Students can identify when there are two equal forces

on an object,  there will be no motion, or inertia.

•Apply previous knowledge about forces to predict motion.

2. Have the students discuss the forces and motion they saw in the video with the students at their table.

3. Have each table share a different idea with the whole class.  The teacher should write the examples on the board and elaborate when necessary.

4. Present the task: tell the class they will be designing a Rube Goldberg machine with a group of 3-4 students, using their knowledge of balanced and unbalanced forces. The students can use virtually any materials available in the classroom to construct their machine, and they can bring items from home if needed.  Each Rube Goldberg machine should have at least 4 “steps,” illustrating balanced or unbalances forces.

5. Show the student a visual of the Engineering Design Process, including all the major steps (Ask, Imagine, Plan, Create, Improve), and tell them that they will be using this process to create their machine.  Walk them through each step and what it means.

6. Start with the Ask step: provide time in class for students to ask questions about the project. This may be a good time to show more example of Rube Goldberg machines and to give students an extensive idea about the types of materials that are available to them.

7. Divide the class into groups of 3-4. Each group will create one Rube Goldberg machine. 
8. Provide the groups with lots of time to brainstorm and plan.  The students should begin to think about how they can manipulate classroom materials to create a chain of motion. Before they begin any actual construction, they should have a written plan for their machine approved by the teacher. (Check for understanding: make sure the students’ plan is feasible and illustrates forces in action)

9. Provide time in class for groups to build their machine. Students should test their machine as they are building. It may be necessary for some groups to go back to the asking or planning stage, in order to improve their design.
10. Once every group has successfully completed their machine, each group will present their creation to the class. During the presentation, students should demonstrate what their machine does and point out the 4 different steps in the machine and forces at work within them 

·The teacher can let students pick their groups, or assign groups based on their understanding of the topic.

·Have several Youtube videos and pictures of Rube Goldberg machines ready to show the class if they need more examples or ideas.

Formative Assessment

Summative Assessment

Formative Assessment  

Summative Assessment

2. Ask students
"Is the rope moving?" 
 "How can we make the rope move?" Have students brainstorm ideas of how to make the rope move. 

3. Start a discussion about the ways we can move the rope. 

A cone will be placed in the middle and at the starting points of both teams.  There will be a tie in the middle of the rope over the middle cone. When a student crosses the middle cone, the other team wins and the distance is measured with a yard stick from the middle cone to the middle tie.

6. Two groups will be pulling the rope, and the third group will be doing the measuring, and they will rotate.  Students will record the results on their notebooks.  

8. Demonstrate that the rope will move when forces become unbalanced. Pick up the rope in the middle and explain that the rope has moved because the force of gravity is less than the force exerted by picking up the rope. 

9. Explain that more than one force is always acting on an object. An object will move when there are unbalanced forces. 

 

If students are mastering the concepts faster than you thought, you could have them think of objects outside of the classroom and draw a picture explaining how force affects the motion of that object.

To close the lesson, I will bring the book back out and have a large group discussion. I will explain to the students that since we know more about forces and motion we are going to review the book to see what are some forces and motions of objects in the book(CFU). 

Also see (CFU”s) under procedure section.

Summative
Digital presentation made by each group explain the objects they found around the classroom and how forces affect the objects movement.