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Science Curriculum

Grade Three Unit Three

Motion & Matter

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Course Description

In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students engage in four investigations dealing with big ideas in life science—plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and behaviors, organisms have varied but predictable life cycles and reproduce their own kind, and individual organisms have variations in their traits that may provide an advantage in surviving in the environment. Students observe, compare, categorize, and care for a selection of organisms. Students engage in science and engineering practices to investigate structures and behaviors of the organisms and learn how some of the structures function in growth and survival. Students look at the interactions between organisms of the same kind, among organisms of different kinds, and between the environment and populations over time. In unit three, students explore magnetism and gravity to look for patterns of motion to predict future motion. Students work with magnets and paper clips, wheel and- axle systems, paper air twirlers, and rotating tops. Students use their knowledge of science to enter the engineering design process and through the process refine their science understanding. Students use metric tools to refine observations by measuring mass and volume, they make mixtures and solutions to develop a foundational understanding of conservation of mass, and they observe a simple chemical reaction to extend their understanding of conservation. Students engage in science and engineering practices to collect data to answer questions, and to define problems in order to develop solutions. Students reflect on their own use of these practices and find out about how others use these practices in science and engineering careers. In unit four, students explore the properties of water, the water cycle and weather, interactions between water and other earth materials, and how humans use water as a natural resource. Students engage in science and engineering practices in the context of water, weather, and climate and explore the crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; and systems and system models. They are introduced to the nature of science, how science affects everyday life, and the influence of engineering, technology, and science on society and the natural world.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

Pacing Chart This pacing chart is based upon 160 minutes of instruction per cycle.

Unit 1 Engineering & Design 10 days

Unit 2 FOSS Structures of Life 40 days

Unit 3 FOSS Motion & Matter 40 days

Unit 4 Earth’s Weather & Climate 30 days

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Unit Summary In this unit of study, students are able to determine the effects of balanced and unbalanced forces on the motion of an object. The crosscutting concepts of

patterns and cause and effect are identified as organizing concepts for these disciplinary core ideas. In the third-grade performance expectations, students are

expected to demonstrate grade-appropriate proficiency by planning and carrying out investigations. Students are expected to use these practices to

demonstrate understanding of the core ideas.

Student Learning Objectives

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement:

Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not

produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not

include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] (3-PS2-1)

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification

Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children

on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.] (3-PS2-2)

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

[Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a

charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an

electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect

relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the

magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions

are limited to static electricity.(3-PS2-2)

Define a simple design problem that can be solved by applying scientific ideas about magnets. [Clarification Statement: Examples of problems could include

constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.](3-PS2-3)

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NJDOE Student Learning Objective

Essential Questions

Content Related to DCI’s Sample Activities Resources

Investigation 1, Part 1. Forces

Students explore the forces of magnetism and gravity using magnets. Through their investigations, students find that both magnetism and gravity can pull, and magnetism can sometimes push as well. Both forces can make things move even when not in direct contact with another object.

3-PS2-1; 3-PS2-2; 3-PS2-3

What happens when magnets interact with other magnets and with paper clips?

• Magnetic forces between objects does not require that the objects be in contact.

• The strength of the magnetic force between objects depends on the properties of the object sand their distance apart.

• The interaction between magnets depends on their orientation (sometimes they attract and sometimes they repel).

• Unbalanced forces (pushes or pulls) result in change of motion.

• Gravity is the force that pulls masses toward the center of Earth.

Benchmark Assessment Students explore the forces of magnetism and gravity. They bring two magnets close to each other and find that sometimes the magnets pull each other together and sometimes they push each other away. Students recognize that both magnetism and gravity can pull, and magnetism can sometimes push as well. Both forces can make things move even when not in direct contact with another object. Investigation 1 - Magnetic Force Checklist Embedded Assessment: Response sheet Post Test What can magnets do?

Teacher Prep Video (FOSS) Science Resources Book "Magnetism and Gravity" "Change of Motion" Video All about Magnets Online Activity "Magnetic Poles" Resources found in Motions Folder

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Investigation 1, Part 2

Students refine their investigations and their abilities to use science practices and collect data regarding their observations of the interaction between paper clips and magnets. They use those data to predict how far the magnetic field extends.

3-PS2-1; 3-PS2-2

How is the magnetic field affected when more magnets are added?

• Magnetic forces between objects do not require that the objects be in contact.

• The strength of the magnetic force between objects depends on the properties of the objects and their distance apart.

• The interaction between magnets depends on their orientation (sometimes they attract and sometimes they repel).

• Unbalanced forces (pushes or pulls) result in change of motion.

• Gravity is the force that pulls masses toward the center of Earth.

Students build on the observations they made in Part 1 and look for patterns in data to predict how far the magnetic field extends around two magnets. Students collect data for one and three magnets, measuring the distance at which paper clips are attracted. They use those data to predict how far the magnetic field extends around two magnets. Students use and discuss science practices in the context of investigating magnetic fields. Science notebook entry Activity- "What Goes Around"

Teacher Prep Video (FOSS) Science Resources Book "What Scientists Do" Videos All about Motion and Balance

Investigation 1, Part 3

Building on their experience with magnetic force, students explore other pushes and pulls, considering strength and direction. Students are introduced to the effects of balanced and unbalanced forces.

3-PS2-2

What causes change of motion?

Magnetic forces between objects do not require that the objects be in contact.

The strength of the magnetic force between objects depends on the properties of the objects and their distance apart.

The interaction between magnets depends on their orientation (sometimes they attract and sometimes they repel).

Unbalanced forces (pushes or pulls) result in change of motion.

Gravity is the force that pulls masses toward the center of Earth.

Building on their experience with magnetic force, students explore other pushes and pulls. They expand their understanding of force to include a force’s strength and direction, and more about the effects of balanced and unbalanced forces. Teacher can choose from any of these activities: Online Activity "Roller Coaster Builder" (FOSS) Paper Airplane Design Challenge

Teacher Prep Video (FOSS) Making magnets out of

nonmagnetic objects

http://betterlesson.com/

lesson/639707/it-s-only-

temporary

http://betterlesson.com/

lesson/641889/flying-

into-a-problem-1-3

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Investigation 2, Part 1 Motion

Students use variety of systems to explore patterns of motion. They design wheel-and-axle systems and roll the systems down ramps to observe the pattern of motion.

3-PS2-1; 3-PS2-2

How can we change the motion of wheels rolling down ramps?

•The patterns of an object’s motion in

various situations can be observed and

measured.

• When past motion exhibits a regular

pattern, future motion can be predicted

from it

• A wheel-and-axle system with two sizes

of wheels describes a curved path when

rolled down a slope.

•The system curves toward the smaller

wheel.

Investigation 2 I-Check Benchmark Assessment Students set up cardboard ramps down which they roll plastic disks. They put the disks on shafts to make wheel-and-axle systems. They try all kinds of configurations of wheel size, axle length, and axle position to meet a variety of challenges. Embedded Assessment Science notebook entry

Teacher Prep Video (FOSS) Science Resources Book "Patterns of Motion" "What Goes Around" Online Activity "Roller Coaster Builder" How can you make a

slide go faster?

https://mysteryscience.

com/forces/mystery-

3/balance-of-forces-

friction/44?r=4086109

Investigation 2, Part 2

Students will extend their rolling investigations to systems with big and little wheels and use the predictable curved rolling path to meet challenges

3-PS2-1; 3-PS2-2

What rules help predict where a rolling cup will end up?

•The patterns of an object’s motion in

various situations can be observed and

measured.

• When past motion exhibits a regular

pattern, future motion can be predicted

from it

• A wheel-and-axle system with two sizes

of wheels describes a curved path when

rolled down a slope.

•The system curves toward the smaller

wheel.

Students roll paper cups down ramps and grapple with the different behaviors of rolling systems with two different-sized wheels. They observe the way cups roll and use the predictable curved rolling path to meet challenges. They put cups together to make them roll straight and weight them in various ways to see how weight affects rolling.

Activity- Roller Coaster Builder

Embedded Assessment Notes

Teacher Prep Video (FOSS) Science Resources Book "What Goes Around" Online Activity "Roller Coaster”

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Investigation 2, Part 3

Students make twirly birds (flying spinners) and explore the variables involved in the interaction between twirlying systems, gravity, and air.

3-PS2-1; 3-PS2-2

Student-created question, e.g., What happens to the motion of a twirly bird when the wing length changes?

• A twirly bird is a simple winged system

that spins when it interacts with air.

Twirler performance is affected by

variables.

• Tops exhibit rotational motion (spinning)

when torque is applied to the axial shaft.

Top performance is affected by variables.

Students make twirly birds (flying spinners) that create motion from the interaction of the forces of gravity and air friction (air resistance). First they create a standard twirly bird; then the class focuses on science practices as they investigate variables. Students take their twirly birds outdoors to find out if they fly the same.

Performance Assessment Checklist 2.3

Teacher Prep Video (FOSS) Science Resources Book "What Goes Around" Online Activity "Roller Coaster”

Investigation 2, Part 4

Students design tops and explore the variables that results in the best spinning top.

What is the best design for a top?

• The patterns of an object’s motion in

various situations can be observed and

measured.

• When past motion exhibits a regular

pattern, future motion can be predicted

from it

• Tops exhibit rotational motion (spinning)

when torque is applied to the axial shaft.

Top performance is affected by variables.

Students make tops from plastic disks and shafts, and spin them by applying a torque force to the shaft. After finding the arrangement of parts that produces the best top, they use the tops to look at different designs as they spin. Finally, they look at the path that a drawing top reveals as it spins. Assessment Record Investigation Check 2.1

Teacher Prep Video (FOSS) Science Resources Book "Patterns of Motion" "What Goes Around" Online Activity "Roller Coaster Builder"

Investigation 3, Part 1, Engineering

Students tackle an engineering design

What are some important features of a cart that will roll from here to

• Possible solutions to a problem are

limited by available materials and

resources (constraints).

• The success of a designed solution is

Students tackle an engineering challenge. The only criterion given is that whatever is created must be able to roll from one place to another with a small push or a pull.

Teacher Prep Video (FOSS) Science Resources Book "What Engineers Do"

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challenge in incremental steps.

NGSS Performance

Expectations 3-PS2-1; 3-PS2-2; 3-PS2-4 3-5 ETS1-1; 3-5 ETS1-2; 3-5 ETS1-3

there? determined by considering the desired

features of a solution (criteria).

• Research on a problem should be

carried out before beginning to design a

solution. Testing a solution involves

investigating how well it performs under a

range of likely conditions.

• The pattern of an object’s or a system’s

motion in various situations can be

observed and measured.

• When past motion exhibits a pattern, it

can be used to predict future motion.

The two constraints are a restricted set of materials and a time limit. This challenge provides the foundation for science learning and engineering activities throughout the rest of the investigation. Embedded Assessment Science notebook entries Performance assessment Investigation 3 I-Check

"Science Practices" "Engineering Practices"

Investigation 3, Part 2, Engineering

Students continue with an investigation involving gravity

How can you improve the design of your cart?

• Possible solutions to a problem are

limited by available materials and

resources (constraints).

• The success of a designed solution is

determined by considering the desired

features of a solution (criteria).

• Research on a problem should be

carried out before beginning to design a

solution. Testing a solution involves

investigating how well it performs under a

range of likely conditions.

• The pattern of an object’s or a system’s

motion in various situations can be

Students get a second chance to build carts and improve their designs. Once they have a new working cart, students are challenged to make it roll farther or stop shorter than the initial trial distances that they recorded. The meter (m) and centimeter (cm) are reviewed as the measurement units used by scientists to measure distance. Embedded Assessment Science notebook entries

Teacher Prep Video (FOSS) "Soap Box Derby"

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observed and measured.

• When past motion exhibits a pattern, it

can be used to predict future motion.

Tutorial Measuring Length Activity- How can you go faster down a slide Faster Slide

Investigation 3, Part 3

The final challenge incorporates students’ knowledge of magnetism into their cart design to meet new challenges.

Student-created questions, e.g., How does start position affect how far a cart rolls?

Possible solutions to a problem are

limited by available materials and

resources (constraints).

• The success of a designed solution is

determined by considering the desired

features of a solution (criteria).

• Research on a problem should be

carried out before beginning to design a

solution. Testing a solution involves

investigating how well it performs under a

range of likely conditions.

•The pattern of an object’s or a system’s

motion in various situations can be

observed and measured.

• When past motion exhibits a pattern, it

can be used to predict future motion.

Students investigate start position. They assemble new carts and investigate how start position affects the distance the cart will travel. Students plan and conduct this investigation on their own, and discuss their investigation procedures and how they can be improved Performance Assessment Checklist 3.3

Teacher Prep Video (FOSS) "The Metric System"

Investigation 3, Part 4, Engineering

This investigation develops understanding

How can you use magnets to do cart tricks?

Possible solutions to a problem are limited

by available materials and resources

(constraints).

• The success of a designed solution is

Students modify their systems (carts) to meet new challenges. They use their knowledge of magnets to resolve new engineering challenges.

Teacher Prep Video (FOSS) "How Engineers and Scientists Work Together"

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of engineering design concepts and provides opportunities for students to engage in engineering practices.

determined by considering the desired

features of a solution (criteria).

• Research on a problem should be

carried out before beginning to design a

solution. Testing a solution involves

investigating how well it performs under a

range of likely conditions.

•The pattern of an object’s or a system’s

motion in various situations can be

observed and measured.

• When past motion exhibits a pattern, it

can be used to predict future motion.

Assessment Record 3.1- Science Notebook

Online Activities "Measuring Length" "Measurement Logic"

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Investigation 4, Part 1 Mixture Students build and extend grade two experiences with matter by making mixtures of two materials. They determine the mass of the materials prior to mixing and after mixing. In one mixture, salt dissolves (disappears), resulting in a solution. NGSS Performance Expectation 5-PS1-1

What happens when you mix two materials?

•A mixture is two or more materials

distributed evenly throughout one

another.

• A special class of mixture, a solution,

results when a solid material dissolves

(disappears) in a liquid.

• Starting materials change into new

materials during chemical reactions.

• Mass is neither created nor destroyed

during physical and chemical interactions

Matter is conserved.

Students make four different mixtures, one that includes two solids and three that use 50 mL of water and one of three solids (sand, chalk, or salt). In one mixture, the solid salt dissolves, resulting in a solution. Students determine the mass of the salt and water and compare the sum to the mass of the solution to observe that the salt is still present, even though it is not visible. Embedded Assessment Performance assessment Science notebook entry Benchmark Assessment

Science Resources Book "Mixing Solids and Liquids" Online Activities "Measuring Mass" "Conservation of Mass" "Measuring Volume and Mass" "Measuring Volume" "Chemical Reactions" "Measuring Length" "Measurement Logic" "Metric Mystery" Tutorial and Instructional Videos on measuring volume

Investigation 4, Part 2 Mixture Students confirm that the mass of the solution is equal to the starting masses of the water and salt. They mix vinegar and baking soda and observe a bubbling reaction.

What happens when you mix two materials?

•A mixture is two or more materials

distributed evenly throughout one

another.

• A special class of mixture, a solution,

results when a solid material dissolves

(disappears) in a liquid.

• Starting materials change into new

materials during chemical reactions.

Students determine the mass of a volume of vinegar and baking soda before mixing them. They observe bubbling and fizzing, evidence that a new material—carbon dioxide gas—formed. The new material is evidence that a chemical reaction occurred. Students determine that the mass of the mixture after the bubbling stops is less than the mass of the original materials. This change in mass pushes students to

"Reactions"

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• Mass is neither created nor destroyed

during physical and chemical interactions

Matter is conserved.

infer that carbon dioxide has mass, which went into the air. Embedded Assessment Notes

Investigation 4, Part 3 Mixture Students determine that the mass of the ending mixtures is less than the mass of the original materials, which challenges students to infer that carbon dioxide gas, which escaped,has mass. The investigation and module ends with students designing and conducting a metric field day to creatively apply their understanding of standards of measurement.

What is the importance of accurate measurements for a metric field day?

•A mixture is two or more materials

distributed evenly throughout one

another.

• A special class of mixture, a solution,

results when a solid material dissolves

(disappears) in a liquid.

• Starting materials change into new

materials during chemical reactions.

• Mass is neither created nor destroyed

during physical and chemical interactions

Matter is conserved.

Students determine the mass of a volume of vinegar and baking soda before mixing them. They observe bubbling and fizzing, evidence that a new material—carbon dioxide gas—formed. The new material is evidence that a chemical reaction occurred. Students determine that the mass of the mixture after the bubbling stops is less than the mass of the original materials. This change in mass pushes students to infer that carbon dioxide has mass, which went into the air. Metric Mystery Survey Post Test

"Careers You Can Count On"

Unit Project (Choose 1)

Puffing Forces: Students will predict and observe what happens when a force is applied to an object, and compare the relative effects of a force of the same

Robo Arm: This fun activity is one of five in a series of space based engineering challenges developed by NASA and Design Squad where students are engaged

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strength on objects of different weights by using a straw to gently puff air at a ping pong ball then a golf ball and measuring the distance the ball travels with a ruler. Students will repeat this procedure using a harder puff. Background For Teachers: Newton’s first law of motion describes the tendency of all objects and matter in the universe is to stay still, or if moving, to continue moving in the same direction, unless acted on by some outside force. The teaching of force and motion in third grade sets the foundation for further understanding when its principles are revisited again in sixth and seventh grades, and with a more in-depth focus in eighth grade. This lesson plan uses a pendulum, as when a pendulum is set in motion it remains in motion, thus allowing time to perform experiments on an object in motion. Many universities exhibit large pendulums that actually show the rotation of the earth, hence they are important instruments having to do with force and motion. This activity requires students to practice a basic scientific process. A question is given to them and they make predictions before setting up an experiment to prove or disprove their prediction. Students record their results and analyze their findings. Intended Learning Outcomes: 1. Use Science Process and Thinking Skills 2. Manifest Scientific Attitudes and Interests 3. Understand Science Concepts and Principles 4. Communicate Effectively Using Science Language and Reasoning http://www.uen.org/Lessonplan/preview?LPid=14858 http://www.uen.org/Lessonplan/downloadFile.cgi?file=14858-2-20812-pendulum.pdf&filename=pendulum.pdf

in implementing the Engineering Design process to build a robotic arm that can lift a cup off a table using cardboard strips, brass fasteners, paper clips, straw, string, tape and a cup. The activity includes an instructor’s guide, questioning techniques, discussion questions, extension activity, a rubric, and 3 short video clips that enhance the purpose of the activity and its relevance to NASA. Overview In this challenge, students will use a model robotic arm to move items from one location to another. They will engage in the engineering design process to design, build and operate the arm. http://www.jpl.nasa.gov/edu/teach/activity/robotic-arm-challenge/

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What It Looks Like in the Classroom

In this unit of study, students look for cause-and-effect relationships as they investigate the effects of balanced and unbalanced forces on the motion of an

object. They learn that objects in contact exert forces on each other, and these forces have both strength and direction. When forces are balanced, there is no

change in the motion or the position of an object. In other words, an object at rest typically has multiple forces acting on it, but the forces balance out to equal a

zero net force on the object. For example, if two children stand with their hands together and push against each other, the pushing force each exerts balances to

a net zero effect if neither child moves. Pushing a box from both sides also demonstrates a balanced force if the forces do not produce any change in motion or

position of the box.

When forces are unbalanced, however, there is a change in the motion and/or position of the object the forces are acting on. If the same two children from the

example above were pushing against each other, and one child moves his/her hands, arms, or feet forward while the other child moves backward, this would

demonstrate an unbalanced force. The first child is pushing with greater force than the second.

Through planning and conducting investigations, students will come to understand that forces that result in changes in an object’s speed or direction of motion

are unbalanced. Students can observe everyday examples on the playground, with seesaws and swings and by kicking and throwing soccer balls. As they conduct

investigations and make observations, students should identify the cause-and-effect relationships at work and identify the objects that are exerting forces on

one another. They should also use qualitative descriptions when identifying the relative strength (greater than, less than, equal) and direction of the forces, even

if an object is at rest.

Investigating the effects of forces on objects will also give students opportunities to observe that patterns exist everywhere. Patterns are found in shapes,

structures, natural environments, and recurring events. Scientists and engineers analyze patterns to make predictions, develop questions, and create solutions.

As students have opportunities to observe forces interacting with objects, they will ask questions and analyze and interpret data in order to identify patterns of

change in the motion of objects and to make predictions about an object’s future motion. When students are on the playground, they can observe multiple

patterns of change in the back-and-forth motion of a child swinging on a swing or in the up-and-down motion of a seesaw. In the classroom, students can

observe a variety of objects, such as marbles rolling back and forth in bowls or tops spinning across the floor.

Throughout this unit, as students plan and carry out investigations, it is extremely important that they routinely identify cause-and-effect relationships and look

for patterns of change as objects interact. As students interact with objects, such as when they push a door closed, bounce a ball, or roll a ball down a ramp, they

may ask, “What caused the changes that I observed? How can I change the way in which the object moved?” Students need to have many experiences in order

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to deepen their understanding of the cause-and-effect relationships between balanced and unbalanced forces on the motion of an object, and they should be

guided to plan and conduct fair tests, testing only one variable at a time.

Modifications for All Learners

(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and

explanations of the modifications.)

● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures,

illustrations, graphs, charts, data tables, multimedia, modeling).

● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the

community helping with a project, journal articles, and biographies).

● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple

representation and multimodal experiences).

● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate

their understandings.

● Use project-based science learning to connect science with observable phenomena.

● Structure the learning around explaining or solving a social or community-based issue.

● Provide ELL students with multiple literacy strategies.

● Collaborate with after-school programs or clubs to extend learning opportunities.

● Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

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Research on Student Learning

Students believe constant speed needs some cause to sustain it. In addition, students believe that the amount of motion is proportional to the amount of force;

that if a body is not moving, there is no force acting on it; and that if a body is moving there is a force acting on it in the direction of the motion. Students also

believe that objects resist acceleration from the state of rest because of friction -- that is, they confound inertia with friction (NSDL, 2015).

Prior Learning

Kindergarten Unit 1: Pushes and Pulls

● · Pushes and pulls can have different strengths and directions.

● · Pushing or pulling on an object can change the speed or direction of the object’s motion and can start or stop it.

● · When objects touch or collide, they push on one another and can change motion.

● · A bigger push or pull causes things speed up or slow down more quickly.

Grade 1 Unit 1: Patterns of Change in the Sky

● Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

Future Learning

Grade 4 Unit 5: Energy Transfer

· Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the

water goes up and down in place; there is no net motion in the direction of the wave except when water meets a beach.

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· Waves of the same type can differ in amplitude (height) and length (the spacing between wave peaks).

Grade 5 Unit 6: Interactions Within the Earth, Sun and Moon System

· The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

Grade 6 Unit 4: Force and Motion

· For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts

on the first, but in the opposite direction (Newton’s third law).

· The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, the object’s motion will change. The

greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in

motion.

· All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of

size. In order to share information with other people, these choices must also be shared.

· The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its

gravitational pull on them.

· This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short term but is tilted relative to

its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

· The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

· Water continually cycles among land, ocean, and the atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well

as downhill flows on land.

· The complex patterns of the changes in the movement of water in the atmosphere are determined by winds, landforms, and ocean temperatures and

currents; which are major determinants of local weather patterns.

· Global movements of water and its changes in form are propelled by sunlight and gravity.

· Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.

Water’s movements—both on land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.

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Interdisciplinary Connections

English Language Arts

· In order to integrate the CCSS for ELA into this unit, students need opportunities to read content-specific texts to deepen their understanding of force and

motion. As they read, teachers should pose questions such as, “What interactions can you identify between the objects in the text?” and “What patterns of

motion are described in the text?” Students should be encouraged to answer questions and cite evidence from the text to support their thinking.

· To further support the integration of the ELA standards, students can also conduct short research projects about simple force-and-motion systems and the

interactions that occur among forces and objects within the systems. For example, students could be asked to conduct a short study by bouncing a ball 10 times

and identifying the patterns they observe. Next students could predict, based on the patterns they saw, what would happen if they bounced the ball 10 more

times. Students then could draw a model of the force and motion system, identifying the structures and forces that interact within the system. This would also

give students the opportunity to develop note-taking skills and use multiple sources to collect information about force and motion.

Mathematics

In order to integrate the Common Core State Standards for Mathematics, students can use measurement tools in a variety of ways to conduct investigations.

Students could find the mass of an object in order to understand that the heavier something is, the greater the force needed to cause a change in its motion.

Students could use rulers or tape measures to measure the distance an object moves. Student can then record and analyze their data to determine patterns of

change and explain cause-and-effect relationships, while reasoning abstractly and quantitatively.

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Unit Vocabulary

Investigation 1: Forces attract balanced change of motion data direction evidence force gravity magnet magnetic field magnetic force magnetism model motion observe pattern practice predict prediction pull push repel science practices strength unbalanced

Investigation 2: Patterns of Motion axis axle friction outcome pattern of motion ramp rotate shaft slope standard system top twirly bird variable wheel

Investigation 3: Engineering bearing centimeter (cm) constraint criterion engineer meter (m) metric system solution standard unit start position

Investigation 4: Mixtures baking soda calcium carbonate carbon dioxide chalk chemical reaction cloudy conservation of mass dissolve mixture salt solution suspend transparent vinegar

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Educational Technology Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing

program.

Example: Create a brochure to advertise your levee design.

Creativity and Innovation

• Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Example: Publish a blog regarding hurricane preparedness.

Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and

propose possible solutions.

Example: Use empatico.org to collaborate with students from other countries who have experienced hurricanes.

Digital Citizenship

• Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example: Use Diigo.com to have a monitored and appropriate online conversation about an article.

Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

Example: Use NOAA or AMS websites to gather data about hurricane frequency, location, etc.

Critical Thinking, Problem Solving, Decision Making

• Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about

a current event or contemporary figure.

• Example: Utilize Voicethread to create a narrative account of a hurricane event.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that

have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation

programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day

through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and

workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can

impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in

the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice,

and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak

clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

Example: Students can develop and present well supported arguments via short presentations, during group work and gallery walks.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact

on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations

affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can

impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive

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manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which

ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own

workplace. They take action on their ideas and understand how to bring innovation to an organization.

Example: Engineering tasks provide many opportunities for student to use creative and innovative approaches.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.

They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior

to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is

solved, whether through their own actions or the actions of others.

Example: Gather evidence to support a claim and identify reasoning that is being applied.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.

They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-

personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Example: Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify age and subject

appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons, Glogster, Padlet) can be used

to generate multimedia content.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to

productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Example: Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc.

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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

6- Reaching

Specialized or technical language reflective of the content areas at grade level

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

Oral or written communication in English comparable to proficient English peers

5- Bridging

Specialized or technical language of the content areas

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports

Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

Specific and some technical language of the content areas

A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

General and some specific language of the content areas

Expanded sentences in oral interaction or written paragraphs

Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

General language related to the content area

Phrases or short sentences

Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

Pictorial or graphic representation of the language of the content areas

Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support

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Appendix A: NGSS and Foundations for the Unit

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement:

Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not

produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not

include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] (3-PS2-1)

Culturally Relevant Pedagogy Examples

Everyone has a Voice: Create a classroom environment where students know that their contributions are expected and valued. Example: Norms for sharing are established that communicate a growth mindset for mathematics. All students are capable of expressing mathematical thinking and contributing to the classroom community. Students learn new ways of looking at problem solving by working with and listening to each other.

Run Problem Based Learning Scenarios: Encourage scientifically productive discourse among students by presenting problems that are relevant to them, the school and /or the community. Example: Using a Place Based Education (PBE) model, students explore science concepts while determining ways to address problems that are pertinent to their neighborhood, school or culture.

Encourage Student Leadership: Create an avenue for students to propose problem solving strategies and potential projects. Example: Students can deepen their understanding of engineering criteria and constraints by creating design challenges together and deciding if the problems fit the necessary criteria. This experience will allow students to discuss and explore their current level of understanding by applying the concepts to relevant real-life experiences.

Present New Concepts Using Student Vocabulary: Use student diction to capture attention and build understanding before using academic terms. Example: Teach science vocabulary in various modalities for students to remember. Use multi-modal activities, analogies, realia, visual cues, graphic representations, gestures, pictures and cognates. Directly explain and model the idea of vocabulary words having multiple meanings. Students can create the Word Wall with their definitions and examples to foster ownership.

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Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification

Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children

on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.] (3-PS2-2)

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations

● Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

● Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)

PS2.A: Forces and Motion

● · Each force acts on one particular

object and has both strength and a

direction. An object at rest typically has

multiple forces acting on it, but they add

to give zero net force on the object.

Forces that do not sum to zero can

cause changes in the object’s speed or

direction of motion. (Boundary:

Qualitative and conceptual, but not

quantitative addition of forces are used

at this level.) (3-PS2-1)

● · The patterns of an object’s motion

in various situations can be observed

and measured; when that past motion

exhibits a regular pattern, future motion

can be predicted from it. (Boundary:

Technical terms, such as magnitude,

Cause and Effect

· Cause and effect relationships are routinely identified. (3-PS2-1)

Patterns

· Patterns of change can be used to make predictions. (3-PS2-2)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Knowledge is Based on Empirical Evidence

· Science findings are based on recognizing patterns. (3-PS2-2)

Scientific Investigations Use a Variety of Methods

· Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

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velocity, momentum, and vector

quantity, are not introduced at this

level, but the concept that some

quantities need both size and direction

to be described is developed.) (3-PS2-2)

● PS2.B: Types of Interactions

● · Objects in contact exert forces on

each other. (3-PS2-1)

English Language Arts Mathematics

Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers. RI.3.1 (3-PS2-1)

Conduct short research projects that build knowledge about a topic. W.3.7 (3-PS2-

1),(3-PS2-2)

Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories.

W.3.8 (3-PS2-1),(3-PS2-2)

Reason abstractly and quantitatively. MP.2 (3-PS2-1)

Use appropriate tools strategically. MP.5 (3-PS2-1)

Measure and estimate liquid volumes and masses of objects using

standard units of grams (g), kilograms (kg), and liters (l). Add, subtract,

multiply, or divide to solve one-step word problems involving masses or

volumes that are given in the same units, e.g., by using drawings (such as

a beaker with a measurement scale) to represent the problem. 3.MD.A.2

(3-PS2-1)

Rubric(s): See FOSS Teacher Investigation Guide

Field Trip Ideas: Liberty Science Center, Newark, New Jersey , Jersey City Museum, Jersey City, Land of Make Believe, Hope, New Jersey, New

Jersey Institute of Technology, Newark, New Jersey, The Funplex, East Hanover, New Jersey