Forces and Interactions
Discovery Education Unit: Levitating Forces
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-PS2-3: Electric and Magnetic Forces
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (Cause & Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.
Boundary Statement: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.
Clarification & Boundary Statements
Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.
Boundary Statement: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.
MS-PS2-5: Electric, Magnetic, and Gravitational Fields
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.
Boundary Statement: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.
Boundary Statement: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: Why does the orb levitate?
Anchor
Students make observations of a tinsel orb levitating above a plastic rod. They generate questions related to what causes the orb to levitate and place these questions on a Driving Question Board. Students work individually to develop a model to represent the levitating-orb system, and they work collaboratively to develop a class consensus model. Students refine this model during each lesson of the unit. While constructing the model, students observe that it is incomplete because there are invisible forces at work and it can only represent certain aspects of the system. Students also will observe that the orb does not levitate, but falls to the ground, when the rod is removed. This will drive students to the next lesson in which they explore the role of gravity in the levitating-orb system.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring the Levitating-Orb System / Why does the orb levitate?
Gravity / Why does the tinsel fall to the ground when the PVC pipe is removed?
Magnetism / Could magnetism cause the tinsel orb to levitate?
Electricity / Can electricity levitate the tinsel orb?
Energy / How is it possible for a force field to move an object?
The Levitating Orb / Why does the orb levitate?
Local Colorado Phenomena Connections
To address the NGSS standard MS-PS2-3, which involves asking questions about data to determine the factors that affect the strength of electric and magnetic forces, here are several local Colorado phenomena you might consider:
Lightning in the Rocky Mountains: The frequent thunderstorms provide a natural example of electric forces at work. Students can explore how lightning forms and the factors affecting its strength and occurrence.
Mineral Magnetism in Colorado Mines: Colorado's rich mining history includes deposits of magnetite and other magnetic minerals. Students can investigate how the Earth's magnetic field influences mining operations and mineral extraction.
Hydroelectric Dams: Look into how Colorado's dams, like the Morrow Point Dam, generate electricity. This involves understanding electric forces and how water flow can be converted into electricity through turbines.
Electric Trains and Trolleys in Denver: Examine the electric forces involved in the operation of Denver's light rail system, including how electromagnetism is used to power trains and the factors affecting their efficiency.
Aurora Borealis Visibility: Although not as common, certain conditions can make the Northern Lights visible in northern Colorado. This can lead to discussions on Earth's magnetic field and solar wind interactions.
These phenomena can help students connect the standard to real-world examples and develop a deeper understanding of electric and magnetic forces.
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
Career Connections
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.
Local Colorado Career Connections
To connect your 6th-grade science curriculum on Forces and Interactions with Colorado-based careers, consider these options:
Aerospace Engineer at Ball Aerospace: Explore how engineers design and test spacecraft and satellites, focusing on forces and motion.
Mechanical Engineer at Lockheed Martin: Discuss designing mechanisms that must withstand various forces, such as those encountered in space.
Research Scientist at National Renewable Energy Laboratory (NREL): Examine how forces are harnessed in renewable energy technologies, like wind and solar power.
Snow Scientist at Colorado Avalanche Information Center: Learn about the forces at play in snowpack stability and avalanche prediction.
Transportation Engineer at Colorado Department of Transportation: Explore how engineers design roads and bridges to handle various forces and interactions.
These connections can be made through guest speakers, virtual tours, or project collaborations.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
7) Retrieving a Key and a Student ID Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
Discovery Notes
When you start, you may find that the foil is attracted to the pvc pipe, as it isn’t charged yet, and will stick to the pipe. But if you can sort of “shake it off” the pipe, it will sometimes then be repelled the way you want it to be. The trick is that you cannot touch it with your fingers (or anything else) while you try to get it off of the pipe.
In my experience, sometimes the tinsel/foil that you use makes a real difference.
In the video I did, I used foil samples that come with a fun fly stick like the one featured here on Amazon:
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 8th 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
CDE: Grade Level Expectations
Prepared Graduates:
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.
Grade Level Expectation:
Grade Level Expectation:
1-4: Forces that act as a distance (gravitational, electric, and magnetic) can be explained by force fields that extend through space and can be mapped by their effect on a test object.
Colorado Department of Education - Middle School Science Standards
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)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
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