4-Motion+and+Design

=Forces and Motion= >
 * 1) 5.P.1Understand force, motion and the relationship between them.
 * 2) 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.
 * 3) 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.
 * 4) 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.
 * 5) 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.
 * 1) [|Find aligned resources]

Matter, Properties and Change
>
 * 1) 5.P.2Understand the interactions of matter and energy and the changes that occur.
 * 2) 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff).
 * 3) 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.
 * 4) 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.
 * 1) [|Find aligned resources]

Energy: Conservation and Transfer
> > Content Blast: [|Force and Motion Content Blast]
 * 1) 5.P.3Explain how the properties of some materials change as a result of heating and cooling.
 * 2) 5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures. (conduction, convection or radiation)
 * 3) 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.
 * 1) [|Find aligned resources]
 * 2) 5.L.1Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.
 * 3) 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.
 * 4) 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.
 * 1) [|Find aligned resources]

This page contains documents and resources I use when I visit schools to work with the 5th grade teachers to do what I call a "**Force and Motion Content Blast**". Typically, K-5 teachers are comfortable with science concepts in Earth and Life Sciences, but most are not as comfortable or confident when teaching Physical Science concepts such as force and motion.

Since force and motion are **BIG IDEAS** in science and are often involved in other topics students study as part of the science curriculum, it's important that teachers work hard to gain a better and deeper understanding of force and motion.

One way to do that individually is to work through the **Curriculum Topics Guide for Force and Motion** posted as a separate page on this wiki. That DPI document will help any teacher feel more confident with force and motion concepts.

Another way for 5th grade teachers to quickly get up to speed to teach force and motion is to participate in the Force and Motion Content Blast during their planning period with me facilitating the discussion. While I can not do that at all 100+ elementary schools, I enjoy sharing resources about force and motion with classroom teachers whenever I have the chance.

Here are the resources I use for the Force and Motion Content Blast. Note, many of these resources are also posted on other pages of this wiki, in particular, on the 5th Grade Science Conference 2011 page.

However, I think it helps to have all the resources on one page to make it easier for teachers to locate and use to impact their teaching practice and student understanding of force and motion.

[|Concept Map.pdf] I like to start with this blank concept map that I created in 2007-2008 so I could better understand how the vocabulary and 5th grade science objectives were connected. If teachers were given a stack of cards with these words and asked to sort the cards and construct their own concept map, it may look something like this one I created. Note - DO NOT use this map with students! It contains more concepts than 5th graders are excepted to know. For the Content Blast I talk teachers through this map so they can have the "ah-ah!" experience that they already know 40-50% of what they need to know about force and motion concepts.

[|Concept Map1.pdf]These are the "answers" to how I arranged force and motion concepts into a "thinking map" and how everything is connected. Note, it's important to include the Standard Course of Study objectives ( 4.01, 4.02, etc.) on the map. This map will be updated to reflect Essential Standards notation (5.P.1, 5.P.1.1, etc.)

[|Pre-assessment_Force_and_Motion.finalversion.doc]This pre-assesment should be done at least one week, if not two weeks, before the students start their investigation of force and motion. I would allow no more than 15 minutes for students to do this pre-assessment.

[|Pre-assessment_Force_and_Motion.finalversion_answers.doc]Here are my answers to the force and motion pre-assessment.

[|Force and Motion Vocab.doc]This force and motion vocabulary reflects the concepts used in the 2004-2005 Science Standard Course of Study. The references are to the MacMillan McGraw-Hill textbook that was adopted by CMS in 2004-2005 for elementary science. [|Examples_of_A_&_D_Statements_for_Force_and_Motion.doc] Agree-Disagree statements are excellent formative assessments to promote rich and engaging student-to-student debate about science concepts. Use this formative assessment to blend Arguementation into your science lessons.

[|Examples_of_A_&_D_Statements_for_Force_and_Motion4.01_4.02_4.04.doc] Another Agree-Disagree formative assessment.

[|Formative Assessment Odd One Out Force and Motion.doc]Odd-One Outs are also popular with teachers to help spark student discussions about science concepts. You can also challenge students to develop their own Odd-One Outs and defend their choices. [|Formative Assessment Odd One Out Force and MotionJan2011.doc]Another Odd One Out.

[|Forces on a Plane.docx]I created this for a student field trip to the NC Aviation Museum. Can you guess which four CMS schools participated in that event?

[|ThreeWordsOneSentenceForceandMotion.docx]Three words, One Sentence is an excellent way to have students write about science concepts. Often, student sentences can be combined to form the basis of a concept map.

[|ITS Syllabus for 5th Grade Force and Motion Student Copy.doc]I facilitated this session for 5th grade teachers in 2008-2009 as part of a class for "Formative Assessments to Maximize Student Performance on the 5th Grade Science EOG".

[|TopscienceReactionTime.pdf]Just a fun, hands-on activity featuring force and motion. The TopsScience website has many, many more activities that you can use to excite students about science.

[|newtons_laws_graphic organizer.pdf]Jill Thompson shared this!

[|Bloom's Taxonomy for Grade 5 Science.doc]I created this document in 2009-2010 as an "Emergency Lesson Plan" in the case schools were cancelled for extended time due to the Swine Flu. Schools were not cancelled, but we still have this resource.

[|DPI Force and Motion Unit.doc]This is the DRAFT DPI unit for Force and Motion that IS NOT posted on the NCDPI website. If you use this to supplement planning for Force and Motion, use the assessment I created above and do not do the activity with whirling projectiles.