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Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| A Force to be Reckoned with: | |
| STEM Roller Coaster Engineering: | Students will investigate and describe different types of forces. They will complete an engineering design to build the fastest roller coaster. Students will use variables (distance and time) that change in relationship to each other to solve a real world problem. |
| Need for Speed: | This Word document contains a STEM lesson in which students investigate how unbalanced forces change the speed and/or direction of motion in relationship to the mass of an object, using ratio and rate reasoning to solve real-world problems (with a force, speed, and mass connections). |
| Robots Get a Job: | In this MEA, students will select the robots that are more efficient at doing a certain type of job. They will have to analyze data tables that include force, force units, mass, mass units, and friction.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Laws and Theories in Nature: | This lesson will begin with a presentation to discuss the major differences between hypotheses, theories and laws in science and society and identify several examples of laws and theories. The students will then go outside and make/write down/photograph examples of nature supporting these laws/theories. |
| Lightning Strikes!: | In this lesson, students will analyze an informational text that addresses what causes lightning and thunder. The text also outlines ways to stay safe during a lightning storm. This informational text is designed to support reading in the content area. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
| Down with Gravity Inquiry and IMRaD Lab Report: | This is an inquiry lesson that explores gravity and mass. It also provides a format and practice for writing a lab report in the IMRaD format. |
| The Physics Behind the Fun: | In this lesson, students will analyze an informational text that describes the physics of roller coasters. This informational text is designed to support reading in the content area. The article was written to answer the question, "Why don't I fall out when a roller coaster goes upside down?" The article is an interesting combination of scientific information about physics of roller coasters along with some fun facts. The lesson plan includes text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
| Levitation Engineers: Exploring Forces: | Students will explore, observe, and infer about the properties and behaviors of magnets by conducting their own experiments with the magnets and the differences between contact and non-contact forces. Students will plan and design a magnetic levitation device using the engineering design process. |
| Crash Test Dummies: | Students will investigate inertia and Newton's laws of motion by completing an engineering challenge. Students will first investigate how mass affects the inertia of a person riding in a car that comes to a sudden stop. After analyzing the data and discussing the results, students will be asked to design a seat belt that will keep their clay person in the car without sustaining an "injury." |
| Skate Force - Using a Skateboard to Investigate Force, Mass and Acceleration: | This lesson investigates Newton's First and Second Laws of Motion by observation and interpretation of graphs. It includes a stop motion motion video and graphs based on measurements of a skateboard propelled by an electric leaf blower with different sized forces and masses. It allows students to investigate the effects of forces produced by touch, magnetism and gravity. It introduces the concepts that acceleration increases with force and decreases with mass. |
| Gravity! What the deal?: | This lesson teaches the students how distance and mass affect gravity in a system using centripetal force. This is best done when correlating to the formation of the solar system. |
| The Force IS With You: | A centers-based investigation of contact and action-at-a-distance forces with a performance assessment summative. Students will explore the different types of forces in a group work centers approach. After reviewing the data gathered, students will demonstrate the ability to define where each of these forces can found in the real world. Students will be engaged in cooperation and argumentation to achieve these goals. |
| Up, Up and Away!: | Students will participate in an inquiry lesson where they work in groups to launch straw rockets to the classroom ceiling using balloons as engines. Once the group is successful in reaching the ceiling with their rockets, they are tasked with modifying their rockets to carry paper clip passengers to the ceiling. |
| Inertia-tion: | Students explore and define Newton's First Law and inertia. Students will develop their own skit to demonstrate the properties inertia and how common experiences with unbalanced forces help us understand Newton's First Law. |
| May the force be with you: | This lesson focuses on students being able to identify the difference between contact and non-contact forces. This lesson includes a presentation that shows students contact forces and non-contact forces and has students make a booklet to organize information they have learned. |
| You've Got to Move It, Move it!: | This STEM lesson is a lesson to be done over 3-4 sessions of 45 minutes, possibly longer for inclusion students who will need more direction. It involves lots of collaboration and the Engineering Design Process.
- Define the Problem
- Do Background Research
- Specify Requirements
- Brainstorm Solutions
- Choose the Best Solution
- Do Development Work
- Build a Prototype
- Test and Redesign
Students will be designing a vessel that needs to travel four feet, with the use of a fan, across two different types of string (fishing line and yarn). They will be expected to draw the design on an engineering page(s) with explicit details, illustrations, with an emphasis on gravity and the forces that are observed (tension, frictional, normal, pull, etc.). The students will be collaborating on the Law of Gravity, forces, and motion and take a short response assessment at the end of the activity.
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| The Amazing Balloon Rocket : | Students will investigate Newton's 3 Laws of Motion as it relates to rocketry by constructing a balloon rocket. They will collect data, calculate velocity of the balloon as it races across the string and calculate velocity and acceleration. Students will construct a Distance-Time graph and a Velocity-Time graph. Students will find the slope of the Distance-Time graph and will explain why this slope represents the velocity of the balloon. Students will further explain why they slope of the Velocity-Time graph represents the acceleration. |
| Hot or cold: Magnets always rock!: | This lesson uses a hands-on-approach to investigate one of the three non-contact forces. Teachers can use this lesson plan to have students explore and investigate how temperature can have an effect on the magnetic strength of a magnet. |
| Static Cling is a Thing: | This is a visual lesson that uses computer simulation and 2 short instructional videos to educate students on electrical force from a distance. It includes a PowerPoint summative test and a rubric for grading the summative. |
| Is it Balanced or Unbalanced?: | Students will be able to determine the net force of an object, identify the change in motion, and conclude if it is balanced or unbalanced. |
| Did you slow the flow, Joe?: | Students will identify the effects of friction on the falling rates of an object in different liquids using speed calculation. With these calculations, the students will synthesize a cause/effect statement from the results comparing thickness (viscosity) of the liquid and the speed on a falling object. |
| Rolling With Rube Goldberg: | From making breakfast in the Mary Poppins movie to the OK GO video "This Too Shall Pass" to the Target commercial, we've all seen those crazy, wacky machines that use multiple machines to complete a single task!! Challenge your students to graduate from using dominoes to knock over a cup to building their own Rube Goldberg machine!
During this lesson students will rise the challenge of building their own Rube Goldberg machine. Without even realizing it, students will incorporate their own sense of style of while applying science knowledge to complete this lesson.
Resources and documents are available for the daily lessons, teaching strategies, and any necessary worksheets. As well as a copy of the full (20 pages) lesson. |
| May the neutrally buoyant force be with you !: |
- This lesson helps students understand that forces affect motion and that some forces can be manipulated to be balanced or unbalanced with respect to motion. In the lesson, students use their knowledge of types of forces and free body diagrams to do an inquiry activity where they attempt to make a film canister neutrally buoyant in a 10 gal tank full of fresh water. (I have also used 2 L bottles with tops cut off and an empty pie pan to collect spillage.) Students need to predict, observe, and explain along the way as well as collect and record data to help quantify their results.
- After the lesson, students apply their new knowledge gained through experiential learning to real life scenarios in an abstract way as a formative assessment.
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| Cosmic Nose Cones: | Students will design specific nose cones for a water bottle rocket. They will test them to find out and rate which one is most effective in terms of accuracy, speed, distance, and cost effectiveness. This information will be used as criteria for a company that designs nose cones for orbitary missions.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Lightyear Rockets: | Students are asked to evaluate and test several rocket fin designs to determine the most effective design. After launch, the students are asked to test an additional design and also design their own rocket fin. Additionally, students will record and graph their results.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Skateboard Design: | In this Model-Eliciting Activity (MEA), students will use prior knowledge of forces and motion to design the best skateboard for different clients.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| The Physics of Land Yachting: | In this lesson, students will explore motion related to an object in terms of its change in position over time compared to a reference point.
Students will be given a variety of simple materials to create and test their very own land yachts to explore motion. |
| Electrical Conductors and Insulators: | Students will identify substances capable of carrying an electric charge and those that do not. Students will be able to identify and diagram the parts of a basic series circuit, though the concepts of series and parallel circuits have not be developed yet. |
| Air Force: | The students will engage in an open inquiry developing an experiment pertaining to unbalanced forces.
The students will create an experiment and test their hypothesis.
Content Statement: Tell me if an unbalanced force affects speed, direction or both. |
| Balanced or Not: | This lesson will help students clarify the difference between balanced and unbalanced forces and the students will be able to demonstrate the forces through the game tug-of-war. Students will be engaged in whole group discussion about their proir knowledge. They will also be engaged in small group discussion sharing examples they created and described about balanced and unbalanced forces. This lesson will allow the students to collect and record data from the different grouping scenerios of tug-of-war and answer conclusion questions based on the data collected. Students should gain a solid foundation about these concepts after the completion of this lesson. |
| Building a Skyscraper—An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of contact and non-contact forces as they build structures able to withstand the forces of wind and gravity. It is not intended as an initial introduction to this benchmark. |
| Does something have to be touching to interact?: | This is a quick lesson on contact and non-contact forces. |
| Lunar Landers: Exploring Gravity : | The attached engineering design lesson plan elaborates on the PBS Kids online resource and will probably take from 4-5 class periods. It takes the students through the engineering design process which includes the following components: Identify the Problem, Brainstorm and Design a Solution, Test and Evaluate, Redesign, Reflect and Share the Solution. |
| Parachutes For Sale: | The students will be asked to help a company choose a design to market for their new business. The company gives students four prototypes to begin with, but asks the students to create one of their own if they wish to further the research. After choosing one of the models and writing a report to declare their findings and explain their reasoning, students will then be given restrictions to the parachute. They are asked to find a material that is light yet strong, and resistant to tearing and breaking. Students will have to create parachutes using the chosen model but made with different materials to establish the best overall material. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Protective egg system: | The lesson is designed to provide and understanding the concept of unbalanced forces. The students also learn that velocity can change as a result of an unbalanced force. If the students can complete the inquiry based activity, as well as, the short writing summary to reinforce what they learned, they will have gained an excellent foundation for unbalanced force and how velocity is affected. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
