ALEX Classroom Resource

  

Motion!

  Classroom Resource Information  

Title:

 Motion!

URL:

 https://aptv.pbslearningmedia.org/resource/reach-with-stem-motion/motion/

Content Source:

 PBS
Type: Interactive/Game

Overview:

Beware of squirrels! Experience the science of force and motion while learning that an author’s reason to write is either to inform or entertain the reader. In this interactive lesson, write a motion story and use motion words as you practice reading with a nutty squirrel.

Content Standard(s):
Science
SC2015 (2015)
Grade: 3
1 ) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.

NAEP Framework
NAEP Statement::
P4.13: An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far.

NAEP Statement::
P4.14: The motion of objects can be changed by pushing or pulling. The size of the change is related to the size of the force (push or pull) and the weight (mass) of the object on which the force is exerted. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Motion and Stability: Forces and Interactions
Evidence Of Student Attainment:
Students:
  • Planned an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
  • Carried out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
  • Collected data from experiment to serve as the basis of evidence for how balanced and unbalanced forces on an object determines an object's motion.
  • Communicated evidence and findings from experiment graphically.
Teacher Vocabulary:
  • Experiment
  • Variable
  • Motion
  • Force (push and pull)
  • Balanced forces
  • Unbalanced forces
  • Cause and effect
  • Number
  • Size
  • Direction
  • Position
  • Friction
  • Air resistance
  • Communicate
  • Graphically
  • Net force
  • Sum
Knowledge:
Students know:
  • Each force acts on one particular object and has both strength and direction.
  • An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object.
  • Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
  • Objects in contact exert forces on each other.
Skills:
Students are able to:
  • Collaboratively plan an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
  • Carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
  • Collect and record data from experiment.
  • Describe how the investigation plan addresses the purpose of the investigation.
  • Communicate findings graphically.
Understanding:
Students understand that:
  • Cause and effect relationships provide evidence when investigating balanced and unbalanced forces.
AMSTI Resources:
AMSTI Module:
Forces and Investigations
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.1- Identify the effect of a force (e.g., push, pull, gravity) applied to an object.
English Language Arts
ELA2021 (2021)
Grade: 2
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
22.
  • Content knowledge
  • Read-alouds
  • Independent reading
  • Informational text
  • Literary Text
  • Content-specific discussions
  • Writing
Knowledge:
22. Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by listening to read-alouds or independently reading.
  • Informational text is nonfiction text, and literary text is fictional.
Skills:
22. Students are able to:
  • Build content knowledge from listening to text read aloud and from independently reading.
  • Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
  • Use content knowledge learned from read-alouds and independent reading in writing.
Understanding:
22. Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts
ELA2021 (2021)
Grade: 2
31. Use information from a text to determine the author's purpose in different forms of informational and literary texts.
Unpacked Content
Teacher Vocabulary:
31.
  • Author's purpose
  • Informational texts
  • Literary texts
Knowledge:
31. Students know:
  • Authors write for different reasons: to entertain, to persuade, to inform, to explain.
Skills:
31. Students are able to:
  • Use text evidence to determine the author's purpose in different types of literary (fictional) and informational (nonfictional) texts.
Understanding:
31. Students understand that:
  • Determining the author's purpose when reading allows them to strengthen their understanding and comprehension of the text.
English Language Arts
ELA2021 (2021)
Grade: 3
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
18.
  • Demonstrate
  • Content knowledge
  • Independent reading
  • Informational text
  • Literary text
  • Content-specific discussions
Knowledge:
18. Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by independently reading text.
  • Informational text is nonfiction text, and literary text is fictional.
  • Active listening skills.
  • Writing skills.
Skills:
18. Students are able to:
  • Build content knowledge from independently reading informational or literary text.
  • Use content knowledge learned from independent reading in content-specific discussions with peers.
  • Use content knowledge learned from independent reading in writing.
Understanding:
18. Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts
ELA2021 (2021)
Grade: 3
20. Establish a purpose before reading literary and informational texts to enhance comprehension, including identifying background knowledge and generating questions about the topic or characters.

Examples: reading for pleasure, application, or information; to identify a theme or an author's purpose
Unpacked Content
Teacher Vocabulary:
20.
  • Establish
  • Purpose
  • Literary text
  • Informational text
  • Comprehension
  • Identify
  • Background knowledge
  • Generating questions
  • Topic
  • Characters
Knowledge:
20. Students know:
  • There are different purposes for reading.
  • Authors write text for different purposes.
Skills:
20. Students are able to:
  • Establish a purpose for reading literary and informational text, such as reading for pleasure, application, or information; to identify a theme or an author's purpose.
  • Establish a purpose for reading by identifying their current background knowledge and generating questions about the topic or characters in the text.
Understanding:
20. Students understand that:
  • There are different purposes for reading, and establishing their purpose before engaging in reading can improve their overall comprehension of literary and informational text.
  • To establish a purpose for reading, they can reflect upon their current background knowledge of a topic or generate questions about the topic or characters in the text.
Tags: authors purpose, force, motion
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Author: Stephanie Carver
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