To begin the unit over motion introduce the vocabulary necessary for students to understand the upcoming lessons. Have students practice the new vocabulary words using the website, Quizlet.
Have the students study the words, using thee flashcards, and then have them show you they understand by completing a test with a letter grade of an A, as well as a certain time in the matching scatter game (Usually around 15 seconds)
After you have establish some practice with the new words pull up bbc.co.uk site and play the caveman motion game on easy. have the students participate by instructing you how to complete the level. They will be introduced to the push and pull concepts.
2 DIRECT INSTRUCTION
Before you begin the lesson have the students view a YouTube video over motion by Billy Nye.
Instead of the textbook, utilize PowerPoint. Using PowerPoint allows you to use gifs (moving images) focusing on the motion concept. This presentation listed above incorporate movement throughout the slides, as well as a test review at the end.
Throughout the PowerPoint you will be able to do experiments with balanced and unbalanced forces, view the next step to see more.
3 Guided Practice
The PhET website is a gold mine for everything science. focus on the balanced and unbalanced forces science lab to explain these types of forces. Since you are showing a basic visual, the students tend to understand quicker.
You can even go into gravity labs (using orbit), as well as friction/speed/and velocity with the skateboard lab
With this website you will want to teach whole class, and have them make observation, and hypothesize what is occurring. and why. Provide time for students to play around with all the labs, perhaps set up stations for a wrap up
4 HOOK/MAGIC-Friction lab
Make a label that reads “Light Rice” and place it on one of the bottles. Label the other bottle “Regular Rice.”
Fill both bottles up to about an inch from the top with rice.
Put the lid on the regular rice bottle and shake it to fluff up the rice. It should appear nearly full.
Put a little extra rice into the light rice bottle. To make room for the extra rice, tap the bottom of the bottle on the table. As you tap, the rice will pack down in the bottle and make room for more. Add some more rice and continue to tap. You may even want to use one of the chopsticks to make a few jabs into the rice to pack it down even better.
The important thing is to make both bottles look like they have the same amount of rice in them.
Place the bottles and the chopsticks together on your table, and you’re ready to perform.
Hold up the “Light Rice” bottle and explain to your audience that you have invented a new “Light Rice” that has so many of the calories removed that now it hardly weighs anything at all. Tell them, “As a matter of fact, this rice is so light that it almost floats. Let me demonstrate the difference between this Regular Rice and my new Light Rice.”
Give the Regular Rice bottle and a chopstick to a spectator and ask him to push the chopstick down to the bottom of the bottle. You do the same thing with your Light Rice bottle and chopstick. It may be easiest to place the bottles back onto the table for support as you push the chopsticks into them.
So far, it should appear that you both have done exactly the same thing. But now, as you gently lift your chopstick, it should “stick” to the rice well enough to lift the bottle.
The spectator’s Regular Rice bottle will not rise.
Offer to exchange chopsticks and repeat the demonstration. Once again, it will work just fine with your bottle of Light Rice, while the spectator’s bottle will remain on the table.
Prove to your audience that there’s no secret glue or gripping mechanism in the Light Rice bottle by pouring the rice out onto the tray or bowl. Instead the extra amount of rice provided enough friction to allow you to pick up the bottle with just a chopstick
Set up 3 stations within the classroom. Have the students group up and then visit time at each station.
Computer Station - At this station students will be allowed to go back to either quizlet (review vocabulary) or go explore on the PhET site to play one of the 4 games.
Desk - Have students reveiew the motion unity within their text books and have them complete the practice questions in the back.
Expierment- PURPOSE: To see and prove what type(s) of surface are best for cars to drive on.
- block with weight inside and rubber bottom
- force scale
- wood surface
- sandpaper surface
- cement surface
- measuring tape
1)Measure a distance of one meter.
2)Slide the weighted box with the rubber bottom across each surface (wood, cement and sandpaper) 5 times.
3)Time each slide.
4)Read the force required to pull the 5 kg box.
5)Find the velocity of each trial.
6)Find the acceleration of each trial.
Key Standards Supported
Motion and Stability: Forces and Interactions
|3-PS2-1||Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.|
|3-PS2-2||Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.|
|3-PS2-3||Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.|
|3-PS2-4||Define a simple design problem that can be solved by applying scientific ideas about magnets.|