unit 16 how things move - institute for school partnership ... · pdf fileunit 16 how things...

Physical Science: Forces and M

otion, Interactions and Ram

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Washington U

niversity in St. LouisInstitute for School Partnership

unit 16

How ThingsMove

2Unit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

MySci Project-Based Curriculum Unit Structure

How do engineers design complex machines?

How can changing force affect motion?

How do magnets work? How can we design a chain reaction machine?

What do we need to know to design our own chain

reaction machine?

How are force and motion related?

What is the effect of height on the distance an object travels?

How do magnets interact with objects?

How does changing the surface affect the motion of an object?

How do magnets interact with each other?

How does gravity work?

Can some forces work without touching?

How can we use what we’ve learned about forces

to keep a chain reaction moving?

DESIGN CHALLENGE: How can we design a chain reaction machine that demonstrates different concepts of force and motion?

Unit 16

How Things Move

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Visit the Unit 16 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-16/

http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-16/


Unit 16 Teacher Preparation ListLesson Inside MySci kit, you’ll find: Items you must supply: Extra prep time needed:

Lesson 1 600 dominoesForces, by Josey Baker and Jen Tilson

Science notebooks & Internet access Review MySci Safety GuidelinesCopy and administer pre-assessmentCopies of Engineering Design Cycle (Appendix i)Copies of Scientific Drawing Rubric (Appendix ii)

Lesson 2 Sheep in a Jeep, by Nancy Shaw Science notebooks & Internet accessChart paper Scissors

1 copy of Sample Force and Motion T-Chart, cut into 12 strips (Appendix iii)

Lesson 3 6 toy cars6 rampsDominoes (30 per group, from Lesson 1)6 measuring tapes

Science notebooksRulersClassroom books to build ramps

Copies of Activity A: Forces and Motion (Appendix iv)Copies of Activity B: Changing the Height of the Ramp (Appendix v)

Lesson 4 6 carpet piecesDominoes (30 per group, from Lesson 1)6 toy cars (From Lesson 3)6 ramps (From Lesson 3)6 measuring tapes (from Lesson 3)

Science notebooks Classroom books to build ramps

Copies of Changing the Surface (2-sided, Appendix vi - vii)

Lesson 5 6 paratroopers1 ball of stringDominoes (30 per group, from Lesson 1)

Science notebooks & Internet accessBasic materials for parachutes, such as copy paper, tissues, baggies, tape, scissors, paper plates or cups, etc.Stopwatch

Copies of Gravity Explorations (2-sided, Appendix viii - ix)Copies of the Engineering Design Cycle from Lesson 1 (Appendix i)

Lesson 6 4 balloons 12 Wooly Willy toys

Science notebooks & internet accessPaper holes (from a paper puncher)

Lesson 7 6 bar magnets6 bags of materials (paperclip, washer, screw, penny, dime, plastic chip)What Makes a Magnet? by Franklyn M. BranleyDominoes (30 per group, from Lesson 1)

Science notebooksVarious classroom items for students to test

Copies of Magnet Explorations (Appendix x)

Lesson 8 6 magnetic floating ring toys6 bar magnets (From this lesson)6 bar magnets (from Lesson 7What Makes a Magnet? by Franklyn M. Branley (From Lesson 7)

Science notebooks

Lesson 9 Materials from previous lessons (Dominoes, magnets, paratroopers, ramps)

Additional materials for machine building (recyclables, classroom objects, etc)Science notebooks

Copies of Chain Reaction Project Rubric (Appendix xi)Copies of the Engineering Design Cycle from Lesson 1 (Appendix i)Copies of the Scientific Drawing Rubric from Lesson 1 (Appendix ii)Copy and administer the post-assessment

http://schoolpartnership.wustl.edu/wp-content/uploads/2015/04/MySci-Safety.pdf

1section


How do engineers design complex machines?

Lesson 1: What do we need to know to design our own chain reaction machine?

LEARNING TARGETSUnderstand the Engineering Design Cycle.Define force and identify how forces can act on objects.Explain what is needed for a good scientific drawing.

SUMMARYStudents set up dominoes to learn about force and motion. They watch a video and identify other objects that create force. Through discussion, they are introduced to the design challenge for this unit and learn how the Engineering Design Cycle and Scientific Drawing Rubric can help them in this challenge.

ENGAGEPut students into small groups and give each group 30 dominoes. Ask the class: Can you build them in a circle and have them all fall down? You will have only 5 minutes for the first try.

EXPLOREAsk the class: What do you have to do to stop the motion of the dominoes in the circle? Can you rebuild your structure in a way that stops the motion part way around the circle?

EXPLAINAsk the class: What had to happen to start the dominoes falling? What happened next? Write your thoughts in your science notebook. After students have had a chance to write out their thoughts, have them share out and discuss with the class.Teacher guide to student responses: A force [push or pull] was needed to start the reaction. The energy from one domino was transferred to the next one. Read the book Forces to the class.

ELABORATEAsk: Has anyone heard of a Rube Goldberg machine? These machines are named after an artist, Rube Goldberg, who liked to draw very complicated machines. They use forces and motion in many different steps. Here are some videos of Rube Goldberg machines. As we watch, look for forces and motion.

MYSCI MATERIALS: 600 dominoes

Forces, by Josey Baker and Jen Tilson

TEACHER PROVIDES: Science notebooks

Internet access

Copies of the Engineering Design Cycle (Appendix i)

Copies of the Scientific Drawing Rubric (Appendix ii)

Teaching Tip: This icon highlights an opportunity to check for understanding through a

formal or informal assessment.

Teaching Tip: This lesson will probably take more than one day to complete. One suggestion is to do Engage, Explore, and Explain in Day 1 and Elaborate and Evaluate in Day 2.

Teaching Tip: This book is an introduction to all of the concepts in this unit. You may want to re-read it at several times throughout the unit and reexamine the pictures as students gain more knowledge and vocabulary. However, at this time, they are not expected to have complete understanding of all concepts in the book.


Lesson 1 continued: What do we need to know to design our own chain reaction machine?

Choose one or more of these videos to watch: Domino Rally: https://www.youtube.com/watch?v=cKq6M8H98l4Christmas-themed Rube Goldberg: http://news.yahoo.com/rube-goldberg-machine-202402092.html Dominoes with Friends 2: https://www.youtube.com/watch?v=AhixoDa2CzgLongest Domino Structure: https://www.youtube.com/watch?v=59P_vTPPnz8

After watching the videos, ask students to share out the forces and motion they saw. Do they think they could design and build something like what they saw in the videos? By the end of this unit, you will all build a chain reaction machine. What do you think we should do first? How do we start the process of designing our machine? Take student responses. Then, hand out copies of the Engineering Design Cycle chart (Appendix i). Discuss each stage of the cycle:

• Identify the Need/Problem (We want to build a chain reaction machine that uses forces and motion.)

• Research & Brainstorm (We did a little bit of research today when we watched the videos and started to work with a few dominoes. We will continue to research and brainstorm.)

• Choose Best Ideas• Construct Prototype• Test & Evaluate• Communicate• Redesign

This is the process that we will use throughout the unit to build the chain reaction machines that apply multiple forces to start and stop motion.

EVALUATEPass out the Scientific Drawing Rubric (Appendix ii). Drawings are another important tool that scientists and engineers use to create their designs. Explain that we are going to use this rubric for our drawings in science and that each drawing should have these things in them. Go over each section of the rubric with the students.

Instruct students to draw a design in their science notebooks for a simple chain reaction machine that will use several objects to keep a

motion going. Tell them to use arrows to show direction of the force.

Teaching Tip: You might need to discuss the use of symbols in drawings, such as arrows. It might be good to agree on common symbols for their drawings, or to have an example. Also show and discuss the drawing rubric.

https://www.youtube.com/watch?v=cKq6M8H98l4

http://news.yahoo.com/rube-goldberg-machine-202402092.html

http://news.yahoo.com/rube-goldberg-machine-202402092.html

https://www.youtube.com/watch?v=AhixoDa2Czg

https://www.youtube.com/watch?v=59P_vTPPnz8

https://www.youtube.com/watch?v=59P_vTPPnz8

section


Lesson 2: How are force and motion related?

How can changing force affect motion?2

LEARNING TARGETExplain that force causes motion or changes in motion.

SUMMARYStudents will read Sheep in a Jeep out loud and, as a class, make a T-Chart that shows the relationship between force and motion.

ENGAGEAsk the class: When we experimented with the dominoes, what did you notice? Which comes first, the motion or the force? Have several students share their ideas with evidence. In this lesson we are going to focus on different words that describe forces and motion. Prompt the students to look for forces and motion as you read the book “Sheep in a Jeep.”

EXPLOREAfter reading the book, hand out paper strips from Appendix iii. Each pair

of students should get a strip. Ask the students to decide if they think their paper strip is a force (cause) or motion (effect). Direct them to

move to different sides of the classroom depending on what they think. After they have all moved, have each pair read their paper strip out loud. Make sure that students understand that stopping motion is a change in motion--this is the effect!Once you are sure that all students are in the right group, read the story slowly again. As you get to each cause, have that pair come forward and meet with the pair that has the matching effect. Assemble the T-chart on the board as you read the story. See Appendix iii for the completed T-chart answer key.

EXPLAINHave students copy the T-chart in their science notebooks. (NOTE: You can use Appendix iii and your projector so all students can see it, or hand out copies of Appendix iii to save time.) Ask students to leave several blank rows at the bottom of their T-chart.

MYSCI MATERIALS: Sheep in a Jeep, by Nancy Shaw


Chart paper

Scissors

Internet access

1 copy of Sample Force and Motion T-Chart, cut into 12 strips (Appendix iii)

Teaching Tip: In addition to reading the book, you may also wish to show the video Sheep in a Jeep

http://www.youtube.com/watch?v=fAlgxxy-

BIpI

The children in the video are a little hard to understand, so you might watch it twice. It’s very short!

http://www.youtube.com/watch?v=fAlgxxyBIpI

http://www.youtube.com/watch?v=fAlgxxyBIpI


Lesson 2 continued: How are force and motion related?

ELABORATE Use the book “Forces” from Lesson 1, and ask students to identify the force and motion in each picture. You could also give each student a different story book or trade book and ask them to identify and explain a force and motion from their book.

EVALUATE

Set up 10 dominoes where all students can see them. Push on one domino and make the domino string fall down. Ask students to

identify the force and motion (cause and effect) and add this to their T-chart.Answer: the push is the cause, the dominoes falling is the effect


Lesson 3: What is the effect of height on the distance an object travels?

LEARNING TARGETDescribe the relationship that exists between height and distance an object travels.

SUMMARYStudents will conduct investigations that will test how the change in height will affect the distance an object travels.

ENGAGESet up a ramp so that the students can see it. Ask them to predict what will happen if you put the car on the ramp and let go. Why do they think this will happen?Give students a chance to write in their science notebooks and then share out. It is OK if they do not use the word “gravity” at this point.

EXPLOREAsk the class: What do you think will happen when a toy car is released on a ramp at different heights? What do we have to do to set up fair trials for our car exper-iments? How can we make sure we all are using the same height ramps, etc? Let’s look at the activity sheets for what we are about to do.Organize students into six groups and hand out a car, a ramp, and copies of Appendix iv to each group. Go over Appendix iv as a class. Have the student groups complete the procedure on the Appendix, then have groups answer Questions 3 and 4. Watch this video about ramps: PBS 60-Second Science http://www.pbslearn-ingmedia.org/resource/248b9066-52b5-47ac-a61b-1622097e2ce9/rolling-down-ramps/ Answers: 3. The push from a student’s hand is the force that causes the car to go up the ramp. 4. Gravity is the force the pulls the car down the ramp.

EXPLAINAsk the class: Do you think changing the height or steepness of the ramp will affect the car? What do you think will change? Why? Hand out copies of Appendix v and go over the experiment with the class. Make sure that they understand how to use the tape measure and how to calculate an average. Circulate around the room as students complete the experiment.

ELABORATENow set up 30 dominos at the end of ramp. Ask: How do the different heights affect the dominos? Have students make predictions about how changing the ramp height might affect the dominoes, then test their predictions by allowing the car to hit the dominoes at the end of the ramp. Repeat the trials at different heights.

MYSCI MATERIALS: 6 toy cars

6 ramps

Dominoes (30 per group, from Lesson 1)

6 measuring tapes


Internet access

Rulers

Classroom books to build ramps

Copies of Activity A: Forces and Motion (Appendix iv)

Copies of Activity B: Changing the Height of the Ramp (Appendix v)

Teaching Tip: Be sure and review the activity sheets with the students prior to giving them the cars,

ramps and measuring tapes!

Teaching Tip: Be sure to explain that the toy car will take the place of the sheep in a Jeep.

http://www.pbslearningmedia.org/resource/248b9066-52b5-47ac-a61b-1622097e2ce9/rolling-down-ramps/





Lesson 3 continued: What is the effect of height on the distance an object travels?

EVALUATE

Use Question C from Appendix v as the Evaluate for this lesson.


Lesson 4: How does changing the surface affect the motion of an object?

LEARNING TARGETSExplain how different surfaces affect the distance a car rolls off a ramp.Communicate their experimental procedures and results to others.

SUMMARYStudents will conduct an experiment to discover how changing the surface that the car rolls on affects the distance it rolls.

ENGAGEAsk: Have any of you ever been on a sliding board? Can you describe the part of the sliding board that you sat on? What was it made out of and what did it look and feel like?Take student responses. Hopefully students mention that the sliding board was smooth. If no student mentions the texture of the board, ask them if it was smooth (like a desk) or rough (like a road). Today we are going to learn about how the texture of a surface will affect our car as it rolls down the ramp.

EXPLOREHand out copies of Changing the Surface (Appendix vi-vii). Note that this is a double-sided handout. Ask students to read through the statement under “Prediction”. Show them the different surfaces and ask them to write predictions.Put the students into 6 groups and hand out the materials to each group. Make sure they understand the procedure and how to use a tape measure. When they are finished, have them write a conclusion.

EXPLAINGather students to review the activity and their findings. Create a graph on chart paper of the differences in length the car rolled with different surfaces. Have students turn in their activity sheet at the end of the conversation.

ELABORATETell students: Now set up 30 dominoes at the end of the carpet covered ramp. What do you think will happen? How will these new findings about friction help us in our chain reaction machine? Meet with your design group and discuss.

EVALUATEEngineers communicate their results to each other. Refer to the Engineering Design Cycle handout from Lesson 1. If you make a great discovery or design but don’t tell anyone about it, no one will know! Communicating results is important to all scientists and engineers.

Have students work in their groups to create a poster explaining what they have learned in the activities from Lesson 3 and Lesson 4. Have the

students reconstruct the steps of their experiment in their notebook. They should show what they did with pictures and explanations. The students should take a gallery walk when all groups are finished. Do the posters clearly show and explain the experiment and results?

MYSCI MATERIALS: 6 carpet pieces

6 toy cars (from Lesson 3)

6 ramps (from Lesson 3)

6 measuring tapes (from Lesson 3)



Copies of Changing the Surface (2 sided, Appendix vi - vii)

Books to build ramps


Lesson 5: How does gravity work?

LEARNING TARGETDescribe gravity as a force that pulls objects downward.Explain how air resistance can be used to slow the fall of objects.

SUMMARYStudents will plan and conduct an investigation that will show how objects can fall slower to the ground. In this activity, the students create a parachute. They use a variety of materials to slow down the speed that a plastic model drops.

ENGAGEAsk the students: How can we explain the forces in Sheep in a Jeep and our experiments from the previous lessons? Write these words on the board and ask students to write 5 sentences that contain as many of these words as possible:

force friction pulls pushmotion slows causes inJeep sheep gravity stop

Students will share their sentences with their shoulder partner. Make sure each force (push, pull, friction, force) is discussed. If the students did not bring up a particular force, bring it up and discuss. Tell the students this activity we are focusing on gravity.

EXPLOREAsk: What will happen if I let go of this toy? What is the force (cause) and what is the motion (effect)? Put students into 6 groups and hand out materials and copies of Gravity Explorations (Appendix viii-ix). Have them answer Question 1 before they start building. Make sure they understand what they are trying to do. They will need access to various materials to build their parachutes.

EXPLAINAsk the class: What are your thoughts about your results? Gather students to discuss their results and answers to Questions 2, 3 and 4.

ELABORATEAsk students: What do people do with parachutes? All parachutes are used to get people and things safely to the ground by slowing down the effects of gravity using air resistance. Even the Mars rovers had parachutes! Watch this video about the engineers who designed and tested the Mars parachutes:

Parachute problems: http://www.pbslearningmedia.org/resource/arct14.sci.nvchute/parachute-problems-nova/

MYSCI MATERIALS: 6 paratroopers

1 ball of string



Internet access

Materials for parachutes: for example, tissues, zip lock baggies, tape, scissors, paper lunch bags, copy paper, paper cups or plates, etc)

Stopwatch

Copies of Gravity Explorations (2-sided, Appendix viii - ix)

Copies of the Engineering Design Cycle (from Lesson 1, Appendix i)

Teaching Tip: If you tie the ends of the strings to a paper clip, it makes it a lot easier to attach to the paratrooper.

Teaching Tip: Gravity is a force that only pulls. All objects attract (pull toward) one another because of gravity. How hard objects pull on each other is based on how much material they have (mass): more material = harder pull. The Earth is so big that it pulls objects towards the ground.

http://www.pbslearningmedia.org/resource/arct14.sci.nvchute/parachute-problems-nova/




Lesson 5 continued: How does gravity work?

Look at your Engineering Design Cycle from Lesson 1. When they tested their design, why were the engineers happy that it failed? (Because they could redesign it and make sure it works when it is really on Mars.) Can you think of any animals that might use parachutes? Start this video at the 40-second mark:

Flying Squirrels: http://www.pbslearningmedia.org/resource/a4d83071-dd10-470e-a288-cb77411b7973/a4d83071-dd10-470e-a288-cb77411b7973/

The flying squirrel has to fall safely but he also has to know exactly where he will land. Can you use your parachute to knock down a row of dominoes?Have the students set up lines of dominoes and release their parachutes. Are they easy or difficult to aim?

EVALUATETell students: We are going to use a stopwatch to see which groups’ paratrooper took the longest time to land. Have each group present their most successful

parachute design and discuss the changes they made to arrive at their latest model.

Ask students to draw a scientific drawing in their science notebooks of the Flying Squirrel. What are the forces acting on the flying squirrel? (Evaluate their work based on the Scientific Drawing Rubric. Their drawings must show gravity and air resistance.)

http://www.pbslearningmedia.org/resource/a4d83071-dd10-470e-a288-cb77411b7973/a4d83071-dd10-470e-a288-cb77411b7973/




section


How do magnets work?

Lesson 6: Can some forces work without touching?

3

LEARNING TARGETExplain which forces need to touch in order to work, and which forces do not.

SUMMARYStudents will explore forces that do not require contact.

ENGAGEAsk the class: What do you remember about gravity? Review activity from the previous lesson. What made the figures fall? Where does the force of gravity come from? (Earth’s mass). Does the Earth need to touch the paratrooper to make it start moving? (No, they do not touch.)

EXPLOREAsk the class: Can you think of any other kinds of forces that do not have to touch? Today we are going to learn about two kinds. Do magnets have to touch to work? Put the students into 6 groups and hand out the Wooly Willy toys. Ask students to identify the force (cause) and the motion (effect). Do they need to touch the hair fuzz in order to work? What is it about the pen/sticks that make them work?

EXPLAINAsk the class: Have you ever heard of static electricity? Demonstrate effects of static charge on a balloon that is rubbed on sweater or hair and show students that the force it exerts can work without touching — attract paper holes, make long hair stand on end and pull toward it, hold balloon close to a wall and let go, showing that it is pulled toward it. In each demonstration, have students try to identify the force (cause) and the motion (effect).

ELABORATETell the class: A lot of people use magnets to hold things onto their refrigerators. What else might we use magnets for? Take student responses. Here is a video about some scientists and engineers who are using magnets for an amazing new form of transportation:

Maglev Train: http://science.howstuffworks.com/transport/29341-ex-treme-engineering-maglev-train-video.htm

MYSCI MATERIALS: 4 Balloons

12 Wooly Willy toys

TEACHER PROVIDES: Paper holes (from a paper puncher)

Science notebooks

Internet access

Teaching Tip: Take pictures of Wooly Willy results to show class tomorrow.

Teaching Tip: Definition of Static Electricity (so all teachers use the same language when discussing it with students): Static electricity is caused by a buildup of electrons on objects. Static electricity can cause attractive (pull toward) or repel (push away) forces, depending on how many electrons the objects have.

Teaching Tip: Magnetic force is a force created by the electrons in objects. Objects called magnets can attract (pull toward) or repel (push away) each other depending on how they are arranged. Magnets can also attract (pull toward) certain types of metal, such as iron.

http://science.howstuffworks.com/transport/29341-extreme-engineering-maglev-train-video.htm




Lesson 6 continued: Can some forces work without touching?

EVALUATEList these forces on chart paper:

Gravity Push Static ElectricityPull Magnetism Shove

Have the students make a T-chart with “Contact (Touching) Forces” and “Non-Contact (Not Touching) Forces” at the top of the two

columns. Then, ask to sort the forces listed into contact and non-contact forces.Answer: Gravity, Static Electricity and magnetism are non-contact forces.


Lesson 7: How do magnets interact with objects?

LEARNING TARGETExplain why magnets affect some items but not others.

SUMMARYStudents will explore effects of magnets on different materials.

ENGAGEAsk the class: Remember when we were playing with the Wooly Willy toy the other day? Would a regular pen work the same way the special Wooly Willy pen worked? Why do you think that?Have a class discussion and demonstrate that only the special pen will work. It works because it is a magnet.Will our special pen pick up other things, besides the Wooly Willy hair? What do you think our special pen might pick up? Today we are going to explore this idea.

EXPLOREPut the students into 6 groups and handout copies of Magnet Explorations (Appendix x) to each group. Before you give them their bar magnets and material bags, ask them to predict if the magnet will pick up each object on the handout. Once they have made their predictions, hand each group a bar magnet and bag of materials and have them test their predictions. Have them record their results on the handout.

EXPLAINWhen all groups are finished, have them compare results. If there is any disagreement, re-test the items until all groups agree. Then, read “What Makes a Magnet” to the class, stopping at Page 11. What does the book say about things a magnet picks up? (They have iron in them.) So, what can you say about the materials in your bag? Ask students which materials have iron and which ones don’t have iron.

ELABORATEAsk each group to look around the room and find five new materials to test using their magnets. Before they test, they should list the materials they are testing and predict if the magnet will work on that object. Then, they should test and record their results. After all groups have finished, ask them if any of the materials surprised them. Does the whiteboard look like metal? No, but the magnets stick to it. How do you think that works?

MYSCI MATERIALS: 6 bar magnets

6 bags of materials (paperclip, washer, screw, penny, dime, plastic chip)

What Makes a Magnet?, by by Franklyn M. Branley


TEACHER PROVIDES: Various classroom items for students to test

Science notebooks

Copies of Magnet Explorations (Appendix x)

Teaching Tip: One way to use the magnet would be to “pull” a car up a ramp and then release it to begin a domino chain reaction. Another way to use the magnets would be to place a magnet on top of a row of upright dominos and use another magnet to drag it over to start the chain.

https://www.youtube.com/

watch?v=WXmNRITrn3w

https://www.youtube.com/watch?v=WXmNRITrn3w

https://www.youtube.com/watch?v=WXmNRITrn3w


Lesson 7 continued: How do magnets interact with objects?

EVALUATE

Do you think you can use magnets in your chain reaction machine? Remember, magnetic force can work without touching. Make a drawing

of a design that shows a magnet in your chain reaction machine that works without touching. Use the Scientific Drawing rubric and at least one other force (push, pull, gravity). Label the drawing and forces.

EVALUATE (OPTIONAL)If you would like to extend this lesson, give students the dominoes and other materials from previous lessons and allow them to test out their chain reaction designs.


Lesson 8: How do magnets interact with each other?

LEARNING TARGETSExplain why sometimes magnets attract each other and sometimes they repel.

SUMMARYStudents will explore effects of magnets on each other.

ENGAGEAsk the class: Can you make the rings float? Show the students the magnet ring and pole toy. Put the students into 6 groups and give each group a mag-netic floating ring toy. Ask them to see if they can get the rings to float. Can they figure out why them sometimes float and sometimes do not float? What are the forces act-ing on the rings? (Magnetism and gravity)

EXPLOREAsk the class: What are the different ways you can get magnets to interact? Give each group two bar magnets, and ask them to try and figure out how the magnets interact. Have them draw a scientific drawing to explain their findings.

EXPLAINRead “What Makes a Magnet”, Pages 16 - 27. Compare students’ scientific drawings from the “Explore” section to the image on page 27.

ELABORATE Watch the Maglev train video from Lesson 7 again.

Maglev Train: http://science.howstuffworks.com/transport/29341-ex-treme-engineering-maglev-train-video.htm

Draw a picture in your science notebook that explains how this design uses magnets to lift a huge train.Teacher guide to student responses: Pictures should show matching poles (NN or SS) on the train and on the rail, repelling each other to lift the train.

EVALUATE

Ask the class: How did you explain magnets? Have students write a paragraph in their science notebook explaining and describing magnets

as if they were writing for a younger sibling or friend. How would they present what they have learned so that person would understand?

MYSCI MATERIALS: What Makes a Magnet? By Franklyn M. Bran-ley (From Lesson 7)

6 magnetic floating ring toys

6 bar magnets from this lesson and 6 bar magnets from Lesson 7





section


How can we design a chain reaction machine?

Lesson 9: How can we use what we have learned about forces to keep a chain reaction moving?

4

LEARNING TARGETDesign a chain reaction machine that uses a variety of contact and non-con-tact forces.Create a unique machine using the Engineering Design Cycle.

SUMMARYStudents will work in teams to create a chain reaction machine that uses a variety of objects and forces to maintain a motion. Students will build and test their track.

ENGAGEWe started this unit talking about Rube Goldberg machines. Now it is time for you to use everything we have learned to design your own machine. (You may wish to watch one or more of the videos from Lesson 1 again).Review each step of the Engineering Design Cycle. Describe what you have done or need to do in each of these steps.1. Identify Need/Problem (make a machine that uses at least three forces)2. Brainstorm & Research (use their activity sheets, science notebooks from

this unit, and videos we have seen)3. Choose Best Ideas (analyzing their activity sheets and science notebooks,

compare ideas and designs of your team)4. Construct Prototype (build your best idea)5. Test & Evaluate (try your machine; look for what worked and what didn’t

work; how can you improve your design?)6. Communicate (share with the class)7. Redesign (try it again; can you add more steps or more forces?)Hand out copies of the rubric (Appendix xi). Read through the rubric as a class so that everyone understands the goals of the project.

EXPLOREAllow time for the teams to discuss their plans. Allow time for the groups to discuss and come up with which parts of plans they are going to try first. The

MYSCI MATERIALS: Materials from previous lessons (dominoes, magnets, ramps, paratroopers, etc)

TEACHER PROVIDES: Drawing paper or science notebooks

Copies of Chain Reaction Project Rubric (Appendix xi)

Copies of the Engineering Design Cycle from Lesson 1 (Appendix i)

Copies of the Scientific Drawing Rubric from Lesson 1 (Appendix ii)

Additional materials for machine building (recyclables, classroom objects, etc)

Teaching Tip: Students can also bring small items from home for their chain reaction machines.

Teaching Tip: This lesson should take more than one day. It is important that students have time to design, test, and redesign their machines several times!


Lesson 9 continued: How can we use what we have learned about forces to keep a chain reaction moving?

teams try out the parts and record what happens.

EXPLAINAsk the class: What worked and what didn’t? Each group shares with the class their successes and failures.

ELABORATEHave each group share out their final machine to the class. Make sure that they clearly identify the forces in their machine.

EVALUATE Evaluate their machines based on the rubric (Appendix xi).


NGSS PERFORMANCE EXPECTATIONS

Con

tent

3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbal-anced forces on the motion of an object.

3-PS2-2

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interac-tions between two objects not in contact with each other.

3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.

3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3

Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

NEXT GENERATION SCIENCE STANDARDS

Key to Understanding the NGSS Codes

NGSS codes begin with the grade level, then the “Disciplinary Core Idea code”, then a standard number. The Disciplinary Core Ideas are:

Physical Sciences

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life Sciences

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

Earth and Space Sciences

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

Engineering, Technology, and Applications of Science

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society

For more information, visit http://www.

nextgenscience.org/next-generation-science-

standards

http://www.nextgenscience.org/next-generation-science-standards




NGSS (continued)

SCIENCE AND ENGINEERING PRACTICES

Con

cept

s

Asking Questions and Defining Problems• Ask questions about what would happen if a variable is changed. • Identify scientific (testable) and non-scientific (non-testable) questions. • Ask questions that can be investigated and predict reasonable outcomes

based on patterns such as cause and effect relationships. • Use prior knowledge to describe problems that can be solved. • Define a simple design problem that can be solved through the develop-

ment of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Developing and Using Models• Develop a diagram or simple physical prototype to convey a proposed

object, tool, or process. • Use a model to test cause and effect relationships or interactions concern-

ing the functioning of a natural or designed system.Planning and Carrying Out Investigations• Make observations and/or measurements to produce data to serve as the

basis for evidence for an explanation of a phenomenon or test a design solution.

• Make predictions about what would happen if a variable changes. • Test two different models of the same proposed object, tool, or process to

determine which better meets criteria for success.Analyzing and Interpreting Data• Analyze and interpret data to make sense of phenomena, using logical

reasoning, mathematics, and/or computation. • Compare and contrast data collected by different groups in order to dis-

cuss similarities and differences in their findings. Using Mathematics and Computational Thinking• Organize simple data sets to reveal patterns that suggest relationships. • Describe, measure, estimate, and/or graph quantities (e.g., area, volume,

weight, time) to address scientific and engineering questions and prob-lems.

Constructing Explanations and Designing Solutions• Construct an explanation of observed relationships (e.g., the distribution of

plants in the back yard).

• Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.

• Identify the evidence that supports particular points in an explanation.

• Apply scientific ideas to solve design problems.

• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Engaging in Argument from Evidence• Compare and refine arguments based on an evaluation of the evidence

presented.

• Construct and/or support an argument with evidence, data, and/or a model.

• Use data to evaluate claims about cause and effect.

• Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Obtaining, Evaluating and Communication Information • Read and comprehend grade-appropriate complex texts and/or other

reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.

• Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.

• Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

• Communicate scientific and/or technical information orally and/or in writ-ten formats, including various forms of media as well as tables, diagrams, and charts.

DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS

Con

cept

s

Forces and InteractionsPS2.A: Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)

The patterns of an object’s motion in various situa-tions can be observed and measured; when that past motion exhibits a regular pattern, future mo-tion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

PS2.B: Types of Interactions

Objects in contact exert forces on each other. (3-PS2-1)

Electric and magnetic forces between a pair of ob-jects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)

ETS1.A: Defining and Delimiting Engineering Prob-lems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Patterns• Patterns can be used as evidence to

support an explanation.

Cause and Effect: Mechanism and Prediction

• Cause and effect relationships are routinely identified, tested, and used to explain change.

Scale, Proportion, and Quantity• Standard units are used to measure and

describe physical quantities such as weight, time, temperature, and volume.

Systems and System Models• A system is a group of related parts

that make up a whole and can carry out functions its individual parts cannot.

• A system can be described in terms of its components and their interactions.

Energy and Matter: Flows, Cycles, and Conservation

• Energy can be transferred in various ways and between objects..


GLE Standards

Con

cept

s

Second GradeFM 2 A 2 a

Identify magnets attract and repel each other and certain materials

FM 2 A 2 b

Describe magnetism as a force that can push or pull other objects without touching them

FM 2 A 2 c

Measure (using non-standard units) and compare the force (i.e., push or pull) required to overcome friction and move an object over different surfaces (i.e., rough, smooth)

FM 2 B 2 a

Describe Earth’s gravity as a force that pulls objects on or near the Earth toward the Earth without touching the object

FM 2 D 2 a

Describe the direction and amount of force (i.e., direction of push or pull, strong/weak push or pull) needed to change an object’s motion (i.e., faster/slower, change in direction)

FM 2 D 2 c

Describe and compare the distances traveled by objects with the same mass after applying different amounts of force (i.e., push or pull) in the same direction

Fourth Grade FM 2 D 4 d

Predict the effects of an electrostatic force (stat-ic electricity) on the motion of objects (attract or repel)

MISSOURI GLE STANDARDS

Key to Understanding the GLE Codes

GLE codes are a mixture of numbers and letters, in this order: Strand, Big Idea, Concept, Grade Level and GLE Code.

The most important is the strand. The strands are:

1. ME: Properties and Principles of Matter and Energy

2. FM: Properties and Principles of Force and Motion

3. LO: Characteristics and Interactions of Living Organisms

4. EC: Changes in Ecosystems and Interactions of Organisms with their Environments

5. ES: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere and Hydroshpere)

6. UN: Composition and Structure of the Universe and the Motion of the Objects Within It

7. IN: Scientific Inquiry

8. ST: Impact of Science, Technology and Human Activity

For more information, visit http://dese.

mo.gov/college-career-readiness/curriculum/

science

http://dese.mo.gov/college-career-readiness/curriculum/science




MySci Instructional Unit Development Team

Teacher Authors, Field Testers and Contributors

INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman, K-5 Curriculum and Instructional Specialist, Team LeaderKimberly Weaver, Engineering EducatorGennafer Barajas, Communications CoordinatorVictoria May, Executive Director of Institute for School Partnership, Assistant Dean of Arts and SciencesChris Cella, ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz, Warehouse AssistantPaul Markovitz, PhD, Science EducatorKeith May, Operations and Materials Manager

Diane Pilla, ISP Resource Center Project CoordinatorRachel Ruggirello, Curriculum and Assessment SpecialistJeanne Norris, Teacher in Residence

Jack Weigers, PhD, Science Educator

EXTERNAL EVALUATORKatherine Beyer, PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman

WUSTL CONSULTANTSRich Huerermann, PhD, Administrative Officer, Department of Earth and Planetary Sciences

Harold Levin, PhD, Professor Emeritus, Department of Earth and Planetary Sciences

INDEPENDENT CONSULTANTSCharlie McIntosh, EngineeringCarol Ross-Baumann, Earth Sciences

MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter, Director, Litzsinger Road Ecology CenterJennifer Hartley, Senior Supervisor of Pre K-8 School ProgramsSheila Voss, Vice President of Education

BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth O’DayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON & FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom

Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ. Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison O’VeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott

Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens

Appendix iUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Engineering Design CycleSection 1, Lesson 1

1. Identify Need/Problem

2. Research & Brainstorm

3. Choose Best Ideas

4. Construct Prototype5. Test & Evaluate

6. Communicate

7. Redesign

?

Appendix iiUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Scientific Drawing RubricSection 1, Lesson 1

NO SOMEWHAT YES

Did I draw everything I saw?

Did I label the parts of my drawing?

Did I give my drawing a title?

Is my drawing big enough and clear enough to see everything?

Is my drawing realistic?

CD I

Appendix iiiUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Sample Force and Motion T-ChartSection 2, Lesson 2

FORCE (CAUSE) MOTION (EFFECT)

Sheep push on the jeep Jeep moves down the hill

Gravity pulls on sheep Sheep moves down the hill

Sheep tugs on jeep Jeep won’t move

Pigs push on jeep Jeep moves

Wheels push jeep forward Jeep moves

Jeep runs into tree Jeep stops moving

Appendix ivUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Activity A: Forces and MotionSection 2, Lesson 3

Name: Date:

Materials from your teacher:

Toy car

Wooden ramp

A stack of books

Measuring tape

Procedure:

1. Stack some books until they are about 5 cm high.

2. Raise one end of the ramp and place it on the books.

3. Push the car UP the ramp to the top.

What force caused the car to move up the ramp?

4. Now let the car roll down the ramp without pushing it.

What forces caused the car to move down the ramp?

Appendix vUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Activity B: Changing the Height of the RampSection 2, Lesson 3

Name: Date:

Procedure:

1. Release the toy car without pushing from the top of the 5 cm high ramp.

2. Measure in centimeters (cm) how far it rolls from the end of the ramp to record under Trial 1 Distance.

3. Repeat Step 2 for Trial 2 and Trial 3.

Make a prediction: If you raise the ramp to 10 cm high, will the car roll a longer distance, a shorter distance or the same distance from the end of the ramp? Why?

4. Now raise the ramp to 10 cm high and release the car without pushing.

5. Measure in centimeters how far it rolls from the end of the ramp and record under Trial 1 Distance.

Questions:

A. Were there any trials your team didn’t record? Why or why not?

B. Did the car roll a shorter, longer, or the same distance when you raised the ramp?

C. Write a conclusion: How does the height of the ramp affect the distance the car rolls? What is your evidence?

RAMP HEIGHT TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

5 cm

RAMP HEIGHT TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

10 cm

Appendix viUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Changing the SurfaceSection 2, Lesson 4

Name: Date:

Materials from your teacher:

Toy car

Wooden ramp

Carpet

Tape Measure

Books to build your ramp.

Prediction:

Today we are going to test three surfaces: the ramp without anything on it, the carpet with the rubber side up, and the carpet with the smooth side up. How do you think the different surfaces will affect how far our car rolls? (Give 3 lines to write predictions)

Procedure:

1. Build a ramp 10 cm high. Release the toy car from the top of the ramp without pushing.

2. Measure in centimeters how far it rolls from the end of the ramp and record under Trial 1 Distance. Repeat for Trial 2 and Trial 3.

Make a prediction: If you put the carpet on the ramp, will the toy car roll a longer distance or a shorter distance from the end of the ramp? Why?

3. Now cover the ramp with the carpet and release the toy car without pushing.

4. Measure in centimeters how far it rolls from the end of the ramp and record under Trial 1 Distance. Repeat for Trial 2 and Trial 3.

RAMP SURFACE TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

Ramp

Page 1

Appendix viiUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Changing the Surface continued

Section 2, Lesson 4

Compare how far the car rolled on the ramp itself, on the rubber side of the carpet, and on the carpet side. Which one allowed the car to roll the longest distance? Which one allowed the car to roll the shortest distance? Why? Explain your answer.

Write a conclusion: How does the surface of the ramp affect the distance the object travels? What is your evidence? Explain your answer.

Forces and Interactions Poster Expectations:

• What is the most important information to share from each part of the activities?

• What data tables or graphs will you include?

• What scientific drawings will you include?

• How will you explain forces and motion on your poster?

Page 2

RAMP SURFACE TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

Rubber side up

Carpet side up

Appendix viiiUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Gravity ExplorationsSection 2, Lesson 5

Name: Date:

1. Hold the plastic figure in your hands and then let go of it. What happens? What causes this to happen?

2. Use any of the supplies to invent something that will slow the fall of your figure. When testing your invention, drop figure from the same height at the same time to see which one falls more slowly. Record time of each fall either using a stopwatch or the a clock.

String Tape Tissue Paper

Sheet of white paper Scissors Styrofoam Cup/Plate

Zip Lock Bag Paper Lunch Bag Trash Bag

If you think of something else to use, ask your teacher before adding it to your invention!

3. How well did your invention work? How can you tell?

4. Try it again using a different design. Which one works better? How can you tell?

5. Draw and label a picture of your best prototype falling through the air in the box below.

Page 1

Appendix ixUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Gravity Explorations continued

Section 2, Lesson 5

Name: Date:

6. What force pulls the plastic figures to the ground?

7. In the friction activity, we learned that friction slows objects down as they move. Is your figure being slowed down? What forces are affecting the model? Explain.

8. How does your model slow down the falling figure?

Page 2

Appendix xUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Magnet ExplorationsSection 2, Lesson 7

OBJECT TESTED PREDICTION (WHAT DO YOU THINK WILL HAPPEN?)

RESULTS (WHAT HAPPENED?)

paperclip

washer

screw

penny

dime

plastic chip

Appendix xiUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Chain Reaction Project RubricSection 4, Lesson 9

After the presentation of your chain reaction machine, respond to these questions by checking in the boxes:

4 ADVANCED 3 PROFICIENT 2 BASIC 1 BELOW BASIC

Des

ign I used more than 2 forces

in my design.

I have the forces clearly labeled with arrows.

I used at least 2 forces in my design.

I have some forces labeled with arrows.

I used one force in my design.

I have a few of the forces labeled with arrows.

It is difficult to understand my drawing.

Illu

stra

tion

My drawings are done neatly.

The reader can easily tell what will happen in my machine from looking at my drawing.

My drawings are done neatly.

The reader can somewhat tell what will happen in my machine from looking at my drawing.

Parts of my drawing are clear, but some parts are difficult to understand.

Parts of my drawing are clear, but many parts are difficult to understand.

I have used few arrows or given explanations where needed.

Pres

enta

tion Our machine worked. All

steps worked as planned.Our machine partially worked. Most steps worked as planned most of the time.

Our machine had at least one step that worked, but it had many steps that did not work. It worked some times but not most of the time.

My team and I were not able to set up our design.

What my team did well:

What my team needs to work on for next time :

Appendix xiiUnit 16 (version 7.22.15) | How Things MoveWashington University in St. Louis Institute for School Partnership

Vocabulary WordsAll Sections and Lessons

chain reaction

force

motion

gravity

height

distance

surface

texture

friction

air resistance

static electricity

contact

magnets

attract

repel

RECOMMENDATION

We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they come across the concept. MySci students work collaboratively and interact with others about science content also increas-ing vocabulary. The hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation.

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