Professional Documents
Culture Documents
Integrated Standards
4. Engage in Inquiry:
STEM
STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world problems.
Standards of
A. Ask questions to identify and define global issues, challenges, and real world problems.
Practice
B. Conduct research to refine questions and develop new questions.
TOPIC
A. MECHANICS
State INDICATOR
Standards ● 1. Cite evidence from observations to describe the motion of an object using position and speed.
OBJECTIVES
● Describe the position of an object by locating it relative to another object or to its background.
● CCSS.MATH.CONTENT.3.MD.B.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
CCSS Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Math ● CCSS.MATH.CONTENT.3.MD.B.3- Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve
one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
MCPS
CCSS.ELA-LITERACY.W.3.2.B
Writing
Standard Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.RI.3.7
CCSS Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
Reading when, why, and how key events occur).
Standards CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
5E Model
To engage students in the beginning of the unit/lesson about objects in motion students will be shown a
Description video of kids and parents playing Tug of War. After watching the video students will discuss what they
noticed, wondered, and saw in the video.
Tug of war video (kids v. teachers: how has position changed based on balanced or unbalanced forces of
motion)
Engage https://www.youtube.com/watch?v=zlSgBt8LRZ0
Process
- What do you notice?
- What do you wonder?
- Observations?
Students will begin by being asked the question “How does the position of an object change based on force”?
Students will discuss this question and the will be told that they are going to be conducting an experiment
where they will be altering the position of an object by applying a new force to it. As a group we will discuss
materials that can be used to change the position of the object and how they will measure the distance their
object travels to the nearest ¼ inch. After coming up with materials that students can use, the groups of
Description students will brainstorm together how they are going to change the position of their objects. Once they have
a design students will begin to construct their design that they will be using. Students will record the data
that they find throughout their experiment as they test their experiment. After students conduct their
Explore experiment we will discuss as a class their results by making a bar graph to show the distance that their
objects traveled for the experiment. We will use this graph to ask questions and analyze the data. We will also
discuss the forces that students think affected the experiment and how a ramp affected the experiment.
Now that students have completed their experiment we will come back the the last question asked in the
explore section, What forces do you think played a role in your experiment? Students will use PebbleGo to
Description research the different types of forces. Students will choose forces and they will define what they are. They will
have to think critically about if that force was used in their experiment and how it impacted the position and
distance the object traveled.
- Students can research using PebbleGo - kinds of forces (only some of the tabs, we will look at gravity
Explain later). Student work individually to research but will work on their slides together to support one
another in ELA skills.
Process - Planning sheet for Google Slides: What forces went into your experiment?
- How did they impact the position of your object and the distance it traveled?
- Select two text features from the article and explain how they deepened your understanding
of the topic
Students will select one of the forces that they researched earlier. They will use this to design a slide that has
Description information about the force that they chose. They will create this slide by making it into a page of a
non-fiction book that includes a heading, picture, and caption.
- Students will design a google slides poster sharing the positions/forces they discovered during their
Extend/ investigations.
Explore - Define the force
Process
- Include caption, picture, heading
- Identify a real life scenario where students would see this force
- Reading (text features)
Students will share their google slide with the class about the force that they researched. This is a good
chance for students to share their thinking as scientists and as readers/writers. After presenting as a class
Description
we will debrief on the notices and wonders that we had from the beginning of the lesson that we could now
answer. We will also answer any final questions that we have from the unit.
- Students share their posters
Elaborate
- Revisit notice/wonder?
Process - Clear up any ideas on speed?
- Arrive at the a new notice/wonder of speed. We talked about how force and direction affect motion.
What happened with speed? Do objects continue to go on forever?