science curriculum - paterson.k12.nj.us 3... · science curriculum grade three unit three motion...

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Science Curriculum

Grade Three Unit Three

Motion & Matter

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Course Description

In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students engage in four investigations dealing with big ideas in life science—plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and behaviors, organisms have varied but predictable life cycles and reproduce their own kind, and individual organisms have variations in their traits that may provide an advantage in surviving in the environment. Students observe, compare, categorize, and care for a selection of organisms. Students engage in science and engineering practices to investigate structures and behaviors of the organisms and learn how some of the structures function in growth and survival. Students look at the interactions between organisms of the same kind, among organisms of different kinds, and between the environment and populations over time. In unit three, students explore magnetism and gravity to look for patterns of motion to predict future motion. Students work with magnets and paper clips, wheel and- axle systems, paper air twirlers, and rotating tops. Students use their knowledge of science to enter the engineering design process and through the process refine their science understanding. Students use metric tools to refine observations by measuring mass and volume, they make mixtures and solutions to develop a foundational understanding of conservation of mass, and they observe a simple chemical reaction to extend their understanding of conservation. Students engage in science and engineering practices to collect data to answer questions, and to define problems in order to develop solutions. Students reflect on their own use of these practices and find out about how others use these practices in science and engineering careers. In unit four, students explore the properties of water, the water cycle and weather, interactions between water and other earth materials, and how humans use water as a natural resource. Students engage in science and engineering practices in the context of water, weather, and climate and explore the crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; and systems and system models. They are introduced to the nature of science, how science affects everyday life, and the influence of engineering, technology, and science on society and the natural world.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

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Pacing Chart This pacing chart is based upon 160 minutes of instruction per cycle.

Unit 1 Engineering Challenge 2 weeks

Unit 2 FOSS Structures of Life

11 weeks

Unit 3 FOSS Motion & Matter

11 weeks

Unit 4 Earth’s Weather & Climate 10 weeks

Culminating Projects 2 weeks

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Unit Summary In this unit of study, students are able to determine the effects of balanced and unbalanced forces on the motion of an object. The crosscutting concepts of patterns and cause

and effect are identified as organizing concepts for these disciplinary core ideas. In the third-grade performance expectations, students are expected to demonstrate grade-

appropriate proficiency by planning and carrying out investigations. Students are expected to use these practices to demonstrate understanding of the core ideas.

Student Learning Objectives

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could

include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.]

[Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only

qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] (3-PS2-1)

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples

of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment

Boundary: Assessment does not include technical terms such as period and frequency.] (3-PS2-2)

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement:

Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper;

examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by

one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the

force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can

be manipulated by students, and electrical interactions are limited to static electricity.(3-PS2-2)

http://www.nextgenscience.org/sites/ngss/files/3-PS2-1%20June%202015.pdf



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Define a simple design problem that can be solved by applying scientific ideas about magnets. [Clarification Statement: Examples of problems could include constructing a

latch to keep a door shut and creating a device to keep two moving objects from touching each other.](3-PS2-3)

Quick Links

Unit Sequence p. 2 What it Looks Like in the Classroom p. 3 Connecting with ELA/Literacy and Math p. 4 Modifications p. 4 Research on Learning p. 5 Prior

Learning p. 5 Future Learning p. 5 Connections to Other Units p. 6 Sample Open Education Resources p. 6 Teacher Professional Learning Resources p. 7

Appendix A: NGSS and Foundations p. 9

NJDOE Student Learning Objective

Essential Questions

Content Related to DCI’s Sample Activities Resources

Investigation 1, Part 1.

Forces

Students explore the

forces of magnetism

and gravity using

What happens

when magnets

interact with other

magnets and with

paper clips?

•Magnetic forces between objects does

not require that the objects be in

contact.

• The strength of the magnetic force

between objects depends on the

Benchmark Assessment

Students explore the forces of

magnetism and gravity. They

bring two magnets close to

each other and find that

sometimes the magnets pull

Teacher Prep Video

(FOSS)

Science Resources Book

"Magnetism and Gravity"


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magnets. Through their

investigations, students

find that both

magnetism and gravity

can pull, and

magnetism can

sometimes push as

well. Both forces can

make things move even

when not in direct

contact with another

object.

3-PS2-1; 3-PS2-2; 3-

PS2-3

properties of the object sand their

distance apart.

• The interaction between magnets

depends on their orientation

(sometimes they attract and sometimes

they repel).

• Unbalanced forces (pushes or pulls)

result in change of motion.

• Gravity is the force that pulls masses

toward the center of Earth.

each other together and

sometimes they push each

other away. Students recognize

that both magnetism and

gravity can pull, and

magnetism can sometimes

push as well. Both forces can

make things move even when

not in direct contact with

another object.

Investigation 1 - Magnetic

Force Checklist

Magnetic Force Activity Book

Magnetic Force Posters

Embedded Assessment

Response sheet

Post Test

What can magnets do?

"Change of Motion"

Video

All about Magnets

Online Activity

"Magnetic Poles"

Resources found in

Motions Folder

https://mysteryscience.com/forces/mystery-4/magnets-forces/45?r=8572107

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Investigation 1, Part 2

Students refine their

investigations and their

abilities to use science

practices and collect

data regarding their

observations of the

interaction between

paper clips and

magnets. They use

those data to predict

how far the magnetic

field extends.

3-PS2-1; 3-PS2-2

How is the

magnetic field

affected when

more magnets are

added?

• Magnetic forces between objects does

not require that the objects be in

contact.

• The strength of the magnetic force

between objects depends on the

properties of the objects and their

distance apart.

• The interaction between magnets

depends on their orientation

(sometimes they attract and sometimes

they repel).

• Unbalanced forces (pushes or pulls)

result in change of motion.

• Gravity is the force that pulls masses

toward the center of Earth.

Students build on the

observations they made in Part

1 and look for patterns in data

to predict how far the magnetic

field extends around two

magnets. Students collect data

for one and three magnets,

measuring the distance at

which paper clips are attracted.

They use those data to predict

how far the magnetic field

extends around two magnets.

Students use and discuss

science practices in the context

of investigating magnetic

fields.

Science notebook entry

Activity- "What Goes Around"

Teacher Prep Video

(FOSS)


"What Scientists Do"

Videos

All about Motion and

Balance

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Building on their

experience with

magnetic force,

students explore other

pushes and pulls,

considering strength

and direction. Students

are introduced to the

effects of balanced and

unbalanced forces.

3-PS2-2

What causes

change of motion?

● Magnetic forces between

objects does not require

● that the objects be in contact.

● The strength of the magnetic

force between

● objects depends on the

properties of the objects

● and their distance apart.

● The interaction between

magnets depends on

● their orientation (sometimes

they attract and

● sometimes they repel).

● • Unbalanced forces (pushes or

pulls) result in

● change of motion.

Building on their experience

with magnetic force, students

explore other pushes and pulls.

They expand their

understanding of force to

include a force’s strength and

direction, and more about the

effects of balanced and

unbalanced forces.

Teacher can choose from any

of these activities:

Online Activity

"Roller Coaster Builder"

(FOSS)

Paper Airplane Design

Challenge

Teacher Prep Video

(FOSS)

Making magnets out of

nonmagnetic objects

http://betterlesson.com/le

sson/639707/it-s-only-

temporary

http://betterlesson.com/le

sson/641889/flying-into-

a-problem-1-3

http://betterlesson.com/lesson/641889/flying-into-a-problem-1-3


http://betterlesson.com/lesson/639707/it-s-only-temporary








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● • Gravity is the force that pulls

masses toward the

● center of Earth.


Motion

Students use variety of

systems to explore

patterns of motion.

They design wheel-

and-axle systems and

roll the systems down

ramps to observe the

pattern of motion.

3-PS2-1; 3-PS2-2

How can we

change the motion

of wheels rolling

down ramps?

•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

• A wheel-and-axle system with two

sizes of wheels describes a curved path

when rolled down a slope.

•The system curves toward the smaller

wheel.

Investigation 2 I-Check


Students set up cardboard

ramps down which they roll

plastic disks. They put the

disks on shafts to make wheel-

and-axle systems. They try all

kinds of configurations of

wheel size, axle length, and

axle position to meet a variety

of challenges.

Embedded Assessment


Teacher Prep Video

(FOSS)


"Patterns of Motion"

"What Goes Around"

Online Activity

"Roller Coaster

Builder"

How can you make a

slide go faster?

https://mysteryscience.c

om/forces/mystery-

3/balance-of-forces-

friction/44?r=4086109

https://mysteryscience.com/forces/mystery-3/balance-of-forces-friction/44?r=4086109




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Students will extend

their rolling

investigations to

systems with big and

little wheels and use the

predictable curved

rolling path to meet

challenges

3-PS2-1; 3-PS2-2

What rules help

predict where a

rolling cup will

end up?

•The patterns of an object’s motion in


measured.



from it

• A wheel-and-axle system with two

sizes of wheels describes a curved path

when rolled down a slope.

•The system curves toward the smaller

wheel.

Students roll paper cups down

ramps and grapple with the

different behaviors of rolling

systems with two different-

sized wheels. They observe the

way cups roll and use the

predictable curved rolling path

to meet challenges. They put

cups together to make them

roll straight and weight them

in various ways to see how

weight affects rolling.

Activity- Roller Coaster

Builder

Embedded Assessment Notes

Teacher Prep Video

(FOSS)


"What Goes Around"

Online Activity

"Roller Coaster”


Students make twirly

birds (flying spinners)

and explore the

variables involved in

the interaction between

twirlying systems,

gravity, and air.

Student-created

question, e.g.,

What happens to

the motion of a

twirly bird when

the wing length

changes?

• A twirly bird is a simple winged

system that spins when it interacts with

air. Twirler performance is affected by

variables.

• Tops exhibit rotational motion

(spinning) when torque is applied to

the axial shaft. Top performance is

Students make twirly birds

(flying spinners) that create

motion from the interaction of

the forces of gravity and air

friction (air resistance). First

they create a standard twirly

bird; then the class focuses on

science practices as they

investigate variables. Students

Teacher Prep Video

(FOSS)


"What Goes Around"

Online Activity

"Roller Coaster”

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3-PS2-1; 3-PS2-2

affected by variables.

take their twirly birds outdoors

to find out if they fly the same.

Performance Assessment

Checklist 2.3


Students design tops

and explore the

variables that results in

the best spinning top.

What is the best

design for a top?

• The patterns of an object’s motion in


measured.



from it

• Tops exhibit rotational motion

(spinning) when torque is applied to

the axial shaft. Top performance is

affected by variables.

Students make tops from

plastic disks and shafts, and

spin them by applying a torque

force to the shaft. After finding

the arrangement of parts that

produces the best top, they use

the tops to look at different

designs as they spin. Finally,

they look at the path that a

drawing top reveals as it spins.

Assessment Record

Investigation Check 2.1

Teacher Prep Video

(FOSS)


"Patterns of Motion"

"What Goes Around"

Online Activity

"Roller Coaster

Builder"

Investigation 3, Part

1, Engineering

Students tackle an

engineering design

challenge in

What are some

important features

of a cart that will

roll from here to

there?

• Possible solutions to a problem are

limited by available materials and

resources (constraints).

• The success of a designed solution is

determined by considering the desired

Students tackle an engineering

challenge. The only criterion

given is that whatever is

created must be able to roll

from one place to another with

a small push or a pull. The two

Teacher Prep Video

(FOSS)


"What Engineers Do"

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incremental steps.

NGSS Performance

Expectations

3-PS2-1; 3-PS2-2; 3-

PS2-4

3-5 ETS1-1; 3-5 ETS1-

2;

3-5 ETS1-3

features of a solution (criteria).

• Research on a problem should be

carried out before beginning to design

a solution. Testing a solution involves

investigating how well it performs

under a range of likely conditions.

• The pattern of an object’s or a

system’s motion in various situations

can be observed and measured.

• When past motion exhibits a pattern,

it can be used to predict future motion.

constraints are a restricted set

of materials and a time limit.

This challenge provides the

foundation for science learning

and engineering activities

throughout the rest of the

investigation.

Embedded Assessment

Science notebook entries

Performance assessment

Investigation 3 I-Check

"Science Practices"

"Engineering Practices"


2, Engineering

Students continue with

an investigation

involving gravity

How can you

improve the design

of your cart?

• Possible solutions to a problem are






Students get a second chance

to build carts and improve

their designs. Once they have a

new working cart, students are

challenged to make it roll

farther or stop shorter than the

initial trial distances that they

Teacher Prep Video

(FOSS)

"Soap Box Derby"

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• The pattern of an object’s or a





recorded. The meter (m) and

centimeter (cm) are reviewed

as the measurement units used

by scientists to measure

distance.

Embedded Assessment

Science notebook entries

Tutorial Measuring Length

Activity- How can you go

faster down a slide

Faster Slide


The final challenge

incorporates students’

knowledge of

magnetism into their

cart design to meet new

challenges.

Student-created questions, e.g., How does start position affect how far a cart rolls?

Possible solutions to a problem are







Students investigate start

position. They assemble new

carts and investigate how start

position affects the distance

the cart will travel. Students

plan and conduct this

investigation on their own, and

discuss their investigation

Teacher Prep Video

(FOSS)

"The Metric System"


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•The pattern of an object’s or a





procedures and how they can

be improved

Performance Assessment

Checklist 3.3


4, Engineering

This investigation

develops understanding

of engineering design

concepts and provides

opportunities for

students to engage in

engineering practices.

How can you use

magnets to do cart

tricks?

Possible solutions to a problem are










Students modify their systems

(carts) to meet new challenges.

They use their knowledge of

magnets to resolve new

engineering challenges.

Assessment Record 3.1-

Science Notebook

Teacher Prep Video

(FOSS)

"How Engineers and

Scientists Work

Together"

Online Activities

"Measuring Length"

"Measurement Logic"

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•The pattern of an object’s or a





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Mixture

Students build and

extend grade two

experiences with matter

by making mixtures of

two materials.They

determine the mass of

the materials prior

to mixing and after

mixing. In one mixture,

salt dissolves

(disappears), resulting

in a solution.

NGSS Performance

Expectation

5-PS1-1

What happens

when you mix two

materials?

•A mixture is two or more materials

distributed evenly throughout one

another.

• A special class of mixture, a solution,

results when a solid material dissolves

(disappears) in a liquid.

• Starting materials change into new

materials during chemical reactions.

• Mass is neither created nor destroyed

during physical and chemical

interactions Matter is conserved.

Students make four different

mixtures, one that includes two

solids and three that use 50 mL

of water and one of three

solids (sand, chalk, or salt). In

one mixture, the solid salt

dissolves, resulting in a

solution. Students determine

the mass of the salt and water

and compare the sum to the

mass of the solution to observe

that the salt is still present,

even though it is not visible.

Embedded Assessment

Performance assessment



Tutorial and Instructional

Videos on measuring volume


"Mixing Solids and

Liquids"

Online Activities

"Measuring Mass"

"Conservation of Mass"

"Measuring Volume and

Mass"

"Measuring Volume"

"Chemical Reactions"

"Measuring Length"

"Measurement Logic"

"Metric Mystery"

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Mixture

Students confirm that

the mass of the solution

is

equal to the starting

masses of the water and

salt.

They mix vinegar and

baking soda and

observe a

bubbling reaction.

What happens

when you mix two

materials?



another.









Students determine the mass of

a volume of vinegar and

baking soda before mixing

them. They observe bubbling

and fizzing, evidence that a

new material—carbon dioxide

gas—formed. The new

material is evidence that a

chemical reaction occurred.

Students determine that the

mass of the mixture after the

bubbling stops is less than the

mass of the original materials.

This change in mass pushes

students to infer that carbon

dioxide has mass, which went

into the air.

Embedded Assessment Notes

"Reactions"


Mixture

Students determine that

the mass of the ending

mixtures is less than the

mass of the original

What is the

importance of

accurate

measurements for

a metric field day?



another.



Students determine the mass of

a volume of vinegar and

baking soda before mixing

them. They observe bubbling

and fizzing, evidence that a

new material—carbon dioxide

gas—formed. The new

"Careers You Can Count

On"

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materials, which

challenges students

to infer that carbon

dioxide gas, which

escaped,has mass. The

investigation and

module ends with

students designing and

conducting a metric

field day to creatively

apply their

understanding of

standards of

measurement.







material is evidence that a

chemical reaction occurred.

Students determine that the

mass of the mixture after the

bubbling stops is less than the

mass of the original materials.

This change in mass pushes

students to infer that carbon

dioxide has mass, which went

into the air.

Metric Mystery

Survey

Post Test

Unit Project (Choose 1)

Puffing Forces: Students will predict and observe what happens when a force is applied to an object, and compare the relative effects of a force of the same strength on objects of different weights by using a straw to gently puff air at a ping pong ball then a golf ball and measuring the distance the ball travels with a ruler. Students will repeat this procedure using a harder puff. Background For Teachers: Newton’s first law of motion describes the tendency of all objects and matter in the universe is to stay still, or if moving, to continue moving in the same

Robo Arm: This fun activity is one of five in a series of space based engineering challenges developed by NASA and Design Squad where students are engaged in implementing the Engineering Design process to build a robotic arm that can lift a cup off a table using cardboard strips, brass fasteners, paper clips, straw, string, tape and a cup. The activity includes an instructor’s guide, questioning techniques, discussion questions, extension activity, a rubric, and 3 short video clips that enhance the purpose of the activity and its relevance to NASA. Overview

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direction, unless acted on by some outside force. The teaching of force and motion in third grade sets the foundation for further understanding when its principles are revisited again in sixth and seventh grades, and with a more in-depth focus in eighth grade. This lesson plan uses a pendulum, as when a pendulum is set in motion it remains in motion, thus allowing time to perform experiments on an object in motion. Many universities exhibit large pendulums that actually show the rotation of the earth, hence they are important instruments having to do with force and motion. This activity requires students to practice a basic scientific process. A question is given to them and they make predictions before setting up an experiment to prove or disprove their prediction. Students record their results and analyze their findings. Intended Learning Outcomes: 1. Use Science Process and Thinking Skills 2. Manifest Scientific Attitudes and Interests 3. Understand Science Concepts and Principles 4. Communicate Effectively Using Science Language and Reasoning http://www.uen.org/Lessonplan/preview?LPid=14858 http://www.uen.org/Lessonplan/downloadFile.cgi?file=14858-2-20812-pendulum.pdf&filename=pendulum.pdf

In this challenge, students will use a model robotic arm to move items from one location to another. They will engage in the engineering design process to design, build and operate the arm. http://www.jpl.nasa.gov/edu/teach/activity/robotic-arm-challenge/

What It Looks Like in the Classroom

http://www.uen.org/Lessonplan/preview?LPid=14858

http://www.uen.org/Lessonplan/downloadFile.cgi?file=14858-2-20812-pendulum.pdf&filename=pendulum.pdf

http://www.uen.org/Lessonplan/downloadFile.cgi?file=14858-2-20812-pendulum.pdf&filename=pendulum.pdf

http://www.jpl.nasa.gov/edu/teach/activity/robotic-arm-challenge/

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In this unit of study, students look for cause-and-effect relationships as they investigate the effects of balanced and unbalanced forces on the motion of an

object. They learn that objects in contact exert forces on each other, and these forces have both strength and direction. When forces are balanced, there is no

change in the motion or the position of an object. In other words, an object at rest typically has multiple forces acting on it, but the forces balance out to equal a

zero net force on the object. For example, if two children stand with their hands together and push against each other, the pushing force each exerts balances to

a net zero effect if neither child moves. Pushing a box from both sides also demonstrates a balanced force if the forces do not produce any change in motion or

position of the box.

When forces are unbalanced, however, there is a change in the motion and/or position of the object the forces are acting on. If the same two children from the

example above were pushing against each other, and one child moves his/her hands, arms, or feet forward while the other child moves backward, this would

demonstrate an unbalanced force. The first child is pushing with greater force than the second.

Through planning and conducting investigations, students will come to understand that forces that result in changes in an object’s speed or direction of motion

are unbalanced. Students can observe everyday examples on the playground, with seesaws and swings and by kicking and throwing soccer balls. As they conduct

investigations and make observations, students should identify the cause-and-effect relationships at work and identify the objects that are exerting forces on

one another. They should also use qualitative descriptions when identifying the relative strength (greater than, less than, equal) and direction of the forces, even

if an object is at rest.

Investigating the effects of forces on objects will also give students opportunities to observe that patterns exist everywhere. Patterns are found in shapes,

structures, natural environments, and recurring events. Scientists and engineers analyze patterns to make predictions, develop questions, and create solutions.

As students have opportunities to observe forces interacting with objects, they will ask questions and analyze and interpret data in order to identify patterns of

change in the motion of objects and to make predictions about an object’s future motion. When students are on the playground, they can observe multiple

patterns of change in the back-and-forth motion of a child swinging on a swing or in the up-and-down motion of a seesaw. In the classroom, students can

observe a variety of objects, such as marbles rolling back and forth in bowls or tops spinning across the floor.

Throughout this unit, as students plan and carry out investigations, it is extremely important that they routinely identify cause-and-effect relationships and look for patterns of

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change as objects interact. As students interact with objects, such as when they push a door closed, bounce a ball, or roll a ball down a ramp, they may ask, “What caused the

changes that I observed? How can I change the way in which the object moved?” Students need to have many experiences in order to deepen their understanding of the cause-

and-effect relationships between balanced and unbalanced forces on the motion of an object, and they should be guided to plan and conduct fair tests, testing only one variable

at a time.

Modifications

(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and

explanations of the modifications.)

● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures,

illustrations, graphs, charts, data tables, multimedia, modeling).

● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the

community helping with a project, journal articles, and biographies).

● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple

representation and multimodal experiences).

● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate

their understandings.

● Use project-based science learning to connect science with observable phenomena.

● Structure the learning around explaining or solving a social or community-based issue.

● Provide ELL students with multiple literacy strategies.

http://www.nextgenscience.org/sites/ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf

http://www.nextgenscience.org/sites/ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf

http://www.nextgenscience.org/appendix-d-case-studies

23 | Page

● Collaborate with after-school programs or clubs to extend learning opportunities.

● Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

Research on Student Learning

Students believe constant speed needs some cause to sustain it. In addition, students believe that the amount of motion is proportional to the amount of force; that if a body is

not moving, there is no force acting on it; and that if a body is moving there is a force acting on it in the direction of the motion. Students also believe that objects resist

acceleration from the state of rest because of friction -- that is, they confound inertia with friction (NSDL, 2015).

Prior Learning

Kindergarten Unit 1: Pushes and Pulls

● · Pushes and pulls can have different strengths and directions.

● · Pushing or pulling on an object can change the speed or direction of the object’s motion and can start or stop it.

● · When objects touch or collide, they push on one another and can change motion.

● · A bigger push or pull causes things speed up or slow down more quickly.

Grade 1 Unit 1: Patterns of Change in the Sky

● Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA

http://nsdl.oercommons.org/courses/nsdl-science-literacy-maps/view

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Future Learning

Grade 4 Unit 5: Energy Transfer

· Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the

water goes up and down in place; there is no net motion in the direction of the wave except when water meets a beach.

· Waves of the same type can differ in amplitude (height) and length (the spacing between wave peaks).

Grade 5 Unit 6: Interactions Within the Earth, Sun and Moon System

· The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

Grade 6 Unit 4: Force and Motion

· For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts

on the first, but in the opposite direction (Newton’s third law).

· The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, the object’s motion will change. The

greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in

motion.

· All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of

size. In order to share information with other people, these choices must also be shared.

· The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its

gravitational pull on them.

· This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short term but is tilted relative to

its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

· The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

· Water continually cycles among land, ocean, and the atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well

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as downhill flows on land.

· The complex patterns of the changes in the movement of water in the atmosphere are determined by winds, landforms, and ocean temperatures and

currents; which are major determinants of local weather patterns.

· Global movements of water and its changes in form are propelled by sunlight and gravity.

· Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.

Water’s movements—both on land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.

Interdisciplinary Connections

English Language Arts

· In order to integrate the CCSS for ELA into this unit, students need opportunities to read content-specific texts to deepen their understanding of force and

motion. As they read, teachers should pose questions such as, “What interactions can you identify between the objects in the text?” and “What patterns of

motion are described in the text?” Students should be encouraged to answer questions and cite evidence from the text to support their thinking.

· To further support the integration of the ELA standards, students can also conduct short research projects about simple force-and-motion systems and the

interactions that occur among forces and objects within the systems. For example, students could be asked to conduct a short study by bouncing a ball 10 times

and identifying the patterns they observe. Next students could predict, based on the patterns they saw, what would happen if they bounced the ball 10 more

times. Students then could draw a model of the force and motion system, identifying the structures and forces that interact within the system. This would also

give students the opportunity to develop note-taking skills and use multiple sources to collect information about force and motion.

Mathematics

In order to integrate the Common Core State Standards for Mathematics, students can use measurement tools in a variety of ways to conduct investigations. Students could find

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the mass of an object in order to understand that the heavier something is, the greater the force needed to cause a change in its motion. Students could use rulers or tape

measures to measure the distance an object moves. Student can then record and analyze their data to determine patterns of change and explain cause-and-effect relationships,

while reasoning abstractly and quantitatively.

Unit Vocabulary

Investigation 1:

Forces

attract

balanced

change of motion

data

direction

evidence

force

gravity

magnet

magnetic field

magnetic force

magnetism

model

motion

observe

pattern

practice

Investigation 2: Patterns of Motion

axis

axle

friction

outcome

pattern of motion

ramp

rotate

shaft

slope

standard system

top

twirly bird

variable

wheel

Investigation 3: Engineering bearing

centimeter (cm)

constraint

criterion

engineer

meter (m)

metric system

solution

standard

unit

start position

Investigation 4: Mixtures

baking soda

calcium

carbonate

carbon dioxide

chalk

chemical reaction

cloudy

conservation of mass dissolve

mixture

salt solution

suspend

transparent

vinegar

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predict

prediction

pull

push

repel

science practices

strength

unbalanced

Educational Technology Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

➢ Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program.

➢ Creativity and Innovation • Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

➢ Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

➢ Digital Citizenship

http://www.state.nj.us/education/cccs/def/8/TECH_OnlineLearning.html

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• Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

➢ Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

➢ Critical Thinking, Problem Solving, Decision Making

• Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other

cultures about a current event or contemporary figure.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP3. Attend to personal health and financial well-being.

http://www.state.nj.us/education/cccs/def/8/TECH_DataCollect.html

http://www.state.nj.us/education/cccs/def/8/TECH_ElectAuthor.html

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Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

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Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Appendix A: NGSS and Foundations for the Unit

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could

include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.]

[Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only

qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] (3-PS2-1)

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples

of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment

Boundary: Assessment does not include technical terms such as period and frequency.] (3-PS2-2)

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations

● Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

● Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)

PS2.A: Forces and Motion

● · Each force acts on one particular

object and has both 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.

Cause and Effect

· Cause and effect relationships are routinely identified. (3-PS2-1)

Patterns

· Patterns of change can be used to make predictions. (3-PS2-2)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm



http://www.nap.edu/openbook.php?record_id=13165&page=59



























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(Boundary: Qualitative and conceptual, but

not quantitative addition of forces are used

at this level.) (3-PS2-1)

● · The patterns of an object’s motion in


measured; when that past motion exhibits a

regular pattern, future motion can be

predicted from it. (Boundary: Technical

terms, such as magnitude, velocity,

momentum, and vector quantity, are not

introduced at this level, but the concept that

some quantities need both size and

direction to be described is developed.) (3-

PS2-2)

● PS2.B: Types of Interactions

● · Objects in contact exert forces on

each other. (3-PS2-1)

Connections to Nature of Science

Science Knowledge is Based on Empirical Evidence

· Science findings are based on recognizing patterns. (3-PS2-2)

Scientific Investigations Use a Variety of Methods

· Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

English Language Arts Mathematics

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers. RI.3.1 (3-PS2-1)

Reason abstractly and quantitatively. MP.2 (3-PS2-1)






















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Conduct short research projects that build knowledge about a topic. W.3.7 (3-PS2-1),(3-PS2-

2)

Recall information from experiences or gather information from print and digital sources;

take brief notes on sources and sort evidence into provided categories. W.3.8 (3-PS2-1),(3-

PS2-2)

Use appropriate tools strategically. MP.5 (3-PS2-1)

Measure and estimate liquid volumes and masses of objects using standard units

of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to

solve one-step word problems involving masses or volumes that are given in the

same units, e.g., by using drawings (such as a beaker with a measurement scale)

to represent the problem. 3.MD.A.2 (3-PS2-1)

Rubric(s):

Field Trip Ideas:

Liberty Science Center, Newark, New Jersey

Jersey City Museum, Jersey City

Land of Make Believe, Hope, New Jersey

New Jersey Institute of Technology, Newark, New Jersey

The Funplex, East Hanover, New Jersey

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