Forces and Interactions

Mystery Science Unit: Invisible Forces

ReadyGen / Literacy Connections

Clarification & Boundary Statements

Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.

Boundary Statement: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.

Clarification & Boundary Statements

Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.

Boundary Statement: Assessment does not include technical terms such as period and frequency.

Clarification & Boundary Statements

Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.


Boundary Statement: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity

3-PS2-4: Magnetic Design Solution

Define a simple design problem that can be solved by applying scientific ideas about magnets. (Engineering and Technology)

Clarification & Boundary Statements

Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.


Boundary Statement: none

Mystery Science Units

3rd Grade Phenomenon Storylines   

What is an Anchoring Phenomenon?

Mystery Science 3rd Grade Student Notebook


Stanford 3D Short Performance Assessments (Physical Science 3rd Grade)


Invisible Forces - In this unit, students explore the forces all around them. They investigate the effects of balanced and unbalanced forces, the pushes and pulls of bridge structures, and the effects of friction on the motion of objects. Students also explore the power of magnetic forces and investigate firsthand how these forces can be used to help us in our everyday lives.

Anchor Phenomenon

Invisible Forces

The anchor phenomenon for this unit is a skateboard that has been modified to work on ice and be powered by the wind. During the introduction, students generate observations and questions about the phenomenon and create an initial conceptual model to explain how the ice board works.

Invisible Forces - Mystery Science Lesson / Connections to Anchor Phenomenon




Using ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"

CDE: Grade Level Expectations

Prepared Graduates:


Grade Level Expectation:

1. Patterns of motion can be used to predict future motion. 

2. Objects in contact exert forces on each other; electric and magnetic forces between a pair of objects do not require contact.

Hands On, Minds On Connections

The Importance of creating Active Learners

The Science Wonder of the Day


Mystery Packs:

You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org 


Additional Hands on Options: Science to Go

Matter & Energy - Enhancement Kit for 3rd Grade Mystery Science Invisible Forces Unit. Consists of 3 sequential investigations to introduce the multiple forms that matter and energy can take and to give students experience with the transfer of energy from one form to another.





Nearpod Lessons / Activities / Videos



STEM Connections

Teacher Notes / Assessments / Career Connections

Using A.I. to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"



Science Database

Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary



3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge.  Combined 3D Task Inventory



Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies


Thinking Map Connections

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide


Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?


Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)


Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?


Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)