5.P.1 and 5.C.1
2Introduction
3It's All Coming Down
4Test it Yourself
6Friction
7Designing an Experiment
9Resume
11Getting Wet for a Bit
12Going Deeper into the Tides
13Graphing Time and Distance
14Get Packing
15What They're Taking with Them
17American Indians
20Let's Trade
25Modern Day Exploration
26Moon Gravity and Friction Data
27Mass vs. Weight
28To the "Ship"
29Time to Test
31Packing
32 Trading
33The Road Home
35Resources
5.P.1 and 5.C.1
1
1
Introduction
What is motion? Have students draw three pictures that show what motion is and what it does. Post these around the room as motivation and reminders throughout the unit.
Now, ask students to work in groups to create a list of everything that they can think of that moves. Share the lists with the class, eliminating repeats, and create a class list to post either in the room or on the class website.
It's All Coming Down
Write "gravity" on the board or on the Discussion Board. Inform students that they will be investigating some ideas about gravity and the implications that gravity has in their own lives.
First, have students research the word "gravity". Using at least two different reliable websites, students should write an original definition of the word.
Gravity Resources
Dialogue for Kids
American Museum of Natural History
Then show students a few examples of Concrete Poems. Instruct them that they will be working with a partner to compose a Concrete Poem that both tells and shows the meaning and importance of gravity.
Concrete Poem Resources
What are Kids Concrete Poems
Kids Form Poetry
Just for Kids - Concrete Poetry 2
Rubric for Concrete Poem
Defines Gravity / Definition clearly explains the force in original words and phrases without repeating the word / Some instances of "borrowed" words and/or the word itself may be used in the definition / Little to no information given to define gravityShows something about gravity / Poem illustrates a concept or idea about gravity either visually or through language / ______/ Little to no effort to give information about gravity
At least 30 words / Poem contains at least 30 words / 10 more or 10 fewer words than requested limit / Significantly over or under word count
Documentation / At least 3 sources cited / 2 cited sources / 1 source
Test It Yourself
Ask students to think about something that someone has told them that they didn't believe until they saw it in real life. This is the case with many great scientists. Inform students that they will be acting as scientists and testing some ideas relating to gravity. They will be conducting an experiment much like that of Galileo's to learn more about gravity and the effects that it has on the world around us.
Galileo's Famous Falling Objects Experiment
Some thoughts about the Experiment -
1. Use the Class Discussion Board or do an Entrance Ticket rather than the discussion out loud before dropping the baseball and marble.
2. Students could drop the objects in groups instead of the teacher doing it for the class.
3. Post a link to the data sheet on the website and have students create digital copies to fill in. This is a great way to review how to create tables.
4. Instead of asking if there are any questions, have students write one question and one observation on a Post-it. Collect all responses and organize them on board before answering and discussing.
5. Use question from Step 10 as an Exit Ticket topic to assess learning and understanding.
Have students fill out a version of the Scientific Method organizer like that found at TeachNology -
Scientific Method organizer checklist
ProblemResearch
Hypothesis
Design
Data
Charts/Graphs
Conclusions
Friction
Introduce the term friction with the video clip found at TeacherTube Have students think of the next verse that would come in the video - in other words, another example of 'friction at work'.
Song Verse Rubric
Everyday example of how friction works or how we rely on friction / Verse explains example of friction from everyday life / ______/ Little to no information given regarding common examples of friction2 pictures/images to go along with the verse / 2 appropriate/relevant pictures (found or original) accompany the verse / Pictures may not be completely relevant or may confuse the viewers / Pictures are not appropriate/relevant to the topic
Rhyme scheme and rhythm match the original song / The new verse sounds (and can be sung) like the original song / The verse needs a little fine tuning to get it into singable condition / Verse does not have the rhyme or rhythm of the original and cannot be sung like it
Visit the site below. It describes a possible follow-up activity that asks students to identify ways that friction affects their everyday life. The writing portion is good and used with the song it can be a good way to cover the term.
Dirtmeister's Science Reporters
Designing an Experiment
Students will now use their experiences and understanding of friction and gravity to design their own experiment to test the concepts. Experiments should follow the scientific method and should result in a deeper knowledge of either friction or gravity (or both). Experiments should be carried out in less than 15 minutes and they should be completed using materials brought to or found in the classroom. Students may look at example experiments but must add their own spin to their design.
Example Experiments
Hot Chalk
Science Kids
Educational Toy Factory
Resources for Science Learning
Science Experiments
**Don't reveal sample experiments unless necessary as it might sway students' creativity.
Experiment Write-Up Template
Hypothesis - In one sentence, state what you believe the results will be and why.
Materials - A simple list of all materials that you will use in your experiment (written before the experiment is performed).
Methods or Steps - A step by step procedure of all actions that will take place during the experiment (written before it takes place).
Observations - Three to four sentences about what you observed taking place.
Actual Data - A chart or graph showing the data (numbers) that you collected from your experiment.
Conclusions - Two sentences summarizing the results and how they relate to your hypothesis.
To review the data from their experiment and the research and learning of gravity and friction, students will now create a resume for either friction or gravity. The resume should be written from the perspective of either friction or gravity and should include the information outlined in the rubric. The template below may be helpful in setting up the information.
Additionally, it may be necessary to discuss what a resume is. There are several helpful sites listed below that feature example resumes as well as information regarding what they are and how they are used.
Resume Rubric
Education - 2-3 facts explaining how the force works (the causes) / Section describes 2 to 3 facts about how the force works / 1-2 facts explaining the force / Little to no information given explaining how the force worksWork Experience - 2-3 effects of the force on the world around us / Section describes 2-3 effects that the force has on the world around us / 1-2 examples of the force at work in the world / Little to no information given regarding the effects of the force
Job Aspirations - 2-3 new inventions that utilize the force / 2-3 inventions or ways to utilize the force - may be found or original / 1-2 inventions mentioned in section / Little to no information given
Special Skills - 2 interesting facts (effects in space, exceptions to the laws, effects in water, etc.) / 2 interesting facts included in the section / 1 interesting fact included / Little to no information given in section
Documentation - at least 2 sources / At least 2 documented sources included. / Documentation of at least 1 source. / Little to no source information included.
Resume Examples and Resources
Virginia Tech Career Services
University of Minnesota Resume Tutor
Purdue OWL Resume Workshop
Resume Template
Full Name
Address
Contact Information
Education
Work Experience
Job Aspirations
Special Skills
Getting Wet for a Bit
Gravity plays a critical role in most parts of everyday life. It's a powerful force that is found all throughout nature, even in the water. Here, students will investigate the relationship between the sun, moon, gravity and the oceans.
The questions can be posted on the Class Discussion Board or given as a type of mini Webquest. Instruct students to read and watch the resources carefully as all questions have come from them.
Questions
1. What is a tide?
2. What is a current?
3. How many tidal cycles are there in each day?
4. Create a diagram that illustrates how the Earth, sun, moon and oceans interact to create a tide.
5. What is the length of the Earth's revolution?
6. What is the length of the moon's orbit around Earth?
7. Define spring and neap tides.
8. What force causes the moon to orbit the Earth?
9. True or False - There are no tides at the Equator.
10. How did Newton explain tides in 1687? Is his explanation correct?
Resources
ScienceBuddies.org
Boat Safe Kids - How Can the Moon Affect Tides?
Moon Tides
NOAA Ocean Service Education - Simulation
NOAA Ocean Service Education - Tides and Water Levels
Tides Animation
NOVA - Sinking City of Venice
Going Deeper into the Tides
Ask students to use the resources below to begin planning a trip. They will be leaving from a port in Spain or England and will be hoping to dock somewhere on the East coast of the United States.
1. Where is the best place from which to leave Europe? Why? What does the tidal information say to convince you that this is a good location to sail from? What time of day would you leave?
2. Where would you choose to arrive in the United States based on the tidal information available? What about the tides would be advantageous? What time of day would be best to arrive?
Bay of Fundy - How to Read Tidal Charts
NOAA Ocean Service Education - How Tides Are Measured - The Old System
NOAA Ocean Service Education - How Tides Are Measured - The New System
NOAA Tides and Currents
Meteorological Charts North Atlantic and Europe
Graphing Time and Distance
The interactive animation linked below can be used as a class or by individual students to learn about graphing time and distance. Following the exercise, students should create their own graph showing the time and distance that exists between their desk and the classroom door. They can work in partners taking turns moving towards the door and graphing the motion.
Interactive Graph and Animation
Get Packing
Instruct students that they will be preparing for a journey. Armed with their departure and arrival plans based on the tides, they will be readying a ship leaving for North America from Europe. The ship will be exploring the waters off the coast as well as the land and peoples of the continent. As explorers they will be searching for gold and other riches and will have to be ready for a variety of encounters with any peoples that might live there.
To begin preparations, students should research the type of vessel they wish to take to North America. When they select one they should create a large picture representation of the ship - mostly the outline - that can be added to at a later time.
Elizabethan Age of Exploration
Evolution of Ship Building to Face South Atlantic Seas
Technical Advances in Shipbuilding and Navigation
Ship Types in the Age of Sail
Sailing Ships of the Late 1400s
The Ships - The History of Sailing Ships
What They're Taking With Them
Everyone packs for a journey. When the European explorers were preparing to sail for North America they did the same. Instruct the students that they will be investigating the explorers "luggage" including the tools and technologies, beliefs, and practices that they carried with them. Ask them to use the resources to fill in the research matrix.
Research Matrix
Navigation - 3 instruments or practices that helped to guide their sailing / Beliefs - At least 3 beliefs that the explorers held throughout their expedition. / Tools - 3 tools that the explorers brought to North America. / Practices - At least 3 things that the explorers did that was different than what was done by the American Indians / Maps - 3 examples of the types of maps that the explorers utilized.Explorers
Resources
Social Studies for Kids - Explorers
Eduplace Interactives
Explorer Websites
Kid Info - Explorers
America's Early European Explorers
Kids Konnect - The Explorers
Websites on Explorers and the Age of Exploration for Teachers and Students
Beaufort Gyre Exploration Project - History
The Journeys and Expeditions of Columbus, Cortez, De Soto, Drake, Marquette and Joliet.
The Mariners' Museum - Christopher Columbus
American Indians
Students will now shift gears a bit and take part in an examination of the lifestyles, beliefs, and practices of the American Indians before and after the European explorers arrived. They will be using the websites below (and any other necessary resource) to fill in the research matrix. After completing the matrix, students will work in pairs or groups to create a game that uses the information to test players' knowledge. Teachers may want to use the example of Trivial Pursuit, Smarter than a Fifth Grader, or even Scene It to get students' minds going. Encourage creativity and upon completion of the games allow for some time to play them and give helpful feedback.
Research Matrix
Leadership - who was in charge and how did they attain that position? / Beliefs and Culture - 2 beliefs and 3 facts about culture / Everyday Life - 5 facts about everyday life (how they got food, shelter, recreation, etc)Desert Southwest
Desert Southwest
Pacific Northwest
Pacific Northwest
Great Plains
Great Plains
Eastern Woodlands
Eastern Woodlands
Clear- Before European exploration
Yellow - After European exploration
Vocabulary
civilizationnomadclimateland formstechnologycolonization culture artifact adaptation migration
American Indian Game Rubric
Map - a map of the United States that indicates the region each group lives in / Map (found or original) accurately shows the regions where each group of American Indians lived / Map may not include all four of the regions or may contain some inaccuracies / Large problems exist with the map and/or it does not present the necessary informationQuestions - game requires players to answer questions to move forward, gain points, etc. / The game requires players to answer questions to advance. / Game contains questions but does not always require that they be answered in order to advance / No questions answered.
Questions - at least 30 different questions (and answers) about the American Indians included with the game / At least 30 different questions are included - at least 7 about each regional group / 20-25 questions included - fewer than 6 per regional group / 10-15 questions included. Very few questions for each group.
Vocabulary - all vocabulary words incorporated into game in some way / All vocabulary words included in game - may be creatively accomplished. / 8-9 vocabulary words included. / Fewer than 7 words included in game.
Rules - step by step rules for setting up and playing the game (including who will go first, points, turns, penalties, etc) / At least 10 rules or steps explaining how to play the game. All aspects of the game explained including who goes first, how turns are determined, points, penalties, who wins, etc. / 8-9 rules included in instructions. Instructions may be difficult to follow all the time and may leave out 1 or 2 important details. / Game cannot be played with the instructions/rules included.
Game pieces - all required equipment included with game / All required equipment included. / Several necessary pieces are missing. / Game cannot be played due to missing equipment.
Documentation - at least 4 sources / At least 4 sources documented. / 3 sources cited. / 1-2 sources cited
Resources
Native American Tribes and Regions Sources
Native American Cultures by Region
Anasazi and Pueblo
Southwest Native Americans
Native American Facts for Children
American Indians of the Northwest Collection
American Indians of the Pacific Northwest
The Plains Indians
Library of Congress
Eastern Woodlands Indians
An Introduction toNorth America's Native PeopleNortheast Woodlands Culture Area
Native Peoples by Region
Let's Trade
During this simulation, students will experience how when various groups interact there is a great deal of borrowing and sharing traditions, beliefs, technologies and practices.