1 / 12

Authors: Ms. Barbara Glover and Dr. Sue Kezios

Energy, Forces, and Motion A Science Module for Grades 3-5 Excellence in K-8 Science: A NC MSEN Statewide Initiative. Authors: Ms. Barbara Glover and Dr. Sue Kezios Instructors: Ms. Beth Brampton, New Hanover County Schools Dr. Dennis Kubasko, UNC Wilmington

wilma
Télécharger la présentation

Authors: Ms. Barbara Glover and Dr. Sue Kezios

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Energy, Forces, and MotionA Science Module for Grades 3-5Excellence in K-8 Science: A NC MSEN Statewide Initiative Authors: Ms. Barbara Glover and Dr. Sue Kezios Instructors: Ms. Beth Brampton, New Hanover County Schools Dr. Dennis Kubasko, UNC Wilmington http://www.uncw.edu/smec/index.html

  2. Introductions • Ms. Karen Shafer – Director, Science and Mathematics Education Center • MSEN SITE: Grades 3-5 Science is a nine-day institute (five days in the summer and four days during the 2008-2009 school year) that focuses on the four major science themes that run through the NC Science Standard Course of Study for Grades 3-5. 

  3. Introductions • The Institute themes include: • Rock Cycle (soil properties, composition/uses of rocks & minerals, & landforms); • Ecology (plant growth & adaptations, animal behavior & adaptations, & interdependence of plants & animals) • Energy/Forces/Motion (light, heat, magnetism & electricity, forces & motion) • Weather & Climate (water & water cycle, clouds & climate, global climate change)

  4. Instructional Strategy • Engage – The Domino Theory, Thumper Activity • Explore – Energy Toys Learning Center • Explain – Cartoon • Elaborate – Motion Detectors • Evaluate – Roller Coaster • Making Connections

  5. Engage • The two kinds of energy are stored energy (Potential) and moving energy (Kinetic). • The classic domino rally stores up energy or gains potential energy as the dominos are set up. As they fall they have moving or kinetic energy.

  6. Engage • Thumper is a ‘model’ for the magic trick where a table cloth is pulled off the table while leaving the dishes on the table. • If the table cloth is pulled off rapidly, the dishes remain in place (inertia) because the force (a push or pull) is not transferred from the table cloth to the dishes. • If the table cloth is pulled out slowly, then friction will transfer the force to the dishes and all will fall off the table. • http://www.videojug.com/film/how-to-pull-a-tablecloth-from-under-a-dinner-service

  7. Explain • Please be encouraged to try out all of the toys. • How did you start the toys to move? What was the push or pull? • What did the toy do? Did it roll, bounce, slide, etc.? • What happened just before the toy stopped moving? • What do you think makes the toy stop?

  8. Explore I Play Therefore….. Today I play with ____________________________________ How does it start, move and stop?

  9. Elaborate • I Play Therefore I Am • - Some questions you can ask to help stimulate your student’s exploration! • More careful observations • Can you show me what happens? • What did you see? • How would you describe…..? • Describe the movement. • Looking for other experiments • What did you do to the toy? • Did the same movement happen every time? • What else could you try? • Unstick the thinking • Did you try….? • If you…, what do you think would happen? • How would … effect what you see happening?

  10. Elaborate • Look for concepts • Can you tell me what you think is happening? • What did you see that makes you think that? • Some specific questions • Can you compare the start, or motion or stopping of toy A to toy B? • What is the effect of bouncing a ball harder? • What happens if you drop a ball on a pillow? • Does the rattleback behave the same if spun in clockwise and counterclockwise? • What happens if you push on one end of the rattleback? • Does the windup toy run the same length of time when on a smooth surface or held up in your hand? On a rough surface?

  11. Evaluate • Make a roller coaster that will have the following elements: hill, turn and loop. State a time limit, work in groups. The expectation is that they will explain the order of the elements, energy input and output, problems encountered, and how well were expectations met. • http://kids.discovery.com/games/rollercoasters/buildacoaster.html • http://www.funderstanding.com/k12/coaster/ • http://science.howstuffworks.com/roller-coaster.htm

  12. Making Connections • A real life connection would be automobile accidents. Forces, motion and energy transfer have very graphic results. The type of car (mass), and the speed of the vehicle will determine the forces applied. The condition of the road, if it is icy, wet, sand, etc., would bring friction into the discussion.

More Related