Fifth GradeUnit 3

Force and Motion:May the “Forces” Be With

You

Writers:Carla BillupsMichelle Ellis

Jeff Long

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I. Grade Level: Fifth Grade

II: Unit Title: Force and Motion: May the “Forces” Be With You

III. Unit Length: Nine weeks

IV. Major Unit Goal/Learning Objectives:The learner will be able to:o Observe and conduct investigations in measuring position over time o Identify forces and how they interact with motiono Explain the relationship of energy and motiono Determine what factors affect motiono Use proper technology tools to build and test a mechanical modelo Identify how simple machines solve problems

V. Objective Chart Unit Title: Force and Motion Number of Weeks: 9

Number Competency or Objective RBT Tag4.01 Determine the motion of an object by following

and measuring its position over time.C3

4.02 Evaluate how pushing or pulling forces can change the position and motion of an object

C5

4.03 Explain how energy is needed to make machines move.

Moving air Gravity

B2

4.04 Determine that an unbalanced force is needed to move an object or change its direction.

B2

4.05 Determine factors that affect motion including: Force Friction Inertia Momentum

B4

4.06 Build and use a model to solve a mechanical design problem.

Devise a test for the model. Evaluate the results of test.

C6

4.07 Determine how people use simple machines to solve problems

C4

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VI. NC English Language Proficiency (ELP) Standard 4 (2008) – for Limited English Proficient students (LEP) English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

VII. Materials and EquipmentThis is a list of all the materials necessary for the activities in this unit. What you need of each item is also listed at the beginning of each lesson plan. Each lesson will have a list of materials needed for the lesson. Please read through each lesson prior to teaching and make preparation for the necessary materials.

Magnets Various items (Some that attract and some that are neutral.) Paper

Clips, marble, etc Carpet samples (If you do not have a carpet area) small children toy cars Strips of wood to act as planks (You can get scraps at a hardware

store; try to ensure that the wood is as smooth as possible.) Tennis ball Softball or larger form of ball Measuring tape 2 thick textbooks 1 playing card 1 film container (find these at photo developing areas) 12 quarters Washers 4 per group (find these at hardware store) Strong yarn or string Science notebook

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Suggestions for modified instruction and scaffolding for LEP students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. These suggestions are presented in a text box. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, entering, beginning, and developing level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than extending or bridging level students.

Time line made from adding machine tape Meter tape or meter stick Paperclip Stop watch or clock with a second hand (1 per group) Graph paper Chair Sample data table (see appendix) Safety goggles 1 track for small toy cars 2 solid antacid table containing sodium bicarbonate, each broken into

three equal pieces Water, 100 ml Sand Paper towels Straw Balloon Masking tape Plastic cup (12 oz. size) Penny Index card Various toys 1 set per group:

Rattlebacks [available from www.sciencekit.com]Poppers [available from www.orientaltradingcompany.com]TopsTopsy-turvy topsSpring-up toySuper balls

Chart paper Markers 3 pieces insulation foam tubing for pipes (The real name is extruded

pipe insulation. It can be found at Lowes or Home Depot. It comes in a round tube, one side is already cut, and you will have to cut it half lengthwise on the other side. This gives you two pieces, about six feet long. Your groups will need three of these cut pieces.)

Marble

VIII. Big IdeasTaken from the National Standards found at

http://www.nap.edu/readingroom/books/nses/html/6d.html#ps

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“By the end of fifth grade the student will be able to discuss the following:

The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph.

An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.

If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion.”

National Research Council. (1996). National science education standards. National Committee on Science Education Standards and Assessment. Washington, DC: National Academy Press.

IX. Unit NotesVital information needed by the teacher prior to teaching is discussed in the content overview, as well as embedded within each lesson.

Content Blast, showing connection (flow chart):

(Content overview is located after Global Content.)

X. Global Content

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NC SCS Grade 21st Century Skills ActivityCommunication Skills

LA: 2.05, 2.09,4.02MA: 4.01, 2.01

Conveying thought or opinions effectively

Lessons: A,B,C,E,F,H

LA: 2.05,2.09, 4.02MA: 4.01

When presenting information, distinguishing between relevant and irrelevant information

Lessons: B,D,F

LA: 2.05, 2.08, 2.09, 4.02, 4.03

MA: 1.03, 4.01G: 1.08, 1.04, 1.06

Explaining a concept to others Lessons: A,E,F,H

Interviewing others or being interviewed

Lessons:

Computer KnowledgeUsing word-processing and database programs

Lessons:

Developing visual aides for presentations

Lessons:

Using a computer for communication Lessons:Learning new software programs Lessons:

Employability SkillsLA 1.02, 2.02, 2.05

ESL: 3.06Assuming responsibility for own learning

Lessons: A,B,G,H

HL: 3.02, 10.01LA: 1.04

Persisting until job is completed Lessons: A,B,G,H

LA:1.04, 2.02, 3.05 Working independently Lessons: B,G,H

Developing career interest/goals Lessons: CResponding to criticism or questions Lessons: C,D,I

Information-retrieval SkillsSearching for information via the computer

Lessons:

Searching for print information Lessons:Searching for information using community members

Lessons:

Language Skills - ReadingLA: 2.05, 4.08 Following written directions Lessons: A,B,C,D,F,I

LA: 3.05 Identifying cause and effect relationships

Lessons: A,B,C,D,F,I

Summarizing main points after reading

Lessons:

Locating and choosing appropriate reference materials

Lessons:

Reading for personal learning Lessons:

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Language Skill - WritingLA: 5.01-5.08 Using language accurately Lessons: C,HLA: 3.01-3.03 Organizing and relating ideas when

writingLessons: A,C,D

Proofing and Editing Lessons:Synthesizing information from several sources

Lessons:

Documenting sources Lessons:Developing an outline Lessons:

LA: 2.09 Writing to persuade or justify a position

Lessons: C,I

Creating memos, letters, other forms of correspondence

Lessons:

TeamworkHL: 10.01-10.03

G: 7.07, 1.04Taking initiative Lessons: A,C,E,F,I

HL: 10.01-10.03G 7.07, 1.04

Working on a team Lessons: A,C,D,E,F,I

Thinking/Problem-Solving SkillsLA: 4.02, 4.03 Identifying key problems or

questionsLessons: B,C,D,F,I

LA: 2.09 Evaluating results Lessons: A,B,D,E,F,G,IM: 2.02 Developing strategies to address

problemsLessons: A,B,C,D,F,I

LA: 2.2, 3.05 Developing an action plan or timeline

Lessons: B,F,G

Force and Motion Unit Content Overview

Objects store energy as a result of their position. Stored energy is referred to as potential energy. If you think about a bow, in its usual position without an arrow, the bow has no stored energy, thus it has no potential energy. When the bow is drawn, there is stored energy, as a result of its position. This is potential energy; it is stored in the drawn bow. Gravitational potential energy is the energy stored in an object as a result of its vertical position or height. The energy is stored as the result of the gravitational attraction between the Earth and the object. Kinetic energy is the energy of motion. When an object has motion, it has kinetic energy. Mechanical energy is the energy possessed by an object due to its motion or its stored energy of position. It can be either kinetic or potential energy.

Forces

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A force is defined as a push or pull. When you write, for example, you are exerting a force on your pencil because you push or pull it across the paper. Sometimes there are two forces acting together. If two people are pushing a table across the floor in the same direction, the two forces are added together. Adding these two forces together is called the net force. In the case of the two people pushing the table, the net force is unbalanced. When there is an unbalanced force there is a force that changes an object’s motion or causes it to accelerate. This can be shown with arrows; the wider arrow is the stronger of the forces.

Two forces can also act in opposite directions. When the forces are equal and act in opposite directions, they balance each other out. There is no net force in this case. Using the example of two people pushing on a table, if there is a person on each of the opposite ends of the table and they are both pushing on the table with an equal amount of force, they balance each other out to a zero net force. This means the table will not accelerate.

When there are separate forces that are not equal and one force is more powerful than the other, they will not balance out to zero net force. Because there is one force stronger than the other, the weaker force is not strong enough to balance the other end. They are pushing in opposite directions but one of them is pushing with a greater force. The motion will occur in the direction that the stronger force is moving. If two people are pushing on opposite ends of the table and one is pushing with more force, the table will accelerate in the direction that the person with the stronger force is moving.

Newton’s Laws of Motion

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Separate forces = Net Force

Separate forces = 0 Net Force

Separate forces = Net Force

Newton’s First LawIf there is a ball in front of you that is just sitting there, it will stay there until you kick it or until another force acts on it. Why is that? It is inertia. Inertia is the tendency of an object to resist any change in its motion, that means the object does not want to move or if it is moving, it wants to keep moving. Newton’s First Law of Motion is also called the Law of Inertia. This law states that an object at rest will remain at rest unless there is an unbalanced force acting on it. An object in motion will keep moving until there is an unbalanced forced acting on it.

When two people are pushing the table in the same direction, it is easier to keep it moving once it starts to move than getting the table to move initially. This is because of inertia.

Newton’s Second LawNewton’s Second Law of Motion explains how force, mass, and acceleration are related. The law states acceleration equals force divided by mass. When something accelerates it gains speed. When someone is driving and putting their foot on the gas pedal to gain speed, they are accelerating. If two people are pushing two tables, one a very heavy table and the other a very light table, the person pushing the light table will move it across the room faster than the one with the heavier table. That is because the lighter table has less mass. Students in fifth grade do not need to work with the formula, but they need to understand the concept of the relationship between force, mass, and acceleration.

Newton’s Third LawThis law states that “for every action there is an equal but opposite reaction.” Whenever objects interact, they exert forces upon each other. This means that there is a pair of forces acting on the interacting objects. Forces always act in pairs, equal and opposite action-reaction force pairs. A bird uses its wings to fly by pushing the air down. The air reacts by pushing the bird up. The size of the force on the air equals the size of the force on the bird; the direction of the force on the air is opposite the direction of the force on the bird. This action and reaction pair makes birds fly.

Other ForcesSome surfaces, like ice, are so slick it is easy to slip and fall. Others are so rough that it is difficult to slide things across them. All surfaces have

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irregularities that make up textures on the surface. Some textures you can see and others cannot be seen. Friction is caused by the irregularities getting caught on one another as two surfaces rub against each other.

Friction acts as a force acting in the opposite direction of an object’s motion. Friction slows things down and can cause them to come to a stop. Friction helps us to move around as well. Without friction it would be difficult to move around on some surfaces. Friction can change its force based on the surfaces of the objects sliding together and how hard the surfaces are being pushed together. Besides slowing things down, friction also creates heat. If you rub your hands together they get warm because of friction.

When you hold something up and let go, it falls because of gravity. Gravity is the force that pulls things towards Earth. The force of gravity acts between all objects. Gravity is an unbalanced force on a falling object, so when objects are dropping in a free fall, (with no other forces acting on the object), they will accelerate at a rate of 9.8 meters per second per second. So, in theory all objects would fall at the same rate. On Earth however, when something is dropped another force, air resistance is a force that acts upon the object as well. Air resistance is an opposite force acting on the falling object. Air resistance causes an object to fall slower. Air resistance is not the same on all objects because they have different surface areas. Objects with larger surface areas have more air resistance but that doesn’t necessarily mean they fall slower, the object’s weight also plays a factor. Weight is a measure of the force of gravity on an object. When a falling object’s air resistance equals the force of gravity upon that object, the object will still fall, but will stop accelerating. This is called terminal velocity.

MomentumSome objects are easier to stop than other. Baseball catchers often catch a baseball that can be moving at very fast speed, or velocity, such as 80 or 90 miles per hour. Can they stop cars moving at the same speed? It is probably not something they want to try. The ball and the car have different masses. Even though moving at the same speed, it is not the same amount of momentum. The reason that these objects do not have the same momentum is because of their masses. The car has a much larger mass than the ball and has more momentum, making it

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more difficult to stop. Momentum is found by looking at the mass and velocity on a given object.

Objects that have a small mass can also have a lot of momentum. Think of a bullet being fired from a gun. Because of its velocity being fired from that gun, it has a very large amount of momentum.

Simple MachinesEnergy is defined as the ability to do work or cause change. Work is defined as the transfer of energy through motion, or force times distance. Calculation of work is not expected at fifth grade, but it is important to understand the concept with working with simple machines.

Simple machines are tools that make work easier by allow us to push or pull over increased distances. The amount of work done depends on how much force is used and how far something is moved. Work is made easier by transferring a force from one place to another, changing the direction of the force, increasing the force, and increasing the distance over which a force is applied. When a machine puts out more force than is put in, the machine is said to have a mechanical advantage. Simple machines cannot increase both the strength of the force and the distance it moves at the same time. A simple machine can produce more work than the amount of work that is put into the machine.

Simple machines use energy to work but they have few or no moving parts. The six types of simple machines are as follows: pulley, lever, wedge, wheel and axle, inclined plane, and screw. Combining two or more simple machines work together to make work easier is called a compound machine. There are many great websites with that students can look at to see how these machines work one is the Edheads site: http://www.edheads.org/activities/simple-machines/

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Table of Contents

Lesson A: Pendulums (Alternate Activities Included; LEP modifications pending)

Objective 4.01Lesson B: Push It, Pull It, Move It

Objective 4.02Lesson C: Power Up

Objective 4.03Part I: Blast Off Balloons – Air PoweredPart II: Screaming Science - Gravity Powered

Lesson D: Balanced or Unbalanced?Objective 4.04

Lesson E: Moving with MomentumObjective: 4.05

Lesson F: Reaction and Action ForcesObjective: 4.05

Lesson G: InertiaObjective: 4.05

Lesson H: Having Fun with ForceObjective: 4.05

Lesson I: Junkyard Battles (Fling a Cow)Objectives: 4.06 and 4.07

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Lesson A: Pendulums

Objective 4.01

Activity Concepts: During this investigation students will construct pendulums of various lengths using string, washers, and masking tape. Each group will make three tests of their pendulums to see the relationship between the length of their pendulum and number of cycles completed in 30 seconds. This data will be represented on both a real graph using the pendulums (explained in the note below) and a graph constructed on grid paper. They will then test how the frequency changes (or doesn’t change) by adding washers to the end of their string. As a final challenge, they attempt to estimate how long thirty seconds is based on their pendulum swings. .

Process Skills: observation, classification, inferring, predicting, communicating, formulating hypotheses, experimenting, collecting and recording data, interpreting data, and making models.

Materials: Science notebook Time line made from adding machine tape Washers (4 per group) String Meter tape or meter stick Paperclip Stop watch or clock with a second hand (1 per group) Graph paper

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Language Objectives: LEP students will- Explain to a partner the cyclic motion of a swing.- Complete a graphic organizer describing the cyclic motion of

a swing.- Write sentences about the results of the pendulum

experiment with scaffolding.

Note: Make a time line from adding machine tape numbered from one to forty-eight. The numbers should be spaced evenly apart. This number line will be placed on the wall. Students will then tape their pendulums under the number that corresponds to the number of cycles that their pendulum makes in thirty seconds.

Engage:1. Ask students what they know about things that move in cycles. See if

they can discuss different things that move in cycles in their homes or in nature (e.g. the washing machine, seasons, moon, migration, etc.)

water cycle---over, and over again

moon cycle---over and over again

washing machine cycle---over, and over again

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LEP Modification : Introduce the concept of “cycle” via non-linguistic representation, building background activities, demonstration. Examples below.

Brainstorm cycles found at home, in nature with peer during a Think-Pair-Share

OR

Complete a Verbal Visual Word Association activity with the content word: cycle

Cycle

▪Something happening over and over again

▪Repeated events▪Again and again and again

Washing machinesMoon cycleWater cycleDish washer

cyle- patterned actions; something that happens over, and over, and over again; repeated motion

cyclic motion-actions happening over and over again; repeated movements

2. Introduce the idea of a swing as an example of an object the moves in a cyclic motion and have them discuss the movement of a swing (back and forth).

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LEP Modification : Show a picture of a swing. Use gestures to show how a swing moves. Draw a circle on the board to help LEP students visualize a cycle. Then, erase half of the circle to show how the movement of a swing is still cyclic.

3. Have them imagine being seated on a swing and being pulled back further and further in the air before being let go. Allow them time to describe how they would complete a full cycle on the swing.

Explore:1. Students need get into groups of three or four. One person needs to

hold the pendulum, one needs to hold and release the washers, one needs to watch the time, and the final person needs to count the cycles.

2. Assign each group a specific length for their string. They will cut a piece of string 10 centimeters longer than their specific length. (This will allow for tying string to be tied to the paperclips and the washers. The given specific length of the string should be from where it is knotted on the washers to where it is knotted on the paper clip.) Tie one end of the string to the paperclip and the other end to four washers.

3. Demonstrate how to hold the paperclip so that the movement of the pendulum does not come into contact with the hand of the person holding the paperclip. It is very important that the paperclip is held steady. An easy way to do this is for the person holding the paperclip not to watch the pendulum, rather they should look straight ahead.

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LEP Modification : If possible, use a swing toy to show the result of pulling the swing back further and further. Or, if there are swings at your school, take the class outside for a demonstration.

ASK IN A THINK PAIR SHARE OR IN GROUPS USING SENTENCE STEMS:What is the cyclic motion of a swing?The cyclic motion of a swing is __________________________.ORWhy is a swing an example of cyclic motion?A swing is an example of cyclic motion because _______________.

LEP Modification : Model for LEP students how to measure the string before cutting, how to tie both ends and how to measure again to make sure the string is the correct length.

4. Demonstrate to the students how to hold the washers at a given angle from the perpendicular to the floor and then release. (If angle between the release and the washer hanging straight down is too large the measurements will off greatly.) They will need to count (silently) how many cycles (one complete out and back swing) the pendulum makes in 30 seconds.

5. Have each group do five trials of their pendulum. This information needs to be recorded, along with the string length in their science notebook.

6. Once the five trials are over, find the median of this data. Students will take the string and tape it onto the number line in the appropriate spot using the median.

7. Give each group a second piece of string and a new length. They will repeat steps 2-6 using a different length.

Explain:1. Use graph paper to make a line graph of the data. Analyze how the

“real world” graph (graph on the wall made with string and time line) and the paper and pencil graph are the same and how they are

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LEP Modification : Whether LEP students are counting or performing another role, it would be helpful for them to hear the counting aloud. Counters can speak softly enough so that only their group hears.

LEP Modification : Either provide a photocopied template for recording data that LEP students can staple into their notebooks or post one in the room for LEP students to copy into their notebooks.

LEP Modification : You (or students within the small groups) may have to walk LEP students through the process of finding the median depending on their math backgrounds.

different. Look at the various frequencies, the number of cycles in a unit of time (in this case 30 seconds).

2. Discuss with the students the variables, both controlled (time and number of washers) and the manipulated variables (the length of the string) in this investigation.

3. Discuss potential energy (stored energy, in this case gravitational potential energy) and kinetic energy (the energy of motion). Have students point out where both of these types of energy occur and how they change.

4. Discuss inertia (bodies in motion will stay in motion; bodies at rest will stay at rest unless acted upon by an outside force) and how it relates to the pendulum. When can inertia be observed and what forces act upon the pendulum?

5. Have the students explain what a cycle is in reference to pendulums. Explain to students that a period is the amount of time to complete one cycle.

6. Students should draw a diagram in their notebook, labeling important terms that can be illustrated.

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LEP Modification : Use simplified language to explain controlled and manipulated variables (i.e. things that were the same every time, things that were different, things that we changed, etc.)

LEP Modification: Demonstrate the definitions of potential and kinetic energy.

LEP Modification: Demonstrate the definition of inertia using an unrelated object (a ball) before asking how inertia relates to the pendulum. Be sure to test/demonstrate any suggestions that students make related to the pendulum.

Elaborate:1. Have students predict what other variable they could change on their

pendulums and see if that would make a difference in frequency. It is important to remind them that they can only change on thing at a time, (i.e. if they change the number of washers used, they need to leave the string length the same). Test their predications.

2. Give students time to test their predictions and extensions that they tried. Discuss the investigations they made and what they found out.

Evaluate:1. Go back to the graphs, ask students about the predictions they can

make from their graphs. Are there any patterns that can be found? What predictions can you make from the graphs? What do you want to ask?

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LEP Modification : You may need to help lower proficiency level students get started by showing them an example of how to begin the diagram. You may have to provide Entering students with a model diagram that they can copy. Entering, beginning, developing levels would benefit from a word bank to use when labeling important terms.

LEP Modification : Either show LEP students how/where to record their new data onto the previous data sheet or provide a new one so that they will have some written information to use when discussing what they found out.

LEP Modification : Point out some patterns to help LEP students understand what you are looking for. Draw out or demonstrate some of the predictions that students make to help LEP students understand the discussion.

LEP Modification : Provide Entering LEP students with some optional variables to change.

2. What is the relationship between the length of the pendulum and the number of cycles per thirty seconds?

3. How long would you predict your pendulum would be for it to swing six times per thirty seconds? Thirty-two times per thirty seconds?

4. What else would you like to know about a pendulum? How could you find out?

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LEP Modification: Provide LEP students with some of the language necessary to answer this question (in yes/no or either/or format), since they will probably see/know the relationship, but may not have the language to express it.

Lesson A: Describing Motion (LEP Modification Pending)

Objective 4.01: Determine the motion of an object by following and measuring its position over time.

Activity Concepts: During the following investigations, students will explore the concepts of motion, speed and velocity. Students will discover that the motion of an object can be described by its position, speed and direction of motion. Finally, students will use their skills of graphing and interpreting graphs to demonstrate that motion can be measured and represented on a graph.

Students understand that people create laws to govern motion; however, they must understand that scientist only observe and describe laws that govern the physical world and motion. In this unit, students will study how Newton’s Law of Motion describe the effects of gravity and other factors on motion.

Process Skills: observation, classification, inferring, predicting, communicating, formulating hypotheses, experimenting, collecting and recording data, interpreting data, and making models.

Engage: Ask students, seated at their desks, if they are in motion. Have a few students answer aloud and challenge them to justify their answer. On the board, record justifications for “yes” and “no”. It is not necessary to select a correct answer at this time; instead, students must discover that all motion is relative. So, point out that all of the answers could be correct, depending on the “reference point”. Tell students that it is very important to be able to describe the motion of an object and in order to describe an object’s motion you have to know where the object is. The location of any object is its position. Guide students to conclude that a position is always described by choosing a reference point. At the end of the activity, return to the original question and ask students if they are in motion. This time ask them to give a reference point. Students who use the earth as a reference point will understand that we are in constant motion with the earth. Students who choose the floor, the wall or other points that are considered to be stationary will say that they are not moving. Point out that their motion is “relative”. Later students will explore measuring and describing their motion relative to a fixed point.

Defining “reference point” – Tell students that they are going to use pictures and words to describe motion. Provide large sheets of paper and markers or pencils for drawings. Describe the following scenario to your students.

Imagine an eagle is sitting on the edge of a stream watching a log as it floats by. On the log, a snake is sitting still watching a mouse scamper back and forth looking for food. How would the mouse describe its own motion? How would the mouse describe the snake’s motion? How would the eagle describe the motion of the snake and the mouse? How would an astronaut describe the motion of them all?

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Have students prepare a diagram of the scenario as they develop the answers to the questions. Circulate and listen to determine if students are identifying motion in terms of different reference points. The snake and the mouse would describe their motion in terms of the log as a reference point. The eagle would describe the motion of the log, the snake and the spider in reference to the ground that it is standing on. Finally, pose the question: How would an astronaut in space describe the motion of the whole scene and what would be the frame of reference?

Allow students to present their diagrams and help them to conclude that all motion is described and determined by a point of reference that is considered to be stationary, not moving.

Explore: “Skating in the Park with Tammie” Read the directions with the students to make sure everyone is aware of how to measure and collect data. Demonstrate how to use the stopwatch as some students may not know. Finally, make sure everyone walks a straight line so that the distance is the same.

Alternate: “Can you determine the motion of the marble? This is an additional activity that engages students as they explore describing motion.

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Name ___________________________ Date __________________

Explore:Tammie Turtle loves to go skating in the park. While Tammie doesn’t give much thought to her daily strolls, we can learn a lot about motion from Tammie. Motion is movement from one place to another in a certain amount of time. In this activity you will measure and describe your motion as you travel through the park.

Materials:StopwatchMeterstickMasking tape

Procedure:

1. Place a small piece of masking tape on the floor in an open area where you can walk freely.

2. Use a meterstick to measure 5 meters from the tape. Mark this spot with another small piece of masking tape.

3. Hold the stopwatch and stand at either piece of tape. Start the stopwatch as you begin to walk at a normal pace in a straight line to the other mark.

4. Stop the stopwatch when you reach the mark. Record the time it took you to walk 5 meters. Compare your motion to Tammie’s motion.

Trial Distance (m) Time (s) distance/time = ? 1 (your data) 5

5 2.5

________________________________________________________

_________________________________________________________

5. Repeat steps 3 and 4 walking more rapidly than your normal pace. Record your time. Compare your motion to Tammie.Trial Distance (m) Time (s) Distance/time = ?

1 (your data) 5

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5 2

_________________________________________________________

_________________________________________________________

6. Repeat steps 3 and 4 walking more slowly than your normal pace.How does your motion compare to Tammie?

Trial Distance (m) Time (s) Distance/time = ? 1 (your data) 5

5 5

_________________________________________________________

_________________________________________________________

Explain: Allow students to give the answers to the analysis and conclusion questions in their own words.

We have observed and recorded an object’s position over time. From that data we may determine the speed of an object. (distance traveled) m Speed = ----------------------- (time to travel that distance) s

Use the equation above to determine your speed and complete your chart.

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1. Was your time the same for each of the trials? If not, why do you think that the time varied?

_________________________________________________________

_________________________________________________________2. How can you determine the motion of an object?

_________________________________________________________

_________________________________________________________Going Further!

You are now an expert at determining speed. How do you determine the velocity of an object? If we know that Tammie was actually skating in a “westward” direction, then we would use her direction to determine her velocity. Velocity tells how fast something is going (speed), and in what direction it’s going, west.

3. Use Tammie’s direction and describe her velocity for each trial.

Trial 1 ____________________________

Trial 2 ____________________________

Trial 3 ____________________________

Name _____________________________ Date _______________

Let’s determine the motion of an object by following its position over time. Things we need:

Small or large marble (or ball) Metric ruler or meter stick Masking tape Stop watch and calculator (optional)

Use the ruler to measure 1 – 2 meters and mark it on the floor with the masking tape. Roll the marble slowly across the floor. Roll the marble again a little faster. Practice rolling as straight as possible and then roll it in different directions (left and right). Now we’re ready!

Start rolling the marble to the first mark, start timing when the marble reaches the first mark and stop when it reaches the second mark.Record your data in the chart below. Always remember to perform “repeated trials”. Roll the marble faster or slower with each trial.

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data tablesmust always have headings and units

**Check your numbers to make sure that rolling the marble faster results in shorter times and rolling the marble slower results in longer times.We have observed and recorded an object’s position over time. From that data we may determine the speed of an object. Speed is how far something travels in a given amount of time. We determine the speed of an object by dividing the distance traveled by the time required to travel that distance.

Determine the speed of your marble for each trial and complete your chart.How is speed different from velocity? Velocity tells how far something travels in a give amount of time (speed) and in what direction it travels. If you rolled your marble to the left, let’s call that west. If you rolled your marble to the right, let’s call that east. Now, add direction to the speed of your marble and describe the velocity of your marble for each trial. Complete the chart below.

Elaborate: Sluggish Stanley Takes A Stroll: Measuring Constant SpeedNow that students have had an opportunity to explore speed and describe motion verbally, they are now ready to use their skills of graphing to describe constant speed. Read the directions with the students and graph Stanley’s data together.

Evaluate: Collect student graphs and charts and their analysis and conclusion questions. You may also have students write their individual justifications to the original question: “Are you in motion?” Then follow that with “How do you know?”

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Trial Distance (m)

Time (s) Distance/time = ?

1

2

3

Trial Speed (m/s)

Direction (east or west)

Velocity = ?

1

2

3

Name ______________________________ Date ___________ Period_______

Sluggish Stanley Takes A Stroll: Measuring Constant SpeedStanley is a sluggish snail that moves at a very slow pace most days. However, he has a very steady pace. Stanley is known throughout the town as “Steady Stanley” because he never changes his speed. Speed that does not change is described as constant speed. Measure Stanley’s distance over a period of time and determine his speed. Complete the chart of distance in mm (the unmarked lines) and time in minutes. Finally, prepare a graph of distance versus time to determine what a graph of constant speed looks like.

Stanley started his stroll promptly at 9:00 AM.

Here’s Stanley strolling along at 9:05 AM.

Stanley paces on at a steady beat at 9:10 AM.

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Steady Stanley strolls on at 9:15 AM.

At 10:20 AM, Steady Stanley is now “satisfied” Stanley.

Name __________________________________________ Date ______________ Period _____

Complete the chart of distance in mm (the unmarked lines) and time in minutes. Finally, prepare a graph of distance versus time to determine what a graph of constant speed looks like.

Data and Observations:TotalTime(min)

TotalDistance

(mm)

Speedmmmin

TotalTime(min)

Total Distance

(mm)

Speedmmmin

0 0 0 11

1 12

2 13

3 14

4 15

5 16

6 17

7 18

8 19

9 20

10

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Analysis and Conclusions

1. What is the shape of the graph?

2. Is the speed constant? Explain how you know.

total distance 3. Calculate the average speed for the entire trip: average speed = ----------------------- total time

4. How will the graph change with time?

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5. Use your line to complete any missing values on your chart.

Lesson B: Push It, Pull It, Move ItObjective 4.02

Activity Concepts: This investigation uses the concepts of movement to develop a basic understanding of energy and motion. Students will conduct investigations that look at how motion changes, what forces act upon an object to make it move, and the different types of energy that is being used and transferred.

Process Skills: observation, classification, inferring, predicting, communicating, formulating hypotheses, experimenting

Materials:Per student:

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Language Objectives: LEP students will- Follow instructions when exploring the motion of toys with

modeling and prompting when spoken slowly and distinctly.- Describe the motion of a penny to a partner with prompting and

modeling. - Write about the motion of a toy with direct instruction and

assistance.- Explain to a partner the rollercoaster and the forces applied.

Science notebook Plastic cup (12 oz. size) Penny Index card

Per Group: Various toys 1 set per group:

Rattlebacks (available from www.sciencekit.com)Poppers (available from www.orientaltradingcompany.com)TopsTopsy-turvy topsSpring-up toySuper balls

Chart paper Markers 3 pieces insulation foam tubing for pipes (The real name is

extruded pipe insulation. It can be found at Lowes or Home Depot. It comes in a round tube, one side is already cut, and you will have to cut it half lengthwise on the other side. This gives you two pieces, about six feet long. Your groups will need three of these cut pieces.)

Masking tape Marble

Engage:1. Pass out a cup, index card, and penny to each student. Explain to

them that they will be doing some activities that will explain the motion of objects.

2. Have them place the cup and the index card to the side. They will need to place the penny on the table in front of them and make observations of the penny’s motion and only the penny’s motion.

3. Give them about 30 to 90 seconds to record their observations.

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LEP Modification : Either let LEP students dictate their observations to a scribe or provide sample observation phrases/sentences for them to copy (it moves; it does not move, etc.).

4. Once they have finished, have them share their results. Make sure they have only focused on their observations of the penny’s movement [or lack of movement, not the physical characteristics. At this point, do not get into any formal discussion of Newton’s First Law, rather let the kids, using their own words describe the motion of the penny. There should be something said to the idea of, the penny won’t move unless something pushes it.]

5. Have the students take the penny, cup, and the index card, there should be one for each student. Place the cup on the table standing upright. The index card needs to lie across the opening of the cup, covering it. Place the penny on top of the index card.

6. Students need to flick the card quickly trying to make the penny fall into the cup without picking up the card. The cup should remain standing as the penny falls into the cup.

7. Discuss how the motion of the penny has changed from when they were just looking at the penny on the table top. What forces caused the motion of the penny? [gravity] What forces caused the movement of the index card? [mechanical energy, the finger flicking the card]

8. Have the students set up the cup, card, and penny again. Have them identify the potential energy [gravitational potential energy] and the kinetic energy involved in this set up.

Explore:1. Before doing this investigation explore, observe and play with the

toys yourself. Develop some questions about the movement of the toys based on this exploration. Ask these questions of your students as they explore.

2. Place the students into groups of two or four. They will be working together to explore the motion of the various toys (rattlebacks,

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LEP Modification : Demonstrate steps 5 and 6 before asking LEP students to perform the tasks.

LEP Modification : Demonstrate and/or elaborate upon the definitions of gravity, mechanical energy and gravitational potential energy. Review the definition of kinetic energy. Any combination of visuals, demonstration, and simplified language will help LEP students to understand the concepts.

poppers, tops, topsy turvy tops, spring up toy, and super balls). Encourage the students to each explore all of the toys.

3. The groups need to analyze the motion of the toys and think about how the toys move, what the toy does, how it acts before it stops, and what makes it stop. Give them plenty of time for this exploration.

Explain:1. In their groups, have the students use chart paper to draw a detailed

diagram of one of the toys they explore (so that all the toys will be used have a system to make sure one of each type of toy is illustrated).

2. On their diagram they will need to show how the toy begins to move, continue the motion, and how it stops. (They may need to show the diagram in steps to show the range of motion of the toy.)

3. They will need to make sure they label the motion, forces applied on the toys and by the toys, along with all the other ways of talking about motion that they have learned so far.

4. Presentations: Give each group 5 minutes to present their toy and explain how it works using their diagram.

Elaborate:Have students compare and contrast their toys and how they move, the forces acting upon them and where energy is used on the toys.

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LEP Modification : - Make sure groups are composed of LEP students and native speakers.

- Provide an outline or note-taking sheet to remind LEP students what things they need to observe/analyze about each toy.

- Encourage their native speaking peers to supply (or supplement) simple language for LEP students to record on their sheets.

LEP Modification : - Use gestures and/or a model to demonstrate the three stages of motion that you expect students to show.

- Provide a word bank for LEP students to use when labeling the motion and forces.

LEP Modification : Provide LEP students with a graphic organizer to use when comparing and contrasting these three elements.

1. Give each group a sheet of graph paper and have them design a graph of the motion of the toy observed. Discuss the types of measurements that will be required to represent the motion on graph paper. Also discuss the best type of graph that best represents this motion.

2. Give the group time to work on these graphs. 3. These graphs can be put with their charts for further evaluation by the

students and teacher.

Evaluate:1. Students, working together in groups of four, will be constructing a

rollercoaster for the evaluation of this lesson. 2. They will need three pieces (three halves) of the pipe insulation foam,

a marble and masking tape.3. They can use chairs, tables, walls, or other objects to tape their

rollercoaster to, especially at the beginning of the coaster.4. Along the length of the roller coaster, students should have the

following elements: a loop, a turn, and a hill. The marble must make it through the entire coaster.

5. Set a time limit for each group to complete their coaster. 6. Once the coasters are complete, have each group demonstrate their

coaster. They will need to discuss the forces applied along the coaster, where energy input and output can be found, the order of the elements and why this order was used. They also need to discuss the problems they encountered and how well the expectations were met.

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LEP Modification : - Use some visuals and/or demonstration when discussing the various types of measurements that can be used to represent the motion on graph paper.- Show examples of different types of graphs that students can choose from to represent the motion of the toy they observed. Leave them posted as students work.

LEP Modification : Draw or show these elements.

LEP Modification : As the group discusses, lower proficiency level LEP students can point to the energy input and output and the order of the elements.

Lesson C: Power UpObjective 4.03

Part I: Blast Off Balloons – Air Powered

Activity Concepts: A colony on the moon is in dire need of supplies. We need to construct an air-powered rocket capable of carrying the supplies to them. There is a limited number of equipment from which to choose our building materials. Process Skills: Formulating hypotheses, observation, inferring, communicating, making models

Materials: Tape Clothes pin Straw Scissors Scrap paper Cereal box (or stiff paper) Paper or plastic cup (optional) Balloon (long skinny ones work best) Long piece of fishing line (or smooth string) Small item for payload (simulate food stuffs)

Engage:Students will be shown numerous pictures, video clips and you’re “Homemade Version” of a balloon rocket.

Explore:

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Language Objectives: LEP students will- Explain to a partner their balloon rocket design and how it would

work using visuals. - Explain a ride to a partner describing the potential energy and

the kinetic energy in the ride.- Summarize in writing what this lesson taught them about motion

and force.

All teams will be required to build their rockets with the same power source…a long skinny balloon. From there it is up to each team to personalize their design.

See the MISSION SHEET at end of Part II of this lesson.

Explain:The science…as the team’s blow up their balloon, they are forcing air into a smaller space. Air particles don’t like to be squished into smaller spaces; this is called “compression”. The particles want to get moving back into a less crowded area. When you let go of the clothespin, the air in the balloon rushes out to the lower pressure (less crowded) room (remember in weather patterns, air moves from higher pressure systems to lower pressure systems). All that air rushing out the back of the balloon pushes it forward. Remember Newton’s Third Law Of Motion, for every action—air rushing out the balloon opening—there is an equal and opposite reaction—the balloon rocket shooting off down the fishing line.

Elaborate:Students will need to brainstorm a machine that could help accomplish a real world task (their real world), and be powered by air. Basic requirements would be explanation of the problem, how the machine would work, and a relatively detailed design of the invention (extra points for building an active model of their invention).

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LEP Modification : Encourage native speaking team members to read the mission sheet aloud and gesture or demonstrate to LEP students what to do. LEP students can participate in drawing the design of the rocket once the group has decided upon one. They can also participate in all parts of the experiment, if shown what to do.

LEP Modification : Use a balloon and clothespin to demonstrate as you explain. Use visuals to accompany your “remember” statements.

Evaluate:Have each student write a paragraph for each of the following questions:

What was your group attempting to achieve with its rocket design? How did the rocket set the payload in motion? What could you have done to make the rocket better? What helped the rocket work as well as it did? What did this activity teach you about motion and forces?

Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in motion.

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LEP Modification : Offer some suggestions of problems and/or show some examples of invented machines to help LEP students understand the task and get started. While working or once completed, allow LEP students to give a verbal explanation of the problem and how the machine would work using gestures and their designs as support.

LEP Modification : Provide sentence /paragraph frames for students to answer the questions.

Part II: Screaming Science - Gravity Powered

Process Skills: Formulating hypotheses, observation, inferring, communicating, and making models

Materials per group: Tennis ball/Similar size ball Two Large Pieces of cardboard (70 x 200 cm) Have extra for

mistakes and re-building Heavy Duty Scissors Glue/ Duct Tape/Glue Gun Yard/meter stick

Engage:Students will be immersed in the wild world of coasters through mind- blowing movies utilizing United Streaming, pictures found on the web or other resources, web based roller coaster design sites located in the resource section, and various discussions on their personal experience with the scream machines!

Explore:Tell students/teams they will be building a cardboard roller coaster with three hills. The ball in each design must start from the top of the first hill, roll up and down the other two hills, without falling off. The track with the highest combined hill height will win…of course the ball has to complete the course!Have students think about what they learned from the engagement processes when answering the following questions about designing their roller coasters:

Does the size of the hill matter? If not, why? Can they be the same size? If not the same size, what order should they go in…small to large, large to small, or a combination of the two?

Does the slope of the hill count? Is it better to make the hills steep or not so steep? Why?

Should the turns (tops and bottoms of the hills) be smooth or sharp? Why?

Note: Leave students with enough time to make revisions to their original design—an important factor in the world of design and engineering.

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LEP Modification : - Use gestures and visuals to pose these questions BEFORE the Engage activities so that LEP students will know what to look for in the videos and websites.

- Use gestures, demonstration and/or a sample roller coaster to show the requirements of the activity and how to calculate the combined hill height.

- When posing the design questions, allow extra wait time for students to answer the questions.

- Take note if/how students revise their designs to gauge their comprehension of the discussion and content.

Divide students into small groups and give each group the materials listed earlier. The teams will be cutting two identical tracks from the two pieces of cardboard. Have them design the hills to all dip at the same height from the bottom of the cardboard. For example, each valley in the roller coaster has to bottom out at a height of 25 centimeters from the bottom of the cardboard (see diagram). Have students use heavy-duty scissors (teacher may need to help in this area) to cut out both tracks. Of course we want them to design their own tracks, but this diagram is a general idea on how to have basic success with the roller coaster design.

The teams will need support pieces to be glued between the two main pieces of track. This will give the track stability and keep the main pieces the same distance apart through out the entire track. They can get these pieces from the extra cardboard cut out from the main track. Have them cut at least twenty 4cm x 12cm rectangle pieces. Glue along the 12 cm side and place in between the two large track pieces at various locations. This will ensure a 4cm width along the entire machine.Again, the winning team will successfully have their ball travel the length of the ride and have the highest combined hill height. Just add the heights of all three hills, from the base line up, and the winner will have the largest

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Extra Cardboard 25 cm from bottom

number. You can also use a timing device to see whose ride lasts the longest, shortest, etc.

Explain:The science…Why do the hills have to go from largest to smallest? There are two forms of mechanical energy at work in their coasters; Potential and Kinetic. The potential energy is supplied by gravity (sitting at the top of the first highest hill) and the kinetic comes when the potential begins to move down the track. Due to friction between the roller coaster car and the track, part of the original mechanical energy is lost and transformed into heat. So as the friction continues more and more energy is lost as heat. This is why you must make the hills smaller or the cars (balls) would never make it all the way through. The two forms of mechanical energy that are relevant to the understanding of how a roller coaster works are gravitational potential energy and kinetic energy.

Elaborate:Amusement park rides, water park rides, and rides in the local playground provide thrills while potential energy (PE) and kinetic energy (KE) transform from one to the other. Make a list of such rides and explain where in the ride the PE and the KE are the greatest. Also, where in your examples do you think some of your energy is lost due to heat?

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LEP Modification : LEP students should be successful at this activity as long as the instructions are demonstrated or modeled. Make sure that LEP students are actively participating within their teams.

LEP Modification : As you offer this verbal explanation, use gestures, models, and write key vocabulary on the board with any applicable visual clues to emphasize its importance.

Evaluate:Have each student write a paragraph for each of the following questions.

What was your group attempting to achieve with its coaster design? How was the ball set in motion? What could you have done to make the coaster better? What helped the coaster work as well as it did? What did this activity teach you about motion and forces?

Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in motion.

This lesson was adapted from- Ted Latham, physics and science/technology teacher, Watchung Hills Regional High School, Warren, New Jersey.

Assessment:Extensive rubric available at:http://school.discovery.com/networks/junkyardwars/pdf/junkboxrubric.pdf

MISSION SHEET

STAR DATE 2056

MISSON: Save the moon colony from starvation.

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LEP Modification : - LEP students may not have prior experience with amusement parks or water parks. Either show them pictures (from park maps, for example) or limit their choice of rides to the local playground.- LEP students can draw the rides with arrows to show where the PE and KE are the greatest. Then they can use a picture dictionary or teacher-supplied word bank to label the names of the rides.

LEP Modification: Provide sentence/paragraph frames to enable students to write paragraphs to answer the questions.

Your ORDERS1. Design and draw your blueprints for the perfect rocket. The Source of

power for your rocket will be an inflated balloon.

2. Build your payload HOLD from materials such as paper, CARDBOARD,

or a paper/plastic cup.

3. Your rocket will MOVE ON a piece of fishing line, which is threaded

through a straw on your rocket. Remember, YOU MUST include the straw

in your design.

4. It is up to you to find the optimum way to connect the payload container

to the straw and the balloon.

5. Blow up your balloon and use the clothespin to keep it closed.

6. attach one end of the fishing line to the back of a chair. Hold the other

end in your hand at the same height.

7. Load your payload (Paper Clips, marble, or any other small, light object)

into the container.

8. Thread the fishing line through the straw attached to your balloon rocket.

9. Unclip your clothespin and watch your rocket GO DEFEAT HUNGER

AND SAVE THE COUNTLESS LIVES OF STARVING PEOPLE!

10. YOU ARE REQUIRED TO HAVE FUN WHILE ACCOMPLISHING THIS

TASK, GOOD LUCK!!!

Balloon VocabularyCompression- Forcing air molecules into a more crowded space.Inertia- The property of matter that keeps something in the same position or moving in the same direction unless acted on by an unbalanced force.Friction- A force resisting the motion of two surfaces that are in contact with each other as they roll or slide across one another.

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Gravity- The force which attracts objects towards one another, such as the force that makes things fall to the groundNewton’s First Law- An object in motion tends to stay in motion, and an object at rest tends to stay at rest, until an out side force acts upon them to change their state.

Coaster VocabularyMechanical Energy- Energy generally associated with a moving mass or its position.Gravitational Potential Energy- The energy that a mass has because of its position.Kinetic Energy- The energy that a mass has because it is moving.Friction- A force resisting the motion of two surfaces that are in contact with each other as they roll or slide across one another.Heat- Due to the kinetic energy of the atoms and molecules vibrating and moving with random motions.

Lesson D: Balanced or Unbalanced?Objective 4.04

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Language Objectives: LEP students will- Explain force vocabulary to a partner.- Explain the results of one of the activities to a partner

using the words balanced forces, unbalanced forces, motion, action, and reaction.

- Write about one of the investigative activities with direct instruction and assistance.

Activity Concepts: Students will be investigating balanced and unbalanced forces and how accelerated motion is a result of the application of unbalanced forces. Students will then investigate that when there is movement due to unbalanced forces, there is an opposite and equal reaction to the force that causes the movement.

Process Skills: observation, measuring, inferring, predicting, communicating, collecting data, interpreting data, identifying and controlling variables, formulating a hypothesis

Materials: Chair Sample of data table (see appendix)

Per student: Science Notebook Safety goggles

Per group of four students: Two empty film canisters 1 Hot Wheels track Meter tape or stick 2 antacid tablet with sodium bicarbonate, each broken into three

equal pieces Water, 100 ml Sand Paper towels Straw String Balloon Masking tape

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Engage:Place a chair in the middle of the floor. Ask the students if there are any forces acting on this chair.

Invite a student to gently push the chair a short distance across the floor. Ask them again if there are any forces acting on this chair. (The push made it moved across the floor, an unbalanced force.)

Repeat the second one step, this time have a second student push back on the opposite side of the chair while the first student pushes back on the other side. Ask the students again, what forces are acting on the chair. Also ask them why the chair doesn’t move. (Even though there are forces acting on the chair, they are balanced causing the chair to not move.)

Repeat step one. Have the students determine if there are any forces acting upon it even though there isn’t anyone pushing it. (The force of gravity is pulling down on the chair. Since the chair isn’t moving, there must be an equal force moving in the opposite direction, it is the floor pushing back up.)

Explore:All students need to be wearing safety goggles when doing this investigation.

1. Place students into groups of four. 2. Lay the Hot Wheels track on the table. Both ends of the track

need to be facing way from students. Make a mark in the center of the track.

3. Place an empty film canister (bullet), with the cap on, on the track with the cap on the center mark.

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LEP Modification : For LEP students to participate verbally in this activity, they will need to be given some word choices for the possible forces that could be acting upon the chair.

4. Take a second film canister, put the lid on it and place it on the track at the center mark. The cap of the canisters should be touching and facing each other. Observe what happens.

5. Now take the second film canister, and pour water to a depth of about 5 mm into it.

6. Place about 1/3 of an antacid tablet with sodium bicarbonate into the canister (cannon) and shake for a second or two. Place the cap firmly onto the canister and lay it on the track. The cap of the second canister should also be on the center mark (caps of both canisters should be facing each other and touching).

7. Step back. The canister with an antacid tablet with sodium bicarbonate should explode, pushing on the empty canister. (If the canister doesn’t explode in two minutes, carefully remove it from the track and slowly open the lid to release the pressure. Clean it out and load another canister and try again.

8. Measure the distance traveled by the empty film canister (bullet) and the antacid tablet with sodium bicarbonate (cannon) canister. Make a data table to record the data. You will have three trials.

9. For the second trial, fill the bullet canister to a depth of 5 mm of water and place the lid on it. (This is the same amount of water that is in the cannon canister.) Place the bullet back on the track at the center mark. Repeat steps 4-7 and record the data onto the data table.

10. Empty the bullet canister and fill it with sand. Put the lid back onto the canister. Place the bullet canister on the track at the center mark. Again, repeat steps 4-7.

Explain:1. What happened to the two empty film canisters? Explain. (If the

forces are balanced, then there will be no movement. To have movement, there must be unbalanced forces.)

2. During which trial did the bullet canister move the most? During which trial did the cannon move the most? Explain why. (When the bullet canister is empty, it has less mass than the cannon it will travel further. When the bullet canister has the same amount of water in it as does the cannon canister, the masses are very similar and they travel close to the same distance. When the bullet is filled with sand, the cannon traveled further since the bullet had more mass.)

3. Which way did the lids move? Which way did the canisters move? Why did this happen? (The gases build up inside of the cannon

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canister and force the lid to move in a forward motion. This action causes a reaction from the canister, causing it to move backwards.)

4. Why did the canister with the most mass move the least?

Elaborate:1. Cut a long piece of string, approximately five meters long. 2. Take a straw and tape it to one side of a blown up balloon, along the

length of the balloon. 3. Tie one end of the string to a chair.4. String the other end of the string through the straw and tie it to

another chair so the string is stretched tightly. 5. Move the balloon to one end of the string and blow it up. Hold the end

of the balloon until you are ready to launch it. (Note: students need to figure out which way the balloon will go in order to figure out which end of the string to move the balloon towards.

6. Have the students do this several times, trying to make the balloon travel different distances.

Evaluate:In their science notebooks have the students choose one of the activities write an explanation of what happened during the investigation. They can use labeled diagrams or just a written explanation. They will need to make sure they use the terms used in this lesson (balanced forces, unbalanced forces, motion, action, and reaction).

Lesson E: Moving with MomentumObjective 4.05

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LEP Modification : - Provide a word bank and sentence fames. - As you (or students) are explaining the answers to the questions, use the materials from the experiment to recreate what happened at each stage.

LEP Modification : Provide a word bank for lower proficiency level students.

Language Objectives: LEP students will- Listen to an oral presentation about momentum and respond

to questions regarding momentum.- Write about their investigative findings with direct instruction

and assistance.

Activity Concepts: The more mass an object has the greater its momentum (assuming same velocity).

Process Skills: identifying and controlling variables, experimenting, making model, predicting, observing, using number relationship, communicating

Materials:Per Group:

Strips of wood to act as planks (you can get scraps at a hardware store; try to ensure that the wood is as smooth as possible)

Ping pong ball Tennis ball Softball or Larger form of ball Measuring Tape 2 thick textbooks

Engage:Ask students which they would rather stop from running at 3 mph, a 40 lb kindergartner or a 100 lb fifth grader. Why? (You may want to give a benchmark of what 3 mph may look like.)

Explore:Set up the textbooks and wood like a ramp. (Make sure that the ramp is set up in a way that allows for the balls to go as far as possible without bumping into something.)

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LEP Modification : In addition to giving an example of 10 mph, you should show pictures of children weighing 40 and 100 lbs, or bring in items weighing 40 and 100 lbs to give LEP students an idea of those amounts.

Procedure:(Have students record their findings in their notebook.)1. Start the ping pong ball at the top of the ramp2. Let it roll down the ramp3. Have students measures from the end of the ramp to the ball4. Have students record their findings5. Repeat steps 1-4 with the tennis ball6. Repeat steps 1-4 with the larger ball

Explain:Ask for one representative from each group to explain their findings. (Allow students to come back together and decide how they want to explain their findings.) Explain that their findings show that the greater the mass of an object the greater the momentum. (Have students record their findings in their notebook.)

Elaborate:Encourage students to think about riding in a car. Ask them what would be the first thing you should do after you get into the car. They will answer put on the seatbelt. Ask them why they put on the seatbelt. Explain that the seatbelt will is used because of momentum. When your parents put on the brakes the car does not stop immediately. Momentum keeps the car moving and friction tries to stop it. The seatbelt is protecting you from the momentum of the car.

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LEP Modification : Either post the names of the three balls in an organized layout for LEP students to copy or provide a photocopied chart for them to staple into their notebooks.

LEP Modification: Either within the small groups or as a class, make sure that LEP students understand what the findings show by using gestures and demonstrations. Help lower level students come up with a visual representation of the findings that they can record in their

LEP Modification : Use student volunteers to act out this scenario so that LEP students have a visual connection to background knowledge while you are speaking.

Evaluate:Evaluate student’s notebook findings.

Name:_____________________________ Date: ______________

MOVING ON WITH MOMENTUM

Object Trial 1 Trial 2 Trial 3 AveragePing Pong Ball

Tennis Ball

Softball

Lesson F: Action and Reaction ForcesObjective 4.05

Concepts: action and reaction forces

Process Skills: Observing, Formulating Hypothesis, Experimenting, Inferring

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LEP Modification : You may have to show/teach students how to find the average of the distances depending on their math abilities.

Language Objectives: LEP students will- Explain to a partner one of the activities performed in the

Engage and Explore sections. - Write about actions and reactions with direct instruction and

assistance.

Materials: 3 quarters per group

Engage:Pair students together. (Pair them with at approximately the same height and weight as best as possible.) Students are to sit on the floor back to back with their arms locked together. (Before you start, inform the students they must be careful not to hurt each other.) Explain to them that the object of this activity is for them to go from sitting on the floor to standing together. (In order for the students to accomplish this they must work together and provide an equal force to stand.) After the students accomplish this task and return to their seats, ask them how they accomplished that task. (Direct them to the scientific answer of forces.)

Explore:Lay the quarters touching side by side.

Inform the students that the objective of this activity is to move Quarter 1. They must abide by the following rules to accomplish this:

Students cannot touch Quarter 1 with anything {inform them that this means blowing on it, moving the table, etc but it can move. They cannot touch Quarter 2 and it cannot move. They can touch and move Quarter 3 anywhere. [To solve the problem, move Quarter 3 so that it hits Quarter 2]

Explain:

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Quarter1

Quarter 3

Quarter2

LEP Modification : As you are directing students’ responses, reenact the activity with one pair of students so that you have a model to refer to while you are explaining using scientific language.

LEP Modification : Use gestures as you explain the rules.

The fundamental cause of the movement is Newton’s Law that for every action there is an equal and opposite reaction. The reason for the standing activity was to show that as your partner used force you also used a reaction force to help you stand. In order to accomplish this without hurting each other, you had to use force equally and in the opposite directions.

Also, the Quarter Activity shows opposite and equal reactions. Think of Quarters 3 and 2. Quarter 3 acts as an action force by initiating contact and Quarter 2 exerts a reaction force upon Quarter 3. That is why it does not move. [When explaining this section it would be best to reset the quarter position.]

Elaborate:Give the students everyday examples of action and reaction forces. For example, a rocket launch, a skydiver using a parachute, etc. (This can be placed in graphic organizer form.)

Situation Action ReactionA person shooting pool. The tip of the

stickThe ball that was hit by the stick moves

Have them identify the action and reaction forces. Students need to place the examples in their notebook.

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LEP Modification : Use gestures and reenactment to emphasize and teach the meaning of the words: action, reaction, equal, and opposite. Write the words on the board as you explain and demonstrate them.

LEP Modification : Include pictures for each of the situations, actions and reactions

LEP Modification : Give students pictures to accompany the actions and reactions in additional situations. Try to provide the most common situations you can think of for this part of the activity so that, hopefully, LEP students will have some background knowledge of the situation, action, and reaction. They can manipulate them and then glue them in the correct place on the charts in their notebooks (either copied from your example or photocopied and stapled inside).

Evaluate:Their notebook responses from extension/elaboration will be reviewed for student understanding.

Lesson G: InertiaObjective 4.05

Activity Concepts: The tendency of an object to resist change in its state of motion is an object’s inertia.

Process Skills: Experimenting, Inferring, Making Models, Predicting, Formulating Hypothesis

Materials: Per Group 1 playing card 1 film container [find these at photo developing areas] 1 quarter

Engage:How does Newton’s First Law relate to inertia?

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Language Objectives: LEP students will- Follow one-step and two-step directions and instructions to

complete the Explore activity with modeling and prompting when spoken slowly and distinctly.

- Write about inertia with direct instruction and assistance.

LEP Modification : - Remind students of Newton’s First Law. It would be good to have some kind of visual throughout this unit to help students remember/make a connection between the language and the content (i.e. a picture of Newton with the various laws around him and visual cues for each one. - Explain inertia through demonstration.

Explore:1. Place the film container on the table.2. Place the card on top of the container.3. Center the quarter on top of the card.

Instruct students that they must get the quarter inside the cup and the only thing they can touch is the card. (Students can do this by either flicking the card on giving it a swift jerk.)

Explain:Ask students how they got the coin inside the container. (Lead them into the scientific explanation. You want them to use the word force.) Explain to students that Newton’s Law says that an object at rest will remain at rest and in object in motion will continue moving in a straight line until an outside force acts on it. Ask the students how the coin activity follows Newton’s First Law. (Answer should be along the lines that the quarter was at rest until a force, our hand/card, acted upon it. The quarter was at rest.) Ask if there are any questions.

ElaborateYou will need to pair students together. (Pair them with at approximately the same height and weight as best as possible.) They are to stand facing each other and palms touching. Instruct one student to gently push on their partner. Have the partner return the favor. (This will also be a good opportunity to ask students if they did not have their partners pushing back

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LEP Modification : Use gestures when giving instructions.

LEP Modification : Encourage students to reenact the experiment as they offer explanations. If you have to supplement their explanations, use the materials from the experiment to help LEP students make the connection between the language and the content. Intentionally refer to Newton’s First Law (visual, if you have one) to show LEP students how this activity relates.

what would happen. Students will answer and you can reiterate the fact that an object will continue to move without force acting upon it.)

EvaluateHave the students write in their science notebook how this activity exemplifies inertia. Check their responses form their notebook.

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LEP Modification: Lower proficiency level LEP students can:- give an oral explanation to the teacher- draw the activity and label with words provided in a word bank- write or say the definition of inertia if it has been posted or

recorded in students’ notebooks

Inertia (Part 2)Objective: 4.05

Activity Concepts: inertia and gravityProcess Skills: making a model, inferring, observing

Materials: Washers (purchased at hardware store) Strong yarn or string

Engage:Ask students how they think the planets stay in orbit. Accept reasonable answers.

Explore:(Have students tie the strings and washers together before you go outside or to an open space.) Explain to students that they will be going outside to do an experiment. They will need to take the string with the washer and swing it around their heads. Consider it to be like a cowboy and lasso. When they release the string, they must observe the path it takes. (** Please take the time to give your students extra instruction on safety.)

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Language Objectives: LEP students will- Follow one-step and two-step directions and instructions to

complete the Explore activity with modeling and prompting when spoken slowly and distinctly.

- Explain the results of the activity and its relation to inertia to a partner.

LEP Modification : Use a poster, model or video clip of the solar system when asking this question. Use gestures to demonstrate “orbit.”

LEP Modification : Show a picture of a cowboy with lasso and/or demonstrate how you expect them to swing it. Model how to observe the path it takes once it is released. As LEP students are performing this activity, use your hands or feet plus words to reinforce that it travels in a straight line. This will prepare students for the following discussion.

Explain:When the students return to the classroom ask them the path that the string took. The answer should be a straight line. Inertia is the force that helps objects continue moving in a straight line.

Elaborate:Encourage students to consider how the planets stay in orbit. Inertia is the force that wants objects to continue moving in a straight line. Yet gravity is strong enough to keep the planets in orbit.

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LEP Modification : Provide a word bank.

LEP Modification: Use the poster, model, video clip from the beginning of the lesson to show the orbit of the planets and the difference between inertia and gravity.

Lesson H: Having Fun with ForceObjective 4.05

Activity Concepts: forces common to earth; gravity, magnetism, and friction

Process Skills: Observing, Predicting; Formulating Hypothesis; Experimenting; Inferring

Materials:Per Group:

Magnets Various Items (Some that attract and some that repel) Paper Clips,

marble, etc Carpet Samples (If you do not have a carpet area) Hot Wheels

Engage: 1. Review of forces.2. Pair students together. 3. Pair students of like weight and height as best possible. 4. Have them sit on the floor back to back and lock arms. 5. Instruct them that they must be careful and not hurt each other. 6. Their task is to work themselves up to a standing position. 7. After they have finished, have a small discussion on how this activity

relates to force.8. Discuss: What are three main forces that affect objects on earth

everyday?

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Language Objectives: LEP students will- Explain magnetism, friction, and gravity to a partner - Describe what it would be like on earth without magnetism,

friction, or gravity.

LEP Modification : Make a list of forces in step 1. Make sure this list is visible during step 8. If LEP students are not comfortable saying one of the forces, allow them to point to it first and then repeat after you.

Explore:Station 1:

1. Students will need their materials. Have students use the following chart to predict what will be attracted to the magnet and what will be repelled.

2. After they have set their predictions, have students share some items that will repel and attract.

3. Then students will take one item at a time and see if it attracts or repels. They will record their answer for each item.

Station 2: Carpet Samples or Carpeted Area (Same length as slick area) {Strips

of sand paper can also be an option} Slick Surface (Same length as carpeted area) Hot Wheels Cars Stop Watch1. Start with the carpeted sample or area. 2. Place car at starting line and have students push the car toward the

finish line. Another student will need to use the stopwatch to time the trial.

3. Record the results on the table.4. Repeat steps 2 and 3 two more times.5. Switch to the slicker surface for the next three trials.6. Repeat steps 2, 3, and 4.7. Have students answer the questions at the bottom of the sheet

Explain Ask….To share their results from Station 1 and then Station 2. Ask students if they found anything that was interesting in their investigations.Explain to students that there are three forces seen in these stations. Magnetism (Station 1)Friction (Station 2)(Before telling them the last force, have students stand up. Ask them why they are not falling up when they leave their desk.) The final force is gravity.

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LEP Modification : Either label the materials to test or make a poster showing the names of the items with pictures so that LEP students can easily record the names of the items on their data charts.

Elaborate:Ask students what it would be like on Earth if we did not have:

Magnetism Friction Gravity

Accept all reasonable answers.

Evaluation:Have students write their responses to the Extension questions in their science notebook. (This can also be done as a narrative or writing prompt.)

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LEP Modification : - If LEP students have any extra time at their stations, encourage their native speaking peers to help them practice reading their results from their charts so that when it is time to share, they can participate with confidence.- When you explain the three forces, refer to the activities in stations 1 and 2 to explicitly show magnetism and friction.

LEP Modification : As students answer, encourage them to show what it would be like so that LEP students can understand. Prepare a few examples yourself that you can support with either gestures, demonstration, or visuals in case the students’ examples are not easy to understand.

LEP Modification: Provide sentence frames commensurate with students writing ability.

NAME: __________________________ DATE: ______________

HAVING FUN WITH FORCE

STATION 1:

Name: ____________________________ Date: __________________

HAVING FUN WITH FORCE

STATION 1:Item Description Prediction

Attract or Repel

ActualAttract or Repel

Was your hypothesis correct?

Comments

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HAVING FUN WITH FORCESTATION 2

Turns Surface Time Observation1

2

3

1

2

3

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Lesson I: Junkyard Battles (Fling a Cow)Objectives 4.06 and 4.07

Activity Concepts: Students will build a model to solve a mechanical design problem based on materials available from the “Junkyard”. Sample Problem (you can make up your own) - We have had a serious virus invade all technologies on earth. As a result of this catastrophe, our farm animals are in trouble of starvation. We must move the animals to more fertile feeding grounds, and a catapult is the only way possible at this time! Problem will be solved based on criteria presented.

Process Skills: Formulating hypotheses, observation, inferring, communicating, making models

Materials: Paper for design stage Pictures of catapults Computer with Internet access (optional) Cardboard shoe boxes or Strips of Tag Board

Rubber bands (4 for each catapult) Craft/Popsicle sticks Masking tape Plastic spoon (1 for each catapult) Rulers (1 per student group) Scissors (1 per student group) Plastic Farm Animals or your choice of object

Masking tape (for launching competition) Object of your choice to serve as a target Create Your Own Challenge Pieces- use what you like (check

resource for website)

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Language Objectives: LEP students will- Tell a partner about the catapult that worked best in each of the

competitions.

SAFETY: Make sure that students do not injure themselves in the building and launching of the catapult.

Engage:Students will be shown numerous pictures, video clips and you’re “Homemade Version” of a catapult. http://www.unitedstreaming.com/

Note to Teacher: take the time to research online, there are many examples of easy catapults you can build…Yes you can

Explore:Tell students they are going to work in groups to create catapults out of everyday objects. To connect to goal 4.07 explain how simple machines allow the catapult to work. Give details that catapults were often used as weapons of war during the Middle Ages. The ancient Romans used catapults to throw stones at their enemies. The catapult was a large lever. They used a pulley to pull down the arm of the catapult. The device was set on wheels--an advanced version of rollers--to move it from place to place. Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. A good animated illustration of a catapult can be found at http://www.howtobuildcatapults.com/catapultmangonelanimation.html

Tell students that after building their catapults, they will compete to see whose catapult can fling a farm animal the farthest and a second competition to see who can get it closest to a target.

  As a class, determine which catapult was able to launch an animal the greatest distance. Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the starving animal farther than the others?

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LEP Modification : Use gestures and props (measuring tool, bullseye) to show the two different competitions.

LEP Modification : As students offer explanations, encourage them to point to the catapult that worked best and the elements of its design to help LEP students follow their explanations.

Explain:Divide students into manageable groups (3-5 per group), and provide each group a map to the junkyard of supplies they will need to make their catapults (see materials list) as well as any other things you wish to provide. Tell the groups that they can design their catapults however they please, but drawing a detailed diagram of their design is essential. Announce to the students they will be timed in this activity. If you have a Bull horn that is what they use on the real show. Two hours to design and build, this can be spread over as many days as needed (they may need less or more time to complete). Now, it is time to design and build their catapults. Remember to ask them to name their team. Remind them, they can use only the materials from the junkyard, nothing else.

Once students have completed their catapults, it’s time to save some farm animals. Clear an area in the classroom that can be used for the launching starving bovines to more fertile ground. Using masking tape, mark a starting line. Place the target object about 5 feet in front of the line. The distance may need to be adjusted based on the ability of their catapults. (Note to teacher- if you make yours ahead of time with similar materials, you get a good idea of the distance capabilities they will achieve) One at a time, have the student teams place their catapults on the line and fling a animal to the promised land-their goal is to hit the target. Mark where each team's animal landed with a piece of masking tape that has been labeled with the team's name. They are allowed three tries and can adjust their power, angle or other variables if possible, to create a more favorable launch. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its animal. Talk about the design of the winning catapults. Why did this design work the best?  Next, an optional contest could be to have students again place their catapults on the starting line and fire a second critter — their goal, this time, is to achieve the greatest distance. Again, mark where each animal lands with a piece of labeled masking tape. Once all the catapults have been fired, have students measure the distance from the starting line to where

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LEP Modification : Make sure that LEP students are participating in either the building of the catapult or the drawing of the design or both.

their payload landed.  Elaborate:Wrapping It Up form from the Junk Box Wars create your own challenge web site relates the project to real world applications.

Evaluate:Have each student write a paragraph for each of the following questions.

What was your group attempting to achieve with its catapult design? How did the catapult set the animal in motion? Which challenge did your catapult meet best, accuracy or distance?

What could you have done to make the catapult better? What helped the catapult work as well as it did? What did this activity teach you about motion and forces?

Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in

motion.

Assessment:Extensive rubric available at:http://school.discovery.com/networks/junkyardwars/pdf/junkboxrubric.pdf

Vocabulary:Acceleration- The change in velocity over time Force- A push or a pull; cause of motion or change Inertia- The property of matter that keeps something in the same position or moving in the same direction unless acted on by an unbalanced force.Propel- To push or drive forward or onward by, or as if by, means of a force that imparts motion

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LEP Modification : Provide word bank, sentence/paragraph frames to enable LEP students to answer these questions. Entering students may answer them one-on-one with the teacher using limited oral language and pointing to the catapults or recreating the experiments.

Assessment

1. Of the following choices, which gives the best example of potential energy?

a. a car driving around a track.b. a boulder about to fall into the ocean.c. a car driving on the road.d. an egg frying in a pan.

2. Which form of energy has the greatest effect on the above image?a. solarb. magneticc. windd. hydroelectric

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LEP Modification: This assessment could be modified in a variety of ways. Choose one, or a combination of several modifications based on your students’ proficiency levels and needs.

- Read test aloud- Divide test into multiple sessions to be given at separate times

throughout the day or week.- Allow extended time- Reduce the number of questions to the most essential for

showing mastery- Eliminate one answer choice per question.- Simplify/paraphrase language- Provide pictures to accompany vocabulary in questions and

answer choices.

3. What are the two terms that affect the level of an object’s acceleration?a. mass and forceb. force and frictionc. gravity and massd. friction and mass

4. Which is an example of friction on a vehicle? a. friction between the pedal and the gasoline tank b. friction between the passenger and the door c. friction between the tires and the road d. friction between the radio and the steering wheel

5. When a runner is crossing the finish, what term does not allow him to stop as soon as the crosses the finish line? a. gravity b. momentum c. acceleration d. velocity

6. Which of the following variables has the most effect on the number of cycles in a given amount of time for a pendulum?

a. the height of the dropb. the mass of the pendulumc. the length of the stringd. the type of material in the pendulum

7. Determine which of the following pendulums lengths will complete the greatest number of cycles in 30 seconds.

a. 50 centimetersb. 25 centimetersc. 100 centimetersd. 75 centimeters

8. A penny being held in the air has what kind of energy?a. kinetic energyb. potential energy

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Resources http://www.worsleyschool.net/science/files/pendulum/pendulum1.html http://www.materialworlds.com/sims/Pendulum/worksheet3.html http://www.calacademy.org/products/pendulum/index.html http://library.thinkquest.org/CR0215468/gravity.htm http://www.iit.edu/~smile/ph96m5.html http://www.stvincent.cac.uk/Resources/Physics/Speed/speed/

motgraphs.html http://www.darylscience.com/Demos/RollerCoaster.htm Stop Faking It, Force and Motion. NSTA Press. Rocket Mission

Sheet located on next page. http://school.discovery.com/lessonplans/programs/forces/ http://www.cmu.edu/gipse/materials/pdf-2001/balloon.pdf http://www.yesmag.bc.ca/projects/balloon_rockets.html http://id.mind.net/~zona/mstm/physics/mechanics/forces/newton/

newton.html http://school.discovery.com/lessonplans/programs/rollercoaster/ Various Coaster Movies http://www.unitedstreaming.com/ Coaster Design Help Websites http://www.official-linerider.com/play.html http://www.usoe.k12.ut.us/CURR/SCIENCE/sciber00/8th/forces/

sciber/forces.htm http://galileo.phys.virginia.edu/outreach/8thGradeSOL/

Newton3Frm.htmCreate Your Own Challenge http://school.discovery.com/networks/junkyardwars/create.html Cheap Lesson Plans http://wwws.aimsedu.org/aims_store/pages.php?

aKeywords=catapult&pageid=5&action=srchResultsSuper Slinger http://school.discovery.com/networks/junkyardwars/pdf/

junkboxlaunch.pdf

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