third grade motion ppt days 1-12 rev. 11.6.19

P O W E R P O I N TF O R D AY S 1 - 1 2P L E A S E S E E F O L D E R F O R T H E S E C O N D P OW E R P O I N T W I T H T H E R E M A I N I N G D AY S .

MOTION UNIT

T H I R D G R A D E

DAY 1 AND 2

LESSON 1:INTRODUCTION TO BLOCK BASHBlock Bash

Goal: To use the concepts of force and motion to get the Zinger to bash the Zipper, resulting in the highest score.

Directions:

• Place the Zinger at the top of the Grain and make sure it is held in place at the starting block.

• When ready, release the Zinger down the Grain. The Zinger should bash the Zipper, sending it down the Lane as far as possible.

• After the Zipper comes to a complete stop, a score is determined by measuring the distance (in cm) the Zipper traveled.

VOCABULARY

• Zinger – The block

• Zipper – The puck

• Grain – The ramp, including the surface attached

to it

• Lane – The pathway along the floor down which

the Zinger travels

• Dive – The moment at which you release the Zinger

down the Grain

• Run – The sequence of events that begins with the

Dive and concludes when the Zipper come to a

complete stop.

Listen as your teacher reads

the Block Bash Rules in your

team journal.

Your team will be asked to

draw a model of how your

game will be set up.

Be sure to clearly design your

pieces. Make sure each of

the pieces are clearly labeled

with arrows.

Include the path of the Zinger.

After reading

Chapter 1: Describing

Motion, in your

guided reading

books, answer the

following three

questions on page 7

of the book.

Motion is the process of moving.

Relative motion is the movement of one

object in relation to another.

Speed measures how quickly something

moves.

LESSON 2: WHY DO OBJECTS MOVE?

I can observe movement.

I can describe what makes

objects move.


It is our job to go now and be

Scientists and Detectives!

We need to be quiet, so be

sure not to disturb other

classes, while we SPY!

We will be roaming the halls in

search of various motions.

When you find a motion, JOT it

down!

Be sure to add any details you

can that may help us later!

1 2

MOTION is the process of

moving.

Write motion at the top of

the column. All the

movements you listed are

examples of motion.

FORCE is described as

either a PUSH or a PULL.

Write force at the top of

the column.

MOTIONFORCE

Forces cause motion.

Examine Column 1 and decide if your example is a

PUSH or PULL.

Label inside the box.

Be prepared to share your thinking.


I can observe movement.

I can describe what makes objects move.

____________ is when an object moves from one placed to another.

______________ causes changes in _____________.

BIG IDEAS:

Motion

Force motion

DAY 4

THESE NEXT FEW SL IDES SHOULD BE REARRANGED TO YOUR L IK ING. USE THESE SL IDES AS NEEDED TO REVIEW THE CONCEPTS OF MOTION AND FORCE. THERE ARE A FEW SL IDES WITH VIDEOS, SOME WITH BOOK IDEAS , AND SOME WITH CHAPTER 2 OF THE BOOKLET.

FORCES cause MOTION!

CHAPTER 2: CREATING MOTION

After reading

Chapter 2:

Creating Motion,

in your guided

reading books,

answer the

following three

questions on page

10 of the book.

Isaac Newton was a 17th century scientist

who did experiment with motion. He

created three laws of motion.

Newton’s first law of motion states that

“an object at rest stays at rest and an

object in motion stays in motion unless

acted upon by a force.”

Objects move when a force is put

upon it.

A force is a push or a pull of an object.

FORCES cause MOTION!

https://jr.brainpop.com/science/forces/pushesandpulls/

https://jr.brainpop.com/science/forces/pushesandpulls/

Formative Assessment #14

Formative Assessment Follow Up #14

Yolanda

Yolanda has the best answer!

The definition of a force is a

push or a pull.

Violet thought there was

another type of force holding

something in place.

You may think a book resting

on a table is being neither

pulled on nor pushed.

However, gravity is pulling the

book towards the table and

the table is pushing back. So

the book becomes balanced.

LESSON 3:WHAT FORCE IS ACTING ON THE OBJECT?

I can describe the forces acting on an object.

Investigating like a scientist!

Before our experiment today, let’s talk about what it means

to investigate like a scientist.

Scientists always try to investigate with a fair test.

Scientist use the term, fair test, in order to explain how

during a given experiment only one variable at a time may

be changed.

A variable is any part of an experiment that can be altered.

LET’S INVESTIGATE• Use the materials provided to complete

the experiment with your group.

Materials:

1. 1 large cork marble

2. 1 small cork marble

3. 1 large glass marble

4. Pan of sand

5. Meter stick

• Complete the chart on page 3 of you Student Notebook throughout your investigation.

• When you’re finished discuss the 4 questions on the bottom of page 3.

in your packet Student Notebook

gravity

LESSON 3:WHAT FORCE IS ACTING ON THE OBJECT?

I can describe the forces acting on an object.

BIG IDEAS:

________________ is force that pulls objects towards Earth.

We can learn about __________________ in motion through

investigations.

Gravity

patterns

https://jr.brainpop.com/science/forces/gravity/

https://jr.brainpop.com/science/forces/gravity/

CHAPTER 3: UNDERSTAND FORCE

Work with your Motion Team.

1. Read Does It Have to

Touch?

2. Decide whose statement

you agree with…Fern or

Akiko.

3. Justify your answers with

reasons or examples.

Scientists always use evidence

to support their answers.

Formative Assessment #15

Fern was correct!

Forces can act between objects without

the objects being in contact with each

other.

Forces can involve direct contact such

as a person pulling a wagon or pushing a

ball across a table.

Forces can also interact from a distance

such as gravity pulling a ball back to

earth or a magnet attracting or repelling

another magnet.

Formative Assessment Follow Up #15

LESSON 4:HOW CAN WE USE FORCES TO MOVE AN OBJECT?

I can observe how changing the incline

of a ramp affects the distance a marble

will travel.

HOW CAN WE CREATE THE LARGEST COLLISION?

Turn and talk with your team. What do you think

collisions are and how are they caused?

What is a collision?

A collision is an act of coming together with solid or

direct impact.

Record the definition on page 5 of your Student Notebook.

In this investigation you will use the materials provided to explore how three different variables affect patterns in motion.

•Variable 1: Height of the ramp. •Variable 2: Size and type of marble dropped.•Variable 3: Size and type of marble on track

HOW CAN WE CREATE THE LARGEST COLLISION?

A variable is something you can

change in an investigation.

Remember …

Scientists investigate using fair tests.

In an investigation they only test one variable at a time.

A variable is any part of an experiment that can be

changed.

Today, we will only change 1 variable, the height of the ramp.

Before you begin the

experiment, make a

hypothesis by picking

the ramp height you

think will create the

largest collision

between any two

marbles.

Circle your choice in

the first column on

page 5 of your Student

Notebook.

Explain why you made

your decision at the

bottom of the column.

.

HOW CAN WE CREATE THE LARGEST COLLISION? RAMP HEIGHT

A controlled investigation tests ONE variable at a time.

For this investigation our variable will be the ramp height. This will be

the only variable we will change.

– Steep

– Middle

– Low

The marble dropped and track marble will stay the same.

– Marble dropped = small, glass marble

– Track Marble = large, cork marble

Time to experiment!

1. Place the ramp at the

appropriate incline.

(Steep = 3 longs; Middle =

2 longs; Low = 1 long)

2. Place the small glass

marble at the base, or

bottom, of the ramp.

3. Place the large glass

marble at the top and

release when ready.

4. Record how far the small

glass marble travels on

page 6 of your Student

Notebook.

5. Also, record your

observations.

I can observe how changing the incline of a ramp affects the distance a marble will travel.

BIG IDEAS:As I decreased the height of the ramp I noticed

___________________________________________________

PART 1: HOW CAN WE CREATE THE LARGEST COLLISION? RAMP HEIGHT

The impact of the collision was less. The marble did not travel as far.

DAY 10

LESSON 4:HOW CAN WE USE FORCES TO MOVE AN OBJECT?

I can observe how changing the weight

of a marble affects the distance it

travels.

.

HOW CAN WE CREATE THE LARGEST COLLISION? MARBLE DROPPED• A controlled investigation tests 1 variable at a time.

• For this investigation our variable will be the MARBLE DROPPED.

This will be the only variable we will change.

– Small, cork marble

– Large, cork marble

– You pick 2 combinations

The ramp height and track marble will stay the same.

– Ramp height = middle

– Track Marble = small, glass marble

Before you begin

today’s experiment,

make a hypothesis by

picking the marble you

think will create the

largest collision between

the marble dropped

and the small glass

marble on the track.

Circle your choice in the

second column on page

5 of your Student Notebook.




Time to experiment!


appropriate incline

(Middle Height – 2 Longs)




3. Place the appropriate


release when ready.

4. Record how far the small

glass marble travels on

page 7 of your Student Notebook.


observations.

.

HOW CAN WE CREATE THE LARGEST COLLISION? MARBLE DROPPED

I can observe how changing the weight of a

marble affects the distance it travels.

BIG IDEAS:As I changed the size and weight of the marble dropped I observed

_________________________________________________________________

The impact of the collision was more when the marble was heavier. The marble traveled farther on the track.

DAY 11

.

HOW CAN WE CREATE THE LARGEST COLLISION? TRACK MARBLE• A controlled investigation tests 1 variable at a time.

• For this investigation our variable will be TRACK MARBLE. This will

be the only variable we will change.

– Small, steel marble

– Large, steel marble

– You pick 2 combinations

• The marble dropped and ramp height will stay the same.

– Track height = middle

– Marble dropped = small, glass marble

Before you begin

today’s experiment,

make a hypothesis by

picking the track marble

you think will create the

largest collision between

the small glass marble

dropped and track

marble.

Circle your choice in the

thrid column on page 5

of your Student Notebook.




Time to experiment!


appropriate incline

(Middle Height – 2 Longs)

2. Place the appropriate





release when ready.

4. Record how far the track

marble travels on page 8

of your Student Notebook.


observations.

.

PART 1: HOW CAN WE CREATE THE LARGEST COLLISION? TRACK MARBLE

. I can observe how changing the weight of a

marble affects the distance it travels.

BIG IDEAS:As I changed the size and weight of the track marble I observed

___________________________________________________

The impact of the collision is greater if the track

marble weighs less. The lighter marbles travel farther.

Different types of forces are pushes

and pulls, gravity and friction.

We can change an objects force

by changes the object’s mass or

rate of acceleration.

CHAPTER 4: COLLISIONS

COLLISIONS AND NEWTON’S 3RD LAW

DAY 12

Work with your Motion Team.

1. Read Is It a Fair Test?

2. Decide whose statement

you agree with. Sara or

Tommy?

3. Justify your answers with

reasons or examples.

Scientists always use evidence

to support their answers.

Formative Assessment – Is it a Fair Test?

Sara was correct!

This was not a fair test. There

were two variables.

• Variable 1: The type of car

• Variable 2: The height of

the ramp

To make this a fair test both Sara

and Tommy should set the ramp

at the same height. In other

words, the height of the ramp

should be kept constant.

Formative Assessment Follow Up

third grade motion ppt days 1-12 rev. 11.6.19

Documents