Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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