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DCIs:

PS2.A: Forces and Motion

PS2.B: Types of Interactions

SEPs:

Practice 6: Constructing Explanations

Practice 8: Obtaining, Evaluating, and Communicating Information

CCCs:

Stability and Change

Cause and Effect

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DCIs:

PS2.A: Forces and Motion

PS2.B: Types of Interactions

SEPs:

Practice 6: Constructing Explanations

Practice 8: Obtaining, Evaluating, and Communicating Information

CCCs:

Stability and Change

Cause and Effect

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DCIs:

PS2.A: Forces and Motion

PS2.B: Types of Interactions

SEPs:

Practice 6: Constructing Explanations

Practice 8: Obtaining, Evaluating, and Communicating Information

CCCs:

Stability and Change

Cause and Effect

# data[].attributes.body
DCIs:

PS2.A: Forces and Motion

PS2.B: Types of Interactions

SEPs:

Practice 6: Constructing Explanations

Practice 8: Obtaining, Evaluating, and Communicating Information

CCCs:

Stability and Change

Cause and Effect

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The train stops floating and falls back down because the magnetic force between the track and the train stops. It can stop because the magnet is an electromagnet and gets turned off. This makes the forces unbalanced.

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The train floats because there are balanced forces acting on it. There is a repelling magnetic force between the track and the train. There is an attracting force of gravity between the train and Earth. These two forces are the same strength and opposite directions so they are balanced. (There are also balanced forces when the train is resting on the track: gravity pulls the train down and a touching force from the track pushes it up.)

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The train falls because of the force of gravity. Gravity acts between the train and Earth. Gravity attracts the train to Earth.

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The train rises because of a magnetic repelling force. There must be a magnet in the train and in the track.

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End of Unit Assessment

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Critical Juncture Assessment: Writing About Why the Train Floats

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Critical Juncture Assessment: Why Does the Train Rise?

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Critical Juncture Assessment: Why Does the Train Fall?

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WHAT EXPLANATIONS WILL THE STUDENTS BE ABLE TO MAKE?

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WHAT EXPLANATIONS WILL THE STUDENTS BE ABLE TO MAKE?

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HOW WILL THE STUDENTS BE ASSESSED AT CRITICAL JUNCTURES (Progress Build)?

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HOW WILL THE STUDENTS BE ASSESSED AT CRITICAL JUNCTURES (Progress Build)?

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The train rises because a force acts on it. The train started to move and when an object changes how it is moving, that means a force acted on it.

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● If forces exerted on an object are balanced, and then a force changes, the forces become unbalanced, which can cause the object to start moving. (5.2)

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● Two forces can be exerted on an object at the same time. (4.1) ● When two forces are exerted on an object in opposite directions, the forces can be balanced. (4.3)

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An object falls because Earth pulls the object toward it with the force of gravity. (3.2)

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● Some forces happen between objects that are touching. Other forces happen between objects that aren’t touching. (2.1) ● Non-touching forces can act between magnets and some, but not all, other objects. (2.2)  Magnets can attract or repel other magnets. (2.4) ● Magnets can attract some metal objects. (2.4)

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WHICH KEY CONCEPTS WILL BE LEARNED AND APPLIED TO ANSWER THE UNIT PHENOMENON?

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WHICH KEY CONCEPTS WILL BE LEARNED AND APPLIED TO ANSWER THE UNIT PHENOMENON?

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● A force acts between two objects. (1.3) ● When an object starts moving or stops moving, that is evidence that a force has acted on it. (1.3)

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Investigate unbalanced forces with a floating paper clip (5.1) ● Analyze data about unbalanced forces (5.1) ● Plan and conduct investigations about distance, magnetic force, and balanced and unbalanced forces (5.1) ● Read Hoverboard (5.2) ● Observe an electromagnet demonstration (5.3) ● Read about electromagnets in Handbook of Forces (5.3)

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What can make forces not be balanced anymore?

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Why does the train change from floating to falling?

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● Observe one way to keep an object from falling (4.1) ● Investigate both magnetic force and another force acting on an object (4.1) ● Discuss and write about two forces exerted on an object at the same time (4.1) ● Make a paperclip float (4.2) ● Read more about forces in Handbook of Forces (4.2) ● Read Explaining a Bridge (4.3) ● Diagram the floating paper clip (4.4)

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● Observe effects of gravity (3.1) ● Revisit Forces All Around (3.1) ● Make a digital diagram (model) showing gravity (3.1.) ● Read about gravity in Handbook of Forces (3.2) ● Create and analyze chain reactions (3.3) ● Discuss gravity using unit vocabulary (3.3)

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● Discover non-touching forces with magnets (2.1) ● Discuss evidence about non-touching forces (2.1) ● Make digital diagrams (models) of forces (2.1) ● Investigate which objects magnetic forces act on (2.2) ● Read about forces in Handbook of Forces (2.2)  ● Investigate magnetic forces with magnets (2.3) ● Read about magnets in Handbook of Forces (2.3) ● Read What My Sister Taught Me About Magnets (2.4) ● Discuss forces using unit vocabulary (2.5)

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● Investigate by making blocks move (1.2) ● Read Forces All Around (1.3) ● View Domino video (1.4) ● Create and analyze chain reactions (1.4)

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WHAT ARE THE STUDENTS TRYING TO FIGURE OUT?

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WHAT ARE THE STUDENTS TRYING TO FIGURE OUT?

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Why would an object not move even though a force is acting on it?

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What makes an object fall?

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How can a force act without objects touching?
In what ways can magnetic forces make an object move?

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What makes an object start to move?

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Why does the train float, even though gravity is acting on it?

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Why does the train fall?

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Why does the train rise without anything touching it?

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Why does the train rise?

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How is it possible for a train to float?