What causes objects to move?
Reviewed by: Carol Wade (Rosston,, AR) on 6/3/2020 3:39:39 PM
I've done a similar lab. my set was different. We also used water to move objects.and air from a balloon I like the references to strand ect.
In this lesson, students will be given a set of everyday objects and asked to make predictions on how far each object will move when they blow on it. They will then measure the distances the objects moved and record their data and observations in their science journals. The observations and/or measurements of the object’s motion will then be applied to provide evidence of a pattern that can be used to predict future motion.
3-PS2-2 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.
This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.
Comments about Including the Performance Expectation
In the anticipatory set, an awareness should develop that if the amount of force applied remains constant, the distance an object travels is contingent upon its mass. The effects of friction on the motion of these objects could also be tested. The amount of force applied is a variable that is difficult to control but provides for a teachable moment about the how variables in an investigation affect its outcome. Having the students blow through a straw is suggested to mitigate some the health concerns as a result of students blowing aggressively. Using a device such as a nasal nose aspirator would also address health concerns as well as provide some control with the amount of force applied. With these suggestions implemented, a pattern of observation and measurement should emerge as they proceed through the trials, and predictions about the future motion of objects should become increasingly accurate. Patterns in the observations and measurements can then be easily made explicit through a facilitated discussion.
This resource is explicitly designed to build towards this science and engineering practice.
Comments about Including the Science and Engineering Practice
In this lesson, students will make observations and take measurements to produce data that will enable them to make evidence-based explanations of the phenomena. The data does not serve as a basis for evidence in testing a design solution as this is not an engineering challenge. To make this lesson more rigorous for third graders, students could plan a guided inquiry based on the wonderings they have after this initial investigation. For example, students might test the effects of increasing amounts of force or the effects of friction (which is an opposing force) on the motion of these objects. This could provide the opportunity for students to make predictions about its effect on distance traveled before testing. As students draw their conclusions, they could also be guided to cite specific data to support a claim that the evidence reveals a pattern which can be used to predict future motion.
This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.
Comments about Including the Disciplinary Core Idea
The inclusion of additional objects to this investigation selected by the students themselves may be helpful in providing additional evidence that there is a pattern in their observations and measurements. Predictions should be elicited, with further investigation conducted to test the validity of their predictions.
This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.
Comments about Including the Crosscutting Concept
If this lesson is implemented as recommended, students should see a pattern in their observations and measurements whereby the lighter objects (or objects with less mass) will travel farther than the heavier objects (objects with more mass). If also testing the effects of friction, students will observe that objects on surfaces with more friction will not travel as far as those on surfaces with less friction. Students might then be asked to apply these patterns to make predictions regarding the motion of additional objects, and test their predictions. It is suggested that the students continue to document their observations and measurements in their journal to analyze the evidence of the patterns.