Grade: 3rd (from 4th)
Science
SCI.IV.3.1
Strand:
Using Scientific Knowledge in Physical Science
- Motion of Objects
Standard:
All students will describe how things around us move, explain why things
move as they do, and demonstrate and explain how we control the motions of objects.
Benchmark:
Describe and compare motion of common objects in terms of speed and
direction.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and
fine arts.
Vocabulary
Context
Direction words – east, west, north, south, right, left,
up, down. Speed words – fast, slow, faster, slower
Motions of familiar objects on two dimensions,
including rolling or throwing balls, wheeled vehicles,
sliding objects.
Knowledge and Skills
Students will describe, compare or demonstrate
the motion of objects in terms of speed (fast,
slow, speeding up, slowing down) and direction
(right, left, east, west, north, south, up, down).
Resources
Coloma Resources
Discover the Wonder (Scott Foresman) Grade 3
Module D, pages 38-41
Other Resources:
• The Marble Roll – Online Science-a-thon –
EXCELLENT resource including teacher
instruction, student instruction, online activities
and experimentation. FUN!
http://scithon.terc.edu/MarbleRoll/
•
Franklin Institute – OUTSTANDING unit that
combines Newton’s Laws, simple machines, and
robotics into a story of automation – Includes
teacher pages, online activities, games and quizzes
for students, online museum tour, AWESOME
offline activities to incorporate into the classroom!
WOW!!!
http://www.fi.edu/pieces/knox/automaton/putmoti
on.htm
•
Teacher’s Domain – Gravity and Falling Objects –
Unit on Motion – multimedia resources and lesson
plan packet. EXCELLENT!
http://www.teachersdomain.org/35/sci/phys/mfe/lp_gravity/index.html
•
How do you launch a roller coaster without a hill?
– Inquiry from DragonFlyTV –Very COOL
interactive- kids can explore various solutions!
http://pbskids.org/dragonflytv/knowhow/knowhow
_coaster.html
•
Skateboard Science – at the Exploratorium – learn
about motion and Newton’s laws! FUN and
INFORMATIVE!!
http://www.exploratorium.edu/skateboarding/inde
x.html
•
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.IV.3.E.1.html
•
Newton’s Laws of Motion
http://www.brainpop.com/
Instruction
Assessment
Benchmark Question: How does speed and direction
affect the motion of objects?
Students will describe how centrifugal force keeps
the water in their buckets during the amusement
park activity (this benchmark)
Focus Question: What is inertia?
Extension – students will read a biography of Sir
Isaac Newton and explain the laws that govern
movement.
The following activities will serve as instruction for this
benchmark. Also found in appendix.
Strand 4 - Amusement Park Activity
http://www.kineticcity.com//old/lab/HCHO/hcho4.html
Strand 4 – Objects in Motion
http://www.nsta.org/main/news/stories/science_and_child
ren.php?news_story_ID=49103
Teacher Notes:
Describe how things around us move, explain why things move as they do, and demonstrate and
explain how we control the motion of objects.
Young children should become acquainted with the scientific descriptions of the motion of objects, which
generally includes discussion of speed, direction and changes in speed or direction. The understanding of the
force/motion relationship can become increasingly quantitative, as the students get older. Instruction should be
included which will help students overcome a common belief that sustained motion always requires sustained
force.
As older elementary children study motion, they discover that an object moves in a straight line and at a
constant speed as long as balanced forces act on it. When a force acts on an object, it can change speed or
direction. The greater the force acting on the object, the greater the change in the object's speed and/or
direction. Scientists attribute all changes in motion to forces, pushes, or pulls exerted by people, machines,
magnets, friction and gravity. As students reach middle school level, they will continue to find the description of
motion challenging and need to be aware that changes in speed or direction are associated with unbalanced
forces.
Early elementary students can develop a foundation for understanding magnetic attraction through various
investigations of magnetism. Determining categories of objects that are attracted to a magnet, distances
through which a magnet will attract objects and how many small objects a particular magnet will attract helps
children consolidate their experiences into scientific knowledge.
Middle school students can analyze the attractive and repulsive forces exerted by electrical and magnetic
fields and experiment to create magnetic objects with the use of electric current. Experiences with
electromagnets, doorbells, speakers, and magnetic switches assist students in understanding the relationship
between magnetism and electricity. Simple electric motors work when a permanent magnet is combined with
an electromagnet. Electricity is converted into magnetic fields, which in turn causes something to move.
Electrical circuits are an aspect of electricity and magnetism encountered every day.
Elementary students should be able to understand that simple machines are devices controlling forces. A lever
can transform a small downward force into a large upward force thus making a task easier. Simple machines
help us to accomplish tasks that would otherwise be impossible. Young children can see simple machines all
around them. Homes and playgrounds offer rich experiences for children to experiment with concepts related
to simple machines. By middle school, students should be able to not only identify the types of simple
machines but also design applications for use of them. High school students should be able to analyze
patterns of force and motion in complex machines. They should be able to explain how the machine works and
predict the effect changing a component will have on the machine.