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MOTION

MOTION. Joanna Marino. LeAnna Ficano. Table of Contents:. 1. Overview of Unit 2. Filamentality Web Site 3. Lesson: How Does Pushing & Pulling Affect the Motion of Objects? 4. Graphic Organizer 5. Lesson: How Does Motion Affect Our Every Day Lives? 6. Scavenger Hunt

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MOTION

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  1. MOTION Joanna Marino LeAnna Ficano

  2. Table of Contents: 1. Overview of Unit 2. Filamentality Web Site 3. Lesson: How Does Pushing & Pulling Affect the Motion of Objects? 4. Graphic Organizer 5. Lesson: How Does Motion Affect Our Every Day Lives? 6. Scavenger Hunt 7. Lesson: What are the different ways that things can move? • Graph • Additional Web Sites/Resources

  3. Filamentality 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!

  4. “To Push or To Pull: That is the question…” How Does Pushing & Pulling Affect the Motion of Objects?

  5. Things that are pushed Behavioral 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 pulled

  6. Standards NCTM Math Skills Process 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 Skills Scientific 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 Standard P4.14: 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

  7. 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?

  8. Question: What do you think will happen when this car is pushed?

  9. 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

  10. Rubric

  11. “I’m In Motion!” How Does Motion Affect Our Every Day Lives?

  12. Standards NCTM Math Skills Process Standards: Understanding Content Standards: Understand how mathematical ideas interconnect and build on one another to produce a coherent whole NAEP Process Skills Scientific 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 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. 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 vCreativity: -Apply existing knowledge to generate new ideas, products or processes vResearch & Information Fluency: - Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media vTechnology Operations and Concepts -Understand and use technology systems

  13. 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

  14. Physics Internet Scavenger 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!

  15. Rubric

  16. "I Don't Need a Ride, I Think I'll Walk" What are the different ways that things can move?

  17. 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

  18. Standards • NCTM Math Skills • Process Standards: • Data Analysis& Probability • Content Standards: • In grades 3–5 all students shouldcollect 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

  19. Different Objects Exhibit Different Types of Motion Can you identify the different directions these objects move in?

  20. Straight • Back and forth • Curve • Circle • Zigzag

  21. Let’s Design A Train Track Using These Types of Motion! • What direction will your train go? • Create a graph displaying all 5 directions

  22. Rubric

  23. Resources • Filamentality Website • http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm • Physics Scavenger Hunt • http://www.docstoc.com/docs/33626952/Physics-Internet-Scavenger-Hunt/Each Interactive Website • http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm 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

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