Investigating Motion, Forces and Inertia Developing a model to explain motion of objects

Sacramento Area Science Project – Science Literacy Framework ©

Entering the Content Think about the statements in the Anticipatory Set (page 1 of handout) Fill in your responses (A for agree, D for Disagree). Once you and your partner have finished filling in your responses have a partner conversation explaining your thinking to each other.

Balanced and Unbalanced Forces 1. Place the object on a flat, level surface. 2. Once you set the object in place, what happens to it? Write your observations. 3. Next, get the object to move. 4. What do you have to do to start the object moving? Write your thinking down.

Make a chart like the one below and record your group’s thinking PushesPullsOther

Making an object move in specific directions Use the washer with four pieces of string tied to it. Arrange the strings so that they form the pattern below on the washer and lay that out on your game sheet. N S E W

Making an object move in specific directions Use your data sheet to keep track of your thinking and reasoning about what it takes to make the washer move to various positions (A, B, C) while keeping the strings 90º from one another. Notice and think about forces! When your group is finished with the activity and filling out your data sheet bring your washer and strings up.

Assessing out current thinking What do we know at this point about motion and forces? What do we still have questions about?

Assessing our current thinking How would you answer the following questions – Can an object move if no forces are acting on it? Explain. Can an object stay in one place with forces acting on it? Explain. What is required to set an object in motion?

Another Activity Continuing to focus on phenomena

Using the Think-Pair-Share organizer Fill in the Think box with what you think will happen. (page 2 of handout – top portion) Once you and your partner have completed the Think portion, have a brief conversation in which you listen to each other and summarize each other’s thoughts in the Pair box. Lastly, record in the ideas you can share in the Share portion.

Experiencing a Phenomena Set up the cup, index card and penny as was previously shown. Rapidly flick the index card sideways Observe what happens Repeat a few times

Using the Think-Pair-Share organizer Fill in the Think box with your explanation of why what you observed happened. (page 2 of handout – bottom portion) Once you and your partner have completed the Think portion, have a brief conversation in which you listen to each other and summarize each other’s thoughts in the Pair box. Lastly, record in the ideas you can share in the Share portion.

Obtaining Information from Text Use the Summary Protocol, where – One person is chosen to keep the group on-task. Read one paragraph silently (leader makes sure all group members know where paragraph starts and ends). After everyone in the group is finished reading the paragraph, the group discusses the main idea(s). The group comes to consensus about one (or two) main idea(s). The group talks about how to write the main idea(s). Each group member writes down the main idea(s). Repeat steps 2 – 6 for each paragraph of the reading. (handout page 4) Use you “partner” voice

Try it Again – a different way Set up the cup, index card and penny. Come up with a different way of obtaining the same result. To a pair next to you, explain why the new way yields the same result as the original way, include the role of forces and inertia.

Formative Assessment Odd One Out Science Formative Assessment (Page Keeley) Have a dialogue with others at your table about which term in each set you would consider as not belonging there. Explain your thinking and rationale to one another. Which is the Odd One?Why is it the Odd One? Force Inertia Object Friction Which is the Odd One?Why is it the Odd One? Motion Unbalanced Mass At rest (handout page 5)

The Communication Triangle Text/Format: essay, news article, letter Writer/Perspective: Who is speaking? Reader/Audience: Who are you speaking to?

Potential Writing Tasks You have been studying motion and inertia and are showing your mother the penny on the card on the cup activity. Your little brother who is 10 comes into the room just as you flick the card. He thinks it is magic. Write a note to him explaining the science behind the phenomenon (why the penny did what it did, use your science words). At a birthday party a friend shows you a trick. She puts a glass of water on a table with a thin table cloth. Then she quickly pulls the table cloth out from under the cup without tipping it over or spilling any water. She claims she can do this because of friction. Write an to her either agreeing or disagreeing with her (include claims and evidence you might use to make your point). (handout page 5)

Lesson Sequence 1. Anticipatory Set 2. Investigations of phenomena (sense-making) 3. Think–Pair–Share (what do you think will happen?) 4. Phenomenon 5. Think–Pair–Share (why do you think it happened) 6. Summary Protocol from text 7. Try it a different way – phenomenon and writing 8. Formative Assessment (Odd One Out) 9. Writing Task Sacramento Area Science Project

Sacramento Area Science Project – Science Literacy Framework ©