Embedded Files
Building Background Knowledge
Building Background Knowledge
Students explored the parts of a wave including frequency, amplitude and wavelength. They analyzed different types of waves and determined what a wave is representing based on what it looks like. Students then explored the different types of energy that is transferred through waves including light, sound, and heat. Students explored patterns in these waves and made connections to how humans interact with these forms of energy.
Standards
4.PS.1a Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4.PS.2a Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
3.PS.2. Objects in contact exert forces on each other; electric and magnetic forces between a pair of objects do not require contact.
Long Term Learning Target
I can describe different patterns of waves and how they relate to energy transfer.
Parts of a Wave
Parts of a Wave
Students studied what makes up a wave before we got into the different types of waves. They spent time comparing and contrasting various waves to see the connections between the frequencies and amplitudes.
Types of Waves
Types of Waves
Students researched light waves, sound waves, heat waves as well as heart beats and brain waves. They connected their research to authentic models including popular songs and the work of parents of their peers.
Energy Transfer
Energy Transfer
Students analyzed the movement in a lava lamp, discussing how heat energy moves from one source into another. They discussed how the movement of the materials inside the lamp show which parts are hot and which are cooler.
Case Study 1
Case Study 1
Students ranked their interest in Olympic and Paralympic sports to be assigned one sport to research for our expedition. Then students studied various types of forces and explored when these forces are balanced and unbalanced. This led to exploring Newton’s 1st Law of motion. Students analyzed different examples of inertia, rest, and motion in our classroom as well as in Olympic and Paralympic sports. Students made predictions and observed patterns of rest and motion in sports by studying the equipment, training, and setting of various sports. They were also able to discuss what might happen if any of these variables were to change for the athletes.
Types of Forces
Types of Forces
Students experimented with the 3rd and 4th grade teachers to learn about the different types of forces in our world. Then students researched each type of force and found examples of those forces in their Olympic and Paralympic sports.
Newton's 1st Law through Experiments
Newton's 1st Law through Experiments
With each of the teachers, students explored 4 different types of forces and the effects they have on their body. They experimented with drag force, weight, balance and spinning, and their reflexes and the effects these had on their bodies.
Newton's 1st Law in Sports
Newton's 1st Law in Sports
Students applied their learning about Newton's 1st Law to their sport. They researched and discussed how their sport is affected by this law.
Standards
3.PS.1a Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3.PS.1b Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
4.PS.3a Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Long Term Learning Target
I can apply my understanding of Newton's First Law to explain how it affects physical situations.
Case Study 2
Case Study 2
Students continued to study Newton's Laws by experimenting with concepts in the second and third law of motion. Classes made hypotheses and conducted physical experiments to better understand the relationship between mass, acceleration, and force as well as actions and reactions in physical situations. They researched the ways these concepts are seen in Olympic and Paralympic sports and continued to work on their final product writings that explain their learning.
Newton's 2nd Law through Experiments
Newton's 2nd Law through Experiments
Students used golf balls and bowling balls to explore how force and mass influence the acceleration of an object. Students asked questions, made predictions, and discussed the patterns they observed in multiple physical situations with varying masses and forces.
Newton's 3rd Law through Experiments
Newton's 3rd Law through Experiments
Students used discussed and analyzed a variety of physical situations to describe the forces applied and opposite reactions they observed. They explored the feeling of pushing their feet downward into the ground and noticed the ground pushing them back up!
Newton's 2nd and 3rd Law in Sports
Newton's 2nd and 3rd Law in Sports
Students connected their learning about Newton's 2nd and 3rd Law to their individual sports. They wrote about how both laws affect and are shown within their sport.
Standards
4.PS.1a Use evidence to construct an explanation relating the speed of an object to the energy of that object.
3.PS.1b Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
4.PS.3a Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Learning Target
I can analyze Newton’s 2nd and 3rd Laws and its role in Olympic and Paralympic sports.
Final Product
Final Product
Students were given options to rank the sports they are interested in at the beginning of the first case study. Each student was then be given one sport in the categories of summer Olympics, winter Olympics, summer Paralympics, and winter Paralympics. Students researched their specific Olympic/Paralympic sport. They studied Newton’s Laws of motion as well as energy transfer and applied what they learned to their sport. They then wrote an expository piece about how Newton’s Laws of motion are demonstrated in their sport. Then students chose an art form to visualize the physics behind their sport.
Writing
Research and Plan
Draft
Edit and Revise
Finalize and Publish
Acrylic
Watercolor
Charcoal
Oil Pastel
Standards
4.PS.2a Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electric currents.
3.PS.1b Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
4.PS.1a Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4.WC.3.22. Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary.
3.R.2.2 Apply strategies to fluently read and comprehend various informational texts.
3.RID.1.1 Gather, interpret, and communicate information discovered during short research projects.
Learning Targets
I can analyze Olympic and Paralympic sports to determine how Newton’s Laws are shown.
I can write an explanation about Olympic and Paralympic sports that uses examples and content specific vocabulary for how Newton’s Laws are shown.
I can create a high quality piece of artwork that illustrates Newton’s Laws of motion in my Olympic/Paralympic sport.
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