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Explore the different settings for speed, mass, etc. to see how forces work.

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Melissa Coffey

RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. - students can do one of the builds and then make a story to go along with it. They could also flip it around and build something that ties in with what is being read in class and then write about what they created and why.

This can be done in 5th grade too.

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LS.4.1.2 Use models to explain that animals receive different types of information through their senses, process the information, and respond to the information in different ways.

Change the sensors attached that may show what would cause the trunk to move (show how the animal might react to a predator or prey).

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Telling time, angles and degree measure, speed

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With the Matter build where you had to build the fan but it did not have any directions you could use this where teams create their own fan designs. Then you can see which fan design did the best and discuss why. This could be tied into force and motions standards. PS.5.2.2 would be the standard you could use as a discussion point of why some fans worked better. Did some people program their fan at a faster speed? Is the speed of the fan the biggest factor in knocking something down?

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LS.3.2 Understand how plant structures aid in survival.

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LS.3.2 Understand how plant structures aid in survival.

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Have students build a "greenhouse" where they would have to open and close the roof for sunlight. -Mishauna Phelps

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This can connect to module 2 in EL that has the students studying animal defense mechanisms. This can be an extended lesson include a hands on activity to correspond with the animal research paper that we do.

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LS.4.1 Understand the effects

of environmental changes,

adaptations, and behaviors

that enable organisms to

survive in changing habitats.

LS.4.1.1 Use models to explain that plants and animals have external structures that

function to support survival.

LS.4.1.2 Use models to explain that animals receive different types of information

through their senses, process the information, and respond to the information in

different ways.

LS.4.1.3 Engage in argument from evidence to explain how differences among

animals of the same population sometimes gives individuals an advantage in

surviving and reproducing in changing habitats.

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You can use this to discuss how light can create change or can be used to help you go through the basic everyday routines. There was also a Lego build called Day and Night so that might also tie in with this standard.

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PS.5.2.1 Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects.

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PS.5.2.1 Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects.

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Students can work with the wheels and mass of the car to improve upon the motion as it travels through a cave.

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LS.4.1.1 Use models to explain that plants and animals have external structures that function to support survival.

Building the trunk

Show how the trunk moves

Discuss what you could with the trunk

Adjust the angles of the trunk

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PS.4.3 Understand the nature of light and how light interacts with objects

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PS.4.3 Understand the nature of light and how light interacts with objects

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This is align with the 4th grade standard by having students choose different colors for their car. Then place random legos on the table and see how far the cars will go. -Mishauna Phelps

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LS.5.3 Understand some

characteristics of an

organism are inherited and

other characteristics are

acquired.

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LS.5.2 Understand the

interdependence of plants

and animals within their

ecosystem.

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This activity connected with the 4th grade standard that understands the effects

of adaptations and behaviors

that enable organisms to

survive in changing habitats. They can code the animals to perform different functions and add on to the basic build

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LS.5.2.2 Use models to classify organisms within an ecosystem according to the

function they serve: producers, consumers, or decomposers.

This build ties into the LS.5.2.2 standards by showing how a chicken coop (habitat) can be used to keep chickens (prey) safe from a fox (Predator). Students can do extended learning and discuss what type of ecosystem would we find a chicken and a fox.

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ESS.EES.6 Analyze how Earth's systems impact humans and the biosphere.

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ESS.EES.6 Analyze how Earth's systems impact humans and the biosphere.

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Earth's systems impact humans and the biosphere. Students will have to build a house for the specific environment they are assigned. Human adaption- Mishauna Phelps

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Karen S.   5th                                                                                Force & Motion                                                        PS.5.2 Understand force, motion, and the relationship between them. PS.5.2.1 Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects. PS.5.2.2 Use mathematics and computational thinking to infer the motion of an object(including position, direction, and speed).      

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Karen S.   5th                                                                                Force & Motion                                                        PS.5.2 Understand force, motion, and the relationship between them. PS.5.2.1 Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects. PS.5.2.2 Use mathematics and computational thinking to infer the motion of an object(including position, direction, and speed).      

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Create the Free Throw build to explore the laws in effect to make the build work. Examine how the different forces affect the ball being projected. When distance and speed are differentiated what happens?

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PS.5.2.2 Use mathematics and computational thinking to infer the motion of an object (including position, direction, and speed).

Build and create a diagram. Label the diagram showing the direction of the forces.

Use a timer to measure the time it takes to cover the distance (use this time and distance to calculate the speed of the car).

Create a graph to show the motion of the car over time (position vs time--show the direction of the object based on the angle of the line)

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Melissa Coffey

W5.2 - Write informative /explanatory texts to examine a topic and convey ideas and information clearly.

The students can write about what they did, how they did it and their thinking as they went through the process.

RI4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.

There are a few things that can happen here. Students can summarize their whole experience and what they did and how they did it or they can work with a partner after they build lego project and then summarize what their partner did.

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All the pieces involved in this build is for the standard. You can even have the students time the weight and unweighted sleds.-Mishauna P

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Pulleys

Levers

Wheels

Weights

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Team Building

Communication

Problem Solving

Communication

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Once students create ramps, students could race each other and discuss the factors that affected the speed of their cars.

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Graphing Data

Fractions

Counting

Percentages

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This standard specifically talks about the factors that affect motion. This activity has a weight and ramp you can adjust. -Mishauna P

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PS.5.2.1 Carry out investigations to explain how factors such as gravity, friction, and

change in mass affect the motion of objects.

Use a ramp to show how gravity effects the motion of the car with and without the spring.

Use a variety of surfaces (friction) to test carpet, non carpet, cardboard, sandpaper) to see how it affects the distance traveled. (record in a data table)

Think Newton's Laws of Motion

Adjust the weight of the car--measure the mass the car using the original build vs adjusting the mass of the car (add or take away)

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PS.5.2.1  Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects.  

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PS.5.2.1  Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects.  

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Students will create the Gravity Car & ramp according to how the directions are written. The car will not go down the ramp easily due to the amount of friction. From here, the students will have to experiment and investigate ways to improve upon the car in order to reduce friction/mass/gravity and get the car to go down the ramp more quickly.

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4.MD.1 - Solve problems involving measurement

Go through build

have students record distances in centimeters

gather data and create chart

Allow students to either convert the distances to millimeters or find difference in distances

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P.S.5.2.2 They can look at how the height of the basket affects the amount of force they will need to use on the launcher in order to get the ball into the basket. You can also look at how the height of the launcher may need to be adjusted in order to increase the force on the launch to get the ball into the basket.

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Gravity Car Derby Alignment (Rebecca Jones)

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Gravity Car Derby Alignment (Rebecca Jones)

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You can use the Gravity Car Derby to establish how friction can change the speed of an object (PS.5.2) by changing the surface of the ramp and seeing how it affects the speed of the car.

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This would be would be a great hands on activity to get students explaining motion. Having them see the "Push"-Mishauna P.

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Gravity Car Derby Alignment (Rebecca Jones)

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Gravity Car Derby Alignment (Rebecca Jones)

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This project can align with the Force & motion unit in 5th Grade science. PS.5.1 You can use it to practice balance and unbalanced forces by using the different tires.

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This skill would align with PS.3.2 Understand motion and factors that affect motion and PS.5.2 Understand force, motion, and the relationship between them.

They would involve investigating the weight, distance, Mass, etc.

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PS.3.2 Understand motion

and factors that affect motion.

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4.NF.7 Comparing Decimals - Have students do the build, then time the bobsled with the weighted and non-weighted. Then students can compare times. This could be a good extension.

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Spike Essential Build: Animal Structures

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Spike Essential Build: Animal Structures

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https://education.lego.com/en-us/lessons/spikeessential-science-we-cannot-see/spikeessential-matter/

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BricQ Motion Essential Build: Gravity Car Derby

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BricQ Motion Essential Build: Gravity Car Derby

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BricQ Motion Essential Build: Free Throw

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BricQ Motion Essential Build: Free Throw