# data[].attributes.body
Length: 1 Day
Standards:

Science:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

ELA

W.3.2.A
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

# data[].attributes.body
What I KNOW
What I WANT to KNOW
What I have LEARNED

Since this is the beginning of the Unit ONLY do the WHAT I KNOW

# data[].attributes.body
Length: 3-4 Days
Standards:

Science:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

MATH:

3.MD.6 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

# data[].attributes.body
Length: 2-3 Weeks

Grade Level: 3rd Grade

Overall Unit Objectives:

SWBAT identify and compare different types of forces (balanced and unbalanced).

SWBAT see different types of forces (Friction, Gravity, & Motion.) of an object and understand its motion and force.

SWBAT conduct an investigation to see the motion of an object. SWBAT compare old twirly bird to new twirly bird.

SWBAT design and Build a car and recognize all the different types of forces occurring together. (Gravity, friction, motion, etc.).

Unit Standards:

SCIENCE:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

MATH:

3.OA.1.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3.MD.6 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

ELA:

W.3.1  Write opinion pieces on topics or texts, supporting a point of view with reasons.

# data[].attributes.body
Introduction to Forces:

Read Book called: FORCES physical science for kids

Link: https://www.youtube.com/watch?v=NHxMCJC13k8

# data[].attributes.body
Have students copy down anchor chart for "What is Forces?" for that specific day we talk about it.

They will not write down all of the anchor chart at once. We will do this as a class.

Since this is the first class we will just talk about forces in general and  how... a Force is a push or pull of an object

# data[].attributes.headline
Twirly Bird and Flying Fish- Intro to Motion (See Lesson Plan)

# data[].attributes.subject
Twirly Bird and Flying Fish- Intro to Motion (See Lesson Plan)

# data[].attributes.body
Length: 1-2 Days

Standards:

SCIENCE:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

ELA:

W.3.1  Write opinion pieces on topics or texts, supporting a point of view with reasons.

# data[].attributes.body
Length: 1-2 Days
Standards:
Science:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Math:

3.OA.1.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

# data[].attributes.body
Length: 2-3 Days
Standards:

Science:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

# data[].attributes.body
Introduction
1. Do science journals and add part about friction

2. What is Friction?

Friction is the resistance of motion when one object rubs against another. Anytime two objects rub against each other, they cause friction. Friction works against the motion and acts in the opposite direction.

Friction slows an object down

# data[].attributes.body
Partner students up and give each of them 2 identical cars and 2 pieces of long wooden blocks.

First Block is smooth. Second block has velco on it. You will be able to stick sand paper to it, bumpy rocks, etc.

Students will get to explore on their own why the car with the smooth side always wins.

After time is up have students come together as a group and talk about it.

NEXT, Watch video:
link here: https://www.youtube.com/watch?v=9ePpWrvOXGY

# data[].attributes.body
Activity will look something like this. Examples of this experiment is below. Look at the following pictures.

However, I am giving student lots of different options to try out and see friction.

# data[].attributes.body
VOCAB:

Balanced Forces: make objects sit still

Unbalanced Forces: Make Objects move

# data[].attributes.body
1. Do Science journals and talk about how there are 2 different kinds of forces (Balanced and Unbalanced)

2. **DO WHAT I WANT TO KNOW part of the KWL form**

3. Go Outside and have the kids play Tug-a-war. Explain to them that if they are just holding it straight without pulling it is balanced.

4. Then have kids pull and do Tug-a-war (rope will have a flag on it and it will simply have to cross the line. This is so no one will physically fall to the ground).
After that, explain how that is unbalanced because someone is pulling it the forces were not matched.

# data[].attributes.body
Have students do Math/Science Homework about forces.

This Homework Assignment is using multiplication and division and asking students if it is a balance or unbalanced force

# data[].attributes.body
SWBAT understand that objects have gravity and it is a force that is pulled to the ground.

VOCAB: Gravity- is a force that pulls things down to Earth

1. Do science Journal. Add part about Gravity.

2. Have students test their knowledge. Teacher will drop different weight sizes on a foam mat and have students guess which will hit the floor first. Students will think the lighter one will hit the ground first However, they will see that they hit at the same time because of gravity.
*Use technology- the slow motion feature too*
3. Link Here: https://www.youtube.com/watch?v=wiBiZM1zX38

Start at 1:45 Do Coke Bottle

& 13:35 Block Vs Soda Cans

*Do not show the whole video. But some of it is cool in slow motion*

4. Read Humpty Dumpty.
link here: https://www.youtube.com/watch?v=y3uiMr8qdMc

Next, move on to activity.

# data[].attributes.body
**** Standards are Listed Above.
Supplies:

One Raw Egg (Do this in Groups of 3-4)

cardboard (Use ruler and measure how much you want)

newspaper

old boxes

paper

tape, glue, rubberbands

popsicle sticks

baggies

straws

feathers

cottonballs

Empty Milk Jug

Bubble Wrap

Goal: Pretend your egg is Humpty Dumpty. Students will build a contraption that safely gets Humpty Dumpty aka a raw egg to the ground after being dropped from a specified height.

STEPS:

Find Where we will drop it. Hopefully the school janitor will want to get involved and drop them all from the roof.

Must Use material listed above

The contraption must be constructed on top of the table or other flat surface)

Your goal is to safely get your raw egg to the ground

Your raw egg must be kept inside the contraption without cracking or breaking.

There are many Different ways to complete this challenge. BE CREATIVE!

Use Technology and research ideas

USE ENGINEERING DESIGN PROCESS

FILL OUT WORKSHEET WHEN DONE (worksheet provided in next slides)

# data[].attributes.body
Length: 1-2 Weeks
Standards:

Science:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Math:

3.MD.6 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

# data[].attributes.body
If I Built a Car By Dan Van Duden
Link here: https://www.youtube.com/watch?v=mYgqMvE3K2E

# data[].attributes.body
Use Technology and SLOW MOTION feature to have Gravity in action!

The Egg Drop will be forced by gravity to fall down and make it to the net. Without gravity the egg would float in the air and never make it in the ground

# data[].attributes.body
SEE LESSON PLAN
I want this lesson to be the one that is graded. Thank you

# data[].attributes.body
Link here: https://www.youtube.com/watch?v=2kePYPZUVjI

# data[].attributes.body
Assessment Worksheet to fill out on the overall work as an individual and as a group (see worksheet below)

# data[].attributes.body
After everything is over. Students will be asked just like the Humpty Dumpty activity where they saw stuff. This is a good idea on how the kids can tell the teacher what they saw.

Science - Hopefully they notice that Gravity is when it went down the ramp, motion is the wheels and moving, it is unbalanced since it is moved, and friction is when it is slowing down. Super fun and easy!

math- Using Ruler and measuring supplies they need

Technology- looking up ways to build cart

Engineering - Building the car itself

# data[].attributes.body
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

# data[].attributes.body
DO NET FORCE SIMULATION
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

# data[].attributes.body
Do Friction Simulation
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

Another Friction Simulation: When the books rub against each other:
https://phet.colorado.edu/sims/html/friction/latest/friction_en.html

# data[].attributes.body
DO motion Simulation
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

# data[].attributes.body
1. Make Paper Airplanes!
Have students try out 3 different kinds of paper airplanes.
2. Look at their motion. Which one went the farthest?
3. Write opinion pieces about which one is better and explain why

link here: https://www.youtube.com/watch?v=3dbmsdprJoA