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Students will predict, observe, and compare what happens when a force is applied to an object.
Prior to teaching this lesson, 3rd Grade Science Standard III, Objective 1 should already have been taught. Students will already understand that push and pull are two forces. They will understand how simple machines work. Students should also understand the Math concepts of right angles, and angles that are greater than or less than a right angle. See Science Standard III Previously Taught at the Elementary CORE Academy sheet.
Students will already know the following terms: push, pull, forces, motion, acute, obtuse, right, greater, less, simple machines, pulley, wheel & axle, inclined plane, lever, screw, wedge.
1. Use Science Process and Thinking Skills.
2. Manifest Scientific Attitudes and Interests.
3. Understand Science Concepts and Principles.
4. Communicate Effectively Using Science Language and Reasoning.
Invitation to Learn
When the students come in from recess, have the straw, paper, and cardboard waiting for them on their desk. Tell them to put the paper and the cardboard next to each other on the edge of their desk and try to blow them off. When they've had a chance to try each one, have them set down their straws and ask them which one was easier to blow off their desk. Ask them why. Discuss how some kids can blow harder than others, etc.
MacKenzie, A. H. (2001). The role of teacher stance when infusing inquiry questioning into middle school science classrooms. School Science and Mathematics. 101, number 3, 143-153.
This study was done to show how teacher attitude about science affected student attitude about science. Student wonder and not knowing is emphasized and valued. Science is not absolute knowledge, but rather contextual. Students learn to synthesize their own knowledge through exploration and experimentation. They are required to use their imagination to solve problems and reach scientific goals. Class discussion is important, as is student inquiry. This article explains how to accomplish this in the classroom.
Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record. Fall, 18-23.
Questioning is important in the classroom. It taps into childrens natural curiosity. This article gives a list of strategies to use to encourage questioning. It also has a Thinking Skills Model to give examples of all levels of questioning, so that all learners needs are met.