MOTION

MOTIONMOTION

Joanna MarinoJoanna Marino LeAnna FicanoLeAnna Ficano

Table of Table of Contents:Contents:

1. 1. Overview of UnitOverview of Unit2. 2. Filamentality Web SiteFilamentality Web Site3.3. Lesson: How Does Pushing & Pulling Affect the Motion of Lesson: How Does Pushing & Pulling Affect the Motion of

Objects?Objects?4. 4. Graphic Organizer Graphic Organizer 5. 5. Lesson: How Does Motion Affect Our Every Day Lives?Lesson: How Does Motion Affect Our Every Day Lives?6. 6. Scavenger HuntScavenger Hunt7. 7. Lesson: What are the different ways that things can move? Lesson: What are the different ways that things can move? 8.8. GraphGraph9.9. Additional Web Sites/ResourcesAdditional Web Sites/Resources

Filamentality WebsiteFilamentality Website

 Hotlisthttp://www.kn.att.com/wired/fil/pages/listmotionle.html

Motion is all around us. Even when you are standing still, the earth is in motion. The Earth is orbiting around the sun and the sun is orbiting the universe. Motion is the movement from one position to another. All objects move at different speeds and in different directions. Some objects move faster based on an external force. Simple and compound machines allow the movement of objects that we use in our daily lives. Come explore the following websites and learn how motion is a part of your life!

Joanna Marino & LeAnna Ficano

Lesson # 1 "Gravity: What Goes Up, Must Come Down" What is Gravity and How Does it Affect Our Lives?

Lesson # 3 "Move Out of My Way!" How Can Things Move at Different Speeds?

Lesson # 4 "My Work is Now Simple, Because of Simple Machines!" What Simple Machines Help Objects Move?

Lesson # 6 "I'm In Motion!" How Does Motion Affect our Every Day Lives?

Lesson # 5 "To Push or To Pull: that is the question…" How Does Pushing & Pulling Affect the Motion of Objects?

Lesson # 2 "I Don't Need a Ride…I Think I'll Walk" What are the different ways that things can move?

“To Push or To Pull: That is the question…”

How Does Pushing & Pulling Affect the Motion of Objects?

Behavioral Behavioral Objectives:Objectives:

1. To identify the different forces of pushing & pulling that cause motion

2. To group objects in a Venn Diagram that require the force of either pushing or pulling to cause motion

Things that are pushed

Things that are pulled

StandardsStandardsNCTM Math SkillsProcess Standards: Problem Solving Content Standards: Instructional programs from pre-kindergarten through grade 12 should enable all students to— apply and adapt a

variety of appropriate strategies to solve problems NAEP Process SkillsScientific Inquiry: S4.1 Design and critique aspects of scientific investigations (e.g., involvement of control groups, adequacy of sample)

 Technology: T4.3 Apply science principles or data to anticipate effects of technological design

NAEP Science Content StandardP4.14: The motion of objects can be changed by pushing or pulling. The size of the change is related to the size of the force

(push or pull) and the mass of the object on which the force is exerted. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment.

 ISTE NETs Standards for Literate Students

- Research and Information Fluency

•Some objects require a push in order to move

•Some objects will only move if they are pulled

•Can you think of some examples of objects that require these forces to move?

Push or Pull?

Things that are pushed

1. Door Bell

2. Button

3. Light switch

4. Faucet

5. Swing

1. Door 2. Baby

Carriage

3. Cart

4. Wheelbarrow

1. Draw the blinds on the windows

2. Dog leash

3. Vegetables in the

garden

4. Cord on a light

5. Kite

6. Fishing pole

Things that are pulled

Question: What do you Question: What do you think will happen when this think will happen when this

car is pushed?car is pushed?

1 2 3

W r i t e t h e n u m b e r 1 w h e r e y o u t h i n k t h e c a r w i l l b e i f i t i s n o t p u s h e d .

W r i t e a n u m b e r 2 w h e r e y o u t h i n k t h e c a r w i l l s t o p

i f i t i s g i v e n a s m a l l p u s h .

W r i t e a n u m b e r 3 w h e r e y o u t h i n k t h e c a r w i l l s t o p i f i t i s g i v e n a b i g p u s h .

Apply different amounts of force to the car on this interactive website to find out if you are correct!

http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm

Target Satifactory Unsatifactory

3 2 1 SCORE

Website

Students have identified the

difference between the forces of pushing and

pulling in the worksheet, at the end

of the interactive website

Students have identified some

differences between the forces of pushing

and pulling in the worksheet, at the

end of the interactive website

Students did not identify any differences between the forces of pushing and pulling in the worksheet,

at the end of the interactive website

Venn diagram

Students are able to correctly group objects in a Venn diagram that

demonstrates their strong understanding of which force is used

to move an object

Students are able to correctly group some

objects in a Venn diagram that

demonstrates their some understanding

of which force is used to move an

object

Students only group 2 or less objects correctly in a

Venn diagram that demonstrates little or no understanding of which

force is used to move an object

RubricRubric

““I’m In Motion!”I’m In Motion!”

How Does Motion How Does Motion Affect Our Every Day Affect Our Every Day Lives?Lives?

StandardsStandardsNCTM Math SkillsProcess Standards: Understanding Content Standards: Understand how mathematical ideas interconnect and build on one another to produce a coherent whole

NAEP Process SkillsScientific Inquiry: S4.1 Design and critique aspects of scientific investigations (e.g., involvement of control groups, adequacy of sample) Technology: T4.3 Apply science principles or data to anticipate effects of technological design

NAEP Science Content StandardP4.12: An object’s position can be described by locating the object relative to other objects or a background. The description of an object’s motion from one observer’s view may be different from that reported from a different observer’s view.P4.13: An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far. ISTE NETs Standards for Literate Students     Creativity:-Apply existing knowledge to generate new ideas, products or processes     Research & Information Fluency:- Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media     Technology Operations and Concepts-         Understand and use technology systems

Behavioral Objectives: Behavioral Objectives:

 1.    To solve the questions in

the scavenger hunt that connects

all areas of motion

2. To describe how motion

affects our daily lives

Physics Internet Scavenger Physics Internet Scavenger Hunt!Hunt!

http://www.docstoc.com/docs/33626952/Physics-Internet-Scavenger-Hunt/Each

Let’s test our knowledge on motion!

Throughout the scavenger hunt we will become more familiar with how motion affects our lives on a daily basis.

Lets Go!

RubricRubric

Target Satisfactory Unsatisfactory

3 2 1 SCORE

Scavenger Hunt

Students are able to correctly solve all questions asked in the scavenger hunt, demonstrating their

strong understanding of motion

Students are able to correctly solve most questions

asked in the scavenger hunt, demonstrating

some understanding of

motion

Students are only able to correctly solve 5 or less questions asked in

the scavenger hunt, demonstrating little or no understanding of

motion

Essay

Students are able to write an essay using at least 5 examples that demonstrate

their strong understanding of

how motion affects their every day lives

Students are able to write an essay

using 3-4 examples that demonstrate

some understanding of

how motion affects their every day

lives

Students write an essay using 2 or less examples that

demonstrate little or no understanding of how motion affects their

every day lives

"I Don't Need a Ride, I "I Don't Need a Ride, I Think I'll Walk"Think I'll Walk"

What are the different ways that things can move?

Behavioral Objectives: Behavioral Objectives:

1.      To describe the different directions that objects can move in

2.      To make a diagram that shows the different directions objects can move in

3.      To use excel to construct a graph that further shows students’ understanding of the directions objects can move in

StandardsStandards NCTM Math Skills Process Standards: Data Analysis& Probability  Content Standards: In grades 3–5 all students should collect data using observations, surveys, and

experiments

NAEP Process Skills Scientific Inquiry: S4.3 Identify patterns in data and/or relate patterns in data to theoretical models

Technology: T4.3 Apply science principles or data to anticipate effects of technological design

NAEP Science Content Standard P4.12: An object’s position can be described by locating the object relative to other objects or a

background. The description of an object’s motion from one observer’s view may be different from that reported from a different observer’s view.

ISTE NETs Standards for Literate Students Creativity and Innovation Research and Information Fluency

Different Objects Exhibit Different Objects Exhibit Different Types of MotionDifferent Types of Motion

Can you identify the different directions these objects move in?

Straight Back and forth Curve Circle Zigzag

Let’s Design A Train Track Let’s Design A Train Track Using These Types of Motion!Using These Types of Motion!

What direction will your train go? Create a graph displaying all 5

directions

Different Directions of Our Train Track Path

0

2

4

6

8

10

12

14

Straight Back & forth Curve Circle Zigzag

Direction

# of

Occ

uren

ces

RubricRubric

Target Satisfactory Unsatisfactory 3 2 1

SCORE

Students’ presentation

of their poster.

While presenting

their designs, students were

able to correctly

identify & explain all of the different

directions that objects can move in.

While presenting

their designs, students were

able to correctly identify &

explain 3 of the different

directions that objects can move

in.

While presenting

their designs, students were able

to correctly identify & explain 2 or less

of the different directions that

objects can move in.

Students’ Poster

Students’ train track paths

illustrate all of the directions that objects

can move in.

Students’ train track paths

illustrate 3 of the directions that

objects can move in.

Students’ train track paths illustrate 2 or

less of the directions that

objects can move in.

Students’ Graph

Students’ graph correctly represents all of the information illustrated in students’ posters

Students’ graph correctly represents some of information illustrated in students’ posters

Students’ graph does not resent any of information illustrated in students’ posters

ResourcesResources

O’Connor-Petruso, S. A. & Girelli-Carasi, F. (Eds.). (2010). Globalization: Technology,

literacy & curricula. Boston: Pearson Custom. ISBN #: 0558362257 (Available at BC Bookstore and Shakespeare’s).

O’Connor-Petruso, S. A., & Rosenfeld, B. (2009, Fall). Effective strategies for integrating technology and the tools of Web 2.0 in the curriculum when limited by budget, infrastructure, and shelf life. The Journal for Computing Teachers, 1-7.

Science Pod Cast:

http://www.podbean.com/search?k=all&v=science

Filamentality Websitehttp://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm

Physics Scavenger Hunthttp://www.docstoc.com/docs/33626952/Physics-Internet-Scave

nger-Hunt/Each

Interactive Websitehttp://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm