Forces and Movement - Queen's University Library · Forces and Movement Energy and Control Length...

What is Force?Forces and Their Effects

Kinds of MotionFriction

Forms of EnergyMagnets

Controlling DevicesCulminating Task

Including:

September 2001

Written by:

Moore, Jackson, Johnston, Kjeldgaard, Lynch, Tonner, Tudhope,

Forces and MovementEnergy and Control

Length of Unit: approximately: 18.7 hours

An Integrated Unit for Grade 3

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 8:04:59 AM

Forces and MovementEnergy and Control An Integrated Unit for Grade 3

Moore, Jackson, Johnston, Kjeldgaard, Lynch, Tonner, Tudhope, Turnbull

Moore, Jackson, Johnston, Kjeldgaard, Lynch, Tonner, Tudhope, Turnbull

(519) 452-2000Thames Valley District School Board

(519) 452-2000Thames Valley District School Board

Based on a unit by:

An Integrated Unit for Grade 3Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board

Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board

Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch


Forces and Movement Page 1

Energy and Control An Integrated Unit for Grade 3

Task ContextThe Konservation Kids Toy Company is looking for new inventions for next year's Tantalizing Toy Show. Ourclassroom has been asked to help by inventing new toys that use energy to move. The challenge is todesign and build a moving toy which does not use batteries or any other form of electricity. Executives fromthe company will be here to watch demonstrations and to collect toy production manuals for factory use.

Task SummaryIn this unit, students will investigate how direct and indirect forces create movement in objects. Throughexperimentation, students will recognize that movement is caused by an imbalance of forces or release ofstored energy. Students will design and construct various devices which use controlled energy to createmovement.

Culminating Task AssessmentStudents will use the S.P.I.C.E. Model to design and build a moving toy. They will test their toy to determinehow well it works. After testing, students will present their toy to an audience at the Tantalizing Toy Showand create an informative production manual for factory use.

Links to Prior KnowledgeStudents will have:- an understanding of the concepts in the grade 3 Matter and Materials strand- an understanding of the concepts in the grade 2 and 3 Structures and Mechanism strand- an understanding of the concepts in the grade 2 Energy and Control strand- familiarity with the safe use of jinxwood, hacksaws, mitre boxes and glue guns

Include prior knowledge skills and information on bulletin boards, wall charts and chart paper around theclassroom. When appropriate, add to the information as the concepts are developed in the unit. For example,a vocabulary or fact bulletin board can begin with definitions or facts from related units and extended as newterms and facts are introduced.

Students could demonstrate their prior knowledge in their science and technology journals using specificconcepts prompts

Considerations

Notes to TeacherUNIT PLANNING CONSIDERATIONS

1. CurriculumThis unit has been designed to cover expectations in the ENERGY AND CONTROL strand in the OntarioCurriculum, Science and Technology document. Many subtasks have opportunities for integration into othersubject areas.

2. IntegrationEach activity is designed to build skills and concepts which will be demonstrated in the summative task.Although these lessons may be taught independently, integrated learning opportunities in other subject areasmay be addressed simultaneously.

Science is a form of knowledge that seeks to describe and explain the natural and physical world and its

Unit Overview

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 8:05:57 AM Page A-1

place in our universe. Technology is both a form of knowledge that uses concepts and skills from otherdisciplines (including science) and the application of this knowledge to meet an individual need or specificproblem. Inherent in these studies is the need to both research and communicate ideas and findings,whether through specific use of scientific and technical vocabulary, or through the use of diagrams orillustrations. The study of science and technology is an opportunity for students to reinforce and extendexpectations in other subject areas. When planning, teachers may wish to take advantage of opportunities toaddress and assess expectations from other curricula.

3. TimeframeAs Science is a hands-on, resource-dependent core subject, timetabling in all grades must address thenecessity of block timetabling of up to 60 minutes to thoroughly complete the lessons in this unit. Althoughsome lessons may be covered in a shorter period of time, many of the activities and follow-ups would benefitfrom a longer block of time. Teachers should also be prepared to timetable at least a month to complete theunit.

4. Assessment OverviewIn this unit, a variety of assessment strategies and recording devices has been included (see BLM 3.UW.1).The assessments provide the teacher with information on the development of students' skills in all areas ofthe achievement scale as outlined on page 13 in the Ontario Curriculum, Science and Technology document.Although sample assessment checklists and rubrics have been included as blackline masters, teachersshould consider developing similar tools in conjunction with their students. Collaborative creation ofassessment tools will help students to recognize the important criteria for assessing their own work. Asample assessment tool for students to use in assessing their group skills has been included on BLM 1.UW.8.Teachers may wish to work with students to identify different criteria or to use different rating scales.

Assessment Accommodation Strategies- consult the Individual Education Plan and adapt the assessment format (e.g., oral, practical demonstration,interview, construction, tape-recorded test) to suit the needs of the student;- allow the student to write the main points and expand verbally; allow additional time, when required forcompletion;- read or clarify questions for the student and encourage the student to rephrase questions, in his/her ownwords;- provide highlighting of key words or instructions for emphasis;- use several assessments to establish ability

5. Science and Technology JournalsStrategies, Accommodations and AdaptationsScience and technology journals give students the opportunity to construct their own understanding; to putinto their own words what they are learning. They can link the observations that they make with theknowledge that they bring with them. Verbalizing ideas, both orally and in writing, is an important step ininternalizing new information. Explaining and describing experiences helps learners to make connectionsbetween concepts and ideas. It also allows the teacher to track and assess the students' understanding andit provides an opportunity to correct any misunderstandings that the student may have.

In this unit, several blackline masters are provided to simplify the use of journal writing. BLM 3.UW.5 is acover page for the booklet. The criteria for writing a journal entry (BLM 3.UW.2) can be glued onto the insidecover of the journal for easy reference by students. A journal page (BLM 3.UW.7) has been provided ifnotebooks are not available. On BLM 3.UW.8, the title page for the Energy and Control strand is included sothat each strand can be separated. It is recommended that blackline masters which are completed during theunit be included as entries in the science journal. A blank "glossary" sheet has also been included (BLM3.UW.10a and b) so students can record important terms for forces and movement. (See item 8 under Notesfor Teachers for glossary of terms.)

In order for students to be successful communicators in science and technology, the following methodologyhas been introduced in this unit.a) Class Journal - During initial lessons, the teacher engages the whole class in the writing process. Inorder to provide opportunities for children to use rich oral language to describe, explain and respond to theirshared experiences in science, the teacher acts as a scribe to record students' ideas. The class journal


entries are prominently displayed as examples of "good" science writing.

b) Explaining Criteria - The teacher explains the criteria for writing a journal entry by demonstrating eachstatement using examples from class journal entries; for example - find all of the science and technologywords used and circle these. Then students can use the criteria to assess a piece of scientific writing. Theteacher displays the writing on an overhead or chart paper and, as a class, the students discuss the pieceof writing. The same procedure can be done in small groups where students find "3 Stars" (good things) and"a Wish" (things to improve next time) in a piece of writing.

c) Independent Writing - When students have had many experiences in shared writing, they can recordtheir ideas independently. The teacher can use the rubric on BLM 3.UW.9 to assess the first entry and toprovide feedback to individual students in order to improve science writing skills. The information from thisassessment could also be used for the development of class demonstrations in a specific area.

6. Inquiry and Design ModelsThe performance tasks in this unit use the S.P.I.C.E. Model as a method of design (see BLM 3.UW.4) or theI.N.S.I.T.E. Model of inquiry (see BLM 3.UW.3 and BLM 3.UW.6). Teachers should ensure that students arefamiliar with these models as a framework for approaching design or inquiry challenges.

7. SafetySafety is an important aspect of any science and technology program. For more information on safetyconsiderations, please see pages 8 and 9 of the Ontario Curriculum, Science and Technology document.Some of the subtasks in this unit require students to construct using Jinks wood, hacksaws, and mitreboxes. Ensure students are familiar with the safe use of these materials as outlined in the BeSafe resource produced by the Science Teachers' Association of Ontario. Prior to this unitteachers should provide opportunities for students to practise the techniques of cutting,joining, and fastening Jinks wood.

8. Notes for TeachersGlossary of Terms for Forces and MovementEnergy - Energy is the ability to do work.Force - A force is a push or pull on an object.Friction - There is friction when two surfaces rub against each other.Gravity - The force of gravity is the force of attraction between any two objects (or masses) in theuniverse.Magnetism - The quality of an object (natural or human made) to attract magnetic substances such asthose containing iron, nickel, cobalt and their alloys.Motion - The movement of an object, or any of its parts, from one place to another.Static Electricity - Electric charges that move very little.System - A set of connected parts - structures and mechanisms or devices - whose action is controlled inspecific ways.Device - A mechanism, tool, or other piece of equipment designed for specific uses.

9. Use of Blackline MastersIncluded in this unit is a large number of blackline masters. Due to the sophisticated scientific materialcovered in the unit and in order to meet the needs of teachers with various backgrounds, it was decided toinclude a broad range of blackline masters. Instead of photocopying all blackline masters the followingstrategies could be used:Have students recreate the BLM as a science journal activity or in a group assignment.Recreate BLM on a bulletin board (e.g., vocabulary/definition and fact bulletin board).Recreate BLM as a wall chart or on chart paper.Copy BLM on acetate and use it on an overhead projector.

10. Classroom AccommodationsAll accommodations must take into account the student's Individual Education Plan. All of the tasks andactivities are designed to accommodate the needs of students at different levels of abilities. Many of theactivities include pictures and/or examples of a step-by-step process. These may be used at the discretionof the teacher for some or all students. As well, teachers can easily adapt the activities to allow for


open-ended, student-directed tasks.Teachers are encouraged to:- involve the student in setting goals for work completion;- encourage risk taking;- provide varied opportunities for peer and/or group interactions (e.g., cooperative learning, sharing);- teach visual strategies for journal writing and/or note making (e.g., use of diagram/picture to representcontent);- provide advance organizers to structure content (e.g., outlines, subtitles, paragraph frames);- encourage the use of lists, advance organizers, personal planner for personal organization;- allow opportunities for alternatives to writing (e.g., graphic representations, drama, media presentations,timelines, collages).



Subtask List Page 1List of Subtasks

What is Force?Students will observe toys to identify how they move. They will demonstrate their prior knowledge offorces and movement.

1

Forces and Their Effects Through a variety of investigations, students will identify force as a push or a pull by one body onanother. They will also investigate unbalanced forces as well as the effect of force on the speed ordirection of a moving object.

2

Kinds of MotionThrough investigation, students will discover and classify kinds of motion and determine whether theyare caused by an indirect or direct force.

3

FrictionStudents will investigate the effects of friction on moving objects. They will create a pulling scale tomeasure how much force is needed to make an object move. They will experiment with varioussurfaces that affect movement by increasing or decreasing friction. Students will identify every daysituations where friction is helpful or harmful.

4

Forms of EnergyStudents will learn about the various forms of energy. They will examine moving toys to discover theforms of energy which make them move. Then they will construct an elastic-powered paddle boat andconduct an experiment to see the effects of elastic energy.

5

MagnetsThe students will demonstrate how a magnet works and explore materials that are affected bymagnets. They will also identify ways in which magnets are useful. They will use magnets to movean object through a maze.

6

Controlling DevicesStudents will investigate a number of devices to determine the different ways in which devices arecontrolled.

7

Culminating TaskStudents will use the S.P.I.C.E. Model to design and build a moving toy. They will test their toy todetermine how well it works. After testing, students will present their toy to an audience at theTantalizing Toy Show and create an informative production manual for factory use.

8

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Forces and Movement Subtask 1What is Force?

Energy and Control An Integrated Unit for Grade 3 mins120

Expectations3s48 • demonstrate an understanding of how movement

is caused by forces and by energy that is storedand then released;

3s50 • identify objects, devices, and systems in everydaylife that are affected by forces and movement andexplain in what ways they are useful to us.

DescriptionStudents will observe toys to identify how they move. They will demonstrate their prior knowledge of forcesand movement.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesCollaborative/cooperative LearningDemonstrationLearning Log/ Journal

Assessment

Assessment StrategiesQuestions And Answers (oral)Response Journal

Assessment Recording DevicesAnecdotal RecordRubric

Teaching / LearningPart A: Examining Toys

1. Prior to this lesson, ask students to bring in a toy that moves or has moving parts.

2. As a class, have students share their toys, demonstrate how they move and explain which parts move.

3. As the students tell about the toys, create a word web on chart paper (Teacher Reference BLM 3.1.1).The word web will describe the ways the toys move. Post the chart for the duration of the unit as it will be areference for the students in Subtask 5.

4. In their science and technology journals, have students draw a diagram of their toys, describe how theymove and what makes them move.

5. To assess students' understanding of basic concepts and communication skills, use BLM 3. UW.2a torecord anecdotal comments. Sample comments can be found on BLM 3.UW.2b.

6. Set up a display of students' toys to be used throughout the unit.

Part B: Prior Knowledge

1. In order to assess the students' prior knowledge of toys, energy and movement, have them completeForce and Movement Initial Assessment on BLM 3.1.2a.

2. Collect and file this baseline data. It will be useful to students when they complete BLM 3.1.2b at the endof the unit.

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Resources

3. Have students discuss the information they recorded on BLM 3.1.2a. Explain that a force is a push or apull. It can start an object moving, make it move faster, change its direction or make it stand still.

4. In order to provide motivation for the learning events in this unit, explain the culminating performance taskwhich students complete in Subtask 8.

5. Produce a chart of the S.P.I.C.E. model (BLM 3.UW.4a) and post it in the classroom. Using the chart,introduce (or review) the S.P.I.C.E. model and explain that students will use it in Subtask 8 to design and builda toy which moves and to evaluate how well the toy moves.

6. To reinforce the understanding of the S.P.I.C.E. model, have students view the story "Between the Walls"from the video "Look Again 1". In various places, stop the video to discuss the "situation" (mouse hasentered the young girl's house), the "problem" (How is the young girl going to catch the mouse withoutharming it?), "searching for ideas" (tries a real mouse-trap and observes what it would do to the mouse), the"constructing" (builds and tests various traps) and the "evaluating" (traps the mouse and allows it to escapeunharmed). To add interest, you may wish to stop the video once the problem has been identified. Studentscould draw and label their solutions to the problem before viewing the solutions the young girl tries. Alsostudents could describe the advantages and disadvantages of the materials being used to build each trap.Suggestions could be made to improve each trap as it is shown in the video.

7. Distribute the "Letter to Parents/Guardians" (BLM 3.1.3) so parents/guardians are aware of the topics thestudents will study in this unit. The letter asks for parental assistance in providing the materials students willrequire to complete a variety of building tasks during the unit.

AdaptationsAll accommodations must take into account the student's Individual Education Plan. All of the tasks and activitiesare designed to accommodate the needs of students at different levels of abilities. For detailed strategies seenumber 9 in the Notes to Teacher section of the Unit Overview.

BLM 3.1.1 BLM_1.1.cwk

BLM 3.1.2a BLM_1.2a.cwk

BLM 3.1.2b BLM_1.2b.cwk


Look Again 1 National Film Board of Canada

chart paper

markers

moving toys brought by students

variety of moving toys




Notes to TeacherThe bottom portion of BLM 3.1.2 - Forces and Movement Initial Assessment will be used to assessstudents' understanding at the end of the unit.

Teacher Reflections


Forces and Movement Subtask 2Forces and Their Effects


Expectations3s51 – identify force as a push or pull by one body on

another;3s52 – investigate the ways in which different forces (e.g.,

magnetism, static electricity, muscular force,gravitational force) can change the speed ordirection of a moving object;

3s56 – investigate the effects of directional forces (e.g.,left push for left movement) and how unbalancedforces can cause visible motion in objects that arecapable of movement (e.g., an object pushed overa smooth floor).

3s57 – ask questions about and identify needs andproblems related to the behaviour of different forcesin their immediate environment, and explorepossible answers and solutions (e.g., identifyeveryday situations that produce static electricityand describe ways of removing static electricity fromclothes; compare the strength of two magnets inholding layers of paper on a refrigerator door, or inpicking up paper clips);

3s59 – use appropriate vocabulary in describing theirinvestigations, explorations, and observations (e.g.,use terms such as push, pull, load, distance, speedwhen describing the effect of forces on an object);

3s63 – describe the visible effects of forces acting on avariety of everyday objects (e.g., a toy car goesforward when pushed; a ball falls down whendropped);

DescriptionThrough a variety of investigations, students will identify force as a push or a pull by one body on another.They will also investigate unbalanced forces as well as the effect of force on the speed or direction of amoving object.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesInquiryClozeDiscussionClassifying

Assessment

Assessment StrategiesObservationSelect ResponseSelf AssessmentLearning Log


Teaching / Learning1. Using the toys from Subtask #1, students work as a class to sort the toys into groups using differentcriteria (e.g., wheels, no wheels; on ground, in air; energy source). If toys are not available, pictures of toyscan be used. Hoops on the floor can delineate groups. The classification desired is push and pull toys. Toyswhich do not require a push or pull can be put outside the groups. Explain to the students that force isdefined as a push or pull by one body on another. Define push as a force that causes something to moveaway and pull as a force that causes something to move toward you.

2. Guide the students through the following activities to investigate the effect of different forces (mechanical,gravitational, magnetic and static electricity). As the class proceeds through the investigations, complete achart using the following headings: FORCE, PREDICTION, WHAT WE DID, WHAT HAPPENED, WHAT WELEARNED, REAL WORLD EXAMPLE. Remember to make predictions before actually conducting theexperiments.

3. As students perform investigations, assess students' inquiry skills on BLM 3.UW.2a. For samplecomments, see BLM 3.UW.2b.




Part A: Mechanical Force

1. Complete the activities on the Teacher Task Card on BLM 3.2.1. Remind the students to be careful that theuse of the "pushing" force (one partner is to push "more") is not great enough to push the other studentdown or backwards.

2. After completing the activities, model journal writing by completing a class journal entry. Ask the class;"What did we do?" and "What did we learn about muscular energy?". Provide an introductory sentence andthen record events using a graphic organizer such as: first, next, then, after and finally. As studentssuggest comments, record the responses. After the shared journal writing experience, evaluate the journalentry according to the criteria on BLM 3.UW.6. Provide examples of ways to improve the journal entry.

Part B: Gravitational Force

1. Complete the activities on the Teacher Task Card on BLM 3.2.2.

2. After completing the activities, students answer the questions, "What did we do?" and "What did I learn?"in their science and technology journals. As a prompt for writing, brainstorm key words and record them.Ask students who have fulfilled the criteria on BLM 3.UW.6 to share their responses aloud. Follow with adiscussion regarding the merits of the entry.

3. Students assess their own journal entries according to the criteria on BLM 3.UW.6 and make thenecessary revisions.

Part C: Static Electricity


2. After completing the activities, students will answer the questions "What did we do?" and "What did Ilearn?" in their science and technology journals. Ask students who have satisfied the criteria on BLM3.UW.6 to share their response aloud.

3. Each student assesses a partner's journal entry according to the criteria on BLM 3.UW.6 and suggests "3Stars" (good things) and a "Wish" (one thing to improve). Students then enter their own revisions.

Part D: Magnetic Force


2. After completing the activities, students answer the questions "What did we do?" and "What did I learn?"in their science and technology journals.

3. Each student assesses his or her own journal entry according to the criteria on BLM 3.UW.6 and makesthe necessary revisions.

4. Use the rubric on BLM 3.UW.9 to assess students in the following areas; Understanding of BasicConcepts and Relating to the World. Provide feedback to individual student focussing on areas of strengthsand weakness.

AdaptationsAll accommodations must take into account the student's Individual Education Plan. All of the tasks and activitiesare designed to accommodate the needs of students at different levels of abilities. For detailed strategies see




Resources

number 9 in the Notes to Teacher section of the Unit Overview.





paper

paper clips

string

tin foil crumpled into a ball

orange

ping pong balls

balloons

wool cloth

tennis ball

toys with moving parts

magnets

rulers

Notes to Teacher

Teacher Reflections


Forces and Movement Subtask 3Kinds of Motion


Expectations3s55 – distinguish between kinds of motion and indicate

whether the motion is caused indirectly (e.g., bygravity, static electricity, magnets) or directly (e.g., byapplied force);

DescriptionThrough investigation, students will discover and classify kinds of motion and determine whether they arecaused by an indirect or direct force.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesProblem-solving StrategiesLearning Log/ JournalClassifyingCollaborative/cooperative LearningDirect TeachingInquiryBrainstorming

Assessment

Assessment StrategiesQuestions And Answers (oral)Learning LogObservation

Assessment Recording DevicesRubric

Teaching / Learning1. Pose the question: "What is motion?" Have students brainstorm the definition of motion. (Motion is a resultof change in position caused by a direct or indirect force.) Review with students - a force is a push or a pull.A force can start an object moving, make it move faster, change its direction or make it stand still.

2. Present to the class the I.N.S.I.T.E. method of inquiry. Explain to the students that they will use this methodto design and conduct an experiment on motion and the factors that decrease motion (see BLM 3.UW.3).

3. Print "I" on the chalk board or chart paper. Explain that they must identify a problem dealing with motion.Compile a list of situations where people would want to control, increase, or decrease motion. Refer to thetoys that students brought in and discuss what would happen if motion could not be increased, decreased orstopped. Beside the "I", print "How can force be used to move a toy?" This is the problem.

4. Print "N" on the chalk board or chart paper. Explain that they must narrow the problem. Ask the studentsto explain what they already know that might help solve the problem. List the responses on the chart paper.Beside the "N", print "Which forces can we use to control the movement of our toys?"

5. Print "S" on the chalk board or chart paper. State the question for the students and show the object beinginvestigated (tissue with paper clip attached). Beside the "S", print "How can we make this object move?"Students predict ways in which they could make the object move.




Resources

6. Print "I" on the chalk board or chart paper. Explain that the students are to conduct an investigation usingthe given materials. They explore possible ways to move a tissue with paper clip attached.

7. Students work in pairs to conduct the "T" section - tests and trials. They record all observations and "E" -express their findings on BLM 3.3.1.

8. Create a chart with the following headings: METHOD, TYPE OF FORCE, KIND OF MOTION (refer to BLM3.3.2). Have the class share observations and results. Record successful methods in the first column,leaving the second column empty.

9. Introduce the idea of direct and indirect forces. By touching or blowing an object, you are transferringenergy through a direct force. Determine which "Movement Methods" were caused by direct forces.Choose a few students to demonstrate how they moved their objects using direct forces.

10. Explain to the students that motion can also be caused by an indirect force. An indirect force acts on anobject without touching it. Have students demonstrate the methods of moving the object using gravity,magnetism and static electricity. Students record the definition of "motion", "direct force" and "indirect force"in the Glossary for Forces and Movement (BLM 3.UW.10a and b).

11. If it is necessary to reinforce understanding, a class demonstration can be used to review the types ofindirect forces (see BLM 3.3.3 - Teacher Reference).

12. In their science and technology journals, students explain how movement was created in the toys andwhether the movement was caused by direct or indirect forces. They should consider the parts that move,what makes them move and the kind of motion. Students' understanding of basic concepts andcommunication skills is assessed using the rubric on BLM 3UW.9.





chart paper and markers

facial tissues

paper clips

large coffee can

lump of clay




board for rolling the coffee can

magnets

plastic comb

small bits of paper

piece of wool fabric

Notes to Teacher

Teacher Reflections


Forces and Movement Subtask 4Friction


Expectations3s64 – identify surfaces that affect the movement of

objects by increasing or reducing friction (e.g., dryroads, icy roads);

3s49 • investigate how different forces affect theoperation of everyday devices, and design andconstruct devices that use a form of energy tocreate controlled movement;

3s56 – investigate the effects of directional forces (e.g.,left push for left movement) and how unbalancedforces can cause visible motion in objects that arecapable of movement (e.g., an object pushed overa smooth floor).

DescriptionStudents will investigate the effects of friction on moving objects. They will create a pulling scale to measurehow much force is needed to make an object move. They will experiment with various surfaces that affectmovement by increasing or decreasing friction. Students will identify every day situations where friction ishelpful or harmful.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesFair TestDiscussionDemonstrationExperimentingLearning Log/ Journal

Assessment

Assessment StrategiesObservationExhibition/demonstrationResponse Journal

Assessment Recording DevicesRubricAnecdotal Record

Teaching / LearningPart A - What is Friction?

1. To begin a discussion about friction, show students a spinning top. While it is spinning, ask the students,"Why does the top eventually stop spinning?" (The friction of the top's point rubbing against the surface onwhich it is spinning and the friction of the top's surface area against the air around it, becomes greater thanthe force which is keeping it going.) Have students suggest other examples of moving objects which stopbecause of friction, i.e. sliding down a hill on a toboggan, rolling a toy car along the floor or carpet. Discusshow it is important to be able to control stopping as well as starting in moving objects.

2. To demonstrate the force of friction, have students quickly rub the palms of their hands together, pressinghard. The students will feel the rubbing of two surfaces and their hands will begin to feel warm. This showsthat friction not only stops movement but also produces heat. When dealing with machinery, friction can bedangerous because excessive heat will wear down or damage the machine. Ask students if they can thinkof a way to reduce friction in machinery (use a lubricant such as oil or water). Wet the students' hands withwater using a spray bottle. Ask: "What happens when you rub your palms together now?" "How does thisfeel different?" (It feels smoother so there is less friction and less heat.)

3. On the glossary page in their science and technology journals (BLM 3.UW.10a and b), students create a




definition for the word "friction". Have several definitions read aloud and provide an opportunity for studentsto change or revise their definition.

4. Using the materials and procedure listed on BLM 3.4.1, have the students work with a partner to createtheir own "pulling scale" to be used in the friction experiment.

5. In partners, students conduct an experiment to determine ways to decrease the amount of friction that willoccur when two surfaces rub against one another. Instruct students to fill a small cardboard box withmarbles or small rocks. They put the box on the floor and attach the pulling scale to one end. Holding thepulling scale parallel to the floor, students apply enough force (pull) to start the box moving across the floor.On BLM 3.4.2, students record the distance the paper clip moves when the box initially moves (startingfriction) and then as it continues to move (running friction). (This number indicates how much force is beingused to lift or pull something.) They conduct the test two more times to see if similar readings occur.Students answer the question: "Why do the numbers differ between the reading you get when the box firstmoves and the reading you get as the box continues to move?" (The number should be lower when the boxhas been pulled a distance because it takes more force initially to get an object moving than to continuemoving it.)

6. Then pose the question: "What can you do to move the box more easily (with less friction)?" Ifnecessary, provide the following ideas for the students to try: put several pencils under the box, put aplastic bag under the box, wet the floor. Students try out the ideas and record the results on BLM 3.4.2.

Part B - Surfaces and Friction

1. Explain that students will be conducting an experiment to investigate how various surfaces affectmovement by increasing or reducing friction. Have students read the "Materials Needed" and the "Steps" forconducting the experiment as outlined on BLM 3.4.3.

2. Discuss the concept of a "fair test" where only one variable is changed each time and everything elsestays the same. In this experiment, the surface is the test variable; ensure the cookie sheets are cleanedbefore each test in order to make a fair test. The slope of the cookie sheet and the object sliding are theconstant variables.

3. Divide the students into groups of five. Explain that in order to do this experiment successfully, studentsneed to work as a cooperative group. Outline the following group tasks: materials manager who gets theequipment and sets up the experiment, timekeeper who works the stopwatch or watches the clock, recorderwho writes down the results, surface manager who changes the surfaces and tester who sets thewooden block on the cookie sheet.

4. Prior to starting the experiment, have students predict on which surface the block will move the fastest(there is the least amount of friction) and on which surface the block will move the slowest (there is the mostamount of friction). In their science groups, students conduct the experiment and record the results on thebottom of BLM 3.4.3.

5. In the class discussion, share the results from each group. Note similarities and differences in the resultsand have the students provide oral explanations of their findings.

Part C: Friction in Our World

1. In a large group, examine a bicycle with hand brakes (in-line skates could be used also). Have a volunteerdemonstrate how the brakes work. Ask students to explain how the brakes work using the idea of friction.(When you apply the brakes, small pads of rubber grip the metal rim of the bicycle wheel. The force of the




Resources

friction between the pads and the rim makes the bike slow down. This is a helpful effect of friction.) Ask:"What happens to brake pads over time?" (They wear down and need to be replaced. This is a harmfuleffect of friction.)

2. Explain that friction can be helpful or harmful. Have students suggest times in their lives where they havenoticed friction being useful (brakes to stop a car) and times when friction is harmful (holes in pants if youfall on the pavement).

3. Have students create a chart in their science and technology journals with the headings: "Friction isHelpful" and "Friction is Harmful". Working in small groups students list every day examples of friction asharmful or helpful.

4. As a whole class create charts with the "Friction is Helpful" and "Friction is Harmful" headings and listexamples found in the small groups.

4. On the glossary page in their science and technology journals (BLM 3.UW.10a and b), have students addfurther ideas about surfaces that increase or reduce friction.





Friction - Take a Look series

dish detergent

30 cm rulers

large paper clips

small paper clips

elastic bands

string - 30 cm for each pair

foldback binder clips or woodenclothespinssmall cardboard boxes




marbles or small rocks

several pencils

plastic bags

water

cookie sheets

small wooden blocks

books to create height for slope

vegetable oil

rough grade sandpaper sheets

ice cubes

wax paper

a toy spinning top

bicycle with handbrakes or in-line skates

Notes to TeacherFriction - the force that works to decrease movement. When two objects rub or slide against each other, themicroscopic bumps and hollows on both surfaces resist one another and obstruct movement. Smoothing thesurfaces of the two objects or adding a lubricant such as oil can reduce friction. When trying to move objectswhich are on a rough surface, more force is needed. On smooth surfaces, there should be less friction and,therefore, it should take less force to move objects. Friction can be helpful because without it there would be nogrip. It can also be a problem as it causes things to overheat or wear away. One way to reduce the friction onan object moving over a surface is to use wheels. Rolling objects have less friction than sliding objects becausethe point of contact is rounded and has a smaller surface area.

Fair test - an investigation carried out under strictly controlled conditions to ensure accuracy and reliability ofresults. In a fair test, all variables are controlled except the one under investigation.

Video - "Friction" - While they oil a lawnmower and a bike, Kate explains friction to Jeffrey. She tells how frictioncreates problems, how it is useful and how it can be reduced. A segment shows how friction plays a part incommon winter sports.

Teacher Reflections


Forces and Movement Subtask 5Forms of Energy


Expectations3s54 – identify, through observation, different forms of

energy and suggest how they might be used toprovide power to devices and to create movement(e.g., the release of energy from a tightly woundrubber band or spring would create movement in awind-up toy);

3s60 – record relevant observations, findings, andmeasurements, using written language, drawings,charts, and graphs (e.g., track a toy boat moving onwater at various speeds, record the distancestravelled, and present their findings on a chart);

3s61 – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using drawings, demonstrations, simplemedia works, and oral and written descriptions (e.g.,give a demonstration showing how a device hasbeen constructed and how it performs; make adrawing showing what alterations would be made toits design in the future; describe in writing the stepsthey used to build a device);

3s62 – design and construct a device that uses a specificform of energy in order to move (e.g., a paperairplane propelled by hand).

DescriptionStudents will learn about the various forms of energy. They will examine moving toys to discover the forms ofenergy which make them move. Then they will construct an elastic-powered paddle boat and conduct anexperiment to see the effects of elastic energy.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working In Pairs

Teaching / Learning StrategiesModel MakingExperimentingDiscussionDirect Teaching

Assessment

Assessment StrategiesObservationQuestions And Answers (oral)Self AssessmentResponse Journal


Teaching / LearningPart A - Learning about Forms of Energy

1. Using the chart from Subtask #2, review the forces that affect movement (gravity, mechanical force,magnetism, static electricity). Add "friction" to the chart. (The force which decreases or stops movement.)

2. Review that motion occurs when an object changes its position and that it takes a force to get somethingmoving. All motion requires energy. Discuss a definition for the term "energy" (The ability to do work or makethings move or change. Energy can be transformed from one form to another.) Have students write thedefinition for "energy" in their Glossary for Forces and Movement (BLM 3.UW. 10a and b).

3. View the video "Energy" from the "Take a Look" science series. (See "Notes to Teacher" for anexplanation of this video.) Have the students watch the video to discover definitions for "stored energy" and"released energy".

4. After watching the video, discuss the terms "stored energy" (potential energy - energy that can be storedin an object or system of objects) and "released energy" (kinetic energy - energy which is used in movementor energy of motion). Demonstrate the two types of energy by raising a ball above your head and thendropping the ball. The ball has potential energy when it is held above your head, because it has the ability tofall or move. Once the ball is let go, the potential energy becomes kinetic energy or moving energy. Thehigher the ball is raised, the more potential energy and, therefore, the more kinetic energy when the ball




drops.

5. Have students identify the forms of energy seen in the video, i.e. heat, light, mechanical, sound, electrical,elastic (sometimes referred to as strain energy) and chemical. List these on a word web (see TeacherReference BLM 3.5.1). Have students provide examples of each form of energy, i.e. HEAT ENERGY is feltfrom burning wood in a fireplace, LIGHT ENERGY is seen in a light bulb, MECHANICAL ENERGY is used whenwe throw a ball, SOUND ENERGY is heard when we hear music, ELECTRICAL ENERGY is present inbatteries to operate toys and appliances, ELASTIC ENERGY is present in coiled springs or stretched rubberbands and CHEMICAL ENERGY is food for the body. These can also be added to the word web.

6. In small groups, students examine the toys they have brought to school to determine what form of energymakes them work. Students record their findings on the chart on BLM 3.5.2.

Part B - Using a Form of Energy

1. Explain that students will be constructing a moving toy which uses elastic energy. The toy, a paddle boat,will use a wound-up elastic as its source of energy.

2. Demonstrate how to cut out the pattern (BLM 3.5.3) and then trace it onto a large Styrofoam plate orheavy cardboard. After cutting out the pieces, loop the elastic over the ends of the boat. Place the paddlebetween the elastic band and tape it to the elastic band on both sides using duct tape. To operate the boat,wind up and hold the paddle. Place the boat in water and release the paddle.

3. Distribute materials to each student (see "Resources" list). Students will construct paddle boats.

4. Ask students to explain how they constructed their paddle boat. "What are the steps you used to buildyour boat?" Have students work with a partner to give oral directions for building a paddle boat. One personrelates the first step and then the other person relates the next step. Students continue in this fashion until allthe necessary steps are given.

5. Develop criteria for writing a "good" set of directions and list these on chart paper. Possible criteria are:- directions are numbered- directions are clear and make sense- written in order (step-by-step)- concise (not too wordy)- easy-to-follow- a picture is provided if necessary.Have each student write the directions for the construction of a paddle boat in their science and technologyjournal. Students work in pairs to read a partner's directions and use the criteria they developed to assessthem.

6. Divide students into teams of four. Set up tubs of water or wall paper trays for each team. Havestudents test their boats by winding the paddle in a clockwise, then counter-clockwise direction to make theboat go forward and backward. Have students explain the relationship between the direction the paddle isturning and the direction in which the boat moves. (The boat moves in the opposite direction to which thepaddle is turning.) The students write their answers in Part A, Testing My Paddle boat, BLM 3.5.4a.

7. Explain that to continue this experiment, each team acts as a cooperative group. As one person tests thepaddle boat, the other group members assist by counting and measuring.

8. Discuss the question to be answered: "What will happen to the distance the boat travels, as the number oftwists in the elastic band is increased?" Refer students to Part B: Testing Our Paddle boats, BLM 3.5.4a.




Resources

Each group must measure the distance the boat travels with 5 twists of the paddle, then 10 twists and so on.Explain that for the test to be fair, the boat must be placed in the water at the same place each time. Studentsrecord their results on BLM 3.5.4a.

9. After completing the experiment, students create a diagram and describe any changes they would make totheir boat to make it go farther on BLM 3.5.4b.

10. In a large group, share the results from each team and compare their findings.

11. To assess the students' understanding of basic concepts, inquiry skills and communication skills, theteacher will assess the student responses recorded on BLM 3.5.4a and BLM 3.5.4b. The teacher will usethe following criteria, along with the Science and Technology Rubric on page 13 of the curriculum documentwhen assessing responses:a) Basic Concepts - demonstrates a clear understanding of potential elastic energy and kinetic energyb) Inquiry Skills - accurately records and interprets resultsc) Communication Skills - presents and justifies modifications to improve the paddle boat




BLM 3.5.3 BLM_5.3.pdf



Energy - Take a Look series International Telefilm

styrofoam trays or heavy cardboard

elastic bands

duct tape

metre sticks or measuring tapes

water tables or wall paper trays

scissors




Notes to TeacherForms of Energy:Chemical - food for the body, gasoline in cars, fuel for air crafts, burning fossil fuels to produce other forms ofenergyElectrical - electricity, batteries, occurs naturally in lightning.Light - a result of light energy from the sun or light energy from human made devicesMechanical - the physical movement of the body, machinery and vehicles.Sound - in music, SONAR and ultrasound diagnostic techniques.Elastic - in coiled springs or stretched rubber bandsHeat - evident when things are burned or warmed to high temperatures

Video - "Energy" from the "Take a Look" science series (15 min.)In this video, Kate uses moving toys to show Jeffrey the basic principles of energy, the different forms it can takeand how energy is found everywhere. Two simple toys are made to experiment with energy.

Teacher Reflections


Forces and Movement Subtask 6Magnets


Expectations3s53 – investigate the effect of magnets and electrically

charged objects on the motion of different materials(e.g., iron filings will be moved by a magnet,whereas grains of sugar will not);


3s65 – demonstrate how a magnet works and identifyways in which magnets are useful (e.g., as metaldetectors, as a car wrecker’s hoist, as a powersource for magnetic trains);

DescriptionThe students will demonstrate how a magnet works and explore materials that are affected by magnets. Theywill also identify ways in which magnets are useful. They will use magnets to move an object through a maze.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesDiscussionModel Making

Assessment

Assessment StrategiesLearning Log

Assessment Recording DevicesAnecdotal Record

Teaching / LearningPart A: Learning About Magnetism

1. Discuss: "What is a magnet?" Record student responses on a class chart. Challenge students to go on amagnet hunt to test ten objects to see if they are magnetic. *BEFORE STARTING - Be sure to instructstudents in the proper use of magnets. They should not drop the magnets or put them near computers,CD-ROMS, televisions or any other electrical objects. It would be advisable to shut down all computers.

2. Distribute magnets to pairs of students. Give each student a copy of BLM 3.6.1, so they can record theirfindings individually.

3. Following the magnet hunt, have the students meet in a large group to share their findings. Afteridentifying the objects they found were magnetic, they should discuss what these objects have in common.(They are made of metal, steel or nickel. Magnets are also attracted to objects made of cobalt.)

4. View the video "Magnets" from the "Take a Look" science series. Discuss how a magnet works and theproperties of materials that are attracted to magnets.

5. Have students add a definition for the word "magnets" to their Forces and Movement Glossary (BLM3.UW.10a and b).

6. Have students complete BLM 3.6.2 - How Magnets Help Us. A class discussion may be necessarybefore beginning this task. Examples of devices which use magnets are: metal detectors, somescrewdrivers, magnets on fridges or cupboard doors and toys.

Part B: Using Magnets

1. Refer students to the S.P.I.C.E. model chart used in Subtask 1 and posted in the classroom (BLM 3.UW.4a).




Resources

Quickly review the model.

2. In this case, the situation "S" involves a very hungry animal that has not eaten for days. Each studentneeds to create a pathway for the animal to get to its food source. At this time, students should be given theopportunity to create their own animal out of lightweight cardboard or construction paper.

3. The problem "P" is that the animal must move along the pathway but the students may not use their handsdirectly to move or guide it along the path.

4. Tell students they are now at the idea stage where they must search for ways to solve the problem. Askhow they could use magnets to move the animal. Once they have a solution, distribute BLM 3.6.3, which willguide students through the rest of the task.

5. To complete the task, students must:- design and construct a pathway- test their method for moving the animal and evaluate the results- display their model (maze)- demonstrate to the class their method for moving the animal- explain how effective their method was- suggest any improvements they might make.

6. In order to assess the students' understanding of basic concepts, design skills and relating to the world,use the anecdotal record sheet on BLM 3.UW.2a. Sample comments can be found on BLM 3.UW.2b.





Magnets - Take a Look series International Telefilm

lightweight cardboard

markers

magnets for pairs of students

metallic objects (washers, paper clips)




Notes to TeacherVideo - "Magnets" from the "Take a Look" science series (9 min.)This video explores the principles of magnetism when a variety of materials are tested to discover whether or notthey are magnetic. A mini-documentary shows that magnetism is all around us and creative games usingmagnets are demonstrated.

Teacher Reflections


Forces and Movement Subtask 7Controlling Devices


Expectations3s66 – recognize devices that are controlled automatically

(e.g., timers, washing machines), at a distance (e.g.,a remote-control toy), or by hand (e.g., the flushingmechanism on a toilet);

DescriptionStudents will investigate a number of devices to determine the different ways in which devices are controlled.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesDiscussionCollaborative/cooperative Learning

Assessment

Assessment Strategies

Assessment Recording Devices

Resources

Teaching / Learning1. Review the term "devices". (A "device" is something constructed and used for a specific purpose).Students should add this term to their glossary. Remind students that things like pulleys, car wheels and lightbulbs are devices. Ask students: "What makes devices work?" (Energy makes devices work. Energy canbe seen in many forms as already discussed.) "How do we control them?" Explain to students that mostdevices need to have some type of control mechanism and they can be controlled in different ways.

2. Provide examples of methods of control by demonstrating the following:a) operate a pencil sharpener and elicit that it is controlled by hand directlyb) set an egg timer and have it go off automaticallyc) use a remote controller to operate a television or VCR or toy car.

3. Have students work in small groups to complete BLM 3.7.1. In this activity, students list as many devicesas possible and indicate how each is controlled by checking the appropriate column.

4. Each group should present its findings to the class.



pencil sharpener


Forces and Movement Subtask 7Controlling Devices


television or VCR with a remote control

egg timer

Notes to Teacher

Teacher Reflections


Forces and Movement Subtask 8Culminating Task


Expectations3s48 • demonstrate an understanding of how movement

is caused by forces and by energy that is storedand then released;

3s49 • investigate how different forces affect theoperation of everyday devices, and design andconstruct devices that use a form of energy tocreate controlled movement;

3s50 • identify objects, devices, and systems in everydaylife that are affected by forces and movement andexplain in what ways they are useful to us.

3s54 – identify, through observation, different forms ofenergy and suggest how they might be used toprovide power to devices and to create movement(e.g., the release of energy from a tightly woundrubber band or spring would create movement in awind-up toy);

3s55 – distinguish between kinds of motion and indicatewhether the motion is caused indirectly (e.g., bygravity, static electricity, magnets) or directly (e.g., byapplied force);


3s58 – plan investigations to answer some of thesequestions or solve some of these problems, andexplain the steps involved;

3s59 – use appropriate vocabulary in describing theirinvestigations, explorations, and observations (e.g.,use terms such as push, pull, load, distance, speedwhen describing the effect of forces on an object);

3s60 – record relevant observations, findings, andmeasurements, using written language, drawings,charts, and graphs (e.g., track a toy boat moving onwater at various speeds, record the distancestravelled, and present their findings on a chart);

3s61 – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using drawings, demonstrations, simplemedia works, and oral and written descriptions (e.g.,give a demonstration showing how a device hasbeen constructed and how it performs; make adrawing showing what alterations would be made toits design in the future; describe in writing the stepsthey used to build a device);

DescriptionStudents will use the S.P.I.C.E. Model to design and build a moving toy. They will test their toy to determinehow well it works. After testing, students will present their toy to an audience at the Tantalizing Toy Show andcreate an informative production manual for factory use.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesBrainstormingDiscussionDemonstrationModel MakingDirect Teaching

Assessment

Assessment StrategiesExhibition/demonstrationClassroom PresentationPerformance TaskSelf AssessmentObservation

Assessment Recording DevicesChecklistRubric




3s62 – design and construct a device that uses a specificform of energy in order to move (e.g., a paperairplane propelled by hand).

3s63 – describe the visible effects of forces acting on avariety of everyday objects (e.g., a toy car goesforward when pushed; a ball falls down whendropped);

Teaching / LearningPart A: Explaining the Task

1. Context: Set the context of the task with the students - The Konservation Kids Toy Company is lookingfor new toy inventions for its upcoming Tantalizing Toy Show.

2. Task: Define the task and outline it to the students. The steps in the task include:- design, develop and construct a toy for the Tantalizing Toy Show- create a toy production manual which outlines the necessary tools, materials and procedures- develop a name for the toy- create a sales pitch to present to the Executives of the Konservation Kids Toy Company- present and demonstrate the toys at the show.

3. Planning: Review the S.P.I.C.E. model (see BLM 3.UW.4a). Students use the model to guide themthrough the design process.

4. Assessment and Evaluation: Present and review the assessment criteria with students. Display on achart and post in the classroom. The criteria include:a) movement ability (toy moves as planned)b) aesthetic appearance (toy is appealing and looks good)c) creativity (toy can be played with in more than one way)

Part B: Providing Motivation for the Task

1. Review prior knowledge by examining the "Forces and Movement Chart" (BLM 3.1.2a) from Subtask 1.

2. Brainstorm to initiate discussion about toys. "What kinds of toys do children like? How do they move?What sounds do they make? What are they made of? What special features are appealing? What appeals tovarious age groups?"

3. To provide additional ideas view "Toys in Space 2" or "The Mechanics of Toys".

Part C: The Design Process

1. Present to the students the idea of maintaining an ongoing log or journal as they plan, develop andconstruct their toy (BLM 3.8.1a, b and c - Being a Toy Inventor, pages 1-3). Discuss the importance ofwriting down ideas, materials, building process and the procedures used. (Explain that inventors oftenrecord their findings using a log of written notes and diagrams as they develop, test and evaluate inventions.)

2. Display the available materials and construction tools. Review safety procedures for using various tools.Students begin designing and constructing their toys. This subtask requires students to construct using Jinkswood, hacksaws, and mitre boxes. Ensure students are familiar with the safe use of thesematerials. Example safety resources include the "Be Safe" document produced by the ScienceTeachers' Association of Ontario. Prior to this unit provide opportunities for students to




practice the techniques of cutting, joining, and fastening Jinks wood. (See Links to PriorKnowledge in the Unit Overview).

3. Remind students to test their toy to ensure that it works as planned. Modifications should be recorded onBLM 3.8.1a.

4. As many of the students will like to have the toy aesthetically pleasing, students should be provided with avariety of decorating materials (see "Decorating Tips" in Notes to Teacher section).

5. During the construction process, assess students' design skills by using the rubric on BLM 3.8.7.

Part D: Developing a Production Manual

1. Using the information on BLM 3.8.1a and BLM 3.8.1b, the students will create a toy production manualwhich outlines the necessary tools, materials and procedure for building their toys (see BLM 3.8.2a and b).(Teachers may choose to share a toy. Choose manuals that are mostly pictorial as they are usedinternationally.) Review the importance of writing good, clear instructions. Reiterate the criteria on the chartdeveloped in Subtask 5.

2. Students think of a "catchy" name for their toy and create an illustration of the toy for the front cover ofthe manual. (Students could use a digital camera to take a photograph of their toy for the front cover.)

Part E: Developing a Sales Presentation

1. To prepare for the presentation to the Toy Executives, students create a "sales pitch" to sell their toy.Discuss the components of a good sales pitch: voice, stance, tone of voice, knowledge of product, point ofview, persuasive vocabulary, and use of scientific (technical) terms.

2. With a partner, students rehearse their sales pitch, ensuring that they are meeting the criteria on BLM3.8.5 or alternatively, work with students to develop their own checklist of criteria. Students can completethe checklist to provide feedback to their partner.

Part F: Demonstration to the Toy Executives

1. The final aspect of the performance task is the explanation and demonstration of the toy to the Executivesfrom the Konservation Kids Toy Company (older students, parents or other school personnel might assist inrole-playing the executives of the company). The Executives can use the rubric on BLM 3.8.6 to assessstudents' toy inventions and sales pitch. Peer assessment of the toy may also be done at this time (BLM3.8.3). Also students could complete a self-assessment of their completed project (BLM 3.8.4) and manual.At the end of the Toy Show, the Executives could present the participants with the certificate on BLM 3.8.8.

2. As a final assessment of the unit, students complete the bottom sections of BLM 3.1.2b to demonstratewhat they have learned. This sheet can be photocopied and sent home with other student work on this unitto provide information to parents/guardians about the child's progress.





Resources



BLM 3.8.1c BLM_8.1c.cwk









Toys in Space 2 NASA CORE

The Mechanics of Toys Omega Films Limited

cardboard boxes of various sizes

thick elastics

spare or extra springs

plastic containers and lids

styrofoam trays

coffee cans

masking tape

duct tape

white glue and carpenter's glue

magnets of various sizes and strengths

string or wool

wooden wheels and dowelling for axles




Jinks wood

film canisters

small round lids which can be used forwheelsvarious types of fabric

paint in different colours

scissors

awl for punching holes

cold temperature glue gun

junior hacksaws

mitre boxes for holding Jinks wood

hammers




Notes to TeacherDecorating Tips:

Water-based Paint - can be used on paper, cardboard and wood. Mix in a few drops of liquid soap to makethe paint stick to a waxy surface. To keep it from rubbing off, make a finish with white glue (see below).

White Glue Finish - get the kind of white glue that dries clear. Make a mixture of 1/2 white glue and 1/2water and brush over dried paint for a glossy, smear-proof finish.

Acrylic Paint (fabric paint) - can be used on almost any surface. It is waterproof once it dries. Clean upwith water while the paint is still wet - it does not wash out of brushes once it is dry. A toothpick or fabricpaint markers are good for small details.

Markers and Crayons - can be used to add details on small sections but they might smudge.

Coloured Tape and Stickers - are easy to use and they don't make any mess. Difficult to stick to waxysurfaces.

Videos:

Toys in Space 2 (37 minutes)NASA COREhttp://core.nasa.gov/Astronauts invite students to experiment with simple toys in their classroom and hypothesize how toys willoperate while orbiting in space. Scenes of toys operating in space serve as data for students to testhypotheses.

The Mechanics of Toys (11 minutes)Omega Films Limited585 Middlefield Road, Unit #23Scarborough, Ontario M1V [email protected] video explains gravity, batteries, friction, momentum, cranks, flywheels and generators. All of theseforces or devices are used to propel toys that are used by children of all ages.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


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Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 8:06:18 AM Page D-1


Resource List


Page 2

Media

Energy - Take a Look seriesInternational Telefilm15 minutes in length

ST 5

Friction - Take a Look series15 minutes in length

ST 4

Look Again 1National Film Board of CanadaWatch the first part of the video called "Between theWalls"

ST 1

Magnets - Take a Look seriesInternational Telefilm9 minutes in length

ST 6

The Mechanics of ToysOmega Films Limited585 Middlefield Road, Unit #23Scarborough, Ontario M1V [email protected] minutes in length

ST 8

Toys in Space 2NASA COREhttp://core.nasa.gov/37 minutes in length

ST 8

Material

30 cm rulers ST 4

balloons ST 2

board for rolling the coffee can ST 3

books to create height for slope ST 4

cardboard boxes of various sizes ST 8

chart paper ST 1

chart paper and markers ST 3

coffee cans ST 8

cookie sheets ST 4

dish detergent ST 4

duct tape ST 5

duct tape ST 8

elastic bands ST 4

elastic bands ST 5

facial tissues ST 3

film canisters ST 8

foldback binder clips or wooden clothespins ST 4

ice cubes ST 4

Jinks wood ST 8

large coffee can ST 3

large paper clips ST 4

lightweight cardboard ST 6

lump of clay ST 3

magnets ST 3

magnets of various sizes and strengths ST 8

marbles or small rocks ST 4

markers ST 1

markers ST 6

masking tape ST 8

orange ST 2

paint in different colours ST 8

paper ST 2

paper clips ST 2

paper clips ST 3

piece of wool fabric ST 3

ping pong balls ST 2

plastic bags ST 4

plastic comb ST 3

plastic containers and lids ST 8

rough grade sandpaper sheets ST 4

several pencils ST 4



Resource List


Page 3

small bits of paper ST 3

small cardboard boxes ST 4

small paper clips ST 4

small round lids which can be used for wheels ST 8

small wooden blocks ST 4

spare or extra springs ST 8

string ST 2

string - 30 cm for each pair ST 4

string or wool ST 8

styrofoam trays ST 8

styrofoam trays or heavy cardboard ST 5

tennis ball ST 2

thick elastics ST 8

tin foil crumpled into a ball ST 2

various types of fabric ST 8

vegetable oil ST 4

water ST 4

wax paper ST 4

white glue and carpenter's glue ST 8

wooden wheels and dowelling for axles ST 8

wool cloth ST 2

Equipment / Manipulative

a toy spinning top ST 4

awl for punching holes ST 8

bicycle with handbrakes or in-line skates ST 4

cold temperature glue gun ST 8

egg timer ST 7

hammers ST 8

junior hacksaws ST 8

magnets ST 2

magnets for pairs of students ST 6

metallic objects (washers, paper clips) ST 6

metre sticks or measuring tapes ST 5

mitre boxes for holding Jinks wood ST 8

moving toys brought by students ST 1

pencil sharpener ST 7

rulers ST 2

scissors ST 5

scissors ST 8

television or VCR with a remote control ST 7

toys with moving parts ST 2

variety of moving toys ST 1

water tables or wall paper trays ST 5


TEACHER REFERENCE

Part AHow do toys move?

This is a sample word web that can be reproduced or posted on chart paper.

flip fly hop spin

slide TOYS roll

bounce crawl jump

BLM 3.1.1

FORCES AND MOVEMENT - ASSESSING PRIOR KNOWLEDGE

Tell what you know about...

force energy movement of toys

Steve Moretti

BLM 3.1.2a

FORCES AND MOVEMENT - ASSESSING LEARNED KNOWLEDGE

Tell everything you learned about...

forces energy movement of toys

Steve Moretti

BLM 3.1.2b

Letter to Parents/Guardians

Dear Parents/Guardians,

We are about to begin a new science unit called “Forces and Movement”. During this unit, students will be learning about forces, kinds of forces and how forces affect movement. They will be exploring the application of forces on objects and the interaction of direct and indirect forces and masses.

To launch this unit, students are asked to bring in a toy that moves or that has moving parts. The students will share their toy with the class and together we will determine how it moves. The toy should be one that can stay at school for the duration of the unit.

The culminating activity for this unit will be creating a toy that can be controlled manually, for a Toy Show . Each student will also demonstrate and explain why their toy should be purchased by the toy company. In order to make our toys successfully, we will require many building materials. If you have any extra or spare springs, thick elastics, small boxes, coffee cans, duct tape, magnets, old cookie sheets, sand paper, wax paper or plastic bags, we would appreciate them.

Thank you so much for your interest in our new unit.

Sincerely,

BLM 3.1.3

Teacher Task Card - Mechanical Force

1. Pair each student with a partner of equal size.

2. Direct the students to face each other, join hands and push gently against each other.

3. Predict what will happen when one partner pushes only a little, while the other partner pushes more. Try it.

4. Discuss the effects of the direction of the force and how unbalanced forces can cause motion. “What happened when the pushes were unequal?” (Movement was in the direction away from the person pushing harder).

5. Mechanical force can also be demonstrated using a child’s pull toy or by pushing a toy car. Movement is in the direction of the push or pull. Speed can be changed by varying the amount of force. Direction can be altered by changing the direction of the force.

6. Discuss every day examples of mechanical force and record new information on the chart . (Soccer balls, bat and baseball, golf club and ball, door, bike pedal, moving chairs, wagon, moving each other)

BLM 3.2.1

Teacher Task Card - Gravitational Force

1. One student stands holding an object in each hand. Predict which of two objects would hit the ground first if both were dropped at the same time.

2. Hold hands out evenly and release the objects at the same time to ensure a fair test.

3. Make the following comparisons:- ping pong ball vs. tennis ball- ping pong ball vs. beanbag- tennis ball vs. tin foil crumpled into a ball- tin foil ball vs. a flat piece of tin foil

4. Add new information to the chart.

5. Discuss every day examples of gravitational force. (Tossing a ball upward, movement of a parachute, apple falling off a tree.)

6. Compare these examples to how they would move in outer space.

BLM 3.2.2

Teacher Task Card - Static Electricity

1. Instruct the students to work in partners. Give each pair two inflated non- latex balloons. 2. Tie a non-latex balloon to each end of a string approximately 1metre long.

3. Hang the middle of the string from a ruler overhanging a desk. Make sure the non-latex balloons are hanging beside one another.

4. Ask “Do the non-latex balloons touch?” (They should unless they have both acquired a charge).

5. Prompt “What will happen if one non-latex balloon is rubbed with a wool cloth?” Predict.

6. Rub one non-latex balloon gently. The non-latex balloons should stick together as one has a static electric charge which attracts the other.

7. Predict what will happen if the other non-latex balloon is rubbed gently with the wool cloth.

8. Rub the other non-latex balloon gently with the wool cloth. The non- latex balloons should spread apart as they both now have the same charge and will repel each other.


10. Discuss every day examples of static electricity. (Getting a shock from walking on carpet, clothes from the dryer, hair in the winter. )

BLM 3.2.3

Teacher Task Card - Magnetic Force

1. Group students into partners. Instruct one partner to hold a piece of paper flat.

2. Lay a paper clip on top of the paper.

3. Predict what will happen to the paper clip when a magnet is moved around under the paper.

4. Partners can take turns moving the magnet.

5. Vary the speed and the direction of movement of the paper clip using the magnet.


7. Discuss every day examples of magnetic force. (Refrigerator door, some cabinet doors, and roller coasters)

BLM 3.2.4

MAKING AN OBJECT MOVE Name:___________

How can we make an object move?

Find four different methods to move an object. Describe your methods and what happened.

Method we used Did it work? Why? Or why not?

1. A direct force acts by ____________________________________

__________________________________________________________

Examples: _________________________________________________

2. An indirect force acts by ____________________________________

__________________________________________________________

Examples: __________________________________________________

BLM 3.3.1

DIRECT AND INDIRECT FORCES TEACHER REFERENCE

BLM 3.3.2

Movement Method

Type of Force Kind of Motion

blowing direct i. slide ii. flip

dropping (gravity)

indirect i. spin ii. bounce iii. hop iv. fly v. twirl

TEACHER REFERENCE - INDIRECT FORCES

Examples of motion by indirect forces.

1. Gravity - gravitation acts on all masses. All objects with mass are pulling on each other. The larger mass will have a stronger pull; therefore, a ball falls toward the earth. The earth is large and its ability to attract is also large.

a) ball - drop to the ground from varying heightsb) can - a can with a lump of clay in it will roll up a hill because the

pull of the gravity is concentrated on the heavy mass (clay) that is drawn toward the earth.- stick a lump of clay inside the can- place the can on the bottom of the ramp- the can will roll up the ramp

2. Magnets - magnets attract certain materials and can attract or repel other magnets due to their polarity (positive or negative)

a) magnets attract certain metalsb) like poles on magnets repel each other

3. Static - when some materials are rubbed together, they are electrically charged. This is called static electricity.

a) rub a plastic comb with wool and place near paper bits b) Tiny particles (electrons) in the comb and the paper are

positive and negative just like in a magnet. c) the negatives in the comb attract the positives in the paperd) a balloon sticks to the wall by the same principle

BLM 3.3.3

MAKING A PULLING SCALE

The pulling scale is used to measure the amount of force.

Materials Needed:- a 30 cm ruler- a large paper clip- a small paper clip- an elastic band- 30 cm of string- a wooden clothespin

Steps:1. Put the elastic band through one end of the large paper clip.2. Attach the small paper clip to the other end of the paper clip.3. Slide the large paper clip onto the end of the ruler where zero is

found.4. Tie one end of the string to the small paper clip and the other end of

the string to the binder clip or clothespin.5. Attach the clothespin to the cardboard box.6. When you pull on the string, the elastic band and the small paper

clip should be flat and stretch down the centre of the ruler. Read the number to where the end of the small paper clip moves on the ruler.

7. This number tells you the force you are using to pull the load. The higher the number, the more force you are using.

BLM 3.4.1

FRICTION EXPERIMENT Name:

Test First Moves Keeps Moving

Test One

Test Two

Test Three

Why are the numbers different when the box first moves and when it keeps moving?

____________________________________________________

____________________________________________________

____________________________________________________

Changes Made First Moves Keeps Moving

Which way of reducing friction was the best? Why?

____________________________________________________

____________________________________________________

____________________________________________________

BLM 3.4.2

SURFACES AND FRICTION EXPERIMENT Name: ______________

Question: Which surface will create the least amount of friction?

Materials Needed:- at least 2 cookie sheets - vegetable oil- a small wooden block - sheets of rough grade

sandpaper- stopwatch or classroom clock - ice cubes (crushed)- books to create a slope - wax paper

Steps:1. On a flat surface, stack two or three large textbooks on top of each

other. This will create the height for your ramp.2. Coat one side of a cookie sheet with vegetable oil.3. Place one end of the cookie sheet against the books to make a

ramp.4. Set the block at the top of the cookie sheet.5. When the timekeeper says “Go”, let go of the block. Say “Stop”

when the block reaches the bottom of the cookie sheet.6. The recorder will write down the time in the chart below.7. Using the second cookie sheet, test the sandpaper, ice cubes and

wax paper in the same way. Remember to completely cover the cookie sheet. Record the results in the chart.

Results:

Conclusions:

__________________________________________________________

__________________________________________________________

__________________________________________________________

BML 3.4.3

Surface Prediction Actual Time Taken

vegetable oil

sandpaper

ice cubes

wax paper

Steve Moretti

BLM 3.5.1

ENERGY

Elastic Electrical

Light

Heat

Chemical Mechanical

Name:

LOOKING AT MOVING TOYS

Toy Form of Energy Which Makes It Move

BLM 3.5.2

Paddleboat Pattern

E <

paddle

Cut notches for elastic band

ELASTIC BAND

BLM 3.5.3

Name:

Testing My Paddleboat

1. Wind the paddle towards you. What direction did your boat go?

2. Wind the paddle away from you. What direction did your boat go?

Testing Our Paddleboats

Number of Twists

Boat 1 Boat 2 Boat 3 Boat 4

5 twists

10 twists

15 twists

20 twists

25 twists

How many twists made the boat go the farthest?

BLM 3.5.4a

How would you change your boat to make it go farther?Explanation

Drawing _____________________________________________________________________________________________________________________________________________________________________________________________

Questions:

1. What provides the energy to move the boat?

______________________________________________

______________________________________________

2. How is energy stored in the elastic?

______________________________________________

______________________________________________

3. How does the energy get into the elastic band?

______________________________________________

______________________________________________

BLM 3.5.4b

BLM 3.6.1

OBJECT MATERIALATTRACTED

yes no

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

MAGNET HUNTTest your magnet on 10 objects in the classroom. Keep a record of the objects you test and what discover.

Name: _____________

What kind of objects did the magnet attact?

BLM 3.6.2

How Magnets Help Us

Draw diagrams of two devices that use magnets to work. Tell how the magnets in these devices help us.

Name: ______________________

________________________________________________________________________________

________________________________________________________________________________

BLM 3.6.3

1. Using your plan from above, draw your maze on a large sheet of paper. Be sure to make the paths large enough for your animal to move around them.

2. Move your animal around the maze.

3. What did you use to make your animal move? Did you use magnetism tohelp your animal move through the path? If you did, how did magnetism help you move your animal?

________________________________________________________________

________________________________________________________________

4. What would you do differently if you made another toy?

________________________________________________________________

________________________________________________________________

Plan for my Path Name: ________________

BLM 3.7.1

How Devices are Controlled

Name: ________________

List as many devices as you can think of in the “Device” column. Discuss how each is controlled. As a group, check the appropriate column to indicate how each device is controlled.

DeviceControlled by hand

directlyControlled by

remote controlControlled

automatically

Members of the group:

____________________________________

____________________________________

____________________________________

BLM 3.8.1a

Being a Toy Inventor Name: ________________

Planning:

I would like to make a _______________________________..

It will move by ______________________________________..

The form of energy it will use is ________________________.

Drawings of my ideas:

Steve Moretti

BLM 3.8.1a

Building:

Materials: __________________

__________________________________________________________________

__________________________________________________________________

Steps to Build My Toy:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

BLM 3.8.1b

Testing:Does your toy move the way you planned?

Do you need to make any changes?

Explain any changes that you made.

____________________________________________________________________________________________________________________________________________________________

Demonstrating:

Write down the “sales pitch” you will use at the Tantalizing Toy Show. Try to convince the company executives that your toy is a good one and that they should use your new invention.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

BLM 3.8.1c

How to Make a

______________

by: __________

BLM 3.8.2a

BLM 3.8.2b

Materials Needed:

Equipment Needed:

Follow these steps:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PEER ASSESSMENT OF TOY

My Name: _____________________________

Classmate’s Name: ____________________________

I liked how my classmate ______________________________

___________________________________________________

___________________________________________________

The best thing about my classmate’s toy was _____________

___________________________________________________

___________________________________________________

I think the Konservation Kids Toy Company should buy this

toy because _________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Toy Rating: (circle one)

WOW GREAT OKAY COULD BE BETTER

BLM 3.8.3

BLM 3.8.4

Name: ___________Self Assessment of Toy

Design Manual

Testing

Constructing

Presenting

YES

YES

YES

YES

NO

NO

NO

NO

1. Did I include morethan one sketch inmy plan?

2. Did I include stepby step instructions?

3. Was it completed?

1. Did I follow mydesign whenbuilding?

2. Does my toy move as planned?

3. Did I use the best construction methods?

1. Did I test my toy?

2. Were the results of the test recorded carefully?

3. Were thenecessary changes made to the toy?

1. Did I speak clearly?

2. Do I think Iconvinced theexecutives to buy my toy?

3. Did I explainexactly how it works?

The best part of my project was _______________________________________

_________________________________________________________________

The most difficult part was___________________________________________

_________________________________________________________________

Something I would do differently is _____________________________________

_________________________________________________________________

SALES PITCH CHECKLIST

Student’s Name:_____________________

Criteria Yes No Notes

explains energy used and how the toy works

message makes sense

scientific terms

convinces me to buy the toy

BLM 3.8.5

BLM 3.8.6

Rubric for Assessing Communication in the Toy Challenge Name: __________________

Criteria Level 1 Level 2 Level 3 Level 4

Presenting

Product

Communicating

- making the sales pitch to the executives

- creativity

- movementability

- aestheticappearance

- creating a toyproductionmanual

- presents an argument which is unconvincing and at times difficult to understand

- presents a somewhat convincing argument with some loudness and clarity

- presents a convincing argument using a loud, clear voice

- presents a very convincing argument using a loud, clear and expressive voice

- provides an explanation and demonstration which shows limited understanding of the forms of energy used or how the toy works

- provides a partial explanation and demonstration of the forms of energy used or how the toy works

- provides a complete explanation and demonstration of the forms of energy used or how the toy works

- consistently provides a complete explanation and demonstration of the forms of energy used or how the toy works

- uses few scientific terms in explanation

- uses some scientificterms in explanation

- usually uses appropriate scientific terms in explanation

- consistently uses many scientific terms in explanation

- provides one way to play but requires assistance by designer to play

- toy has limited movement

- toy has limited appeal

- toy displays little symmetry or balance in design

- provides one way to play with it

- provides more than one way to play with it

- provides various ways to play with it

- toy moves with only one application of force

- toy moves using a variety of applications of force

- toy moves using various, complex applications of force

- toy displays some symmetry or balance in design

- toy displays symmetry or balance in design

- toy symmetry and design are enhanced by attention to finer details

- toy is somewhat appealing

- toy is appealing and looks good

- toy is very appealing and looks great

- records materials and equipment with little detail

- directions are difficult to follow as some necessary steps are missing

- records materials and equipment in some detail

- records materials and equipment in good detail

- records materials and equipment in extensive detail

- writes sequential directions but clarity is lacking and some of the necessary steps are missing

- writes clear, concise, sequential directions with most of the necessary steps listed

- writes clear, concise, sequential directions with all of the necessary steps listed

Rubric for Assessing the Toy Challenge Name: __________________

Criteria Level 1 Level 2 Level 3 Level 4

Designing

Building

Testing

- making a plan to solvethe problem

- carrying out the plan

- making sure things work

- solution to the problemshows little understanding ofthe task

- creates a sketch with no details

- solution to the problemshows someunderstanding of the task

- solution to the problemshows an understanding of the task

- solution to the problemshows thoroughunderstanding of the task

- creates a sketch which includes a few details

- creates a sketch which includes complete or nearly complete details

- creates a sketch which is thoroughly detailed

- uses materials correctly only with assistance

- uses materials correctly with some assistance

- uses materials correctly with only occasional assistance

- uses materials correctly with little or no assistance

- uses few effective methods of fastening, joining and finishing

- uses some effective methods of fastening, joining and finishing

- uses effective methodsof fastening, joining and finishing

- uses creative methodsof fastening, joining and finishing

- requires assistance to test toy after completion in order to see if it works as planned

- requires some assistance to test toy after completion in order to seeif it works as planned

- independently tests toy after completion in order to see if it works as planned

- independently tests toy after it is being built and after completion in order to see if it works as planned

- changes only occur if suggested by others and if a great deal of assistance is given

- need some encouragement to prompt changes and with some assistance

- realizes that changes are necessary and makes changes with only minimal assistance

- realizes that changes are necessary and makes changes independently

- records modifications made with little clarity

- records modifications made with some clarity - clearly records modifications

made - clearly and precisely records modifications made

Steve Moretti

Steve Moretti

BLM 3.8.7

This is to certify that

_________________created a moving toy andwas a participant in the

TANTALIZING TOY SHOW.

Date: _________

Awarded by: Konservation Kids Toy

Company BLM 3.8.8

Assessment Overview

Knowledge and Skills

Subtask 1: Anecdotal Record

Subtask 2: Anecdotal Record & Rubric

Subtask 3: Rubric

Subtask 4: Checklist



Subtask 7: None

Subtask 8: Rubrics & Checklist

Understanding of basic concepts

X X X X X X X

Inquiry Skills X X X

Design Skills X X X

Communication Skills

X X X X X X

Relating to the World

X X X

BLM 3.UW.1

Student Criteria for

Science and Technology Journal

Criteria for Writing in Science

1. Answer the question. Report your observations and results accurately.

2. Use science words and explain what they mean.

3. Give examples of what you found out.

4. Tell everything you know so that you give lots of information to the reader.

5. Connect your ideas to things that you would find in the real world.

BLM 3.UW.2

Anecdotal Record Sheet

BLM 3.UW.2a

Anecdotal Record Sheet - Possible Teacher Comments

Mary Brenda Paul Kim Steve Kuan

Subtask 1: - focussed on task - communicated results clearly - used materials correctly Subtask 6: i) could not identify use of magnets in real-life ii) maze was too detailed & would not allow easy manipulation of object

Subtask 1: i) required assistance to complete the task ii) required assistance to use materials appropriately Subtask 6:i) identified & classified objects as magnetic & non-magnetic ii) plan & pathway were simple which allowed easy manipulation of object

Subtask 2: i) clearly explained how toy moved & what made it move ii) drew & labelled accurate diagram

Subtask 2: i) described toy but did not explain how it moved ii) drawing was complete but not labelled

Subtask 5: i)accurately recorded & interpreted results ii) group leader iii) unclear & incomplete modifications iv)demonstrated a clear understanding of strain energy

Subtask 5: i) no results or modifications recorded ii) actively participated in experiment iii) demonstrated a limited understanding of strain energy

BLM 3.UW.2b

I.N.S.I.T.E. Model of Inquiry

I - Identify the problem

N - Narrow the problem

S - State the question and predict what will happen

I - Investigate possibleprocedures and gathermaterials

T - Test and trial

E - Express your findings

BLM 3.UW.3

S.P.I.C.E. Model of Design

S = Situation Observe the scene. Think about what has happened to create the problem.

P = Problems or PossibilitiesTell what the problem is and what the possible solutions to the problem might be.

I = Investigate/IdeasBrainstorm as many solutions to the problem as possible. Think about materials, tools, people.

C = Choose/ConstructChoose the best idea. Plan your design and build it. Test your design to make sure it works.

E = EvaluateLook back at the problem and think about how well you solved the problem.

* adapted from the SPICE model created by Geoff Day, University of Toronto, 1989

BLM 3.UW.4

Science

and

Technology

Journal

by:

BLM 3.UW.5

I.N.S.I.T.E. Method

Throughout this unit students will be involved in inquiry based learning and investigations. This problem solving model helps students work through these investigations based on the principles of scientific inquiry called the I.N.S.I.T.E. method.

Identify the problemNarrow the problemState the hypothesisInvestigate and gather informationTest your hypothesis and record observationsExamine the results and write (communicate) conclusions

Identify the problemThe first step is for the students to identify the problem they will investigate or need to resolve.

Narrow the problemThe second step is to narrow the problem. At this stage the students will state the varied questions (what, when, where, how, why, etc.) related to the problem.

State the hypothesisThe third step is to state the hypothesis. In this statement the students will make a scientific guess as to what they believe will be a solution to the problem.

Investigate and gather informationThe fourth step is for the students to conduct a scientific investigation related to the hypothesis. Students will need to conduct research and gather information related to the problem and the questions they generated in the second step. Once the students have enough background they will create a plan of investigation to test their hypothesis. The students will need to consider all the possible variables and constants in order to carry out a fair test. Plans should include a list of materials they will need.

Test the hypothesis and record observationsThe fifth step is for the students to follow their plan and carry out a fair test to confirm the validity of their hypothesis. Students will record their observations as they test their hypothesis. Students should be given opportunity to use a variety of recording devices such as: charts, graphs, learning logs, or science journals.

Examine the results and write (communicate) conclusionsThe sixth step is for the students to examine the results of their test and then write a conclusion (communicate a response) that outlines what they learned in the investigation and testing of their hypothesis. It is important that students examine their results and whether or not their hypothesis was valid before writing their conclusion. If their hypothesis was not valid the students may need to either develop a new hypothesis or create a new plan to test their hypothesis in order to gain different results. Students should examine what worked and why, what needs further research, and what needs further investigation. If their hypothesis was valid the students should state the solution to the problem in their conclusion and outline why it was a solution.

BLM 3.UW.6

Science and Technology Journal Page

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BLM 3.UW.7

Forces and

Movementby: _______

BLM 3.UW.8

BLM 3.UW.9

SCIENCE AND TECHNOLOGY JOURNAL RUBRICName: ______________________

Level 1 Level 2 Level 3 Level 4SkillsUnderstanding- understanding ofrelevant concepts(force as push or pull, different forces, formsof energy, kinds of motion, unbalanced forces) - explaining concepts

Communication- independence- writing ofobservations- examples given- vocabulary- force- push or pull- magnetism- static electricity- gravity energy- motion

Relating to the World- forces on everyday objects- friction- use of magnets-control of devices-systems

- demonstrates significantmisconceptions- written and pictorialexplanations are incomplete,inaccurate and lack detail

- writes ideas with assistance(needs much prompting)- writing is unclear- provides a few examplesthrough words and/orpictures- rarely uses scientificvocabulary

- shows a limited understanding of forces and movement in familiar contexts and in the world

- demonstrates minormisconceptions- written and pictorialexplanations have majorerrors in accuracy andlack detail

- write ideas with limitedassistance (needs someprompting)- writing is somewhatclear provides some examples using wordsand/or pictures- sometimes usesscientific vocabulary

- shows some understanding of forces and movement in familiar contexts and in the world

- demonstrates no significant misconceptions- written and pictorialexplanations are completeand accurate

- independently writesideas - writing is generallyclear- provides severalexamples using wordsand pictures- uses scientific vocabularymost of the time

- shows a good understanding of forces and movement in familiar contexts and in the world

- demonstrates nomisconceptions- written and pictorialexplanations are completeaccurate and detailed

- independently andconfidently writes ideas- writing is clear and precise - provides many, detailed examples usingwords and pictures- consistently usesscientific vocabulary

- shows an excellent understanding of forces and movement in familiar contexts and in the world

Glossary for Forces and Movement

Energy -

Force -

Friction -

Gravity -

Magnetism -

Device -

BLM 3.UW.10a

Motion -

Pull -

Push -

Static Electricity -

System -

BLM 3.UW.10b

Expectation List

Selected


Page 1

Assessed

Science and Technology---Energy and Control• demonstrate an understanding of how movement is caused by forces and by energy that is stored and then released; 23s48

• investigate how different forces affect the operation of everyday devices, and design and construct devices that use a form ofenergy to create controlled movement;

23s49

• identify objects, devices, and systems in everyday life that are affected by forces and movement and explain in what waysthey are useful to us.

23s50

– identify force as a push or pull by one body on another; 13s51

– investigate the ways in which different forces (e.g., magnetism, static electricity, muscular force, gravitational force) canchange the speed or direction of a moving object;

13s52

– investigate the effect of magnets and electrically charged objects on the motion of different materials (e.g., iron filings will bemoved by a magnet, whereas grains of sugar will not);

13s53

– identify, through observation, different forms of energy and suggest how they might be used to provide power to devices andto create movement (e.g., the release of energy from a tightly wound rubber band or spring would create movement in awind-up toy);

23s54

– distinguish between kinds of motion and indicate whether the motion is caused indirectly (e.g., by gravity, static electricity,magnets) or directly (e.g., by applied force);

23s55

– investigate the effects of directional forces (e.g., left push for left movement) and how unbalanced forces can cause visiblemotion in objects that are capable of movement (e.g., an object pushed over a smooth floor).

23s56

– ask questions about and identify needs and problems related to the behaviour of different forces in their immediateenvironment, and explore possible answers and solutions (e.g., identify everyday situations that produce static electricityand describe ways of removing static electricity from clothes; compare the strength of two magnets in holding layers ofpaper on a refrigerator door, or in picking up paper clips);

33s57

– plan investigations to answer some of these questions or solve some of these problems, and explain the steps involved; 13s58

– use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use terms such as push,pull, load, distance, speed when describing the effect of forces on an object);

23s59

– record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (e.g., tracka toy boat moving on water at various speeds, record the distances travelled, and present their findings on a chart);

23s60

– communicate the procedures and results of investigations for specific purposes and to specific audiences, using drawings,demonstrations, simple media works, and oral and written descriptions (e.g., give a demonstration showing how a devicehas been constructed and how it performs; make a drawing showing what alterations would be made to its design in thefuture; describe in writing the steps they used to build a device);

23s61

– design and construct a device that uses a specific form of energy in order to move (e.g., a paper airplane propelled by hand). 23s62

– describe the visible effects of forces acting on a variety of everyday objects (e.g., a toy car goes forward when pushed; a ballfalls down when dropped);

23s63

– identify surfaces that affect the movement of objects by increasing or reducing friction (e.g., dry roads, icy roads); 13s64

– demonstrate how a magnet works and identify ways in which magnets are useful (e.g., as metal detectors, as a carwrecker’s hoist, as a power source for magnetic trains);

13s65

– recognize devices that are controlled automatically (e.g., timers, washing machines), at a distance (e.g., a remote-controltoy), or by hand (e.g., the flushing mechanism on a toilet);

13s66

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 8:06:26 AM Page F-1


Expectation Summary


Selected Assessed

English Language3e1 3e2 3e3 3e4 3e5 3e6 3e7 3e8 3e9 3e103e11 3e12 3e13 3e14 3e15 3e16 3e17 3e18 3e19 3e203e21 3e22 3e23 3e24 3e25 3e26 3e27 3e28 3e29 3e303e31 3e32 3e33 3e34 3e35 3e36 3e37 3e38 3e39 3e403e41 3e42 3e43 3e44 3e45 3e46 3e47 3e48 3e49 3e503e51 3e52 3e53 3e54 3e55 3e56 3e57 3e58 3e59 3e603e61 3e62 3e63 3e64 3e65 3e66

Mathematics3m1 3m2 3m3 3m4 3m5 3m6 3m7 3m8 3m9 3m103m11 3m12 3m13 3m14 3m15 3m16 3m17 3m18 3m19 3m203m21 3m22 3m23 3m24 3m25 3m26 3m27 3m28 3m29 3m303m31 3m32 3m33 3m34 3m35 3m36 3m37 3m38 3m39 3m403m41 3m42 3m43 3m44 3m45 3m46 3m47 3m48 3m49 3m503m51 3m52 3m53 3m54 3m55 3m56 3m57 3m58 3m59 3m603m61 3m62 3m63 3m64 3m65 3m66 3m67 3m68 3m69 3m703m71 3m72 3m73 3m74 3m75 3m76 3m77 3m78 3m79 3m803m81 3m82 3m83 3m84 3m85 3m86 3m87 3m88 3m89 3m903m91 3m92 3m93 3m94 3m95 3m96 3m97 3m98 3m99 3m1003m101 3m102 3m103 3m104 3m105 3m106

Science and Technology3s1 3s2 3s3 3s4 3s5 3s6 3s7 3s8 3s9 3s103s11 3s12 3s13 3s14 3s15 3s16 3s17 3s18 3s19 3s203s21 3s22 3s23 3s24 3s25 3s26 3s27 3s28 3s29 3s303s31 3s32 3s33 3s34 3s35 3s36 3s37 3s38 3s39 3s403s41 3s42 3s43 3s44 3s45 3s46 3s47 3s48 2 3s49 2 3s50 23s51 1 3s52 1 3s53 1 3s54 2 3s55 2 3s56 2 3s57 3 3s58 1 3s59 2 3s60 23s61 2 3s62 2 3s63 2 3s64 1 3s65 1 3s66 1 3s67 3s68 3s69 3s703s71 3s72 3s73 3s74 3s75 3s76 3s77 3s78 3s79 3s803s81 3s82 3s83 3s84 3s85 3s86 3s87 3s88 3s89 3s903s91 3s92 3s93 3s94 3s95 3s96 3s97 3s98 3s99 3s1003s101 3s102 3s103 3s104 3s105 3s106 3s107 3s108 3s109 3s1103s111 3s112 3s113 3s114

Social Studies3z1 3z2 3z3 3z4 3z5 3z6 3z7 3z8 3z9 3z103z11 3z12 3z13 3z14 3z15 3z16 3z17 3z18 3z19 3z203z21 3z22 3z23 3z24 3z25 3z26 3z27 3z28 3z29 3z303z31 3z32 3z33 3z34 3z35 3z36 3z37 3z38 3z39 3z403z41 3z42 3z43 3z44 3z45 3z46 3z47 3z48 3z49 3z503z51

Health & Physical Education3p1 3p2 3p3 3p4 3p5 3p6 3p7 3p8 3p9 3p103p11 3p12 3p13 3p14 3p15 3p16 3p17 3p18 3p19 3p203p21 3p22 3p23 3p24 3p25 3p26 3p27 3p28 3p29 3p303p31 3p32 3p33 3p34 3p35 3p36 3p37 3p38 3p39

The Arts3a1 3a2 3a3 3a4 3a5 3a6 3a7 3a8 3a9 3a103a11 3a12 3a13 3a14 3a15 3a16 3a17 3a18 3a19 3a203a21 3a22 3a23 3a24 3a25 3a26 3a27 3a28 3a29 3a303a31 3a32 3a33 3a34 3a35 3a36 3a37 3a38 3a39 3a403a41 3a42 3a43 3a44 3a45 3a46 3a47 3a48 3a49 3a503a51 3a52 3a53 3a54 3a55 3a56 3a57 3a58 3a59 3a603a61 3a62

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 8:06:29 AM Page G-1


Page 1Unit Analysis

Assessment Recording Devices

5 Anecdotal Record1 Checklist6 Rubric

Assessment Strategies

1 Classroom Presentation2 Exhibition/demonstration3 Learning Log5 Observation1 Performance Task3 Questions And Answers (oral)3 Response Journal1 Select Response3 Self Assessment

Groupings

8 Students Working As A Whole Class5 Students Working In Pairs4 Students Working In Small Groups6 Students Working Individually

Teaching / Learning Strategies

2 Brainstorming2 Classifying1 Cloze3 Collaborative/cooperative Learning3 Demonstration3 Direct Teaching6 Discussion2 Experimenting1 Fair Test2 Inquiry3 Learning Log/ Journal3 Model Making1 Problem-solving Strategies

Analysis Of Unit Components

8 Subtasks 32 Expectations136 Resources 89 Strategies & Groupings

-- Unique Expectations -- 19 Science And Tech Expectations

Resource Types

0 Rubrics 47 Blackline Masters 0 Licensed Software 0 Print Resources 6 Media Resources 0 Websites 62 Material Resources 21 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 8:06:40 AM Page H-1

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