Unit Storyline:In this unit, students will explore different types of forces. As they study these forces, they willlook for patterns to help predict future movement. The unit will culminate in an engineeringdesign task in which students will answer the question “Why do I move when the carstops?”

Table of Contents:Week 5: ForcesWeek 6: Patterns in ForceWeek 7: Engineering Design: Why Do I Move When the Car Stops?Week 8: Magnetic ForcesWeek 9: ElectromagnetsWeek 10: Electric ForcesWeek 11: Engineering Design: Magnetic and Electric Forces

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Week 5 Storyline: Can science help students to become better athletes? Students willexplore balanced and unbalanced forces and the way force affects athletics. Thearticles provide students with background knowledge so that they can plan aninvestigation around balanced and unbalanced forces.

Science Standards:3-PS2-1: Plan and conduct an investigation to provide evidence of the effects ofbalanced and unbalanced forces on the motion of an object.

Science and Engineering Practices: Planning and Carrying Out Investigations

Disciplinary Core Ideas:PS2.A: Forces and MotionPS2.B: Types of Interactions

Crosscutting Concepts: Cause and Effect

Integrated Standard Connections:ELA:RI.3.1 Ask and answer questions to demonstrate understanding of a text, referringexplicitly to the text as the basis for the answers.RI.3.3 Describe the relationship between a series of historical events, scientific ideas orconcepts, or steps in technical procedures in a text, using language that pertains to time,sequence, and cause/effect.RI.3.8 Describe the logical connection between particular sentences and paragraphs ina text (e.g., comparison, cause/effect, first/second/third in a sequence).W.3.7 Conduct short research projects that build knowledge about a topic.W.3.8 Recall information from experiences or gather information from print and digitalsources; take brief notes on sources and sort evidence into provided categories.SL.3.3 Ask and answer questions about information from a speaker, offering appropriateelaboration and detail.

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Math:MP.2 Reason abstractly and quantitatively.MP.5 Use appropriate tools strategically.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standardunits of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solveone-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 theproblem.

Weekly Phenomenon: Does science help you to be a better athlete?

Vocabulary:physics: a field of science in which we study the physical worldforce: a motion that changes the direction of an objectpush: when you move an object away from youpull: when you move an object toward youunbalanced forces: one force is stronger than the otherbalanced forces: both forces acting on an object are equalfriction: force that occurs when two objects move against each othergravity: force that pulls everything toward Earthphysicists: people who study physicsclaim: a statement of truthevidence: information that proves the claim is correct

Let’s Write: Conduct a research project on how balanced and unbalanced forces affectthe motion of an object. Write about your findings and provide evidence.

Weekly Assessment Questions:1. Match: Choose the label that describes the type of force in the pictures.

A. B._______B_______ balanced forces_______A_______ unbalanced forces

2. Fill in the blank: A claim is supported by _____. (evidence; investigation; variables)3. Open response: What are two examples of a push? (Answers will vary. Answers

could include: Bouncing a ball, opening a door, etc.)4. Open response: What are two examples of a pull? (Answers will vary. Answers

could include: Bouncing a ball, opening a door, etc.)5. True or False: Balanced forces result in movement.6. Open response: What is a variable? Give an example. (Answers will vary.)

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Assessment Guide:

Well-Being Questions:● What are some things you can do to help your well-being stay balanced?

(Answers will vary but may include: eat healthy food, move, learn, sleep enough,drink enough water, etc.)

● What does it feel like to be off balance? (Answers will vary.)● What evidence might your peers have that you are a good friend? Is there

anything you would change about the way you treat others to give differentevidence? (Answers will vary.)

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Student Edition Week 5

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Article Background Information:This lesson introduces the phenomenon of athletics. Use the video to introduce thephenomenon, and utilize the inquiry model in a class discussion.

Article 1: Science in SportsLexile® measure: 610L-800LWord Count: 44

Phenomenon Lesson Plan: Engage: (15 min)1. Watch Video: View the phenomenon video “Sports Video.”2. See, think, wonder:

a. Ask students what they see, and have them write it down on the See, Think,Wonder graphic organizer.

b. Ask students, “What do you think about what you saw?” Have them write itdown. (Answers will vary.)

c. Ask students, “What else are you wondering?” Have them write it down.(Answers will vary.)

d. Share some student answers and discuss.3. Read the article as a whole class.

Vocabulary:physics: a field of science in which we study the physical world

Article Assessment Questions:1. _______ can help people become better athletes.

a. TVb. Homeworkc. Scienced. Video games

2. What does physics study?a. the physical worldb. chemicalsc. dinosaursd. life

Materials/Kit Needed:Graphic organizer See, Think, Wonder

Online Related Media (Explore More):Video “Sports Video”

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Article Background Information: N/A

Article 2: ForceLexile measure: 610L-800LWord Count: 122

Lesson Plan: (30 min)1. Read the article with the students.2. Explore: Go outside or to the gym, and have students practice applying force.

Make sure they are thinking about applying force, not competing, as they play.a. Throw tennis balls.b. Kick soccer balls.c. Shoot basketballs.d. Jump.e. Push the swing.f. Pick up a toy.g. Hit a tetherball.h. Move a jump rope.i. Jump rope.j. Play hopscotch.

3. After students have had a chance to experiment with force, ask them to be morespecific in how they apply force. They will choose one action, then apply twodifferent amounts of force to an object. Ask students to measure how far theresulting movement of the force caused the object to move from where it started.Students will measure the distance of both and record the difference between thedistances. Have students use the Applied Forces graphic organizer to record theirmeasurements and to find the difference.

4. If you can’t go outside, have students:a. Shoot marbles.b. Jump and touch the doorframe.c. Throw paper airplanes.

5. Have students write the answers to the following questions in their science journals:a. What did you do? (Answers will vary.)b. How did you use force today? (Answers will vary.)c. What did you notice about the forces? (Answers will vary.)d. What questions do you have about force? (Answers will vary.)e. What did you learn about force? (Answers will vary.)

Vocabulary:force: a motion that changes the direction of an object

Article Assessment Questions:1. Force is a motion that changes the ________ of an object.

a. colorb. motionc. sized. texture

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2. Which is not an example of applying force?a. hittingb. jumpingc. kickingd. resting

3. What is the result of force?a. directionb. movementc. speedd. strength

Materials/Kit Needed:Soccer ball, football, jump rope, tetherball, toy, swing set, basketballGraphic Organizer Applied ForcesGraphic Organizer Science Journal Questions

Online Related Media (Explore More): N/A

Article Background Information: N/A

Article 3: Push vs. PullLexile measure: 210L-400LWord Count: 78

Lesson Plan: (30 min)1. Read the article with the students.2. Cause and Effect: Play with toy cars. After the students play for a little bit, ask them

to play with the directions they push and pull. Is it only forwards and backwards?After a while, bring the students together and ask them what they discovered. Havestudents compare what happens when the car is pushed at different speeds. Whatis the relationship between the cause and effect of pushing the car? Have studentscompare the cause and effect of the different speeds of the car.

3. Play a push and pull game: Have students write “push” on one card and “pull” onanother. Present students with the Push/Pull game pictures. Have them eachdecide whether the picture is showing a push or a pull. When you ring a bell, havethem hold up their card for you to see. They keep track of their own points. Thisgame will allow you to assess which students are understanding the idea of push

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and pull. Take note of those who are not understanding, and give them extraguidance.

a. Is it a push or a pull?i. towing a trailerii. playing air hockeyiii. mowing the lawniv. a crane lifting an objectv. playing poolvi. rowing

Vocabulary:push: when you move an object away from youpull: when you move an object toward you

Article Assessment Questions:1. What is a push?

a. laying an object downb. not touching an objectc. moving an object away from youd. moving an object toward you

2. Which is a pull?a. laying an object downb. not touching an objectc. moving an object away from youd. moving an object toward you

Materials/Kit Needed:Toy carsPush/Pull game pictures

Online Related Media (Explore More): N/A

Article Background Information: N/A

Article 4: Type of ForcesLexile measure: 610L-800LWord Count: 110

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Lesson Plan: (30 min)1. Read the article with the students.2. Explore: Arm wrestle competition:

a. Pair students up, and have them sit across from each other. Elbows must betouching the desk. Students hold hands and wait for your signal. Then, theyboth push, keeping their elbows down. The student that pushes the other’shands back to touch the desk is the winner.

3. Give students an opportunity to play a few rounds. Have them write about thebalanced and unbalanced forces they experienced today in their science journals.

Vocabulary:unbalanced forces: one force is stronger than the otherbalanced forces: both forces acting on an object are equalfriction: force that occurs when two objects move against each othergravity: force that pulls everything toward Earth

Article Assessment Questions:1. When one force is stronger than another force, it is called _______.

a. balanced forcesb. frictionc. gravityd. unbalanced forces

2. When both forces have the same strength, it is called _______.a. balanced forcesb. frictionc. gravityd. unbalanced forces

3. _________ is a force that slows things down.a. Balanced forcesb. Frictionc. Gravityd. Unbalanced forces

Materials/Kit Needed: N/A

Online Related Media (Explore More): N/A

Article Background Information:Isaac Newton’s Laws

1. “An object in motion will remain in motion, and an object at rest will remain at restunless there is net force acting on the object.” Matter does not like to change. If it isat rest, it likes to stay at rest, and if it’s moving, it likes to keep moving.

2. “The acceleration of an object is equal to the net force on an object divided bythe mass of the object.” In layman's terms, that means that the more force youapply to an object, the faster it will move.

3. “Forces act in pairs: For every action, there is an equal but opposite reaction.” Atrampoline is a great example of this.

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Article 5: Isaac NewtonLexile measure: 610L-800LWord Count: 105

Lesson Plan: Elaborate: (30 min)1. Read the article with the students.2. Explain: Discuss the meaning of each law, and provide examples.

a. Discuss the first law and show an object at rest. How will it move? (Answerswill vary.)

b. Discuss the second law and show that an object moves farther when youpush harder.

c. Discuss the third law, and demonstrate equal and opposite reactions bydiscussing skateboarding. Ask students: Have you ever ridden a skateboard?(Answers will vary.) What happens when you push back with your foot? (theskateboard moves forward).

3. Have students get into groups and illustrate Newton’s Laws on a poster board.4. Hang the posters on the walls, and allow students to do a gallery walk.

Vocabulary: 2physicists: people who study physics

Article Assessment Questions:1. Isaac Newton was a famous ________.

a. astronomerb. engineerc. paleontologistd. physicist

2. How many laws did Newton write?a. oneb. twoc. threed. four

Materials/Kit Needed:Poster boards (one per group)

Online Related Media (Explore More): N/A

Article Background Information:Use the example in the article to help students understand what planning an investigationshould look like.

Article 6: Planning an InvestigationLexile measure: 610L-800LWord Count: 77

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Lesson Plan: (30 min)1. Planning and carrying out investigations: Read the article as a class.2. Discuss each part of the plan as you read the article as a class.

a. Question: Emphasize that the question must be something that will havemore than a “yes” or “no” answer. Students should be investigatingsomething that will yield data.

b. Data: What are you measuring? How will you measure it?c. Variable: What will stay the same? What will change?d. Tools: What do you need? Be detailed so someone else could replicate your

investigation.e. How you will record the data: Discuss how you will keep track of data and

how you will organize it so it’s comprehensible.3. Create a practice plan as a class.

a. Use the Investigation Plan graphic organizer.

Article Assessment Questions:1. Scientists _________ to answer questions.

a. readb. investigatec. play gamesd. talk to friends

2. A _________ is something that changes.a. investigationb. questionc. toold. variable

Materials/Kit Needed:Graphic organizer Investigation Plan

Online Related Media (Explore More): N/A

Article Background Information:This concept should be a review at this point in the school year. It ties in well to readingand writing. This lesson will help students to recognize evidence and also write evidence.

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Article 7: Providing EvidenceLexile measure: 410L-600LWord Count: 29

Lesson Plan: (30 min)1. Read the article as a class.2. Emphasize the definition of a claim and the definition of evidence.

a. Write definitions on the board or a poster for students to see while they work.3. Providing Evidence graphic organizer: There will be a paragraph with a claim and

evidence to support the claim. Students will highlight the evidence in one color andthe claim in another color. Students can complete the worksheet with a partner orindividually.

Vocabulary:claim: a statement of truthevidence: information that proves the claim is correct

Article Assessment Questions:1. ____________ is a statement of truth.

a. A claimb. Evidencec. Investigationd. A scientist

2. __________ is information that proves a claim is correct.a. Evidenceb. Investigationc. A graphd. A scientist

Materials/Kit Needed:HighlightersGraphic organizer Providing Evidence

Online Related Media (Explore More): N/A

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Article Background Information:Guide students through the process of planning and conducting a scientific investigation.There are two options in this lesson. You can leave the investigation completely open tostudents or you can have all students design a catapult.

Article 8: Investigate!Lexile measure: 610L-800LWord Count: 57

Lesson Plan: (45 min)1. Planning and carrying out investigations: Discuss the question. Make sure students

understand what they are trying to answer. Split them up into groups.2. Give groups time to make a plan that will investigate the question: How do

balanced and unbalanced forces affect the motion of an object?a. You can leave this investigation completely open to students. Provide them

with materials and then allow them to come up with an investigation. Someideas of investigations they could conduct are: throwing paper airplanes,flicking paper footballs, flinging rubber bands, flicking paper clips, blowingpom poms with a straw, pushing a rolling chair, etc.

3. Explore: Below is a suggested investigation if you would like to have one option thatall students do.Build a Popsicle Catapult:Materials: popsicle sticks, rubber bands, plastic spoons, foil

a. Take five popsicle sticks and tie them together with a rubber band on oneside.

b. Slide another popsicle stick, perpendicular to the bundle, and place itbetween the bottom two popsicles in the bundle.

c. Secure the perpendicular popsicle by wrapping a rubber band around theother end of the bundle.

d. Put a plastic spoon on top of the perpendicular popsicle stick and secure itwith another rubber band.

e. Make a foil ball and see how far you can get the foil ball to fly.4. Before students start, ask them: What data will you collect? (how far a foil ball will

fly) What variables are there? (Answers could include: how far back you pull backthe spoon)

5. Be sure that each group is recording their findings and organizing the data.6. Evaluate: Have students write their findings in a journal with evidence!

a. Example: “I saw that balanced and unbalanced forces affect the motion ofan object when …”

7. Wrap up the week by revisiting the phenomenon. Watch the phenomenon videoagain, and have students identify the forces they recognize (i.e., push, pull,balanced, unbalanced, etc). Have students record their ideas in their sciencejournals.

Materials/Kit Needed:Popsicle sticks (6 per catapult), rubber bands (3 per catapult), plastic spoons (1 percatapult), foil

Online Related Media (Explore More):Video “Sports Video”

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Name _________________________________________________________ Date ____________

Science Studies Weekly – Third Grade

Forces

Week 5 Assessment

1. Choose the label that describes the type of force in the pictures.

A. B.

______________ balanced forces

______________ unbalanced forces

2. A claim is supported by __________________________________________.

evidence

investigation

variable

3. What are two examples of a push?

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4. What are two examples of a pull?

5. Balanced forces result in movement.

TRUE FALSE

6. What is a variable? Give an example.

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