Introduction
3rd graders we are going to learn more about Symmetry, balanced, and unbalanced forces. You will need to use your scientific investigation skills to identify the ways symmetry effect the balancing of forces. You will be given informational data and tasks along the way to assist in your investigation of the task given to you. Pay close attention and good luck scientists !!!
Fill out your balanced and unblanced forces charts graphic organizer as we go along to organize your information!
Symmetry refers to the property of an object being divided into 2 or more identical pieces. In a symmetrical shape one-half of the object is the mirror image of the other side of the object. It is almost like there is an imaginary line that can be drawn to divide each half or piece into a symmetrical piece. The items are in harmonious porportion .
Here is some important background knowledge related to our tasks and what we are investigating :
Forces :
- are an push or pull
- have both strength and direction
- can cause objects to change their motion
Here is a "Think and Wonder"
Read the question and look at the infographic to investigate and answer the question.
- What has to happen in a game of "tug of war" for forces to be balanced ?
THINK WONDER !!! THINK WONDER!!! THINK WONDER
ANSWER:
BOTH SIDES NEED TO BE PULLING WITH THE SAME AMOUNT OF FORCE IN OPPOSITE DIRECTIONS TO CAUSE THE FORCES TO BE BALANCED !!
GREAT JOB SO FAR SCIENTISTS, LET'S CONTINUE OUR INVESTIGATION !!!
Task
Scientists your task will be to learn and identify how Symmetry of an object effects the balanced and unbalanced forces as they act upon the object. Pay attention to your information related to Symmetry and its relationship to balancing and unbalancing forces.
Watch the following video and use you investigation skills to pay close attention and analyze all the experiments and activities within the video. Also, be sure to utilze your note-taking skills to report the main points: EXPERIMENT, FACTORS APPLIED, AND OUTCOMES. I know you will do great , let's begin !!!
LINK TO VIDEO:
https://www.generationgenius.com/videolessons/balanced-and-unbalanced-forces-video-for-kids/
HERE ARE YOUR QUESTIONS. USE YOUR NOTES TO ANSWER QUESTIONS AND WRITE THEM IN YOUR NOTEBOOK . WORK WITH YOUR TABLE PARTNER TO DEVISE YOUR SOLUTIONS AFTER DISCUSSING THE FINDINGS FROM YOUR VIDEO. THEN, WILL DISCUSS THE QUESTIONS AS A CLASS !!
- Why did Izzy's ball fail to go into the hole?
- What was the difference between Zoe's first and second golfing attempts in terms of force?
- How did Zoe make Izzy fall down while they were playing tug of war?
- Explain how Dr. Jeff cutting the tug of war rope is an example of unbalanced forces causing motion?
- What makes the ping pong ball hover over the hair dryer ?
- How could Zoe have kept from crashing thje hovercraft?
- How do balanced and unbalanced forces cause the egg to drop into the water?
- How do balanced and unbalanced forces allow Zoe's hovercraft to hover?
- How can a symmetrical object effect balancing a force?
- Are symmetrical objects both balanced and unbalanced?
****** USE THIS LINK TO THE GOOGLE DOC TO COMPLETE THE ABOVE QUESTIONS***
https://docs.google.com/document/d/1gE3dvclWRndWsDM7cEwH22QpZw3Bpu4d1-25DL0RK6U/edit?usp=sharing
LET'S CONTINUE LEARNING AND USING OUR SCIENTIFIC SKILLS IN ACTION !!!
Process
SCIENTISTS WILL WILL KNOW INVESTIGATE BALANCES AND UNBALANCED FORCES FURTHER BY WATCHING A VIDEO ABOUT SYMMETRY.
YOU WILL WATCH THE VIDEO GIVEN IN THE LINK WITH YOUR TABLE PARTNER. YOU BOTH WILL USE YOUR NOTE TAKING CHART TO FILL IN AT LEAST 3 PIECES OF INFORMATION IN EACH OF THE COLUMN CATERGORIES:
- FACTS/ DETAILS
- QUESTIONS/ WONDERS
****** FOLLOW THE LINK BELOW TO THE GOOGLE DOC TO COMPLETE THE CHART BASED ON THE VIDEO ****
https://docs.google.com/document/d/1_P5qKO67gITLqh_gq6TEVVZNqG235WLQPvsXrsRxIpg/edit?usp=sharing
YOU WILL THEN CONDUCT A TABLE GROUP DISCUSSION REGARDING YOUR FINDINGS, THEN WE WILL COME BACK TOGETHER AND HAVE A WHOLE GROUP DISCUSSION REGARDING YOUR INVESTIGATIONS AND FINDINGS!! LET'S GO INVESTIGATING !!
SYMMETRY IN SHAPES:
LINK TO VIDEO:
Evaluation
MY 3RD GRADE SCIENTISTS YOU WILL KNOW PUT YOUR INVESTIGATION AND KNOWLEDGE TO WORK IN THIS "QUIZZ" ACTIVITY ! THINK ABOUT HOW SYMMETRY PLAYS A ROLE IN BALANCING AND UNBALANCING FORCES.
YOU WILL FOLLOW THE LINK PROVIDED TO INDEPENDANTLY COMPLETE YOUR QUIZZ !!
GOOD LUCK AND I KNOW YOU WILL BE AWESOME !!!
QUIZZ LINK:
Conclusion
MY 3RD GRADE SCIENTISTS YOU HAVE UTILIZED ALL YOUR RESOURCES, KNOWLEDGE, SKILLS, AND PREVIOUS LEARNING TO COMPLETE ALL OUR TASKS.
HERE IS A SUMMARY OF SOME OF OUR LEARNING AND SCIENTIFIC PRACTICE IN THS LESSON "
- WHAT FORCES ARE.
- THE DIFFERENCE BETWEEN UNBALANCED AND UNBALANCED FORCES.
- HOW FORCES CAN CAUSE OBJECTS TO MOVE.
- DIFFERENT PRACTICES OF EXPERIMENTS OF THE FORCES.
- WHAT SYMMETRY IS AND HOW IT EFFECTS BALANCING AND UNBALANCING OBJECTS.
- KNOW HOW TO IDENTIFY SYMMETRY OF AN OBJECT.
- MOST IMPORTANTLY WE LEARNED HOW TO USE INVESTIGATION TO PUT THESE PRACTICES INTO ACTION.
Credits
VIDEOS, QUIZZES, AND LESSONS:
https://www.generationgenius.com/videolessons/balanced-and-unbalanced-forces-video-for-kids/
GOOGLE DOCS:
https://docs.google.com/document/d/1gE3dvclWRndWsDM7cEwH22QpZw3Bpu4d1-25DL0RK6U/edit?usp=sharing
https://docs.google.com/document/d/1_P5qKO67gITLqh_gq6TEVVZNqG235WLQPvsXrsRxIpg/edit?usp=sharing
IMAGES:
SOURCE INFORMATION:
https://www.livescience.com/51100-what-is-symmetry.html
Teacher Page
SCIENCE STANDARD: 3-PS2-1 - MOTION AND STABILITY. FORCES AND INTERACTIONS
OBJECTIVE: THE LEARNER WILL COMPLETE WITH 80% ACCURACY AN BALANCED AND UNBALANCED FORCES QUIZZ AFTER COMPLETING OTHER LESSON RELATED TASKS.
PERFORMANCE EXPECTATION: pLAN AND CONDUCT INVESTIGATION TO PROVIDE EVIDENCE OF THE EFFECTS OF BALANCED AND UNBALANCED FORCES ON THE MOTION OF AN OBJECT.
CLARIFICATION STATEMENT: aN UNBALANCED FORCE ON ONE SIDE OF AN OBJECT THAT CAN MAKE IT START MOVING, OR A BALANCED FORCES PUSHING ON AN OBJECT FROM OPPOSITE SIDES WILL NOT PRODUCE MOTION AT ALL. fOR EXAMPLE IN A TUG OF WAR.
DISCIPLINARY CORE IDEA: FORCES THAT SUM TO ZERO CAN CAUSE CHANGES IN THE OBJECT'S SPEED OR DIRECTION OF MOTION. (QUALITATIVE AND CONCEPTUAL, BUT NOT QUANTATIVE ADDITION OF FORCES ARE USED AT THIS LEVEL)
(UE.PS2A.b)