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Unit 3.2 Let's Move It!

Description: 

Area: Force & Motion

This Third Grade unit is the SECOND in the curriculum of four (4) units developed to address the Third Grade science standards of the Michigan Science Standards related to Force and Motion.

You have just read the general description for this Phenomenal Science Unit. Before you continue your review, it would be very valuable to our field testing process for the 21 Units of Phenomenal Science for us to gather information about those educators who are reviewing each of the Units. Thank you. Please start your review with this BRIEF SURVEY. Enjoy your review.

A force is a push or a pull on an object.  Credit is given for most knowledge about force as identified by Sir Isaac Newton, a famous scientist and mathematician. He developed three laws of motion, which are simplified as;   When balanced forces occur an object is not moving.  Gravity is the force from the Earth that pulls an object down. Force causes change in the speed of direction of the motion of an object. The greater the force placed on an object, the greater the change in motion.  It is also important to understand that Static electricity is a form of electricity.  When two objects are rubbed together the negative and the positive particles cause an attraction. Negative particles leave an object causing it to become positively charged. Natural magnets are found in some rocks which contain iron. Magnets have two poles;  a north-seeking and a south-seeking pole.  An electromagnet is made by constructing a battery, wire and an axle (nail).

Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)

The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it.

Learning Targets: 
Construct an explanation of how a real world activity uses motion and force, by using pictures and words in a poster.
Relate the data gathered from previous investigations of motion in order to predict the motion of two objects that are not touching.
Argue and ask questions about the strength of a magnet and how to manipulate its strength
Design a model to compare the patterns of magnetic behavior with various materials and the magnetic field of Earth.
Apply understanding of magnetism and electricity forces together to show how they can be used to solve simple problems.
Link: 
Unit 3.2 Let's Move It!
https://goo.gl/1JavkG
Author: 
Phenomenal-Science
Content Area: 
Science
Language: 
English
Resource Type: 
Unit
Licensing: 
Creative Commons Licence
Grade: 
3
Next Generation and Michigan Science
Next Generation and Michigan Science: 
3-PS2-1
3-PS2-2
3-PS2-3
3-PS2-4
3-5-ETS1-1
3-5-ETS1-2
Tags: 
Phenomenal Science

How are the standards/objectives assessed?

UNIT PERFORMANCE TASK:

Students will demonstrate understanding of force and motion by designing a car and competing in a derby car race.

Student prerequisite skills and knowledge

K.PS2. A and B- Students analyze how different strengths of pushes and pulls change the direction and speed of an object.

K.PS3.C- Energy can transfer from one object to another object.

K.ETS1.A- People want to change or create a design through questions, making observations, and gathering information.  A problem can be solved through engineering.

1.ESS1.A- Patterns can be observed, described, and predicted.

How is the concept or procedure explained or demonstrated?

The Instructional Cycles and Lessons of Unit 3.1 What Does It Matter? are used to facilitate student learning.

3.2.1 Instructional Cycle

Focus Question: Why do the dishes stay in place?

3.2.2 Instructional Cycle

Focus Question: What causes objects that are not touching each other to move?  What causes movement when objects are not touching?

3.2.3 Instructional Cycle

Focus Question: How can we use a magnet to solve a problem?

What concepts or procedures are being explained or demonstrated in this lesson object?

In Unit 3.2 Let's Move It!, these Performance Expectations, Science and Engineering Practices, and Cross-cutting Concepts and demonstrated.

Performance Expectations: Students who demonstrate understanding can . . .

3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.* 

3-5- ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, and cost.

3-5- ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem

3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 

Science and Engineering Practices:

1.   Asking questions  and defining problems

3. Planning and carrying out investigations

Cross-cutting Concepts:

  1. Patterns

  2. Cause and effect

What was your experience, both successes and challenges, using this lesson object with your students?

This Phenomenal Science Unit is considered a "Complete Draft Unit" and is now being field tested with students in Third Grade classrooms throughout Michigan. Feedback related to using the unit with students, both successes and challenges, will lead to unit modifications as necessary to prepare for wider dissemination.

As we’ve indicated above, we are currently FIELD TESTING all 21 Units of Phenomenal Science in classrooms all over Michigan during the 2016-2017 school year. They will then be revised, as needed, based on the feedback from teachers in field testing classrooms and those who have reviewed the units as you have just done through MVU’s Learning Object Repository (LOR). Please complete this SURVEY  to let us know some of your ideas about this unit.  Your thoughts can definitely contribute to this project. If you or your school/district are interested in acquiring the recommended professional development or field testing, please email Darcy McMahon at [email protected].