Forces and Interactions
Mystery Science Unit: Invisible Forces
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 The Moon Seems to Change (3-PS2-2: Predicting Future Motion)
Mystery Science 3rd Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
3-PS2-1: Balanced and Unbalanced Forces
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (Cause and Effect)
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.
3-PS2-2: Predicting Future Motion
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
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.
3-PS2-3: Electric and Magnetic Forces
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
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
Anchor Phenomenon / Local Colorado Phenomenon Connections
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
Balanced & Unbalanced Forces / How could you win a tug-of-war against a bunch of adults?
Balanced Forces & Engineering / What makes bridges so strong?
Friction & Pattern of Motion / How can you go faster down a slide?
Magnets & Forces / What can magnets do?
Magnets & Engineering / How can you unlock a door using a magnet?
Local Colorado Phenomena Connections
Here are some local Colorado phenomena that can help address the topic of Forces and Interactions for your third-grade science class:
Rocky Mountain Formation: Discuss the tectonic forces that led to the creation of the Rocky Mountains. This can help illustrate concepts like compression and the movement of tectonic plates.
Continental Divide: Explore how water flow is affected by the Continental Divide, demonstrating gravitational forces and water flow interactions.
Wind Erosion in the Great Plains: Examine how wind shapes the landscape over time, providing examples of forces changing the Earth's surface.
Colorado River: Study the forces of water erosion and deposition along the Colorado River, showcasing how these forces shape the land.
Avalanches: Discuss the forces involved in avalanches, such as gravity and friction, and how they impact the local environment.
These examples can help bring real-world context to the concepts of forces and interactions.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
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.
Hands On, Minds On Connections
The Importance of creating Active Learners
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 Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
1-2 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding interactions between objects and within systems of objects.
1-3 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how energy is transferred and conserved.
Grade Level Expectation:
1.1 Patterns of motion can be used to predict future motion.
1.2 Objects in contact exert forces on each other; electric and magnetic forces between a pair of objects do not require contact.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
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
Pebble Go Career Connections
To connect your third-grade students with Colorado-based careers related to forces and interactions, consider these options:
Aerospace Engineers at Lockheed Martin: Engage with engineers who work on designing spacecrafts and satellites, providing insights on how forces and interactions are critical in their work.
National Renewable Energy Laboratory (NREL): Invite professionals who focus on wind energy, explaining how forces and interactions are used in renewable energy solutions.
Colorado School of Mines: Connect with professors or students specializing in mechanical engineering, who can discuss how forces are applied in various engineering projects.
Local Auto Mechanics: Arrange a visit or virtual session with mechanics who can explain how forces and interactions are involved in vehicle maintenance and repair.
Denver Museum of Nature & Science: Collaborate with museum educators to demonstrate physical science concepts through interactive exhibits or workshops.
These professionals can provide real-world applications of the concepts your students are learning in class.
Connecting Thinking Maps to Science Instruction
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
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
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)
Page updated
Report abuse