Science
SCI.IV.3.1
Grade: 6
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 3:
Motion of Objects - All students will describe how things around us
move, explain why things move as the do, and demonstrate and explain
how we control the motions of objects.
Benchmark 1:
Qualitatively describe and compare motion in two dimensions.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.II.1.2 - Describe limitations in personal knowledge.
Vocabulary / Key Concepts
Two-dimensional motion:
• up
• down
• curved path
Speed:
• direction
• change in speed
• change in direction
Context
Objects in motion:
• thrown balls
• roller coasters
• cars on hills
• airplanes
Knowledge and Skills
Students will describe and compare the motion of
objects, using key concepts in terms of speed
and direction.
For example:
• A thrown ball travels in a curved path. The
speed changes as friction with the air slows
the ball. The pull of gravity causes the ball to
curve downward.
Students will develop the ability to ask clear
questions that can be researched using the
scientific method and will design investigations
that include the following:
• Formulate a clear question that can be tested
through scientific inquiry
• Propose a hypothesis that attempts to answer
the question with reasons for that answer
• Develop an organized procedure to test the
hypothesis
• Record data (accurate measurements and
careful observations) and report in tables,
graphs, and journals
• Draw conclusions based on evidence
presented
• Discuss errors and alternative explanations
for results
Resources
Coloma Resources:
Motion, Forces & Energy (Prentice Hall)
Chapters 1 & 2
Other Resources:
• Science Explosion
•
Bill Nye: Gravity, Friction
•
Curious Kids, Simple Machines
•
Build Your Own Rollercoaster - Discovery
Channel
•
Teach-Nology – Mechanics – tons of lessons
on force and motion.
•
Roller Coaster Physics – entire online book of
applied physics including lessons, labs, and
prep. Outstanding.
•
Scope Unit – Energy: Moving It and Using It
•
Energy Quest – Fun, Interactive, Informative
•
Whelmer #22: Energy Transfer - McREL
•
Michigan Teacher Network Resources
•
The Exploratorium – The Science of Baseball
– interactive site / lessons
• Scope Unit – Forces and Motion
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us
IV.3.MS.1
Motion Mania from COSI Toledo
Roller Coaster Science from COSI Toledo
Physics Rules from the Louisville Science Center
Propulsion from NASA Glenn Research Center
6th Grade Science Curriculum
Technology Resources
IV.3.MS.1 Qualitatively describe and compare
motion in two dimensions.
Vernier Probes available: Force Sensor, Motion
Detector, Rotary Motion Sensor, Photogates
Instruction
Focus Question: How can the motion of
objects be described and compared in terms
of direction and speed?
While students observe, place a checker on a
table and flick it with a finger, roll a toy car in a
straight line across the floor, and drop a ball from
a table. Ask if each of the objects moved in a
straight line. Students will realize that each
object moved in a straight line. Tell them that
scientists call such motion regular straight-line
motion.
Roll marbles across a smooth, level surface.
Students will see that the marbles always go in
straight lines. Now let them roll a single marble,
and blow on it from the side as it travels. Discuss
how the motion was changed. Next, hold a strip
of thin cardboard on edge and curve it slightly.
Roll a single marble into the curve of the strip,
and discuss any change in its direction.
Compare the effect of the cardboard to the
blowing.
Continue the study of the motion of objects
by having the students design and conduct
an experiment to determine what variables
affect the speed of various moving objects.
Assessment
Optional Assessment
Small groups of students will set up two identical
ramps with distinctly different slopes (one steep slope
and one gradual slope). Before using two identical toy
cars, each student will write a prediction about which
car will go down the ramp the fastest and which car
will go down the ramp the farthest. Each student will
record his or her hypothesis. The students will take
turns releasing both cars at the same time. Students
will write observations of what happened and explain
reasons why their prediction was correct or incorrect.
(May be set up as a teacher demonstration)
(Give students rubric before activity.)
Scoring Rubric
Criteria: Accuracy of hypothesis:
Apprentice - Does not write a hypothesis and
contains possible misunderstandings.
Basic - Provides partial hypothesis with possible
misunderstandings.
Meets - Provides hypothesis with few exceptions.
Exceeds - Provides a thorough and accurate
hypothesis.
Criteria: Completeness of conclusions:
Apprentice - Does not write a complete conclusion
or conclusion is erroneous.
Basic - Writes a conclusion based on erroneous
information or correct information with no details.
Meets - Writes a conclusion based on correct
information with some details.
Exceeds - Writes a conclusion based on correct
information with many details.
Teacher Notes:
“The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured
and represented on a graph. An object that is not being subjected to a(n unbalanced) force will continue to move at a
constant speed and in a straight line. If more than one force acts on an object along a straight line, then the forces will
reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in
the speed or direction of an object’s motion.” (NSES)
Focus Questions
•
•
What does force do to an object?
Can a force be acting on an object that is at rest (or moving with a constant speed in a straight line)?
Notes
Students (and most adults) often believe that an object stops moving if there is no force on it. In fact, a force is needed to
stop an object as well as start its motion. Students also tend to believe that an object sitting on a table (for example) has
no force acting on it because it is not moving. The force of gravity is acting on it, as it acts on all objects near the Earth’s
surface, but because the object is not moving there must be an equal and opposite force pushing up on it to balance the
force of gravity. This upward force is the “reaction” to the downward force of gravity – these balanced forces are
“interaction forces.”