Unit/Lesson Plan Title: Fantastic Forces & Magnificent Motion
Primary
Subject
Integrated
Subjects
Grade Level
Science: Force & Motion
Math (Measurement & Analysis), P.E.(Interactive Activities), Language Arts(Science Journals and
Scientific Method Lab Sheet Write Up), Technology(flip charts, Active votes activities)
3rd General Curriculum, 3-5 Adapted Curriculum
Length of Unit/ 11 days
Lesson
Research
http://www.learner.org/interactives/parkphysics/parkphysics.html, Promethean Planet, Images in
Sources
the slideshow used have sources listed underneath each image. Images used in the movie on Slide 3
were found at the following websites:
news.com.au
divorcesupport.about.com
theblacklistpub.ning.com
childhealing.com
fabandfru.com
harrycutting.com
http://sociopants.files.wordpress.com
http://chineseherbaladviser.com
http://ct.counseling.org
cedarpoint.com
lacytasia.blogspot.com
rctgo.com
Unit/Lesson
Summary
Students will explore the concepts of force and motion using problem based learning and then apply the
vocabulary to the concepts.
Key Vocabularygravity, friction, motion, direction, speed, force, Newtons, variables, controls
NC Essential
Standards for
Science
EX.3.P.1 Understand the factors that affect motion.
EX.3.P.1.1 Identify different ways objects move
EX.3.P.1.3 Compare objects (e.g., ramps and barriers)that may change the direction or speed of
Common Core things that are already in motion.
Standards for EX.4.P.1.1 Describe the motion of a moving object (away from or closer).
Mathematics EX.4.P.1.3 Predict how forces can change the speed or direction of moving objects.
EX.5.P.1 Understand how force can change motion of objects.
Common Core EX.5.P.1.2 Compare changes in motion (speeding up, slowing down) under certain conditions
Standard for
(e.g., steeper ramp, more weight, more or less force).
ELA & Literacy 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different
Extentions to amounts of time.
the common
3.P.1.3 Explain the effects of earth’s gravity on the motion of any object on or near the earth.
core.
MullisAngela
Saturday, September 7, 2013 11:12:41 AM ET
Essential
Questions
Student Generated: 2-4 questions that the students should generate once the problem is presented. By
asking these questions, students probe for additional information throughout the PBL process.
*How can I use my knowledge of roller coasters to engineer my own roller coaster given the
**STUDENT
available parts?
GENERATED
*How can I keep the car moving from start to finish?
*How can I use my failures to make corrections in my design to make a successful roller coaster?
Materials/
Resources
Needed
Follow up activities:
*What forces of motion can I identify in a catapult?
*What force of motion can identify when a toy travels down an incline?
*Can I recognize the change the speed and distance of a toy car traveling down an incline?
*Can I engineer a device using weight of and movement of air to force a mylar balloon to travel from point
A to point B without making the balloon rise or fall?
*Can I measure and communicate my findings after science exploration?
*Can I calculate speed of a moving object?
3rd Grade Pre/Post test, Adapted Pre/Post Test, Documents for “Force and Motion Unit” PDF file
(attached),Force and Motion flipchart by Mr. Casillas from Promethean Planet, flip chart on Newtonwinds
Amusement Park created by Cindy Martin & Angela Mullis, Delta Science Content Reader “Forces and
Motion”(portions scanned into the slide show from www.deltaeducation.com). Primary Physical Science
Reader “Move It!” by Adrienne Mason and Claudia Davila (August, 2005),
“Move It !” Activities: plastic tubs with lids, small rocks or marbles, uncooked macaroni, crumpled paper, a
small nail, empty yogurt tub, string, a rubber band, a ruler
PBL Roller Coaster: Marble Run Sets, stop watch, Results document
Exploration Station Materials:
#1 Roller coaster Engineering: computer carts, website: http://www.learner.org/interactives/parkphysics/
parkphysics.html, active board, Results document
#2 Crazy Catapults: Angry Birds on teacher i-pad with activeboard, PVC catapults, marshmallows, data
sheet, tape, measuring devices, protractors, rubber bands, Results document
#3 Crash Course: wooden blocks and other materials to stop car, cars, plastic men, tape, wooden
sticks, paper clips, weights, data sheet, scale, flip chart directions, results document
#4 Rowdy Racers: plastic cars, weights, masking tape, balloons, binder clips, rubber bands, ramp, stop
watch, results document
#5 Hot Air Hike: plastic army men, small paper cups, fan, pebbles and other weights for cups, helium,
mylar balloons, string, scissors, painter’s tape, story board template
Safety
Students will be placed in small groups with adult supervision. Only marshmallows will be allowed in the
Requirements catapult. Adults will use the helium to blow up balloons. Only adults operated the fan. Space will be
provided that is adequate for each station.
MullisAngela
Saturday, September 7, 2013 11:12:41 AM ET
*How can I use my knowledge of roller coasters to engineer my own roller coaster given the available parts?
Explore/Engage: Using the video on Slide 3 of the Magnificent Motion Flipchart, students will be introduced to the
problem of no roller coasters due to a lack of engineers. Each group will be provided with a Marble Run set which
includes marbles, ramps, spinners and various parts.
All resources are included in the flip chart attached to this plan.
*Each block is Explain:
Elaborate: Students will need to think about what makes a roller coaster fun and why the different inclines, loops,
designed for a straights and exit paths are placed where they are.
2.5 hour
Evaluate: Students will verbally share their ideas with their engineering team.
Exploration/
Engagement
Activities
integrated
Science/
*How can I keep the car moving from start to finish?
Language Arts Explore/Engage: Introduce the Mission with Slides 4-5, Allow hands on building using the marble ramps to design
roller coasters.
Block
Explain: All resources are included in the flip chart attached to this plan. The Marble Run sets can be found on
Amazon.com. Other variations of ramps and marbles can be used.
Elaborate: Students will need to focus on what changes they can make in their design to keep the car moving from
start to finish.
Evaluate: hands on demonstrations in small groups.
*How can I use my failures to make corrections in my design to make a successful roller coaster?
Explore/Engage: As students work, they are challenged to make the roller coaster run for 8-10 seconds.
Explain: Students will need to use stop watches to ensure that their roller coasters run for 8-10 seconds.
Elaborate: Students will need to think about the arrangement of their Marble Run parts and use problem solving
strategies to increase the length of the roller coaster ride.
Evaluate: hands on demonstrations in small groups
Day 1: Pre-test (Adapted or Regular), Show all students the Magnificent Motion Flip Chart: Slide 3. Introduce the
Mission with Slides 4-5, Allow hands on building using the marble ramps to design roller coasters.
Day 2-3: For all students: Magnificent Motion Flip Chart Slide 6-16: Teach vocabulary with Force & Motion flip chart
from Promethean Planet to activate prior knowledge. (Promethean Planet slide show is in the flip chart.) Use active
votes for Slide 14.
Day 4: For all students: Read the nonfiction text “Move It!” by Adrienne Mason using Active Inspire to reiterate main
idea, vocabulary, etc. to integrate Language Arts. *Suggestion: If you own the book, you may use technology to
project the pages of the book so that students can circle and mark pages to deepen understanding of the context.
Class demonstration of the Push It! Activity (p.8-9) and the Lift It! Activity (p.22-23)
Day 5: 3rd Grade Students: Delta Science Content Reader: Students read and interact with text in Slides 17-23.
Answer questions and discuss as a class. Students will focus on non-fiction text features such as headings, bold and
italicized words, and captions.
FOLLOW UP ACTIVITIES:
Day 6: Newtonwinds Fantastic Forces & Magnificent Motion (Slides 24-30) flip chart to introduce the Exploration
Activities and Exploration of all Forces & Motions strategies. Initially, students will go through slides 24-30 and receive
their “missions” for the PBL activities which they will complete the following day.
Day 7-9: 3rd Grade Students will embark on their missions which will be set up in separate classrooms. (Adapted
Students will complete one session each day) All materials needed will be at each station. Students will use problem
solving strategies and content learned in lessons to accomplish their missions. (Revisit Slides 24-30 for directions).
They will record their findings in each station.
#1 Rollercoaster Engineering... Students use technology to create a successful roller coaster ride http://
www.learner.org/interactives/parkphysics/parkphysics.html.
#2 Crazy Catapults: Students will observe and discuss the popular Angry Birds game using the teacher ipad and
active board while applying vocabulary learned about force and motion. They will then use PVC catapults to launch
marshmallow “angry birds” to replicate actions in the game. They will record the effects of force and angle on the
launch in their Science Journals.
#3 Crash Course: Students will manipulate the angle of the ramp and the weight of the car and measure distance
and speed with the lab quests. Students will record measurements and discuss patterns.
#4 Rowdy Racers: Students will use materials to adapt cars to increase speed and distance of travel. They will
record results on their data sheets and discuss patterns observed.
#5 Hot Air Hike: Students will add weight to make mylar helium balloons neutrally buoyant so that they can move
horizontally from point A to point B with the use of a fan. They will record their design process.
Day 10-11 3rd Grade Direct Instruction on Content: Discuss concepts students observed in their missions, discuss
student “realizations” in connection to vocabulary for force and motion for stations. Utilize Slides 32-36 and record
findings using the vocabulary from the texts. Students will complete the Post Test.
MullisAngela
Saturday, September 7, 2013 11:12:41 AM ET
Accommodatio
ns for
Differentiated
Instruction
Cross
Curricular
Integration
interactive flip chart with visual representations, hands on activities, picture sorting, variety of response
options, adapted pre/post test, limited number of activities for adapted students, texts provided at and
below grade level on the same content
Extensions to the common core were matched with 3rd grade Science Standards to integrate a unit that
met the need of both populations.
Language Arts and Science are closely integrated in this unit with the texts used to learn the content.
Assessments: Pre/post test for 3rd grade & Adapted Curriculum
•Performa Results Documents for each “mission”
nce-based Performance Assessments
•Formative Reading Comprehension Checks
•Summativ
e
For Essential Question #1 *How can I use my knowledge of roller coasters to engineer my own roller coaster
given the available parts? The teacher will monitor the engineering process and discuss students’ problem solving
strategies. Follow the exploration, the class will gather to discuss and record understandings based on the
experience.
Extension
Activities
Created by
force & motion activities in recess, completion of Science Labs
Email
mullisad@rss.k12.nc.us martinch@rss.k12.nc.us
Angela D. Mullis & Cindy H. Martin
All documents needed are attached in the “Documents for Motion Unit” pdf file.
MullisAngela
Saturday, September 7, 2013 11:12:41 AM ET
MullisAngela
Saturday, September 7, 2013 11:12:41 AM ET
MullisAngela
Saturday, September 7, 2013 11:12:41 AM ET