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Mary Miller

Ordinary Life Magic: Newton's First : With Raw Eggs - 0 views

  • Newton's First : With Raw Eggs
    • Mary Miller
       
      This is an experiment that is fun to do in class, but it needs to incorporate the scientific method and discussion of the laws of physics in order to be educational.  I would start by explaining Newton's Laws of Motion to the class, writing them on the board, and having students copy them down in their science notebooks.  Then, after they understand the Laws of Motion, set up the egg experiment and talk about what will be going on.  Have the students draw the initial set-up in their journals, then have them make predictions about what will happen when the experiment is conducted.  All of this should be recorded in the journals.  Finally, do the experiment (it would be best if students could work in small groups so that they can conduct the experiment for themselves).  Have them record what happened with words and pictures and identify if their hypothesis was correct or not.  Then explain how this experiment uses the Laws of Motion. This activity could be adapted for special needs kids by allowing them to observe the teacher conducting the experiment rather than doing it themselves.  They could try it by themselves first, but then they should watch the teacher do it so that they are certain to see the experiment conducted correctly. 5.NS.1 Make predictions and formulate testable questions. 5.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses.
    • Mary Miller
       
      5.DP.1 Identify a need or problem to be solved.
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    This activity can be used to introduce Newton's first and third laws of motion to children. First law: If an object experiences no net force, then its velocity is constant: the object is either at rest (if its velocity is zero), or it moves in a straight line with constant speed (if its velocity is nonzero). Third law: When a first body exerts a force F1 on a second body, the second body simultaneously exerts a force F2 = −F1 on the first body. This means that F1 and F2 are equal in magnitude and opposite in direction.
Maria Watson

Do The Swing Thing - 1 views

    • Maria Watson
       
      STANDARDS: SCI.4.4.3 2010 Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change. ADAPTATIONS:  EXTENSION:  Teacher can show the video on http://www.pbs.org/opb/circus/classroom/circus-physics/activity-guide-pendulum-motion/.  This link shows a different type of pendulum, a human pendulum.  Students can explore humans as motion.  
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    SCI.4.4.3 2010 Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change.
Andrew Todd

Paper Airplanes & The Four Forces of Flight Lesson - 1 views

    • Andrew Todd
       
      4.DS.4 - Design a moving system and measure its motion. 4.DS.4.1- Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion.
    • Andrew Todd
       
      Adaptation - Lesson could be shortened by discussing the principles of flight, reviewing possible designs, then have students design 1 paper airplane based on what they think will work best.
    • Andrew Todd
       
      Extension: Students could be given a second chance to construct a paper airplane, providing a written explanation and model drawing for what they did differently.
Maria Watson

http://www.earthsciweek.org/forteachers/2008/lookup_cont.html - 0 views

    • Maria Watson
       
      The Nature of Science 2.1  Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words. SCI.2.2.2 2010 Experience and describe wind as the motion of the air. SCI.2.2.3 2010 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks. ADAPTATION: Low Ability and/or ELL students can draw pictures in place of written observations.  EXTENSION:  Students can my a pictograph of common trends they observed during their observation 
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    SCI.2.2.3 2010 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks.
Caitlin Ridley

Make a Hovercraft! | Activity | Education.com - 0 views

    • Caitlin Ridley
       
      Standards: 4.4.1, 4.4.3
    • Caitlin Ridley
       
      Expansion: Have students vary and record the amount of air inside the balloon to see how it effects how far and fast the hovercraft moves.  Set up a fan to see if air currents effect movement.   
    • Caitlin Ridley
       
      ESL: Cooperative learning and recording of findings will help reinforce student vocabulary.  
Maria Watson

Plane Smarts - 0 views

    • Maria Watson
       
      STANDARDS:SCI.6.4.1 2010 Understand how to apply potential or kinetic energy to power a simple device. ADAPTATIONS: Students who have great hand, eye coordination can be paired with students who have great linguistic skills.  One student can build the airplane, and the other could make the observations of the different models.  Both students can share how they excel in each skill (kinesthic and logical) EXTENSION: Students can design their own airplane model and test which students designs are most efficient.  
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    SCI.6.4.1 2010 Understand how to apply potential or kinetic energy to power a simple device.
Maria Watson

Welcome to Amusement Park Physics - 1 views

    • Maria Watson
       
      STANDARDS: SCI.4.4.3 2010 Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change. ADAPTATIONS: Students who are more bodily kinesthetic can design their own roller coaster.    EXTENSION:Teacher can have students simulate the visual effects of a roller coaster through http://www.youtube.com/watch?v=IiP0D7kX_4c&noredirect=1.  The teacher can bring the roller coaster to the class. 
Andrew Todd

Science Project: How to Stack Liquids - 1 views

    • Andrew Todd
       
      Standard 6.NS.1 - Understand that the properties and behavior of matter can be explained by a model that depicts particles representing atoms or molecules in motion. Extension: Once students understand properties of different liquids, they can think how to manipulate those liquids and their properties. One example would be to heat up one liquid to several different temperatures and see how they interact. Adaptation: Teacher could split students into groups of 3-4 and have them stack liquids on their own. Students could bring in several liquids from home (all approved) and try stacking them based on the observed properties.
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    Students will learn how to stack liquids one on top of the other. They will observe how the liquids do not mix together because they have different densities. Students will be able to identify characteristics of different liquids.
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