCollaborateAerodynamics
ThrustLiftDrag
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ScienceContentBackground Pleasereadthroughtheexplanationprovidedoverthenextfewpagesandjotdownanyquestionsoruncertainties.Consultinternetresourcestoansweryourquestions,askcolleagues,andworktogetherasateamtogrowyourownunderstandingofthesciencecontentandthecentralphenomenainthisunit.Thisknowledgewillprimeyoutobetterlistenandrespondtostudentideasinproductiveways.Pleasefeelfreetorevisitthisexplanationthroughouttheunittoreviseandimproveyourownunderstandingofthesciencecontent.
EssentialQuestions: Howdoforcesaffecttheworldaroundus?Forcesarecrucialtothefunctioningofeverypartoftheuniverse,andcanbethoughtofasan“push”or“pull.”Withoutforcesthespeedanddirectionoftravelofobjectswouldneverchange,andthetemperatureofmatterwouldneverchange.Forcescan,anddo,changeallthesevariablesandaffectwhereobjectsendupandhowtheyform;fromthebuoyancyofaleaffloatingonapondtothegrowthandsteadydeclineofmountainranges.Howdomagnetsandtheirpropertiesinfluenceeverydaylife?Magnetsinfluenceoureverydaylifebothinnatureandinhuman-madetools.TheEarth’smagneticfieldhelpsusnavigateviacompassandcreatesthenorthernandsouthernlights;humansusemagnetstoattractmagneticobjectsandgenerateelectricity.
AnchoringPhenomena:Inthisunitweusetheconceptofengineeringanddesigntoconnectthefollowinglessonsandtheconceptsofforcesandmagnetism.Studentsareencouragedtousetheirunderstandingofforcesandmagnetismtocomeupwithinnovativewaystobuildpaperairplanesandusemagnets.
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KeyScienceIdeas:
1. Newton’sFirstLaw:a. Objectswillalwayshavethesamespeed(evenifthatspeediszero)andtravelinthesame
directionunlessacteduponbyaforce.b. Aforceisapushorpull;thispushandpullcanbecausednotonlybyphysicalcollisions
(whentwoobjectshiteachother),butalsobyspecialtypesofattractionsandrepulsionssuchmagnetic,electric,chemical,andgravitationalforces.
2. Forcescancombineorcanceleachotherout:a. Aforcechangesanobject’sspeedand/orthedirectionoftheobject’spath.Theobject’stravelpathchanges
directionbasedonthedirectionoftheforce.b. Thelargertheforcethelargerthechangeinspeedand/ordirectionanobjectexperiences.c. Whentwoormoreforcesactuponthesameobjectfromthesamedirection,theycombinetogetherandactlike
onelargeforce;whentwoormoreforcesactuponthesameobjectfromoppositedirections,theysubtractfromeachotherandmaycanceleachotherout.
d. Everyforcecanbelookedatasthecombinationoftwo,smallerforcesthatareatrightanglestoeachother.3. Newton’sThirdLaw:
a. Everytimeanobjectappliesaforceonanotherobject,anequallylargeforceisappliedonthefirstobjectintheoppositedirection.
4. Friction:a. Frictionisaforcethatopposesmotion.b. Frictioniscausedbytheresistanceofbumpsonthesurfaceanobjecttoucheswhileitmoves.Therougherand
bumpierthesurface,thestrongertheforceoffriction.
5. Gravity:a. Gravityisaforcethatpullsanytwoobjectswithmasstowardseachother.Forexample,gravitypullsobjects
downtowardstheEarth,andthatobjectalsopullsuptheEarth.
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b. Largerobjectsexperiencestrongerforcesofgravityandthereforefeelheavier.Weightissimplyameasureofthegravitationalpullonanobject,andcanchange(e.g.,yourweightisdifferentontheMoonthanonthesurfaceoftheEarth).
6. Magnetisma. Magneticforceisaspecialtypeofforcethatactsoncertaintypesofmaterials,suchasmetals
likeiron,nickel,andcobalt.Magneticforcescanpushandpullanobject.b. Magneticfieldsexertmagneticforcesonobjects.Whenanobjectisclosetothecenterofamagneticfield,itfeels
astrongmagneticforce;whenitisfarawayfromamagneticfield,itexperiencesaweakermagneticforce.c. Everymagneticfieldhastwopoles:anorthpoleandasouthpole.Oppositepolesattractandidenticalpoles
repel.d. Amagnetisanobjectthathasamagneticfield,andthereforeproducesmagneticforces.e. Somemagnetsarepermanent,meaningtheyalwayshaveamagneticfield,andothersaretemporary,meaning
theyonlybecomemagnetswhentheyarenearothermagnetsoraremagnetizedforashorttime.Explanation:Newton’sFirstLawstatesthatanobjectatrestwillalwaysstayatrestandanobjectinmotionwillalwaysstayinmotionunlessactedonbyanunbalancedforce.Thismeansthatallobjectswilltravelatthesamespeedandinthesamedirectionindefinitelyunlesstheyexperienceaforce.Therefore,wheneveranobjectspeedsupithasexperiencedaforce,wheneveramovingobjectsslowsdownithasexperiencedaforce,andwheneveranobjectchangesdirectionithasexperiencedaforce.Forcesdon’tmoveobjects;theyonlychangehowtheymove.
Everyforcehasadirection,andthelargertheforce,themorequicklyitchangesthespeedand/ordirectionoftheobjectitactson.Forcescomeinunitscallednewtons,justliketimecomesinunitsofhours.Anewtonisdefinedastheamountofforceneededtospeeduponekilogramofmasssothatitsspeedincreasesby1meter/seceverysecondthattheforceisapplied.Whenmorethanoneforceaffectsthesameobject,theycancombinetogether.Iftwoforcespointinginthesamedirectionareappliedtogether,theyactlikeonelargeforceontheobject.That’swhytwoormorepeoplepushingacar(oranythingelse)speeditupfasterthanonepersonpushingitalone.Forcescanalsosubtractfromeachother.Iftwoforcesactontheobjectfromoppositedirections,theysubtractfromeachotherandtheobjectspeedsupmoreslowlyinthedirectionofthegreater
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force;ifbothforcesareequalinsizeandoppositeindirection,theyactuallycanceleachotheroutandtheobjectactsasiftherearen’tanyforcesonitatall(itkeepsitsoriginalspeed,evenifthatspeedwaszero).
Whenanobjectisaffectedbytwoforcesthatareatrightanglestoeachother,thetwoforcescombineintoonelargerforcethatpointsatananglediagonallyinbetweenthetwooriginalforces(seethelowerrightimageinthefigurebelow).Soiftworight-angle(perpendicular)forcesareinterchangeablewithonelarger,diagonalforce,itfollowsthatanyforceisinterchangeablewithtwosmaller,perpendicularforces.Inotherwords,justastwoperpendicularforcescombinetoformalargerforce,forcescanbe“brokenup”intolittleperpendicularforces(thishappenstoForce1intheupperrightpartoftheimageontheleft).Theseperpendicularforcesarecalledthecomponentsoftheforce.Thiscomesinhandywhenaninvestigatoristryingtofigureouthowseveralforces,includingdiagonalforces,willcombinetogether.Intheimagesontheleft,fourdifferentcombinationsofforcesactupontheyellowobject,buttheeffectofeachcomboontheobjectisexactlythesame.Rearrangingtheforcesintheupperleftimagesothattheylookliketheforcesinthelowerleftimagecanhelpaninvestigatorfigureoutwhattheircombinedforceisgoingtolooklike(thecombinedforceisthewhitearrowinthelowerrightimage).
Theconceptofresistingforcesisoftendifficultforstudentstounderstand.Everytimeanobjectexertsaforceonanotherobject,itundergoesanequallylargeforcepointingintheoppositedirection.Forexample,whenaplayerkicksasoccerball,theplayerappliesaforcetotheballandtheballappliesanequallylargeforceontheplayer.Theforcethatplayerreceivesfromtheballexplainswhyitsometimeshurtstokickaball,orwhyabowlingballrollsmoreslowlyafterithasstuckapin.Thetwoopposingforcesarenotbothappliedtothesoccerball.These“equalandopposite”forcesarecallednormalforces,andcancomefromsoccerballs,air,andtheground;anythingthatispushedorpulledappliesanormalforceagainstthethingpushingandpullingonit.Thisiswhyamotorboatmovesforwardbypushingwaterbackwardswithitsengines,orarocketpropelsitselfforwardbypushingfuelbackwards.Boththesemachinesarespedupbythenormalforceofthewaterorfuel.Sometimesthetwoopposingforcesarehardertosee.Whenapersonstandsontheground,theyarepusheddownbytheforceofgravity.Theyapplytheforceoftheirweightontheground,andthegroundappliesanequalforcebackonthem.Thepersonisheldinplacebythepullofgravityandthegrounddoesnotmoveduetoitssolidnature,buttheopposingforcesthetwoobjectsapplytoeachotherarestillthere.
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Normalforcealsohelpsexplainthephenomenaoffrictionandairresistance.Prettymucheverysurface,nomatterhowsmoothitseems,iscoveredinbumpsandpiecesofdebris.Whenanobjectslidesacrossthatsurface,itrunsintothebumps,pushesthemoutoftheway,andpullsaroundthedebris.Inotherwords,theobjectisapplyingforcetothesurface.Thesurfacethereforeappliesanequalandoppositeforceontheobjectandslowsitdown.Thisnormalforceiswhatwecallfriction.Rollingobjectsdon’tapplyasmuchforcetothesurfaceasslidingobjectsdo,sotheytravelabitfurtherbeforecomingtoastop.Thisexplanationalsoexplainswhyobjectswithbumpiersurfacesexertmorefriction.Theforcethatairappliesonmovingobjects,calledairresistance,worksinaverysimilarway;insteadofsmoothingoutbumps,however,theobjectforcesairmoleculesoutofitsway.
Thisunitdoesnotrequirethatstudentsknowanythingmoreaboutmagnetsthanwhatisoutlinedinthekeyscienceideasabove.Butstudentsareboundtohavemorequestionsaboutmagnets,anditwillbehelpfultotheteachertoknowtheanswerstothosequestionsbeforedecidinghowintodepththeywanttogowiththeirexplanations.Belowareanswerstotwocommonlyaskedquestions.Theseanswersaremeanttoprovideafullunderstandingtotheteacher,butnotnecessarilytobeeasilygraspedbythestudent.
Whydosomeobjectssticktomagnetsandothersdon’t?Electronsarethetinyparticlesthatmakeupelectriccurrents,andtheyalsoexistineverymaterialontheplanet.Eachelectronspinsonitsaxis(liketheEarth),andthatspinningcreatesatinymagneticfield,turningtheelectronintoanincrediblysmallmagnet.Whenanelectronspinsclockwise,itsnorthpolepointsinonedirection(let’scallit“up”)anditssouthpolepointsintheother(“down”);ifitspinscounterclockwiseinstead,thenorthpolepointsdownandthesouthpolepointsup.Mostmaterials,includingsomemetalslikecopperandaluminum,havethesameamountofelectronsspinningclockwiseastheyhavespinningcounterclockwise.Therefore,themagneticforcescanceleachotheroutandtheobjectcan’tcreateorbeaffectedbyamagneticfield.Butmetalslikeiron,cobalt,andnickelhavemoreelectronsspinningonedirectionthantheydotheother,sothecombinedmagneticforcesofalltheirelectronscanadduptoamagneticfield.
Force of gravity
Normal force from ground
Ground
The person feels...
Person’s weight pushing And the ground
feels...
Equal and opposite forces
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Whyaren’tthemetalsthatsticktomagnetsalwaysmagnetic?Evenifmostofametal’selectronsareallspinningoneway,thatdoesn’tmeanthatitselectron-magnetsareallpointedinthesamedirection!Inmostpiecesofmagneticmetal,eachtinymagnetispointedinadifferentdirectionandalltheforcescancelout.Butwhenthemetalisbroughtnearastrongmagnet,everyoneoftheelectron-magnetsstartspointingthesamedirection,andtheirforcesaddtogethertoturnthepieceofmetalintoonebigmagnet.Electronsnaturallymovearoundinsidethemetalthough,sooncethefirstmagnetgoesaway,themetal’selectronsgobacktopointingineverydirection;thisiswhyapaperclipismagneticonlyaslongasitisnearanothermagnet.Permanentmagnetscontainspecialstructuressothattheelectronsarealltrappedpointinginthesamedirectionandcan’tmove;therefore,theystaymagneticevenwithoutanothermagnetaround.Evenapermanentmagnetwillstophavingamagneticfield,however,ifthemagnetishammeredorheatedsothatitselectronsarejostledaroundagain.
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Lesson1:IntroductiontoMagnetsBACKGROUND
OverviewoftheLesson Studentswilldiscussmagnets,whattheyare,andwherethey’veseenthem.Theywillthendotwoactivities;firstexploringwhichobjectsaroundthemaremagneticandwhicharen’tmagnetic.Then,theywillpredictandtestthemagneticnatureofobjects.FocusStandard3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.LearningTargetsIcancorrectlypredictwhetherornotanobjectismagneticIcancategorizeobjectsbywhetherornottheyaremagneticAssessmentHavestudentscompletethetwoprovidedworksheets. WIDALanguageObjectivesDependentontheneedsofyourELLstudents
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KeyVocabulary Tier1:Magnet,metal,nonmetal
RESOURCESANDMATERIALSQuantity Item Source
1 Largedemonstrationmagnet Bin1perstudent Handheldbarmagnets Bin1pergroup Plastictray Bin1ofeachpergroup Paperclips,woodblock,paper,plastictoy,pennies/coins,jarof
ironfilings,pipecleaners,noveltyfridgemagnets,plasticbingochips
Bin
1perstudent ScavengerHuntWorksheet Binder1perstudent DiscoveryWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorShowalargemagnettotheclass,thenaskthestudentsquestionslike“whoknowswhatthisis?”or“doesanyoneknowwhatthismightbe/beusedfor?”Studentswillidentifythisasamagnet.Theteachershouldalsoaskstudentsiftheyhaveencounteredmagnetsathomeorinotherplaces.Theteachershoulddemonstratethemagnetstickingtovarioussurfacesinthefrontoftheclassroomasthestudentsmaysuggestthattheyhaveseenthisbefore.DuringtheLessonMagnetScavengerHunt:Besuretoexplainthisactivitytothestudentsbeforehandingthemtheirmaterials.Studentswilleachbegivenamagnetandascavengerhuntworksheet.Theywilltaketheirbarmagnetaroundtheroomtofind6different
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thingsthatthemagnetsticksto,andthatdon’tsticktothemagnet.Toincorporateoutdooreducation,theteachershouldbringtheclassoutside,sostudentscanfindobjectsoutsideaswell.
ScienceTalk(SmallGroups):Ifteacherschoosetohavestudentsworkinsmallgroups,studentswillsupporteachotherthroughadiscussionabouttheworksheet.
1. Theteachermaychoosetodothisactivityinsmallgroupsorhaveeachstudentdothisindividually.2. Givestudentsanadequateamountoftimetofillintheirworksheets.Then,bringthemallbacktoawholegroupand
startthediscussionaboutwhatobjectsthestudentsfoundtobemagnetic.Encouragestudentstousethesesentencestarterstohelpframetheirthinking:
Ithink_____wasmagneticbecauseit_____whenIheldthemagnettoit. Idon’tthink_____wasmagneticbecauseit_____whenIheldthemagnettoit.
3. Askstudentswhatmaterialtheobjectsweremadeof.Weretheobjectsmetalornonmetal?Writedowntheobjectsstudentsnameintwocolumns(magneticandnonmagnetic)ontheboard.Studentsshouldeventuallyconcludethatalltheobjectsthatthemagnetsstucktoweremadeofmetal,butthemagnetdidn’tsticktoallmetalobjects.
Theteacherwillnowexplaintothestudentsthattheywillbepredictingwhetherornotanobjectismagneticbasedonwhattheyjustlearned.Theteacherwillsplitstudentsintogroupsof3-4studentsandhavethestudentsineachgroupsittogetheraroundatableorcentraldesk.Magnetdiscoverybasket:Eachgroupwillbegivenatrayfullofthevariousobjects,andeachstudentwillbegivenaworksheet.Theworksheethasapredictioncolumnandanexperimentcolumn.
ScienceTalk:Supportstudentthinkingbyhavingstudentsmakepredictionsaboutthemagneticqualityoftheobjects:
1. Studentswillfirstpredictwhetherornottheobjectismagneticandnotethatinthepredictioncolumn,eitherbywritingthenameoftheobjectordrawingaquicksketchofit.
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2. Oncethewholegrouphasalloftheirobjectsclassifiedasmagneticornotmagnetic,theteachershouldnowgiveeachgroupafewbarmagnetstotesttheirpredictions.Theywillrecordtheirfindingsintheexperimentcolumnoftheirworksheet,eitherbywritingthenameoftheobjectordrawingaquicksketchofit.
ProbingQuestions:Whatassumptionsdidyoumakebeforehandaboutthemagneticpropertiesofobjects?Whydoyouthinkyourpredictionswereincorrect?Whatdidyoulearnfromthisactivitythatwillhelpyoupredictifanobjectismagnetic/notmagnetic?LessonClosingStudentswillrecapwhattheylearnedduringthelessonbyreviewingwhattheylearnedaboutmagneticproperties.
Attheendofthelesson,askstudentsifalltheobjectsweremagnetic.Thestudentsshouldtelltheteacherthatsomeoftheobjectstheyexploredwerenotmagnetic.Therefore,basedonthisfact,theteachershouldaskstudentswhatexactlymakesanobjectmagnetic.Remindthestudentsthattheydonotneedtoknowtheanswer,buttheyshouldkeepthisquestionkeepthisinmindforthenextlessonwhichfocusesontheforces,theconceptsbehindmagnets.Assessment:Havestudentscompletethetwoprovidedworksheets.
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Lesson2:InvestigatingForcesandMotion BACKGROUND
OverviewoftheLesson Studentswillinvestigatethatobjectsatreststayatrestunlessacteduponbyanoutsideforce.Studentswillwatchavideoregardingforcesandmotion.Then,theywillbrainstormdifferentwaystomoveanobject.Afterwards,thestudentswilllearn(throughexamples)thatinordertoalterthespeedofanobject,youmustapplyforcetothatobject.Studentswillpracticetheirengineeringanddesignskillsastheytesttheirairplanes.
FocusStandard(s) 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.] 3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.[ClarificationStatement:Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.]
3.R.1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.
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LearningTargetsIcanindicatewhetherornotanobjectwillmove IcangenerateasolutiontoaproblemIcananswerquestionstodemonstrateunderstanding Assessment Studentswillbeassessedontheirparticipationindiscussions.Aworksheetwillalsoassesstheirknowledgeofthecoreconcepts.
KeyVocabulary Tier1:push,pull Tier2:force,trial,research,speed RESOURCESANDMATERIALS
Quantity Item Source1pieceperstudent Whitepaper ClassroomTeacher1pergroup Ipad ClassroomTeacher1 Scooter GymTeacher BillNye“ForceandMotion”Video CMCWebsite1perstudent BillNyeVideoWorksheet Binder1perstudent AirplaneTestFlightsWorksheet Binder1perstudent IsaacNewtonReadingandQuestions Binder1roll MaskingTape Bin**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/ActivatorTeachersshouldmakeapaperairplanebeforethelessonbegins-thiswillbeusedfordemonstrationpurposes.(Alinktoatutorialisprovidedbelow.)Askthestudentsifanyofthemhaveeverflowninanairplane.Allowthestudentstosharetheirexperiences.Throwthepaperairplaneacrosstheroomandtimehowlongitstaysintheair.Then,askthestudentstosharewhattheyobserved.Howlongdidtheplanestayafloat?Whydiditfalltotheground?Howcanwepredictwhethertheplanewillflyinastraightorcurvedpath?Videoonhowtomakeanairplane:https://www.youtube.com/watch?v=veyZNyurlwUWebsitewithstepbystepinstructionsonhowtomakeanairplane:http://www.foldnfly.com/1.html#Basic-DartDuringtheLesson1. DoObjectsStartandStopMovingonTheirOwn?
a. Theteacherorsciencefellowshouldpretendtobeaninanimateobject.Askavolunteerorthefellowinstructortolightlypushonthepersonwhoisactingasaninanimateobject.Askthestudentstosharewhattheobserved.Whendidthemovementhappen?Couldtheobjectmoveonitsown?
b. Movetheclasstothehallway.Bringoutascooter.Askthestudentstoencouragethescootertomovebysayingthingslike“Pleasemoveoverhere!Ihavecake!”Asktheclassforideasonwhattheycansaytothe“object”togetittomove.Thisshouldlastfornomorethantwominutes.
c. Aftersomefailedattempts,asktheclass“Isthereanythingelsewecandotomovethescooter?”Guidethediscussion,sothatthestudentsrealizethatsomeoneneedstoapplyapushorapulltothescootertomakeitmove.Pushandpullthescooterandexplainthatthisshowsthatastillobject,oranobject“atrest”,willstayatrestunlessyouapplyaforce,whichyoucanfirstexplainasapushorpull.ProbingQuestions:
• Howdoyouusuallymovescooters?(Answer:youpushit)
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• Whatifyoucouldn’tpushascooter?Isthereanotherwaytomoveit?Whatwillhappenifyoudonotpushorpullthescooteratall?
d. Stacksomebooksonthescooter,andgetitmovingslowly.Thenhaveavolunteerstopthescootersuddenlywiththeirfootandobservehowthebooksflyoff.Helpthestudentscometotheconclusionthatthebooksflewoffbecausetheykeptmovingandwereneverstoppedbyanopposingpush.Explainthatthisshowsthatamovingobjectoranobject“inmotion”willstayinmotionunlessacteduponbyaforce.
2. ScienceTalk:ForceDiscussion[SP6-ConstructingExplanations]Forthisactivity,studentsshouldbeseatedin
theclassroomsotheycanwatchtheBillNyevideo“ForceandMotion”.Beforeshowingthevideo,tellthestudentstopayattentiontowhathappenstoanobjectatrestandanobjectinmotion.Oncethevideoisover,goovertheconceptswiththestudents.Askthem;“Doobjectsatrestevermoveontheirown?Didtheboxesmoveonthetruckbythemselves?”“Doobjectsinmotioneverstopontheirown?Whatwouldhappenifanobjectinmotionhadnoforcesaffectingit?”NowpassouttheBillNyevideoworksheetforthestudentstocomplete.
Writethefollowingtwosentencesontheboard;“Objectsinmotionstayinmotionunlessacteduponbyanoutsideforce.Objectsatreststayatrestunlessacteduponbyanoutsideforce.”Askstudentswhethertheythinkthesesentencesaretrueorfalseandtoexplaintheirreasoning.Remindthemtothinkbacktothescooteractivityandvideotheyjustwatched.TellthestudentsthatthisisthefirstlawofphysicsbySirIsaacNewtonthattheywilllearnaboutduringthisunit.
ScooterThink-Pair-Share:[SP8-Obtaining,evaluating,andcommunicatinginformation]Tellthestudentsthattheywillbrainstormdifferentwaystoapplyaforcetoanobject.Ifyouwishtorelatethistoyourprevioushands-onexample,youcanhavethestudentsimaginethatthey’reapplyingforcetothescooter.Now,putthestudentsinpairsandaskthemtothinkofexamplesofhowtheycouldapplyaforcetoanobject,eitherdirectlyorindirectly.Givethestudents5-10minutesto
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brainstormandthenhaveeachofthepairssharetheirexamples.Theteachershouldsplitthewhiteboardintofourcolumnsforeachtypeofforce.Foreachexampleastudentshares,theteachershouldwriteitdowninthecorrespondingcategory.Thecolumnsshouldn’tbelabeled.
Then,leadtheconversationtotheconclusionthateverywayofmovinganobjectiseithera:1. Push2. Pull3. Collision4. FrictionHavestudentsguesshowyougroupedtheirideas.
(ScienceTalk:ClassDiscussion):Bringthestudentsoutsideandtellthemthatwhenyouputaforceonanobject,youaffectthatobject'sspeed.Askthestudentsiftheyhaveeverseensomeoneskateboard.Allowastudenttodiscusstheconceptofskateboardingtotheclass.Askthestudents“Whathappenswhensomeonepushesonthegroundwhileonaskateboard?”Tohelpstudentsvisualizewhathappenswhensomeoneskateboards,theteachershouldselectastudentvolunteertodemonstrateonascooter.However,remindthestudentinsteadofstanding,theyshouldbefullyseatedonthescooter.Then,leadthediscussiontotheconclusionthatwhensomeoneskateboards,theypushthegroundtogainspeed.Askstudents:howcouldtheygetthescootertogofaster?Then,tellthestudents,“Eachpushhasthesameamountofstrengthbehindit,buttheskateboardkeepsgoingfasterandfasterbecausethespeedincreaseswitheverypush.”
TeachingTipForvisuallearners,drawabriefpicturenexttoeachcategory.Forpush,drawapersonpushingashoppingcart.Forpull,drawapersonpullingsomethingheavy.Forcollision,drawabowlingballcrashingintopins.Forfriction,drawsomeoneslippingonicetoshowthemthatthisisalackof
friction.
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AirplaneActivity:(Thispartofthelessonwasadaptedfrom:[http://betterlesson.com/lesson/641889/flying-into-a-problem-1-3]Thestudentswillremainoutsideforthisactivity.
1. Putthestudentsintogroupsof2-4.Tellthestudentsthattheyaregoingtousewhattheyknowaboutforcestobecomeairplaneengineers.Askthestudentsiftheythinktheycanmakeapaperairplanethatfliesforatleast5feet.
2. Giveeachgroupafewsheetsofpaperandhavethestudentsdiscusstheirairplanedesignswiththeirgroup.Oncetheyhaveagreedonadesign,theywillmaketheirairplane.Note:Thestudentsshouldnotusepaperclipsintheirdesigns.
3. InitialTesting:Onceeverygrouphasmadetheirairplane,eachgroupwilltaketurnstestingtheirairplaneonthegrass.Makesurethatallstudentsarebehindthestudentthrowingtheairplane.Eachgroupwilltesttheirairplanethreetimes.TheteachershouldhandoutaworksheetwiththreecolumnslabeledTrial1,Trial2,Trial3forstudentstofillout.Tellthestudentstojotdownanyobservationsfromtheirtestflightsinthecolumnforthattrial.Onceastudent'spaperairplanehitstheground,putapieceofmaskingtapeonthegroundwheretheplanelanded.Writedownthenamesofthestudentsonthepieceofmaskingtapefollowedbythetrialnumber.Studentsshouldmeasurethedistancetheirairplanestraveledwithatapemeasurerandrecordthemeasurementsintheirworksheet.
4. Eachgroupshouldwritetheirnamesontheirairplane.Theteachershouldthencollecttheairplanesandsavethemforlesson6inthisunit.
(ScienceTalk:ClassDiscussion):Askthestudentstolisttheforcestheythinkareworkingontheairplane.Askthemwhatsortsofforceswereinvolvedinflight.Askthem,“Arethereanypushes?Anypulls?Anycollisions?”
Assessment Studentswillbeassessedontheirparticipationindiscussions.Aworksheetwillalsoassesstheirknowledgeofthecoreconcepts.
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Lesson3:PoletoPole
BACKGROUND
OverviewoftheLessonStudentswillexperimentwithavarietyofmagnetsandexplorethepropertiesofthenorthandsouthpoles.Theywillhavetheopportunitytomanipulatemagnetsanddiscusshow“like”polesrepeland“different”polesattractoneanother.Thestudentswillextendthesepropertiestotheconceptofacompass.Theywillmanipulateamagnetandcompass.Theywillseethatthecompassworksbymagneticforcesandthattheintroductionofamagnetwillattractthecompass’needle.FocusStandard(s)3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.2006-PS-9Recognizethatmagnetshavepolesthatrepelandattracteachother.LearningTargetsIcanlabelthenorthandsouthpolesofamagnetIcanpredictwhetherornottwopoleswillattractorrepeleachotherAssessmentThestudentswillbeassessedontheirparticipationandhowwelltheyrespondtoquestionsduringthediscussions.
• Whatcanyousayaboutmagneticpoles?• Whenwillmagnetsattract?• Whenwillmagnetsrepel?• Whatisacompass?• Howdoesacompasswork?• Whatcouldaffectacompassanditsabilitytoworkproperly?
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WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary Tier1:magnet,forceTier2:poles,attract,repel,north,south(east,west).Tier3:magnetism,magneticfield.
RESOURCESANDMATERIALSQuantity Item Source
5ofeach
Barmagnet,blockmagnet,horseshoemagnet,ringmagnet,buttonmagnet,plastic-encasedblockmagnet,magnetwand,North/Southbarmagnet
ClassroomAttractionsKit(DowlingMagnets)
1 DemoAlnicobarmagnet Bin8 Compass Bin1perstudent ScienceJournal ClassroomTeacher6 Plasticbowls Bin6 Sewingneedles Bin6 PiecesofcorkorStyrofoam Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorRemindthestudents:“Lastlesson,welearnedaboutforces.Acoupleoflessonsago,youwereabletoexperimentwithbarmagnets.Couldanyoneexplainwhathappenswhenmagnetsattractotherobjects?Didtheobjectsmove?Howdidtheymove?”Theteachershouldremindstudentsthatobjectscannotmoveontheirown.Then,theteachershouldhavestudentsbrainstormpossibleexplanationsofhowthemagnetattractedtheobjects.Theteachershouldthenexplainbrieflyhowamagnetexertsanunseenforceontheobject;thisiscallmagneticforce.Havethestudentsbrainstormwhattypeofforce
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magnetsusetoattractobjects(isitapush,pull,collision,orfriction?).Then,telltheclass:“Today,wewilllearnabouttheforcesbehindmagnetsandseeifyouarecorrect.”DuringtheLesson:
1. GuidedExploration:Tellstudents:“Magnetshavetwoends;theseendsarecalledpoles.Oneiscalledthenorthpole.Theotheriscalledthesouthpole.”Nowformgroupsofstudentssotheycanexperimentwiththemagnets.a. Showthestudentsthedemobarmagnet,pointingtotheendsmarkedNandS.Givethestudentstwo“like”magnets(twohorseshoe,twobarorblockmagnets).Ask:“WhydoyouthinktheyarelabeledN(North)andS(South)foryou?”b. Havethestudentsmovethemagnetssothattheopposite/differentpolesarefacingoneanother.Thenhavethe
studentsmovethemagnetssothatthesamepolesarefacingoneanother.
c. Askthestudentswhattypeofforceisexertedwhenthemagnetshaveopposite/differentpolesfacingandwhentheyhavethesamepolesfacing.Discussthepullingandpushingthatthestudentsfeel.Explainthatthesepushesandpullsarespecialforcesthatmagnetsgiveoffcalledmagneticforces.Clarifythatwhenoppositepolesfaceeachother,themagnetsattracteachotherandpulleachother.Whenlikepolesfaceeachother,themagnetsrepeleachotherortheypushaway.
StudentThinkingAlert:Somestudentsmightthinkthatamagnethastwoendsbecauseeachendismadeofadifferentmaterial.Theteachershouldexplainthatbothendsaremadeofthesamematerial.Youcanprovethiswiththefollowinganswer:Ifthemagnetwastobebrokeninhalfalongthenorth-southdivide,eachpiecewouldbecomeitsownlittlemagnetwithanorthandsouthpole.Amagnetalwayshastwopoles,justlikeacoinalwayshastwosides.
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2. FreeExploration:
Allowstudentstoexplorewithalltheothertypesofmagnets.Havethestudentsremainintheirgroupsandinvestigateandrecordtheirfindingsintheirsciencejournals.Guidethestudentstoexplorewiththedifferentkindsofmagnets.Givethestudentstimetoworkthroughtheirinvestigations.Bringtheclassbacktogethertodiscusstheirfindings.Havethestudentssharetheirobservationsandanynotestheymadeintheirsciencejournal.Theteachershouldwritethestudents’observationsonthewhiteboard.
3. CompassExplorationa. Tellstudents:TheEarthactslikeamagnetandhasaNorthandSouthpolejustlikethemagnetswe’veexplored
inclass.
b. TheEarthisfilledwithmagneticmaterialssuchasiron.
c. Doesanyoneknowwhatacompassis?Whatisitusedfor?Acompasshasamagnetizedneedlewithanorthandsouthpolejustlikeothermagnets.AskstudentswhattheyknowaboutEarth’spoles;NorthatthetopandSouthatthebottom.
d. Acompassissimple:theredpointerinacompass(orthemagnetizedneedleonyourhomemadecompass)isamagnet.Therefore,theneedle/redpointerisattractedbyEarth'sownmagnetism(sometimescalledthegeomagneticfield—"geo"simplymeansEarth).AsEnglishscientistWilliamGilbertexplained400yearsago,thattheEarthbehaveslikeagiantbarmagnetwithonepoleupintheArctic(nearthenorthpole)andanotherpoledowninAntarctica(nearthesouthpole).
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FigureA
e. Theteacherwillshowacompassviaaprojector/Elmoandwaitfortheneedletostopmoving.Theteacherwillturnthecompassaroundsothatthearrowontheneedlelinesupwiththe“N”forNorth.Decidewherenorthandsouthareintheroomyouarein.Then,havethechildrenpredictwheretheirneedlewillpoint.
OptionalExtension:Teacherscanuseavirtualcompassinplaceofanactualcompass.Foundhere:http://digitalarena.co.uk/teach/virtual_compass/virtual_compass_interactive.htm#.WywT76czrIVInvestigation1:Haveeachgroupconductaninvestigationwithaneedle,cork/styrofoam,abowlofwater,andcompass.Floattheneedleontopofthecork/styrofoamandsetitinthewaterwithinthebowl.Thestudentsshouldrecordwhichwaythecompassneedlepoints.Setyourbowlonthedeskandyourcompassbesideitandcompare.Theneedleshouldlineupjustasthecompassdid.Afterthestudentshavecompletedtheactivitydiscusswhathappenedandwhattheyobserved.
Investigation2: (ScienceTalk:ClassDiscussion):Askstudentsifanyonecanpredictwhatwillhappenwhenyouplaceamagnetnexttoacompass?Acompassinthepresenceofothermetalsormagnetswillthrowoffthetruereadingofacompass.Allowstudentstotestoutthemagnetnexttothecompassanddiscusstheresults.
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● Havethestudentstowritedownintheirsciencejournalswhatkindofforcethemagnetwillexertonthecompass(willitpushorpullthecompass?)andhowthiswillaffectthecompass’needle(willitmovethemagnet?).
● Askstudentswhytheythinkthattheneedlemoved.Promptstudentssotheythinkabouttheirpriorexperienceswithmagnets;specifically,whatmakesanobjectmagneticandhowmagnetswork.
LessonClosingBesuretoreviewthefirstactivity,reinforcingwhatstudentslearnedaboutthepolesofmagnets.Askstudentstosharewhattheydiscoveredaboutthedifferentkindsofmagnets.AssessmentThestudentswillbeassessedontheirparticipationandhowwelltheyrespondtoquestionsduringthediscussions.
• Whatcanyousayaboutmagneticpoles?• Whenwillmagnetsattract?• Whenwillmagnetsrepel?• Whatisacompass?• Howdoesacompasswork?• Whatcouldaffectacompassanditsabilitytoworkproperly?
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Lesson4:BalancedandUnbalancedForces
BACKGROUND
OverviewoftheLesson Studentswilllearnaboutbalanceandobservevariousdemonstrationsshowingthemhowforcesactonanobject.Studentswillthenparticipateinanactivityusingpingpongballsandstrawswheretheywilllearnhowforcesinteract.Finally,studentswillmakemobilestofurthertheirunderstandingofbalance.
FocusStandard 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.] LearningTarget IcanpredictthedirectionanobjectwillmovebasedonthestrengthanddirectionoftheforceonanobjectAssessment Studentswillbeassessedontheirparticipationinclassdiscussions.Attheendofthelesson,havestudentsdrawforcediagramsofdifferentscenarios.Thesecaninclude:objectsinfreefall,apersonstandingontheground,arisingelevator,etc.Thestudentsshouldincludeinthepicturesarrowsrepresentingtheforcesactingontheobjectandlabelsidentifyingtheforce.
WIDALanguageObjectives [DependentontheneedsofyourELLstudents]
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KeyVocabulary Tier2:diagram,balanceTier3:scale,Newton
RESOURCESANDMATERIALS Quantity Item Source
1 Rope Bin1 BalanceScale Bin15 Marbles Bin1 Ballwithstringsattached Bin3boxes Straw Bin15 Pingpongballs Bin1perstudentpair PingPongballhandout Binder2packets IndexCards Bin Paperclips ClassroomTeacher1perstudent Ruler ClassroomTeacher MobilePoster Binder Craftsuppliesfordecoratingmobiles Bin1 Rollofmasking/coloredtape(optional) ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILS
LessonOpening/Activator
(ScienceTalk:ClassDiscussion):Remindthestudents:“Lastlesson,wediscoveredthatwhenyouputamagnetnexttoacompassitattractsthecompass’needle.WhywouldtheneedlebeattractedtothemagnetwhenitisusuallyattractedtotheEarth’sNorthPole?Howdidthetinymagnetmakethecompass’needlemovewhentheneedleisusuallypulledbythehugemagnetintheNorthPole.”Havestudentsthinkaboutthequestionsforaminuteandsharetheirthoughts.Then,tellthem:“Toanswerthesequestions,today,wewilllearnhowdifferentamountsofforceaffectsthemovementofobjects.Bytheendofthislesson,youwillknowhowthetinymagnetwasabletopullthecompass’needle.”Reviewthetwolawsofofphysicswithstudentsandwritethemontheboard.
• Anobjectatreststaysatrestunlessaffectedbyaforce• Anobjectinmotionstaysinmotionunlessaffectedbyaforce
Splitthestudentsintosmallgroupsandhandoutabalancescaleandmarblestoeachgroup.Letthestudentsknowthatrightnowthescaleisbalancedbecausebothsidesofthescaleareinthemiddle.Now,haveeachgroupput5marblesontoonesideofthescale.Explaintothestudentsthatthescaleisnowunbalancedbecauseonesideislowerthantheother.Askthestudents“Doesanyoneknowhowwecanbalancethescaleagainwithoutremovinganymarbles?”Thestudentsneedtofindthecorrectnumberofmarblestoplaceontheemptysideofthescaletobalanceitout.Askthestudents“Howmanymarblesdidittaketobalancethescale?”Leadthediscussiontotheconclusionthatthescalewasbalancedwhenbothsideshadthesamenumberofmarblespushingdown.Askthestudents“Isitimportanttohavethesameamountofmarblesoneachsideofthebalance?”
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DuringtheLesson
1. (ScienceTalk:ClassDiscussion):Explaintothestudentsthatallforceshavedirections.Demonstrateontheboardthattheseforcescanbeshowninpicturesaslittlearrowscomingtowardsoroutfromtheobjectstheyacton,andtellthestudentsthatthesekindsofpicturesarecalleddiagrams.
2. Askthestudents“Areyoumovingorstill?”“Ifyouarestillarethereanyforcesaffectingyourightnow?”Allowthestudentstoshareanyanswers.“Actually,thereareforcespullingonyouatalltimes!”Pointoutthatgravity,aconstantforce,pullsustowardstheground.Drawapictureofpersonsittingonachair,andthenhaveastudentcomeupandhelpthemdrawthepropergravityarrowpointingdown.Then,askthestudents“Soifgravityispullingyoudown,whydoyouthinkyou’renotmoving?”Allowthestudentstotrytoanswerthiswiththeirowntheories.Thecorrectansweristhatthechairtheyaresittingonisactuallypushingthemupwards.
Leadthediscussiontothisconclusion.Askthestudents“Soifthere'saforcepullingyoudown,andaforcepushingyouup,whyareyoustill?Whyaren’tyoumovingallovertheplace?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthattheforcepushingyouupandtheforcepullingyoudowncanceleachotherout.Drawthesecondforceonthediagram.Tellthestudentsthattheforcesarebalancedjustlikethescale.Therefore,whentheforcesonanobjectarebalanced,theobjectisatrest.2. Ropepulling:(Thispartofthelessoncanandshouldbedoneoutsideifpossible)Askthestudentsiftheyhaveever
playedthegame“TugofWar”.Iftheyhave,askforavolunteertoexplaintherulesofthegame.Ifnoneofthestudentscanexplaintherules,thentheteacherorsciencefellowshouldexplainthem.
StudentThinkingAlert:Studentsmaybeconfusedabouthowaninanimateobjectlikeachairisabletoexertaforce.Everytimeanobjectexperiencesaforce,itappliesanequallylargeforceintheoppositedirectionontheobjectthatgaveitthatforce.Sowheneverachairgetspusheddownon,itpushesbacktheotherway.
Chairforce
Gravityforce
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a. Askforthreevolunteers.Tellthestudentsthattheyaregoingtobeforcesactingonanobject.Trytopickstudentswhohavesimilarstrengths.Takeouttheropeandtellthestudentsthattwoofthevolunteerswillbeononesideoftheropeandthethirdwillbeontheothersideoftherope.SharewiththestudentsthattheunitofmeasurementscientistsusetomeasureforcesareNewtonswhichisnamedafterIsaacNewton.Explaintotheclassthateachvolunteerisonenewton.Askthestudentshowmanynewtonsareonthesidewithtwostudents(twonewtons).Askthestudentshowmanynewtonsareonthesidewithonestudent(onenewton).
b. Havethesestudentsplaytugofwarandaskthestudents“Imaginethatthere'saballgluedtothemiddleoftherope,whichdirectionwilltheballmove?Why?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthattheballmovedtowardsthesidewithmorepeoplesincetheyhadmorenewtonsofforce.
c. Nowaskfortwomorevolunteers.Addthesestudentstothesideoftheropewithonlyonestudent.Askthestudents“Whatwillhappenthistime?Whichsidewillpotentiallywin?Why?”Allowthestudentstoanswer.Havethestudentsplaytugofwaragain.Nowfinallyaskforonelastvolunteer.Addthisstudenttothesidewithtwostudents.Eachsideshouldhavethreestudentsnow.Asktheclass“Whatwillhappenthistime?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthatitwillbeaclosergamebecauseeachsidehasanequalamountofpeopleornewtons.Thesidesarebalanced.Connectthediscussiontothepreviouslessononmagnets.Askstudentswhenthemagnetswereattractedtoeachother,whydidn’ttheymove?Providestudentswiththehintthatwhattheylearnedintugofwaralsoappliestomagnets(eventhoughthemagnetswerebothpullingeachother,theforceswerebalanced,sotheydidn’tmove).
3. ForceDiagram:Drawacirclewhichrepresentsaballontheboard.Drawtwoarrowsoutfromthecircle;thesearrows
shouldformarightangle(seeimagebelow).Remindthestudentsthatthisisaforcediagramwhichisahelpfultoolscientistsusetovisualizehowforcesaffectanobject.Askthestudentstoimaginetherearetwostringswherethearrowsare,andthatwepullonboththestringsatthesametimetheballwillmove.Askthestudentshowtheythinktheballwillmove?”Allowthestudentstosharetheirpredictions.
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4. Nowtakeouttheballwhichhastwostringsattachedtoit.Holditinthesamewayasdepictedintheimagebelow.
a. (ScienceTalk:TurnandTalk):Askthestudentstomakepredictionsofwhatwillhappenwhenyoupullonthestrings.Studentsshouldwritedowntheirpredictionsintheirsciencejournals.Then,theywillturnandtalktotheirclassmatesabouttheirpredictions.Theteachershouldthenpulloneachstringseparately.Inotherwords,pullononestringandthenpulltheotherstring.
b. Now,pullonboththestringsatthesametime.Theballshouldmovestraightup..Allowthestudentstosharetheir
theoriesandexplainwhattheyobserved.c. Explaintothestudentsthatthestringontheleftpulledtheballupandtotheleft,whilethestringontherightpulled
theballupandtotheright.Sinceonestringpulledtotheleftandtheotherpulledtotheright,thosetwopartsoftheforcewerebalancedandcanceledeachotherout,similartothetugofwar.Asaresult,therewasanupwardsforcefrombothstrings,sotheballmovedupwards.Note:thisconcepttakessometimetofullyunderstand.Ifthestudentsaskforbetterexplanation,refertodescriptionbelowtohelpsolidifytheconcept.
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4. Pingpongballactivity:[SP3-PlanningandCarryingoutinvestigations]Partnerupthestudentsandgiveeachpaira
ping-pongball,twostraws,andthepingpongballhandout.Thehandouthasacirclelabeledstart.Thisiswherethestudentsshouldinitiallyplacethepingpongball.Nexttoeachstartcircle,therearetwoarrowspointingtowardsthecircle.Thisiswherethestudentsareallowedtoblowontheballwiththeirstraws.Thehandoutalsohas3circleslabeledend.Thisiswherethestudentsaretryingtorolltheballtowards.Theendsarenumbered1,2,and3.Theteachershouldmodelhowtocompletethisactivity,sostudentsarenotconfused.
a. Eachgroupwillneedtogettheballtorolloverthefirstendcircle(labeledwitha1)onlybyblowingontheballalongthearrows.Havethestudentsdiscussintheirgroupswhattheirplanisbeforegoingaheadandblowingontheball.
b. Walkaroundandhelpthestudentswhennecessary.Askthestudents“Doyouthinkyouneedboththestrawstoblowatthesametime?Onceagrouphassucceededingettingtheballtorollovertheendcircle,tellthemtotrytogettheballtorolloverthenextendcircle.
c. OptionalExtension:Theteachercantapeouttwoorthreesimplemazesonthefloor/tables(templatesformazescanbefoundathttps://www.shutterstock.com/search/simple+maze)withmaskingtape.Oncegroupshave
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finishedthepingpongactivity,theywilltrytoblowtheirpingpongballthroughoneofthemazeswithoutgoingoverthelines.
***Iftimeisaconcern,thelessoncanbebrokenuphere*** 5. MobileMaking:[SP2-Developingandusingmodels]Tellthestudentsthattheywillbemaking
mobiles.Givethestudentspaperclips,indexcards,straws,rulers,andanyothercraftmaterialsyoumayhaveintheclassroom.Gooverthefollowingstepswiththestudentsandmodelthem.
a. Tapearulerofftheedgeofthedesksothathalftherulerhangsovertheedgeofthedesk.
b. Unbendapaperclipsothatithasahookoneitherend.Thetophookwillhookontotheruler.Thebottomhookwillhookontothemiddleofastraw.
c. Thestudentswillthenmaketheirmobilesbyaddingindexcardsorothercraftmaterialstoeithersideofthestraw,keepingeverythinginbalancewhiledoingso.Studentscanalsoaddmorestrawstotheendsofstrawstomakealargermobile.Studentscanaddobjectstotheendsofstrawsbymakinganotherpapercliphook.Thesecanbeusedtothenattachtheobjectstothestraws.
d. Asthestudentsaremakingtheirmobiles,walkaroundandhelpthembalancetheirmobilesifnecessary.
Note:RefertotheMobilePosterinthebindertoseeexampleofmobiles.Intheexamples,rubberbandsareusedwiththepaperclipstoholdobjects.Youmaydothisaswellifyouhaverubberbands.
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LessonClosing
(ScienceTalk:ClassDiscussion):Askthestudentswhathappenedwhentheirmobileswereunbalanced.Leadthediscussiontotheconclusionthatwhentheirmobileswereunbalanced,themobilewouldfalltowardstheheavierside.Comparethistothegameoftugofwar,sothatstudentsunderstandthatforceaffectsanobject.Whenonesidehasmoreforce,theobjectwillmovewiththatforce.Nowtellthestudentsthatwhentheirmobileswerebalanced,themobilewouldnotmove.ProbingQuestions:Whathappenedwhenyouhadtoomanymaterialsononesideofyourmobile? Howdidyoubalanceyourmobiles? Howareyourmobilessimilartotugofwar?Askthestudentstocomparewhattheylearnedtodaytowhattheylearnedaboutmagnetsandnorthandsouthpoles.Askthestudents,“Whenwerethemagneticforcesbalanced?Whenweretheyunbalanced?”Withdirectionfromthestudents,drawaforcediagramoftwomagnetsinteractingontheboard.Assessment Studentswillbeassessedontheirparticipationinclassdiscussions.Attheendofthelesson,havestudentsdrawforcediagramsofdifferentscenarios.Thesecaninclude:objectsinfreefall,apersonstandingontheground,arisingelevator,etc.Thestudentsshouldincludeinthepicturesarrowsrepresentingtheforcesactingontheobjectandlabelsidentifyingtheforce.
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Lesson5:MagneticApplicationsBACKGROUND
OverviewoftheLessonStudentswillworkwithpaperclipsandmagnetstodeterminethestrengthofvariousmagnets. FocusStandard3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.LearningTargetsIcandeterminethestrengthofamagnetbasedonthenumberofpaperclipsthemagnetheldIcanexplainhowamagnetworksthroughanon-magneticsurfaceAssessmentContinuethediscussionontheusefulnessofmagnets.Discussotherusesmagnetshaveandaskforexamples.Dependingupontheamountofdepththeteacherwishestogointo,theseusescanincludemovingscrapmetal,sealingfridgedoors,generatingelectricitywhenthemagnetsarerotated,anddrivingmotorsinspeakersandelectricpowertools. WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary Tier2:Strength
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RESOURCESANDMATERIALS
Quantity Item Source1package Mattefinishpaperplates Bin Craftsupplies ClassroomTeacher1package CoinMagnets Bin Varioustypesofmagnets Bin1 Boxofpaperclips Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorAskthestudentswhattheyknowaboutthestrengthofmagnets:
• Doesthestrengthofthemagnetmatter?• Whatarethedifferentstrengthmagnetsusedfor?(Weakmagnetsmightbefridgedecorations,strongeronesmayhold
picturesuponthefridge,andverystrongonesmaybeusedinworkplaceslikethecraneinajunkyard).DuringtheLessonDiscussion/Demo
1. Theteacherwillfirstdiscussthatoneofthewayspeopleusemagnetsisbyusingthemthroughsurfaces.Someexampleswouldbehangingpicturesonthefridgeathome,themagneticwhiteboarderaser,andotherthingsyoumightfindaroundyourhome.Askthestudentsiftheycanthinkofsomeotherplacesintheirhomesthatmagnetsareusedtohelpthem.
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2. Brieflyexplaintostudentsthatthemorestrengthamagnethas,themoreforceitexertsonotherobjects,soitwillattractobjectseventhroughsurfaces.
*Teachersareencouragedtomovethisactivityoutsideiftheweatherpermitsthemtodoso.Magnetplatecar:Inthisactivitystudentswillbedecoratingpaperplatestoresemblearacetrackstyleroadsotheircarcandriveinacircleontheirpaperplate.
1. Eachstudentshouldbegivenamattefinishpaperplate,crayons,coloredpencils,markers,,scissors,2coinmagnets,andglue.
2. Studentswillfirstcolortheirplateanddrawasmallcartocutoutofpaper.Then,theywillgluetheirpapercartooneofthecoinmagnets(liquidglueorgelglueispreferableforthisactivity).Oncethegluehasdriedthestudentsshouldputthecarmagnetononesideoftheplate,andtheirsecondcoinmagnetonthebackoftheplateunderneaththecarmagnet.
3. Thestudentswillmovetheirmagnetonthebackoftheplateandwatchthecarmagnetmoveontheirroad/plate.MagnetStrength:
(ScienceTalk:SmallGroupDiscussion):Theclassshouldbedividedupintogroupsof2-5students,dependingonclasssize.Explaintostudentsthatmagnetshavedifferentstrengthsdependingonhowtheyaremade.Forinstance,themagnetinacompassisweakerthanthemagnetthatstickstoyourfridge.
1. Eachgroupwilleachbegivenaboxofpaperclipsandseveraldifferentkindsofmagnets.Studentswilltesteachmagnetforstrengthbytestingthenumberofpaperclipseachmagnetcanhold.
2. Onestudentwillholdupthemagnetwhiletheotherstudentsattachpaperclipsoneatatimetothemagnetuntilnomorepaperclipswillholdwithoutfalling.Studentsshouldrecordtheamountofpaperclipsintheirsciencejournals.Then,studentsshoulddiscussandcomparethedifferentmagnetstrengths.Ifthereisenoughtime,studentscanrepeatthetesttoseeifthenumberchangesforeachtypeofmagnet.
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AssessmentContinuethediscussionontheusefulnessofmagnets.Discussotherusesmagnetshaveandaskforexamples.Dependingupontheamountofdepththeteacherwishestogointo,theseusescanincludemovingscrapmetal,sealingfridgedoors,generatingelectricitywhenthemagnetsarerotated,anddrivingmotorsinspeakersandelectricpowertools.
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Lesson6:UnseenForces
BACKGROUND
OverviewoftheLesson Studentswilllearnaboutfrictionandwillexperimentwithdifferentmaterialstoseehowmuchfrictiontheycanproduce.Thestudentswillalsolearnaboutgravityandairpressureandhowitkeepsplanesafloat.
FocusStandard 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.]
LearningTargetsIcanpredictwhetherornotanobjectwillstopduetofrictionIcandemonstratethatthehigheranobjectisplacedonarampthefasteritwillbeonceitcomesofftherampAssessment Studentswillbeassessedontheirparticipationinclassdiscussions.
WIDALanguageObjectives [DependentontheneedsofyourELLstudents]
KeyVocabulary Tier2:Experiment,lawsofphysics Tier3:Friction,gravity,airresistance
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RESOURCESANDMATERIALS
Quantity Item Source
1pergroup Woodenramp Bin1pergroup Smallball Bin1pergroup MilkCarton(orsimilarhollowbox) Bin1pergroup Ruler ClassroomTeacher1pergroup Blockofwood Bin1pergroup Squareofcarpet Bin1pergroup SquareofSandpaper Bin1pergroup SquareofFelt Bin1pergroup SquareofLaminatedpaper Bin1pertwostudents Asheetoftissuepaper ClassroomTeacher1perstudent VocabularyWorksheet Binder1perstudent RampLabWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILS
LessonOpening/Activator Explaintothestudentsthatupuntilnowthey’vebeenlearningabouttheforcestheycansee.Askforexamplesofforcesthatthey’veseeninthepastfewlessons.Someexamplesmayincludepushing,pulling,andcollisions.Oncethestudentshavenamedexamplesofforces,tellthemthattherearealsoinvisibleforceseverywhere.Askthestudents“Ifwecan’tseetheseforces,howcanwetellifthey’rethere?”Leadthisdiscussiontotheconclusionthatwecanlookathowobjectsmove.
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Writethefollowingontheboard“1.Anobjectinmotionwillstayinmotionunlessacteduponbyanoutsideforce”and“2.Anobjectatrestwillstayatrestunlessacteduponbyanoutsideforce.”Tellthestudentsthatthesearetwolawsofphysicsthattheyaregoingtousethemtofindinvisibleforces.
DuringtheLesson
1. (ScienceTalk:ClassDiscussion):Askthestudentstodescribewhathappenswhenyourollaball.Whenthestudentsstatethefactthattheballwilleventuallystopmoving,say“That’sstrange,doesn’tlawnumber1saythatanobjectwillstayinmotionunlessacteduponbyanoutsideforce?What’shappeningthere?”Allowthestudentstoshareanyideastheymayhave.Tellthestudents“Theremustbeanunseenforcestoppingtheballfrommoving!Let’sthinkaboutthiswithanotherexample.Hasanyoneeverseenagameofhockey?Inhockey,playerspushasmallpuck,aflatcircle,overiceandtrytomakegoals.Doesanyoneknowwhytheyplayonice?Whatwouldhappenifyoupushedthehockeypuckoverpavement?”Leadthediscussiontotheconclusionthathockeyisplayedonicebecauseiceis“slippery”(orsomethingsimilartothat).Tellthestudentsthatsometimeswhenyoutrypushinganobjectoverasurface,theobjectcollideswiththebumpsonthesurface,causingthesurfacetopushbackagainsttheobjectjustlikeachairpushesupagainstyourweightwhenyousitonit.Thisresistanceiscalledfriction.Somematerials,likeice,havelessfrictionthanothers.Tellthestudentsthatfrictionisanunseenforcethatpushesonanobjectoppositethedirectionitismovingin.DrawFigure1ontheboardtohelpexplainthisconcept.
TeachingTip:Thislessonhassomedifficultvocabulary.Theteachersshouldbesuretoreinforcethevocabularyandensureunderstanding.
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2. Frictioninvestigation:[SP3–PlanningandCarryingoutinvestigations]
a. Dividethestudentsintogroupsoffour.Tellthestudentsthattheyaregoingtoexplorehowdifferentmaterialscanproducedifferentamountsoffriction.Giveeachgroupablockofwood,asquareofcarpet,asquareofsandpaper,asquareoffelt,andasquareoflaminatedpaper.
b. Tellthestudentstopredictintheirsciencejournalswhichmaterialtheythinkwillproducetheleastamountoffriction.Tellthestudentstodrawfourcolumnsintheirsciencejournals.Putthefollowinglabelsonthecolumns:
i. Carpetii. Sandpaperiii. Feltiv. Laminatedpaper
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c. Now,tellthestudentstoslidetheblockofwoodacrosseachofthematerials,writingdownobservationsintheirsciencejournals.Foreachmaterial,askthestudentstousewordssuchas“fast,slow,rough,smooth,slippery”regardinghowthematerialsimpactthespeedoftheblockofwoodasitisbeingpushedacross.
d. Thestudentsshouldgivetheblockofwoodapushandthentheywillseehowmuch
resistancetheblockencounters.Ifnecessary,provideademonstrationofaproperpushpriortothestudentsbeginningtheactivity.
e. Tellthestudentstonumberthedifferentmaterialsintermsofhowmuchfrictiontheyproduced.Number1willbethematerialwiththeleastfrictionand4shouldbethematerialwiththemostfriction.Thisshouldbewrittendownintheirsciencejournals.Askeachgrouptosharetheirresultsandthendiscusswhichmaterialproducedtheleastfrictionandwhichmaterialproducedthemostfriction?
***Iftimeisaconcern,thelessoncanbebrokenuphere.***AirResistanceInvestigation:
1. (ClassDiscussion):Dropapieceofpaper/tissuepaperontotheground.Tellthestudentstowatchasitfloatsdownwards.Askthestudents“Whythepaperdoesnotjustfallstraighttotheground,whydoesitfloatalittle?”Leadthediscussiontotheconclusionthatthereisairwhichhitsthepaperinacertainway.Tellthestudentsthatthereisairallaroundthemthatisconstantlypushingonthemfromeverydirection.Tellthemthisisanotherinvisibleforcecalledairresistancethatworksagainstobjectsmovingthroughtheair.
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2. Think-pair-share:Breakthestudentsintogroupsoftwoorthreeandgivethemeachapieceoftissuepaper.Givethestudentsaboutfiveminutestofigureouthowtodropthetissuepaperfromtheairin
theshortestamountoftime(theycanfolditanywaytheywant).Regroupasaclassandhaveeachgroupdescribewhatworked.Cometotheconclusionthattheforceofairresistanceincreasesthewiderthesurfaceoftheobjectthatmovesthroughit.3. RampLab:[SP3–PlanningandCarryingoutinvestigations]
a. Nowhaveeachgroupcleanuptheirmaterialsfromthelastactivityandthengivethemaramp,amilkcarton,aruler,aball,andtheramplabworksheet.Gooverthefollowinginstructionswiththegroups.Eachgroupwillputthemilkcartonatthebaseoftheramp.Theywillthenputtheballatthreepositionsontheramp,atthetop,inthemiddle,andatthebase.Theywillreleasetheballanditwillrolldowntherampandhitthemilkcarton.Theywillthenmeasurehowfarthemilkcartongoesusingtheruler.Theywillwritedownthedistanceontotheworksheetusingcentimeters.
b. However,beforethestudentsstartthelab,tellthestudentstowritedowntheirhypothesis,ascientificguess.Tellthestudentstopredictwhichpositionoftheballwillmakethemilkcartongothefurthestandtowritethesedownontheramplabworksheet.
c. (ClassDiscussion):Onceallthestudentshaveexperimentedwiththeballsontheramp,havethestudentsindividuallydrawaforcediagramoftheballrollingdowntheramp.Bringtheclasstogetherfora
TeachingTip:
Studentsmightsaythatthetissuedoesn’tfallveryquicklyjustbecauseit’slight.Bunchupthetissueandshowthatitfallsfastereventhoughit’sthesameweight,showingthattheforceofairresistanceisslowingthetissuedown.
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discussion.Discusstheirresultsandaskthestudentsiftheirpredictionswerecorrect.Askthestudents“Whywasthetopoftherampthebestpositionfortheball?Didtheballgainspeedovertime?Howdidtheball’sspeedaffectthedistancethemilkcartontraveled?”Leadthediscussiontotheconclusionthatthelongertheballwasabletoroll,thefasteritwent.Cometotheconclusionthatthisshowsthatgravityisatypeofforce.LessonClosing:
1.) ResearchandRevision:Takeouttheairplanesthatthestudentscreatedinlesson1.Tellthestudentsthattheyarenowgoingtofix/change
theirdesignsbasedonwhattheyhavelearnedintheunit.Tellthestudentsthatengineersoftenresearchtheirtopicstoimprovetheirdesigns.2. GiveeachgroupaniPad(ormoreifthesupplyallowsforit)andwritethefollowingwebsitesontheboard.Ifpossible,
providestudentswithQRcodesforthewebsites,sotheycanaccessthewebsiteseasily.Theteachershouldscreenthebestwebsitesaheadoftime,butthefollowingwebsitesarerecommended:
i. http://www.scholastic.com/teachers/article/what-makes-paper-airplanes-flyii. https://www.sciencebuddies.org/science-fair-projects/project-ideas/Aero_p046/aerodynamics-
hydrodynamics/how-far-will-paper-planes-fly#makeityourowniii. http://www.10paperairplanes.com/(therearevisualanimationsforthearrow,dart,stealth,andmoth
planes)iv. http://www.origami-instructions.com/paper-airplanes.html(it’shighlyrecommendedthattheteacher
makethestudentschooseonlyamongthefirstthreedesigns.)
3. Tellthestudentsthattheyshouldusethelinkstoresearchhowtheycanfixanyissueswiththeirdesigns.
TeachingTip:Tryrelatingthistothescooteractivityinlesson2.Helpthestudentsunderstandthatjustasthescootermovedfasterthelongeritwaspushed,theballrollsfasterthelongeritwasontheramp.
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4. Walkaroundtheroomandaskthestudentswhattheyarethinkingabouttheirdesigns.Allowthe
studentsaround10-20minutestoresearchanddesign.Encouragethestudentstodrawtheirdesignintheirsciencejournal.Note:Allowthestudentstostrugglewiththeirdesignproblems.Thisismeanttogetthemthinkinglikeanengineer.
5. Gatherallthestudentsonceagaintotesttheirdesigns(outsideifpossible)andthenhavethemwritedownanyobservationsinthesciencejournalunderaheadingtitledTrial2.Makesurethatallstudentsarebehindthestudentthrowingthepaperairplane.
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OptionalExtensions:2.)Ifthestudentsareinterestedinlearningmoreaboutflight,showthemtheBillNye“ForcesofFlight”video(~23minutes)[https://vimeo.com/83625163].Screenthevideotofindasectionspecifictotheirinterests.
Assessment Studentswillbeassessedontheirparticipationinclassdiscussions.
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Lesson7:MagneticEngineersBACKGROUNDOverviewoftheLesson Studentstakeontheroleofengineers.Theywillbegivenaneverydayproblemtosolveusingmagnetsandavarietyofcraftmaterials.Studentswillreflectontheirknowledgeofmagnetsandwillworkingroupstoanalyzetheproblem.Then,theywilldiscussthedesignofagadgettosolvetheproblemaftermuchtestingandrevising.**PartsofthislessonwereadaptedfromalessonbyKarenOstlundandSherylMercieratTeacherspayteachers.com**FocusStandard3-PS2-4Defineasimpledesignproblemthatcanbesolvedbyapplyingscientificideasaboutmagnets.(Clarificationstatement:Examplescouldincludeconstructingalatchtokeepadoorshutandcreatingadevicetokeeptwomovingobjectsfromtouchingeachother.)LearningTargetIcancreateadesigntofixaneverydayproblemusingmagnetsandmaterialssuppliedAssessmentUsethefollowingquestionstoassessstudentlearning:● Didthestudentsbuildadesignthatwouldpotentiallysolvetheproblemtheyweregiven?● Didthestudentstesttheirdesign?● Canthestudentsdescribehowtheirdesignworks?● Canthestudentsstatetheproblemthatitsolves?● Didthestudentsusethemagnetsandunderstandwhytheyworked?
WIDALanguageObjectivesDependentontheneedsofyourELLstudents
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KeyVocabulary Tier1:problemTier2:create,engineer,practical.Tier3:design,gadget,contraption,collaborate
RESOURCESANDMATERIALSQuantity Item Source
1 Steelcan Bin30cm String Bin1-2 Piecetape Bin6each Magnets(differenttypes) Bin1Package Feathers Bin1each BoxPaperclips(smallandlarge) Bin1 Rollstring Bin1 PackageofcraftFoamsheets Bin1 Packageofpopsiclesticks Bin1 Packageofpompoms Bin1 Packageofclothespins Bin1 Listofdesignproblems Binder1perchild ScienceJournals ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
1. “Letthestudentsknowthattodaytheyaregoingtobeengineersandsolveaproblemusingmagnets.Whatisanengineer?Whatdoesitmeantodesignsomething?”Seeifthereisanyoneintheclasswhounderstandsthetermsengineerordesign.Discussthatwhenyoudesignsomething,youdecidewhatitwilllooklikeandhowitwillfunction(work)inthe
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bestwaythatitcan.Whenyoudesignsomething,youusewhatyouknowandyouimaginewhatitcouldbe.“Generally,engineerscomeupwithideasanddesignsomethingtomakesomethingbetter.Engineersfigureoutproblemsthatneedtobesolved,testtheirdesign,discovertheirmistakes,andfindthebestsolutiontotheproblem.Today,youaretheengineerscreatingadesigntosolveaproblem.
DuringtheLesson
1. PaperclipContraption:a. Explainthatbeforeyoubegindesigning,thatyou’dliketoshareademonstration.It’scalledthePaperclip
Contraption.”b. Havetheexperimentalreadysetupinthefrontoftheclass.Placeamagnetinsidethesteelcan,closetothetop.
Turnthecanupsidedown.Tieapapercliptoastringandtapeittooneendofatable/desk.c. Askstudentstoobservewhatishappeningtothepaperclipinrelationtothecanandwhy.d. Leadadiscussionaddressingwhatiscausingthepapercliptobedrawntothecan.“Whatmaterialsmusteach
iteminourcontraptionbemadeof?Knowingwhatwedoaboutmagnets,whyisthereanattraction?Whatiscausingthepapercliptolevitate/hover?”(hangintheairunsupported)
e. Instructthestudentstodrawthe“contraption”intheirsciencenotebooksandshowwhatismakingitwork.f. Letstudentsknowthatnowwe’regoingtotakethe“contraption”apartandseehowitactuallyworks.g. Now,askthestudentstobrainstormpossiblewaystheycouldchangethecontraption.h. Askthestudentsiftheythinkthereisapracticaluseforthepaperclipcontraption.Havethestudentsbrainstorm
somepossibleusesforwhattheyobservedandwritetheseontheboard.
2. EngineerscreatingGadgets
(ScienceTalk:SmallGroupDiscussion):
a. Tellthestudentstheyaregoingtodesigntheirowncontraptionorgadgetusingmagnetsandthattheirdesignneedstosolveaproblem.
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b. TheThirdGradeEngineers,willnowbegivenaproblemtosolveandsomematerialstouse.Askstudentstotakewhattheyknowandcreateagadgettosolveaproblem.
c. Theteacherwillplacestudentsingroupsof2-4.Theslipsofpaperwithadesignproblemwillbeinacontainer(Note:Theseslipsofpapershouldbecutoutfromthedesignproblemssheetinthebinder).Eachgroupwillchooseaproblemtoworkonandwillhaveapackettocompleteastheygo..Oncestudentshavechosenateamname,theywill
i. Identifytheproblemii. Brainstormsolutionsiii. Draw/designtheirprototypes(newdesigns)iv. Buildtheirprototypesv. Testtheirdesignsvi. Answertheconclusionquestionsattheendofthepackettocompletetheactivity.
OptionalExtension:Studentsmayusecomputerstoresearchcontraptionsthatcanhelpthemfindsolutionstotheirproblems.
d. Whilethestudentsaredesigningtheircontraptions,organizethetablewiththematerialstheycanuse.Theteachermaychoosetofamiliarizethechildrenwithwhatisavailableandlimithowmanyofeachitemtheychoose,dependingonavailability.Everyteamisgivenavarietyofmagnetstochoosefrom.Leteveryteamknowthattheruleis:everyteammustuseamagnet/magnetsintheirdesign,buttheothermaterialsareuptothem.
e. Theteachershouldgivethestudentsadesignatedamountoftimetocompletetheirproject.(Perhapsanhour).
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LessonClosing
(ScienceTalk:SmallGroupDiscussion):Eachteamwillpresenttheir“gadget”andexplainhowitworksandanswerthefollowing:
● Doesyourgadgetsolvetheproblemyouweregiven?● Whatdidyoufindchallengingaboutthisactivity?● Whatwouldyouchangeaboutyourgadgetifyoucoulddothisagain?
Aftereveryonehassharedtheirowncontraptions,discusswiththeclasshowtheyfeltabouttheactivities.Weretherechallenges?Askthestudentstoarguefromevidenceinansweringthesequestions:Aremagnetsuseful?Howcantheymakeourliveseasiertomanage?[SP2–ArguingfromEvidence]AssessmentUsethefollowingquestionstoassessstudentlearning:● Didthestudentsbuildadesignthatwouldpotentiallysolvetheproblemtheyweregiven?● Didthestudentstesttheirdesign?● Canthestudentsdescribehowtheirdesignworks?● Canthestudentsstatetheproblemthatitsolves?● Didthestudentsusethemagnetsandunderstandwhytheyworked?
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ScienceTalkandOracyinT2LUnits Sciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.TheseformsoftalkcanbedevelopedusingscaffoldssuchastheA/BTalkprotocol(below)andstrategiesforclassdiscussions(fromtheTalkSciencePrimer,linkbelow).Oracyisdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealmscanbeexpandeduponovertimeinordertodevelopathoughtfulspeaker.Beingabletodisplayappropriatebodylanguage,usepropertoneandgrammar,bethoughtfulandconsideratethinkers,andallowspaceforotherthoughtsandopinionsareallimportantfacetsoforacytoworkonandthroughwith students. Incorporating the appropriate scaffolding is an important aspect of fostering these skills. Techniques forteachingeffectivesciencetalkoftenincludemodeling,discussionguidelines,sentence-starters,andgeneratingroles,whilegraduallyputtingmoreresponsibilityonstudentstoowntheirthinkingandlearning.Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults.Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf
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A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/
1.ShareyourideasPartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsme
knowmoreabout_______because…● OnethingI’mwonderingaboutis…
2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?
3.ClarifyandelaboratePartnerA
Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.
4.Repeatsteps2&3untilallquestionsareanswered
5.Switchrolesandrepeatsteps1-4
6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid
_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould
investigate_______.
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ListofUnitResourcesLesson1
1 Largedemonstrationmagnet Bin1perstudent Handheldbarmagnets Bin1pergroup Plastictray Bin1ofeachpergroup Paperclips,woodblock,paper,plastictoy,pennies/coins,jarof
ironfilings,pipecleaners,noveltyfridgemagnets,plasticbingochips
Bin
1perstudent ScavengerHuntWorksheet Binder1perstudent DiscoveryWorksheet BinderLesson2
Quantity Item Source1pieceperstudent Whitepaper ClassroomTeacher1pergroup Ipad ClassroomTeacher1 Scooter GymTeacher BillNye“ForceandMotion”Video CMCWebsite1perstudent BillNyeVideoWorksheet Binder1perstudent AirplaneTestFlightsWorksheet Binder1perstudent IsaacNewtonReadingandQuestions Binder1roll MaskingTape Bin
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Lesson3
Quantity Item Source5ofeach
Barmagnet,blockmagnet,horseshoemagnet,ringmagnet,buttonmagnet,plastic-encasedblockmagnet,magnetwand,North/Southbarmagnet
ClassroomAttractionsKit(DowlingMagnets)
1 DemoAlnicobarmagnet Bin8 Compass Bin1perstudent ScienceJournal ClassroomTeacher6 Plasticbowls Bin6 Sewingneedles Bin6 PiecesofcorkorStyrofoam BinLesson4
Quantity Item Source 1 Rope Bin1 BalanceScale Bin15 Marbles Bin1 Ballwithstringsattached Bin3boxes Straw Bin15 Pingpongballs Bin1perstudentpair PingPongballhandout Binder2packets IndexCards Bin Paperclips ClassroomTeacher1perstudent Ruler ClassroomTeacher
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MobilePoster Binder Craftsuppliesfordecoratingmobiles Bin1 Rollofmasking/coloredtape(optional) ClassroomTeacherLesson5
Quantity Item Source1package Mattefinishpaperplates Bin Craftsupplies ClassroomTeacher1package CoinMagnets Bin Varioustypesofmagnets Bin1 Boxofpaperclips BinLesson6
Quantity Item Source 1pergroup Woodenramp Bin1pergroup Smallball Bin1pergroup MilkCarton(orsimilarhollowbox) Bin1pergroup Ruler ClassroomTeacher1pergroup Blockofwood Bin1pergroup Squareofcarpet Bin1pergroup SquareofSandpaper Bin
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1pergroup SquareofFelt Bin1pergroup SquareofLaminatedpaper Bin1pertwostudents Asheetoftissuepaper ClassroomTeacher1perstudent VocabularyWorksheet Binder1perstudent RampLabWorksheet BinderLesson7
Quantity Item Source1 Steelcan Bin30cm String Bin1-2 Piecetape Bin6each Magnets(differenttypes) Bin1Package Feathers Bin1each BoxPaperclips(smallandlarge) Bin1 Rollstring Bin1 PackageofcraftFoamsheets Bin1 Packageofpopsiclesticks Bin1 Packageofpompoms Bin1 Packageofclothespins Bin1 Listofdesignproblems Binder1perchild ScienceJournals ClassroomTeacher