a 3 grade science unit adapted from the battle creek area...

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A 3rd grade science unit adapted from the Battle Creek Area Mathematics & Science

Center curriculum

Stacy VictoryApril 2012

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Table of Contents:

Overview and Theme…………………………………………… 2

Key Concepts…………………………………………………….. 2

Objectives…………………………………………………………. 3

Grade Level Content Expectations……………………… 5-6

Content Outline………………………………………………... 7

Lesson Plans…………………………………………………...8-29

Meeting Diverse Needs……………………………………. 30

Behavior Management…………………………………….. 30

Assessment…………………………………………………….31-34

Bibliography………………………………………………….. 35

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Overview and Theme:

“Changes in Motion” is a third grade physics unit that I taught to the students in my student teaching placement at Lakewood Elementary in the spring of 2012. The unit is derived from the Battle Creek Area Mathematics & Science Center, but it has been adapted to meet my students’ needs and follow the pacing guide set by the district.

The theme of this unit fits in with West Ottawa’s implementation of the International Baccalaureate (IB) program. The IB Primary Years Programme is structured around six transdisciplinary themes:

Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet

This unit falls under the transdisciplinary theme “How the World Works.” All of Lakewood’s social studies and science units are organized around the IB transdisciplinary themes. West Ottawa uses the Battle Creek science kits for all of their science programs, so this unit is fully aligned with the district’s curriculum.

It is important for my students to learn the content of this unit because it answers the greater question of how the world works. In this unit, students are introduced to Newton’s Laws and begin exploring the concept of scientific laws. Through their inquiry, the students come to realize that some things in life (and in science) are always true under all circumstances and in all places. With the IB program’s focus on educating students with an international focus, learning such scientific laws are an important stepping stone in helping students develop a global concept. In learning about changes in motion, students come to realize that all moving objects throughout the world are under the influence of the same forces and move in accordance with the same scientific laws.

Key Concepts:

Motion is the changing in position of an object.

The force of gravity pulls objects toward Earth.

Forces can start, stop, or change the motion of an object.

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Long Term Unit Objective:

The learner will describe changes of motion in terms of speed, direction, and distance and name the forces that caused the change.

Short Term Unit Objectives:

1. The learner will identify differences in the speed, direction, and manner in which various objects move.

2. The learner will describe motion as the changing of position of an object.

3. The learner will describe motion in terms of direction and speed.4. The learner will describe a force as a push or pull.5. The learner will identify friction as a force that changes the way an

object moves.6. The learner will explain the relationship between the mass of an object

and the strength of the force needed to move the object. 7. The learner will interpret data from an investigation and make a graph.8. The learner will identify gravity as the force that pulls objects toward

the Earth. 9. The learner will compare and contrast the motion of toys in an orbiting

spacecraft to that of toys on Earth.10. The learner will explain that the forces acting on an object at rest

are equal and opposite and therefore there is no motion.10. The learner will relate a change in motion of an object to the force that caused the motion.11. The learner will state and explain Newton’s first law of motion.

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Grade Level Content Expectations:

Science:P.FM.E.2 Gravity- Earth pulls down on all objects with a force called

gravity. With very few exceptions, objects fall to the ground nomatter where the object is on Earth.

P.FM.03.22 Identify the force that pulls objects towards the Earth.

P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can bechanged by forces. The size of the change is related to the size of the force. The change is also related to the mass of the object on which the force is being exerted. When an object does not move in response to a force, it is because the environment is applying another force.

P.FM.03.35 Describe how a push or a pull is a force.P.FM.03.36 Relate a change in motion of an object to the force that caused the change of

motionP.FM.03.37 Demonstrate how the change in motion of an object is related to the strength

of the force acting upon the object and to the weight of the object.P.FM.03.38 Demonstrate when an object does not move in response to a force, it is

because another force is acting on it.

P.FM.E.4 Speed- An object is in motion when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time.

P.FM.03.41 Describe the motion of objects in terms of path and direction.P.FM.03.42 Identify changes in motion (change direction, speed up, slow down).P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of

time.

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.03.11 Make purposeful observations of the natural world using the appropriate senses.

S.IP.03.12 Generate questions based on observations.S.IP.03.13 Plan and conduct simple and fair investigations.S.IP.03.14 Manipulate simple tools that aid observation and data collection (for

example: hand lens, balance, ruler, meter stick, measuring cup, thermometer,spring scale, stopwatch/timer)

S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters,Celsius, grams, seconds, minutes) for the measurement tool.

S.IP.03.16 Construct simple charts and graphs from data and observations.

S.IA.E.1 Inquiry includes an analysis and presentation of findings thatlead to future questions, research, and investigations.

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S.IA.03.11 Summarize information from charts and graphs to answer scientificquestions.

S.IA.03.12 Share ideas about science through purposeful conversation in collaborativegroups.

S.IA.03.13 Communicate and present findings of observations and investigations.S.IA.03.14 Develop research strategies and skills for information gathering and problem

solving. S.IA.03.15 Compare and contrast sets of data from multiple trials of a science

investigations to explain reasons for differences.

S.RS.E.1 Reflecting on knowledge is the application of scientificknowledge to new and different situations. Reflecting onknowledge requires careful analysis of evidence that guidesdecision making and the application of science throughouthistory and within society.

S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances,models, exhibits, and activities.

S.RS.03.14 Use data/samples as evidence to separate fact from opinion.S.RS.03.15 Use evidence when communicating scientific ideas.S.RS.03.17 Identify current problems that may be solved through the use of technology.S.RS.03.19 Describe how people have contributed to science through history and across

cultures.

Reading:R.NT.03.03 Identify and describe characters’ thoughts and motivations,

story level themes (e.g. good vs. evil), main idea, andlesson/moral (e.g. fable) in narrative text.)

R.IT.03.02 Identify informational text patterns (e.g. problem/solution, sequence, compare/contrast, descriptive).

R.CM.03.01 Connect personal knowledge, experience, and understanding of the world to themes and perspectives in text through oral and written response.

R.CM.03.04 Apply significant knowledge from what is read in grade level appropriate science and social studies texts.

Social Studies:3-G.1.01 Use cardinal directions (north, south, east, west) to describe relative location

of significant places in the immediate environment.

Math:M.UN.03.01 Know and use common units of measurements in length, weight, and time.M.UN.03.03 Understand relationships between sizes of standard units, e.g. feet and

inches, meters and centimeters.D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of

values in a bar graph.

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Content Outline:Observation of Motion:

Lesson 1:The learner will identify differences in the speed, direction, andmanner in which various objects move.

Lesson 2: The learner will describe motion as the changing of position of an object.

Lesson 3:The learner will describe motion in terms of direction and speed.

Forces:Lesson 3:

The learner will describe a force as a push or a pull. Lesson 5:

The learner will identify friction as a force that changes the way anobject moves.

Lesson 6: The learner will explain the relationship between the mass of anobject and the strength of the force needed to move the object.

Lesson 7: The learner will interpret data from an investigation and make agraph.

Lesson 8:The learner will identify gravity as the force that pull objectstoward the Earth.

Lesson 9:The learner will compare and contrast the motion of toys in anorbiting spacecraft to that of toys on Earth.

Newton’s Laws:Lesson 10:

The learner will explain that the forces acting on an object at restare equal and opposite and therefore there is no motion.

Lesson 11: The learner will relate a change in motion of an object to the forcethat caused the motion.

Lesson 12:The learner will state and explain Newton’s first law of motion.

Review:Lesson 13:

The learner will identify the cause of a change in motion.Lesson 14:

The learner will explain how different types of force cause different changes in motion (direction, speed, and distance).

*All lessons adapted from the Battle Creek Area Mathematics & Science Center Curriculum- 3PS1 8

Lesson 1: Pretest and Science Safari

Objective: The learner will identify difference is the speed, direction, and manner inwhich various objects move.

GLCEs: P.FM.03.41, S.IP.03.11, S.IP.03.12, S.IP.03.14, 3-G.1.01, M.UN.03.01

Behavior Management: Clear directions will be given for each station before beginning explorations. Students will be told that if they cannot participate appropriately, they will not be

able to participate in the activities. Students will be working in their pre-assigned science groups so that they can begin

to get familiar working with these students.

Materials:

Pretest Stopwatch activity lists Stopwatches BlocksYo-Yos Paper Pencils PuzzleN,S,E,W signs labeling the room

N,S,E,W worksheets Jumping frogs Masking tape line on the floor

Student observation notebooks

Sequence of Instruction:1. Give students the pre-test. Tell them to do their best work and try to make a guess if they

don’t know the answer to a question. This will not be graded (not for their report cards). Turn it in to the inbox.

a. Early finishers: Work on cursive if it is not finished or do read to self2. Once everyone is finished with the pre-test, explain the stations that the students will be

able to participate in:a. Stopwatch practice:

i. Students will practice doing a variety of things off the list of items provided (build a block tower, tie your shoes, keep a yo-yo going, complete the puzzle etc.). While they complete the activity, their partner will time them. They can try racing against a friend to complete different activities the fastest.

b. North, South, East, West reviewi. Students will work in partners to write directions from one point in the room

to another using direction words and telling how many steps they need to take. They will exchange papers with their partner and see if their directions get them to the right place.

c. Frog Racei. Students will race against a partner to see who can get their frog to jump

across the finish line first.3. At the end of each activity, the students will stop to writ e a reflection on what they noticed

during the activity and what they think the purpose of the activity was in their observation notebook.

4. Each rotation will run for 15 minutes with the last 5 minutes being used for reflection time.

Differentiation: These centers are appropriate for all ability levels and will provide all the students

with important background knowledge. Learning styles addressed: Visual, Kinesthetic, Tactile

*All lessons adapted from the Battle Creek Area Mathematics & Science Center Curriculum- 3PS1 9

Bloom’s Levels: Application, Analysis, Synthesis

Assessment: Formative- Observational assessment of class discussion and reflection. Student

observation notebooks will be collected and graded for quality of work and depth of thought.

*All lessons adapted from the Battle Creek Area Mathematics & Science Center Curriculum- 3PS1

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Lesson 2: Observation of Motion

Objective: The learner will describe motion as the changing of position of an object

GLCEs: P.FM.03.32, P.FM.03.35, P.FM.03.36, P.FM.03.41, P.FM.03.42, P.FM.03.43,S.IP.03.11, S.IP.03.12, S.IP.03.13, S.IP.03.14, S.IP.03.15, S.IP.03.16,S.IA.03.11, S.IA.03.13, S.IA.03.14, S.IA.03.15, S.RS.03.11, S.RS.03.12,M.UN.03.01, M.UN.03.03

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Students have already been given time to play with the materials in the previous

lesson, so they will be told that today they are to use them as tools, not toys. Cooperative learning groups with assigned jobs and nametags so that I can tell

which student is responsible for each job.

Materials:

Student journals Toy car (1 per group) Measuring tape (1 per group)

Stopwatch (1 per group)

Masking tape Chart Paper Markers Parent Letters

Sequence of Instruction:Day 1:

1. Place the toy car on the starting line. Discuss the lack of motion and how the students can tell.

2. Start the car moving and have the class make observations.3. After the car stops moving, write down descriptions of the motion in science journals.4. Pair and share observations. Add more to journals if necessary.5. Run the car again and have two students help measure the distance the car traveled and

time the motion.6. Repeat for two more trials, and record the information in a chart on chart paper.7. Class discussion about observations from the demo using a THC chart. Fill in the “T” and

“H” columns.8. Discuss and define the term “variable.”9. Brainstorm things that could be tested to see if they affected the distance the car travels.10. Teacher will assign each group a variable to test. Students will design an experiment using

journal pg. 2 as a guide. 11. Conduct trials and record data. Write a conclusion12. Clean up materials and transition into the next activity.

Day 2:1. Finish experiments from yesterday as needed. 2. Meet on the rug with science journals and report findings from investigations.3. Add conclusions to THC chart.4. Devise a class definition of motion. Check with definition in journal.5. Complete journal page 3 reflection questions as a group.

Differentiation: The students will be designing their own experiments, and I will guide them in

designing an experiment that is at an appropriate level. Learning styles addressed: Visual, Auditory, Kinesthetic, Tactile


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Bloom’s Levels: Knowledge, Application, Synthesis, Evaluation

Assessment: Formative- Observation of class discussion. Journal page will be collected and

graded for effort and mastery of the lesson objective. Journal- Draw a picture of the motion of your car in your investigation. Describe

the motion using speed, direction, and motion words. Write the conclusion of your investigation using data in your answer.


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Lesson 3: How Do We Describe Motion?

Objective: The learner will describe motion in terms of direction and speed.

GLCEs: P.FM.03.41, P.FM.03.42, P.FM.03.43, S.IP.03.11, S.IP.03.16, S.IA.03.12,S.RS.03.11, 3-G.1.01

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Call to attention using “Oreo” Cooperative learning groups with assigned jobs and nametags so that I can tell


Materials:

Student journals 1 tennis ball per group Signs labeling the walls N,S,E,W

Chart Paper with Describing Motion Chart drawn

Word cards

Sequence of Instruction:1. Ask students to describe the motion of their car from yesterday’s investigation. Record

student responses on the board.2. Discuss the meaning of “motion words,” “speed words,” and “direction words.” Add word

cards to word wall.3. Model how to fill in the Describing Motion Chart.4. Explain procedures and behavior expectations for working in groups to fill in the chart.

Model appropriate behavior with the tennis ball. Remind them that they will only have 10 minutes to work and everyone must have a turn with the tennis ball. There will be a prize for the team that comes up with the most words.

5. Pass out tennis balls and give students 10 minutes to use the ball to help them brainstorm motion words and fill in the chart. Walk around and ask inquiry questions as students work.

6. Come back together and share the collected words.7. Make a class Describing Motion Chart.8. Discuss N,S,E,W and review what they mean. 9. Call out objects in the room and have students determine if they are on the N,S,E,W side of

the room. 10. Complete journal page 5 in cooperative groups.11. Sponge activity: Simon Says with speed, direction, and motion words.

Differentiation: Inquiry questions will drive students toward higher level thinking and challenge

higher level learners. Learning styles addressed: Visual, Auditory, Kinesthetic, Tactile Bloom’s Levels: Knowledge, Comprehension, Application, Analysis

Assessment: Formative- Observational assessment during group work while asking inquiry

questions. Journal page will be collected and graded for effort and content mastery.


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Journal- Give the kids a picture of a tortoise and a hare. Compare the motion f the turtle and the hare.


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Lesson 4: What is Force?

Objective: The learner will describe a force as a push or pull.

GLCEs: P.FM.03.35, P.FM.03.36, P.FM.03.37, P.FM.03.41, P.FM.03.42, S.IP.03.11,S.IP.03.14, S.RS.03.11, S.RS.03.17, R.NT.03.03, R.IT.03.02, R.CM.03.01,R.CM.03.04



Materials:

Student journals Per group:1 cotton ball1 tennis ball1 jumping frog

Rope Book: Herman’s Moving Experience

Sequence of Instruction:1. Give each group the group materials. Give them 5 minutes to brainstorm ways to get the

objects to move. Recorder will record ideas. Reporter will share ideas with the class.2. Move students over by the rope.3. Call up 2 student volunteers to stand on opposite ends of the rope and pull it is tight.4. Have the students pull equally on the rope and have the group notice the rope did not move

from the masking tape line on the floor. Discuss why.5. Add another volunteer to one side of the rope. Have the students predict which way the

rope will move using direction words.6. Have the students pull. Observe, and discuss what happens.7. Continue exploring different combinations of students and predicting what will happen.

Observe and discuss after each trial.8. Dismiss students back to their groups. Give each group a tennis ball and have them sit in a

circle and push the ball to one another for about 1 minute and observe the motion. 9. Discuss what was needed to start the ball, stop the ball, or change the direction of the ball.10. Discuss the term force and create a class definition, then check in journals.11. Talk about the 3 ways that a force can change the motion of an object. 12. Add all conclusions to THC chart.13. Read Herman’s Moving Experience, part 1. Discuss the characters, and text pattern. Call

on student volunteers to retell the first part of the story. 14. Journal

Differentiation: Mix of large group and small group work to provide different learning experiences Learning styles addressed: Visual, Auditory, Kinesthetic, Tactile Bloom’s Levels: Knowledge, Comprehension, Application

Assessment:


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Formative- Observational assessment during group and group discussions. Journal page will be collected and graded for effort and content mastery.

Journal-Draw and write about a time you used a pushing force and a pulling force to change the way something was moving. How did you know it changed?


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Lesson5: Friction

Objective: The learner will identify friction as a force that changes the way an object moves.

GLCEs: P.FM.03.36, S.IP.03.11, S.IP.03.16, S.IA.03.11, S.IA.03.13, S.IA.03.13, S.IA.03.14,S.IA.03.15, S.RS.03.11, S.RS.03.14, S.RS.03.15,

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Set a timer to help with time management Cooperative learning groups with assigned jobs and nametags so that I can tell

which student is responsible for each job. Will do a point system and take points away from groups that are being uncooperative. Prize for the winning group at the end.

Materials:

Student journals Word cards Marbles Hand sanitizer½ straw per student 1 square of sand paper

per student1 cup of pebbles per group

Clorox wipes to clean desks

Magic School Bus Plays Ball video


1. Begin on the rug. Tell students that today they will be investigating ways to help Herman from yesterday’s book move more easily.

2. Dismiss to desks. Have students rub their hands together and describe how their hand moves using motion words. Record in journals.

3. Make predictions about ways to make it easier/harder to move their hands.4. Explain procedures for the investigation. 5. Supply manager comes up to get the supplies for the group.6. Work through the investigation one step at a time as a group. For each item (marbles,

pebbles, straws, sandpaper, soap), students will:a. Predict whether the object will make it easier/harder to move their hand on their

desk.b. Test their prediction.c. Record their findings.d. Use motion words to describe the movement.

7. Clean desks after all objects have been tested. 8. Meet back up at the rug. Discuss their observations and which objects made it

easier/harder to move their hand.9. Explain the definition of friction and add to the word wall.10. Predict what would happen if you rolled a marble across the floor, then test the students’

predictions. Discuss how the marble eventually stops due to friction.11. Closure: Turn and talk about the definition of friction.

Day 2:1. Watch “The Magic School Bus Plays Ball” video from United Streaming2. Class discussion about times when friction is a good thing and when it is a bad thing.3. Journal.

Differentiation:


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Using discussion, investigation, and a video to meet various learning styles Learning styles addressed: Visual, Auditory, Tactile Bloom’s Levels: Knowledge, Comprehension, Application, Synthesis, Evaluation

Assessment: Formative- Observational assessment of student understanding throughout the

experiment and during closure discussion. Journal page will be collected and graded for effort and content mastery.

Journal- Write a fictional story about a time when you arrived home and there was no friction.


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Lesson 6: Friction Investigation

Objective: The learner will explain the relationship between the mass of an object and thestrength of the force needed to move the object.

GLCEs: P.FM.03.35, P.FM.03.36, P.FM.03.37, S.IP.03.11, S.IP.03.12, S.IP.03.13, S.IP.03.14,S.IP.03.15, S.IP.03.16, S.IA.03.11, S.IA.03.12, S.IA.03.13, S.IA.03.15, S.RS.03.14,M.UN.03.01, M.UN.03.03

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Cooperative learning groups with assigned jobs and nametags so that I can tell

which student is responsible for each job. The experiment will be run as a whole class with each group working on each step at

the same time to avoid chaos. I will model the experiment.

Materials:

Student journals For each group:Block of wood w/ sand paper attachedBookStringPlastic cup with handleWashersWaxed paperRubber bandsMasking tape

Word cards


1. Review friction from the previous lesson2. Show the model of the set up for the investigation. The plastic cup is attached to the end of

a string with the wood block on the other end. The cup hangs down off the desk but above the ground. A piece of masking tape is placed right behind the book to clearly show movement.

3. Give students 5 minutes to have their stations set up exactly like the model.4. Have the students predict how many washers they will need to put in the cup to make the

block move. Record predictions in journals.5. Test the predictions and record actual number of washers in the box.6. Share results. Discuss reasons for discrepancies (review “variables”).7. Repeat investigation with sandpaper under the block, rubber bands around the block, and

waxed paper under the block. Each time make and record a prediction, test the prediction, and record the results. Share results for each trial.

8. Ask inquiry questions during the experiment to guide students’ thinking. Can you explain what is happening? What would happen if…? How does this relate to motion, fore, and friction?

9. Put away all materials and go to the rug for a class discussion.10. Discuss the different surfaces and which ones had greater/less friction. How did they

know? Encourage the students to use their vocabulary words (force, friction, motion etc.) throughout the conversation.


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11. Make a conclusion about friction and the amount of force required to move an object.Day 2:

1. Review the conclusion from yesterday’s investigation.2. Raise a new question: What will happen if you added mass to the block of wood?3. Define the term “mass” and explain how it is different from weight. Add to the word wall. 4. Demonstrate how to measure mass using a balance scale. Have students record the mass of

the washers that they will add on top of the block in their journals. 5. Predict what will happen now that mass has been added.6. Repeat the investigation from the previous lesson and record all data in journals.7. Rank the materials in order from the one that required the most force to the one that

required the least force.8. Have students discuss the journal questions in their small groups and then complete the

journal page. 9. Journal

Differentiation: Hands on activity combined with mini-lecture for explanation and lots of discussion

to meet various learning styles. Learning styles addressed: Visual, Auditory, Tactile Bloom’s Levels: Comprehension, Application, Analysis, Synthesis, Evaluation.

Assessment: Formative- Observational assessment during investigation and class discussion

while asking inquiry questions. Journal page will be collected and graded for effort and content mastery.

Journal- Write a conclusion about the force necessary to move a block of wood with different surfaces and different masses.


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Lesson 7: Making Sense of Friction Data

Objective: The learner will interpret the data from their investigation and make a graph.

GLCEs: S.IA.03.11, S.IA.03.13, S.IA.03.15, S.RS.03.14, S.RS.03.15, D.RE.03.01, D.RE.03.02



Materials:

Student journals Copies of the class Force and Motion Data Chart

Sequence of Instruction:1. Share each group’s results from the last lesson’s investigation and record data in a

composite class chart. Review any discrepancies in data and discuss why they might have occurred.

2. Ask the students how they could use the information to make a graph and what information they would need to include in the graph.

3. Guide students in understanding they should compare the type of surface (amount of friction) to the number of washers (amount of force).

4. Journal page 15 has the outline of a graph with axes drawn and blanks in places where the labels will be written. Help students determine what to label their axes.

5. Decide on a number increment for the y-axis.6. Model how to make the graph using the teacher data. 7. Each group graphs their own data. Walk around and provide extra assistance.8. Repeat the process to make a new graph for the data with added mass.9. Do a comparison of the graphs. Do different groups have graphs that look different? Why

or why not?10. Ask students how the data on their graph supports their conclusions from the investigation. 11. Journal

Differentiation: Teacher will provide extra help for those students who struggle with fine motor skills

and will have difficulty with this activity. Learning styles addressed: Visual, Tactile Bloom’s Levels: Application, Analysis, Synthesis, Evaluation

Assessment: Formative- Observational assessment of graphs for accuracy of data collection and

data transmission. Journal- Which surface required the least amount of force? What does this tell you

about the friction of that surface? Where did the force to move the block come from? What type of force was it? Summarize what the data in your graph shows.


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Lesson 8: Gravity

Objective: The learner will identify gravity as the force that pulls objects toward the Earth.

GLCEs: P.FM.03.22, P.FM.03.35, P.FM.03.36, P.FM.03.37, P.FM.03.38, P.FM.03.41, P.FM.03.42, P.FM.03.43, S.IP.03.11, S.IP.03.16, S.IA.03.12, S.RS.03.11 R.NT.03.03, R.IT.03.02, R.CM.03.01, R.CM.03.04

Behavior Management: Students will be told in the morning that we will watch a movie in science in the

afternoon if they earn it through good behavior. The word “movie” will be written on the board, and I will erase letters throughout the morning as needed for misbehavior.

Materials:

Student journals Bill Nye the Science Guy video, “Gravity”

Herman’s Moving Experience book.

Sequence of Instruction:1. Review what the students have learned about forced. Introduce the video by telling the

student that today they will be learning about a new force that is completely invisible.2. Watch the Bill Nye video about gravity.3. After the video, have a class discussion about gravity and what they learned from the video. 4. Read the second chapter of Herman’s Moving Experience. 5. Have the students retell the events of the book.6. Discuss how this book relates to what the students learned from Bill Nye about gravity.7. Complete journal assessment.

Differentiation: I chose to do this lesson as a video rather than the experiment that the Battle Creek

curriculum suggested because it would provide a nice change from the many experiments we have already conducted and will address different learning styles.

Learning styles addressed: Visual, Auditory Bloom’s Levels: Knowledge, Comprehension, Application

Assessment: Formative- Observational assessment of class discussion. Journal page will be

collected and graded. Journal- Think of one of your favorite sports or activities. Then, draw a picture of

what it would be like without any gravity.


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Lesson 9: Motion of Toys

Objective: The learner will compare and contrast the motion of toys in an orbiting spacecraft tothat of toys on Earth.

GLCEs: P.FM.03.22, P.FM.03.36, P.FM.03.37, S.IP.03.11, S.IP.03.13,

Behavior Management: As in the previous lesson, students will be told that they will not be able to watch the

video if they misbehave during the lesson. Students will be given a few minutes to play with each toy before beginning

observations. Barnes Bucks and “I notice” for positive reinforcement. Cooperative learning groups with assigned jobs and nametags so that I can tell


Materials:

Toys in Space video Toys in Space data collection worksheet

Tennis ball Beanbag

For each group:1 paper airplane1 ball and jacks set1 flip toyPublishing paper

Magnetic marbles


1. Throw the beanbag up in the air. Have students describe the motion and talk about the forces that changed the motion.

2. Bounce the tennis ball and ask the same questions.3. Toss the ball around the room to different students and ask the same questions.4. Read Shuttle Mission 51-D from science journals to get background knowledge about the

investigation.5. Pass out the paper airplanes and give the students 2 minutes to play with their airplanes

before beginning the actual observations.6. Run small centers for students to complete the 3 investigations and record their data on

journal page 9. 5 minutes for each investigation with 1 minute to move in between.a. Aim the airplane at the wall and discuss what happens.b. Try to fly the airplane backwards and describe what happens.c. Fly the airplane in an open area and describe what happens.

7. Give students to work with their group to write one question they have about how the airplane will move in space.

8. Make a list of the class questions.9. Have students make a prediction about what will happen in space.10. Watch the video and make observations. Pause to point out important details. 11. Discuss observations. Answer questions from the class list. Answer the questions on

journal pg. 19.Day 2:

1. Review yesterday’s investigation of paper airplanes. Answer the key question “How do toys move in space?”


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2. Demonstrate how to play jacks.3. Distribute sets of jacks and give the students a few minutes to play in their groups.4. As they play, students should be making observations about the motion and forces. After 5-

10 minutes, have the students stop and record their observations in the chart and answer the questions on journal pg. 20.

5. *As the students are playing, walk around and ask inquiry questions. What do you notice about the motion? What forces are at work? Etc.

6. Give students time to writ e a group question about the behavior of the toy in space. Share questions and make a class list.

7. Make predictions about the behavior of the toy in space.8. Watch the video and add observations to the chart.9. Class discussion about the motion of the toys.10. Finish the rest of the questions on journal pg. 20.

Day 3:1. Review the previous 2 investigations.2. Show how to use the magnetic marbles. Discuss the terms “attract” and “repel”. Pass

around 2 marbles so that the student can feel these forces.3. Predict how many marbles it would take to make a chain. Test it out with the marbles and

record observations in journal.4. Predict what would happen if you rolled one marble into a group of marbles. Test the

prediction and record observations in journal.5. Show how the flip toy words. Observe its motion. Record observation in journals using

speed, direction, and motion words.6. Discuss the forces that make the toy move. Have the students hold it in their hand so they

can feel the pushing force. Record observations in journal.7. Brainstorm questions about how these 2 toys will move in space. 8. Watch the video to answer the questions.9. Discuss the motion of toys in space and discuss how they are similar/different from the

motion on earth. Record in journals. 10. Gather back on the rug. Hold out the tennis ball and discuss all the forces that are acting on

it.11. Drop the tennis ball and discuss the forces that are acting on it.12. Model how to draw a picture to represent the forces.13. Students go back to their desk and draw a picture of the forces at work in the motion of a

basketball in honor of March Madness. Turn in to the inboxDifferentiation:

This lesson provides a new experience for all students because they have never seen how these toys move in space before. It will be highly engaging for all learners.

Learning styles addressed: Visual, Auditory, Kinesthetic, Tactile Bloom’s Levels: Comprehension, Application, Analysis, Synthesis, Evaluation

Assessment: Formative- Observational assessment of class discussion. Journal pages will be

collected and graded. Additional assessment- Basketball drawing will act as a mini-quiz for me to gauge

the students understand of forces acting on objects before moving on to the lessons about Newton’s laws.


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Lesson 10: Newton’s First Law

Objective: The learner will explain that the forces acting on an object at rest are equal andtherefore there is no motion.

GLCEs: P.FM.03.37, P.FM.03.38

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Call to attention using “Oreo” and ringing the bell Cooperative learning groups with assigned jobs and nametags so that I can tell


Materials:

On each table:2 washers2 index cards

Cotton ball Jumping Frog Wind-Up Toy

Tennis ball

Sequence of Instruction:1. Roll a tennis ball across the floor so it bumps into the wall. Discuss why the ball started

rolling and why it stopped.2. Review all the conclusions from the THC chart and introduce today’s key question.3. Discuss the meaning of a scientific law and tell students that today they will be investigating

one of these laws.4. Dismiss back to desks. Have the supply manager get washers and index cards for each

group. Each pair will put a washer on the index card and lay it between their desks.5. Give the students 30 seconds to silently observe the washer for motion.6. Record and share observations.7. Lay the 4 items on the front table. Ask the students what forces are acting on the objects.8. Review that gravity is pushing down and the table is pushing up. These are equal forces, so

the object remains at rest.9. Ask what would be needed to move the objects. 10. Relate the balance of forces to a teeter-totter. Draw on the board.11. Ask students if they have enough information to make a science law about objects at rest.

Work together to write out the first part of Newton’s law.12. Discuss what the law means and its importance in their daily lives.13. Clean up

Differentiation: Mix of discussion and reflection to meet the needs of interpersonal and

intrapersonal learners. Learning styles addressed: Visual, Auditory, Tactile Bloom’s Levels: Comprehension, Application, Synthesis

Assessment: Formative- Observational assessment during group discussion. Objective will be

met if students can correctly identify the forces acting on the objects at rest.


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Lesson 11: More about Newton’s First Law

Objective: The learner will relate a change in motion of an object to the force that caused themotion.

GLCEs: P.FM.03.37, P.FM.03.38

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Call to attention using “Oreo”, ringing the bell Cooperative learning groups with assigned jobs and nametags so that I can tell


Materials:

For each group:2 washers2 index cards2 plastic cups

Word sort cards- 5 sets Tennis ball

Sequence of Instruction:1. Review yesterday’s investigation about the forces acting on an object at rest. Hold out a

tennis ball and have the students explain the forces that are acting on it.2. Distribute materials to each group with the help of the supply manager.3. Set up cups with the cards resting on top and the washer on top of the card.4. Discuss whether or not the objects are moving and how they know.5. Give the students directions for moving the cup by holding the cup in one hand and flicking

the side of the card with the other. Reinforce that they must hold the cup to avoid having materials flying across the room. They will observe the motion of the objects and then repeat with the other partner.

6. Repeat the activity a few times using different amounts of force each time.7. Walk around and ask inquiry questions about the forces that are at work.8. Class discussion about the forces acting on the cup, card, and washer and what caused the

movement of each one.9. Pass out word sort cards to each group and have the students sort these as a group and use

them to discuss the vocabulary words before completing their journal. 10. Journal. Make it a competition to see who can correctly use the most vocabulary word sin

their journal entry.

Differentiation: Inquiry questions will drive students toward higher level thinking and challenge

higher level learners. Learning styles addressed: Visual, Auditory, Tactile Bloom’s Levels: Comprehension, Application, Analysis, Evaluation


questions. Journal page will be collected and graded for effort and content mastery. Journal- Draw a picture of the cup before and after you flicked the card. Write

about what happened to the card and the washer.


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Lesson 12: The Second Half of Newton’s First Law of Motion

Objective: The learner will state and explain Newton’s first law of motion.

GLCEs: P.FM.03.37, P.FM.03.38, M.UN.03.01, M.UN.03.03

Behavior Management: Barnes Bucks and “I notice” statements to reinforce good behavior. Call to attention using “Oreo”, ringing the bell Experiment will be done as a demonstration to save time and because students

struggle to cooperate in groups during challenging experiments. Each student will have a chance to participate in the experiment.

Materials:

Rubber track Metric ruler Marble Tennis ball

Sequence of Instruction:1. Write the second half of Newton’s first law of motion on the board. Read together as a

group.2. Roll a ball and a marble across the floor. Talk about what happened. Did this follow

Newton’s law?3. Brainstorm objects on Earth that would follow Newton’s law.4. Lead students to the realization that on Earth, there are no examples of objects that can

prove Newton’s law.5. Pose the question of how Newton discovered this law if you cannot observe it in an object. 6. Choose 4 students to help with the first round of the demo. One student holds the short end

of the track and one holds the long end so that it makes a J with one long side and one short side. One student drops the marble down the short side. The other records the height the marble travels.

a. For consistency, the short end of the track will always be held at 25 cm.7. Record the height the marble travels on the white board.8. Repeat for two more trials.9. The data should show that the marble traveled to the same height each time. Lead the

students to see that this would be the case even if we did it for 100 more trials.10. Tell the students you are going to change the shape of the track so it is flatter on the long

end. Ask them to predict if the marble will go up higher, lower, or the same height.11. Repeat the trial 3 more times with the flatter track.12. Ask inquiry questions for discussion:

a. How do you think this investigation relates to Newton’s Law?b. What do you notice each time the marble travels on the track? Does it come back

down every time after it reaches a specific height on the long end? Why do you think that happens?

c. What forces are acting on the marble?d. Do you agree that no matter what the shape of the track, the marble will travel to a

certain height?e. What if I make the track into an L? At what point would the marble turn around

and go back.13. Talk about how this realization helped Isaac Newton discover his first law.14. Discuss why this law cannot be tested on earth.


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15. Dismiss back to desks. Read aloud the story about Isaac Newton from the Battle Creek Science Journal. On pg. 32 and 33, students will need to draw pictures that demonstrate Newton’s Law.

16. Closure: Summarize Newton’s First Law and what it means.

Differentiation: Minimal amount of writing in this lesson to accommodate low ELA students. Learning styles addressed: Visual, Auditory, Tactile Bloom’s Levels: Knowledge, Comprehension, Application, Evaluation


questions. Journal page will be collected and graded for effort and content mastery. Journal is not a written assignment this time, but a drawing.


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Lesson 13: Review and Study Guide

Objective: The learner will identify the cause of a change in motion.

GLCEs: P.FM.E.2- All domains; P.FM.E.3- All domains

Behavior Management: Students will work with writing partners who have been carefully assigned due to

ability and compatibility Barnes Bucks Movie will be a reward for good behavior.

Materials:

Changes in Motion Study Guide

“Laws of Motion” video from United Streaming

Sequence of Instruction:1. Gather on the rug by the science word wall. 2. Review all the words and key concepts together. Use lots of Barnes Bucks to engage

students. Challenge students to see how many vocabulary words they can use in their answers.

3. Work on study guide with writing partners.4. Correct study guide as a class.5. Send study guide home to study for test on Wednesday.6. If students had good behavior and worked hard, watch “Laws of Motion” video. If not, have

them keep out their study guide and study silently at their desks.

Differentiation: Mix of whole group and partner review. Students working in ability partnerships. Learning styles addressed: Visual, Auditory Bloom’s Levels: Knowledge, Comprehension, Application

Assessment: Formal, Summative- This content will be assessed on the final test on Wednesday. I

will be doing observational assessments today to see if there are concepts that we need to revisit before the test.


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Lesson 14: Jeopardy

Objective: The learner will explain how changes in motion are caused by different forces.

GLCEs: All 3rd grade strands of content standards P.FM- Forces of Motion

Behavior Management: All students will have a whiteboard and will be accountable for participating because

they never know when they will be called on. Students will be told up front that the game will only continue if they are showing

good behavior. I will use a “3 strikes you’re out” system to give them 2 warnings before we end the game.

Prize of 10 Barnes Bucks each for the winning team.

Materials:

Jeopardy game prepared on PowerPoint

Whiteboards & markers

Name drawing sticks

Sequence of Instruction:1. Divide the students into 2 teams.2. All students will have a whiteboard and will be expected to participate by writing down an

answer for each question.3. Draw a stick to decide who will go first and begin playing Jeopardy. Remind them of the

rule that if the first team does not answer correctly, the second team will have a chance to steal.

4. Use sticks to randomly call on students from each team to call out the answer and pick a question.

5. Continue playing Jeopardy until all of the clues have been given.6. Final Jeopardy question: Draw a picture of an object in motion and label all of the forces

that are acting on the object.

Differentiation: Formatting the review session as a game will be more engaging for students and

address more learning styles than more paper and pencil review sheets. Learning styles addressed: Visual, Auditory Bloom’s Levels: Knowledge, Comprehension, Application, Synthesis

Assessment: Formal, Summative- This content will be assessed on the final test on Wednesday.

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Meeting Diverse Needs:

During the teaching of this unit, I had one student who was temporarily in a wheelchair due to surgery. This provided a challenge during many of the investigations in which the students needed to work on the floor. I accommodated for her by providing a table for her group to work on. Once she had regained more strength in her hip, we were able to get a beanbag in the classroom so that she could sit on the floor. I accommodated for my struggling readers by reading the pre-test and post-test to them. Each lesson was designed to meet various learning styles and multiple intelligences.

Behavior Management

The behavior management system that was in place in my classroom was a token economy in which the students earned “Barnes Bucks” for good behavior and used them to buy prizes at the store. I try to use the Bucks as reinforcement for good behavior, but as needed I do take them away for inappropriate behavior. I supplemented this plan by instituting cooperative learning groups for science. Students were divided into groups of 4-5, and each student was responsible for performing a job:

Supply Manager- collect the supplies and return them to the front table

Time Keeper- keep the group on task; use the stopwatch for any activity in which it was used

Recorder- responsible for carefully recording the data during observations/experiments and helping group members record the data in their journals

Reporter- share the group’s conclusions with the class Encourager- maintain an attitude of cooperation in the group

The jobs were written on color coded name tag necklaces so that I could easily see which student was responsible for each job. The students wrote their initials on the back of the nametag so that they could maintain equity in the selection of the jobs. Before beginning the unit, I introduced these jobs and conducted several team building activities in which the students worked in their groups and practiced doing each job.

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Assessment:

Both formative and summative assessments were used in this unit. A pre-test was administered at the beginning of the unit to assess the students’ prior knowledge. Most lessons ended with a journaling activity that asked the students to write or draw about what they learned. The summative assessment was the same as the pre-test and was compared with the pre-test to show student growth.

Alternative Assessments: Many of my students required alternative assessment methods to more appropriately meet their needs. My struggling readers were able to have the assessments read to them. One of the students struggles with fine motor skills, so I had him dictate his answers for the assessment to me and I wrote them down. The final assessment required students to answer a variety of questions including multiple choice, free response, and drawing a picture. One of my students was out of the classroom for most of the unit receiving reading interventions. It would obviously not have been fair for me to give her the same assessment as the rest of the class. I worked with her during recess a few days to complete different activities involving motion (throwing and catching a ball, flying the paper airplane, playing with the flip-toy etc.) We worked on identifying all the forces that were acting on the objects and describing the motion using speed, distance, and direction words. For her assessment, I let her choose one of the toys we had played with and orally describe the motion and forces to me.

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Bibliography:

Bill Nye the Science Guy: Gravity. Season 6, Episode 1. Disney EducationalProductions, 2003. DVD.

“Changes in Motion.” 3PS1. Battle Creek Area Mathematics & Science Center.Updated January, 2009.

Jacobs, Larry. The Magic School Bus: Plays Ball. Lily Tomlin, Malcolm-JamalWarner, and Max Beckford. Scholastic, 1994. DVD.

Karre, Nancy. Herman’s Moving Experience. Battle Creek, MI: Battle CreekArea Mathematics & Science Center, 2000.

“Laws of Motion.” United Streaming. Discovery Education, 2012. Web.

TOYS in Space. Battle Creek Area Mathematics & Science Center, 2009. DVD.

a 3 grade science unit adapted from the battle creek area...

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