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Motion and Design

Motion and Design

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Published by Rachel Gabbert
Created for Saigon South International School by Rachel Gabbert and Shane Sullivan
Created for Saigon South International School by Rachel Gabbert and Shane Sullivan

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Published by: Rachel Gabbert on Oct 05, 2012
Copyright:Attribution Non-commercial


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Unit Map 2012-2013
Saigon South International School Collaboration/Science 5*/ Grade 5 (Elementary School)
Friday, October 5, 2012, 8:33PM
Unit:Motion and Design
(Week 20, 6 Weeks)
Stage 1: Desired Results
Standards & BenchmarksDE: GLE: Science, DE: Grade 5 , S1: Nature & Application of Science Technology
Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collectingevidence, forming explanations, connecting explanations to scientific knowledge and theory, andcommunicating and justifying the explanation.
Design and conduct simple to multi-step investigations in order to test predictions. Keep constantall but the condition being tested.Level: Essential
Accurately collect data using observations, simple tools and equipment. Display and organize datain tables, charts, diagrams, and bar graphs or plots over time. Compare and question results withand from others.Level: Essential
Construct a reasonable explanation by analyzing evidence from the data. Revise the explanationafter comparing results with other sources or after further investigation.Level: Essential
Communicate procedures, data, and explanations to a variety of audiences. Justify the results byusing evidence to form an argument.Level: Essential
Use mathematics, reading, writing, and technology when conducting scientific inquiries.Level: ImportantEnduring Understanding: The development of technology and advancement in science influence each otherand drive each other forward.
A. Science and technology are related. Technology provides the tools needed for science to
investigate questions and may provide solutions to society’s problems, wants, or needs. Not all
technological solutions are effective, uniformly beneficial, or equally available to everyone.Level: CompactEnduring Understanding: Understanding past processes and contributions is essential in building scientificknowledge.
A. Contributions by individuals have been essential in advancing the body of scientific knowledge.Level: Compact
DE: GLE: Science, DE: Grade 5 , S3: Energy & Its Effects
Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energythat are associated with the motion of mass (kinetic energy) and types of energy associated with theposition of mass and with energy fields (potential energy).
B. The energy of a moving object depends on its speed. Faster moving objects have more energythan slower moving objects.Level: Essential
C. Energy can be stored in an elastic material when it is stretched.Level: ImportantEnduring Understandings: Changes take place because of the transfer of energy. Energy is transferred tomatter through the action of forces. Different forces are responsible for the transfer of the different forms
of energy.
A. Force is any push or pull exerted by one object on another. Some forces (e.g., magnetic forcesand gravity) can make things move without touching them.Level: Essential
B. The speeds of two or more objects can be compared (i.e., faster, slower) by measuring thedistance traveled in a given unit of time, or by measuring the time needed to travel a fixeddistance.Level: Essential
C. A force must be applied to change the speed of a moving object or change its direction of motion. Larger forces will create greater ch
anges in an object’s speed in a given unit of time.
Level: Essential
D. Pushing and pulling forces can be used to transfer energy from one object to another.Level: Important
NETS: Educational Technology (2007), NETS: All Grades, NETS.S: The Next Generation
2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts or others employing a variety of digitalenvironments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of mediaand formats
d. contribute to project teams to produce original works or solve problems.3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:
d.process data and report results.Standards Connection.docxMotion & Design Unit Template
Brief Summary (IB:Include TOK/Int'l Connections)
This unit allows students the opportunity to explore the physics of motion and to apply concepts of 
technological design. Using K’NEX Education "Forces, Energy and Motion" kits, students design a varie
ty of cars powered by different sources of energy. A key concept of this unit is creating "fair tests" with oneindependent variable and accurate measurement and data collection of the dependent variable.Additionally application of the "design process" is key to the modification of student cars based oncollected data in order to achieve improved results of the dependent variable when an experiment isrepeated. Some of the physic concepts explored in the unit include gravity, potential and kinetic energy,friction, and air resistance. Real life connections to environmental issues are discussed by incorporatingalternative sources of energy to power transportation vehicles. Additionally, students considertransportation safety by designing a car in which a raw egg is placed and rolled down a ramp into a wall.Students will use a variety of technology throughout this unit to gather, record, share and report data andinformation. Additionally, students will blog regularly about their investigations incorporating text,pictures and video to reflect on the design and experiment processes.
Understandings Essential Questions
Students will understand that…
• Moving objects have energy. Faster moving objects
have more energy than slower moving objects.
• Energy can be s
tored (potential energy) in atwisted rubber band. This energy can make thingsmove.
• Changes in the motion of an object can be
produced by different sized forces.
• Changes in the motion of an object can be
produced by forces from different directions.
Speed is the amount of distance traveled over acertain amount of time.
• Speeds of objects can be compared (faster, slower)
through knowing distance and time.
What happens to the energy in a system
 where does this energy come from, how is itchanged within the system, and where does itultimately go?
How does the flow of energy affect thematerials in the system?
How do we know that things have energy?
How can energy be transferred from onematerial to another?
What happens to a material when energy istransferred to it?
How have technological improvements helpedscientist conduct investigations and gather,record, share and report data and informationto others?
Technical drawings ensure close similarityamong the finished products.
Technical drawings can be used to convey aparticular design to others.
A pulling force may cause a vehicle to movein the direction of the pull.
Scientist usually use the metric system whencollection and reporting data.
Variables such as mass, friction and airresistance effect the speed of a vehicle.
A force must be applied to start or change themotion of a vehicle.
Mass is the amount of material in an objectwhereas weight is the force of gravity actingon the mass.
The load on a vehicle is a force that acts in adownward direction (when placed on thevehicle).
A twisted rubber band stores potential energythat can be used to move (kinetic energy) avehicle. The greater the potential energy, thegreater the potential motion of the vehicle.
Scientists conduct multiple trials to ensurethat the results are not flawed.
Air resistance slows a vehicle’s movement.
Create a multi-view technical drawing, thenuse the drawing to build a model.
Make predictions before conducting aninvestigation.
Follow simple steps in an investigation.
Record observations and collectdata accurately.
Share or report data electronically.
Use data to draw conclusions and modify adesign for improved results.
Given a problem; design, plan, andimplement a solution.
Create a "fair test" with one independentvariable and systematically record thedependent variable.
Conduct multiple trials of each investigationto ensure accurate results.
Form conclusions based on observations andcollected data.
Stage 2: Assessment Evidence
Performance Tasks & AssessmentsStudent Response Sheet 5Performance: Quizzes
Students will demonstrate their knowledge of the relationship between weight of a vehicle, rampsteepness and distance that a vehicle will travel. They will construct a reasonable explanation afteranalyzing evidence from the data they collected.
Lesson 10: Egg-citing Design Brief 

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