Wednesday, April 27, 2011
Monday, September 20, 2010
Question for 3140
1. I am having a hard time finding interactive sites. I find a lot of lesson plans. Can you give me some ideas?
Monday, September 6, 2010
3rd Grade Science Concept
May the Force Be With You
Summary:
This hands-on activity will help students understand that greater the mass of an object, the greater the force needed to change its motion.
Main Curriculum Tie:
Science - 3rd Grade
Standard 3 Objective 2
Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.
Materials:
Marshmallow Launcher
24” of 1/2” PVC pipe and accessories: two 45° elbow joints, one T-Joint, 1 end cap
Thin plastic
Mini marshmallows
Long tape measurer
Marshmallow Launcher data recording sheet (pdf)
Classroom Grid (pdf)
Peak flow meter
Background For Teachers:
Force causes changes in the speed or direction of the motion of an object. The greater the force placed on an object, the greater the change in motion. The more massive an object is, the less effect a given force will have upon the motion of the object. Therefore, the greater the mass of an object, the greater the force needed to change its motion.
Intended Learning Outcomes:
1. Use Science Process and Thinking Skills
2. Manifest Scientific Attitudes and Interests
3. Understand Science Concepts and Principles
4. Communicate Effectively Using Science Language and Reasoning
Instructional Procedures:
Invitation to Learn
Wind Wheel
Have students create Wind Wheels (pdf) using this pattern.
Blow on the wind wheel gently.
Blow on the wind wheel with a lot of force.
Have the students observe, analyze, and discuss what is happening, and why.
Marshmallow Launcher
Question: I wonder if there is a correlation between one’s lung capacity and the distance s/he can propel a marshmallow with the PVC marshmallow launcher.
Hypothesis: The greater one’s lung capacity, then the greater distance one can propel a marshmallow with the PVC marshmallow launcher.
Experiment:
Have each student measure his/her lung capacity using a peak flow meter and record his/her individual results on the Marshmallow Launcher data recording sheet.
Have each student propel a marshmallow, using the PVC Marshmallow Launcher and measure and record his/her individual results.
Graph the results for each student onto the Classroom Grid. (For accuracy, have each student repeat both measurements three times and then calculate his/her average measurement.)
Analyze the results: What do the results show?
Conclusion: Was my hypothesis correct or incorrect?
Further Research: Where do I go from here?
Assessment Plan:
Did the student accurately read his/her lung capacity?
Did the student accurately measure the distance his/her marshmallow was launched?
Did the student correctly record the data on his/her data recording sheet?
Did the student accurately analyze the results and draw a correct conclusion based on the data? (This could be written in students’ science journals)
Found at http://www.uen.org/Lessonplan/preview.cgi?LPid=11030
Summary:
This hands-on activity will help students understand that greater the mass of an object, the greater the force needed to change its motion.
Main Curriculum Tie:
Science - 3rd Grade
Standard 3 Objective 2
Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.
Materials:
Marshmallow Launcher
24” of 1/2” PVC pipe and accessories: two 45° elbow joints, one T-Joint, 1 end cap
Thin plastic
Mini marshmallows
Long tape measurer
Marshmallow Launcher data recording sheet (pdf)
Classroom Grid (pdf)
Peak flow meter
Background For Teachers:
Force causes changes in the speed or direction of the motion of an object. The greater the force placed on an object, the greater the change in motion. The more massive an object is, the less effect a given force will have upon the motion of the object. Therefore, the greater the mass of an object, the greater the force needed to change its motion.
Intended Learning Outcomes:
1. Use Science Process and Thinking Skills
2. Manifest Scientific Attitudes and Interests
3. Understand Science Concepts and Principles
4. Communicate Effectively Using Science Language and Reasoning
Instructional Procedures:
Invitation to Learn
Wind Wheel
Have students create Wind Wheels (pdf) using this pattern.
Blow on the wind wheel gently.
Blow on the wind wheel with a lot of force.
Have the students observe, analyze, and discuss what is happening, and why.
Marshmallow Launcher
Question: I wonder if there is a correlation between one’s lung capacity and the distance s/he can propel a marshmallow with the PVC marshmallow launcher.
Hypothesis: The greater one’s lung capacity, then the greater distance one can propel a marshmallow with the PVC marshmallow launcher.
Experiment:
Have each student measure his/her lung capacity using a peak flow meter and record his/her individual results on the Marshmallow Launcher data recording sheet.
Have each student propel a marshmallow, using the PVC Marshmallow Launcher and measure and record his/her individual results.
Graph the results for each student onto the Classroom Grid. (For accuracy, have each student repeat both measurements three times and then calculate his/her average measurement.)
Analyze the results: What do the results show?
Conclusion: Was my hypothesis correct or incorrect?
Further Research: Where do I go from here?
Assessment Plan:
Did the student accurately read his/her lung capacity?
Did the student accurately measure the distance his/her marshmallow was launched?
Did the student correctly record the data on his/her data recording sheet?
Did the student accurately analyze the results and draw a correct conclusion based on the data? (This could be written in students’ science journals)
Found at http://www.uen.org/Lessonplan/preview.cgi?LPid=11030
Discussion with Colleagues
Hello all.
Here is a question that took way too long to think up. Hopefully it will generate some interest and thought.
In regards to the nature of science and teaching evolution, it is wrong to mention that some people believe in divine creation? Even though it is not "science" and has no scientific evidence, by not mentioning that belief is it telling those students that their belief in divine creation has no merit?
Here is a question that took way too long to think up. Hopefully it will generate some interest and thought.
In regards to the nature of science and teaching evolution, it is wrong to mention that some people believe in divine creation? Even though it is not "science" and has no scientific evidence, by not mentioning that belief is it telling those students that their belief in divine creation has no merit?
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