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Would have 4 stations and break kids into groups, at each station, would have an object: matchbox car with ramp (station 1), tape measure (2), Book will open tabs (3), ball.

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Would have 4 stations and break kids into groups, at each station, would have an object: matchbox car with ramp (station 1), tape measure (2), Book will open tabs (3), ball.

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The kids will observe each station to respond " What happens at this station"
Staci

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Would complete marble painting - force and motion roll

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Would complete marble painting - force and motion roll

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Staci

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Staci

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Car racing using ramps (different levels/ textures)

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Car racing using ramps (different levels/ textures)

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Staci

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I Would have students break up into pairs and each pair would be given magnets. As a class we would attempt several different activities with the magnets, seeing what the could pick up, what they could move, how they stick together, etc. The students would then have to come up with 3 questions for investigation utilizing magnets and then investigate with their partner to find answers to their questions. After finding answers to their own questions, the groups will all share their questions and results.
Kendall

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The teacher would assign the students into teams. Each team would be given pipe insulation and marbles. The students would be informed that they will be rolling the marbles through the pipe insulation. The questions is; what configuration of the pipe insulation causes the marble to go further after it exits? Students will then develop their own procedures to investigate the question, while recording the results as a group.
Kendall

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Students will be broken into groups by the teacher. The question provided by the teacher is; "Which one will roll faster down the track, a hot wheels car, a marble, a roll of masking tape, and a 16 oz water bottle?" Each group will be instructed to have a time keeper. The objects are to be placed, one at a time, at the top of the ramp and simply released, not pushed, and the time keeper will record how long it takes each object to get to the bottom of the ramp. The teacher will then instruct the students to do the experiment again, this time giving each object a little push. The students will record their results, and then hypothesize about why each object moved at the pace it did.
Kendall

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The teacher will divide the class in teams. Each team will be given three ramps, each made of cardboard, however, one of the ramps is covered in aluminum foil, and another in felt paper.  The students will be instructed to utilize their textbooks in order that each ramp has the same decline. A hot wheels car will be placed at the top of each ramp, and released. The students will then record which car moved down which ramp at the greatest rate.
Kendall

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Students will be given toy trains and a wooden track. Students will push the trains in order to see how the motion of the object is changed. 

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Students will be given toy trains and a wooden track. Students will push the trains in order to see how the motion of the object is changed. 

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Tiffany

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Students will be given a bag of objects and a magnet. Students will see what can be picked up and what is not magnetic and log their results using a 2 column chart provided by their teacher. 

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Students will be given a bag of objects and a magnet. Students will see what can be picked up and what is not magnetic and log their results using a 2 column chart provided by their teacher. 

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Tiffany

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Students will be given other items to roll down the train track. They will observe how fast some items roll compared to others. Students will discuss why some items roll faster than others. 

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Students will be given other items to roll down the train track. They will observe how fast some items roll compared to others. Students will discuss why some items roll faster than others. 

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Tiffany

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Tiffany

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Students will be given a lab sheet. They will record their results. Students will be given a science leveled text to help them understand why their results were as they were. 

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Students will be given a lab sheet. They will record their results. Students will be given a science leveled text to help them understand why their results were as they were. 

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Tiffany

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In a group session, students provide definitions and descriptions of the terms push and pull. Then students are given a selection of materials (stone with a flat bottom, popsicle stick, straw, rubber band, string and one piece of construction paper) and told they could be used to describe force. Teacher pauses for this to sink in and wait for a student to inquire as to how to which the response is you tell me. When suggestions are given, teacher documents the methods they suggest on chart paper. The teacher then encourages investigation using the methods the students gave. Before starting, teacher expresses that all good investigations answer a question and asks students what question they would like to answer. The question provided is also documented on the chart paper. Students conduct their investigations based on the methods they suggested and return to a group discussion to share their results to see if their investigations answered their question.
Rene

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Teacher presents students with a challenge: using the following materials (stone with a flat bottom, popsicle stick, straw, rubber band, string and one piece of construction paper) can you move the stone across the paper? Additional criteria include not touching the stone and only the objects provide can be used. The students conduct the investigation and log their results on provided lab report sheet that documents their selection of equipment, the method chosen and performed and the results gained.
Rene

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Teacher presents students with a challenge: using the following materials (stone with a flat bottom, popsicle stick, straw, rubber band, string and one piece of construction paper) can you move the stone across the paper? Additional criteria include not touching the stone and only the objects provide can be used. The teacher provides a lab report sheet listing exactly which materials to use in which method. (i.e. blow through the straw, pull with the string). Students record their results from conducting prescribed actions.
Rene

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Teacher presents students with a challenge: using the following materials (stone with a flat bottom, popsicle stick, straw, rubber band, string and one piece of construction paper) can you move the stone across the paper? Additional criteria include not touching the stone and only the objects provide can be used. The teacher provides a lab report sheet listing exactly which materials to use in which method. (i.e. blow through the straw, pull with the string). The lab report sheet gives check boxes to indicate the success of the method. (i.e. did the stone move when the air is blown through the straw pushed it? yes or no).
Rene

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Students will be put into groups of 3.  They will get to play around and experiment with blocks, ramps and hot wheel cars.  They will be instructed to build ramps and see how they can get their cars to go as fast as possible or as slow as possible.  Teacher will pose the question 'how can you make your car go the fastest?'
Katie

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Students will be put into groups of 3. Each group will have 3 , empty
2-liter bottles and 2 small balls- one heavy and one hollow. The students will have a checklist to complete with instructions on how fast to roll the balls, how far away to stand, etc. The students will record results. The purpose would be to see how the lighter ball must be 'pushed' harder in order to knock down the bottles versus the ball with more weight to it.
Katie

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Students will be given a question sheet and will rotate throughout stations. Each station will have various items; coins, paper clips, etc. Students must use magnets
provided by the teacher, and determine what items are magnetic.  Based on their findings, they will fill out their answer sheets and discuss whole group.
Katie

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After lesson, the teacher will display a balance scale.  Students will observe what happens when teacher adds pennies to each side of the scale.  Students will take note of each 'push' and how the scale reacts.
Katie