Matter, Motion, and Machines

Matter, Motion, and Machines By: Cynthia C and Jose V.

Standards

Essential Questions • How do we observe the different changes in matter? • How do we implement force and motion into everyday actions? • Why is it important to understand connections between force, motion, and energy?

Day One: Anticipatory SetComponent 1e: Designing Coherent Instruction • Each Student will receive a science journal to record observations throughout the unit. • The kids will have two cars: a large hollow car & a small remote control car. • The students will weigh them first and hypothesize which will be faster. They will then place both on a slope & observe. We will do the experiment again using the remote. • Students will receive a packet to read & take notes. We will review special terms and place them on the word wall.

Note-Taking Word Meaning / Definition Picture Matter Anything that takes up space and has mass Mass How heavy something is without gravity

Day Two: Solids, Liquids, GasComponents: 2e – organizing physical space & 3c – engaging students in Learning • The class will be divided into 3 groups • Station One: Gas • Students will observe how a solid turns into a gas and vice versa. • Station Two: Liquid • Students will use cotton balls to recreate a cloud raining. • Station Three: Solid • Students will view a video on snow. • Students will use graphic organizers to note what they learned.

Graphic Organizers Tree Map Double Bubble Map Multi – Flow Map

Day Three: InvestigationComponent 2b: Establishing a culture for learning • We would watch a short video on the three stages of matter by the Magic School bus. This will be to reinforce what was learned yesterday. • The students would then engage in a game of “I spy” • First, they will walk around the room and create questions/clues for various items. • They will record these in their journals and they have to use their vocabulary words. They will also use measuring tools. Examples: feet, inches, pounds, etc. • Then they will go back to their groups and see how many they guess right. • Once finished, we will play as a group.

Day Four: RAFT • Students are going to write a RAFT in which their role will be a raindrop, the audience will be fans/bloggers, the format will be a blog and the topic will be the three stages of matter as demonstrated through the water cycle. • Writing Prompt: • “You are going to pretend you are a famous raindrop. Your fans have sent you out on a journey through the water cycle. Being the amazing raindrop that you are, you decide to write a blog describing the three different stages you will go through when encountering hot, cold, and cloudy weather. It is your job to make it as realistic as possible and remember, your fans want to see pictures along the way!”

AssignmentComponent 1d: Demonstrating knowledge of Resources First, we will teach what a blog is and what its purpose is. Then we would bring examples from outside sources, as well as an example of our own. We would also provide students with pictures of what happens to water when it rains, when it gets cold, and when it gets hot. Lastly, we would talk about some possible thoughts as to what a raindrop would go through so they can begin thinking about what they want to write.

Day Five: MotionComponent 3b: Using Questioning and Discussion Techniques • Students will work in their table groups. • Each team will be given 2 matchbox cars and a couple of books. • They will play around with the books to find out just how motion works and what factors can affect how fast or slow it goes • They will make some recordings in their journals and read the 2nd section of their packet. • Once finished, they will have a fishbowl discussion on questions we created.

Day 6(Continued from 5) • Today in class we will transition between force to machines. We will discuss how humans use force, as well as machines. We will use a Venn diagram to differentiate between the two. • We will read the story of “ The Magic School Bus Taking Flight” and we will talk about what they think uses more force: the cars or planes, or what about a school bus? • Cars, Planes, and Buses are all machines made for different purposes. We will brainstorm other machines that we use in our everyday life

Day 7: MachinesComponent 3b: using Questioning and Discussion Techniques • We will read the story of John Henry by Julius Lester and discuss with our students if they think the story is true and why. Following the discussion we will introduce the activity of making bread. • We will assemble the class into two groups and each student swill have a role in the assembly line of bread. In the other corner we will have their opponent, the bread maker. We will see who finishes the bread faster and better. • We will pose more questions to students as to what was more efficient? Why they think we use machines so much in our everyday lives and if they think John Henry is still real or not.

Day 8: Writing Roulette • In class we will be doing KWL chart on machines, how they impact our lives and how easy they make our lives. • We will present the idea of life without machines. There are no cars, no microwaves, no computers, no cell phones, anything. • Students will have the chance of doing writing roulettes. Each student will get to start write a non fiction story about their day, but the twist will be incorporating fiction into their stories. A student brushed their teeth and got ready to get to school and almost missed riding the…DRAGON?! Or maybe the student called upon a giant caterpillar and hopped on a leg to catch a ride.

Day 9: vocabulary • Today students will be working on Frayer’s model with their vocabulary cards. They will have the word, definition, examples, and non examples. We will put these together as a class and each person has to contribute one idea for each card. • Once we have all the vocabulary in cards we will be playing vocabulary popcorn. One person will read the definition of the word and who ever has the word has to stand up and then read the definition on the back of their card. • The student will be split into three different teams for our classroom informal assessment for tomorrow. They will be divided among matter, motion, and machines. They will review all of their information and any excess information they can get their hands on because the following day we will be playing our Professor Know it all.

Day 10: Prof. know-it-allComponent 3d: using Assessment in Instruction • The students will divide back into their teams. One team will be up on the hot seats and the opposing teams will have ten minutes to get together and come up with questions that will puzzle, stomp, and annihilate their foes. The team that is on the hot seat will have ten minutes to get together and review their information and use the computers for an extra couple of minutes to gather more information to stump out those fiery questions. • Students will be graded on their participation and the quality of their questions.

Text Sets • KidsGeo.com – Information on Precipitationhttp://www.kidsgeo.com/geography-for-kids/0114-precipitation-types.php • HowStuffWorks.com /wonders of weather-precipitationhttp://videos.howstuffworks.com/hsw/23248-wonders-of-weather-condensation-and-precipitation-video.htm • HowStuffWorks.com/ wonders of weather-hailhttp://videos.howstuffworks.com/hsw/23263-wonders-of-weather-hail-video.htm • HowStuffWorks.com/ wonders of weather-snow/sleethttp://videos.howstuffworks.com/adventure/snow-videos-playlist.htm#video-16126

Text Sets Continued • Forces and Motionshttp://classroom.jc-schools.net/sci-units/force.htm#3 • Matter, Motion, and Machines packet by Science Investigations • “The Magic School Bus” video on matter and the book on flight. • The story of John Henry by: Julius Lester

Matter, Motion, and Machines