Content Area: Science OAKLYN PUBLIC SCHOOL Unit Title: Unit E - Forces And Motion Target Course/Grade Level: Third Grade Unit Summary: The motion of an object can be described by tracing its position over time. The position and motion of an object can be changed by pushing and pulling. Simple machines can be used a tools to accomplish tasks more easily. Primary Interdisciplinary Connections: Math, Writing, Reading, Technology, Social Studies, and Art. 21 st Century Themes: The 21 st century themes for Third Grade are Collaborative Activities, developing Critical Thinking Skills, and exploring Career Options. Unit Rationale: All students will develop problem- solving, decisions-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, interpreting and analyzing data, communicating results. Students will also understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology, as well as gain an understanding of the natural laws as they apply to motion, forces, and energy transformation. LEARNING TARGETS Standards Standard 5.1 Science Practices: Sciences is both a body of knowledge and an evidence based, model building enterprise that continually extends, refines, and revises knowledge. The four Science practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems in science. Content Statements 5.1 A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. 5.1 B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. 5.1 C. Reflect on Science Knowledge: Scientific knowledge builds over time. 5.1 D. Participate Productively In Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
CPI Number 5.1.4.A.1 5.1.4.A.2 5.1.4.A.3 5.1.4.B.1 5.1.4.B.2 5.1.4.B.3 5.1.4.B.4 5.1.4.C.1 5.1.4.C.2 5.1.4.C.3 5.1.4.D.1 5.1.4.D.2 Cumulative Progress Indicator (CPI) Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and earth systems. Content: Fundamental scientific concepts and principles and the links between them are more useful than discrete facts. Use outcomes of investigations to build and refine questions, models, and explanations. Content: Connections developed between fundamental concepts are used to explain, interpret, build and refine explanations, models, and theories. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Content: Outcomes of the investigations are used to build and refine questions, models, and explanations. Design and follow simple plans using systematic observations to explore questions and predictions. Content: Building and refining models and explanations requires generation and evaluation of evidence. Measure, gather, evaluate, and share evidence using tools and technologies. Content: Tools and technology are used to gather, analyze, and communicate results. Formulate explanations from evidence. Content: Evidence is used to construct and define arguments. Communicate and justify explanations with reasonable and logical arguments. Content: Reasoning is used to support scientific conclusions. Monitor and reflect on one s own knowledge regarding how ideas change over time. Content: Scientific understanding changes over time as new evidence and updated arguments emerge. Revise predictions or explanations on the basis of learning new information. Content: Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence. Present evidence to interpret and/or predict cause-and- effect outcomes of investigations. Content: Scientific knowledge is a particular kind of knowledge worth its own resources, justifications, and uncertainties. Actively participate in discussions about student data, questions, and understandings. Content: Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism. Work collaboratively to pose, refine, and evaluate questions, investigations, models and theories. Content: In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific
5.1.4.D.3 5.2.4.E.1 5.2.4.E.2 5.2.4.E.3 touched. Unit Essential Questions Scientific Processes Strand A. Habits of Mind What constitutes evidence? When do you know you have enough and the right kind of evidence? How can this result be best justified and explained to others? argumentation and representation). Demonstrate how to safely use tools, instruments, and supplies. Content: Instruments of measurement can be used safely gather accurate information for making scientific comparisons of objects and events. Demonstrate through modeling that motion is a change in position over q period of time. Content: Motion can be described as a change in position over a period of time. Identify the force that starts something moving or changes its speed or direction of motion. Content: There is always a force involved when something starts moving or changes its speed or direction of motion. A greater force can make an object move faster and farther. Investigate and categorize materials based on their interaction with magnets. Content: Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can make some things move without being Unit Enduring Understandings Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying explanations. Strand B. Inquiry and Problem Solving What makes a question scientific? Strand C. Safety What does safety first demand of us in each setting? What rules are general and what are situationspecific? Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying explanations. Safety first!
Nature And Process Of Technology Strand C. Technological Design How is the overarching concept of systems related to design and technology? Physics Strand A. Motion and Forces How would the universe be different if one or more of the laws of motion were suspended? Thinking systematically means looking for the relationships between parts. The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Unit Learning Targets Students will... Explore how long it takes you to walk and run, define position, distance, motion, and speed, explain how to find speeds using values of distance and time, and use maps to locate positions. Explore the forces needed to lift objects, discuss forces using examples of common forces, such as gravity, and define weight as the pull of gravity on an object and identify two units that measure forces. Explore the results of balancing and unbalancing the forces on an object, explain that motion comes from unbalanced forces, identify friction as a force that slows an object s motion and discuss ways to control friction. Explore how work is defined, define energy as the ability to do work and discuss how energy can change from one form to another. Explore ways to design a machine to lift an object, define what machines do and identify some simple machines and discuss how a lever, wheel and axle, and pulley make work easier. Explore how ramps can make work easier; discuss how a ramp, wedge, and screw make work easier and define a compound machine and give an example. Summative Assessment (1 day) Chapter test Evidence of Learning Equipment Needed: Materials needed to complete the labs, such as: Stopwatch Red Crayon Blue Crayon Graph Paper
Meter Tape Spring Scale Safety Goggles Five Objects of about the Same Size Washers Paper Clips Scissors String Books Pencils Roll of Masking Tape Building Materials One-meter Wooden Board Thin Notebook Ten centimeter length of String Chair Meter Stick. Teacher Resources: Transparencies Video Tapes Vocabulary Cards Grade-Level Science Books Formative Assessments: Teacher Observation Worksheets Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: www.enchantedlearning.com, www.science.mmhschool.com www.amnh.org/resources/mhscience