Force, Motion and Change

West Haven Public Schools

Unit Planning Organizer

Subject:  Science                  

Grade:  4

Unit:  4.1 – Forces, Motion, and Change           

Pacing:  Marking Period 1

Essential Question(s):

1.     What is force and how does it make simple machines work?

2.     If you were going to build your own simple roller coaster to move you from your bedroom to the street, describe the simple machine(s) you would you use and why?

3.     Which would take longer to stop?  An 18wheeler or a car?

 

Big Idea(s):

·        The position and motion of objects can be changed by pushing and/or pulling.

·        The more massive an object is, the less effect an object will have on its motion.

 

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

1. Demonstrate that a force can cause an object to start moving, stop, or change speed or direction.

 

2. Use measurement tools and standard units to compare and contrast the motion of objects such as toy cars, balls, model rockets, or planes in terms of change in position, speed and direction.  B INQ. 4

 

 

4. Design and conduct experiments to determine how the motion of an object is related to the mass of the object and the strength of the force applied.  B INQ. 3

 

3. Describe how friction forces caused by air resistance or interaction between surface materials affect the motion of objects..  B INQ. 1

 

5. Predict the effect of an object’s mass on its motion.  B INQ 6

 

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

4.1 – Force

 

Force – push, pull

Factors – mass, friction, air resistance

 

 

 

Demonstrate - force

Describe - factors

 

 

(2)

(2)

“Dipsticks” (Informal Progress Monitoring Checks):

Foss Kit Activities

1 – activity sheet 1, part a/b

2 – activity sheet 2, part a/b

4 – activity sheet 4, part a/b

3/9/10 – activity sheet 3, part a, activity sheet 9, part a/b, activity sheet 10, part a/b

5/6/7- activity sheet 5, activity sheet 6, part a/b, activity sheet 7, part a/b

8 – activity sheet 8, part a/b

11- activity sheet 11, part a/b

 

Instructional Planning

Suggested Resources/Materials:

 

Foss Kit Activities

1 (time 60 minutes)

2 (time 30 minutes, discussion of objectives w/push/pull meter experiment)

4 – Friction 30 minutes

3/9/10 - combine together for 90 minutes

5/6/7- combine for 90 minutes

8 - 40 minutes

11- 40 minutes

12 – Review of all simple machines.  Choose top 10 to discuss in detail, total time 40 minutes

*13 - Using Skillbuilders with accompanying worksheet packet will provide for review of unit while using interdisciplinary skills.  The Delta Science reader should also be used to supplement your lessons to build background knowledge.

 

Concise definition of key vocabulary

http://www.delta-education.com/downloads/samples_dsm/738-6025Reader.pdf

 

http://www.science-class.net/PowerPoints/forceandmotion_files/frame.htm

 

http://www.engineeringinteract.org/resources/parkworldplot/flash/concepts/allaboutforces.htm

 

http://science.pppst.com/simplemachines.html  (HUGE RESOURCE!)

 

 Suggested Research-based Effective Instructional Strategies:

 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

 

Position

Motion

Direction

Speed

Force

Effort

Energy

Work

Gravity

Friction

Lubrication

Air resistance

Simple machines

 

SMARTBOARD LESSONS

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Se
nteo/USA/Elementary/4-6/Science/Force+Question+set.htm

Force and Motion WebQuest with a post activity that allows students to create a roller coaster

http://www.coweta.k12.ga.us/eses/IT/Forces%20and%20Motion%20W
ebQuest.htm

 

 

 Leveled readers

Skillbuilders w/Delta Science Reader