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What will learners understand? (Central idea, concepts, lines of inquiry)

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What will learners understand? (Central idea, concepts, lines of inquiry)

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People apply their understanding of force and motion to invent and create.
FORM, FORCE, MOTION: Properties of force and motion
FUNCTION, FORCE, MOTION: How simple and complex machines function
CAUSATION, INVENTION: Application of our understanding of force to solve design problems (causation, invention)

*** Check the Science Scope and Sequence document for outcome expectations ***

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What will learners do? (Approaches to Learning)

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What will learners do? (Approaches to Learning)

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Thinking Skills (Analysis) - I can break ideas into smaller parts to understand them better and look for similarities and differences. I can also talk about what makes an idea, product or process different to others.

Thinking Skills (Forming Decisions) - I can draw conclusions based on what I have learned. I can begin to explain my decision-making process to others. I can create and develop solutions to problems and explain my thinking.

Research Skills (Information Literacy - Formulation and Planning) - I can share my questions with others and think about which questions are most important to our inquiry. I can discuss with my teacher what steps to take next to answer our questions. I can distinguish between appropriate and inappropriate tools and sources.

Research Skills (Information Literacy - Gather and Record) - I can gather information from more than one place. I can use all of my senses to notice details. I can use a strategy to record my information with my teacher’s help.

Research Skills (Information Literacy - Evaluating and Communicating) - I can identify patterns and relationships from data or information I have gathered. I can tell my audience how I found my data or information. I can share my information in more than one way.

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What is the connection among force, motion and inventions?

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Week 1: Provocations / Pre-Assessment

Week 2 - 3: Properties of force and motion

Week 4: How simple and complex machines function

Week 5: Application of our understanding of force to solve design problems

Week 6: Unit Wrap-up / Summative Assessment

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Seesaw: Experiment at home! Find two different sized toy cars (or, something else that will roll, such as two different sized cans, two different sized bottles), and a piece of cardboard. Use the cardboard to create a ramp in your home. Elevate one end of the cardboard on a surface (such as your bed, a chair, a pile of books), and leave one end of the ramp touching the floor. Have fun rolling your objects down the ramp! While you experiment, try placing one end of the ramp on a tall surface. Next time, try placing one end on a short surface. Remember to use both sized cars!

Record a video of yourself experimenting with your ramp and upload it to Seesaw! Be sure to record yourself talking about what you observe as you play.

Zoom: Use the screen share feature to share the different videos with the class. Give students an opportunity to talk about their own videos. Ask questions to the class:
1. What happened when you put one end of your ramp on a tall surface? What happened when you put one end of your ramp on a shorter surface? How fast does the car move?
2. Do the different sized cars roll at the same speed?
3. Which cars moved the furthest?
4. Does the car always move in the same direction?
5. Why doesn't the car move when it is flat on the ground (no on the ground)?

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Seesaw:  Continue to explore forces! Pick one of the experiments below. Record a video of yourself experimenting and upload it to Seesaw! Be sure to record yourself talking about what you observe as you play.

1. Take your cardboard ramp from yesterday and glue some kind of material onto it (such as a piece of fabric, foil, parchment paper). Experiment again with the toy cars, or other rolling objects. What happens to the cars? Do they move faster or slower now? Do they roll further, or not as far? (Friction experiment)

2. Find two objects that are different sizes and weights (one that is heavier and one that is lighter). Hold them up at the same height, one in each hand. Drop them! What happens? Find two other objects... and drop them again! What happens?  (Gravity experiment)

Zoom: Use the screen share feature to share the different videos with the class. Give students an opportunity to talk about their own videos. Ask questions to the class:, depending on the experiment:

Friction Experiment: What happens to the cars? Do they move faster or slower than when there was no additional material? Do they roll further, or not as far?

Gravity Experiment: What happened when you dropped the objects? Did they hit the floor at the same time?

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Seesaw: Ask students to respond to the questions, "What do you know about the concept force ?" What do you know about the concept motion ?" Write their answer in a journal or on a piece of paper, and upload a picture to Seesaw. Students can also look around their homes; can they find an example of a force in their home? Take a picture of what they find and upload it to Seesaw (this is a good way to find out what they think a force is and can they recognize it around them- some may have no idea and that is ok. Throughout the unit you'll look at push, pull, friction, gravity, and magnetism- can they recognize any of these already as being a force?).

Zoom: Share student answers together using the screen share feature. Come to a common understanding of what the words force and motion mean from the answers students share. At the end, ask students another conceptual question: "What do you think the connection is between force and motion?"

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Seesaw: Watch the attached video about kid inventions. In a journal or on a piece of paper, answer the questions: "What do you think an invention is? Did any of these kid inventions use force or motion?" Upload your answers to Seesaw.

https://www.youtube.com/watch?v=rSvMbK0x6cA

Zoom: Share student responses. End with, "Can you think of any other inventions that might use force or motion? What about inside your house? Are there any inventions inside your house that use force or motion?"

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What would be a good essential question at this point to start guiding kids towards uncovering the central idea on their own? 

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What would be a good essential question at this point to start guiding kids towards uncovering the central idea on their own? 

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"What is the connection between force, motion and inventions?"

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Make a Brainpop JR account and give kids access (this was made free during the school closures). They have a good video on Pushes and Pulls that defines force, motion, push and pull, and friction. There are also lots of follow up activities; you could have kids choose one to complete.

https://jr.brainpop.com/science/forces/pushesandpulls/

On Zoom, to discuss the video, complete  online Frayer Models together, one for the word motion and one for the word force, to consolidate their understanding about these terms. At the end, ask: "What is the connection between force and motion?" Write down their ideas.

Online, editable Frayer Model:
https://www.pdffiller.com/jsfiller-desk12/?projectId=424979697#a36ce9ff114eeae552dc4ea2691724fa

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We learned about two kinds of forces yesterday - push and pull. Create a video of yourself demonstrating push and also demonstrating pull. Answer the question while creating your video: What happens to the object when you push it? What happens when you pull it?

On Zoom, share the videos together. Ensure kids understand push verses pull.  Next, ask them, while they are on the call with you, to find a small ball or other rolling object. Ask them to put the item on the floor and push the object softly. Observe. Ask them to put the item back in the original starting position, and push the object harder. Observe. Follow up:

"What direction did the ball go in? Why?"
"What happened when you pushed it softly? What about when you pushed hard ?"
"Do the balls move farther when a greater or lesser force (a push) is applied?"

At the end, ask: "What is the connection between force and motion?" They had some ideas yesterday, have they expanded on them?

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In Seesaw, complete a push and pull sorting activity. Search push pull in the Seesaw activity community library, like some where they identify pushes and pulls in the playground.

In Zoom, review their assignment. Read a story on Epic to review force and motion, Changing Direction. Use some of the What do you think? questions to help guide the conversation. Circle back on their understanding of the connection between force and motion.

https://www.getepic.com/app/read/10649

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Gravity is a type of force. Assign kids on Epic the book Gravity (it also has a read aloud feature for kids who can't read it solo). You can add questions about the story to the end for kids to finish.

In Zoom discuss the story. Bring up the experiments from the previous week (the gravity experiment).

2. Find two objects that are different sizes and weights (one that is heavier and one that is lighter). Hold them up at the same height, one in each hand. Drop them! What happens? Find two other objects... and drop them again! What happens?  (Gravity experiment)

Did anyone try that experiment? What do they remember happened? You could also have everyone recreate it with everyone present on Zoom. Can they explain now what happened, knowing what they know about gravity?

https://www.getepic.com/app/read/58727

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Give kids a challenge question on Seesaw: Find an object in your home that is not moving. Are there any forces acting on the object? Why or why not? Answer the question in a notebook. They can also draw and illustrate their thoughts.

In Zoom, see what students are thinking. Guide them to an understanding that there are forces acting on the object- gravity is pulling the object down, and the surface (the floor, table, whatever) is pushing the item up. Can anyone answer, but why isn't the object moving if there are forces acting on the object? (The forces acting on the object are equal, or the same, in size. The object will only move if the forces acting on the object are unequal, or different, in size).

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How simple and complex machines function

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How simple and complex machines function

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Show kids two pictures on Seesaw, one of a simple machine (like a lever or pulley), and one of a complex machine (like a bike). Tell kids: "One of these pictures is a simple machine, and one of these pictures is a complex machine. Which one do you think is a simple machines? Which one is complex? Write down what you think, why you think each machine is simple or complex, and what these machines do."

During Zoom, kids can share their ideas. Were they able to correctly sort them? What was their reasoning for identifying it as a simple or complex machine?  What were their ideas on what these machines do?

Read the book "I Use Simple Machines" on Epic together to learn about simple machines. As you read, you could have kids simultaneously record on a piece of paper the name of each simple machine you read about, and then draw a picture of it. Pause to have them show their drawings, talk about what these simple machines look like.

https://www.getepic.com/app/read/13730

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How simple and complex machines function

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How simple and complex machines function

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Assign the video about Simple Machines on Brainpop Jr for kids. Have them do a corresponding activity. In Zoom, talk about what they saw. Review simple machines again by reading "A Simple Machine Scavenger Hunt" in Epic, which has lots of questions to pause at.

https://jr.brainpop.com/science/forces/simplemachines/

https://www.getepic.com/app/read/56121

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How simple and complex machines function

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How simple and complex machines function

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Assign the simple machine sorting activities on Seesaw.

https://app.seesaw.me/activities/et7e69/simple-machines-mix-and-match-part-1

https://app.seesaw.me/activities/ov0t8z/simple-machines-mix-and-match-part-2

In Zoom, review the sorting activities together. Also show kids a powerpoint. Each slide will have the name of a simple machine. Go through each slide; what can they say about the machine? Add comments onto the slide to summarize their learning.

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How simple and complex machines function

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How simple and complex machines function

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Go on a simple machine scavenger hunt. Can they find examples of simple machines in their homes? Kids can draw a picture of what they find and label which simple machine it is. They can also take pictures to upload to Seesaw. Share their finds during Zoom. You could also show kids the room you yourself are in; can they find any simple machines in your room?

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Students can learn more about forces and motion by reading and clicking through the website and taking a quiz at the end.
https://www.dkfindout.com/us/science/forces-and-motion/

This website offers videos facts, games, additional links and teacher resources. Check out their lesson plans and activities.
https://sciencetrek.org/sciencetrek/topics/force_and_motion/index.cfm

Website offers various videos for forces and motion. You can also filter the videos under forces and motion to a specific topic you may be teaching (for example: Newton's Laws of Motion).
https://ny.pbslearningmedia.org/subjects/science/physical-science/forces-and-motion/

Website offers videos and a test at the end.
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm

Force and Motion with Sesame Street
https://www.sesamestreet.org/toolkits/stem/force

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Lesson Plan
https://www.generationgenius.com/wp-content/uploads/2019/06/Simple-Machines-Lesson-Plan-GG.pdf

Link to video, discussion questions, vocabulary, reading material, DIY activity guide, lesson plan, teacher guide, and assessment.
https://www.generationgenius.com/videolessons/simple-machines-video-for-kids/?gclid=Cj0KCQjw59n8BRD2ARIsAAmgPmL_9Ngh7uASv_2StgBDi6ppp1zShVBoePSN8PupPhpp7DmkTUN1TiAaAoIoEALw_wcB

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Simple machine activity

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Instructions

1Take 12 popsicle sticks and stack them together.

2Secure the popsicle sticks by wrapping two rubber bands around the stack.

3Place one popsicle stick under the stack making a 'T' shape.

4Place another popsicle stick on top of the stack making a 'T' shape.

5Attach the two individual popsicle sticks together using a rubber band at one end.

6Slide the handle end of a spoon into the last rubber band.

7Secure the spoon end with one more rubber band.

8Put a marshmallow on the spoon.

9Pull down on the spoon and let go.

How It Works

A catapult works like a lever, which is a simple machine. When you push down on one end of the lever and then let go, it changes the direction of the force and pushes the marshmallow in the opposite direction. Levers are used all around us. For example, a seesaw is a lever and so is a pair of scissors!

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https://www.chatham-nj.org/cms/lib/NJ01000518/Centricity/Domain/688/Simple%20and%20Complex%20Machines.pdf