FORCE AND MOTIONTeaching How and Why Things in Our World MoveA complete set of experiments to guide an exciting science unit all about force and motion. Your young students will adore learning about something they love to do - move!
This unit is designed to provide you with everything you need to introduce the basic concepts of force and motion. It focuses largely on push and pull, friction, and gravity, and each activity or experiment makes these difficult to see concepts concrete and understandable. You will find a wide variety of experiments. Some take only five or ten minutes, while some take an hour or more.
Each experiment is grounded in teaching and reinforcing the inquiry process, while building an understanding of force and motion.
For each experiment you will find a material list, procedures, and any necessary data recording forms. You will also find photos of each step in the process.
Please note that it is not necessary to use all of the writing components in this unit. In kindergarten, for some activities, observation and participation should be your focus. The writing forms are available to use at your discretion for differentiation, or to use with older students. As always, meet your students where they are.
There is also no definite order in which to do these activities, so plan according to time and preparation.
Young learners love nothing more than to move. This amazing unit helps them understand the power of forces and motion!
This is a great experiment for exploring gravity. Kids understand pretty quickly that whatever goes up must come down, but this experiment lets them really explore and manipulate how gravity works.
This experiment has many opportunities for differentiation. In kindergarten, I typically pose the questions and simply let the kids explore. In first grade you could extend this work by having the kids first plan, draw, or write about their ideas and their discoveries.
1. Review the steps in the inquiry process (ask a question, make a prediction, do an experiment, compare outcomes.)
2. Introduce the questions for this experiment: How can we build a structure that works WITH gravity? and How can we build a structure that works AGAINST gravity?
3. Have students design, either individually or in groups, two structures. Have them consider how they can use the marble tubing pieces to slow the marble down, making it take a long time to reach the ground, and how they can make the descent very fast. Have them discuss, draw, and write their ideas using the forms provided.
4. Have students then test out their ideas by building the structures they design. They should build each structure, then use the stopwatch to time how long a marble takes to reach the ground.
5. Have students or groups share their experience, and discuss what force ultimately pulled the marble down.
6. Have students use the “science writing” paper to write about their science experiment experience.
Ramp With Rails(I use a long block with wrapping paper tubes taped to the sides.)
Blocks, Table, or Chair(You will need
something that you can prop the ramp
against)
Yard Stick or Tape Measure
Data Recording Sheets
(included in this packet)
Stopwatch
Procedure:
1. Review the steps in the inquiry process (ask a question, make a prediction, do an experiment, compare outcomes.)
2. Introduce the questions for this experiment: How does the shape of an object affect the speed with which it will go down a ramp? And How does the shape of an object affect the distance an object will travel from the bottom of a ramp?
3. Have students make predictions on the attached forms. They should rank objects from 1 -6, predicting the speed and distance of the different 3-D objects.
4. As a group, test out each object. Begin by testing the speed of each object’s descent. Have a student release the object from the top of the ramp, and time how long it takes for the object to reach the bottom of the ramp. Repeat with all objects, recording the times as you go.
5. Rank the speed of each object and have students record on the data sheet. (The speed should be nearly the same for every object)
6.As a group, test the distance that each object travels from the bottom of the ramp. Have a student release the object from the top of the ramp, and mark where the object stops moving. Use the yard stick or tape measure to measure the distance from the bottom of the ramp to the stopping place. Repeat with all objects, recording the distances as you go.
7. Rank the distance of each object and have students record on the data sheet. (The distance should be largely affected by the shape of the object. This is due to the amount of friction each object has against the floor as it moves.)
8.Discuss your findings as a group, ensuring that students understand the role that friction plays.
9. Have students use the “science writing” paper to write about their science experiment experience.
This is a great experiment for exploring gravity, as well as forces that fight gravity. Children can explore how air resistance works to slow the force of gravity.
This experiment has many opportunities for differentiation. This is a great experiment to highlight a point quickly and clearly. And the best part, it can be completed in just five minutes!
Two Small Figures(Playmobil or Lego figures work well)
4 Pieces String or Yarn(each about 10 inches long)
Plastic Grocery Bag
Procedure:
1. Review the steps in the inquiry process (ask a question, make a prediction, do an experiment, compare outcomes.)
2. Introduce the question for this experiment: Will a parachute affect how fast a figurine will fall to the ground?
3. Discuss predictions with students. Have them talk with a partner about what they think will happen, and why.
4. As a group, test out each condition. (You can have the parachute pre-made, or you can make it together as a group. To construct the parachute, cut a large square out of the plastic bag. Poke a small hole in each corner of the bag. Tie a piece of string to each hole, and tie the opposite end of the string to the figurine.) To test, stand on a chair. Begin by dropping the figurine that has no parachute. Notice how quickly it falls. (You can count, or just take note.) Then, stand on the chair and drop the figurine with the parachute attached. Be sure to spread the bag out as you drop to ensure the parachute inflates.
5. Discuss what you noticed with the two drops. The figurine with the parachute should have fallen more slowly than the figurine without the parachute. At this point, discuss air resistance, and how air pushes against the parachute to slow the force of gravity.
6. Have students use the “science writing” paper to write about their science experiment experience.
This activity helps kids to explore the pushing force that wind can apply. It also helps them to understand that increasing the force of the push increases the reaction (speed of the moving pinwheel.)
Procedure:1. Discuss wind as a force with the kids. Explain that wind can push or pull, and the force of the wind changes the strength of the push or pull. (This is a great time to talk about wind forces they have observed - wind blowing leaves, wind pushing against an open coat, a tornado, etc)
2. Assemble the pinwheels. First have each student cut along the dotted lines on the attached worksheet. They should cut out the square and cut each diagonal line, stopping at the inner circle.
3. Then help each student fold the tips of the pinwheel towards the center dot. They can check their work by ensuring they are pulling the tips with the black dots toward the center, and hold all four pieces together against the center dot.
4. Take a straight pin and string one bead on to the straight pin.
5.Use the straight pin to poke through all four corners of the pinwheel and finally in to the center hole. This should create the pinwheel “look.”
6. Put the other bead on the back end of the straight pin, so the pinwheel is sandwiched between the beads. (On some pins there will only be room for one bead. If this is the case, eliminate the first bead.)
7. Finally, poke the remaining end of the straight pin into the eraser on the pencil, taking care not to poke the pin all the way through. You have a finished pinwheel!
8.Have students experiment with their pinwheels. Have them change the strength of their breath, blowing soft, and then harder, to observe the differences. Discuss their observations.
Copy on to chosen paper color. Cut out the whole square, and cut along each dotted line, stopping when you reach the center circle.
Friction on a Ramp
Materials:
This experiment helps kids to explore the force of friction. This is a great experiment for making real world connections. You can discuss practical applications of materials with different levels of friction.
Wooden Blocks(You will need something that you can prop the
ramp against)
Stopwatch
Canvas(Large enough to cover the surface
of the ramp.)
Rubber Mat(I use drawer liner. It must be large enough to cover
the surface of the ramp.)
Fabric(I use a t-shirt. It
must be large enough to cover
the surface of the ramp.)
White Board(It must be large
enough to cover the surface of the ramp.)
Tape Small Wooden Cube
Data Sheet(One per student -
included in this packet..)
Procedure:1. Review the steps in the inquiry process (ask a question, make a prediction, do an experiment, compare outcomes.)
2. Introduce the questions for this experiment: How does the surface of a ramp affect the amount of friction on the ramp (and the speed with which and object will go down the ramp?) What surface covering is the safest?
3. Have students make predictions on the attached forms. They should rank materials from 1 - 5, predicting the speed of the descent with different surface coverings.
4. As a group, test out each surface. Begin by choosing a surface covering to test, and attaching it to the ramp using the tape. (Note: I recommend testing this out before students are present to ensure that your ramp is at a good angle. If it is too steep, objects will tumble, and the experiment will not work properly, but it needs to be steep enough for the block to slide.) Have a student release the wooden cube from the top of the ramp, and time how long it takes for the cube to reach the bottom of the ramp. Repeat with all surfaces, recording the times as you go.
5. Rank the speed of each surface and have students record on the data sheet. Compare the students’ predictions to the actual results, and discuss their observations. They should discover that some surfaces (wood, white board) have less friction, and objects fall faster, whereas other surfaces have more friction (canvas, rubber) and slow the descent. Discuss this in relation to real world contexts. For example, tires are covered in rubber to increase friction and make driving safer!
6. Have students use the “science writing” paper to write about their science experiment experience.
Something Heavy(I use a couple of pilesof classroom books.)
Procedure:
1. Set up in a space where you have room to run! I have my kids sit along the wall in the hallway. Designate a starting and finish line.
2. Ask for a volunteer. Have the student run as fast as they can, pushing the empty bin from the starting line to the finish line.
3. Place the books or other heavy object in the bin, and have the same student push the bin back. Observe how the speed of the run changes, and how the student must push harder. Ask the student to tell the class about they had to change the amount of force they used to push the heavier bin.
4. Repeat as desired with more students. (I usually do two pairs total.)
5. Ask for a student who is really strong! Choose a student who LOVES to move! Then select another volunteer (a big kid is great for this), and have them sit in the bucket. Have student one push the bin with student two inside from one line to the next, and observe how much force they must use. Repeat as desired. The kids LOVE this!
6. Discuss how more force is needed to move heavier objects.
1. Review the steps in the inquiry process (ask a question, make a prediction, do an experiment, compare outcomes.)
2. Introduce the question for this experiment: What is the safest way for Mr. Egg to drive?
3. Introduce the varying conditions (low hill with and without a seatbelt, high hill with and without a seatbelt) and the varying outcome possibilities (fine, bruise, crack, and mess).
4. Have students consider one condition and make predictions. Repeat for the other three conditions. You could do this as a large group on a poster chart, or have students write their own predictions.
5. Test out one condition, and record the results. Repeat for the other three conditions.
6. Compare predictions to the actual outcomes.
7. Draw a conclusion about the safest way for Mr. Egg to drive. Discuss any questions or surprise findings.
8. Have students use the “science writing” paper to write about their science experiment experience.
This is a hilarious experiment that teaches a tricky concept - every action has an equal and opposite reaction. The concept is best taught by having students observing the teacher using the slingshot. Start with this, but then, of course, let the kids enjoy trying it out too!
I recommend doing this experiment as a simple exploration, focusing on observations and discussion, rather than written work.
1. Introduce one of the laws of motion to your students - for every action there is an equal and opposite reaction.
2. Demonstrate in front of the group how this works. Show them the slingshot critter, and have them observe several slings. Be sure to point out that the farther back you pull the slingshot, the farther the animal flies (the stronger the initial pulling force, the stronger the reactionary flight.) Repeat as desired, giving students turns if you like.
Mousetrap - Forces at Work
Materials:
This activity is a fun way to see forces at work, and their consequences. With so many pushes and pulls happening in quick succession, your scientists will have lots to observe and discuss!
I recommend doing this experiment as a small group exploration. Because of the intricacy of the game, the students will need to be able to see up close!
Procedure:1. BEFORE you begin working with students, assemble the entire mousetrap, and test it to be sure it works. For this activity, you will not actually be playing the mousetrap game. Instead, you will be observing the complete trap.
2. Using a combination of demonstration and student participation, explore the way the trap works. Ask students what they notice, and see if they can identify any forces. Look at each section of the trap individually, and discuss the forces at work.
3.Work with the Mousetrap story forms (included in this packet). Either read the story to the students, demonstrating as you go, or ask students to independently fill in the forms that have blanks, thinking about the forces at work.
Mousetrap (TM) Story Forms(included in this packet)
A Story About A Mouse Trap
A person turns a crank.
The crank ________________ a rubber band.
The rubber band ________________ a stop sign.
The stop sign ________________ a green boot.
The green boot ________________ a bucket.
The bucket tips, and gravity _____________ the ball down a ramp.
The images used in this work were either my own photographs, or are acknowledged below. They are free to use via the creative commons for commercial use licensing.
play mobil figure - http://www.flickr.com/photos/25321693@N00/50548903
