Force, Friction, and Gravity
1) What words or images come to your mind when you think about the
word force? Draw or write them in the box below.
2) What is force? Without looking in a dictionary or your book, write a
definition that consists of at least three sentences for the word force in
the space provided below.
A force is . . .
a) ___________________________________________________
b) ___________________________________________________
c) ___________________________________________________
3) Look at your definition again. Circle the most important words in the
definition. (Do not mark more than 5 words.)
4) Now, put a star by the most important sentence in your definition.
5) List two examples of times when you have seen a force at work.
a) __________________________________________________
b) __________________________________________________
This worksheet is your ticket into a group! When you have completed this
page, show it to the teacher and she will tell you which group to join.
Science Survey ♦ 2003 ♦ Louisa Von Ahnen & Cherice Montgomery
Force
1) Take your completed worksheet with you to your new group.
2) Look at Question #3 from the first worksheet you completed. Each
member of your group should copy the 5 words you circled in that
question onto the white board in the middle of your table.
3) Work together with your group to come up with a definition for the
word force. Try to include in your definition all of the words that your
group has listed on the white board. You do not have to repeat words
that appeared on your list more than once. As soon as everyone is
satisfied with what the definition says and how it sounds, the person
with the Red Stick should write the definition on this paper in the
space provided below.
4) Then, each person should take turns reading the two answers they
wrote for Question #5 from the first worksheet aloud to the group.
5) Each person should briefly look through the pictures on pages 263 –
267.
6) Orange Stick should time the group for two minutes while the rest of
the group brainstorms as many more examples of forces at work as
possible. Yellow Stick should write all of the examples in the space
provided below as the other members quietly call them out.
When you have completed this page, show it to the teacher and
she will give you your next activity.
Science Survey ♦ 2003 ♦ Louisa Von Ahnen & Cherice Montgomery
Friction
1) Green Stick should read the 1st paragraph on page 265 out loud to the
rest of the group, along with the definition of friction that appears on the
right side of page 265.
2) Look at the picture at the bottom of page 265. What do you think this
picture is trying to show you? Talk about this together as a group and
then have Red Stick write your group’s answer in the space below.
3) Orange Stick should read the 3rd paragraph out loud to the rest of the
group.
4)
What do you think is the main point of the information in the
paragraph you just heard? Talk about this question together as a group
and then have Green Stick write your group’s answer in the space
below.
5)
Try these activities and think about how friction affects you in your daily
life as you do them:
Red Stick should time for 15 seconds while everyone else in the group
rubs their hands together quickly.
Everyone in the group should rub their shoes on a carpet square and
then on the smooth, concrete floor.
6)
What are two things that you learn about how friction works from these
activities? Talk about this question together as a group and then have
Orange Stick write your group’s answer in the space below.
a) _____________________________________________________
b) _____________________________________________________
7)
In three sentences, discuss how you could explain friction to a 5-yearold. Have Orange Stick write your groups response in the space
below.
When you have completed this page, show it to the teacher and
she will give you your next assignment.
Science Survey ♦ 2003 ♦ Louisa Von Ahnen & Cherice Montgomery