TPACK Template (THERE IS TWO PAGES TO THIS ONE!

Subject Science: Force, Motion, and Energy

Grade Level 4th

Learning Objective 4.2 The student will investigate and understand

characteristics and interactions of moving objects. Key
concepts include
a) motion is described by an object’s direction and
speed;
Content

b) changes in motion are related to force and mass;

c) friction is a force that opposes motion
d) moving objects have kinetic energy
Activity 1. The teacher will introduce the students to important terminology
such as force, mass, acceleration, speed, friction, and kinetic energy.
2. The teacher will open the CLASSFLOW Forces and Motion: Basics
on the Promethean interactive white board.
3. The teacher will call two students to the board.
4. In the “Net Forces” slide, one student will choose a red character
from the bottom right screen to place on the rope attached to the
cart. The other student will choose two blue characters located at the
bottom left to place on the rope attached to the left side of the cart.
Each character represents a specified amount of force that will be
applied to the cart. For example, the biggest character will pull the
cart at a force of 150 Newtons, and the smallest characters will pull at
a force of only 50 Newtons.
5. The teacher will ask students to formulate a hypothesis on which
team will win based on the amount of force for each team. For
example, if the red team selected the biggest character, the red team
would have 150 Newtons of Right force pulling on the cart. If the blue
team selected the two small characters, the blue team would have
100 Newtons of Left Force pulling on the cart, so students might
hypothesize that, “The red team will pull the cart to the right because
they are using 50 Newtons more force than the blue team.”
6. The students will start the simulation to find out if their hypothesis
was correct.
7. The teacher will have more students come up to try the simulation,
each time testing a new hypothesis.
8. The teacher will open the motion slide, and put checkmarks in the
force, values, masses, and speed boxes at the top right of the screen.
9. The teacher will break the students up into groups of four.
Pedagogy

10. The students will work in groups to formulate hypotheses like,

“If the mass of an object increases, then the force needed to move it
will increase.”
 11. The teacher will select a team of four students to test their
hypothesis using the simulation.
12. The students will use the blue dial to apply force to the crate.
Students will write down the amount of force utilized to move the
crate and the speed at which it moves. For example, if the dial is
moved to 100 N of force, students will document how fast the cart is
moving.
13. The students will now select an object to increase the mass of the
cart. They may choose a child, adult, trashcan, box of an unknown
value, or any combination of the items.
14. The students will adjust the dial again to apply force to the cart.
Students will document the speed of the cart, and the amount of
force required to get the cart moving.
15. The teacher will briefly discuss results with the students before
moving onto the next section. For example, the teacher might
summarize the simulation by saying, “The greater the force, the
greater the change in motion will be. The more massive an object, the
less effect a given force will have on the object, as indicated by our
experiment.”
16. The teacher will open the Friction slide.
17. A new group of students will hypothesize about how friction
might impact the amount of force required to move the object.
18. The students will operate this simulation in the same way as the
last, except in this slide, students can manipulate the amount of
friction by sliding the dial at the top right of the screen.
19. The teacher will encourage class discussion about the results of
the simulation. For example, the students might say that they
learned that, “Friction is the resistance to motion created by two
objects moving against each other.”
20. The teacher will open the Acceleration slide.
21. A new group of students will hypothesize about the relationship
between force and acceleration. For example, students might
hypothesize, “Acceleration will increase as the amount of force
applied increases.”
22. Students will run the simulation like before, documenting
acceleration at varying amounts of force and mass.
23. The teacher will encourage class discussion to determine if the
hypotheses were accepted.
24. The teacher will allow any remaining groups to come up with
differing hypotheses to test using the simulation of their choice.
25. The teacher will conclude the lesson by reminding students of the
definitions of terminology and recount the outcomes of the various
simulations performed.

Technology CLASSFLOW Forces and Motion: Basics

Technolo

https://prod.classflow.com/classflow/#!/product/itemId=14524f4c7
fa44c488385041a54ffd508
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