Lesson 1 Introducing Forces Date: March 11 th, 2012 Subject: Science Content: (Topic) Exploring the 4 main forces (push, pull, magnetism, static Electricity) Outcomes: ME3.1 Investigate the characteristics of contact (e.g., push, pull, and friction) and noncontact (e.g., magnetic and static electric) forces. Grade: Three Instructional Strategies (Specific) Indirect discovery through centers Indicators: a. Pose questions related to the characteristics of magnetic and static electric forces (e.g. Do all magnets attract objects? Do all magnets have a North pole? Why do I get a shock when I rub my shoes on a carpet and touch a door knob?). Cross Curricular Competences: Developing Thinking Think and learn contextually/creatively Prerequisite Learning: Know the basics for each force b. Demonstrate how contact and non-contact forces are able to cause objects to start moving, speed up, slow down, and stop; cause moving objects to change direction; and cause changes to the shape of objects. Differentiation (Adaptive Dimension) For each station have a task written out for students to explore that force. Label each object so students know what it is Preparation: (Equipment/ materials/ set-up) 8 magnets (do not all have to be the same Magnetic objects and non-magnetic objects (i.e., washers, nuts, plastic spoon, pennies, nickels, etc.) A bag of balloons (have at least 10 blown up) Push objects (ball, toy cars, etc.) cloths Pull objects (strings, slinkies, etc.
Handouts Station numbers Q-cards Set (5 min) Have two riddles written on the board to introduce the unit to the class What does the 1st magnet say to the 2nd magnet? You are attractive! I push, I pull, I am a useful tool. If you lose me, you'll be very sorry - I never return, as you'll soon learn. I have a humerus in me but I'm never that funny. The only way you'll remember me constantly, is the feeling you get when you lose me. What am I? An Arm. The humerus line is talking about your upper arm bone. The last line is about how you feel the arm even though it's gone, commonly known as a phantom arm. Explain to students that in this unit they will be focusing on 4 main forces: push, pull, magnetism and static electricity Student engagement/ Classroom management Rhythmic clapping to focus students attention that the lesson is beginning Students will raise hands when providing answers for the two riddles Development (25 min) Show students that around the room there are 4 stations (8 in total but are duplicated in order to have a less amount of students at each station) Each station focuses on one force (ex. Station 1: Pull) Hand out the handouts for the students and explain what the students are expected to do at each station (see handout) Groups will be at each station for five minutes. This will allow them time to explore and write at least one question about what they would like to know more about each force Students will also perform a task at each station Closure (10 min) Students will sit back in their desks and we will go over what the four stations were and what task they did Go over the 4 stations so students know what to expect Have two helpers hand out the handouts Set a classroom timer on the projector to help students keep track of the time Q-cards for each station Raise hands when answering questions
Assessment Students will hand in the hand out to the teacher The hand out students completed is an example of a abbreviated KWL chart Have each student do a role for each of the stations (recorder, questioner, etc.)
Names: Date: FORCES STATIONS! Station 1: Pull Force Write down your own definition of what you think a pull force is. What did you find interesting about the pull force?
What would you like to learn more about the pull force? Station 2: Push Force Write down your own definition of what you think a push force is. What did you find interesting about the push force?
What would you like to learn more about the push force? Station 3: Magnets Write down your own definition for magnets. What did you find interesting about magnets?
What would you like to learn more about magnets? Station 4: Static Electricity Write down your own definition for static electricity. What did you find interesting about static electricity?
What would you like to learn more about static electricity?