| BALANCE
AND MOTION MODULE MATRIX |
 |
SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
|
1. |
BALANCE |
|
Students
discover numerous ways to balance two-dimensional shapes made
out of tagboard. They use a piece of pliable wire and counterweights
(clothespins) to make a pencil balance on its point. They make
mobiles from paper clips, rubber bands, straws, and index cards
to apply their understanding of balance, stability, and counterweighting. |
•
Objects can be balanced in many ways.
• A stable position is one that is steady; the object
is not falling over.
• Counterweights can help balance an object.
• A mobile is a system of balanced beams and objects. |
•
Observe balanced objects.
• Observe stable balanced systems.
• Compare balanced systems and representations of balanced
systems.
• Organize materials to make various
balanced systems.
• Communicate observations of balance and stability, using
precise vocabulary. |
|
2. |
SPINNERS |
|
Students
make tops from plastic disks and straws, and spin them, exploring
the variables that influence the spinning of a top. They use
these same disks with string to make zoomers to observe a different
kind of spinning motion. They make twirlers (flying spinners),
first using straws and paper wings, and then using folded paper
and paper clips. |
•
Objects and systems that turn on a central axis exhibit rotational
motion.
• The amount and position of mass affect how an object
rotates.
• There are different ways to initiate rotational motion.
• The motion of an object can be changed by pushing or
pulling. |
•
Observe several expressions of rotational motion.
• Compare the actions of several different top designs.
• Observe rotation of a system falling through air.
• Organize materials to make systems that exhibit rotational
motion.
• Communicate observations and comparisons of rotational
motion, using precise vocabulary. |
|
3. |
ROLLERS |
|
Students
investigate rolling objects— wheels, cups, and spheres.
They make cardboard ramps and investigate wheels of different
sizes on axles, and they roll paper cups of two sizes. Students
use flexible marble runways to make marbles do tricks. The grand
finale involves the whole class cooperating to make one large
runway through which a marble can roll nonstop. |
•
Wheels and spheres roll down a slope.
• Axles support wheels.
• Wheel-and-axle systems with wheels of different sizes
roll toward the smaller wheel.
• The amount and location of an added weight can change
the way a system rolls. |
•
Observe several expressions of linear motion.
• Observe several kinds of objects and systems that roll.
• Compare the paths followed by rolling systems with different-sized
wheels.
• Organize materials to make systems that roll in different
ways.
• Communicate observations and comparisons of rolling
motion, using precise vocabulary. |
|
page 2
of 4 |
