Download 4th Grade Force and Motion Deconstruction

Big Idea: Motion and Forces (Physical Science) Grade: Fourth
Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of
conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (e.g.,
pushing, pulling) that affect motion.
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.3
Students identify and analyze systems and the ways their components work together or affect each other.
Program of Studies: Understandings
Program of Studies: Skills and Concepts
Related Core Content for Assessment
SC-4-MF-U-1
Students will understand that an object’s motion
can be described as its change in position over
time and can be represented in a variety of ways.
SC-4-MF-S-1
Students will measure and record changes (using
appropriate charts, graphs) in the position and
motion of an object to which a force has been
applied
SC-04-1.2.1
Students will interpret or represent data related to
an object’s straight-line motion in order to make
inferences and predictions of changes in position
and/or time.
SC-4-MF-S-2
Students will make inferences about the size of
forces or the change in motion produced by
various forces
An object’s motion can be described by measuring
its change in position over time such as rolling
different objects (e.g., spheres, toy cars) down a
ramp. Collecting and representing data related to
an object’s motion provides the opportunity to
make comparisons and draw conclusions.
DOK 3
SC-4-MF-U-2
Students will understand that forces (pushes and
pulls) cause changes in the direction or speed of
something moving; the greater the force on an
object, the greater its change in motion.
SC-4-MF-S-4
Students will use tools and resources, such as
stopwatches, sonic rangers, microscopes,
computer simulations/animations and video clips,
to observe motions that are hard to see or quantify
and compare the usefulness/limitations of such
tools
SC-04-1.2.2
Students will infer causes and effects of pushes
and pulls (forces) on objects based on
representations or interpretations of straight-line
movement/motion in charts, graphs, and
qualitative comparisons.
The position and motion of objects can be
changed by pushing or pulling. The amount of
change is related to the force (defined as the
strength of the push or pull) and the mass of the
object(s) used. The force with which a ball is hit
illustrates this principle. Cause and effect
relationships, along with predicted consequences
related to the strength of pushes and pulls (force)
on an object’s position and motion should be
explored and qualitatively compared. DOK 3
SC-4-MF-U-4
Students will understand that things vary greatly in
their motion. Some things move so fast they
cannot be seen, while others are so slow that we
cannot see that they are moving at all. Technology
enables people to observe these fast or slow
movements.
SC-4-MF-U-5
Students will understand that recording and
representing information about the motion of
objects in a variety of ways makes that data useful
in supporting explanations, even long after it was
originally collected.
SC-4-MF-S-5
Students will answer student-generated questions
through investigative and non-investigative
processes about what affects motion and sound
using information from a variety of print and nonprint sources
SC-4-MF-S-4
Students will use tools and resources, such as
stopwatches, sonic rangers, microscopes,
computer simulations/animations and video clips,
to observe motions that are hard to see or quantify
and compare the usefulness/limitations of such
tools
SC-4-MF-S-5
Students will answer student-generated questions
through investigative and non-investigative
processes about what affects motion and sound
using information from a variety of print and nonprint sources
SC-04-1.2.1
Students will interpret or represent data related to
an object’s straight-line motion in order to make
inferences and predictions of changes in position
and/or time.
An object’s motion can be described by measuring
its change in position over time such as rolling
different objects (e.g., spheres, toy cars) down a
ramp. Collecting and representing data related to
an object’s motion provides the opportunity to
make comparisons and draw conclusions.
DOK 3
SC-04-1.2.2
Students will infer causes and effects of pushes
and pulls (forces) on objects based on
representations or interpretations of straight-line
movement/motion in charts, graphs, and
qualitative comparisons.
The position and motion of objects can be
changed by pushing or pulling. The amount of
change is related to the force (defined as the
strength of the push or pull) and the mass of the
object(s) used. The force with which a ball is hit
illustrates this principle. Cause and effect
relationships, along with predicted consequences
related to the strength of pushes and pulls (force)
on an object’s position and motion should be
explored and qualitatively compared.
DOK 3
Knowledge
Appropriate units of measure
Reasoning Skills
measure and record changes (using
appropriate charts, graphs) in the
position and motion of an object to
which a force has been applied
Process Skills
Measure position, time
Represent measurements in
Words, pictures (motion
maps), charts/tables,
graphs
Design charts
Set up appropriate graphs
Use measuring instruments
Products
Position/time graphs
Motion maps
appropriately (rulers, meter sticks.
Motion detectors/sonic rangers)
Position
Time
Rate of change between these
(which is velocity, but term not
necessary to emphasize)
Speed
Direction
Write description
Describe motion
(words, pictures (motion maps),
graphs)
Read measurement instruments
accurately
Read position/time graphs
Determine rate of change (using
patterns)
Determine speed from data,
graph
Use patterns from data/graph to infer
speed, direction
Use patterns from data/graph to
predict change in position and/or
time
Distinguish position/time graphs that
show balanced force vs. unbalanced
force
Force
Balanced force
Unbalanced force
Identify limitations of tools used for
measuring
Identify limits to accuracy of data due
to tools
interpret or represent data related to
an object’s straight-line motion in
order to make inferences and
predictions of changes in position
and/or time.
Measure position, time
Represent measurements in
Words, pictures (motion
maps), charts/tables,
graphs
Design charts
Set up appropriate graphs
Use measuring instruments
appropriately (rulers, meter sticks.
Motion detectors)
Identify what effects motion
Forces
Mass of object
Know that to see the effect of one,
you must hold the other constant.
Know that is the mass is constant,
then the magnitude of the force
determines the effect on the object’s
motion .
Know that mass determines how
strong an effect a given force will
answer student-generated questions
through investigative and noninvestigative processes about what
affects motion using information from
a variety of print and non-print
sources
make inferences about the size of
forces or the change in motion
produced by various forces
compare the usefulness/limitations
of such tools
infer causes and effects of pushes
and pulls (forces) on objects based
on representations or interpretations
of straight-line movement/motion in
charts, graphs, and qualitative
comparisons.
use tools and resources, such as
stopwatches, sonic rangers,
microscopes, computer
simulations/animations and video
clips, to observe motions that are
hard to see or quantify
detectors/sonic rangers)
Read position/time graphs
Use of resources to answer
questions
Student designed
explorations/experiments about what
affects motion
have.
Know that inertia is a property of
matter (not a force).
Inertia
(Inertia from Italian inerta, which
means lazy. Objects are basically
lazy. They will stay at rest or remain
in motion unless something “forces”
them to do something else.)
Know that if you have a given force
(constant), the more mass you have
the less change in motion will be
observed.
Know that if you want some change
in motion of an object with increased
mass, then it will require greater
force.
Some generalizations students
should come to based on
experiences and interpreting data:
An object’s motion can be described
by measuring its change in position
over time such as rolling different
objects (e.g., spheres, toy cars)
down a ramp. Collecting and
representing data related to an
object’s motion provides the
opportunity to make comparisons
and draw conclusions.
DOK 3
If an object does not have an
unbalanced force, then it will
continue its motion in a straight line
at a constant speed. If forces are
unbalanced, then the speed and/or
direction of the object will be
affected.
Identify examples of straight line
motion
Identify examples of motion due to
unbalanced forces
The position and motion of objects
can be changed by pushing or
pulling. The amount of change is
related to the force (defined as the
strength of the push or pull) and the
mass of the object(s) used. The
force with which a ball is hit
illustrates this principle. Cause and
effect relationships, along with
predicted consequences related to
the strength of pushes and pulls
(force) on an object’s position and
motion should be explored and
qualitatively compared. DOK 3
Note: when using ramps:
 describe the motion
 note that the higher the
incline, the greater the
amount of force in the
direction of the motion
 examine the effect of
different forces (use springs,
rubber bands, “swinging”
hammer) on a constant
mass (don’t use ramp for
different masses or different
size objects)