G3 U1 061419 Final PDF
G3 U1 061419 Final PDF
Grade 3 Unit 1
G3 U1 May 2019 | P a g e 1
Grade 3 Unit 1
Unit 1
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 2
Grade 3 Unit 1
Forces and Interactions
A K-5 INTEGRATED SCIENCE CURRICULUM
DEVELOPED AT
For further information regarding this curriculum and staff development program, please contact the Science 21 Coordinator at 914-248-2336.
© 2018 by Putnam/Northern Westchester BOCES, 200 BOCES Drive, Yorktown Heights, NY 10598-4399.
All rights reserved. No portion of this document may be reproduced or transmitted in any form by any means
(electronic, mechanical, photocopying, recording, or otherwise) without the prior written
permission of the Putnam/Northern Westchester BOCES Curriculum Center.
Science 21 has been a highly effective curriculum program due to the efforts and dedication of teachers that have served as
curriculum developers on grade-level design teams. Using feedback based on classroom teacher experiences, each design team
continually develops, pilots, and revises the Science 21 curriculum to improve and strengthen it.
We gratefully acknowledge the contributions made by the teachers and consultants who have served on the Science 21 design team
for this manual. The following designers are to be recognized for infusing their enthusiasm, creativity, talent, and team spirit into the
Science 21 curriculum.
July 2018
Dr. Helen Pashley Glen Cochrane
Brian Vorwald Andra Meyerson
Stefanie Benjamin* Melissa Billings*
Amy Billups* Karen Brooke*
Jennifer Bruno* Trish Burton*
Amy Ceconi-Cavalieri* Lisa DeGrazia*
Eleana DeLuna* Teresa Ferreira*
Kristen Fischetti* Jenny Gieras
Christy Green* Catherine Holzman*
Jennifer Kiley* Catherine Lambert*
Kaitlin Lester Michele Love*
Amy Manfredi* Nancy Occhicone*
Christine Phillips* Linda Reich*
Courtney Reichelt* Jennie Roos*
Debbie Rose* Michele Tyrrell*
Jonathan Valente* Shannon Frey-Vera*
Katlyn Morley** Barbara Rink**
Jennifer Teichmann** Linda Whitney**
* Teachers that agreed to pilot the curriculum in the 2018-2019 school year.
** Teacher leaders
Each force acts on one particular object and has both strength and direction. An object at rest typically has multiple
forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause
changes in the object’s speed or direction of motion. (3-PS2-1)
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits
a regular pattern, future motion can be predicted from it. (3-PS2-2)
Objects in contact exert forces on each other. (3-PS2-1)
Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the
forces in each situation depend on the properties of the objects and their distances apart, and for forces between two
magnets, on their orientation relative to each other. (3-PS2-3), (3-PS2-4)
Their prior experience from Kindergarten will assist in predicting what will happen in various scenarios, solving new
challenges and critiquing the solutions to force and motion problems.
At this grade level, we build on students’ skill at identifying cause and effect to make sense of change. Additionally, we
emphasize recognition of patterns and using them to make predictions. As the foundational grade for the 3-5 grade level
band, students will primarily use these Cross-Cutting Concepts as well as systems/ system models and scale/ proportion/
quantity. In 4th and 5th grade, they will also begin exploring energy and matter.
Students start this unit with a high interest observation of a phenomenon (a “marble run”), then investigate balanced and
unbalanced forces on a seesaw, investigate a pendulum, explore magnetic, electrostatic, and electromagnetic forces,
and design a device using magnets to solve a problem.
Students will experience three-dimensional learning through these ten lessons in which the Cross-Cutting Concepts of
Patterns and Cause & Effect are integrated with each of the eight Science and Engineering Practices, which in turn are
integrated with the Disciplinary Core Ideas listed above.
Unit 2 will involve FOSSILS. Be aware that National Fossil Day (https://www.nps.gov/subjects/fossilday/index.htm) will be
celebrated on Wednesday, October 16, 2019 – try to acknowledge it in some fashion while you are still working in Unit 1.
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt
questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes
multifaceted. A major activity of science is investigating and explaining causal relationships and the
mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts
and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at
different measures of size, time, and energy and to recognize how changes in scale, proportion, or
quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and making
explicit a model of that system—provides tools for understanding and testing ideas that are applicable
throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of,
and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure
determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates
of change or evolution of a system are critical elements of the study.
Electromagnetism- the force that makes magnets attract or repel each other and similarly makes
objects of opposite electrical charge attract each other
Force- something that causes a change in the motion (speed or direction) of an object
Friction- a force between two objects rubbing against each other that resists the movement
Gravity- a force that pulls an object down, the force that pulls all objects toward each other
Interaction- a particular way things affect one another, such as through gravity or electromagnetism
Magnitude- the amount or value of force in a system
Momentum- the property that a moving object has due to its mass or motion
Repel- a force that pushes an object back or away
Unbalanced forces- forces that cause a change in the motion of objects
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 11
Science 21 Home Connection-Grade 3 Unit 1
Dear Parents/Guardians,
As a part of the curriculum for third grade, your child will learn fundamental science core ideas, science and engineering
practices, and crosscutting concepts that will enhance her/his understanding of the natural and designed worlds. We hope
you will support her/his curiosity about the world around her/him at home.
In the first unit, your child will learn about forces and their interactions. Students will make observations and predict the push
and pull patterns of magnets and opposing forces. A trip to the playground is a terrific opportunity to discuss the balanced
force needed to use a see-saw or the pendulum motion and the role of gravity that slows down a swing. Please consider
using magnets that you have at home (for example, refrigerator magnets) or note the occasional attraction caused by
static electricity to begin conversations about what your child is learning in science. The students will be engaged in
multiple investigations during this unit, and some of these will continue over the course of the school year. You can help and
reinforce this learning at home by asking questions and making predictions/observations about the magnets and forces.
Developmentally, a third-grade student is becoming a more abstract learner. To support this, your child will design
investigations, record her/his findings, and experience many authentic learning opportunities. Each student will need a
single-subject spiral or marble notebook to record daily summaries, ideas, insights and thoughts. He or she will make
predictions, discuss and elaborate on their investigations and explore the “why” of each lesson. These science lessons are
active and engaging. Your child will become a third-grade engineer, and you will be amazed at all of her/his learning!
Thank you for being a partner in your child’s education.
Sincerely,
Phenomenon: QFocus video of marble run titled “Magnets and Marbles” and the QFocus Statement: Marbles can move.
Potential Misconceptions:
Students may see motion as moving or not moving. In fact, motion can be categorized as resting, constant velocity, speeding up, slowing down, changing direction,
etc. Students regard objects at rest as being in a natural state in which no forces are acting on the object. In fact, gravity and friction, as invisible forces, are always
acting on and affecting objects.
Lesson Goals:
Objective: Students will observe a phenomenon then ask questions based on their observations to come up with investigative ideas.
Learning Target: I can ask many questions, identify patterns, and brainstorm ideas on how to test ideas about a phenomenon.
Standard Information
Performance Expectation 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to
predict future motion.
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Asking Questions and Defining Problems PS2.A: Forces and Motion Patterns
Asking questions and defining problems in grades 3–5 builds Each force acts on one particular object and has both Patterns of change can be used to
on grades K–2 experiences and progresses to specifying strength and a direction. An object at rest typically has make predictions.
qualitative relationships. multiple forces acting on it, but they add to give zero net
Ask questions that can be investigated based on force on the object. Forces that do not sum to zero can Cause and Effect
patterns such as cause and effect relationships. cause changes on the objects speed or direction of Cause and effect relationships are
Planning and Carrying Out Investigations motion. (Boundary: Qualitative and conceptual but not routinely identified.
Planning and carrying out investigations to answer questions quantitative addition of forces are used at this level.) (3-
or test solutions to problems in 3-5 builds on K-2 experiences PS2-1)
and progresses to include investigations that control variables The patterns of an object’s motion in various situations
and provide evidence to support explanations or design can be observed and measured; when that past motion
solutions. exhibits a regular pattern, future motion can be
Make observations and/or measurements to produce predicted from it. (Boundary: Technical terms, such as
data to serve as the basis for evidence for an magnitude, velocity, momentum, and vector quantity,
explanation of a phenomenon or test a design are not introduced at this level, but the concept that
solution.
Prepare the QFocus, QFT protocol posters, closed and open-ended definitions to be projected,
copied, or put on a Smartboard.
Lesson Plan:
Suggested Timing: Agenda:
5 minutes Engage (QFT Protocol Steps 1-2)
15 minutes Explore (QFT Protocol Steps 3-4)
5 minutes Explain (QFT Protocol Step 5)
10 minutes Elaborate (QFT Protocol Step 6)
5 minutes Evaluate (QFT Protocol Step 7)
Teaching Procedures: Teaching Notes
Engage:
1. Step 1 - “QFocus review” Project and read the statement as a class (either the teacher or a student can read Video for the phenomenon (Magnets &
the statement aloud). QFocus Statement: Marbles can move. Play the video titled “Magnets and Marbles” Marbles)
demonstrating a magnetic marble run. Play video for the first 2:30 minutes only and stop after. https://www.youtube.com/watch?v=QQ9gs
2. Step 2 - After students have watched the video, introduce the rules for producing questions in the QFT protocol. -5lRKc
(The rules can be reviewed in small groups or as a whole group.)
Explore:
3. Step 3 - “Producing Questions” (5 timed minutes). Students will generate a list of questions related to the video Science Notebook (Organizational
and the QF statement. Provide guidance so they follow the rules as needed. Provide support to change any Tool): For this year, students will need a
statements into questions. (Make sure students have numbered each question as they are recorded on chart single subject spiral or marble notebook.
paper.) Alternatively, teachers may choose to use
4. Step 4 - “Improving Questions” (Use of timer suggested) Once the list(s) of questions are complete, introduce loose-leaf paper that will be placed in a
the two types of questions using the “Improving Questions on the List” poster. You can project or display the Science folder. An important habit for
poster. Closed-Ended Questions (C), questions you can answer with a one-word answer such as yes or no. science students is to record daily
Open-Ended Questions (O), questions that require more information than ‘yes’ or ‘no’ and require more
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 15
explanation. summaries, ideas, insights, and thoughts.
5. Step 4 continued - Students will categorize the questions on their list(s) as open-ended or closed-ended Students must date each entry.
questions by labeling (O) for open and (C) for closed (2-3 timed minutes). You might need to provide support
on how to mark each question by referring them back to the definitions provided (you may use different color
markers for writing (O) or (C) next to each question). Have students discuss the types of questions on their
list(s). You can prompt them by asking: “What types of questions are on the list? Do you notice any Optional suggested video for asking
patterns about the questions that were asked?” (2-3 timed minutes.) Help students identify patterns about questions (see QFT Special Notes below).
closed and open-ended questions. Students will change questions from one-type to another. They will change Suggested to stop at 45 seconds. Continue
one closed-ended question to open-ended and one open-ended question to closed-ended. (2-3 timed minutes.) video if students need further support
Explain: asking questions.
6. Step 5 - “Prioritizing Questions”: (2 timed minutes). If you do not have small groups yet, divide students into
small groups. You might want to display the prompt: “What questions need to be answered for you to know Engage #1 “Questions Start with These”
what caused the marbles to move?” Allow students to go through the list of “produced and improved https://www.youtube.com/watch?v=Ecdm0
questions” from steps 3 and 4 and discuss what questions help them answer the prompt. Students will use a A71fpA
highlighter to identify questions that help them answer the prompt. Walk around and provide support for
students. Video used in Grade 2 for questions
7. Step 5 continued - (2 timed minutes). In small groups or whole class review the highlighted questions. After (Question Song)
students review highlighted questions, students will prioritize the questions by ranking them 1-3, with 1 being https://www.youtube.com/watch?v=FKol8w
the highest priority question. znKXs
Elaborate:
8. Step 6 - “Next Steps” (5 timed minutes). Independently, ask students to take the priority questions they ELA CONNECTIONS:
identified and copy them into their Science Notebooks. Challenge students to predict answers to their You can find other literature sources, at the
questions. The teacher may need to provide prompts on chart paper or Smartboard to help students complete start of this manual, that have been
this part (refer to ELA prompts). Students can write or draw their predictions in their Science Notebooks, or on suggested by our pilot teachers for this
loose-leaf paper (teacher provided). unit!
9. Help students, as needed, through the process of using their priority questions to come up with a prediction
based on any patterns they had noticed, and provide a reason for their prediction. It is not important for the
idea to be correct at this point, but more important for them to be able to take a question and turn it into a
prediction for which they have some original reasoning.
10. After students record their predictions, prompt them to brainstorm ideas to plan an investigation that can
answer their priority questions (5 timed minutes). How can these questions and predictions be
investigated (test, design, survey)? Students will record their ideas and plans for investigations in their
Science Notebooks, or on loose-leaf paper. For example, investigations that can be carried out by researching,
developing a project, reading about it, developing a model, etc. (refer to ELA prompts).
Evaluate:
11. Step 7 - “Reflection” (5 timed minutes). Have students individually write in their Science Notebook, or on loose-
leaf paper (teacher provided) one thing they learned by asking questions in the QFT, and, one thing they didn’t
previously know about what causes movement. Provide student support as needed (refer to ELA prompts).
Instruct students to reflect on what they liked and/or challenges they encountered during the QFT protocol.
Science Notebook: Keeping dated records of thoughts, observations and sketches is a common practice employed by scientists.
It is also a good way to keep an ongoing record of student understanding and can be used as a formative assessment tool for student learning.
Make sure students DATE each page of their notebook and consider recording the time if that information is valuable to the investigation.
The QFT works best when you have students work in small groups. It is easier to ensure that all students contribute to formulating questions and participate in the
process. This lesson may require aides or volunteers to help scribe for each group. If you are unable to provide a scribe for each group, then you may choose to
scribe for the entire class, as you conduct a class discussion and encourage everyone to participate. One pilot teacher used post-it notes for each student to write
one question and then put them together.
QFT’s will be used again in Unit 4 in Grade 3. Your goal is to have students complete the QFT in small groups by unit 4.
If you choose to do this as a whole group, you may want to demonstrate asking questions by using the strategy of “Think Aloud” (see link below). The think aloud
strategy may help students understand how YOU (the teacher) think about generating questions. The goal for this task is for STUDENTS to ask the questions.
CAUTION: by demonstrating asking questions, you may influence the types of questions your students generate and they may mimic by asking only similar
questions. The point of this task is for students to generate questions of interest to them.
Lesson Preparation:
Materials: Group Size: Management:
Supplied in kit: Whole Group Organize student quads before the lesson.
Book: Forces are Here. Forces are There. Forces are Print the Student pages back-to back. One copy for each student.
Everywhere. By Katlyn Morley, Jennifer Teichmann, and Pairs
Gregory Morley, Ph.D. Group of four
8 Pan Balances Whole group
1 box standard trombone paper clips
1 box jumbo trombone paper clips
Not Supplied in kit:
Student page “Unbalanced and Balanced Force Models” (in
manual, copied by teacher)
Student page “Balanced and Unbalanced Forces” (in
manual, copied by teacher)
Lesson Plan:
Suggested Timing: Agenda:
5 minutes Engage: Students watch brief videos and share their initial thoughts about balanced and unbalanced forces.
10 minutes Explore: Students conduct an investigation to explore balanced and unbalanced forces and record the data.
10 minutes Explain: Students analyze their data in order to summarize their findings.
15 minutes Elaborate: Students listen to a book to help expand the concept of forces having magnitude & direction and make connections to prior learning.
5 minutes Evaluate: Teacher facilitates discussion so students can demonstrate their understanding of the direction and magnitude of forces.
Teaching Procedures: Teaching Notes
Engage: 1. “See-saw / kids friendly playground / top kids
1. Show students video #1. Ask students to turn and talk and discuss what they observed. (The seesaw outdoor destination”
is unbalanced. Another child is needed on the other side.) https://www.youtube.com/watch?v=N3aQRFCScj8
2. Show students video #2. Ask students to turn and talk and discuss what they observed. (The girl on :30
the seesaw is heavier and therefore the seesaw is unbalanced. She needs to exert a force pushing 2. “Kids Seesaw”
down on the ground in order to move upward. The boy isn’t heavy enough to exert a strong enough https://www.youtube.com/watch?v=oU5CeFKvhUw
force to lift the girl off the ground.) :34
3. Show students video #3. Ask the students to turn and talk and discuss what they observed. (The 3. “Balance”
seesaw is balanced.) https://www.youtube.com/watch?v=AVp_CwwiLoI
Explore: Begin video at 1:29-1:56.
4. Tell the students that they will investigate balanced and unbalanced forces. Hand out student page
and demonstrate how the pan balance seesaw works. Show students when the pans are empty, they Teacher Note: The engage phase is meant to be
balance out equally. Show students that when an object such as a jumbo paperclip is added to one brief and to raise an awareness of balanced and
tray, that tray (which now has a greater weight force acting on it) will dip down and the empty tray will unbalanced forces. Try not to give the students too
rise up. Show students that three equal sized paperclips in each pan of the balance will be balanced much background before viewing these videos.
and demonstrate balanced forces (net force is equal to zero). Refer to the seesaw teeter totter beam We want to see what prior knowledge and
as a “beam”. experience they have with forces before
5. Students should plan and carry out a brief investigation on balanced and unbalanced forces and draw a introducing the science core ideas.
model to explain the distinction between balanced and unbalanced forces.
Explain:
6. Students should share their models and elaborate on the effect of balanced and unbalanced forces.
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 35
7. When students are finished, have them discuss their findings.
Elaborate:
8. Gather students together for a whole group share.
9. Read the forces book. Reinforce the concept that the arrows show both direction and magnitude. A
bigger arrow shows a stronger force (greater magnitude). A smaller arrow shows a weaker force
(smaller magnitude).
10. Ask students to explain the cause and effect relationship between forces acting on an object and
resulting motion of the object.
11. Discuss how objects at rest or in constant motion (and this can be difficult to demonstrate, like a puck
gliding - not speeding up, slowing down, nor changing direction - on ice or an air hockey table) have
balanced forces, or zero net force acting on them. Conversely, discuss how objects that change their Formative Assessment:
motion (speeding up or slowing down and/or changing direction) do so because the net force acting on Students design a model of their choice after they
them is unbalanced. learn about forces and motion and demonstrate
Evaluate: their understanding of balanced and unbalanced
12. The teacher displays student page one of the activity (Smartboard, document camera, chart). Teacher forces on an object at rest as a result of equal
will remind students of the read aloud and how the book used arrows to represent the strength and forces acting from different directions. They must
direction of forces (little arrow=little force, big arrow=big force). Discuss and assist students in demonstrate the cause and effect of force in terms
modeling the forces by using directional arrows of different sizes to represent the strength and direction of direction and strength. Students may provide a
of the applied forces. key to understand the symbols they use for
13. Give students the “Balanced and Unbalanced” student page. direction, strength and cause and effect.
14. Students will work in pairs to complete the last two questions. Discuss and share.
15. Teacher can also use the last two questions as an assessment.
Science Notebook: Keeping dated records of thoughts, observations and sketches is a common practice employed by scientists.
It is also a good way to keep an ongoing record of student understanding and can be used as a formative assessment tool for student learning.
Make sure students DATE each page of their notebook and consider recording the time if that information is valuable to the investigation.
Students can draw pictures of balanced and unbalanced objects and label the force using arrows (little/big).
Assessment:
Formative Assessments: Teacher observations throughout the investigation. Teachers can use the last two questions on the Balanced and Unbalanced student
page.
Literacy Connections:
Vocabulary ELA Prompts
New or Recently Introduced Familiar Terms I know this object has balanced forces because …
balanced forces force I know this object has unbalanced forces because …
unbalanced forces magnitude
friction
fulcrum
gravity
Zero net force
Differentiation: Below are some suggestions for modifying lessons for individuals or groups of students.
Challenge: Ask students to predict the motion of the pan balance if one (or Support: Allow students to practice using a pan balance with additional objects
more) paper clips are added to one side (or the other). (e.g., unifix cubes, dice, dominos, etc.)
Think Outside the Box: This section is designed to offer an extension or alternative lessons that may require materials that cannot be added to the Science 21 kits.
BALANCED FORCES
Number of objects 3 Number of objects Number of objects 4 Number of objects
on the LEFT side on the RIGHT side on the LEFT side on the RIGHT side
Circle one:
Based on the arrows will the
model be: Zero net force (balanced force)
Draw a picture of 6 kids playing tug of war, where the net force is unbalanced. Use arrows to show
magnitude (size) and direction of force.
Circle one:
Based on the arrows will the
model be: Zero net force (balanced force)
Answers will vary, but you may see three students on each side of the rope, pulling equally such that the
forces are balanced and there is a net zero force (no motion).
Draw a picture of 6 kids playing tug of war, where the force is unbalanced. Use arrows to show
magnitude and direction of force.
Answer will vary, but you may see larger students on one side of the rope, pulling harder than the smaller
students on the other side of the rope. Alternatively, you may see more of the students (4 vs. 2 or 5 vs. 1)
on one side of the rope, exerting unequal forces such that the students exerting less force will be pulled
or will move toward the other students who are exerting more force.
VIDEO # 3
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 43
LESSON 3: Traction and Friction Grade 3 Unit 1
Unit Driving Question: Do you have to apply a force to make an object move?
Teacher Background:
Lesson Overview:
Students plan and conduct investigations that demonstrate how friction is a force that can affect motion of object. A jar lid and a two-sided ramp are used to
demonstrate how friction can affect motion. Class discussion about how friction is used in everyday life. Students record data and share new learning about friction.
Simple friction definition must be addressed: Friction is a force that opposes motion.
Phenomenon: Video of students seated in a box and pulling themselves across a rug.
Potential Misconceptions:
Students may not realize that friction is a force at all. Even when objects appear to come to a stop without any resistance at all, it is still friction that causes them to
come to a stop.
Lesson Goals:
Objective: Students will plan and conduct an investigation using a two-sided board to demonstrate how friction can affect the motion of an object.
Learning Target: I can demonstrate how friction is a force that affects the motion of objects.
Standard Information
Performance Expectation 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the
motion of an object.
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Planning and Carrying Out Investigations PS2.A: Forces and Motion Cause and Effect
Planning and carrying out investigations to answer questions or test Each force acts on one particular object and has Cause and effect relationships are
solutions to problems in 3–5 builds on K–2 experiences and both strength and a direction. An object at rest routinely identified.
progresses to include investigations that control variables and provide typically has multiple forces acting on it, but they
evidence to support explanations or design solutions. add to give zero net force on the object. Forces
Plan and conduct an investigation collaboratively to produce data that do not sum to zero can cause changes in the
to serve as the basis for evidence, using fair tests in which object’s speed or direction of motion. (Boundary:
variables are controlled and the number of trials considered. Qualitative and conceptual, but not quantitative
addition of forces are used at this level.) (3-PS2-1)
Analyzing and Interpreting Data
Analyzing data in 3-5 builds on K-2 experiences and progresses to
introducing quantitative approaches to collecting data and conducting
multiple trials of qualitative observations.
Analyze and interpret data to make sense of phenomena, using
logical reasoning, mathematics, and/or computation.
Compare and contrast data collected by different groups in order
to discuss similarities and differences in their findings.
Assessment:
Formative Assessments: Teacher observations throughout the investigation.
Literacy Connections:
Vocabulary ELA Prompts
New or Recently Introduced Familiar Terms Friction is a force that can impact an object by…
Friction Force
Gravity Some questions I have about friction are…
Some other materials that may cause friction for a lid traveling down a ramp are…
Differentiation: Below are some suggestions for modifying lessons for individuals or groups of students.
Students who need support: Extension for students who need a challenge:
Students who need support with reading or writing tasks can have a partner or When investigation is complete, these students should use their Science Notebook
scribe help them complete the student activity page. to brainstorm other investigations that can be conducted to test the effects of
It may be helpful to have these students help with demonstrating the friction on the motion of objects, OR brainstorm ways the car investigation could be
investigation at the start of the lesson, to provide them an opportunity to differentiated by changing certain factors, e.g. the height of the ramp, size of the
practice the task before leaving the meeting area. car, etc. Students should write (and/or draw) their predictions for these
investigations/variable in their notebooks.
Think Outside the Box: This section is designed to offer an extension or alternative lessons that may require materials that cannot be added to the Science 21 kits.
Students can conduct their own friction investigations at home using toy cars or other materials. Have them set up a fair investigation, including a control, and create
a data recording sheet to collect data during their investigation. Then, they should reflect on what their investigation shows about friction. Allow students to share their
investigations with the class.
Take a look at the color image on the next page and ask students to brainstorm and consider other practical applications for friction (aside from slowing down or
stopping moving objects).
Reproducible Student Materials:
Student pages: “How Far Can You Go?”
2 2 Smooth 2
3 3
1 1
3 2 Rough 2
3 3
1
4 2
Answer questions on the next page after all groups share their data.
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 49
OPTIONAL INVESTIGATION: Try out your investigation using another object and record your data below:
Data Table (using 3 books beneath your ramp on the rough sandpaper side)
DISTANCE WHAT IS
TRIAL
OBJECT TRAVELED BY YOUR UNIT OF
NUMBER MEASURE?
PLASTIC LID
1
1. Explain how the change in HEIGHT of the board (the angle of incline) changed the forces that caused the lid to travel?
2. Explain how changing the SURFACE MATERIAL (surface friction) changes the forces that cause the lid to move differently?
3. Predict other materials that could INCREASE or DECREASE friction in this investigation.
INCREASE FRICTION DECREASE FRICTION
4 2
Answer questions on the next page after all groups share their data.
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 51
OPTIONAL INVESTIGATION: Try out your investigation using another object and record your data below:
Data Table (using 3 books beneath your ramp on the rough sandpaper side)
DISTANCE WHAT IS
TRIAL
OBJECT TRAVELED BY YOUR UNIT OF
NUMBER MEASURE?
PLASTIC LID
1
Answers will vary, but trial
2 distances should be fairly
consistent for each object.
3
1. Explain how the change in HEIGHT of the board (the angle of incline) changed the forces that caused the lid to travel?
The higher the board, the farther the lid traveled (less friction); the lower the board, the less the lid traveled.
2. Explain how changing the SURFACE MATERIAL (surface friction) changes the forces that cause the lid to move differently?
3. Predict other materials that could INCREASE or DECREASE friction in this investigation.
INCREASE FRICTION DECREASE FRICTION
Rubber, sandpaper, something else with “grip” Ice, grease, some other smooth surface
Examples: Jumping rope has a repetitive pattern that allows you to predict when to jump. A teeter-totter moves in a repetitive up and down motion. Patterns can be
used to predict how forces can act at a distance, how the properties of permanent magnets and electromagnets will work. In Lesson 6, students will investigate how
magnets make a pendulum move.
Ask the students to suggest more examples of repetitive motion or patterns of motion.
Simple pendulum definition must be addressed: A pendulum is a weight that hangs from a swinging rope, wire, or string.
Phenomenon: Students watch a video with children playing on a tire swing that moves back and forth.
Potential Misconceptions: Pendulums stop when no force is given. In fact, when a pendulum is set in motion it remains in motion.
Lesson Goals:
Objective: Students will observe a phenomenon using a pendulum, predict its outcomes, and measure the object’s outcome to discover a pattern.
Learning Target: I can predict the outcome of future motions using a pendulum.
I can discover a pattern of motions.
Standard Information
Performance Expectation 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to
predict future motion.
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Developing and Using Models PS2.A: Forces and Motion Cause and Effect
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising The patterns of an object’s motion in Cause and effect
simple models and using models to represent events and design solutions. various situations can be observed and relationships are
Develop and/or use models to describe and/or predict phenomena. measured; when that past motion exhibits routinely identified.
Develop a diagram or simple physical prototype to convey a proposed object, a regular pattern, future motion can be Cause and effect
tool, or process. predicted from it. (Boundary: Technical relationships are
Planning and Carrying Out Investigations terms, such as magnitude, velocity, routinely identified,
Planning and carrying out investigations to answer questions or test solutions to momentum, and vector quantity, are not tested, and used to
problems in 3–5 builds on K–2 experiences and progresses to include investigations introduced at this level, but the concept explain change.
that control variables and provide evidence to support explanations or design that some quantities need both size and
solutions. direction to be described is developed.) Patterns
Make observations and/or measurements to produce data to serve as the basis (3-PS2-2) Patterns of change can be used
for evidence for an explanation of a phenomenon or test a design solution. to make predictions.
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 3-5 builds on K-2 experiences and
progresses to extending quantitative measurements to a variety of physical properties
and using computation and mathematics to analyze data and compare alternative
design solutions.
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 54
Describe, measure, estimate, and/or graph quantities (e.g., area, volume,
weight, time) to address scientific and engineering questions and problems.
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3-5 builds on K-2 experiences
and progresses to the use of evidence in constructing explanations that specify
variables that describe and predict phenomena and in designing multiple solutions to
design problems.
Use evidence (e.g., measurements, observations, patterns) to construct or
support an explanation or design a solution to a problem.
Lesson Preparation:
Materials: Group Size: Management:
Supplied in kit: Whole Group For this lesson you will conduct a demonstration of constructing a pendulum and conducting
Roll of kite string an investigation to find a pattern to predict future motions.
Roll of masking tape Pairs For each pendulum: 1 plumb bob (donut magnet), masking tape and kite string
100 wire pipe cleaners Solo Each pair of students will need a Stop-Watch; you may use online timers from devices
100 straws (iPads, tablets, or chrome books)
15 donut magnets (“plumb bob”) Organize pairs of students
14 Stop-Watches
Not supplied in kit: Note: to save time from your “science block”, you may wish to construct the pyramid frames
Chart paper (Step 6 below) a day or so before. These same pyramid frames will be used in Lesson 6.
Markers
Lesson Plan:
Suggested Timing: Agenda:
5 minutes Engage: Discussion about pendulums and view “Tire Swing Pendulum Demonstration” video
15 minutes Explore: Constructing a pendulum
3 minutes Explain: Student discussion about patterns
2 minutes Elaborate: Students test their predictions with their pendulums
5 minutes Evaluate: Replay the Tire Swing video, have students record their observations in their science notebook or on loose-leaf paper
Teaching Procedures: Teaching Notes
Engage: Pendulum - a weight that hangs from the end of a
1. On the Smartboard or a projector, display the tire swing image and ask students if there is any pattern rope, wire, or string. One end of the wire is
by which they can predict which way the tire swing will move. Students can think-pair-share with attached to a fixed point.
partners to predict outcomes. Call on a representative of each group to share out. Ask the students If a person pulls the “plumb bob” (donut magnet)
what they thought caused the tire swing to move? What was the effect of the tire swinging? back and lets go, the pendulum will swing freely.
2. As a whole group, explain to students what a pendulum is. Seat students in pairs, and have students
turn-and-talk about where they have seen a pendulum or if they have ever made a pendulum. Have Image tire swing found below.
students share out where they might have seen a pendulum before, or if they have ever made a
pendulum. You can support them by recording the students’ list of pendulums on chart paper or Tire Swing Pendulum Demonstration Video:
Smartboard. https://youtu.be/xTon8X1Fc7Q
3. After students share out, play the video titled “Tire Swing Pendulum Demonstration” and watch as a
whole group. Play the video 3-4 times. Ask the students what patterns they noticed and what they Other videos that can be used to make predictions:
predict will happen next. Write down their ideas and predictions on chart paper or Smartboard. UKI - The Seesaw (Full Episode)
Explore: https://youtu.be/v4tiEiKIKZQ
4. Prompt students with a question such as “What are different ways we can measure how the Kids on Swing at Outdoor Park (Hanging Seat)
pendulum swings to discover a pattern?” Students will record responses onto student page. https://youtu.be/n7bDfmaaJUQ
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 55
5. Next, have students brainstorm ideas independently of how to make a pendulum. “What materials
would they need?” Students can write responses. Constructing the Pyramid:
6. Students will work in pairs to construct a pyramid out of 6 straws and 6 pipe cleaners.
a. Feed one pipe cleaner through each straw, leaving ~1” sticking out of each end of the straw.
b. Take three of the pipe cleaner/straw combinations and twist them together, forming a “teepee”.
c. Twist together two different pipe cleaner/straw combinations with one of the “base legs”.
d. The final pipe cleaner/straw combination should be twisted together with a different base leg
and the other end of a straw added in step c.
e. The final connection should be three loose ends that need to be twisted together.
7. Students will tie the donut magnet (“pendulum bob”) to the string, and attach the pendulum string to the
top of the “pyramid” with tape. They should measure the length of the string, and predict its direction,
comparing its movement with the standard length string with a shortened string to discover a pattern
while timing five cycles (“How much time does it take to go back and forth completely five a b
times?” “How will this change when the string is of a different length?”).
8. Introduce student page. On student page the students will measure the amount of time it takes for the
pendulum to swing back and forth five times, using a stopwatch (or online timer). They will repeat this
with the shortened string, then look at their data to sense any patterns and make predictions about
additional string lengths.
9. The teacher will give a short demonstration of timing five cycles of the pendulum (start the timer when
the pendulum is all the way to one side, with one student calling out “zero” and then stop the timer
when the student announces that the pendulum reached “five”). The teacher will demonstrate how to
record outcomes of measurements for two trials at each string length. Because of the mass of the
donut magnet (“plumb bob”), it may be necessary to put one finger on the pyramid to stabilize it.
10. Students will first explore swinging the pendulum back and forth.
11. After students had a chance to explore, students will start with finding a pattern in measuring how long
c d
it takes for the pendulum to swing five times. Assign 1 student as timer and data recorder, and 1
student to pull and observe how the plumb bob swings. Students should record data from each trial.
12. Next, students will shorten the length of the string, swing the pendulum five times again and measure
how long it takes, and now look for a pattern comparing this set of data to the previous set of data.
Explain:
13. Students will analyze data within small groups about what patterns they notice. Students will record
their analysis of patterns on student page.
14. Students will discuss in their small groups how they can predict the direction of the pendulum’s motion
based on their observations.
Elaborate:
15. Students should make predictions about the amount of time it would take the pendulum to swing five
cycles if their string was a different length (if their pyramid was taller or the pendulum was suspended
from the classroom ceiling). If time permits, students might investigate this and see if their predictions e
are correct. Prompt students “Is what you predicted correct? What patterns did you notice?”
Evaluate:
16. Gather students back in whole group. Play video “Tire Swing Pendulum Demonstration.” Have students SAVE THE PYRAMID FRAMES FOR USE IN
make predictions on the direction the tire swing will move after the video ends. Have students construct LESSON 6
and write an explanation on how they know this in their Science Notebooks. Ask them to support their
predictions and claims on what they know, based on evidence (measurements & observations).
17. Have students model a pendulum and explain its future motions. Students will sketch the pendulum
and draw arrows to show the directions of future motions.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3) Predict: What pattern do you think you would find with an even shorter pendulum string?
________________________________________________________________________________________________
4) Predict: What pattern do you think you would find with an even longer pendulum string?
_________________________________________________________________________________________________
Explanation
:
Time for five cycles should be ~ 4.2 seconds using a 7” This depends on the actual length of the string, but it will be
string – it will vary based on actual pendulum length. less time. For a 5” string, ~ 3.6 seconds for five cycles.
Phenomenon: Teacher will use a pan balance to launch a small object. Students will discuss and model balanced and unbalanced forces after the object is
launched.
Potential Misconceptions:
Students may confuse models with drawings or sketches. Students may believe that any representation is a model, but scientists use the term modeling specifically
when the representation is used as part of an explanation or to help students to understand an abstract concept.
Lesson Goals:
Objective: Students will be able to identify balanced and unbalanced forces on the motion of an object.
Students will be able to make predictions of an object’s future motion based on patterns.
Students will create models to demonstrate scientific concepts.
Learning Target: I can create models to demonstrate what I know about balanced and unbalanced forces and using patterns to predict motion.
Standard Information
Performance Expectation 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the
motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to
predict future motion.
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Developing and Using Models PS2.A: Forces and Motion Cause and Effect
Modeling in 3–5 builds on K–2 experiences and progresses to Each force acts on one particular object and has both Cause and effect relationships
building and revising simple models and using models to strength and a direction. An object at rest typically has are routinely identified.
represent events and design solutions. multiple forces acting on it, but they add to give zero Cause and effect relationships
Develop and/use models to describe and/or predict net force on the object. Forces that do not sum to zero are routinely identified, tested,
phenomena can cause changes in the object’s speed or direction and used to explain change.
of motion. (Boundary: Qualitative and conceptual, but
Constructing Explanations and Designing Solutions not quantitative addition of forces are used at this Patterns
Constructing explanations and designing solutions in 3–5 builds level.) (3-PS2-1) Patterns of change can be used to
on K–2 experiences and progresses to the use of evidence in The patterns of an object’s motion in various situations make predictions.
constructing explanations that specify variables that describe can be observed and measured; when that past
and predict phenomena and in designing multiple solutions to motion exhibits a regular pattern, future motion can be
design problems. predicted from it. (Boundary: Technical terms, such as
Construct an explanation of observed relationships magnitude, velocity, momentum, and vector quantity,
Use evidence (e.g., measurements, observations, are not introduced at this level, but the concept that
patterns) to construct or support an explanation or design some quantities need both size and direction to be
a solution to a problem. described is developed.) (3-PS2-2)
Lesson Preparation:
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 62
Materials: Group Size: Management:
Supplied in kit: Whole Group Arrange student pairings ahead of time.
8 Pan balances
Not supplied in kit: Pairs Display anchor charts from previous lessons (QFT chart from lesson 1, visuals created in
Small plush animal or counting bear lessons 2, 3, 4) in this unit during the whole-class engage.
Science notebooks or folders
Student activity page (one per student)
Anchor charts from lessons 1, 2, 3, and 4
Chart paper
Lesson Plan:
Suggested Timing: Agenda:
10 min Engage: Launching an object (demonstration of unbalanced forces causing a change in motion)
20 min Explore: Student pairs complete student activity page
5 min Explain: Students explain how models help to understand and predict
4 min Elaborate: Reflection discussion on models as tools
1 min Evaluate: Student page serves as summative assessment from first four lessons
Teaching Procedures: Teaching Notes
Engage: This lesson is intended to be used as both an
1. Set up the pan balance with a plush animal or counting bear on one of the pans. Because of the overview of scientific modeling, and an assessment
unbalanced force of an object on one side, the pan will be down on that side, and up on the opposite of student understanding on the concepts
side. Ask students to make a prediction about what will happen if you apply a quick downward force on introduced in the first 4 lessons of Unit 1.
the pan that is currently up.
2. Allow think time for students, then ask them to turn and talk (“tell a neighbor”). After each student has If teachers prefer, they can choose to have
shared her/his idea with her/his neighbor (15-20 seconds), call on several students to share their students complete the student activity page
thinking with the whole group. Record student responses on chart paper or a projected computer independently instead of in pairs.
screen.
3. Push down rapidly on the upper pan and launch the object. Repeat once or twice as students observe Teachers should have multiple copies of the
the motion. differentiation sheet available, as many students at
4. Ask students to create a model that includes representations for the forces that can explain why the this point in the school year may benefit from a
object’s motion changed. Explain that models can be physical structures or they can be drawings or visual tool to aid them in recalling and using
sketches that scientists use in constructing explanations and communicating their ideas with others. scientific vocabulary and symbols.
Give them 3-5 minutes to create their models in their notebooks or on paper. Ask students to raise
their hands if they have an example that they would be willing to share with the class. Have these
students show their models to the teacher by turning their notebook or paper towards the teacher. Call
on 2-3 students who have solid, effective models drawn, and share these with the class.
Explore:
5. Explain to the students that they will work together in pairs to analyze a picture (drawing, photograph,
or sketch) that shows a force and interaction concept they have learned, and use the picture to create a
model, using images, arrows and/or words to show direction, force, and strength.
6. Hold up the student activity page, or display on a document camera, so students can see what they will
be working on today. Briefly review directions, and allow time for students to ask questions about the
assignment.
7. Assign student pairings, and distribute materials. Allow students 20 minutes to work on the student
activity.
Explain:
8. After students have completed the student activity page, collect student pages and put away materials,
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 63
and have students come to the meeting area. Ask for student volunteers to explain how the models
they created today will help others to understand the concepts of balanced and unbalanced forces, and
use patterns to predict future motion.
Elaborate:
9. Ask students to think about why modeling is an important tool for scientists. Guide them to think about
how models show comprehensive concepts.
Evaluate:
10. The student activity page can be used as a summative assessment of student understanding of the
concepts introduced in the first half of Unit 1.
Science Notebook: Keeping dated records of thoughts, observations and sketches is a common practice employed by scientists.
It is also a good way to keep an ongoing record of student understanding and can be used as a formative assessment tool for student learning.
Students refer back to their Science Notebooks or folders as a reference tool during the engagement portion of this lesson.
Assessment:
Formative Assessments: The student page can be used as a formative assessment of the student’s ability to identify and label forces of motion, and to create
models that represent these scientific concepts: balanced and unbalanced forces, and using patterns of a pendulum to predict future motion. Teachers can also
collect anecdotal data as they circulate the room during student work.
Literacy Connections:
Vocabulary ELA Prompts
New or Recently Introduced Familiar Terms A scientific model is used to…..
Visual representation Balanced force A model helps scientists and others share information and learn because…..
Scientific model Unbalanced force
Pan balance
Pendulum
Pattern
Prediction
Fulcrum/Fulcrum point
Differentiation: Below are some suggestions for modifying lessons for individuals or groups of students.
Students who may need more challenge: Students who may need more support:
These students should complete #4 (BONUS question) on the student activity Teacher should provide these students with the symbols and vocabulary page as
page during the science they complete the student activity page. This page includes symbols indicating
various force strengths and directions students can choose from and replicate in
their own work, and includes a vocabulary bank.
Think Outside the Box: This section is designed to offer an extension or alternative lessons that may require materials that cannot be added to the Science 21 kits.
B. Explain your model for how the patterns of motion can predict the future motion of an object.
B. Explain how your model and why the forces are either balanced or unbalanced.
C. Explain how you know your model is an accurate representation of the forces on this object.
Directions: Read each problem carefully. Work with your partner to label the pictures, and create
models as directed.
1. Balanced forces:
a. Label the picture below with arrows to create a model that demonstrates relative strength and
direction of balanced forces.
There are three children on each side, so I made arrows that are equal sized and facing
opposite ways (in the direction in which the children are pulling).
a. Label the picture below with arrows to create a model that demonstrates relative strength and
direction of unbalanced forces.
There’s only one person pulling to the left, with a small force, against nine people pullling to the
right, with a large force. The forces aren’t balanced, so there will be motion to the right.
a. Use the picture below to create a model that demonstrates how patterns of motion can predict
future motion of an object. Draw an arrow that indicates the direction of the future motion (an
instant after this photo is taken).
b. Describe in words your model for how patterns of motion can predict future motion of an object:
Students may come up with any of the sets of arrows above (diagonal arrow downward to the
right; arrow to the right followed by arrow to the left; bi-directional curved arrow; or curved arrow
right followed by curved arrow left). The child on the swing is going to go down and to the right
an instant after this photo, assuming it was at the top of the swing on the left.
a. Draw a picture of the playground object in motion. Add arrows that show the forces (with
direction and relative strength) on the object as it moves.
Responses will vary, but should include a picture of playground equipment, with arrows scaled
indicating relative forces. For balanced forces, the arrows should be approximately equal size
and length. For unbalanced forces, the arrows should be unequal, with motion occurring in the
direction of the net force.
b. Describe in words your model and why the forces are either balanced or unbalanced.
Responses will vary, but should include a description of the individual forces and the net force
that causes an imbalance (unbalanced forces) and a resulting change in motion OR a net force
of zero, indicating balanced forces, and no change in motion (an object at rest will continue to
stay at rest).
c. Explain how you know your model is an accurate representation of the forces on this object.
Responses will vary, but should acknowledge that the student is aware of the individual forces
acting on the equipment. The student is able to represent those forces and is able to visually
demonstrate that the part of the playground equipment that changed motion was the part of the
equipment that did not have balanced forces acting, or had a non-zero net force, and the
direction of the resulting motion is explained by/ aligned with the direction of the net force.
Use these symbols and words to help you create your models:
Lesson Preparation:
Materials: Group Size: Management:
Supplied in kit: Whole Group Students should be “paired” with a partner; arrange before lesson.
Straw & wire “pyramid” from Lesson 4. Prepare K,W,L chart.
47 donut magnets (5 for teacher demonstrations; 3 Pairs Students will turn and talk after each teacher demonstration.
per pair of students) *note: these 47 magnets are in Whole Group Read aloud suggestions are not required.
addition to 15 donut magnets suspended from Students will work in pairs to explore with magnets and materials.
pyramids frames from lesson 4
15 #2 unsharpened pencils Students will run one piece (~7”) of masking tape along the side of the pencil so that
1 roll of masking tape (1 piece about 18” long and they will be able to make marks on it. The longer piece (18”) of masking tape will be
another ~7” long) to wrap around the eraser end of the unsharpened pencil so that it will stop a donut
magnet from sliding off the pencil.
Not supplied in kit:
Scissors (to cut kite string), crayons, other
materials to test
Chart paper
Markers
Post-it notes
Lesson Plan:
Suggested Timing: Agenda:
5 minutes Engage: Magic Paper phenomenon with magnet hanging from pyramid frame
10 minutes Explore: Student exploration with magnets and objects using the Student Journal Page
5 minutes Explain: Students will process their results from the exploration about magnetic and non-magnetic materials through whole group discussion
10 minutes Elaborate: Demonstrate by using a pencil with 3 disc magnets to represent attractive and repulsive forces; view an electrostatics video
5 minutes Evaluate: Whole group discussion about unseen forces
Teaching Procedures: Teaching Notes
Engage:
1. Teacher demonstration: Place the pyramid magnet frame (from Lesson 4) over a “magic” piece of
paper (one with a donut magnet hidden beneath it). Ask students to describe their observations and
construct an explanation for the phenomenon. Wait for student observations, discussion and
explanations before revealing the hidden donut magnet. Note: “magic” is intended to be playful, since
we do not attribute things to magic in science.
Explore:
2. Prompt students, “What do magnets attract and what do they not attract?” Students should plan
and conduct a brief investigation around the classroom with a magnet to determine which objects in the
classroom respond to the magnet and which do not. Safety note: students may not test computer,
television, or cellphone screens with the magnets. Students should draft a preliminary operational Teacher prompts students to recall what they
definition of what magnetic means. already know about magnets and their relationship
Assessment:
Formative Assessments:
Literacy Connections:
Static electricity is an electrical charge produced by friction. This will show how objects with different charges can attract and repel (++ or - - repel) (+- or -+ attract).
Magnetic forces attract only magnetic materials. While magnetized, temporary magnets act like permanent magnets. An iron nail with a coil of wire wrapped around it
connected to a battery becomes a magnet because an electric current is flowing through the coil. The teacher may want to preview how to make an electromagnet
prior to this lesson. Click on the link to view the directions How to Make an Electromagnet.
People use the power of magnets in many ways. Magnetism and electricity are closely related. In an electric generator, an electric current is set up in a coil of wire
that moves through a magnetic field. An electric current moving through a wire coil wrapped around an iron core produces magnetism. The close interrelationship
between magnetism and electricity has many applications.
By exploring magnets, students are introduced indirectly to the idea that there are forces that occur on Earth that cannot be seen. This idea can then be developed
into an understanding that objects, such as the Earth or electrically charged objects, can pull on other objects. It is important that students get a sense of electric and
magnetic force fields (as well as of gravity) and of some simple relations between magnetic and electric currents.
Phenomenon: Video of a large electromagnet lifting an engine at a scrap yard. Students will learn that electromagnets are a temporary magnet, in which the
magnetic field disappears when the circuit is broken. Students will learn the cause and effect relationship between the battery, the nail with the coil of copper wire,
and the connection the wire coated copper makes with the battery.
Potential Misconceptions:
The number of times the copper is coiled around the nail does not affect the strength of the electromagnet. In fact, the number of coils does make a difference, as
does how tightly the coils are wound around the nail or bolt.
The insulated (plastic coated) wire coiled around the nail or bolt must be made of copper. In fact, any coated wire will work. Bare wire will not work!
The size of the nail makes a difference in the strength of an electromagnet. In fact, the number of coils around the bolt, the strength of the current applied, and the
material are the main things that affect the strength of the electromagnet.
Electromagnets are permanent magnets. In fact, the magnetic forces dissipate when the switch is in the “off” position or the battery is no longer connected.
Lesson Goals:
Objective: Students will understand that electromagnets are temporary magnets and work only when electricity passes through the coil of wire.
Students will understand that objects with different charges can attract or repel (++ or - - repel) (+ - or -+ attract) each other.
Learning Target: I can understand how electromagnets work. I understand that static electricity is an electrical charge produced by friction, which allows
electrons to move from one object to another.
Standard Information
Performance Expectation 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects
not in contact with each other.
2. What objects can an electromagnet attract? How does this compare to a permanent magnet?
3. How can you measure the strength of an electromagnet? How can you make an electromagnet stronger?
4. What surprised you about the electromagnet demonstration? Be specific, and cite evidence from the demonstration.
It is a temporary magnet. It loses its force of attraction once the switch is turned off. Refrigerator
magnets (permanent magnets) are not turned off with a switch.
2. What objects can an electromagnet attract? How does this compare to a permanent magnet?
The electromagnet appears to attract the same kinds of metal (iron, steel) that a permanent magnet
attracts.
3. How can you measure the strength of an electromagnet? How can you make an electromagnet stronger?
One way to measure its strength is to pick up certain objects (e.g. small paperclips) and compare
how many you can pick up. The electromagnet is stronger when there are more coils and they are
closer together, or if you use more batteries or a stronger battery.
4. What surprised you about the electromagnet demonstration? Be specific, and cite evidence from the demonstration.
Answers will vary, but look for students to include evidence from the teacher demonstration.
Do all the objects move at the same distance from the magnet? Yes or No
Do all the objects move in the same direction to the magnet? Yes or No
Predict what would happen if you had a stronger magnet. Would the force be stronger or weaker?
Do all the objects move at the same distance from the magnet? Yes or No
Do all the objects move in the same direction to the magnet? Yes or No
Predict what would happen if you had a stronger magnet. Would the force be stronger or weaker?
The force would be stronger if the magnet was stronger. It would pull the small objects from farther
away and make them move toward the magnet faster. Maybe the magnet would move toward the heavy
Forces not in contact with one another are invisible, so we can’t see the forces, but we can feel
something when we hold two magnets or when we hold one magnet and a paper clip. The non-contact
forces act from a distance. This includes the magnets that we played with and the electrostatics that
we saw on the video – they work from a distance. Contact forces have to be touching. You can’t make
Lesson Goals:
Objective: Students will explore the use of magnets to define a problem and design a solution.
Learning Target: I can identify a problem that can be fixed using magnets. I can design a magnetic device to solve a problem.
Standard Information
Performance Expectation 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Developing and Using Models PS2.B: Types of Interactions Interdependence of Science,
Modeling in 3-5 builds on K-2 experiences and progresses to Electric and magnetic forces between a pair of Engineering, and Technology
building and revising simple models and using models to objects do not require that the objects be in Scientific discoveries about the
represent events and design solutions. contact. The sizes of the forces in each situation natural world can often lead to new
Develop a diagram or simple physical prototype to convey depend on the properties of the objects and their and improved technologies, which are
a proposed object, tool, or process. distances apart and, for forces between two developed through the engineering
magnets, on their orientation relative to each design process.
Constructing Explanations and Designing Solutions other. (3-PS2-3)
Constructing explanations and designing solutions in 3-5 builds Define a simple design problem that can be
on K-2 experiences and progresses to the use of evidence in solved by applying scientific ideas about
constructing explanations that specify variables that describe magnets. (3-PS2-4)
and predict phenomena and in designing multiple solutions to
design problems.
Apply scientific ideas to solve design problems.
Assessment:
Formative Assessments: Students pages describing their solutions to the selected scenario
Literacy Connections:
Vocabulary ELA Prompts
New or Recently Introduced Familiar Terms One thing I learned about magnets is…
Positive
Negative
North Pole
South Pole
Repel
Attract
Force
Magnetic field
Electromagnet
Electric charge
Think Outside the Box: This section is designed to offer an extension or alternative lessons that may require materials that cannot be added to the Science 21 kits.
Problem
What problem are you trying to fix?
Explain it Brainstorm
Tell us about your project. How can we solve this problem?
Test it Do it
Does it work? How should I make it? (Include materials)
Scenario #3 Scenario #4
Congratulations! You have been hired to run a recycling You have learned about magnets and their properties, it is
plant and they put you in charge of an important task. You clear that magnets attract and repel. Magnets come in
have to sort and separate valuable steel from aluminum different shapes, sizes, and strengths. Using all you know
cans. Unfortunately for you, the previous manager did not about magnets, identify any real-world problem you
know the difference between aluminum and steel. He choose and design a magnetic device that can fix that
piled the room with valuable steel products together with problem. Present your design by defining the problem it is
the less valuable aluminum cans. You must come up with a intended to fix. Then, explain how your device will fix the
method for separating and sorting the steel from the problem.
aluminum cans using magnets.
Phenomenon: The engineers, or students, provide written feedback to their peers about changing their magnetic device design.
Potential Misconceptions:
Lesson Goals:
Objective: Students will revise their magnetic devices based on the feedback from their peers and ability to solve the problem efficiently.
Learning Target: I will revise my magnetic device based on my classmates’ suggestions.
Standard Information
Performance Expectation 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Asking Questions and Defining Problems PS2.B: Types of Interactions Cause and Effect
Asking questions and defining problems in grades 3-5 builds on grades K-2 experiences Electric and magnetic forces between a Cause and effect
and progresses to specifying qualitative relationships. pair of objects do not require that the relationships are
Define a simple problem that can be solved through the development of a new or objects be in contact. The sizes of the routinely identified.
improved object or tool forces in each situation depend on the Cause and effect
Developing and Using Models properties of the objects and their relationships are
Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple distances apart and, for forces between routinely identified,
models and using models to represent events and design solutions. two magnets, on their orientation tested, and used to
Identify limitations of models. relative to each other. (3-PS2-3), (3- explain change.
Planning and Carrying Out Investigations PS2-4)
Planning and carrying out investigations to answer questions or test solutions to problems
in 3-5 builds on K-2 experiences and progresses to include investigations that control
variables and provide evidence to support explanations or design solutions.
Make observations and/or measurements to produce data to serve as the basis
for evidence for an explanation of a phenomenon or test a solution.
Engaging in Argument from Evidence
Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to
critiquing the scientific explanations or solutions proposed by peers by citing relevant
evidence about eh natural and designed world.
Respectfully provide and receive critiques from peers about a proposed
procedure, explanation, or model by citing relevant evidence and posing specific
questions.
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences
and progresses to evaluating the merit and accuracy of ideas and methods.
Communicate scientific and/or technical information orally and/or in written
formats, including various forms of media as well as tables, diagrams, and charts.
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 98
Lesson Preparation:
Materials: Group Size: Management
Not supplied in kit: Whole Group Should already have copies of the “Scenarios Poster” from Lesson 8; black & white copy for
Copies of the scenarios from each student.
Lesson 8 Solo Make copies of the Peer evaluation sheets – back to back for each student.
Copies of student journal pages Whole Group
Completed student journal pages Pairs
and designs from Lesson 8
Lesson Plan:
Suggested Timing: Agenda:
5 minutes Engage: Introduce and review the expectations of the peer evaluation student journal page and the gallery walk.
12 minutes Explore: Students will complete three independent reviews for peers’ magnetic device designs through a gallery walk process.
10 minutes Explain: Students will receive peer feedback and have opportunity to ask clarifying questions.
8 minutes Elaborate: Students will revise original magnetic device design and complete student journal page, “Feedback and the Design Process”.
5 minutes Evaluate: Turn and talk to share students’ revised magnetic device designs.
Teaching Procedures: Teaching Notes
Engage: Teachers may want to view the protocol for the
1. The teacher will gather the students in the meeting area. The teacher will elicit from the students the gallery walk on page 14 on Engage NY, which can
steps in the Design Process Model (keeping in mind students are not completing the “Do It” and “Test be found by clicking this link Gallery Walk Protocol
It” steps in this lesson). from Engage NY.
2. The teacher will introduce the peer evaluation student journal page, which students will complete
during the gallery walk. (If you are unfamiliar with a gallery walk, please see the teaching notes.)
Explore: The Design Process Model is included in the
3. Students will independently review three of their peers’ magnetic device designs using the peer lesson plan. A copy of a student friendly design
evaluation sheet. They will identify limitations of peer’s design models. process model can be found in Lesson 8.
Explain:
4. Students will return to their original magnetic device designs and read the feedback provided by their Set out students’ magnetic device designs and
peers. peer evaluation student journal page around the
5. Students will have the opportunity to ask any necessary clarifying questions. classroom.
Elaborate:
6. Students will return to their desks and revise their design for their magnetic devices based upon their
peer feedback student evaluation journal page.
7. Students will complete and revise the design of their magnetic devices and the student journal page.
8. Students will complete the editing checklist, which will be used as a formative assessment. Teacher should partner up students for Turn and
Evaluate: Talk.
9. The students will gather in the meeting area, at which time the students will turn and talk with their
partner. Students will take turns presenting their revised magnetic devices. Students respectfully Link for “5 Minute Crafts” video with magnet use
provide and receive critiques from peers about a proposed model by citing relevant evidence and https://www.youtube.com/watch?v=yxviTLVjvDQ
posing specific questions.
10. OPTIONAL: Teacher may share portion (13:00-13:29) of “5 Minute Crafts” video showing several
helpful uses of magnets
Science Notebook: Keeping dated records of thoughts, observations and sketches is a common practice employed by scientists.
It is also a good way to keep an ongoing record of student understanding and can be used as a formative assessment tool for student learning.
Make sure students DATE each page of their notebook and consider recording the time if that information is valuable to the investigation.
Literacy Connections:
Vocabulary ELA Prompts
New or Recently Introduced Familiar Terms My classmate chose Scenario #___ and solved the problem by …
Positive I think that my classmate can improve his or her design by …
Negative
North Pole
South Pole
Repel
Attract
Force
Magnetic field
Electromagnet
Electric charge
Differentiation: Below are some suggestions for modifying lessons for individuals or groups of students.
Students who have more design experience may describe improvements and/or Students that have difficulty writing may illustrate their design improvements.
provide additional design suggestions
Think Outside the Box: This section is designed to offer an extension or alternative lessons that may require materials that cannot be added to the Science 21 kits.
Teachers may choose to provide the materials for students to create and test their designs.
Reproducible Student Materials:
“Scenarios Poster” for each student (already copied in Lesson 8)
Peer evaluation journal page
Student journal page: “Feedback and the Design Process”
How well did your peer define the problem? How well did your peer define the problem? How well did your peer define the problem?
Write a clarifying question to your peer about Write a clarifying question to your peer about Write a clarifying question to your peer about
the problem statement. the problem statement. the problem statement.
Which Scientific idea(s) did your peer use? Which Scientific idea(s) did your peer use? Which Scientific idea(s) did your peer use?
1. Opposite magnetic poles attract. 1. Opposite magnetic poles attract. 1. Opposite magnetic poles attract.
2. Like magnetic poles repel. 2. Like magnetic poles repel. 2. Like magnetic poles repel.
3. Magnets attract steel and iron objects. 3. Magnets attract steel and iron objects. 3. Magnets attract steel and iron objects.
Provide evidence from your peer’s design for Provide evidence from your peer’s design for Provide evidence from your peer’s design for
the Scientific idea(s) you selected. the Scientific idea(s) you selected. the Scientific idea(s) you selected.
Identify one limitation of your peer’s model, Identify one limitation of your peer’s model, Identify one limitation of your peer’s model,
and make one suggestion to improve the and make one suggestion to improve the and make one suggestion to improve the
design. Write or draw the improvement on the design. Write or draw the improvement on the design. Write or draw the improvement on the
back of this sheet. back of this sheet. back of this sheet.
Editing Checklist - After you have completed your work, check off each requirement you completed.
Check Requirement
Did you use most of the space in the box to illustrate your design?
Did you label your magnetic device design using scientific vocabulary and symbols?
(Remember to use the K, W, L chart to help you.)
1. Redesign your drawing based on peer feedback. Remember to label your illustrations, use scientific vocabulary, and
symbols.
2. How did the feedback you received from your peers make a difference in the design process?
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Summative Assessment:
Student assessment sheet
Scoring: Rubric
Potential Misconceptions:
Some students will believe force and energy are the same thing. In fact, once an object is in motion, the energy that was used to initiate the motion is irrelevant.
Students may believe that a force needs to continually be applied to make an object move. In fact, objects do not stop moving because of a lack of force, but rather
because different forces are being applied – friction & gravity.
Students may believe that, when an object is at rest, no forces are acting on it. In fact, even when an object is at rest, the force of gravity is always pulling it toward
the earth’s center.
Lesson Goals:
Objective: Students will demonstrate their knowledge of forces and interactions by planning and conducting investigations, designing models, and
explaining their understanding.
Learning Target: I can show what I know about balanced and unbalanced forces, patterns of motion, and magnetic forces.
Standard Information
Performance Expectation 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the
motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to
predict future motion
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects
not in contact with each other.
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*
Science and Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Asking Questions and Defining Problems PS2.A: Forces and Motion Cause and Effect
Asking questions and defining problems in grades 3-5 builds on Each force acts on one particular object Cause and effect relationships are
grades K-2 experiences and progresses to specifying qualitative and has both strength and a direction. An routinely identified, tested, and used to
relationships. object at rest typically has multiple forces explain change.
Ask questions that can be investigated based on patterns acting on it, but they add to give zero net
such as cause and effect relationships force on the object. Forces that do not sum Patterns
Define a simple problem that can be solved through the to zero can cause changes in the object’s Patterns of change can be used to make
development of a new or improved object or tool speed or direction of motion. (Boundary: predictions
Qualitative and conceptual, but not
Planning and Carrying Out Investigations quantitative addition of forces are used at
Planning and carrying out investigations to answer questions or this level.) (3-PS2-1)
test solutions to problems in 3-5 builds on K-2 experiences and The patterns of an object’s motion in
progresses to include investigations that control variables and various situations can be observed and
provide evidence to support explanations or design solutions. measured; when that past motion exhibits
Assessment:
Summative Assessment: Students complete the Student Assessment page as they work independently or in partnerships to complete a series of hands-on tasks.
Literacy Connections:
Vocabulary ELA Prompts
New or Recently Introduced Familiar Terms None
Balance
Pan balance
Scale
Force
PNW BOCES Science 21 Curriculum © 2018 G3 U1 May 2019 | P a g e 107
North
South
Attract
Repel
Magnetism
Electromagnetism
Differentiation: Below are some suggestions for modifying lessons for individuals or groups of students.
Students who benefit from enrichment: Students who need more support:
Assessment question 4 (BONUS question) can be mandatory for these This assessment is not intended to evaluate students’ reading, writing, or drawing
students. abilities. Therefore, teachers can provide support in reading directions or tasks to
or scribing for students who need it. Teachers can also provide the symbols &
vocabulary page as needed for students who would benefit from a visual guide to
symbols and vocabulary introduced & used in this unit.
Think Outside the Box: This section is designed to offer an extension or alternative lessons that may require materials that cannot be added to the Science 21 kits.
1. Using a pan balance and paper clips or other objects, plan an investigation that demonstrates
balanced or unbalanced forces. Write the steps of your investigation and draw a model.
Remember to include arrows and/or words, demonstrating forces and direction.
Question:__________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Investigation: ______________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Model:
1. Using a pan balance and paper clips or other objects, plan an investigation that demonstrates
balanced or unbalanced forces. Write the steps of your investigation and draw a model.
Remember to include arrows and/or words, demonstrating forces and direction.
N S S N N S N S
This set of magnets will repel each other This set of magnets will attract each
because they have like poles next to other because they have unlike poles
each other (south and south). next to each other (south and north).
Model:
Use these symbols and words to help you create your models: