‘Make It Move Purpose (1) To activate students" prior knowledge related to force and motion. (2) To observe and describe the change in an object’s motion, (3) To gather evidence to draw conclusions about how forces affect an object's motion. Level of Inquiry This learning event is a Guided Inquiry. The teacher will use a children’s storybook to introduce students to the concept of foroes acting on an object. Following the shared reading, students will be assigned various challenges that involve changing the motion of a ball. Students will use simple materials and tools in order to accomplish their assigned task. During their exploration, students will discover how force affects an object's motion, and some of the factors that influence changes in motion (i.e. applying a greater force to an object can increase its speed). felt) © Meter stick Learning Outcomes - VBOs Guiding Questions SCL3.0.8 Draw conclusions and make inferences from a ¢ What isa force? variety of sources. (SOL 3.1j) © What effects do forces have on an object? SCI.3.0.10 Apply science concepts to current events and ‘© How can you increase the speed of an object? applications. (SOL 3.1m) ¢ Inwhich direction must you apply a force in order to stop an object from moving? By the end of this scientific inquiry, students will ¢ _. What are some vaye in which we ues our ‘understand how forces applied to objects can change their uaderntanding of SerSeC aed taghea 18 our motion. They will establish claims that deseribe the Sule Ae interactions between force, position, and movernent (direction and speed) of objects. They should also begin to, think about devices that can be used to affect the motion of an object. Materials Academie Vocabulary © Newton and Me - by, Lynne Mayer © Force © Video re of Newton and Me © Motion © Inertia Phenomenon © Push / Pull ¢ A set of balls (ping-pong balls, rubber balls, ec.) © Change in speed © Pieces of cardboard © Change in direction © Different types of surfaces (samples of carpet or © Opposing forceoo hove } heen talks sedge Phases of the Learning Cycle fi i: s bions a oat questions tofere. Ip eiing Erin seientd we ook quastivds ‘he ay Tee RE o © ages o epncotne Practices Connections — Engage Begin with a quick video clip highlighting a real-world example of the concept of inertia, The clip shows a little boy sitting on a sled that is attached to a dog. The dog takes off, pulling the sled, but the boy doesn’t move. Ask students, what they notice and what they wonder? Following the notice and wonder, conduct a shared reading from the story, Newton and Me, In the story, the boy explores, many force and motion concepts just by playing around his house and neighborhood. Asking questions & defining problems During the engage phase, ‘students will have an ‘opportunity to ask questions. [Emphasize for students how scientists ask questions when they notice things in the world that are initially hard to explain, In this case, it might seem hard {0 explain why the boy din’t ‘move if he was sitting on the aed The boy in the story does @ lereat job of modeling how lsimple the process of asking |questions and investigating to [find out answers can be. 7 boy pal Foal ie orkacr ze tes ti Lisken to ho inves: Explore : ‘ a ah quel do ‘another. Use the story to inspire a set of challenges for students to complete. In Newton and Me, the boy spent some time exploring how the ball would roll on different surfaces. He also noticed what happened to the ball when nothing was happening to it. Explain to students that they are going to investigate the way in which force affects motion, by completing one of the following challenges with their ball: 1. Start from a standst 2. Change direction =] 3. Change speed 4. Stop from moving- Split students into groups, provide each grdup with the” necessary materials and one of the four challenges. Allow groups time to explore. Circulate and conduct informal observations of the way in which students go about conducting their investigations. Ask probing questions to elicit student thinking and gather evidence of their learning. ~~ Planning and carrying out investigations ‘Throughout the exploration phase, make sure students ‘maintain their challenge as the focus of their work. When it appears students are wandering off track ask, What is the challenge you are frying to ‘complete? What scientific juestion is this challenge ‘ely yo ares? Hoe wil iow you successfully ‘completed the challenge?Explain Following the investigations, provide groups time to construct aan evidence-based claim that they can share with the rest of the class to summarize their investigation. Use the following sentence starters to help students frame their conclusions: 1, In order to start a ball rolling... is needed to change the direction ofa ball because... is needed to change the speed of a ball because... 4, In order to stop a ball from moving... Construct and eritique scientific explanations As students complete their statements, encourage them to reflect on the evidence they gathered during their investigations. Elaborate | Close with another anchor phenomenon. Show the clip of the truck speeding toward the pole and ask students, What is going to happen to the speed of the truck? What will happen to the pole? Evaluate | Throughout the lesson, students will be making connections between force concepts and everyday life. List for the way in which they use the terms: force, motion, changes in force, ete. ‘The goal is for students to be able to relate the force being applied to an object to its motion. Students should recognize that when a greater force is applied to an object, it has a greater effect on its motion. The group who changed the speed observed this as they had to push the ball harder to make it 20 faster. As students begin to explore simple machines, they should refer back to these experiences to think about how the simple ‘machine takes the amount of force needed to move an object and reduces it by spreading it out over a greater distance.