Science Grade 04 Unit 03 Exemplar Lesson 02: Testing Force

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1 Grade 04 Unit 03 Exemplar Lesson 02: Testing Force This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will plan and implement a descriptive investigation that will provide data they may use to make inferences about how forces act upon an object. They will do research on scientists who made the most significant strides in helping us understand forces and culminate the lesson by creating an obstacle course that employs all of the forces they have studied. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: 4.6D Design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. Scientific Process TEKS 4.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 4.2A Plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions. 4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. 4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data. 4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured. 4.2E Perform repeated investigations to increase the reliability of results. 4.2F Communicate valid, oral, and written results supported by data. 4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 4.3D Connect grade-level appropriate science concepts with the history of science, science careers, page 1 of 13

2 and contributions of scientists. 4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to: 4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. 4.4B Use safety equipment as appropriate, including safety goggles and gloves. GETTING READY FOR INSTRUCTION Performance Indicators Grade 04 Unit 03 PI 02 Draw a course that will employ pushing, pulling, gravity, friction and magnetic forces to make an object move through the entire course. Write an explanation at each portion of the course to explain what force is acting upon the object and how the object is being affected. Standard(s): 4.2A, 4.2F, 4.6D ELPS ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings When a force is applied to an object, the object is affected. In what ways does a push affect the position of an object? In what ways does a pull affect the position of an object? How does gravity affect the movement of an object? How does position affect the amount of gravity working on an object? How does friction affect the movement of an object? What kinds of materials facilitate friction? What is necessary for an object to have a magnetic force act upon it? Vocabulary of Instruction push pull force gravity friction magnetism motion properties investigation Materials books (hard cover, about 1 2 inches thick, 4 5 per group) books (on scientists see Advance Preparation, per class) cardboard (sturdy, 8 wide X 3 4 long, 1 for demonstration) carpet (enough to cover the length of the ramp, 1 for teacher demonstration) cup (plastic, such as a travel mug, 1 per class) magnet (1 per group) materials for testing friction, such as: aluminum foil ( about 8 x10,1 piece per group) wax paper ( about 8 x10,1 piece per group sand paper ( about 8 x10,1 piece per group meter sticks (1 per group) paper (construction, light colored, for poster, 1 sheet per student) paper (plain, 1 sheet per student) ramp (see Advance Preparation, 1 for demonstration) rock (about 3 4 in diameter, 1 per class) rubber ball (about 3 in diameter, 1 per class) spring scale (1 per group) page 2 of 13

3 stapler (1 per class) stopwatches (1 per group) string (about 2 ½ 3 feet, 1 piece per group) toy car (made from metal,1 per class) toy car (small, 1 for demonstration) wood (about ½ thick X 8 wide X 3 4 long, 1 for demonstration) OR wood block (about 3 x4, 1 per class) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Force and Motion (1 per student) Teacher Resource: Force and Motion SAMPLE (1 per teacher) Handout: Force and Motion Investigation (1 per student) Teacher Resource: Sample Course (1 for projection) Teacher Resource: Instructions for Performance Indicator Resources None Identified Advance Preparation 1. To create the ramp for the Engage activity, either place a piece of wood (such as the type used for shelving) or very stiff cardboard leaning on a stack of about 4 5 hard cover books. 2. Gather a variety of books on scientists who are credited with discovering or studying the form of force that the students tested, such as Sir Isaac Newton, Leonardo Da Vinci, and Alexander Neckam. 3. Download necessary software for PhotoStory or Animoto (Optional) 4. Prepare attachment(s) as necessary. Background Information In, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and, based on new discoveries, are constantly being modified to more closely reflect the natural world. Students will be designing a descriptive investigation to test the effect of force on an object. A descriptive investigation involves collecting qualitative and/or quantitative data to draw conclusions about a natural or man made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. This type of investigation will be used throughout this lesson, and will be evaluated during the evaluation portion of the lesson (Retrieved from INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE/EXPLAIN Stop and Go 1. Show students a toy car and a ramp. Ask: Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Days 1 and 2 Materials: page 3 of 13

4 What will happen when I place the car on the ramp? Answers may vary. Say: Watch carefully, and be prepared to share your observations. 2. Place the toy car on the ramp, and let it roll down. Retrieve the car after it has come to a stop, and repeat the process. Ask: What did you observe? Answers will vary. What forces were involved when the car moved down the ramp? A push (when the car was placed on the ramp), pull [when the car went down the ramp (gravity)], and friction (helping the car come to a stop). 3. Place a piece of carpeting on the ramp. Place the toy car on the ramp, and let it roll down. Retrieve the car after it has come to a stop and repeat the process. Ask: What did you observe? Answers will vary, but students should have noticed that the carpet prevents the car from rolling as far as it did on the original ramp surface. 4. Ask students to consider the following questions: What makes a car stop? What makes a ball player sliding into home plate stop? How does a dancer stop? How does a soccer ball stop? toy car (small, 1 for demonstration) ramp (see Advance Preparation, 1 for demonstration) books (hard cover, about 1-2 inches thick, 5 for demonstration) wood (about ½ thick X 8 wide X 3 4 long, 1 for demonstration) OR cardboard (sturdy, 8 wide X 3 4 long, 1 for demonstration) carpet (enough to cover the length of the ramp, 1 for teacher demonstration) Attachments: Handout: Force and Motion (1 per student) Teacher Resource: Force and Motion SAMPLE (1 per teacher) Instructional Notes: Students have had the opportunity to explore pushes, pulls, (TEKS 3.6B) and magnetism TEKS K.6B; 1.6B; 2.6B and gravity was introduced in Grade 3 (TEKS 3.6C). is the first time the word friction appears in the TEKS. Students may need some assistance as they complete this portion of the handout. 5. Choose several students to respond to each of these questions. As students are responding, ensure you are guiding them to the understanding that forces act on objects to slow them down, make them stop, or make it harder for the object to move (as in the car demonstration earlier). A concept map could be used with the phrase, Motion stops because in the center. 6. Ask students to consider the following questions: Why is it easier to walk on a carpeted floor than a slick vinyl floor? Why is it easier to walk on a sidewalk than on an ice rink? Why is it easier to pull an empty wagon than a full wagon? 7. Choose several students to respond to each of these questions. As students are responding, ensure you are guiding them to the understanding that in each of the situations mentioned, there is a difference in either the surfaces or the amount of force between the two surfaces. 8. Project the statement: Motion stops because so students can see it. Ask: What is the force that causes a car, ballplayer, dancer, or soccer ball to stop? Answers may vary, but students may come up with the word friction. 9. Explain that friction is a force between two surfaces that are rubbing against each other. If there is more friction, then there will be less page 4 of 13

5 motion. Inform students that they will be conducting an investigation to explore the effect that force has on an object 10. Distribute the Handout: Force and Motion to each student. Instruct students to illustrate and define each term to the best of their ability. Students should be encouraged to collaborate with others. It may help to think of where they have seen the forces push, pull, magnetism, gravity, and friction in everyday life in order to create their drawing. EXPLORE Force and Motion Suggested Days 2 (continued), 3, and 4 1. Divide the class into groups of 3 4 students. 2. Distribute the Handout: Force and Motion Investigation. Provide students with the following information: Say: Each group will choose one object to test. 3. Show the class the selection of objects: toy car, wood block, rubber ball, rock, stapler, and plastic travel mug. 4. Say: 5. Say: You will need to plan and implement an investigation to test the following forces: magnetic force, gravitational force, and frictional force. On your handout, there is a space for you to record the materials you will need to conduct your investigation. Observations and measurements should also be recorded. Observations will include the results of a pushing force, pulling force, magnetic force, gravitational force, and frictional force. You have seen the effects of a frictional force with a car and carpet. In this investigation, you may choose from aluminum foil, wax paper, or sand paper to create a different surface to observe the effects of friction on an object. In addition to testing the effects of friction you will also be testing the effects of a pushing force, pulling force, magnetic force, and a gravitational force. Materials: toy car (made from metal,1 per class) wood block (about 3 x 4, 1 per class) rubber ball (about 3 in diameter, 1 per class) rock (about 3 4 in diameter, 1 per class) stapler (1 per class) cup (plastic, such as a travel mug, 1 per class) magnet (1 per group) books (hard cover, about 1 2 inches thick, 4 5 per group) materials for testing friction, such as: aluminum foil ( about 8 x10,1 piece per group) wax paper ( about 8 x10,1 piece per group sand paper ( about 8 x10,1 piece per group meter sticks (1 per group) stopwatches (1 per group) string (about 2 ½ 3 feet, 1 piece per group) spring scale (1 per group) Attachments: Handout: Force and Motion Investigation (1 per student) 6. Ask: 7. Ask: What scientific tools will you need for this investigation? (Students should recognize that they will need a magnet (to test magnetism), spring scale (for testing gravitational force), meter stick (to measure pushing, pulling and frictional force), and (possibly) a stopwatch to time the effects of a pushing force. As students mention other tools or equipment they should be made available for the investigation. Are there any questions about what you will be doing? (Answer any student questions.) 8. Allow time for students to plan their investigation. Students should draw Safety Note: Students should wear safety goggles during this investigation. Instructional Notes: It is important to note that in Grades K 4 students are only supposed to be working on Descriptive Investigations. Their first experience with Experimental Investigations will occur in Grade 5. Students require a significant amount of practice in making observations, describing them, and making inferences based on those observations before they begin to manipulate variables. page 5 of 13

6 the investigation set up in their science notebook before receiving the materials for testing. The set-up should be labeled with the amounts of each material needed. The only material each group should have is the object for testing. The teacher may allow each group to choose an object or the teacher may want to distribute the objects. 9. Remind students that they are testing five different forces: a pushing force, pulling force, magnetic force, gravitational force, and frictional force. They will need to draw and label the set-up for each investigation. They are working in a group, but need to record the information individually. According to TEA: Descriptive investigations ((Texas Education Agency. ( ). Laboratory and Field Investigations FAQ, August Retrieved from Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. EXPLAIN Presenting the Investigations Suggested Days 5 and 6 1. Student groups will present the results of their investigation to the class. 2. As student groups present, ask each group several questions from the following selection of questions: In what ways does a push affect the position of an object? (A push can cause an object to change its speed or direction.) What do you think are some factors in how far an object is moved with a push? Some factors include the mass of the object, strength of the push, and height of the ramp (slope of the path). In what ways does a pull affect the position of an object? A pull can cause an object to change its speed or direction. What do you think are some factors in how far an object is moved with a pull? Some factors include the mass of the object and strength of the pull. How does gravity affect the movement of an object? (The amount of gravity is related to its mass and distance between it and another object.) If an object is on the ground, how do you know that force of gravity is working on it? If it is not moving (either up or down) but instead remaining in place, we know the pull of gravity is at work. How does friction affect the movement of an object? (Friction provides a force in the opposite direction of motion.) What kinds of materials change the amount of friction? The properties of the contacting materials, such as size or texture. Rough materials will increase friction, and smooth materials will decrease friction. What is necessary for an object to have a magnetic force act upon it? (The material should attract a magnet. The materials should be made of iron, steel, or nickel.) How might you increase the amount of magnetic force on an object? (Increase the strength of the magnet, or a student might respond hold a magnet closer) Attachments: Handout: Force and Motion Investigation (from previous activity) Instructional Notes: Students will have answered the questions on their Handout: Force and Motion Investigation. Students should be permitted to use their handout as a guide during the questioning. Misconception: Students may think energy from gravity depends only on the height of the fall. 3. Encourage students to pay close attention to other group s work since each group tested a different object. This information will be important to understand when students complete the Performance Indicator. Students should have the opportunity to create a chart or table in their science notebook on which to record the data from other student presentations. To assist students, the teacher may want to model how information could be recorded. ELABORATE Suggested Days 7 and 8 page 6 of 13

7 1. Say: You have spent time planning and implementing an investigation on the effect of forces. Now, you will have the opportunity to study the history and contributions made by the scientists that have helped us to better understand the forces that we have just explored. Materials: books (on scientists see Advance Preparation, per class) paper (construction, light colored, for poster, 1 sheet per student) 2. Students will design and develop a poster that best represents the contributions of their scientist. Each poster must contain the following: Name of scientist Birth date /date of death Major contributions How do we use what they discovered today? How are these contributions used in different careers? Image(s) or drawings of the discoveries 3. Inform students that they will be presenting the information to others in the class. Students may work individually or with a partner. Working with a partner may offer support for second language learners. Instructional Notes: A media presentation could be substituted for the poster. The history of magnetism is a long and vastly undocumented one. Many of the written works about the origins of its discovery may be at an academic level above that of a 4 th grader. You may want to direct students who worked with magnetism toward studying discoveries in the uses of modern electromagnets. These could include Nikola Tesla and Thomas Edison. There are many ways in which students may incorporate technology into their presentations. It might be helpful to conduct an Internet search for appropriate sites for your students. EVALUATE Performance Indicator Suggested Day 9 Grade 04 Unit 03 PI 02 Draw a course that will employ pushing, pulling, gravity, friction and magnetic forces to make an object move through the entire course. Write an explanation at each portion of the course to explain what force is acting upon the object and how the object is being affected. Standard(s): 4.2A, 4.2F, 4.6D ELPS ELPS.c.5B, ELPS.c.5F, ELPS.c.5G 1. Refer to the Teacher Resource: Instructions for Performance Indicator for information on administering the performance assessment. Materials: Attachments: paper (plain, 1 sheet per student) Teacher Resource: Sample Course (1 for projection) Teacher Resource: Instructions for Performance Indicator page 7 of 13

8 Force and Motion Directions: Illustrate and define each term. Think of where you have seen these forces at work in order to create your drawing. Push Magnetism Pull Gravity Friction 2012, TESCCC 08/13/12 page 1 of 1

9 Force and Motion SAMPLE Directions: Illustrate and define each term. Think of where you have seen these forces at work in order to create your drawing. Push Magnetism Pull A push is a force that moves an object away from another object. Magnetism is a force. Magnetism is a force that pulls magnetic materials across a distance. A pull is a force that moves an object closer to another object. Gravity Gravity is a force that pulls objects towards each other. Friction Friction is a force. Friction is a force between two objects. The force of friction acts in an opposite direction to movement. Less friction means it is harder to stop. 2012, TESCCC 05/14/13 page 1 of 1

10 Force and Motion Investigation Force Object and Materials Used in Investigation Observations Measurements Magnetic (a distant force) Gravitational (a distant force) Friction (a contact force) Answer each question, and justify your responses. 1. What happened when you applied a pulling force to your object? 2. What happened when you applied a pushing force to your object? 3. What happened when you applied a magnetic force to your object? 4. In what way did you apply a gravitational force to your object? What were the results? 5. In what ways did a frictional force affect your object? 2012, TESCCC 08/13/12 page 1 of 2

11 Complete the following questions. Answer using complete sentences. You may collaborate with your group. 1. In what ways does a push affect the position of an object? 2. What do you think are some factors in how far an object is moved with a push? 3. In what ways does a pull affect the position of an object? 4. What do you think are some factors in how far an object is moved with a pull? 5. How does gravity affect the movement of an object? 6. If an object is on the ground, how do you know that force of gravity is working on it? 7. How does friction affect the movement of an object? 8. What kinds of materials change the amount of friction? 9. What is necessary for an object to have a magnetic force act upon it? 10. How might you increase the amount of magnetic force on an object? 2012, TESCCC 08/13/12 page 2 of 2

12 Sample Course 1. Gravity is acting on the iron ball at the top of the course, and it is pulling it down. 2. The magnetic force pulls the iron ball to the end of the ramp down. When it gets to the edge, gravity pulls it down. 3. When it gets to the next level, a boxing glove will push it to the end. 4. Gravity is acting on the iron ball at the top of the course, and it is pulling it down. 5. Finally, the friction from the sand paper will slow it down to a stop. 2012, TESCCC 08/13/12 page 1 of 1

13 Instructions for Performance Indicator Performance Indicator Draw a course that will employ pushing, pulling, gravity, friction, and magnetic forces to make an object move through the entire course. Write an explanation at each portion of the course to explain what force is acting upon the object, and how the object is being affected. (4.2A, 4.2F; 4.6D) 5B, 5F, 5G Instructions: 1. Explain to students that they designed and conducted investigations on force and its effect on an object. Now, it is time to use what they have learned about these forces to design a course that will employ pushing, pulling, gravity, friction, and magnetic forces to make an object move through the entire course. 2. Say: You will each draw a course that will employ pushing, pulling, gravity, friction, and magnetic forces to make an object move through the entire course. You will also write an explanation at each portion of the course to explain what force is acting upon the object and how the object is being affected. 3. Say: Remember to answer the following questions about your course: In what ways does a push affect the position of an object? In what ways does a pull affect the position of an object? How does gravity affect the movement of an object? How does position affect the amount of gravity working on an object? How does friction affect the movement of an object? What kinds of materials facilitate friction? What is necessary for an object to have a magnetic force act upon it? 4. Share the Teacher Resource: Sample Course (1 for projection). Explain that this is one way the course could be drawn. Do not leave the Teacher Resource: Sample Course projected for too long a time period. Students should be creating their own course, not copying the sample. 5. Remind students to use the information they collected during student presentations on force. This may provide ideas for their course. 6. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 7. Answer any questions students may have regarding the assessment. 2012, TESCCC 04/19/13 page 1 of 1