Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade...

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The Evolution of the T2L Science Curriculum Over the last four years, the Teach to Learn program created 20 NGSS-aligned science units in grades K-5 during our summer sessions. True to our plan, we piloted the units in North Adams Public Schools, and asked and received feedback from our science fellows and our participating teachers. This feedback served as a starting point for our revisions of the units. During year 2 (Summer of 2015), we revised units from year 1 (Summer/Fall 2014) and created new units to pilot. In year 3, we revised units from years 1 and 2 and created new units of curricula, using the same model for year 4. Our understanding of how to create rich and robust science curriculum grew, so by the summer of 2018, our final summer of curriculum development, we had created five exemplar units and established an exemplar unit template which is available in the T2L Toolkit. We made a concerted effort to upgrade all the existing units with exemplar components. We were able to do much, but not all. So, as you explore different units, you will notice that some contain all elements of our exemplar units, while others contain only some. The fully realized exemplar units are noted on the cover page. We did revise all 20 units and brought them to a baseline of “exemplar” by including the Lessons-At-A-Glance and Science Talk elements. T2L Curriculum Unit Grade 3 Forces and Magnets

Transcript of Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade...

Page 1: Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade 3 Students will learn about how forces affect the world around them. They will also

TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.

T2LCurriculumUnit

Grade3 Forces

andMagnets

Page 2: Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade 3 Students will learn about how forces affect the world around them. They will also

ForcesandMagnets

PhysicalScience/Grade3

Studentswilllearnabouthowforcesaffecttheworldaroundthem.Theywillalsolearnaboutthelawsofphysics,invisibleforces,andhowforcescanbebalanced.StudentswillusetheirknowledgeaboutforcesandthelawsofphysicstounderstandhowmagnetsandtheEarth’smagneticfieldfunction. AuthorsLoriParrino,Grade3Teacher,ColegroveParkElementarySchool DiegoGonzalez,ComputerScienceMajor,WilliamsCollege LindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchools

MajorRevisions,Summer2018StephanieNguyen,ElementaryEducationandInterdisciplinaryStudies,MCLAMatthewRoychowdhury,Physicsmajor,WilliamsCollege

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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591.Thisunitisdownloadableathttp://mcla.edu/teach-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2018TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).

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TableofContents

OverviewUnitPlan......................................................................................................................................................................................................................4LessonsataGlance.................................................................................................................................................................................................9LessonFeatureKey.................................................................................................................................................................................................11TieredVocabularyList...........................................................................................................................................................................................12ScienceContentBackground..............................................................................................................................................................................13LessonPlansLesson1:IntroductiontoMagnets...................................................................................................................................................................19Lesson2:InvestigatingForcesandMotion..................................................................................................................................................24Lesson3:PoletoPole.............................................................................................................................................................................................30Lesson4:BalancedandUnbalancedForce...................................................................................................................................................36Lesson5:MagneticApplications.......................................................................................................................................................................45Lesson6:UnseenForces.......................................................................................................................................................................................49Lesson7:MagneticEngineers............................................................................................................................................................................58UnitResourcesScienceTalkandOracyinT2L............................................................................................................................................................................63ListofUnitResources............................................................................................................................................................................................65

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UnitPlan

Stage1DesiredResults

• 3-PS2-3.Investigatetodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.

• 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.]

• Meaning UNDERSTANDINGS

Studentswillunderstandthat… • Eachforceactsononeparticularobject

andhasbothstrengthanddirection.Anobjectatresttypicallyhasmultipleforcesactingonit,buttheyequaltozeronetforceontheobject.Forcesthatdonotsumuptozerocancausechangesintheobject’sspeedordirectionofmotion.(Boundary:Qualitativeandconceptual,butnotquantitativeadditionofforcesareusedatthislevel.)

• Thepatternsofanobject’smotionin

varioussituationscanbeobservedandmeasured;whenthatpastmotionexhibitsaregularpattern,futuremotioncanbepredictedfromit

• Objectsincontactexertforcesoneach

other.Electricandmagneticforcesbetweenobjectsdonotrequirethattheobjectsbeincontact.Thesizeofthe

ESSENTIALQUESTIONS • Howdoforcesaffectthe

worldaroundus?• Howdomagnetsandtheir

propertiesinfluenceeverydaylife?

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• 3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.[ClarificationStatement:Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.]

• 3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.

• 2006-PS-9Recognizethatmagnetshavepolesthatrepelandattracteachother.

• 3-PS2-4Defineasimpledesignproblemthatcanbesolvedbyapplyingscientificideasaboutmagnets.(Clarificationstatement:Examplescouldincludeconstructingalatchtokeepadoorshutandcreatingadeviceto

forceineachsituationdependonthepropertiesoftheobjectsandtheirdistancesapart

• Magnetshavecertaincharacteristicsandattractspecifictypesofmetals

• Magnetscanbeusedtosolvedesignproblems

• Magnetshavepolesthatattractandrepel• Magnetswillworkthroughnon-magnetic

surfaces• Amagnetwillattractsomeobjectsand

materialsandtherearesomeobjectsandmaterialsthatamagnetwillnotattract

StudentLearningTargets Studentswillbeableto Correctlypredictwhetherornotanobjectismagnetic.Categorizeobjectsbywhetherornottheyaremagnetic.Indicatewhetherornotanobjectwillmove.Answerquestionstodemonstrateunderstanding.Labelthenorthandsouthpolesofamagnet.Predictwhetherornottwopoleswillattractorrepeleachother.Predictthedirectionanobjectwillmovebasedonthestrengthanddirectionoftheforceonanobject.

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keeptwomovingobjectsfromtouchingeachother.)

Determinethestrengthofamagnetbasedonthenumberofpaperclipsthemagnetheld.Explainhowamagnetworksthroughanon-magneticsurface.Predictwhetherornotanobjectwillstopduetofriction.Demonstratethatthehigheranobjectisplacedonarampthefasteritwillbeonceitcomesofftheramp.Createadesigntofixaneverydayproblemusingmagnetsandmaterialssupplied.

Stage2–Evidence

EvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany)

1. Theendoftheyearsciencetest.2. Individuallessonworksheets3. ShowWhatYouKnow!ManylessonscontainMCASstylemultiplechoiceand

openresponsequestionstoassessstudentunderstandingoftheconceptspresentedinthelesson.Theclassroomteachershouldadministerthequestionssometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

Stage3–LearningPlan

3.R.1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.PreK-PS2-1(MA).Usingevidence,discussingideasaboutwhatmakessomethingmovethewayitdoesandhowsomemovementscanbecontrolled.

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PreK-PS2-2(MA).Developawarenessofthefactorsthatinfluencewhetherthingsstandorfall.ClarificationStatement:Examplesoffactorsinchildren’sconstructionplayincludeusingabroadfoundationwhenbuilding,consideringthestrengthofmaterials,andusingbalancedweightdistributioninablockbuilding.

K-PS2-1.Comparetheimpactsofdifferentstrengthsanddirectionsofpushesandpullsonthemotionofanobject.ClarificationStatements:Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected. LessonOverviewLesson1-Studentswilldiscussmagnets,whattheyare,andwherethey’veseenthem.Theywillthendotwoactivities;firstexploringwhichobjectsaroundthemaremagneticandwhicharen’tmagnetic.Then,theywillpredictandtestthemagneticnatureofobjects.Lesson2-Studentswillinvestigatethatobjectsatreststayatrestunlessacteduponbyanoutsideforce.Studentswillwatchavideoregardingforcesandmotion.Then,theywillbrainstormdifferentwaystomoveanobject.Afterwards,thestudentswilllearn(throughexamples)thatinordertoalterthespeedofanobject,youmustapplyforcetothatobject.Studentswillpracticetheirengineeringanddesignskillsastheytesttheirairplanes.

Lesson3-Studentswillexperimentwithavarietyofmagnetsandexplorethepropertiesofthenorthandsouthpoles.Theywillhavetheopportunitytomanipulatemagnetsanddiscusshow“like”polesrepeland“different”polesattractoneanother.Thestudentswillextendthesepropertiestotheconceptofacompass.Theywillmanipulateamagnetandcompass.Theywillseethatthecompassworksbymagneticforcesandthattheintroductionofamagnetwillattractthecompass’needle.Lesson4-Studentswilllearnaboutbalanceandobservevariousdemonstrationsshowingthemhowforcesactonanobject.Studentswillthenparticipateinanactivityusingpingpongballsandstrawswheretheywilllearnhowforcesinteract.Finally,studentswillmakemobilestofurthertheirunderstandingofbalance.

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Lesson5-Studentswillworkwithpaperclipsandmagnetstodeterminethestrengthofvariousmagnets.Lesson6-Studentswilllearnaboutfrictionandwillexperimentwithdifferentmaterialstoseehowmuchfrictiontheycanproduce.Thestudentswillalsolearnaboutgravityandairpressureandhowitkeepsplanesafloat.Lesson7-Studentstakeontheroleofengineers.Theywillbegivenaneverydayproblemtosolveusingmagnetsandavarietyofcraftmaterials.Studentswillreflectontheirknowledgeofmagnetsandwillworkingroupstoanalyzetheproblem.Then,theywilldiscussthedesignofagadgettosolvetheproblemaftermuchtestingandrevising.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012

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LessonsataGlanceKey

Independentonlinestudentresearch

Techintegration YouTubevideo(orothervideosite)

Kinestheticlearning Outdooreducation Labwork

Lesson CoreActivities Extensions AspectsofLesson

1.IntroductiontoMagnets

• Magnetscavengerhunt• Magnetdiscoverybasket

2.InvestigatingForcesandMotion

• Doobjectsstopandstartmovingontheirown?

• BillNyevideo• Scooterthink-pair-share• Paperairplaneactivity

• “FamousScientists–IsaacNewton”reading

3.PoletoPole • Guidedmagnetexploration• Freemagnetexploration• Compassexploration

• Virtualcompass

4.BalancedandUnbalancedForces

• RopePulling• ForceDiagrams• Ping-pongballactivity• MobileMaking

• Ping-pongmaze

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5.MagneticApplications • MagnetPlateCar• Testingmagneticstrength

• Temporarymagnets

6.UnseenForces • FrictionInvestigation

• AirResistanceInvestigation• RampLab• AirplaneReview

• BillNyeflightvideo

7.MagneticEngineers • Paperclipcontraptiondemo• Engineerscreatinggadgets

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LessonFeatureKey

Lessonsinthisunitincludeseveralfeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.

Icons

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit).

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.

TextFormatting:

[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.

Underlinedtextinthelesson:

Thisformattingindicatesimportantconnectionsbacktothecentralscientificconceptsandisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.

Callouts

TeachingTip

Inthesecall-outboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlert

Lookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.

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TieredVocabularyList

Tier1 Tier2 Tier3PushPull

MagnetMetal

NonmetalProblem

ForceTrial

ResearchSpeedDiagramBalance

ExperimentLawsofphysics

AttractRepelNorthEastWestSouthPole

StrengthCreateEngineerPractical

ScaleForcecomponentsNewton(unit)

FrictionGravity

AirresistanceMagneticFieldMagnetismDesignGadget

ContraptionCollaborateAerodynamics

ThrustLiftDrag

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ScienceContentBackground Pleasereadthroughtheexplanationprovidedoverthenextfewpagesandjotdownanyquestionsoruncertainties.Consultinternetresourcestoansweryourquestions,askcolleagues,andworktogetherasateamtogrowyourownunderstandingofthesciencecontentandthecentralphenomenainthisunit.Thisknowledgewillprimeyoutobetterlistenandrespondtostudentideasinproductiveways.Pleasefeelfreetorevisitthisexplanationthroughouttheunittoreviseandimproveyourownunderstandingofthesciencecontent.

EssentialQuestions: Howdoforcesaffecttheworldaroundus?Forcesarecrucialtothefunctioningofeverypartoftheuniverse,andcanbethoughtofasan“push”or“pull.”Withoutforcesthespeedanddirectionoftravelofobjectswouldneverchange,andthetemperatureofmatterwouldneverchange.Forcescan,anddo,changeallthesevariablesandaffectwhereobjectsendupandhowtheyform;fromthebuoyancyofaleaffloatingonapondtothegrowthandsteadydeclineofmountainranges.Howdomagnetsandtheirpropertiesinfluenceeverydaylife?Magnetsinfluenceoureverydaylifebothinnatureandinhuman-madetools.TheEarth’smagneticfieldhelpsusnavigateviacompassandcreatesthenorthernandsouthernlights;humansusemagnetstoattractmagneticobjectsandgenerateelectricity.

AnchoringPhenomena:Inthisunitweusetheconceptofengineeringanddesigntoconnectthefollowinglessonsandtheconceptsofforcesandmagnetism.Studentsareencouragedtousetheirunderstandingofforcesandmagnetismtocomeupwithinnovativewaystobuildpaperairplanesandusemagnets.

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KeyScienceIdeas:

1. Newton’sFirstLaw:a. Objectswillalwayshavethesamespeed(evenifthatspeediszero)andtravelinthesame

directionunlessacteduponbyaforce.b. Aforceisapushorpull;thispushandpullcanbecausednotonlybyphysicalcollisions

(whentwoobjectshiteachother),butalsobyspecialtypesofattractionsandrepulsionssuchmagnetic,electric,chemical,andgravitationalforces.

2. Forcescancombineorcanceleachotherout:a. Aforcechangesanobject’sspeedand/orthedirectionoftheobject’spath.Theobject’stravelpathchanges

directionbasedonthedirectionoftheforce.b. Thelargertheforcethelargerthechangeinspeedand/ordirectionanobjectexperiences.c. Whentwoormoreforcesactuponthesameobjectfromthesamedirection,theycombinetogetherandactlike

onelargeforce;whentwoormoreforcesactuponthesameobjectfromoppositedirections,theysubtractfromeachotherandmaycanceleachotherout.

d. Everyforcecanbelookedatasthecombinationoftwo,smallerforcesthatareatrightanglestoeachother.3. Newton’sThirdLaw:

a. Everytimeanobjectappliesaforceonanotherobject,anequallylargeforceisappliedonthefirstobjectintheoppositedirection.

4. Friction:a. Frictionisaforcethatopposesmotion.b. Frictioniscausedbytheresistanceofbumpsonthesurfaceanobjecttoucheswhileitmoves.Therougherand

bumpierthesurface,thestrongertheforceoffriction.

5. Gravity:a. Gravityisaforcethatpullsanytwoobjectswithmasstowardseachother.Forexample,gravitypullsobjects

downtowardstheEarth,andthatobjectalsopullsuptheEarth.

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b. Largerobjectsexperiencestrongerforcesofgravityandthereforefeelheavier.Weightissimplyameasureofthegravitationalpullonanobject,andcanchange(e.g.,yourweightisdifferentontheMoonthanonthesurfaceoftheEarth).

6. Magnetisma. Magneticforceisaspecialtypeofforcethatactsoncertaintypesofmaterials,suchasmetals

likeiron,nickel,andcobalt.Magneticforcescanpushandpullanobject.b. Magneticfieldsexertmagneticforcesonobjects.Whenanobjectisclosetothecenterofamagneticfield,itfeels

astrongmagneticforce;whenitisfarawayfromamagneticfield,itexperiencesaweakermagneticforce.c. Everymagneticfieldhastwopoles:anorthpoleandasouthpole.Oppositepolesattractandidenticalpoles

repel.d. Amagnetisanobjectthathasamagneticfield,andthereforeproducesmagneticforces.e. Somemagnetsarepermanent,meaningtheyalwayshaveamagneticfield,andothersaretemporary,meaning

theyonlybecomemagnetswhentheyarenearothermagnetsoraremagnetizedforashorttime.Explanation:Newton’sFirstLawstatesthatanobjectatrestwillalwaysstayatrestandanobjectinmotionwillalwaysstayinmotionunlessactedonbyanunbalancedforce.Thismeansthatallobjectswilltravelatthesamespeedandinthesamedirectionindefinitelyunlesstheyexperienceaforce.Therefore,wheneveranobjectspeedsupithasexperiencedaforce,wheneveramovingobjectsslowsdownithasexperiencedaforce,andwheneveranobjectchangesdirectionithasexperiencedaforce.Forcesdon’tmoveobjects;theyonlychangehowtheymove.

Everyforcehasadirection,andthelargertheforce,themorequicklyitchangesthespeedand/ordirectionoftheobjectitactson.Forcescomeinunitscallednewtons,justliketimecomesinunitsofhours.Anewtonisdefinedastheamountofforceneededtospeeduponekilogramofmasssothatitsspeedincreasesby1meter/seceverysecondthattheforceisapplied.Whenmorethanoneforceaffectsthesameobject,theycancombinetogether.Iftwoforcespointinginthesamedirectionareappliedtogether,theyactlikeonelargeforceontheobject.That’swhytwoormorepeoplepushingacar(oranythingelse)speeditupfasterthanonepersonpushingitalone.Forcescanalsosubtractfromeachother.Iftwoforcesactontheobjectfromoppositedirections,theysubtractfromeachotherandtheobjectspeedsupmoreslowlyinthedirectionofthegreater

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force;ifbothforcesareequalinsizeandoppositeindirection,theyactuallycanceleachotheroutandtheobjectactsasiftherearen’tanyforcesonitatall(itkeepsitsoriginalspeed,evenifthatspeedwaszero).

Whenanobjectisaffectedbytwoforcesthatareatrightanglestoeachother,thetwoforcescombineintoonelargerforcethatpointsatananglediagonallyinbetweenthetwooriginalforces(seethelowerrightimageinthefigurebelow).Soiftworight-angle(perpendicular)forcesareinterchangeablewithonelarger,diagonalforce,itfollowsthatanyforceisinterchangeablewithtwosmaller,perpendicularforces.Inotherwords,justastwoperpendicularforcescombinetoformalargerforce,forcescanbe“brokenup”intolittleperpendicularforces(thishappenstoForce1intheupperrightpartoftheimageontheleft).Theseperpendicularforcesarecalledthecomponentsoftheforce.Thiscomesinhandywhenaninvestigatoristryingtofigureouthowseveralforces,includingdiagonalforces,willcombinetogether.Intheimagesontheleft,fourdifferentcombinationsofforcesactupontheyellowobject,buttheeffectofeachcomboontheobjectisexactlythesame.Rearrangingtheforcesintheupperleftimagesothattheylookliketheforcesinthelowerleftimagecanhelpaninvestigatorfigureoutwhattheircombinedforceisgoingtolooklike(thecombinedforceisthewhitearrowinthelowerrightimage).

Theconceptofresistingforcesisoftendifficultforstudentstounderstand.Everytimeanobjectexertsaforceonanotherobject,itundergoesanequallylargeforcepointingintheoppositedirection.Forexample,whenaplayerkicksasoccerball,theplayerappliesaforcetotheballandtheballappliesanequallylargeforceontheplayer.Theforcethatplayerreceivesfromtheballexplainswhyitsometimeshurtstokickaball,orwhyabowlingballrollsmoreslowlyafterithasstuckapin.Thetwoopposingforcesarenotbothappliedtothesoccerball.These“equalandopposite”forcesarecallednormalforces,andcancomefromsoccerballs,air,andtheground;anythingthatispushedorpulledappliesanormalforceagainstthethingpushingandpullingonit.Thisiswhyamotorboatmovesforwardbypushingwaterbackwardswithitsengines,orarocketpropelsitselfforwardbypushingfuelbackwards.Boththesemachinesarespedupbythenormalforceofthewaterorfuel.Sometimesthetwoopposingforcesarehardertosee.Whenapersonstandsontheground,theyarepusheddownbytheforceofgravity.Theyapplytheforceoftheirweightontheground,andthegroundappliesanequalforcebackonthem.Thepersonisheldinplacebythepullofgravityandthegrounddoesnotmoveduetoitssolidnature,buttheopposingforcesthetwoobjectsapplytoeachotherarestillthere.

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Normalforcealsohelpsexplainthephenomenaoffrictionandairresistance.Prettymucheverysurface,nomatterhowsmoothitseems,iscoveredinbumpsandpiecesofdebris.Whenanobjectslidesacrossthatsurface,itrunsintothebumps,pushesthemoutoftheway,andpullsaroundthedebris.Inotherwords,theobjectisapplyingforcetothesurface.Thesurfacethereforeappliesanequalandoppositeforceontheobjectandslowsitdown.Thisnormalforceiswhatwecallfriction.Rollingobjectsdon’tapplyasmuchforcetothesurfaceasslidingobjectsdo,sotheytravelabitfurtherbeforecomingtoastop.Thisexplanationalsoexplainswhyobjectswithbumpiersurfacesexertmorefriction.Theforcethatairappliesonmovingobjects,calledairresistance,worksinaverysimilarway;insteadofsmoothingoutbumps,however,theobjectforcesairmoleculesoutofitsway.

Thisunitdoesnotrequirethatstudentsknowanythingmoreaboutmagnetsthanwhatisoutlinedinthekeyscienceideasabove.Butstudentsareboundtohavemorequestionsaboutmagnets,anditwillbehelpfultotheteachertoknowtheanswerstothosequestionsbeforedecidinghowintodepththeywanttogowiththeirexplanations.Belowareanswerstotwocommonlyaskedquestions.Theseanswersaremeanttoprovideafullunderstandingtotheteacher,butnotnecessarilytobeeasilygraspedbythestudent.

Whydosomeobjectssticktomagnetsandothersdon’t?Electronsarethetinyparticlesthatmakeupelectriccurrents,andtheyalsoexistineverymaterialontheplanet.Eachelectronspinsonitsaxis(liketheEarth),andthatspinningcreatesatinymagneticfield,turningtheelectronintoanincrediblysmallmagnet.Whenanelectronspinsclockwise,itsnorthpolepointsinonedirection(let’scallit“up”)anditssouthpolepointsintheother(“down”);ifitspinscounterclockwiseinstead,thenorthpolepointsdownandthesouthpolepointsup.Mostmaterials,includingsomemetalslikecopperandaluminum,havethesameamountofelectronsspinningclockwiseastheyhavespinningcounterclockwise.Therefore,themagneticforcescanceleachotheroutandtheobjectcan’tcreateorbeaffectedbyamagneticfield.Butmetalslikeiron,cobalt,andnickelhavemoreelectronsspinningonedirectionthantheydotheother,sothecombinedmagneticforcesofalltheirelectronscanadduptoamagneticfield.

Force of gravity

Normal force from ground

Ground

The person feels...

Person’s weight pushing And the ground

feels...

Equal and opposite forces

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Whyaren’tthemetalsthatsticktomagnetsalwaysmagnetic?Evenifmostofametal’selectronsareallspinningoneway,thatdoesn’tmeanthatitselectron-magnetsareallpointedinthesamedirection!Inmostpiecesofmagneticmetal,eachtinymagnetispointedinadifferentdirectionandalltheforcescancelout.Butwhenthemetalisbroughtnearastrongmagnet,everyoneoftheelectron-magnetsstartspointingthesamedirection,andtheirforcesaddtogethertoturnthepieceofmetalintoonebigmagnet.Electronsnaturallymovearoundinsidethemetalthough,sooncethefirstmagnetgoesaway,themetal’selectronsgobacktopointingineverydirection;thisiswhyapaperclipismagneticonlyaslongasitisnearanothermagnet.Permanentmagnetscontainspecialstructuressothattheelectronsarealltrappedpointinginthesamedirectionandcan’tmove;therefore,theystaymagneticevenwithoutanothermagnetaround.Evenapermanentmagnetwillstophavingamagneticfield,however,ifthemagnetishammeredorheatedsothatitselectronsarejostledaroundagain.

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Lesson1:IntroductiontoMagnetsBACKGROUND

OverviewoftheLesson Studentswilldiscussmagnets,whattheyare,andwherethey’veseenthem.Theywillthendotwoactivities;firstexploringwhichobjectsaroundthemaremagneticandwhicharen’tmagnetic.Then,theywillpredictandtestthemagneticnatureofobjects.FocusStandard3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.LearningTargetsIcancorrectlypredictwhetherornotanobjectismagneticIcancategorizeobjectsbywhetherornottheyaremagneticAssessmentHavestudentscompletethetwoprovidedworksheets. WIDALanguageObjectivesDependentontheneedsofyourELLstudents

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KeyVocabulary Tier1:Magnet,metal,nonmetal

RESOURCESANDMATERIALSQuantity Item Source

1 Largedemonstrationmagnet Bin1perstudent Handheldbarmagnets Bin1pergroup Plastictray Bin1ofeachpergroup Paperclips,woodblock,paper,plastictoy,pennies/coins,jarof

ironfilings,pipecleaners,noveltyfridgemagnets,plasticbingochips

Bin

1perstudent ScavengerHuntWorksheet Binder1perstudent DiscoveryWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorShowalargemagnettotheclass,thenaskthestudentsquestionslike“whoknowswhatthisis?”or“doesanyoneknowwhatthismightbe/beusedfor?”Studentswillidentifythisasamagnet.Theteachershouldalsoaskstudentsiftheyhaveencounteredmagnetsathomeorinotherplaces.Theteachershoulddemonstratethemagnetstickingtovarioussurfacesinthefrontoftheclassroomasthestudentsmaysuggestthattheyhaveseenthisbefore.DuringtheLessonMagnetScavengerHunt:Besuretoexplainthisactivitytothestudentsbeforehandingthemtheirmaterials.Studentswilleachbegivenamagnetandascavengerhuntworksheet.Theywilltaketheirbarmagnetaroundtheroomtofind6different

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thingsthatthemagnetsticksto,andthatdon’tsticktothemagnet.Toincorporateoutdooreducation,theteachershouldbringtheclassoutside,sostudentscanfindobjectsoutsideaswell.

ScienceTalk(SmallGroups):Ifteacherschoosetohavestudentsworkinsmallgroups,studentswillsupporteachotherthroughadiscussionabouttheworksheet.

1. Theteachermaychoosetodothisactivityinsmallgroupsorhaveeachstudentdothisindividually.2. Givestudentsanadequateamountoftimetofillintheirworksheets.Then,bringthemallbacktoawholegroupand

startthediscussionaboutwhatobjectsthestudentsfoundtobemagnetic.Encouragestudentstousethesesentencestarterstohelpframetheirthinking:

Ithink_____wasmagneticbecauseit_____whenIheldthemagnettoit. Idon’tthink_____wasmagneticbecauseit_____whenIheldthemagnettoit.

3. Askstudentswhatmaterialtheobjectsweremadeof.Weretheobjectsmetalornonmetal?Writedowntheobjectsstudentsnameintwocolumns(magneticandnonmagnetic)ontheboard.Studentsshouldeventuallyconcludethatalltheobjectsthatthemagnetsstucktoweremadeofmetal,butthemagnetdidn’tsticktoallmetalobjects.

Theteacherwillnowexplaintothestudentsthattheywillbepredictingwhetherornotanobjectismagneticbasedonwhattheyjustlearned.Theteacherwillsplitstudentsintogroupsof3-4studentsandhavethestudentsineachgroupsittogetheraroundatableorcentraldesk.Magnetdiscoverybasket:Eachgroupwillbegivenatrayfullofthevariousobjects,andeachstudentwillbegivenaworksheet.Theworksheethasapredictioncolumnandanexperimentcolumn.

ScienceTalk:Supportstudentthinkingbyhavingstudentsmakepredictionsaboutthemagneticqualityoftheobjects:

1. Studentswillfirstpredictwhetherornottheobjectismagneticandnotethatinthepredictioncolumn,eitherbywritingthenameoftheobjectordrawingaquicksketchofit.

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2. Oncethewholegrouphasalloftheirobjectsclassifiedasmagneticornotmagnetic,theteachershouldnowgiveeachgroupafewbarmagnetstotesttheirpredictions.Theywillrecordtheirfindingsintheexperimentcolumnoftheirworksheet,eitherbywritingthenameoftheobjectordrawingaquicksketchofit.

ProbingQuestions:Whatassumptionsdidyoumakebeforehandaboutthemagneticpropertiesofobjects?Whydoyouthinkyourpredictionswereincorrect?Whatdidyoulearnfromthisactivitythatwillhelpyoupredictifanobjectismagnetic/notmagnetic?LessonClosingStudentswillrecapwhattheylearnedduringthelessonbyreviewingwhattheylearnedaboutmagneticproperties.

Attheendofthelesson,askstudentsifalltheobjectsweremagnetic.Thestudentsshouldtelltheteacherthatsomeoftheobjectstheyexploredwerenotmagnetic.Therefore,basedonthisfact,theteachershouldaskstudentswhatexactlymakesanobjectmagnetic.Remindthestudentsthattheydonotneedtoknowtheanswer,buttheyshouldkeepthisquestionkeepthisinmindforthenextlessonwhichfocusesontheforces,theconceptsbehindmagnets.Assessment:Havestudentscompletethetwoprovidedworksheets.

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Lesson2:InvestigatingForcesandMotion BACKGROUND

OverviewoftheLesson Studentswillinvestigatethatobjectsatreststayatrestunlessacteduponbyanoutsideforce.Studentswillwatchavideoregardingforcesandmotion.Then,theywillbrainstormdifferentwaystomoveanobject.Afterwards,thestudentswilllearn(throughexamples)thatinordertoalterthespeedofanobject,youmustapplyforcetothatobject.Studentswillpracticetheirengineeringanddesignskillsastheytesttheirairplanes.

FocusStandard(s) 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.] 3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.[ClarificationStatement:Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.]

3.R.1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.

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LearningTargetsIcanindicatewhetherornotanobjectwillmove IcangenerateasolutiontoaproblemIcananswerquestionstodemonstrateunderstanding Assessment Studentswillbeassessedontheirparticipationindiscussions.Aworksheetwillalsoassesstheirknowledgeofthecoreconcepts.

KeyVocabulary Tier1:push,pull Tier2:force,trial,research,speed RESOURCESANDMATERIALS

Quantity Item Source1pieceperstudent Whitepaper ClassroomTeacher1pergroup Ipad ClassroomTeacher1 Scooter GymTeacher BillNye“ForceandMotion”Video CMCWebsite1perstudent BillNyeVideoWorksheet Binder1perstudent AirplaneTestFlightsWorksheet Binder1perstudent IsaacNewtonReadingandQuestions Binder1roll MaskingTape Bin**Itemsinboldshouldbereturnedforusenextyear**

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LESSONDETAILSLessonOpening/ActivatorTeachersshouldmakeapaperairplanebeforethelessonbegins-thiswillbeusedfordemonstrationpurposes.(Alinktoatutorialisprovidedbelow.)Askthestudentsifanyofthemhaveeverflowninanairplane.Allowthestudentstosharetheirexperiences.Throwthepaperairplaneacrosstheroomandtimehowlongitstaysintheair.Then,askthestudentstosharewhattheyobserved.Howlongdidtheplanestayafloat?Whydiditfalltotheground?Howcanwepredictwhethertheplanewillflyinastraightorcurvedpath?Videoonhowtomakeanairplane:https://www.youtube.com/watch?v=veyZNyurlwUWebsitewithstepbystepinstructionsonhowtomakeanairplane:http://www.foldnfly.com/1.html#Basic-DartDuringtheLesson1. DoObjectsStartandStopMovingonTheirOwn?

a. Theteacherorsciencefellowshouldpretendtobeaninanimateobject.Askavolunteerorthefellowinstructortolightlypushonthepersonwhoisactingasaninanimateobject.Askthestudentstosharewhattheobserved.Whendidthemovementhappen?Couldtheobjectmoveonitsown?

b. Movetheclasstothehallway.Bringoutascooter.Askthestudentstoencouragethescootertomovebysayingthingslike“Pleasemoveoverhere!Ihavecake!”Asktheclassforideasonwhattheycansaytothe“object”togetittomove.Thisshouldlastfornomorethantwominutes.

c. Aftersomefailedattempts,asktheclass“Isthereanythingelsewecandotomovethescooter?”Guidethediscussion,sothatthestudentsrealizethatsomeoneneedstoapplyapushorapulltothescootertomakeitmove.Pushandpullthescooterandexplainthatthisshowsthatastillobject,oranobject“atrest”,willstayatrestunlessyouapplyaforce,whichyoucanfirstexplainasapushorpull.ProbingQuestions:

• Howdoyouusuallymovescooters?(Answer:youpushit)

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• Whatifyoucouldn’tpushascooter?Isthereanotherwaytomoveit?Whatwillhappenifyoudonotpushorpullthescooteratall?

d. Stacksomebooksonthescooter,andgetitmovingslowly.Thenhaveavolunteerstopthescootersuddenlywiththeirfootandobservehowthebooksflyoff.Helpthestudentscometotheconclusionthatthebooksflewoffbecausetheykeptmovingandwereneverstoppedbyanopposingpush.Explainthatthisshowsthatamovingobjectoranobject“inmotion”willstayinmotionunlessacteduponbyaforce.

2. ScienceTalk:ForceDiscussion[SP6-ConstructingExplanations]Forthisactivity,studentsshouldbeseatedin

theclassroomsotheycanwatchtheBillNyevideo“ForceandMotion”.Beforeshowingthevideo,tellthestudentstopayattentiontowhathappenstoanobjectatrestandanobjectinmotion.Oncethevideoisover,goovertheconceptswiththestudents.Askthem;“Doobjectsatrestevermoveontheirown?Didtheboxesmoveonthetruckbythemselves?”“Doobjectsinmotioneverstopontheirown?Whatwouldhappenifanobjectinmotionhadnoforcesaffectingit?”NowpassouttheBillNyevideoworksheetforthestudentstocomplete.

Writethefollowingtwosentencesontheboard;“Objectsinmotionstayinmotionunlessacteduponbyanoutsideforce.Objectsatreststayatrestunlessacteduponbyanoutsideforce.”Askstudentswhethertheythinkthesesentencesaretrueorfalseandtoexplaintheirreasoning.Remindthemtothinkbacktothescooteractivityandvideotheyjustwatched.TellthestudentsthatthisisthefirstlawofphysicsbySirIsaacNewtonthattheywilllearnaboutduringthisunit.

ScooterThink-Pair-Share:[SP8-Obtaining,evaluating,andcommunicatinginformation]Tellthestudentsthattheywillbrainstormdifferentwaystoapplyaforcetoanobject.Ifyouwishtorelatethistoyourprevioushands-onexample,youcanhavethestudentsimaginethatthey’reapplyingforcetothescooter.Now,putthestudentsinpairsandaskthemtothinkofexamplesofhowtheycouldapplyaforcetoanobject,eitherdirectlyorindirectly.Givethestudents5-10minutesto

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brainstormandthenhaveeachofthepairssharetheirexamples.Theteachershouldsplitthewhiteboardintofourcolumnsforeachtypeofforce.Foreachexampleastudentshares,theteachershouldwriteitdowninthecorrespondingcategory.Thecolumnsshouldn’tbelabeled.

Then,leadtheconversationtotheconclusionthateverywayofmovinganobjectiseithera:1. Push2. Pull3. Collision4. FrictionHavestudentsguesshowyougroupedtheirideas.

(ScienceTalk:ClassDiscussion):Bringthestudentsoutsideandtellthemthatwhenyouputaforceonanobject,youaffectthatobject'sspeed.Askthestudentsiftheyhaveeverseensomeoneskateboard.Allowastudenttodiscusstheconceptofskateboardingtotheclass.Askthestudents“Whathappenswhensomeonepushesonthegroundwhileonaskateboard?”Tohelpstudentsvisualizewhathappenswhensomeoneskateboards,theteachershouldselectastudentvolunteertodemonstrateonascooter.However,remindthestudentinsteadofstanding,theyshouldbefullyseatedonthescooter.Then,leadthediscussiontotheconclusionthatwhensomeoneskateboards,theypushthegroundtogainspeed.Askstudents:howcouldtheygetthescootertogofaster?Then,tellthestudents,“Eachpushhasthesameamountofstrengthbehindit,buttheskateboardkeepsgoingfasterandfasterbecausethespeedincreaseswitheverypush.”

TeachingTipForvisuallearners,drawabriefpicturenexttoeachcategory.Forpush,drawapersonpushingashoppingcart.Forpull,drawapersonpullingsomethingheavy.Forcollision,drawabowlingballcrashingintopins.Forfriction,drawsomeoneslippingonicetoshowthemthatthisisalackof

friction.

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AirplaneActivity:(Thispartofthelessonwasadaptedfrom:[http://betterlesson.com/lesson/641889/flying-into-a-problem-1-3]Thestudentswillremainoutsideforthisactivity.

1. Putthestudentsintogroupsof2-4.Tellthestudentsthattheyaregoingtousewhattheyknowaboutforcestobecomeairplaneengineers.Askthestudentsiftheythinktheycanmakeapaperairplanethatfliesforatleast5feet.

2. Giveeachgroupafewsheetsofpaperandhavethestudentsdiscusstheirairplanedesignswiththeirgroup.Oncetheyhaveagreedonadesign,theywillmaketheirairplane.Note:Thestudentsshouldnotusepaperclipsintheirdesigns.

3. InitialTesting:Onceeverygrouphasmadetheirairplane,eachgroupwilltaketurnstestingtheirairplaneonthegrass.Makesurethatallstudentsarebehindthestudentthrowingtheairplane.Eachgroupwilltesttheirairplanethreetimes.TheteachershouldhandoutaworksheetwiththreecolumnslabeledTrial1,Trial2,Trial3forstudentstofillout.Tellthestudentstojotdownanyobservationsfromtheirtestflightsinthecolumnforthattrial.Onceastudent'spaperairplanehitstheground,putapieceofmaskingtapeonthegroundwheretheplanelanded.Writedownthenamesofthestudentsonthepieceofmaskingtapefollowedbythetrialnumber.Studentsshouldmeasurethedistancetheirairplanestraveledwithatapemeasurerandrecordthemeasurementsintheirworksheet.

4. Eachgroupshouldwritetheirnamesontheirairplane.Theteachershouldthencollecttheairplanesandsavethemforlesson6inthisunit.

(ScienceTalk:ClassDiscussion):Askthestudentstolisttheforcestheythinkareworkingontheairplane.Askthemwhatsortsofforceswereinvolvedinflight.Askthem,“Arethereanypushes?Anypulls?Anycollisions?”

Assessment Studentswillbeassessedontheirparticipationindiscussions.Aworksheetwillalsoassesstheirknowledgeofthecoreconcepts.

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Lesson3:PoletoPole

BACKGROUND

OverviewoftheLessonStudentswillexperimentwithavarietyofmagnetsandexplorethepropertiesofthenorthandsouthpoles.Theywillhavetheopportunitytomanipulatemagnetsanddiscusshow“like”polesrepeland“different”polesattractoneanother.Thestudentswillextendthesepropertiestotheconceptofacompass.Theywillmanipulateamagnetandcompass.Theywillseethatthecompassworksbymagneticforcesandthattheintroductionofamagnetwillattractthecompass’needle.FocusStandard(s)3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.2006-PS-9Recognizethatmagnetshavepolesthatrepelandattracteachother.LearningTargetsIcanlabelthenorthandsouthpolesofamagnetIcanpredictwhetherornottwopoleswillattractorrepeleachotherAssessmentThestudentswillbeassessedontheirparticipationandhowwelltheyrespondtoquestionsduringthediscussions.

• Whatcanyousayaboutmagneticpoles?• Whenwillmagnetsattract?• Whenwillmagnetsrepel?• Whatisacompass?• Howdoesacompasswork?• Whatcouldaffectacompassanditsabilitytoworkproperly?

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WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary Tier1:magnet,forceTier2:poles,attract,repel,north,south(east,west).Tier3:magnetism,magneticfield.

RESOURCESANDMATERIALSQuantity Item Source

5ofeach

Barmagnet,blockmagnet,horseshoemagnet,ringmagnet,buttonmagnet,plastic-encasedblockmagnet,magnetwand,North/Southbarmagnet

ClassroomAttractionsKit(DowlingMagnets)

1 DemoAlnicobarmagnet Bin8 Compass Bin1perstudent ScienceJournal ClassroomTeacher6 Plasticbowls Bin6 Sewingneedles Bin6 PiecesofcorkorStyrofoam Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorRemindthestudents:“Lastlesson,welearnedaboutforces.Acoupleoflessonsago,youwereabletoexperimentwithbarmagnets.Couldanyoneexplainwhathappenswhenmagnetsattractotherobjects?Didtheobjectsmove?Howdidtheymove?”Theteachershouldremindstudentsthatobjectscannotmoveontheirown.Then,theteachershouldhavestudentsbrainstormpossibleexplanationsofhowthemagnetattractedtheobjects.Theteachershouldthenexplainbrieflyhowamagnetexertsanunseenforceontheobject;thisiscallmagneticforce.Havethestudentsbrainstormwhattypeofforce

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magnetsusetoattractobjects(isitapush,pull,collision,orfriction?).Then,telltheclass:“Today,wewilllearnabouttheforcesbehindmagnetsandseeifyouarecorrect.”DuringtheLesson:

1. GuidedExploration:Tellstudents:“Magnetshavetwoends;theseendsarecalledpoles.Oneiscalledthenorthpole.Theotheriscalledthesouthpole.”Nowformgroupsofstudentssotheycanexperimentwiththemagnets.a. Showthestudentsthedemobarmagnet,pointingtotheendsmarkedNandS.Givethestudentstwo“like”magnets(twohorseshoe,twobarorblockmagnets).Ask:“WhydoyouthinktheyarelabeledN(North)andS(South)foryou?”b. Havethestudentsmovethemagnetssothattheopposite/differentpolesarefacingoneanother.Thenhavethe

studentsmovethemagnetssothatthesamepolesarefacingoneanother.

c. Askthestudentswhattypeofforceisexertedwhenthemagnetshaveopposite/differentpolesfacingandwhentheyhavethesamepolesfacing.Discussthepullingandpushingthatthestudentsfeel.Explainthatthesepushesandpullsarespecialforcesthatmagnetsgiveoffcalledmagneticforces.Clarifythatwhenoppositepolesfaceeachother,themagnetsattracteachotherandpulleachother.Whenlikepolesfaceeachother,themagnetsrepeleachotherortheypushaway.

StudentThinkingAlert:Somestudentsmightthinkthatamagnethastwoendsbecauseeachendismadeofadifferentmaterial.Theteachershouldexplainthatbothendsaremadeofthesamematerial.Youcanprovethiswiththefollowinganswer:Ifthemagnetwastobebrokeninhalfalongthenorth-southdivide,eachpiecewouldbecomeitsownlittlemagnetwithanorthandsouthpole.Amagnetalwayshastwopoles,justlikeacoinalwayshastwosides.

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2. FreeExploration:

Allowstudentstoexplorewithalltheothertypesofmagnets.Havethestudentsremainintheirgroupsandinvestigateandrecordtheirfindingsintheirsciencejournals.Guidethestudentstoexplorewiththedifferentkindsofmagnets.Givethestudentstimetoworkthroughtheirinvestigations.Bringtheclassbacktogethertodiscusstheirfindings.Havethestudentssharetheirobservationsandanynotestheymadeintheirsciencejournal.Theteachershouldwritethestudents’observationsonthewhiteboard.

3. CompassExplorationa. Tellstudents:TheEarthactslikeamagnetandhasaNorthandSouthpolejustlikethemagnetswe’veexplored

inclass.

b. TheEarthisfilledwithmagneticmaterialssuchasiron.

c. Doesanyoneknowwhatacompassis?Whatisitusedfor?Acompasshasamagnetizedneedlewithanorthandsouthpolejustlikeothermagnets.AskstudentswhattheyknowaboutEarth’spoles;NorthatthetopandSouthatthebottom.

d. Acompassissimple:theredpointerinacompass(orthemagnetizedneedleonyourhomemadecompass)isamagnet.Therefore,theneedle/redpointerisattractedbyEarth'sownmagnetism(sometimescalledthegeomagneticfield—"geo"simplymeansEarth).AsEnglishscientistWilliamGilbertexplained400yearsago,thattheEarthbehaveslikeagiantbarmagnetwithonepoleupintheArctic(nearthenorthpole)andanotherpoledowninAntarctica(nearthesouthpole).

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FigureA

e. Theteacherwillshowacompassviaaprojector/Elmoandwaitfortheneedletostopmoving.Theteacherwillturnthecompassaroundsothatthearrowontheneedlelinesupwiththe“N”forNorth.Decidewherenorthandsouthareintheroomyouarein.Then,havethechildrenpredictwheretheirneedlewillpoint.

OptionalExtension:Teacherscanuseavirtualcompassinplaceofanactualcompass.Foundhere:http://digitalarena.co.uk/teach/virtual_compass/virtual_compass_interactive.htm#.WywT76czrIVInvestigation1:Haveeachgroupconductaninvestigationwithaneedle,cork/styrofoam,abowlofwater,andcompass.Floattheneedleontopofthecork/styrofoamandsetitinthewaterwithinthebowl.Thestudentsshouldrecordwhichwaythecompassneedlepoints.Setyourbowlonthedeskandyourcompassbesideitandcompare.Theneedleshouldlineupjustasthecompassdid.Afterthestudentshavecompletedtheactivitydiscusswhathappenedandwhattheyobserved.

Investigation2: (ScienceTalk:ClassDiscussion):Askstudentsifanyonecanpredictwhatwillhappenwhenyouplaceamagnetnexttoacompass?Acompassinthepresenceofothermetalsormagnetswillthrowoffthetruereadingofacompass.Allowstudentstotestoutthemagnetnexttothecompassanddiscusstheresults.

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● Havethestudentstowritedownintheirsciencejournalswhatkindofforcethemagnetwillexertonthecompass(willitpushorpullthecompass?)andhowthiswillaffectthecompass’needle(willitmovethemagnet?).

● Askstudentswhytheythinkthattheneedlemoved.Promptstudentssotheythinkabouttheirpriorexperienceswithmagnets;specifically,whatmakesanobjectmagneticandhowmagnetswork.

LessonClosingBesuretoreviewthefirstactivity,reinforcingwhatstudentslearnedaboutthepolesofmagnets.Askstudentstosharewhattheydiscoveredaboutthedifferentkindsofmagnets.AssessmentThestudentswillbeassessedontheirparticipationandhowwelltheyrespondtoquestionsduringthediscussions.

• Whatcanyousayaboutmagneticpoles?• Whenwillmagnetsattract?• Whenwillmagnetsrepel?• Whatisacompass?• Howdoesacompasswork?• Whatcouldaffectacompassanditsabilitytoworkproperly?

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Lesson4:BalancedandUnbalancedForces

BACKGROUND

OverviewoftheLesson Studentswilllearnaboutbalanceandobservevariousdemonstrationsshowingthemhowforcesactonanobject.Studentswillthenparticipateinanactivityusingpingpongballsandstrawswheretheywilllearnhowforcesinteract.Finally,studentswillmakemobilestofurthertheirunderstandingofbalance.

FocusStandard 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.] LearningTarget IcanpredictthedirectionanobjectwillmovebasedonthestrengthanddirectionoftheforceonanobjectAssessment Studentswillbeassessedontheirparticipationinclassdiscussions.Attheendofthelesson,havestudentsdrawforcediagramsofdifferentscenarios.Thesecaninclude:objectsinfreefall,apersonstandingontheground,arisingelevator,etc.Thestudentsshouldincludeinthepicturesarrowsrepresentingtheforcesactingontheobjectandlabelsidentifyingtheforce.

WIDALanguageObjectives [DependentontheneedsofyourELLstudents]

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KeyVocabulary Tier2:diagram,balanceTier3:scale,Newton

RESOURCESANDMATERIALS Quantity Item Source

1 Rope Bin1 BalanceScale Bin15 Marbles Bin1 Ballwithstringsattached Bin3boxes Straw Bin15 Pingpongballs Bin1perstudentpair PingPongballhandout Binder2packets IndexCards Bin Paperclips ClassroomTeacher1perstudent Ruler ClassroomTeacher MobilePoster Binder Craftsuppliesfordecoratingmobiles Bin1 Rollofmasking/coloredtape(optional) ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

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LESSONDETAILS

LessonOpening/Activator

(ScienceTalk:ClassDiscussion):Remindthestudents:“Lastlesson,wediscoveredthatwhenyouputamagnetnexttoacompassitattractsthecompass’needle.WhywouldtheneedlebeattractedtothemagnetwhenitisusuallyattractedtotheEarth’sNorthPole?Howdidthetinymagnetmakethecompass’needlemovewhentheneedleisusuallypulledbythehugemagnetintheNorthPole.”Havestudentsthinkaboutthequestionsforaminuteandsharetheirthoughts.Then,tellthem:“Toanswerthesequestions,today,wewilllearnhowdifferentamountsofforceaffectsthemovementofobjects.Bytheendofthislesson,youwillknowhowthetinymagnetwasabletopullthecompass’needle.”Reviewthetwolawsofofphysicswithstudentsandwritethemontheboard.

• Anobjectatreststaysatrestunlessaffectedbyaforce• Anobjectinmotionstaysinmotionunlessaffectedbyaforce

Splitthestudentsintosmallgroupsandhandoutabalancescaleandmarblestoeachgroup.Letthestudentsknowthatrightnowthescaleisbalancedbecausebothsidesofthescaleareinthemiddle.Now,haveeachgroupput5marblesontoonesideofthescale.Explaintothestudentsthatthescaleisnowunbalancedbecauseonesideislowerthantheother.Askthestudents“Doesanyoneknowhowwecanbalancethescaleagainwithoutremovinganymarbles?”Thestudentsneedtofindthecorrectnumberofmarblestoplaceontheemptysideofthescaletobalanceitout.Askthestudents“Howmanymarblesdidittaketobalancethescale?”Leadthediscussiontotheconclusionthatthescalewasbalancedwhenbothsideshadthesamenumberofmarblespushingdown.Askthestudents“Isitimportanttohavethesameamountofmarblesoneachsideofthebalance?”

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DuringtheLesson

1. (ScienceTalk:ClassDiscussion):Explaintothestudentsthatallforceshavedirections.Demonstrateontheboardthattheseforcescanbeshowninpicturesaslittlearrowscomingtowardsoroutfromtheobjectstheyacton,andtellthestudentsthatthesekindsofpicturesarecalleddiagrams.

2. Askthestudents“Areyoumovingorstill?”“Ifyouarestillarethereanyforcesaffectingyourightnow?”Allowthestudentstoshareanyanswers.“Actually,thereareforcespullingonyouatalltimes!”Pointoutthatgravity,aconstantforce,pullsustowardstheground.Drawapictureofpersonsittingonachair,andthenhaveastudentcomeupandhelpthemdrawthepropergravityarrowpointingdown.Then,askthestudents“Soifgravityispullingyoudown,whydoyouthinkyou’renotmoving?”Allowthestudentstotrytoanswerthiswiththeirowntheories.Thecorrectansweristhatthechairtheyaresittingonisactuallypushingthemupwards.

Leadthediscussiontothisconclusion.Askthestudents“Soifthere'saforcepullingyoudown,andaforcepushingyouup,whyareyoustill?Whyaren’tyoumovingallovertheplace?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthattheforcepushingyouupandtheforcepullingyoudowncanceleachotherout.Drawthesecondforceonthediagram.Tellthestudentsthattheforcesarebalancedjustlikethescale.Therefore,whentheforcesonanobjectarebalanced,theobjectisatrest.2. Ropepulling:(Thispartofthelessoncanandshouldbedoneoutsideifpossible)Askthestudentsiftheyhaveever

playedthegame“TugofWar”.Iftheyhave,askforavolunteertoexplaintherulesofthegame.Ifnoneofthestudentscanexplaintherules,thentheteacherorsciencefellowshouldexplainthem.

StudentThinkingAlert:Studentsmaybeconfusedabouthowaninanimateobjectlikeachairisabletoexertaforce.Everytimeanobjectexperiencesaforce,itappliesanequallylargeforceintheoppositedirectionontheobjectthatgaveitthatforce.Sowheneverachairgetspusheddownon,itpushesbacktheotherway.

Chairforce

Gravityforce

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a. Askforthreevolunteers.Tellthestudentsthattheyaregoingtobeforcesactingonanobject.Trytopickstudentswhohavesimilarstrengths.Takeouttheropeandtellthestudentsthattwoofthevolunteerswillbeononesideoftheropeandthethirdwillbeontheothersideoftherope.SharewiththestudentsthattheunitofmeasurementscientistsusetomeasureforcesareNewtonswhichisnamedafterIsaacNewton.Explaintotheclassthateachvolunteerisonenewton.Askthestudentshowmanynewtonsareonthesidewithtwostudents(twonewtons).Askthestudentshowmanynewtonsareonthesidewithonestudent(onenewton).

b. Havethesestudentsplaytugofwarandaskthestudents“Imaginethatthere'saballgluedtothemiddleoftherope,whichdirectionwilltheballmove?Why?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthattheballmovedtowardsthesidewithmorepeoplesincetheyhadmorenewtonsofforce.

c. Nowaskfortwomorevolunteers.Addthesestudentstothesideoftheropewithonlyonestudent.Askthestudents“Whatwillhappenthistime?Whichsidewillpotentiallywin?Why?”Allowthestudentstoanswer.Havethestudentsplaytugofwaragain.Nowfinallyaskforonelastvolunteer.Addthisstudenttothesidewithtwostudents.Eachsideshouldhavethreestudentsnow.Asktheclass“Whatwillhappenthistime?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthatitwillbeaclosergamebecauseeachsidehasanequalamountofpeopleornewtons.Thesidesarebalanced.Connectthediscussiontothepreviouslessononmagnets.Askstudentswhenthemagnetswereattractedtoeachother,whydidn’ttheymove?Providestudentswiththehintthatwhattheylearnedintugofwaralsoappliestomagnets(eventhoughthemagnetswerebothpullingeachother,theforceswerebalanced,sotheydidn’tmove).

3. ForceDiagram:Drawacirclewhichrepresentsaballontheboard.Drawtwoarrowsoutfromthecircle;thesearrows

shouldformarightangle(seeimagebelow).Remindthestudentsthatthisisaforcediagramwhichisahelpfultoolscientistsusetovisualizehowforcesaffectanobject.Askthestudentstoimaginetherearetwostringswherethearrowsare,andthatwepullonboththestringsatthesametimetheballwillmove.Askthestudentshowtheythinktheballwillmove?”Allowthestudentstosharetheirpredictions.

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4. Nowtakeouttheballwhichhastwostringsattachedtoit.Holditinthesamewayasdepictedintheimagebelow.

a. (ScienceTalk:TurnandTalk):Askthestudentstomakepredictionsofwhatwillhappenwhenyoupullonthestrings.Studentsshouldwritedowntheirpredictionsintheirsciencejournals.Then,theywillturnandtalktotheirclassmatesabouttheirpredictions.Theteachershouldthenpulloneachstringseparately.Inotherwords,pullononestringandthenpulltheotherstring.

b. Now,pullonboththestringsatthesametime.Theballshouldmovestraightup..Allowthestudentstosharetheir

theoriesandexplainwhattheyobserved.c. Explaintothestudentsthatthestringontheleftpulledtheballupandtotheleft,whilethestringontherightpulled

theballupandtotheright.Sinceonestringpulledtotheleftandtheotherpulledtotheright,thosetwopartsoftheforcewerebalancedandcanceledeachotherout,similartothetugofwar.Asaresult,therewasanupwardsforcefrombothstrings,sotheballmovedupwards.Note:thisconcepttakessometimetofullyunderstand.Ifthestudentsaskforbetterexplanation,refertodescriptionbelowtohelpsolidifytheconcept.

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4. Pingpongballactivity:[SP3-PlanningandCarryingoutinvestigations]Partnerupthestudentsandgiveeachpaira

ping-pongball,twostraws,andthepingpongballhandout.Thehandouthasacirclelabeledstart.Thisiswherethestudentsshouldinitiallyplacethepingpongball.Nexttoeachstartcircle,therearetwoarrowspointingtowardsthecircle.Thisiswherethestudentsareallowedtoblowontheballwiththeirstraws.Thehandoutalsohas3circleslabeledend.Thisiswherethestudentsaretryingtorolltheballtowards.Theendsarenumbered1,2,and3.Theteachershouldmodelhowtocompletethisactivity,sostudentsarenotconfused.

a. Eachgroupwillneedtogettheballtorolloverthefirstendcircle(labeledwitha1)onlybyblowingontheballalongthearrows.Havethestudentsdiscussintheirgroupswhattheirplanisbeforegoingaheadandblowingontheball.

b. Walkaroundandhelpthestudentswhennecessary.Askthestudents“Doyouthinkyouneedboththestrawstoblowatthesametime?Onceagrouphassucceededingettingtheballtorollovertheendcircle,tellthemtotrytogettheballtorolloverthenextendcircle.

c. OptionalExtension:Theteachercantapeouttwoorthreesimplemazesonthefloor/tables(templatesformazescanbefoundathttps://www.shutterstock.com/search/simple+maze)withmaskingtape.Oncegroupshave

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finishedthepingpongactivity,theywilltrytoblowtheirpingpongballthroughoneofthemazeswithoutgoingoverthelines.

***Iftimeisaconcern,thelessoncanbebrokenuphere*** 5. MobileMaking:[SP2-Developingandusingmodels]Tellthestudentsthattheywillbemaking

mobiles.Givethestudentspaperclips,indexcards,straws,rulers,andanyothercraftmaterialsyoumayhaveintheclassroom.Gooverthefollowingstepswiththestudentsandmodelthem.

a. Tapearulerofftheedgeofthedesksothathalftherulerhangsovertheedgeofthedesk.

b. Unbendapaperclipsothatithasahookoneitherend.Thetophookwillhookontotheruler.Thebottomhookwillhookontothemiddleofastraw.

c. Thestudentswillthenmaketheirmobilesbyaddingindexcardsorothercraftmaterialstoeithersideofthestraw,keepingeverythinginbalancewhiledoingso.Studentscanalsoaddmorestrawstotheendsofstrawstomakealargermobile.Studentscanaddobjectstotheendsofstrawsbymakinganotherpapercliphook.Thesecanbeusedtothenattachtheobjectstothestraws.

d. Asthestudentsaremakingtheirmobiles,walkaroundandhelpthembalancetheirmobilesifnecessary.

Note:RefertotheMobilePosterinthebindertoseeexampleofmobiles.Intheexamples,rubberbandsareusedwiththepaperclipstoholdobjects.Youmaydothisaswellifyouhaverubberbands.

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LessonClosing

(ScienceTalk:ClassDiscussion):Askthestudentswhathappenedwhentheirmobileswereunbalanced.Leadthediscussiontotheconclusionthatwhentheirmobileswereunbalanced,themobilewouldfalltowardstheheavierside.Comparethistothegameoftugofwar,sothatstudentsunderstandthatforceaffectsanobject.Whenonesidehasmoreforce,theobjectwillmovewiththatforce.Nowtellthestudentsthatwhentheirmobileswerebalanced,themobilewouldnotmove.ProbingQuestions:Whathappenedwhenyouhadtoomanymaterialsononesideofyourmobile? Howdidyoubalanceyourmobiles? Howareyourmobilessimilartotugofwar?Askthestudentstocomparewhattheylearnedtodaytowhattheylearnedaboutmagnetsandnorthandsouthpoles.Askthestudents,“Whenwerethemagneticforcesbalanced?Whenweretheyunbalanced?”Withdirectionfromthestudents,drawaforcediagramoftwomagnetsinteractingontheboard.Assessment Studentswillbeassessedontheirparticipationinclassdiscussions.Attheendofthelesson,havestudentsdrawforcediagramsofdifferentscenarios.Thesecaninclude:objectsinfreefall,apersonstandingontheground,arisingelevator,etc.Thestudentsshouldincludeinthepicturesarrowsrepresentingtheforcesactingontheobjectandlabelsidentifyingtheforce.

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Lesson5:MagneticApplicationsBACKGROUND

OverviewoftheLessonStudentswillworkwithpaperclipsandmagnetstodeterminethestrengthofvariousmagnets. FocusStandard3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.LearningTargetsIcandeterminethestrengthofamagnetbasedonthenumberofpaperclipsthemagnetheldIcanexplainhowamagnetworksthroughanon-magneticsurfaceAssessmentContinuethediscussionontheusefulnessofmagnets.Discussotherusesmagnetshaveandaskforexamples.Dependingupontheamountofdepththeteacherwishestogointo,theseusescanincludemovingscrapmetal,sealingfridgedoors,generatingelectricitywhenthemagnetsarerotated,anddrivingmotorsinspeakersandelectricpowertools. WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary Tier2:Strength

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RESOURCESANDMATERIALS

Quantity Item Source1package Mattefinishpaperplates Bin Craftsupplies ClassroomTeacher1package CoinMagnets Bin Varioustypesofmagnets Bin1 Boxofpaperclips Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAskthestudentswhattheyknowaboutthestrengthofmagnets:

• Doesthestrengthofthemagnetmatter?• Whatarethedifferentstrengthmagnetsusedfor?(Weakmagnetsmightbefridgedecorations,strongeronesmayhold

picturesuponthefridge,andverystrongonesmaybeusedinworkplaceslikethecraneinajunkyard).DuringtheLessonDiscussion/Demo

1. Theteacherwillfirstdiscussthatoneofthewayspeopleusemagnetsisbyusingthemthroughsurfaces.Someexampleswouldbehangingpicturesonthefridgeathome,themagneticwhiteboarderaser,andotherthingsyoumightfindaroundyourhome.Askthestudentsiftheycanthinkofsomeotherplacesintheirhomesthatmagnetsareusedtohelpthem.

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2. Brieflyexplaintostudentsthatthemorestrengthamagnethas,themoreforceitexertsonotherobjects,soitwillattractobjectseventhroughsurfaces.

*Teachersareencouragedtomovethisactivityoutsideiftheweatherpermitsthemtodoso.Magnetplatecar:Inthisactivitystudentswillbedecoratingpaperplatestoresemblearacetrackstyleroadsotheircarcandriveinacircleontheirpaperplate.

1. Eachstudentshouldbegivenamattefinishpaperplate,crayons,coloredpencils,markers,,scissors,2coinmagnets,andglue.

2. Studentswillfirstcolortheirplateanddrawasmallcartocutoutofpaper.Then,theywillgluetheirpapercartooneofthecoinmagnets(liquidglueorgelglueispreferableforthisactivity).Oncethegluehasdriedthestudentsshouldputthecarmagnetononesideoftheplate,andtheirsecondcoinmagnetonthebackoftheplateunderneaththecarmagnet.

3. Thestudentswillmovetheirmagnetonthebackoftheplateandwatchthecarmagnetmoveontheirroad/plate.MagnetStrength:

(ScienceTalk:SmallGroupDiscussion):Theclassshouldbedividedupintogroupsof2-5students,dependingonclasssize.Explaintostudentsthatmagnetshavedifferentstrengthsdependingonhowtheyaremade.Forinstance,themagnetinacompassisweakerthanthemagnetthatstickstoyourfridge.

1. Eachgroupwilleachbegivenaboxofpaperclipsandseveraldifferentkindsofmagnets.Studentswilltesteachmagnetforstrengthbytestingthenumberofpaperclipseachmagnetcanhold.

2. Onestudentwillholdupthemagnetwhiletheotherstudentsattachpaperclipsoneatatimetothemagnetuntilnomorepaperclipswillholdwithoutfalling.Studentsshouldrecordtheamountofpaperclipsintheirsciencejournals.Then,studentsshoulddiscussandcomparethedifferentmagnetstrengths.Ifthereisenoughtime,studentscanrepeatthetesttoseeifthenumberchangesforeachtypeofmagnet.

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AssessmentContinuethediscussionontheusefulnessofmagnets.Discussotherusesmagnetshaveandaskforexamples.Dependingupontheamountofdepththeteacherwishestogointo,theseusescanincludemovingscrapmetal,sealingfridgedoors,generatingelectricitywhenthemagnetsarerotated,anddrivingmotorsinspeakersandelectricpowertools.

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Lesson6:UnseenForces

BACKGROUND

OverviewoftheLesson Studentswilllearnaboutfrictionandwillexperimentwithdifferentmaterialstoseehowmuchfrictiontheycanproduce.Thestudentswillalsolearnaboutgravityandairpressureandhowitkeepsplanesafloat.

FocusStandard 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.]

LearningTargetsIcanpredictwhetherornotanobjectwillstopduetofrictionIcandemonstratethatthehigheranobjectisplacedonarampthefasteritwillbeonceitcomesofftherampAssessment Studentswillbeassessedontheirparticipationinclassdiscussions.

WIDALanguageObjectives [DependentontheneedsofyourELLstudents]

KeyVocabulary Tier2:Experiment,lawsofphysics Tier3:Friction,gravity,airresistance

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RESOURCESANDMATERIALS

Quantity Item Source

1pergroup Woodenramp Bin1pergroup Smallball Bin1pergroup MilkCarton(orsimilarhollowbox) Bin1pergroup Ruler ClassroomTeacher1pergroup Blockofwood Bin1pergroup Squareofcarpet Bin1pergroup SquareofSandpaper Bin1pergroup SquareofFelt Bin1pergroup SquareofLaminatedpaper Bin1pertwostudents Asheetoftissuepaper ClassroomTeacher1perstudent VocabularyWorksheet Binder1perstudent RampLabWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILS

LessonOpening/Activator Explaintothestudentsthatupuntilnowthey’vebeenlearningabouttheforcestheycansee.Askforexamplesofforcesthatthey’veseeninthepastfewlessons.Someexamplesmayincludepushing,pulling,andcollisions.Oncethestudentshavenamedexamplesofforces,tellthemthattherearealsoinvisibleforceseverywhere.Askthestudents“Ifwecan’tseetheseforces,howcanwetellifthey’rethere?”Leadthisdiscussiontotheconclusionthatwecanlookathowobjectsmove.

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Writethefollowingontheboard“1.Anobjectinmotionwillstayinmotionunlessacteduponbyanoutsideforce”and“2.Anobjectatrestwillstayatrestunlessacteduponbyanoutsideforce.”Tellthestudentsthatthesearetwolawsofphysicsthattheyaregoingtousethemtofindinvisibleforces.

DuringtheLesson

1. (ScienceTalk:ClassDiscussion):Askthestudentstodescribewhathappenswhenyourollaball.Whenthestudentsstatethefactthattheballwilleventuallystopmoving,say“That’sstrange,doesn’tlawnumber1saythatanobjectwillstayinmotionunlessacteduponbyanoutsideforce?What’shappeningthere?”Allowthestudentstoshareanyideastheymayhave.Tellthestudents“Theremustbeanunseenforcestoppingtheballfrommoving!Let’sthinkaboutthiswithanotherexample.Hasanyoneeverseenagameofhockey?Inhockey,playerspushasmallpuck,aflatcircle,overiceandtrytomakegoals.Doesanyoneknowwhytheyplayonice?Whatwouldhappenifyoupushedthehockeypuckoverpavement?”Leadthediscussiontotheconclusionthathockeyisplayedonicebecauseiceis“slippery”(orsomethingsimilartothat).Tellthestudentsthatsometimeswhenyoutrypushinganobjectoverasurface,theobjectcollideswiththebumpsonthesurface,causingthesurfacetopushbackagainsttheobjectjustlikeachairpushesupagainstyourweightwhenyousitonit.Thisresistanceiscalledfriction.Somematerials,likeice,havelessfrictionthanothers.Tellthestudentsthatfrictionisanunseenforcethatpushesonanobjectoppositethedirectionitismovingin.DrawFigure1ontheboardtohelpexplainthisconcept.

TeachingTip:Thislessonhassomedifficultvocabulary.Theteachersshouldbesuretoreinforcethevocabularyandensureunderstanding.

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2. Frictioninvestigation:[SP3–PlanningandCarryingoutinvestigations]

a. Dividethestudentsintogroupsoffour.Tellthestudentsthattheyaregoingtoexplorehowdifferentmaterialscanproducedifferentamountsoffriction.Giveeachgroupablockofwood,asquareofcarpet,asquareofsandpaper,asquareoffelt,andasquareoflaminatedpaper.

b. Tellthestudentstopredictintheirsciencejournalswhichmaterialtheythinkwillproducetheleastamountoffriction.Tellthestudentstodrawfourcolumnsintheirsciencejournals.Putthefollowinglabelsonthecolumns:

i. Carpetii. Sandpaperiii. Feltiv. Laminatedpaper

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c. Now,tellthestudentstoslidetheblockofwoodacrosseachofthematerials,writingdownobservationsintheirsciencejournals.Foreachmaterial,askthestudentstousewordssuchas“fast,slow,rough,smooth,slippery”regardinghowthematerialsimpactthespeedoftheblockofwoodasitisbeingpushedacross.

d. Thestudentsshouldgivetheblockofwoodapushandthentheywillseehowmuch

resistancetheblockencounters.Ifnecessary,provideademonstrationofaproperpushpriortothestudentsbeginningtheactivity.

e. Tellthestudentstonumberthedifferentmaterialsintermsofhowmuchfrictiontheyproduced.Number1willbethematerialwiththeleastfrictionand4shouldbethematerialwiththemostfriction.Thisshouldbewrittendownintheirsciencejournals.Askeachgrouptosharetheirresultsandthendiscusswhichmaterialproducedtheleastfrictionandwhichmaterialproducedthemostfriction?

***Iftimeisaconcern,thelessoncanbebrokenuphere.***AirResistanceInvestigation:

1. (ClassDiscussion):Dropapieceofpaper/tissuepaperontotheground.Tellthestudentstowatchasitfloatsdownwards.Askthestudents“Whythepaperdoesnotjustfallstraighttotheground,whydoesitfloatalittle?”Leadthediscussiontotheconclusionthatthereisairwhichhitsthepaperinacertainway.Tellthestudentsthatthereisairallaroundthemthatisconstantlypushingonthemfromeverydirection.Tellthemthisisanotherinvisibleforcecalledairresistancethatworksagainstobjectsmovingthroughtheair.

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2. Think-pair-share:Breakthestudentsintogroupsoftwoorthreeandgivethemeachapieceoftissuepaper.Givethestudentsaboutfiveminutestofigureouthowtodropthetissuepaperfromtheairin

theshortestamountoftime(theycanfolditanywaytheywant).Regroupasaclassandhaveeachgroupdescribewhatworked.Cometotheconclusionthattheforceofairresistanceincreasesthewiderthesurfaceoftheobjectthatmovesthroughit.3. RampLab:[SP3–PlanningandCarryingoutinvestigations]

a. Nowhaveeachgroupcleanuptheirmaterialsfromthelastactivityandthengivethemaramp,amilkcarton,aruler,aball,andtheramplabworksheet.Gooverthefollowinginstructionswiththegroups.Eachgroupwillputthemilkcartonatthebaseoftheramp.Theywillthenputtheballatthreepositionsontheramp,atthetop,inthemiddle,andatthebase.Theywillreleasetheballanditwillrolldowntherampandhitthemilkcarton.Theywillthenmeasurehowfarthemilkcartongoesusingtheruler.Theywillwritedownthedistanceontotheworksheetusingcentimeters.

b. However,beforethestudentsstartthelab,tellthestudentstowritedowntheirhypothesis,ascientificguess.Tellthestudentstopredictwhichpositionoftheballwillmakethemilkcartongothefurthestandtowritethesedownontheramplabworksheet.

c. (ClassDiscussion):Onceallthestudentshaveexperimentedwiththeballsontheramp,havethestudentsindividuallydrawaforcediagramoftheballrollingdowntheramp.Bringtheclasstogetherfora

TeachingTip:

Studentsmightsaythatthetissuedoesn’tfallveryquicklyjustbecauseit’slight.Bunchupthetissueandshowthatitfallsfastereventhoughit’sthesameweight,showingthattheforceofairresistanceisslowingthetissuedown.

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discussion.Discusstheirresultsandaskthestudentsiftheirpredictionswerecorrect.Askthestudents“Whywasthetopoftherampthebestpositionfortheball?Didtheballgainspeedovertime?Howdidtheball’sspeedaffectthedistancethemilkcartontraveled?”Leadthediscussiontotheconclusionthatthelongertheballwasabletoroll,thefasteritwent.Cometotheconclusionthatthisshowsthatgravityisatypeofforce.LessonClosing:

1.) ResearchandRevision:Takeouttheairplanesthatthestudentscreatedinlesson1.Tellthestudentsthattheyarenowgoingtofix/change

theirdesignsbasedonwhattheyhavelearnedintheunit.Tellthestudentsthatengineersoftenresearchtheirtopicstoimprovetheirdesigns.2. GiveeachgroupaniPad(ormoreifthesupplyallowsforit)andwritethefollowingwebsitesontheboard.Ifpossible,

providestudentswithQRcodesforthewebsites,sotheycanaccessthewebsiteseasily.Theteachershouldscreenthebestwebsitesaheadoftime,butthefollowingwebsitesarerecommended:

i. http://www.scholastic.com/teachers/article/what-makes-paper-airplanes-flyii. https://www.sciencebuddies.org/science-fair-projects/project-ideas/Aero_p046/aerodynamics-

hydrodynamics/how-far-will-paper-planes-fly#makeityourowniii. http://www.10paperairplanes.com/(therearevisualanimationsforthearrow,dart,stealth,andmoth

planes)iv. http://www.origami-instructions.com/paper-airplanes.html(it’shighlyrecommendedthattheteacher

makethestudentschooseonlyamongthefirstthreedesigns.)

3. Tellthestudentsthattheyshouldusethelinkstoresearchhowtheycanfixanyissueswiththeirdesigns.

TeachingTip:Tryrelatingthistothescooteractivityinlesson2.Helpthestudentsunderstandthatjustasthescootermovedfasterthelongeritwaspushed,theballrollsfasterthelongeritwasontheramp.

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4. Walkaroundtheroomandaskthestudentswhattheyarethinkingabouttheirdesigns.Allowthe

studentsaround10-20minutestoresearchanddesign.Encouragethestudentstodrawtheirdesignintheirsciencejournal.Note:Allowthestudentstostrugglewiththeirdesignproblems.Thisismeanttogetthemthinkinglikeanengineer.

5. Gatherallthestudentsonceagaintotesttheirdesigns(outsideifpossible)andthenhavethemwritedownanyobservationsinthesciencejournalunderaheadingtitledTrial2.Makesurethatallstudentsarebehindthestudentthrowingthepaperairplane.

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OptionalExtensions:2.)Ifthestudentsareinterestedinlearningmoreaboutflight,showthemtheBillNye“ForcesofFlight”video(~23minutes)[https://vimeo.com/83625163].Screenthevideotofindasectionspecifictotheirinterests.

Assessment Studentswillbeassessedontheirparticipationinclassdiscussions.

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Lesson7:MagneticEngineersBACKGROUNDOverviewoftheLesson Studentstakeontheroleofengineers.Theywillbegivenaneverydayproblemtosolveusingmagnetsandavarietyofcraftmaterials.Studentswillreflectontheirknowledgeofmagnetsandwillworkingroupstoanalyzetheproblem.Then,theywilldiscussthedesignofagadgettosolvetheproblemaftermuchtestingandrevising.**PartsofthislessonwereadaptedfromalessonbyKarenOstlundandSherylMercieratTeacherspayteachers.com**FocusStandard3-PS2-4Defineasimpledesignproblemthatcanbesolvedbyapplyingscientificideasaboutmagnets.(Clarificationstatement:Examplescouldincludeconstructingalatchtokeepadoorshutandcreatingadevicetokeeptwomovingobjectsfromtouchingeachother.)LearningTargetIcancreateadesigntofixaneverydayproblemusingmagnetsandmaterialssuppliedAssessmentUsethefollowingquestionstoassessstudentlearning:● Didthestudentsbuildadesignthatwouldpotentiallysolvetheproblemtheyweregiven?● Didthestudentstesttheirdesign?● Canthestudentsdescribehowtheirdesignworks?● Canthestudentsstatetheproblemthatitsolves?● Didthestudentsusethemagnetsandunderstandwhytheyworked?

WIDALanguageObjectivesDependentontheneedsofyourELLstudents

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KeyVocabulary Tier1:problemTier2:create,engineer,practical.Tier3:design,gadget,contraption,collaborate

RESOURCESANDMATERIALSQuantity Item Source

1 Steelcan Bin30cm String Bin1-2 Piecetape Bin6each Magnets(differenttypes) Bin1Package Feathers Bin1each BoxPaperclips(smallandlarge) Bin1 Rollstring Bin1 PackageofcraftFoamsheets Bin1 Packageofpopsiclesticks Bin1 Packageofpompoms Bin1 Packageofclothespins Bin1 Listofdesignproblems Binder1perchild ScienceJournals ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activator

1. “Letthestudentsknowthattodaytheyaregoingtobeengineersandsolveaproblemusingmagnets.Whatisanengineer?Whatdoesitmeantodesignsomething?”Seeifthereisanyoneintheclasswhounderstandsthetermsengineerordesign.Discussthatwhenyoudesignsomething,youdecidewhatitwilllooklikeandhowitwillfunction(work)inthe

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bestwaythatitcan.Whenyoudesignsomething,youusewhatyouknowandyouimaginewhatitcouldbe.“Generally,engineerscomeupwithideasanddesignsomethingtomakesomethingbetter.Engineersfigureoutproblemsthatneedtobesolved,testtheirdesign,discovertheirmistakes,andfindthebestsolutiontotheproblem.Today,youaretheengineerscreatingadesigntosolveaproblem.

DuringtheLesson

1. PaperclipContraption:a. Explainthatbeforeyoubegindesigning,thatyou’dliketoshareademonstration.It’scalledthePaperclip

Contraption.”b. Havetheexperimentalreadysetupinthefrontoftheclass.Placeamagnetinsidethesteelcan,closetothetop.

Turnthecanupsidedown.Tieapapercliptoastringandtapeittooneendofatable/desk.c. Askstudentstoobservewhatishappeningtothepaperclipinrelationtothecanandwhy.d. Leadadiscussionaddressingwhatiscausingthepapercliptobedrawntothecan.“Whatmaterialsmusteach

iteminourcontraptionbemadeof?Knowingwhatwedoaboutmagnets,whyisthereanattraction?Whatiscausingthepapercliptolevitate/hover?”(hangintheairunsupported)

e. Instructthestudentstodrawthe“contraption”intheirsciencenotebooksandshowwhatismakingitwork.f. Letstudentsknowthatnowwe’regoingtotakethe“contraption”apartandseehowitactuallyworks.g. Now,askthestudentstobrainstormpossiblewaystheycouldchangethecontraption.h. Askthestudentsiftheythinkthereisapracticaluseforthepaperclipcontraption.Havethestudentsbrainstorm

somepossibleusesforwhattheyobservedandwritetheseontheboard.

2. EngineerscreatingGadgets

(ScienceTalk:SmallGroupDiscussion):

a. Tellthestudentstheyaregoingtodesigntheirowncontraptionorgadgetusingmagnetsandthattheirdesignneedstosolveaproblem.

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b. TheThirdGradeEngineers,willnowbegivenaproblemtosolveandsomematerialstouse.Askstudentstotakewhattheyknowandcreateagadgettosolveaproblem.

c. Theteacherwillplacestudentsingroupsof2-4.Theslipsofpaperwithadesignproblemwillbeinacontainer(Note:Theseslipsofpapershouldbecutoutfromthedesignproblemssheetinthebinder).Eachgroupwillchooseaproblemtoworkonandwillhaveapackettocompleteastheygo..Oncestudentshavechosenateamname,theywill

i. Identifytheproblemii. Brainstormsolutionsiii. Draw/designtheirprototypes(newdesigns)iv. Buildtheirprototypesv. Testtheirdesignsvi. Answertheconclusionquestionsattheendofthepackettocompletetheactivity.

OptionalExtension:Studentsmayusecomputerstoresearchcontraptionsthatcanhelpthemfindsolutionstotheirproblems.

d. Whilethestudentsaredesigningtheircontraptions,organizethetablewiththematerialstheycanuse.Theteachermaychoosetofamiliarizethechildrenwithwhatisavailableandlimithowmanyofeachitemtheychoose,dependingonavailability.Everyteamisgivenavarietyofmagnetstochoosefrom.Leteveryteamknowthattheruleis:everyteammustuseamagnet/magnetsintheirdesign,buttheothermaterialsareuptothem.

e. Theteachershouldgivethestudentsadesignatedamountoftimetocompletetheirproject.(Perhapsanhour).

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LessonClosing

(ScienceTalk:SmallGroupDiscussion):Eachteamwillpresenttheir“gadget”andexplainhowitworksandanswerthefollowing:

● Doesyourgadgetsolvetheproblemyouweregiven?● Whatdidyoufindchallengingaboutthisactivity?● Whatwouldyouchangeaboutyourgadgetifyoucoulddothisagain?

Aftereveryonehassharedtheirowncontraptions,discusswiththeclasshowtheyfeltabouttheactivities.Weretherechallenges?Askthestudentstoarguefromevidenceinansweringthesequestions:Aremagnetsuseful?Howcantheymakeourliveseasiertomanage?[SP2–ArguingfromEvidence]AssessmentUsethefollowingquestionstoassessstudentlearning:● Didthestudentsbuildadesignthatwouldpotentiallysolvetheproblemtheyweregiven?● Didthestudentstesttheirdesign?● Canthestudentsdescribehowtheirdesignworks?● Canthestudentsstatetheproblemthatitsolves?● Didthestudentsusethemagnetsandunderstandwhytheyworked?

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ScienceTalkandOracyinT2LUnits Sciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.TheseformsoftalkcanbedevelopedusingscaffoldssuchastheA/BTalkprotocol(below)andstrategiesforclassdiscussions(fromtheTalkSciencePrimer,linkbelow).Oracyisdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealmscanbeexpandeduponovertimeinordertodevelopathoughtfulspeaker.Beingabletodisplayappropriatebodylanguage,usepropertoneandgrammar,bethoughtfulandconsideratethinkers,andallowspaceforotherthoughtsandopinionsareallimportantfacetsoforacytoworkonandthroughwith students. Incorporating the appropriate scaffolding is an important aspect of fostering these skills. Techniques forteachingeffectivesciencetalkoftenincludemodeling,discussionguidelines,sentence-starters,andgeneratingroles,whilegraduallyputtingmoreresponsibilityonstudentstoowntheirthinkingandlearning.Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults.Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf

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A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.ShareyourideasPartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsme

knowmoreabout_______because…● OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid

_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.

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ListofUnitResourcesLesson1

1 Largedemonstrationmagnet Bin1perstudent Handheldbarmagnets Bin1pergroup Plastictray Bin1ofeachpergroup Paperclips,woodblock,paper,plastictoy,pennies/coins,jarof

ironfilings,pipecleaners,noveltyfridgemagnets,plasticbingochips

Bin

1perstudent ScavengerHuntWorksheet Binder1perstudent DiscoveryWorksheet BinderLesson2

Quantity Item Source1pieceperstudent Whitepaper ClassroomTeacher1pergroup Ipad ClassroomTeacher1 Scooter GymTeacher BillNye“ForceandMotion”Video CMCWebsite1perstudent BillNyeVideoWorksheet Binder1perstudent AirplaneTestFlightsWorksheet Binder1perstudent IsaacNewtonReadingandQuestions Binder1roll MaskingTape Bin

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Lesson3

Quantity Item Source5ofeach

Barmagnet,blockmagnet,horseshoemagnet,ringmagnet,buttonmagnet,plastic-encasedblockmagnet,magnetwand,North/Southbarmagnet

ClassroomAttractionsKit(DowlingMagnets)

1 DemoAlnicobarmagnet Bin8 Compass Bin1perstudent ScienceJournal ClassroomTeacher6 Plasticbowls Bin6 Sewingneedles Bin6 PiecesofcorkorStyrofoam BinLesson4

Quantity Item Source 1 Rope Bin1 BalanceScale Bin15 Marbles Bin1 Ballwithstringsattached Bin3boxes Straw Bin15 Pingpongballs Bin1perstudentpair PingPongballhandout Binder2packets IndexCards Bin Paperclips ClassroomTeacher1perstudent Ruler ClassroomTeacher

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MobilePoster Binder Craftsuppliesfordecoratingmobiles Bin1 Rollofmasking/coloredtape(optional) ClassroomTeacherLesson5

Quantity Item Source1package Mattefinishpaperplates Bin Craftsupplies ClassroomTeacher1package CoinMagnets Bin Varioustypesofmagnets Bin1 Boxofpaperclips BinLesson6

Quantity Item Source 1pergroup Woodenramp Bin1pergroup Smallball Bin1pergroup MilkCarton(orsimilarhollowbox) Bin1pergroup Ruler ClassroomTeacher1pergroup Blockofwood Bin1pergroup Squareofcarpet Bin1pergroup SquareofSandpaper Bin

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1pergroup SquareofFelt Bin1pergroup SquareofLaminatedpaper Bin1pertwostudents Asheetoftissuepaper ClassroomTeacher1perstudent VocabularyWorksheet Binder1perstudent RampLabWorksheet BinderLesson7

Quantity Item Source1 Steelcan Bin30cm String Bin1-2 Piecetape Bin6each Magnets(differenttypes) Bin1Package Feathers Bin1each BoxPaperclips(smallandlarge) Bin1 Rollstring Bin1 PackageofcraftFoamsheets Bin1 Packageofpopsiclesticks Bin1 Packageofpompoms Bin1 Packageofclothespins Bin1 Listofdesignproblems Binder1perchild ScienceJournals ClassroomTeacher