Download Gravity - MyMSTWikiNET1

By Joanna Marino
And LeAnna Ficano
Motion
Table of Contents
Lesson #
Lesson
#1
Lesson
#2
Lesson
#3
Lesson
#4
Lesson
Title
"Gravity:
What Goes
Up, Must
Come
Down"
What is
Gravity and
How Does
it Affect
Our Lives?
"I Don't
Need a
Ride, I
Think I'll
Walk"
What are
the
Different
Ways that
Things Can
Move?
"Move Out
of My
Way!"
How Can
Things
Move at
Different
Speeds?
"My Work
is Now
Simple,
Because of
Simple
Machines!"
What
Simple
Machines
Help
Objects
Move?
Bloom’s Gardener’s
MI(s)
Taxonomy
Knowledge
Visual Spatial,
Bodily
Kinesthetic
Additive
Laptop,
Graphic
Organizer,
Filamentality,
Web 2.O tool,
Manipulatives
Comprehension
Bodily
Kinesthetic,
Interpersonal
Application
Visual Spatial,
Bodily
Kinesthetic
Laptop,
Spreadsheet,
Graph
Laptop,
Spreadsheet,
Graph,
PET
Manipulatives
Analysis
Bodily
Kinesthetic,
Interpersonal
Laptop,
Web quest
Lesson
#5
Lesson
#6
“To Push or
To Pull:
That is the
question…”
How Does
Pushing &
Pulling
Affect the
Motion of
Objects?
"I'm In Motion!"
How Does
Motion Affect
Our Every Day
Lives?
Synthesis
Bodily
Kinesthetic,
Interpersonal
Evaluation
Visual Spatial,
Linguistic
Graphic
Organizer
Scavenger
Hunt
"Gravity: What Goes Up, Must Come Down"
What is Gravity and How Hoes it Affect Our Lives?
Lesson #1
Bloom’s Taxonomy:
 Level 1, Knowledge
Gardner’s Multiple Intelligence(s):
 Visual Spatial, Bodily-Kinesthetic
Children’s Literature:
NCTM Math Skills
Process Standards:
Problem Solving
Content Standards:
Instructional programs from pre-kindergarten through grade 12 should enable
all students to— apply and adapt a variety of appropriate strategies to solve
problems
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval, temperature—with the appropriate level of precision)
Technology:
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
P4.15: Earth pulls down on all objects with a force called gravity. With a few
exceptions (helium filled balloons), objects fall to the ground no matter where on
Earth the object is."
ISTE NETs Standards for Literate Students
 Critical Thinking, Problem Solving, and Decision Making
 Research and Information Fluency
 Technology Operations and Concepts
Behavioral Objectives:
1. To identify Newton's Universal Law of Gravitation
2. To illustrate an understanding of how gravity affects our lives
Motivational Constructivist Question and/or Activity(ies) for the Lesson Entitled
“Motivation/Constructivist Activity”:
Begin a Class Discussion:
Show students a ball and ask them, “What would happen if I let go of the ball?”
Explain that if an object is held in one's hand and then released, it moves toward
the center of the Earth. It is being pulled (as all other material objects are being
pulled) by the force of gravity. Gravity is the attraction between the masses of the
two bodies: the object and the Earth. The movement of the object toward the
Earth is called "falling."
Time Duration:
Two periods of 55 minutes each
Procedures:
1. Teacher will distribute KWL graphic organizers to each student
2. Teacher will place students in groups of 3
3. Each group will be assigned to a lap-top
4. Students will be instructed to go to our class filamentality website:
5. Students will be introduced to the following links found on our class filamentality
website:
http://www.brainpop.com/science/motionsforcesandtime/gravity/
http://videos.howstuffworks.com/hsw/9934-exploring-gravity-the-nature-ofgravity-video.htm
http://videos.howstuffworks.com/hsw/11951-motion-rollercoasters-video.htm
http://www.physics4kids.com/files/motion_intro.html
http://www.historyforkids.org/scienceforkids/physics/space/gravity.htm
6. Students will have fifteen to twenty minutes to explore as many of the above sites
as they can
7. Once they have finished their research, students will complete their KWL charts
listing and explaining what they have learned
8. Students will complete a questionnaire worksheet about gravity
9. The following day, students will bring in any three pieces of matter from home
that will help them demonstrate what gravity is and how it works
10. Back in their groups, students will use lap-tops with built in video cameras,
recording software, and iTunes to create a podcast. In their podcasts, students
should answer the above questions from the day before and perform an
experiment—using the materials they brought from home—that demonstrates
what gravity is and how it works.
11. Students will post their podcasts on Podbean.com
Questions:
I). Closed-Ended Questions:
1. Which object has more gravitational pull a bowling ball or a marble?
Why?
Answer:
i.
A bowling ball has more gravitational pull because
it has more mass.
2. Is earth the only place we find gravity?
Answer:
i.
No, all objects have a gravitational pull.
II).
Open-Ended Questions:
1.“ What are some of the ways we see gravity in action?”
2. “How would our lives be different if the earth had less
gravity?”
Materials:
1. KWL Graphic Organizer
2. Computers
3. Worksheet: Questionnaire
Assessment:
Sample of Students’ Performance
Following page is an example of a completed K-W-L chart that students might complete
Name:
Date __5/1/10___
Rose____
KWL Chart
Before you begin your research, list details in the first two columns. Fill in
the last column after completing your research.
K
W
L
Gravity makes things fall.
What is gravity?
Gravity is the force that
attracts all objects towards
each other.
Gravity keeps us on the
ground.
Is there gravity on the
moon?
What determines how fast
something will fall to the
ground? (teacher question)
The amount of gravity there
is depends on the masses of
the objects involved. The
moon is less massive than
the Earth, so there is less
gravity on the moon than
there is on Earth.
Air resistance determines
how fast something will
fall to the ground.
Name:
Date __5/1/10___
Rose____
Gravity
1.. What is gravity?
Gravity is the force that attracts all objects towards each other.
2. Can you see gravity?
Yes. For instance, if you take something like a ball and drop it, that’s gravity! In
fact, just standing on the ground is a product of gravity, too.
3. Why do you float in space?
You can float in space because you experience a sensation called
weightlessness! If you’re standing on Earth, the force of gravity is pulling you
downward, while the force of the floor against your shoes pushing upward
against you, resisting the force of gravity.
4. What are the relationshipa between mass, weight, and gravity?
Mass is a measure of how much matter an object contains. Weight, on the other
hand, is a measure of gravity's effect on an object. It varies depending on where
in space an object is.
5. Why does Venus have less gravity than Earth?
An object’s gravity is directly related to its mass. Venus has a slightly smaller
mass than Earth, so it also has a smaller gravitational pull.
6. If the sun is so big, why aren't we being sucked in by its gravitational
pull?
Gravity between two objects depends not just on the masses of the objects, but
also on the distance between the objects. The farther something is from a
massive object (like the sun), the less the pull of gravity is felt. So even though
the sun is much, much more massive than the earth, we don't fly off toward the
sun.
Target
3
KWL
Chart
Satisfactory
2
Unsatisfactory
1
Students were able to Students were able to Students were able to come
come up with more than come up with three
up with less than three
three questions and three questions and three
questions and three facts
facts about gravity.
facts about gravity
about gravity
Students were able to
correctly answer all of
Questionnaire
the questions presented
in the graphic organizer.
Students were able to
Students were able to
answer 4 out of the six answer less than 4 out of
questions correctly on the six questions correctly
the graphic organizer. on the graphic organizer.
SCORE
References
BrainPop.com (2010). Gravity [Video File]. Retrieved from http://www.brainpop.com/
science/motionsforcesandtime/gravity/
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/ ~Donclark/hrd/bloom.html
Filamentality on motion. (2010) Retrieved from http://www.kn.att.com/
wired/fil/pages/listmotionle.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/ multiple_intelligences.htm
HowStuffWorks (2010) Exploring Gravity: The Nature of Gravity [Video File]. Retrieved from
http://videos.howstuffworks.com/hsw/9934-exploringgravity-the-nature-of-gravity-video.htm
HowStuffWorks (2010) Motion: Rollercoasters [Video File] Retrieved from
http://videos.howstuffworks.com /hsw/11951-motion-rollercoastersvideo.htm
The ISTE national educational technology standards (NETS•S) and performance
indicators for students. (2007). Retrieved from http://www.iste.org/content/
navigationmenu/nets/forstudents/2007standards/
nets_for_students_2007_standards.pdf
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating
technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure,
and shelf life. The Journal for Computing Teachers, 1-7.
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Pysics4kids (2010) Motion Basics. Retreived from http://www.physics4kids.com/
files/motion_intro.html
Science Framework for the 2009 National Assessment Eductaional Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
"I Don't Need a Ride, I Think I'll Walk"
What are the Different Ways that Things Can Move?
Lesson #2
Bloom’s Taxonomy:
 Level 2, Comprehension
Gardner’s Multiple Intelligence(s):
 Bodily-Kinesthetic, Interpersonal
Children’s Literature: None
NCTM Math Skills
Process Standards:
Data Analysis & Probability
Content Standards:
In grades 3–5 all students should collect data using observations, surveys,
and experiments
NAEP Process Skills
Scientific Inquiry:
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models
Technology:
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
P4.12: An object’s position can be described by locating the object relative to
other objects or a background. The description of an object’s motion from one
observer’s view may be different from that reported from a different observer’s
view.
ISTE NETs Standards for Literate Students
 Creativity and Innovation
 Research and Information Fluency
Behavioral Objectives:
3. To describe the different directions that objects can move in
4. To make a diagram that shows the different directions objects
can move in
5. To use excel to construct a graph that further shows students’
understanding of the directions objects can move in
Motivational Constructivist Question and/or Activity(ies) for the Lesson Entitled
“Motivation/Constructivist Activity”:
Begin a class discussion:
A) “When objects move or change positions, they are said to be in motion. Can
you think of any examples of an object in motion?”
B) Play the “Freeze” game. Children move freely while music plays. When the
music stops, children freeze. Ask students, “Is the position you are in now the
same as when you started the game?” “What has changed?” “Did we all
move in the same directions?” “What were some of the ways we moved?”
Time Duration:
Two periods of 55 minutes each
Procedures:
12. Teacher will explain that “objects exhibit different kinds of motion”
13. Teacher will display a number of photos that show objects in motion: a train
moving, a cars turning on a race track, a Ferris wheel spinning, a swing moving
back and forth, and a road that moves in a zig-zag path.
14. Teacher will place students in groups of four
15. In groups of four, students list some of the ways the objects in these photos move,
they also answer how these objects are caused to move
16. As a class, students will discuss their observations and inferences
17. Using the same photos, the teacher and students will talk about the five directions
objects can move in: straight, back and forth, curve, circle and zigzag
18. Each group will receive a poster board and a set of markers
19. Using the poster board and marker, each group will design a train track path and
label the different directions in which their path may go
20. Each group will be assigned to a lap top
21. Each group will use excel to create a graph and a congruent chart that explains the
number of times their train track path displayed an example of one of the five
directions an object can travel
22. Students will present and explain the track path that they created, and then explain
the kinds of motions that their path allows the train to make
23. In addition, using a projector, students will present the graph and charts that they
constructed and explain how it describes their train track path
Questions:
I). Closed-Ended Questions:
1. What is motion?
Answer:
ii.
Motion is when an object moves or changes
position.
2. Give 3 examples of an object that moves in a circular motion
Answer:
iii.
A wheel
iv.
A fan
v.
A carousel
II).
Open-Ended Questions:
1. “How do the different types of motion affect our lives?”
2. “How would our lives change if we didn’t have motion?”
Materials:
4. Photos displaying five different directions that objects can move in
5. Lap-tops
6. Projector
7. Poster-boards
8. Markers
Assessment:
Sample of Students Performance
In groups of four, students will present a poster of the train track path that they
designed. By labeling and describing the directions of each path, students will
show an understanding of the different directions that objects can travel.
Students will also be assessed on a graph that they must create using excel
explaining the number of times each direction was used in their track design.
Ex.
Different Directions of Our Train Track Path
14
12
# of Occurences
10
8
6
4
2
0
Straight
Back & forth
Curve
Circle
Zigzag
Direction
Different Directions of the
Train
Direction
Straight
Back &
Forth
Curve
Circle
Zig Zag
# of Occurences
12
2
6
4
1
Target
3
Satisfactory
2
Unsatisfactory
1
While presenting their
While presenting their
Students’ designs, students were While presenting their
able to correctly
designs, students were designs, students were able
presentation
identify & explain all able to correctly identify
to correctly identify &
of their
of the different
& explain 3 of the
explain 2 or less of the
poster.
directions that objects different directions that
different directions that
can move in
objects can move in
objects can move in
Students’
Poster
Students’
Graph
Students’ train track Students’ train track paths Students’ train track paths
paths illustrate all of
illustrate 3 of the
illustrate 2 or less of the
the directions that directions that objects can directions that objects can
objects can move in
move in
move in
Students’ graph
correctly represents all
of the information
illustrated in students’
posters
Students’ graph correctly
represents some of the
information illustrated in
students’ posters
Students’ graph does not
represent any of the
information illustrated in
students’ posters
SCORE
References
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/ ~Donclark/hrd/bloom.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/ multiple_intelligences.htm
The ISTE national educational technology standards (NETS•S) and performance
indicators for students. (2007). Retrieved from http://www.iste.org/content/
navigationmenu/nets/forstudents/2007standards/
nets_for_students_2007_standards.pdf
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating
technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure,
and shelf life. The Journal for Computing Teachers, 1-7.
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Science Framework for the 2009 National Assessment Eductaional Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
"Move Out of My Way!"
How Can Things Move at Different Speeds?
Lesson #3
Bloom’s Taxonomy:
 Level 3, Application
Gardner’s Multiple Intelligence(s):
 Visual Spatial, Bodily Kinesthetic
Children’s Literature:
NCTM Math Skills
Process Standards:
Problem Solving
Content Standards:
Instructional programs from pre-kindergarten through grade 12 should enable
all students to— Select and use appropriate statistical methods to analyze data
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval, temperature—with the appropriate level of precision)
Technology:
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
P4.14: The motion of objects can be changed by pushing or pulling. The size of the
change is related to the size of the force (push or pull) and the mass of the object on
which the force is exerted. When an object does not move in response to a push or a
pull, it is because another push or pull (friction) is being applied by the environment.
ISTE NETs Standards for Literate Students
 Critical Thinking, Problem Solving, and Decision Making
 Research and Information Fluency
Behavioral Objectives:
6. To examine how the steepness of a ramp affects the speed at
which an object travels down it
7. To construct a lab report that explains how the steepness of a
ramp affects the speed at which an object travels down it.
Motivational Constructivist Question and/or Activity(ies) for the Lesson Entitled
“Motivation/Constructivist Activity”:
Begin a class discussion:
Ask students, “Does a skater always move faster than a person who is
walking?” Explain.
Time Duration:
Two periods of 55 minutes each
Procedures:
24. Teacher will explain that speed describes how fast something moves. Different
things move at different speeds: ie. a car can move faster than a bike.
25. Teacher will explain to students, “Today we are going to look at how the
steepness of slopes can change the speed at which an object may go down a hill”
26. Teacher will explain to students, “We will test a variety of objects to see how
slope affects speed”
27. Teacher will split students up into groups of four
28. Teacher will provide each group of students with a set of adjustable ramps, two
stop watches, two small marbles, two pennies, two nickels, and two large marbles
29. Teacher will instruct students to set their two ramps to the same angle or slope
30. Students will then test each pair of objects that they will receive: they will place
one penny on one of the ramps and one penny on the other
31. Then students will let the pennies go at the same time and measure which penny
travels faster
32. Students will repeat steps 11 and 12 for each of the pairs of objects that they will
receive
33. In their science journals, students will record their observations
34. Each group will be assigned a lap-top
35. Using Microsoft Excel, students will create a spread sheet and a congruent graph
that describes what happened when they tested the objects
36. Students are to conduct the same experiment as above except the ramps will be set
at two different slopes
37. In their science journals, students will record their observations during the second
test
38. Using Microsoft Excel, students will create another spread sheet and a congruent
graph that describes what happened during the second experiment
39. Using Microsoft word, students will write a lab report that includes their spread
sheets
Questions:
I)
Closed-Ended Questions:
1. What is speed?
Answer:
vi.
The rate or a measure of the rate of motion.
8. If two of the same objects are released at the same time, down
two ramps set at the same slope, will they travel at different
speeds?
Answer:
vii.
no
II)
Open-Ended Questions:
1. “How does the slope of a hill affect the rate at which an
object can travel down it?”
2. “How might snow on a hill affect the way an object can
move down it?”
Materials:
9. A stop watch
10. Two small marbles
11. Two pennies
12. Two nickels
13. Two large marble
14. Two adjustable ramps
15. Lap tops
16. Science journals
Assessment:
Sample of Students Performance
Name:
Date __5/1/10___
Rose____
Problem: How does a slope affect the speed that objects fall to the ground?
Hypothesis: The steeper the slope the faster an object will move to the
ground.
Procedure:
Step 1: We set up two ramps at the same slope
Step 2: We placed two pennies, one at the top of each ramp and then we
let them fall at the same time
Step 3: Two members of our group used a stop watch to measure the
time it took for each of the pennies to reach the bottom of the ramp (one
member measured the time for one of the ramps and another member
measured the time for the other ramp)
Step 4: We repeated step two for two small marbles, two nickels, and
two large marbles
Step 5: We recorded the outcomes of each test
Step 6: We left one ramp the same and decreased the slope of the
second ramp
Step 7: We repeated steps 2 and 3
Step 8: We recorded the outcomes of each test in the second experiment
Observations:
Experiment #1
Speed
Calculated in
Seconds
12 inch height
12 inch height
How Does Slope Affect Speed?
Objects
Penny
1
1
Nickel
1
1
Small Marble
0.5
0.5
Large Marble
1
1
Speed Calculated in Seconds
How Does Slope Affect Speed?
1.2
1
0.8
12 inch height
0.6
12 inch height
0.4
0.2
0
Penny
Nickel
Small
Marble
Large
Marble
Objects
Experiment #2
Speed
Calculated in
Seconds
6 inch height
12 inch height
How Does Slope Affect Speed?
Objects
Penny
1.5
1
Nickel
1.5
1
Small Marble
1.5
0.5
Large Marble
2
1
Speed Calculated in Seconds
How Does Slope Affect Speed?
2.5
2
1.5
6 inch height
12 inch height
1
0.5
0
Penny
Nickel
Small
Marble
Large
Marble
Objects
Conclusion(s):
From our observations, we found that objects move down steeper slopes
faster than gentle slopes.
Target
3
Spread
sheet
and
Graph
Satisfactory
2
Unsatisfactory
1
Students’ visuals clearly
Students’ visuals
Students’ visuals do not
illustrate how the
somewhat illustrate
illustrate how the steepness
steepness of a ramp
how the steepness of a
of a ramp affects the speed
affects the speed at
ramp affects the speed
at which an object can
which an object can
at which an object can
travel down it
travel down it
travel down it
Students’ lab report is
well organized and
clearly explains how the
steepness of a ramp
Lab
report affects the speed at
which an object can
travel down it
Students’ lab report is
somewhat organized
and explains how the
steepness of a ramp
affects the speed at
which an object can
travel down it
Students’ lab report is not
organized and/or it does not
explain how the steepness
of a ramp affects the speed
at which an object can
travel down it
SCORE
References
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/ ~Donclark/hrd/bloom.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/ multiple_intelligences.htm
The ISTE national educational technology standards (NETS•S) and performance
indicators for students. (2007). Retrieved from http://www.iste.org/content/
navigationmenu/nets/forstudents/2007standards/
nets_for_students_2007_standards.pdf
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating
technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure,
and shelf life. The Journal for Computing Teachers, 1-7.
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Science Framework for the 2009 National Assessment Eductaional Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
“To Push or To Pull: That is the question…”
How Does Pushing & Pulling Affect the Motion of Objects?
Lesson #4
Bloom’s Taxonomy:
 Level 4, Analysis
Gardner’s Multiple Intelligence(s):
 Visual Spatial, Bodily Kinesthetic
Children’s Literature:
The Invention of Hugo Cabret by Brian Selznick
NCTM Math Skills
Process Standards:
Problem Solving
Content Standards:
Instructional programs from pre-kindergarten through grade 12 should enable
all students to— apply and adapt a variety of appropriate strategies to solve
problems
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval, temperature—with the appropriate level of precision)
Technology:
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
P4.14: The motion of objects can be changed by pushing or pulling. The size of the
change is related to the size of the force (push or pull) and the mass of the object on
which the force is exerted. When an object does not move in response to a push or a
pull, it is because another push or pull (friction) is being applied by the environment.
ISTE NETs Standards for Literate Students
 Critical Thinking, Problem Solving, and Decision Making
 Research and Information Fluency
Behavioral Objectives:
9. To identify simple machines that cause motion
10. To illustrate how the simple machines in an object can affect
our daily lives
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:”
Begin a class discussion:
“There are many things in our lives that help make tasks a little easier. When we
have to travel a far distance, we are able to ride a bicycle or drive a car. However,
without the invention of simple machines, none of these mechanisms would work.
Our lives would be very different than it is today! We are going to go on a web quest
to learn about the invention of simple machines where we will begin to appreciate
just how different our lives would be!”
Time Duration:
Two periods of 55 minutes each
Procedures:
40. Teacher will read, The Invention of Hugo Cabret by Brian Selznick where
students will be introduced to the simple machines inside of a robot
41. Teacher will place students in groups of 2
42. Each pair will be assigned to a computer
43. Students will click on the following link to the web quest Simple Machines
http://www.ri.net/schools/Glocester/FMS/LAB/simplemachines.html#Task
44. Students will look through the 8 links provided where they will be able to identify
different machines through the pictures, explanations and activities provided (this
is student-led)
45. Each group will then click on the link within the web quest entitled Edheads
Simple Machines Activities
http://www.mikids.com/Smachines.htm
46. In this site, students will click on a house and a tool shed
47. In the house, students will identify 10 simple machines that are found in the
garage, bedroom, kitchen and bathroom
48. Each group will identify what simple machine is used to force the object to move
49. In the tool shed, students must examine compound machines and identify the two
or more simple machines that make them
50. As students are working, teacher will hand out the worksheet entitled, Name That
Machine!
51. Each student will identify the picture and briefly describe how the simple machine
affects motion
52. After students have completed the worksheet, they will click on the link in the
web quest, titled Dirtmeister: Simple Machines.
http://teacher.scholastic.com/dirtrep/simple/index.htm
53. Each group will locate an object in their classroom and complete the Simple
Machines Observation Worksheet online
54. Each group will present their assignment to the class
55. Teacher will hand out a blank Simple Machines Observation Worksheet
56. For homework, students will complete the worksheet, using a simple machine of
their choice found in their home
Questions:
I). Closed-Ended Questions:
1. What type of simple machine is used in a faucet handle?
Answer:
viii.
A lever
2. What 3 different simple machines allow a wheelbarrow to move?
Answer:
ix.
Lever
x.
Wheel and axle
xi.
Inclined plane
II).
Open-Ended Questions:
1. “How does the wheel and axle machine create a motion that
affects our daily lives?”
2. “How would our lives be different, if simple machines
weren’t invented?”
Materials:
17. And Everyone Shouted, “Pull!”: A First Look at Forces and Motion by Claire
Llewellyn
18. Computers
19. Worksheet: Name That Machine!
20. Worksheet: Simple Machines Observation
Assessment:
Sample of Students Performance
Name:
Date __5/1/10___
Rose____
Name that Machine!
Directions: Look at the pictures and identify what type of
simple machine is used. Then provide a brief explanation of
how this machine affects motion.
Lever: The back of a hammer will
help pry nails loose.
Inclined Plane: A ramp will help move
objects across distances.
Wheel and Axle: The wheel turns the
axle, allowing movement. This allows
the hands on a clock to move.
Screw: Turning a screw secures
items in place. This allows us to
hang up picture frames.
Wedge: A wedge separates two
objects
Pulley: A pulley is used to raise and
lower objects, such as a flag.
Name:
Date __5/1/10___
Rose____
Simple Machines Observation Sheet
1. What object did you find?
Stapler
2. What type of simple machine is it? If your object is made up of more than one
simple machine, list all of them.
Lever
Wedge
3. How can you tell what type of simple machine your object is?
The top of a stapler is a lever because it pulls down when you apply force.
The staples are the wedges because they push out of a stapler and pierce
through your sheets of paper
4. How does this simple machine make a job easier?
Staplers allow us to hold all of our papers together so we don’t lose them. This
helps us keep all of our worksheets organized in the classroom.
Target
3
Satisfactory
2
Unsatisfactory
1
Students were able to
Students were able to
correctly identify &
Students identified &
correctly identify &
explain some of the explained 2 or less simple
Web quest/ explain all of the simple
simple machines in the machines in the web quest,
Name That machines in the web
web quest,
demonstrating little or no
Machine! quest, demonstrating a
demonstrating some
knowledge of how they
strong knowledge of
knowledge of how they
cause motion
how they cause motion
cause motion
Students are able to
Students are able to
Students aren’t able to
Web quest/
correctly identify the
correctly identify the
correctly identify the
Simple
simple machines in an simple machines in an
simple machines in an
Machines
object and illustrate how object and/or illustrate
object or illustrate how it
Observation
it affects their daily
how it affects their
affects their daily lives
Sheet
lives.
daily lives
SCORE
References
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/ ~Donclark/hrd/bloom.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/ multiple_intelligences.htm
The ISTE national educational technology standards (NETS•S) and performance
indicators for students. (2007). Retrieved from http://www.iste.org/content/
navigationmenu/nets/forstudents/2007standards/
nets_for_students_2007_standards.pdf
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating
technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure,
and shelf life. The Journal for Computing Teachers, 1-7.
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Pushing and Pulling. (n.d.) Retrieved from http://www.ngfl-cymru.org.uk/vtc/push_
pull/eng/Introduction/default.htm
Science Framework for the 2009 National Assessment Eductaional Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
Scholastic (n.d.) Investigate and Report on Simple Machines. Retrieved from
http://www.teacher.scholastic.com/dirtrep/simple/index.htm
Simple Machines (n.d.). Retrieved from http://www.ri.net/schools/ Glocester/
FMS/LAB/simplemachines.html#Task
“To Push or To Pull: That is the question…”
How Does Pushing & Pulling Affect the Motion of Objects?
Lesson #5
Bloom’s Taxonomy:
 Level 5, Synthesis
Gardner’s Multiple Intelligence(s):
 Bodily Kinesthetic, Interpersonal
Children’s Literature:
And Everyone Shouted, “Pull!”: A First Look at Forces and Motion by Claire
Llewellyn
NCTM Math Skills
Process Standards:
Problem Solving
Content Standards:
Instructional programs from pre-kindergarten through grade 12 should enable
all students to— apply and adapt a variety of appropriate strategies to solve
problems
NAEP Process Skills
Scientific Inquiry:
S4.1 Design and critique aspects of scientific investigations (e.g., involvement of
control groups, adequacy of sample)
Technology:
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
P4.14: The motion of objects can be changed by pushing or pulling. The size of the
change is related to the size of the force (push or pull) and the mass of the object on
which the force is exerted. When an object does not move in response to a push or a
pull, it is because another push or pull (friction) is being applied by the environment.
ISTE NETs Standards for Literate Students
 Critical Thinking, Problem Solving, and Decision Making
 Research and Information Fluency
Behavioral Objectives:
1. To identify the different forces of pushing & pulling that cause motion
2. To group objects in a Venn Diagram that require the force of either
pushing or pulling to cause motion
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:”
Begin a class discussion:
“Yesterday we learned about simple machines that are found in our homes.
Machines serve all kind of purposes. If we come across a machine in our home that
is stationary, how do we make it move? Today we are going to read a story that will
help us understand how the forces of pushing and pulling affect motion.”
Time Duration:
One period of 55 minutes
Procedures:
1. Teacher will read the following story out loud:
And Everyone Shouted, “Pull!”: A First Look at Forces and Motion by Claire
Llewellyn
2. After the story, teacher will discuss with the students about the different objects
that the farmer used
3. Teacher will then ask students how the farmer moved each object: Did he push or
pull the object?
4. Next, students will work together in pairs and go to a computer
5. Each group will go the following website:
http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm
6. Students will click on the link titled “Background Information” where students
will learn about the affects of force and motion (this is student led)
7. Students will then click on the link titled “Main Session”
8. Students will follow the directions for this interactive activity where they will
observe the affects that force has on motion (Sample of students performance
based product of the completed written activity portion is included at the end of
this lesson)
9. After activity is completed, each pair will go back to their desks
10. Teacher will hand out poster board and washable markers to each group
11. Teacher will ask students to think about all of the objects used in school and their
homes that require pushing and/or pulling to move
12. Each group will create a Venn-diagram and list the objects that can be pushed,
pulled or both
13. Each group will present their Venn-diagram to the class
Questions:
I). Closed-Ended Questions:
1. “What object in the story did the farmer need to push in order
for the object to move?”
i. Answer: Wheelbarrow
2. “What was one object that the farmer needed to pull in the
story?”
xii.
Answer: The vegetables in the garden
II).
Open-Ended Questions:
1. “Think back to a time when you had trouble pushing or pulling
an object? What was your experience like?”
2. “Pretend that you are either a soccer ball, golf ball or baseball.
What factors cause the object to be stationary and then end up on
the other side of the field?”
Materials:
21. And Everyone Shouted, “Pull!”: A First Look at Forces and Motion by Claire
Llewellyn
22. Computers
23. Poster board
24. Washable markers
Assessment:
Sample of Students Performance
Worksheet:
Name:
Rose____
Date __5/1/10___
Question: What will happen when this car is pushed?
Answer: ___ “The car will move forward.” ____
1
2
3

Write the number 1 where you think the car will be if it is not pushed.

Write a number 2 where you think the car will stop if it is given a small
push.

Write a number 3 where you think the car will stop if it is given a big push.
Press start and record what happened:
_______”When no force was applied to the car, the car did not move. When a
small push was applied to the car, the car moved a short distance. When a big
push was applied to the car, the car moved a longer distance. The bigger the
push, the further the car rolled.”_________
Now write the same numbers on this picture to show what did happen.
1
2
3
What have you learned?
The ___”harder”______ the push, the ___”faster”______ the car will move.
Name:
Rose____
Date: __5/1/10___
Push or Pull?
1. Draw the blinds on
the windows
1. Door Bell
2. Button
Things that
are pulled
1. Door
2. Dog leash
3. Light switch
2. Baby
Carriage
4. Faucet
3. Cart
5. Swing
4. Wheelbarrow
3. Vegetables in the
garden
4. Cord on a light
5. Kite
6. Fishing pole
Things that
are pushed
Target
3
Satifactory
2
Unsatifactory
1
Students have
Students have
identified the
identified some
Students did not identify
difference between the differences between any differences between
forces of pushing and the forces of pushing the forces of pushing and
Website
pulling in the
and pulling in the pulling in the worksheet,
worksheet, at the end worksheet, at the
at the end of the
of the interactive
end of the interactive
interactive website
website
website
Students are able to
Students are able to correctly group some Students only group 2 or
correctly group objects objects in a Venn less objects correctly in a
in a Venn diagram that
diagram that
Venn diagram that
Venn
demonstrates their
demonstrates their demonstrates little or no
diagram
strong understanding some understanding understanding of which
of which force is used
of which force is force is used to move an
to move an object
used to move an
object
object
SCORE
References
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/ ~Donclark/hrd/bloom.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/ multiple_intelligences.htm
The ISTE national educational technology standards (NETS•S) and performance
indicators for students. (2007). Retrieved from http://www.iste.org/content/
navigationmenu/nets/forstudents/2007standards/
nets_for_students_2007_standards.pdf
Llewellyn, C. (2005). And Everyone Shouted, “Pull!”: A First Look at Forces and
Motion. Minneapolis: Picture Window Books.
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating
technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure,
and shelf life. The Journal for Computing Teachers, 1-7.
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Pushing and Pulling. (n.d.) Retrieved from http://www.ngfl-cymru.org.uk/vtc/push_
pull/eng/Introduction/default.htm
Science Framework for the 2009 National Assessment Eductaional Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
Scholastic (n.d.) Investigate and Report on Simple Machines. Retrieved from
http://www.teacher.scholastic.com/dirtrep/simple/index.htm
Simple Machines (n.d.). Retrieved from http://www.ri.net/schools/ Glocester/
FMS/LAB/simplemachines.html#Task
“I’m In Motion!”
How Does Motion Affect Our Every Day Lives?
Lesson #6
Bloom’s Taxonomy:
 Level 6, Evaluation
Gardner’s Multiple Intelligence(s):
 Visual-Spatial, Linguistic
Children’s Literature:
 The Magic School Bus Plays Ball: A Book About Forces. By Nancy Krulik
 Motion: Push & Pull, Fast & Slow by Darlene R.
 Move It! Motion, Forces and You by Adrienne Mason
 Forces Make Things Move by Paul Meisel
NCTM Math Skills
Process Standards:
Understanding
Content Standards:
Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
NAEP Process Skills
Scientific Inquiry:
S4.1 Design and critique aspects of scientific investigations (e.g., involvement
of control groups, adequacy of sample)
Technology:
T4.3 Apply science principles or data to anticipate effects of technological
design
NAEP Science Content Standard
P4.12: An object’s position can be described by locating the object relative to other
objects or a background. The description of an object’s motion from one observer’s
view may be different from that reported from a different observer’s view.
P4.13: An object is in motion when its position is changing. The speed of an object is
defined by how far it travels divided by the amount of time it took to travel that far.
ISTE NETs Standards for Literate Students
 Creativity:
-Apply existing knowledge to generate new ideas, products or processes
 Research & Information Fluency:
- Locate, organize, analyze, evaluate, synthesize and ethically use information
from a variety of sources and media
 Technology Operations and Concepts
- Understand and use technology systems
Behavioral Objectives:
1. To solve the questions in the scavenger hunt that connects all areas of motion
2. To describe how motion affects our daily lives
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:”
Teacher will use the smart board and go to the following website:
The Real Deal
http://www.engineeringinteract.org/resources/discovermore/forcesandmotion.htm
Teacher will call on students to read each of the 5 slides out loud. The short,
interactive show is filled with pictures. Students will understand how engineers put
their knowledge of forces to use, to help design the world around us (ie. roller
coasters, bridges, buildings, sailboats, trains, tunnels, etc.) At the end of the show ask
students related questions (listed below)
Time Duration:
Two periods of 55 minutes each
Procedures:
14. After the motivational activity, teacher will place students in groups of 4
15. Each group will go to a computer
16. Students will click on the following link to the scavenger hunt:
http://www.docstoc.com/docs/33626952/Physics-Internet-Scavenger-Hunt/Each
17. Each group will answer the 18 questions listed within 10 different websites (the
scavenger hunt covers all topics previously discussed in the unit)
18. After students have completed the web quest, teacher will call on groups to
discuss their answers out loud
19. Next, students will return to their seats and work independently
20. Students will write an essay that discusses how motion affects their lives on a
daily basis
21. The children’s books listed under materials will be passed around for students to
look at for inspiration:
22. Each student will turn to their partner and read their essays out loud
Questions:
I). Closed-Ended Questions:
“What did the engineers build by using tension and
compression?”
i. Answer: Suspension bridges
“What invention is often completely powered by gravity?”
xiii. Answer: Roller coasters
II).
Open-Ended Questions:
1. “ How do objects that engineers designed have an affect on
you?”
2. “How would your life be different if this object wasn’t designed
yet?”
Materials:
25. Smart board
26. Computers
 The Magic School Bus Plays Ball: A Book About Forces. By Nancy Krulik
 Motion: Push & Pull, Fast & Slow by Darlene R.
 Move It! Motion, Forces and You by Adrienne Mason
 Forces Make Things Move by Paul Meisel
27. Writers Notebook
28. Pencil
Assessment:
Sample of Students Performance
Worksheet:
http://www.docstoc.com/docs/33626952/Physics-Internet-Scavenger-Hunt/
Name _______________________________
Physics Internet Scavenger Hunt!
For each site below, follow the link(s) and begin your hunt for information! Once you
are done, you can go back and explore any of the sites in greater detail! Enjoy!
Amusement Park Physics
http://www.learner.org/interactives/parkphysics/carousel.html
http://www.learner.org/interactives/parkphysics/bumpcars.html
http://www.learner.org/interactives/parkphysics/pendulum.html
http://www.learner.org/interactives/parkphysics/freefall.html
http://www.learner.org/interactives/parkphysics/ridesafety.html
1. Which horses on a carousel are moving the fastest: the ones on the inside or the
ones on the outside? Explain your choice.
All of the horses on the carousel move in one complete circle at the same time.
However, the horses on the outside of the carousel have to move a farther distance
than the horses on the inside. Therefore, the horses on the outside are moving faster
in order to circle the carousel at the same amount of time!
2. Which Law of Motion explains what happens during a ride on the bumper cars?
Give an example.
Newton’s 3rd Law of Motion explains the process of the bumper car rides.
First, one object (1st bumper car) exerts a force onto a second body (second
bumper car). Then the 2nd bumper car exerts an equal amount of force but in the
opposite direction of the 1st bumper car, causing the cars to collide and spin out
of control.
3. Where do riders have a feeling of “weightlessness” on a pendulum
-type ride? At what point on the pendulum-type rides do riders feel the highest
g-forces?
Riders have a feeling of “weightlessness” at the top of a pendulum ride,
when it makes a complete 360 degree circle. Riders feel the highest g-forces when riders
are at the bottom of the circular arc in the pendulum.
4. Explain the “weightless water” trick. Hint: Go to the Free Fall section.
There is a cup filled with water with two holes in it. If you cover the holes and
then drop the cup, the water will not spill out. This is because there is nothing to
balance the force of gravity.
5. Out of the 270 million people who visit amusement parks annually, how many
require a trip to the emergency room?
7,000 people.
Simple Machines
http://www.fi.edu/qa97/spotlight3/spotlight3.html
http://www.edheads.org/activities/odd_machine/index.htm
6.
List 6 types of simple machines.
a. Lever
b. Pulley
c. Screw
d. Wedge
e. Wheel & axle
f. Inclined Plane
7. What is the definition of a compound machine?
A compound machine is two or more simple machines that are working together.
Speed Machines
http://www.pbs.org/wgbh/nova/barrier/machines.html
 Kid Zone > Physics: Motion & Forces
8. How long can the SR-71 operate (at top speed) before it needs refueling?
It can operate at 1 hour before it needs refueling.
9. Who devised the unit of power called the horsepower? What was it originally
used for?
James Watt devised the unit of horsepower. It was originally used to express steam
engine power at the speed of an actual horse.
10. What type of vehicle is the Spirit of America?
Airplane.
11. What is its top speed?
750 mph.
Newton’s Law
http://teachertech.rice.edu/Participants/louviere/Newton/
12. Give an example of Newton’s 1st Law of Motion.
Any stationary object that can only by moved when force is applied. Ie. apple
13. What formula is used to show Newton’s 2nd Law of Motion?
F= ma
14. In Newton’s 3rd Law, how many forces always act at once? Give an example of how
this works.
Two forces are used. If a space ship is ignited and rides up, the smoke is being
exerted down
Understanding
http://www.learner.org/interactives/parkphysics/coaster/
15. Work to make the roller coaster work. Sketch your coaster here:
16. What is the coaster’s top speed?
80 mph
***Get your teacher’s initials to show that you have successfully completed the
scavenger hunt: ___________________
Name __Rose____
Date____5/1/10____________
How Is Motion Used in My Daily Life?
When I wake up in the morning I brush my teeth. When I turn on the faucet, I am
using a lever. If levers weren’t invented I would have to go to a river and carry water
back to my home in a bucket! That would make me very tired. I make sure to check the
time on the clock so I am not late for school. The wheel and axle allow the hands on the
clock to continue turning so I am able to read the correct time! If I didn’t have this clock,
me and my family would always be late! A wheel and axle also allows the school bus
driver to take me to school. If there wasn’t a wheel and axle, I would have to walk to
school. I live two miles away- that would be a very long walk!
As I walk into the school building, I hear a very loud noise. I look up and see a
plane flying in the air. Sir Issac Newton explains how airplanes can fly. Force,
momentum, acceleration and velocity all work together to allow the plane to take off.
The motion of the plane is created by the force from the aircrafts weight and thrust. I
wonder if my Dad is on that plane. He is coming home from a business trip from Florida.
Because of the plane, it will only take him 3 hours! Now he will be home in time to buy
me that pizza pie for dinner that he promised me.
In school, I am able to play baseball. This is my favirite sport! I am working on
the force that I apply to the bat, to cause the baseball to fly out of the field. I can’t wait
to hit my first home run!
I usually have a hard time concentrating on my homework on Friday night. I
can’t stop thinking about the amusement park that my family goes to on the weekends! I
have always liked riding on the carousel. I chose the horses on the outer cirlce to ride.
Because they move at the same time of the horses in the inner circle, they must move at a
faster pace because they have a longer distance to cover. As I fall asleep, I dream about
the amusement park. Maybe I will have the courage to go on the rollar coaster
tomorrow. Maybe…
Target
3
Satisfactory
2
Unsatisfactory
1
Students are able to
Students are able to correctly solve Students are only able
correctly solve all
most questions to correctly solve 5 or
questions asked in
asked in the
less questions asked in
Scavenger
the scavenger hunt, scavenger hunt,
the scavenger hunt,
Hunt
demonstrating their
demonstrating demonstrating little or
strong understanding
some
no understanding of
of motion
understanding of
motion
motion
Essay
Students are able to
write an essay using
at least 5 examples
that demonstrate
their strong
understanding of
how motion affects
their every day lives
Students are able to
write an essay Students write an essay
using 3-4 examples
using 2 or less
that demonstrate
examples that
some
demonstrate little or no
understanding of understanding of how
how motion affects motion affects their
their every day
every day lives
lives
SCORE
References
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/ ~Donclark/hrd/bloom.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/ multiple_intelligences.htm
The ISTE national educational technology standards (NETS•S) and performance
indicators for students. (2007). Retrieved from http://www.iste.org/content/
navigationmenu/nets/forstudents/2007standards/
nets_for_students_2007_standards.pdf
Llewellyn, C. (2005). And Everyone Shouted, “Pull!”: A First Look at Forces and
Motion. Minneapolis: Picture Window Books.
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating
technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure,
and shelf life. The Journal for Computing Teachers, 1-7.
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Physics Internet Scavenger Hunt (n.d.) Retrieved from http://www.docstoc.com/docs/
33626952/Physics-Internet-Scavenger-Hunt
Pushing and Pulling. (n.d.) Retrieved from http://www.ngfl-cymru.org.uk/vtc/push_
pull/eng/Introduction/default.htm
Science Framework for the 2009 National Assessment Eductaional Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
Scholastic (n.d.) Investigate and Report on Simple Machines. Retrieved from
http://www.teacher.scholastic.com/dirtrep/simple/index.htm
Simple Machines (n.d.). Retrieved from http://www.ri.net/schools/ Glocester/
FMS/LAB/simplemachines.html#Task