Title: Force and Friction How I move STEAM Lesson Brief

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1 Title: Force and Friction How I move STEAM Lesson Brief Students use knowledge from across the disciplines to strengthen their understanding of each subject s content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons. Theme that this lesson would tie to: Movement Specific Topic Concept within that theme: Transportation and Force and Motion PROJECT IDEA + brief notes & supplies BASIC CONCEPTS : Concept: The Basic concept is movement. Through observations, exploration and Writing, students will analyze and apply geometric measurement to explore how the concept of force and motion combine throughout the content areas to create aesthetically pleasing and functional movement and transportation systems for cars and people alike. Students will understand how transportation systems choreograph and are a soundtrack for the movement of human lives. Basic Plan: Students will discover how different elements effect movement. In order to engage students in the lesson, they will be paired with students who are wearing similar types of shoes. Students will discuss why they made the shoe selections they did and talk about fashion and functionality. Discussion will include the types of shoes that different careers might wear and why. Students will discuss the materials used to make each type of shoe. Then, students take a learning walk requiring them to move through different elements. Students will answer the question How do your shoes effect your movement? Which materials make Science Concept Force and Motion, Newton s Laws of Motion Standards 2Ac Observe and identify friction as a force that slows down or stops a moving object that is touching another object or surface 2D a-c: Observe that balanced forces do not affect an object s motion (need to clarify that balanced forces means no change in forces acting on an object) Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion, or both (need to clarify that unbalanced forces means any change in forces acting on an object) Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object Careers Automobile Engineer, General Vehicle Engineer, Physicist, Roller Coaster Engineer, Project Element Students experiment with different elements to design and create a roadway that will allow their car to travel through three elements successfully. (Ex: sandpaper, water, bubbles, etc.) Students will perform experiments to test friction, force and motion relationships to mass and shape. Students will document the results on an observation log as they conduct the experiments. Assessment Students explain in writing how the force and motion that was necessary to move their car through their roadway successfully including the discoveries that students made through their experimentation. Students will show through recording and analyzing and reporting on their experiments that they understand how to measure and confirm Newton s laws of motion.

2 the best shoes for walking on dry ground, hills, rain, ice etc. Students will stand and walk around the room while teacher calls out different elements that the students act as if they are walking through. For example, ice, quicksand etc. That will lead to a discussion about why different element effect movement. Discovery Walk: Observe group members walking around the playground. Identify how they are walking over the rocks, grass, roots, and the hill. As a group, students will discover the factor (friction) that impacted student ability to master or excel in each element. Students will discuss in small groups various items that make human movement easier in different elements and connect these thoughts to transportation. For example, in the water students might see someone using flippers. Allow students to generate various ideas and make connections as well as articulating why or how those innovations came about. Explore questions: How do we go faster/ slower? What factors affect my movement? What materials are tires made out of? Why? Whole Class discussion: We will talk about our discoveries, as students identify the why, teacher will provide content specific vocab for discoveries. Into of task: Students will use what they have learned to design and build a structure that will allow their car to move through the elements given. Ex, sand paper, wax paper, bubble, pebbles. Students will create presentation in which they communicate their discoveries. Extension - Research road applications designed to make travel more efficient and safe for travelers. One such resource might be Smart Road. Technology & Engineering Concept Movement in transportation Standards Use models and simulations to explore complex systems and issues Careers Game Programmer, Aerospace Engineer, Computer software engineer, Mechanical Engineer, Driver, Mechanic, Project Element Students design and build a ramp to move their cars adding different elements that will impact their roads. Students will set up the ramps at different angles to determine and log the impact on the car. Students will also use different materials on the road to simulate various road conditions to test and predict how angles and materials will impact the performance of their car. The information will be related to force and motion to articulate how speed also impacts performance. Students will use wax paper, sand paper, foil and other elements of their choice to test road conditions. Assessment Students successfully research, plan, design & build a ramp to move their car through three different elements. The students will analyze the materials they used to create the ramp as well as the angles and dimensions that were used successfully and make adjustments as needed. They will be able to demonstrate use, collect data, analyze results, and explain the relationship factors between the materials, grade, elements, force and motion. Extension Using what students know, create a proposal for improving the parking lots at school to make them safer in all types of weather for travelers. Math Concept Movement and angles Standards Geometric measurement understand concepts of angle and measure angles. Careers Mechanical Engineering Technician, Transportation Engineer, Transportation Planner Project Element Measurements of angles on the track built. Students will research the angles used in roads that are familiar to them. Assessment Students are able to measure angles correctly and use the information to successfully build

3 Presentation will include consideration of values to highlight important details, and may include music as a sound track for the movement of their discovery project. Also in presentation, students will include measurements of how far the car made it passed the elements. Graphs, tables, charts, or other documentation will be accepted. How can the city of Knob Noster improve the road and sidewalks for better movement for citizens? Students will observe the sounds of traffic in and about the community to design an effective roadway and sidewalk structure.. Students will utilize their knowledge of human movement to design improvements that would benefit the citizens of the community. Students will analyze the angles of roads and the impact of weather conditions on transportation to draw conclusions about how to improve travel in the local community. Students will incorporate aesthetically pleasing transportation systems to improve the appearance of the city while increasing functionality of the transportation system Skill level (Grade Range): 4 th grade Timing of Lesson: Two weeks of minute lessons. Including discovery walks and activities, direct instruction and then time to build, time to test and take pictures, time to develop a presentation. Basic Supplies: All Subjects: hot wheels, cardboard, sandpaper, glue, wax paper, materials in the classroom Individual Subjects: Science cardboard, wax paper, hot wheel cars, glue, sandpaper a ramp at the desired angle.. Extension - Students will research breaking time required for cars in different weather conditions as well as the movement of cars that are unsuccessful at traversing the roadways. Students will use the information when testing the roadway with ramps they have created. LA Concept Movement and learning Standards Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Careers Technical writer, Media Writer Project Element Students will write like a Scientist during the exploration phase of the lesson through the creation of an observation log. Students will then create a presentation to explain their design process, the results of their experimentation and conclusions that were drawn from the experiment that deepened their understanding of force and motion and movement. Assessment Students are able to communicate information about their learning to classmates, including a synopsis of the process, analysis with accurate details and related vocabulary. Extension - Students develop the presentation in a multimedia format to post on the district website. SS Concept movement and transportation through local community Standards Describe human characteristics of a place (such as population composition, architecture, kinds of economic and recreational activities, transportation and communication networks, etc.) Careers Civil Engineer, City Planner, Environmental engineer Project Element Students walk through the local community and take pictures of movement elements. Students will note sidewalks, roads, ramps, how cars and bikes work together, space available, parking etc. to articulate the ease or difficulty of travel through the town using various modes of transportation. Students will draw conclusions based on their observations and practical application about how movement affects the travel of citizens in town.

4 Technology/Engineering Track for Hotwheel cars, cardboard, pipe, books etc with which to build. Math protractor and rulers LA Paper and pencils, computer, posterboard etc. SS Pictures of the local community Art Computer, posterpaper, markers, crayons etc. PE Location to walk through that offers different types of ground or flooring to walk on. Music Radio, cd player or other means of adding sound to their presentation. IT Resources:. digital camera, ipad, cameras Other Resources: CD Player, Music etc. Misc: Photos: Pictures taken by Mr. Franklin at KNES Assessment Students connect their knowledge of transportation and materials with their knowledge of the town and articulate one idea for how to improve movement through the town particularly for pedestrian transportation based on data collected. Extension Students interview the city planner and present their ideas about improving movement through town. Students will connect their learning to the needs of the local community. Art Concept Movement through aesthetic means Standards Identify and use value contrast Careers Motion graphic designer, Animators, Interactive Designers, Visual Effects artist, 3D modelers, Previz artists, Music Editor, Project Element Students include visual art components in presentation to illustrate key points of learning. Students will research and examine roadways that are particularly aesthetically pleasing to them but highly effective at improving transportation. For instance the Springfield entrance that has traffic crossing each other, round-about, clover leafs on exit ramps etc. Students will explain how they used these concepts when building their roadway. Assessment Value contrast illuminates key points to audience members. Students can analyze and explain aesthetic qualities of roadways up close and from far away. Extension Students create an aesthetically pleasing roadway for travelers. PE Concept Physical movement and how forces and environment impact one s own movement Standards Recognize what systems work together to move your body (e.g., muscular and skeletal) Identify safe and unsafe situations and respond appropriately. Careers Park Naturalist, Forester Project Element Students engage in nature walk and note the differences in how they were able to move through various materials Assessment Students and their teammates move through the different ground elements and explain the changes in the ways they moved to keep from falling or being stuck correctly using content

5 vocabulary. Extension Students travel to the state park and walk the trails then make a plan for improving the park to allow more people to utilize trails year round. Students investigate sports in different types of geographies Olympics, etc. and analyze the adaptive tools (sports equipment) used to aid the athletes skis for water vs. snow, bicycle tires, etc. Music Concept Movement in Music Standards Demonstrate dynamics [p,f, crescendo, descresendo/diminuendo] and temp [fast,slow ritardando] Careers - Broadcast Technicians, Sound Engineering Technicians, Composers Project Element Students will analyze the sounds associated with movement such as cars skidding, braking on a bicycle and discuss ideas such as burning rubber making connections to friction, force and motion. Students design a soundtrack to go along with their video and pictures to use music to express how their cars moved differently through their experiment Assessment Presentation with music included to illustrate changes in movement. Interview with the team will include why decisions were made. Extension Students watch a video and describe how the music helped them to understand changes in the information that was being presented.

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