and factors that affect motion.

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

• 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

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)

Fractions

Counting

Percentages

Communication

Problem Solving

Communication

Levers

Wheels

Weights

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.

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)

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.

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

interdependence of plants

and animals within their

ecosystem.

characteristics of an

organism are inherited and

other characteristics are

acquired.

Building the trunk

Show how the trunk moves

Discuss what you could with the trunk

Adjust the angles of the trunk

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.

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).

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.