Science
SCI.IV.3.1
Strand:
Using Scientific Knowledge in Physical Science
- Motion of Objects
Standard:
Benchmark:
Grade: K
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.
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
Resources
Coloma Resources:
Students will:
•
Describe the motion of an object in terms of
speed (fast, slow, speeding up, slowing down).
•
Describe the motion of an object in terms of
direction (right, left, east, west, and north, south,
up, down).
•
Compare the motions of two objects in terms of
speed and direction.
Amazing Science Book Series:
• Motion: Push and Pull, Fast and Slow
Instruction
Benchmark Question: How does speed and
direction affect the motion of objects?
Focus Question: How do you describe the
movement of an object?
With help from the students, the teacher will label
the classroom with the direction signs (N, S, E, W).
The class will observe the flight of a paper airplane
and will discuss the terms of speed and direction.
The teacher will list the words that students choose
to describe speed and motion.
Children can compare speeds of different size balls,
cars, marbles etc. as they roll them across the floor
or down ramps.
Assessment
None
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.