Download Teacher Resource Pack: Adapted for WAKE COUNTY Unit Planning

Teacher Resource Pack: Adapted for WAKE COUNTY
Unit Planning Resources
Subject Area/Grade: Physical Science, grade 5
Unit Theme: Motion & Design
Conceptual Lens:
*Systems, Order, Organization
*Evidence, Models and Explanation
Identify the Big Ideas:
(Align to Essential Standards)
Force and Motion
Interactions
Gravity
Enduring Understanding
(Generalizations)
Nothing in the universe is at rest. Motion is
as essential to understanding the physical
world as matter and energy are. All motion
is relative. All motion is governed by the
same basic rules.
Gravity is an attractive interaction. The
earth's gravity pulls any object on or near the
earth toward it without touching it. A
gravitational field is caused by an object with
mass.
Changes in speed or direction of motion
are caused by forces. The greater the force is,
the greater the change in motion will be. The
more massive an object is, the less effect a
given force will have.
The motion of an object can be described
by its position, direction, motion and speed.
Title: Force and Motion
Estimated Time Frame: 23 days
GRAPHIC ORGANIZERS:
NC Science Essential Standards; Physical Science Domain; Forces and Motion strand
Atlas of Science Literacy page 62-63, Laws of Motion
How do forces affect objects?
http://www.eduplace.com/science/hmsc/content/organizer/3/org_3f_15_1.pdf
How Can motion be described?
http://www.eduplace.com/science/hmsc/content/organizer/3/org_3f_15_2.pdf
http://www.eduplace.com/science/hmsc/content/organizer/4/org_4f_16_1.pdf
Newton’s Laws of Motion Inspiration example
http://www.inspiration.com/inspiration-science-examples
Qwiki graphic organizers:
force http://www.qwiki.com/q/#!/Force
gravity http://www.qwiki.com/q/#!/Gravitation
NC Science Essential Standards
5.P.1
Understand force, motion and
the relationship between them.
5.P.1.1 Explain how factors such as gravity, friction, and
change in mass affect the motion of objects.
5.P.1.2 Infer the motion of objects in terms of how far
they travel in a certain amount of time and the direction
in which they travel.
5.P.1.3 Illustrate the motion of an object using a graph to
show a change in position over a period of time.
5.P.1.4 Predict the effect of a given force or a change in
mass on the motion of an object.
Essential Questions
(Guiding Questions)
What is the origin of motion?
How are motion and gravity
connected?
What is gravity? How does gravity
‘work’?
How are gravity and mass connected?
How are force and motion connected?
How can we describe their relationship?
How can we model the relationship of
position, motion, direction and speed?
Motion can be measured and represented on
a graph.
Essential Terminology: WAKE COUNTY
acceleration: rate of increase of speed or velocity (example: accelerator pedal on a car)
air resistance (drag): force of air pushing against the motion of an object
balanced force: an object remains in place, no movement occurs
control: part of an experiment that does not change, serves as the standard to compare other observations
direction: the way the force is applied determines this way an object moves
energy: ability to do work
energy, kinetic: energy of motion (moving ball going down a ramp)
energy, potential: stored energy (ball positioned at the top of the ramp)
fair test: changing only one variable and keeping the other conditions the same
force: any push or pull on an object
friction: force that resists motion between two touching surfaces, slows things down and can also produce heat, acts in the opposite
direction of the force
gravity, gravitational force: force that brings objects toward earth
inertia: the tendency of an object to resist a change in motion or keep doing what it is doing
Note: the greater the mass of an object, the greater the inertia
mass: how much matter an object contains
momentum: force or speed of movement; mass in motion, example: a moving train has much more than a moving soccer ball
Note: momentum = mass of an object x velocity
(increasing the mass or speed increases the momentum)
motion: an object changing position over time; change in position is measured by distance and time
Newton’s 1st law of motion: *An object tends to stay at rest and an object tends to stay in motion with the same speed and in the same
direction unless acted on by an unbalanced force.
* Objects tend to keep doing what they are doing.
* If the forces acting upon an object are balanced, the acceleration of that object will be zero (no motion).
*also known as the “law of inertia”
Newton’s 2nd law of motion: * Acceleration is always in the direction of the unbalanced force.
*If you want something to accelerate faster, you need to decrease its mass.
* Acceleration of an object depends upon two variables—the net force acting upon the object and the mass of the object.
* Force = mass x acceleration or F = ma
Newton’s 3rd law of motion: *Explains why forces act in pairs.
* For every action, there is an equal and opposite reaction.
* When one object exerts a force on a second object, the second object exerts the same amount of force back on the first object (but in the
opposite direction).
* Equal forces acting in opposite directions create a net force of zero.
* Action and reaction forces are equal forces acting in opposite directions. The reason they can’t cancel each other out is because they are
acting on different objects.
propeller: two or more twisted blades that rotate around a central point or shaft (shaft: pipe or tube)
recursive: consequential steps
resistance: force pushing against the motion of an object
speed (rate): distance divided by time (or d/t), example: 25 mph
unbalanced force: motion occurs; the movement goes in the direction of the greater force (example: winning a tug-of-war game)
validity: conducting a fair test
variable: something in an experiment that can be changed
velocity: speed with direction (ex.: 45 mph NW)
weight: force of gravity pulling down on an object
work: moving an object over a distance
Identify Misconceptions
*Construct formative assessment probes – see ‘how to’ on pages 85, 102, and 183 in Science Formative Assessment by Page Keeley.
Use formative probes: Uncovering Student ideas in Science, Volumes 1-4, by Page Keeley
I) Volume 1 Talking About Gravity p. 97 II) Volume 3 Apple on a Desk p.63 III) Volume 3 Rolling Marbles p. 71 IV) Volume 3
Dropping Balls p. 77
Formative Assessment Probes (articles, how-to, free-online) by Page Keeley, et al
http://pal.lternet.edu/docs/outreach/educators/education_pedagogy_research/assessment_probes_uncovering_student_ideas.pdf
http://www.ode.state.or.us/teachlearn/subjects/science/resources/msef2010-formative_assessment_probes.pdf
Unpacked Content
5.P.1.1
Students know that gravity pulls any object on
or near the earth toward it without touching it.
Students know that friction is a force that is
created anytime two surfaces move or try to
move across each other. Students know that all
matter has mass. Students understand that
changing any or all of these factors will affect
the motion of an object.
5.P.1.2
Students know that it is possible to measure
the motion of an object based on the distance it
will travel in a certain amount of time.
5.P.1.3
Students know that a graph can be created
using one axis to represent the distance that an
object travels, and the other axis to represent
Science For All Americans
Motion is as much a part of the physical world as matter
and energy are. Everything moves—atoms and molecules; the
stars, planets, and moons; the earth and its surface and
everything on its surface; all living things, and every part of
living things. Nothing in the universe is at rest.
Since everything is moving, there is no fixed reference
point against which the motion of things can be described. All
motion is relative to whatever point or object we choose.
Thus, a parked bus has no motion with reference to the
earth's surface; but since the earth spins on its axis, the bus is
moving about 1,000 miles per hour around the center of the
earth. If the bus is moving down the highway, then a person
walking up the aisle of the bus has one speed with reference
to the bus, another with respect to the highway, and yet
another with respect to the earth's center. There is no point in
space that can serve as a reference for what is actually
Benchmarks Reference
4F
4G
the period of time the object is traveling.
Students know how to construct a graph that
demonstrates a relation of distance to time.
5.P.1.4
Students know that the greater a force is, the
greater the change (in motion) it produces. The
greater the mass of the object being acted on,
the less the effect of the (same) force.
moving.
Changes in motion—speeding up, slowing down, changing
direction—are due to the effects of forces. Any object
maintains a constant speed and direction of motion unless an
unbalanced outside force acts on it. When an unbalanced
force does act on an object, the object's motion changes.
Depending on the direction of the force relative to the
direction of motion, the object may change its speed (a falling
apple) or its direction of motion (the moon in its curved
orbit), or both (a fly ball).
The greater the amount of the unbalanced force, the more
rapidly a given object's speed or direction of motion changes;
the more massive an object is, the less rapidly its speed or
direction changes in response to any given force. And
whenever some thing A exerts a force on some thing B, B
exerts an equally strong force back on A. For example, iron
nail A pulls on magnet B with the same amount of force as
magnet B pulls on iron nail A—but in the opposite direction.
In most familiar situations, friction between surfaces brings
forces into play that complicate the description of motion,
although the basic principles still apply.
Everything in the universe exerts gravitational forces on
everything else, although the effects are readily noticeable
only when at least one very large mass is involved (such as a
star or planet). Gravity is the force behind the fall of rain, the
power of rivers, the pulse of tides; it pulls the matter of
planets and stars toward their centers to form spheres, holds
planets in orbit, and gathers cosmic dust together to form
stars. Gravitational forces are thought of as involving a
gravitational field that affects space around any mass. The
strength of the field around an object is proportional to its
mass and diminishes with distance from its center. For
example, the earth's pull on an individual will depend on
whether the person is, say, on the beach or far out in space.
North Carolina Connections: (local and state resources)
Catawba Science Center
CSC also provides a variety of educational and fun programming for school groups, children, families, adults, and other community groups.
243 3rd Avenue NE (street address), P.O. Box 2431, Hickory, NC 28603, (828) 322-8169
Imagination Station Science Museum
Interactive programs are designed to promote student investigation into various science concepts. 224 East Nash Street,Wilson, NC 27894
Phone (252) 291-5113.
North Carolina Museum of Life and Science
Experience how inquiry-based teaching energizes your students and encourages science discovery. 433 West Murray Avenue (street
address), P.O. Box 15190, Durham, NC 27704, (919) 220-5429
SciWorks, the Science Center and Environmental Park of Forsyth County
Enjoy interactive, hands-on special exhibits and programs in spacious exhibit halls. 400 West Hanes Mill Rd., Winston-Salem, (336) 7676730
North Carolina NASA Educator Resource Center
J. Murrey Atkins Library UNC Charlotte 9201 University City Blvd., Charlotte, NC 28223 704-687-2559
Annotated TEACHER Resources
Slow the Ball
http://serc.carleton.edu/sp/mnstep/activities/27614.html
Student small group physics challenge. Engaging and challenging.
Investigating Newton's 3rd Law: Coin Flick
http://serc.carleton.edu/sp/mnstep/activities/19866.html
This activity is a structured inquiry for students to observe that to every action there must be an equal reaction. By flicking a set # of coin
into a row of coins they will observe the force of the impact being passed along until the last coin flies off when no other coin prevents it
from moving.
Using Microsoft Excel to Explore Gravity Forces and Accelerations
http://serc.carleton.edu/sp/mnstep/activities/27949.html
This activity is a computer lab activity in which students use Microsoft Excel to create a spreadsheet capable of calculating gravity forces and
acceleration values for any two objects if the masses of the objects and their separation distance are entered. Students will use their
calculators to analyze numerous object pairs and make conclusions about gravity forces and accelerations on earth, and elsewhere.
Hurricanes 1: The Science of Hurricanes
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=312
This lesson is the first of a two-part series on the science of hurricanes and the kinds of technology being used to identify and track them. In
this segment, students examine different scientific aspects of hurricanes, all in an effort to begin to understand the nature of motion,
particularly how changes in speed or direction of motion are caused by forces.
Water Bottle Rockets - etc!
http://serc.carleton.edu/sp/mnstep/activities/26894.html
In this science lab, students investigate Newton's Laws of Motion. Students will make and fly water bottle rockets, as well as measure the
height of each rocket's flight.
Falling
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=158
This lesson introduces students to gravity as a force and explores the role of gravity in falling. Elementary-school students typically do not
understand gravity. They see the phenomenon of a falling body as natural with no need for further explanation. This lesson will help to
correct misconceptions about gravity, such as thinking it is the air that exerts this force, or that the magnitude of the ...
Hurricanes 2: Tracking Hurricanes
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=3&DocID=314
The purpose of this lesson is to examine the role of technology in identifying and tracking hurricanes. It is the second in a two-part series on
the science of hurricanes and the kinds of technology being used to identify and track them. Students broaden their study by exploring how
technology and science are used today to identify, measure, and track powerful tropical storms to better warn and secure ...
Science in Focus: Force and Motion Workshops for Teachers
http://www.learner.org/workshops/force/
These eight free professional development workshops for K-8 teachers present science concepts in force and motion. They are designed so
that teachers come away with an understanding that will help them engage their students in their own explorations. The workshops cover
gravity, friction, air resistance, magnetism, and tension through activities, discussions, and demonstrations.
Amusement Park Physics
http://www.learner.org/interactives/parkphysics/
Tell your students that they're going to be learning about the balance of motion and force and Newton's Third Law of Motion and you'll
receive blank stares. But, you'll get a different reaction if you announce that in their next unit they'll be learning about Amusement Park
roller coasters and bumper cars. Each ride at the site has a brief description of the physics underlying it, an activity or extension (e.g.,
students design their own rollercoaster), and related links where students can learn more.
Marble Roller Coaster engineering challenge
http://www.centexeweek.org/activities/marble-rollercoaster
In this activity students build a marble roller coaster to specific engineering design specifications using only marbles, tape, and recycled file
folders.
http://www.raft.net/ideas/Marble%20Rollercoaster.pdf
A more complex version incorporating additional materials.
http://www.msichicago.org/online-science/activities/activity-detail/activities/build-a-roller-coaster/
Here is a version using online directions and pipe insulation foam.
Motion Graphs
http://www.mysciencesite.com/motion_graphs.pdf
A reading that explains a variety of motion graphs.
The Moving Man
http://phet.colorado.edu/en/simulation/moving-man
Learn about position, velocity, and acceleration graphs. Move the little man back and forth with the mouse and plot his motion.
Distance Time Graph Activity
http://graphs.mathwarehouse.com/distance-time-graph-activity.php
Students explore the relationship between distance and time as they move a space ship across the screen.
Fast Cars
http://www.upd8.org.uk/activity/213/Fast-car.html
Fast cars fire up interest even for those who can't afford them. Fast talking TV presenters tempt us with terminology and hype. But does it
make any sense? Here's a chance for students to turn Top Gear researcher and refine their skills in interpreting graphs in order to write a car
review for TV.
Motion and Forces at Learning Science.org
http://www.learningscience.org/psc2bmotionforces.htm
This is a collection of computer simulations that involve students in learning about force and motion while they guide skateboarders, use
machines, and more.
Physics4Kids
http://www.physics4kids.com/files/motion_intro.html
Another of Rader’s sites that explains force, motion, gravity and more to kids in easy-to-understand language.
Smart Exchange
http://exchange.smarttech.com/search.html
A directory of Smart Board lessons that teachers can download and use.
Teachers Domain
http://www.teachersdomain.org/
Free digital media for educational use.
Bill Nye on Motion
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=8442
Bill Nye on Gravity
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7895
Forces in Action Activity
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml
An interactivity that allows student to load a truck with various masses, adjust slope, drag, and other factors in order to study the variables
that influence motion.
ADDED BY WAKE COUNTY:
Physical Science Resources
1. www.nsdl.org: NSDL represents the National Science Digital Library. The site includes a wealth of information about science content and ideas
for lesson extensions. How to search by topic: Click on “K-12” in the left hand corner (under “General”). Type in your search topic in the space
provided. Also, select the grade level and type of resource that you would like to find. Types of resources include audio, data, image, interactive
resource, text, and video.
2. www.compadre.org: This website, which is also part of the National Science Digital Library, provides information about the physical sciences.
The site also provides a free online monthly elementary school physics magazine—no subscription required. Click on “Explore the Collections”
and “Teachers” to view the magazines.
3. http://phet.colorado.edu : AWESOME interactive site! The site, based at the University of Colorado, has a variety of online simulations to
reinforce science concepts. These simulations can encompass a variety of grade levels. Examples of simulations include, but are not limited to the
following: circuit construction, states of matter, sound, eating and exercise, pH scale, balloons and buoyancy, glaciers, and projectile motion. The
concept level in each simulation can be adapted for several grade levels.
Examples of interactive activities:
Projectile Motion
Sound
Additional resources:
Energy Skate Park
“John Travoltage”
1. www.nsf.gov: Click on “special reports” on the right hand side. The Science of Speed (NASCAR) and Science of the Olympic Winter
Games are two of the great resources from this site. There is also a “classroom resources” link on the right hand side of the home
page with many wonderful science resources.
2. www.teachersdomain.com: This site provides FREE videos, lesson plans, and simulations for teachers. Once you sign up, you can
search a variety of topics. Example: Type in “projectile motion” for an awesome simulation with gravity and air resistance (i.e.
launching pumpkins from a cannon). This website covers arts, language arts, math, science, and social studies.
3. www.nationallabday.org: The National Lab Day site connects teachers to scientists. Create projects for your class and sign up for
scientists to come in to your classroom to assist.
4. http://beyondpenguins.nsdl.org: Beyond Penguins and Polar Bears provides great online resources that integrate science and literacy.
There are also illustrated and electronic expository texts. The site contains superb content-based podcasts and encompasses a
variety of science content for K-5.
5. www.joidesresolution.org: This website follows the JOIDES (Joint Oceanographic institutions for Deep Sea Sampling), an ocean
drilling research vessel. Also, you will find excellent content, games for students, and teacher resources. Teachers can also apply to
join the JOIDES expedition (information located under “Teacher Resources,” then go to “Teacher at Sea”).
6. www.cyberchase.com: Cyberchase is a television show on PBS. Although this website involves a majority of math curriculum, many
of these skills can be integrated into science notebooks. Click on the “Parents and Teachers” link. For example, the graphing and data
analysis information can definitely be integrated into science education. The website is very user-friendly, especially for students.
7. http://schoolyardlternet.edu: The Schoolyard Long Term Ecological Research website is a resource for the study of ecosystems and
the environment. Information about expository texts (with content) is also found on the right-hand side of the page. There is also a
video link for live views of ecological research sites. For example, there is a “tundra cam” where students can see what is happening
in the tundra in real time.
8. Teacher Resource. Science Formative Assessment by Page Keeley. The resource book provides 75 formative assessment classroom
techniques. These techniques extend beyond basic multiple choice assessment sand provide the teacher with practical and effective
assessment options to maximize student learning.
9. Teacher Resource. Uncovering Student Ideas in Science. This book contains 25 assessment probes that assist teachers in identifying a
variety of student misconceptions in science. Each probe contains a master copy with teacher information for grade levels.
10. Go! Temp by Vernier. This temperature probe connects to the USB of a computer and can collect, analyze, and print data. The price of
the probe is $39. More information can be found at http://www.vernier.com/go/gotemp/html.
WRITING PROMPTS
1. Write an essay describing three pieces of playground equipment (swing, teeter-totter, slide, monkey bars). Explain how each piece of
equipment works.
2. Some people think school buses ought to have seat belts. Do you agree with this, or not? Write an essay explaining your opinion and
your reasons for having it.
3. Write an essay explaining the importance of car seats for young children.
4. Should police be permitted to speed whenever and wherever they must in order to apprehend a criminal? Explain what you think
about this and why.
5. If you owned an amusement park, what three rides would you think you absolutely ‘must’ have in order to keep your patrons
satisfied? Write an essay explaining the three rides and why you think they are essential to a popular amusement park.