Physics

Physics Grade 5

Grade 5

Physics

Grade 5 Science - Physics

Big Idea

Content

Teaching Science:

The Art of our Professional Practice Core competencies are at the centre of the redesigned curriculum. We invite

you to look to the competencies and what we know as wise practice (AFL, inquiry, Aboriginal Ways of Knowing) to artfully design learning opportunities for our students. This science kit was created by SD 71 educators. Within these pages you will find hands-on experiments, activities, lesson ideas, web links, and place-based experiences to engage the curiosity of our learners.

Area of Learning: SCIENCE

Grade 5

BIG IDEAS Multicellular organisms have organ systems that enable them to survive and interact within their environment. (Questions to support inquiry with students: How do organ systems interact with one another? How do organ systems interact with their environment to meet basic needs?)

Solutions are homogeneous mixtures. (Questions to support inquiry with students: What are homogeneous solutions? What are their uses?

Machines are devices that transfer force and energy. (Questions to support inquiry with students: How do machines (natural and human-made) transfer force and energy? What natural machines can you identify in your local environment?)

Humans use earth materials as natural resources. (Questions to support inquiry with students: How do we interact with water, rocks, minerals, soils, and plants? Why is Earth considered a closed material system?)

Learning Standards Curricular Competencies

Content

Students are expected to be able to do the following:

Students are expected to know the following:

Questioning and predicting (A system is a set of interacting or interdependent pieces or components that come together to form a whole. A system occupies a physical or a temporal space within a set environment, has a representative form, and possesses a purpose or function. Key questions about systems: How do the systems of the human body work together? How can you observe the concept of interconnectedness within ecosystems in your local area?)

   

Demonstrate a sustained curiosity about a scientific topic or problem of personal interest Make observations in familiar or unfamiliar contexts Identify questions to answer or problems to solve through scientific inquiry Make predictions about the findings of their inquiry

 basic structures and functions of body systems: — digestive — excretory — respiratory — circulatory  solutions and solubility (homogeneous

Planning and conducting      

Explore and pose questions that lead to investigations With support, plan appropriate investigations to answer their questions or solve problems they have identified Decide which variable should be changed and measured for a fair test Choose appropriate data to collect to answer their questions Observe, measure, and record data, using appropriate tools, including digital technologies Use equipment and materials safely, identifying potential risks

Processing and analyzing data and information  Experience and interpret the local environment  Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data  Identify patterns and connections in data  Compare data with predictions and develop explanations for results



solutions: uniform solutions (e.g., apple juice, coffee) that can be separated through distillation, evaporation, and crystallization; solubility of solids, liquids, and gases (e.g., salt [solid], honey [liquid], carbon dioxide [gas in water makes pop]); properties of solutions: concentration, pH, etc.; dissolving: process of forming a solution) properties of simple machines (levers, wedge, inclined plane, wheel and axle, pulley, and screw) and their force effects (force effects include changing direction and multiplying force)

 machines:

 Demonstrate an openness to new ideas and consideration of alternatives

— constructed — found in nature (the lever is the basis of nearly every aspect of the musculoskeletal system)  power (examples include students racing up a hill, machine power ratings, motors) — the rate at which

energy is transformed  local types of earth materials (include



mineral, rock, clay, boulder, gravel, sand, soil) the rock cycle (includes mineral formation)

 Aboriginal concept of interconnectedness (everything in the environment is one/connected (eg., sun, sky, plants, animals, and humans)) in the

environment

 the nature of sustainable practices (different scientific perspectives and worldview interpretations of sustainability (eg., Is resource extraction/harvesting sustainable? Can anything be sustainable?); sustainable resource use: renewable and non-renewable resources) around BC’s living and non-living resources (living resources include forests, fish, agriculture; non-living resources include water, minerals, fossil fuels)

Area of Learning: SCIENCE

Grade 5

Learning Standards (continued) Curricular Competencies Evaluating      

Evaluate whether their investigations were fair tests Identify possible sources of error Suggest improvements to their investigation methods Identify some of the assumptions and given information in secondary sources Demonstrate an understanding and appreciation of evidence Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations

Applying and innovating    

Contribute to care for self, others, and community through personal or collaborative approaches Co-operatively design projects Transfer and apply learning to new situations Generate and introduce new or refined ideas when problem solving

Communicating  Communicate ideas, explanations, and processes in a variety of ways  Express and reflect on personal, shared, or others’ experiences of place

Content

Machines are devices that transfer force and energy.

Big Idea :_____________________________________________________________________________________ Suggested questions to support the inquiry: How do machines (natural and human-made) transfer force and energy? What natural machines can you identify in your local environment? _______________________________________________________________________________________ (Understand)

Core Competencies (collaboration, communication, creativity, critical thinking, problem solving and social responsibility): I can I can participate in classroom and group activities. (Social Responsibility) I can identify criteria that I can use to analyze evidence. (Critical Thinking)

Criteria- Teacher and student assessment DS With Direct Support

GS With Guided Support

I Independently

Criteria: Curricular Competency (Do) I can I can I can I can

I can I can

*

Student assessment



Teacher assessment

DS

GS

I

Evidence and date accomplished:

Teacher (initials)

DS

GS

I

Evidence and date accomplished:

Teacher (initials)

explore and pose questions that lead to investigations. use equipment and materials safely, identifying potential risks. decide which variable should be changed and measured for a fair test. construct and use a variety of methods to represent patterns or data.

Criteria: Science Content (Know) I can

Legend

Teacher Teacher initials for verification

describe the properties of six simple machines. describe and identify machines found in community and nature and their force effects.

demonstrate how machines transfer power.

Student Voice:

Teacher Feedback:

[email protected]

Student Name ____________________________

Learning Map - Grade Science

Big Idea : ________________________________________________________________________________ _________________________________________________________________________________ (Understand) Criteria for Successful Learner Traits/ Student Reflections: Core Competencies I can I can

Criteria- Teacher and student assessment DS With Direct Support

GS With Guided Support

I Independently

Criteria for Curricular Competency (Do)

Legend

Teacher Teacher initials for verification

*

Student assessment



Teacher assessment

DS

GS

I

Evidence and date accomplished:

Teacher (initials)

DS

GS

I

Evidence and date accomplished:

Teacher (initials)

I can I can I can I can Criteria: Science Content (Know) I can I can I can

Student Voice: The Successful Learner Trait that I used the most was _________________________________ when I_______________________________________________________________________________________________. To improve an inquiry project next time, I will __________________________________________________________ _______________________________________________________________________________________________. Teacher Feedback:

[email protected]

Images by Nelson Wesley Arden Elementary, S.D. 71 (2016) Coast Salish Prince Rupert

… direct support

… guided support

… independent

…applying innovatively

Name(s):

Date:

STRIVING FOR SUCCESS …applying innovatively! …independent …guided support …direct support

Criteria:

Self Assessment:

TEACHER Assessment Comments:

TASK TO COMPLETE:

Suggested Ways to Engage Students in Science Inquiry: Driving questions: What natural machines can you identify in your local environment? How do machines make work easier? How do machines (natural and human made) transfer force and energy? Establishing a need to know: Watch the Bill Nye video clip Simple Machines. Provide opportunities for students to discover and play using simple machine basic tools and/or Lego… Build a lever; build a pulley…, etc… Go on a walk and see how many simple/compound machines you can find… Sharing clips from Wallace and Gromit movies/pictures of rides at Disneyland – spot and describe the simple and compound machines… Connecting to life beyond the classroom - Simple Machines at home; simple machines and sports… In-depth inquiry: Invite students to choose one simple machine and learn in-depth about it… Identifying it in many real-world contexts and then creating something… Challenge students to take what they know about forces and simple machines and design a working compound machine… Ask, “Can you improve upon it?” (Protoype-Design) Projects like Carnival Contraption (found in this guide) and Rube Goldberg projects… (building mini catapults and having a design celebration…) Supplemental kits to possibly use alongside this kit: Lego Dacta kits, Simple and Powered Machines…

Suggested Ways to Embed Assessment for Learning Strategies: Co-constructing ideas: 1. What is collaboration? What does it look like? Sound like? Feel like? (Frontloading common language regarding collaboration; find lesson in this guide). 2. With just a bit of detective work, you can find simple machines everywhere… Sharing clear learning intentions: I can describe the properties of six simple machines. I can identify and describe machines found in community and nature and their force effects. I can demonstrate how machines transfer power. I can participate in classroom and group activities. Deep thinking questions: Have you ever played a pinball machine? What simple machines can be found in the design of a pinball machine? What tool would be best to lift a heavy load, like a washing machine? Which simple machine turns a Ferris wheel? Which simple machine would stairs be an example of? Feedback/Peer and Self-Assessment: After collaborating on a design project, invite students to reflect on their process using the frame, “What worked?”, “What was difficult?”, “What would you do differently next time?”

Suggested Ways to Weave Aboriginal Ways of Knowing within this unit: Aboriginal Tools: trying to identify the simple machines… An inquiry into Aboriginal tools (paddle = lever, canoe = wedge)… Fishing- rods and hooks; spears… Hunting – bow and arrow…

Explore place-based learning opportunities – getting outside to find simple and complex machines…

Connect with the Aboriginal Curriculum Support teachers to delve into an inquiry around using an atladal throwing tool. Connect with the Aboriginal Curriculum Support teachers to delve into an inquiry around the Comox Estuary to explore the fishing traps…

Grade 5 Physics Web Links

Bill Nye the Science Guy - Simple Machines (full episode, 21:52) https://www.youtube.com/watch?v=uMxxG1newtE Bill Nye the Science Guy - Friction (full episode, 22:57) https://www.youtube.com/watch?v=ehJibrICPb0 Cardboard Automata are a playful way to explore simple machine elements such as cams, levers, and linkages, while creating a mechanical sculpture https://www.exploratorium.edu/pie/downloads/Cardboard_Automata.pdf Simple Machines Design Project Guide http://www.sciencecompanion.com/wp-content/uploads/Simple-Machines-DigitalSamplerWEB.pdf Simple Machine Challenge: How do simple machines make work easier? Students are challenged, using everyday objects, to create simple machines to complete specific tasks. http://education.nationalgeographic.org/activity/simple-machine-challenge/ This too Shall Pass - Rube Goldberg Machine (3:53) https://www.youtube.com/embed/qybUFnY7Y8w 75 Chain Reaction Ideas & Inventions https://www.youtube.com/watch?v=cv5WLLYo-fk Honda Rube Goldberg Commercial (2:27) https://www.youtube.com/watch?v=YWk9N92-wvg Isaac Newton vs. Rube Goldberg (1:09) https://www.youtube.com/watch?v=HnnMOx9_eBY&list=PLbpi6ZahtOH6jB4qX482tqpT8gJEt iNgf Awesome Simple Machine Project - example explained by a grade 5 student. https://www.youtube.com/watch?v=lhPrP6Sbmng A Guide to Simple Machines This will link you to a collection of links that could be beneficial in teaching scientific concepts that simple machines provide. http://www.thomasnet.com/articles/machinery-tools-supplies/simple-machine-guide

Suggested Experiments

Source: Simple Machine Experiments: Using Seesaws, Wheels, Pulleys and more p. 22-23: An Inclined Plane - another Simple Machine. p. 36: A Simple Multiple Pulley System. p. 8-9: Measuring Work and Friction with and without machines.

Source: Explore Simple Machines with 25 Great Projects. Anita Yasuda. p. 10: Friction Experiment. Create different amounts of friction using different surfaces. p.24: Chopstick Challenge. Discover how chopsticks are a class 1 lever. p. 30-31: Make Your Own Ice Cream… with an inclined plane.

Front loading our shared expectations for Collaboration Driving Questions: What does it mean to collaborate? What does collaboration look like? Sound like? Feel like? Establishing a Need to Know: Read the book Going Places by Peter and Paul Reynolds, or share the YouTube video Above And Beyond (an animated version of the book)… https://www.youtube.com/watch?v=NSjFr6DWNnc Co-constructing Ideas: What are our shared expectations for collaborating; for working in a group? What do we value? What do we expect of ourselves and each other when working in a group? Invite students to turn and listen with a partner to find what they think collaboration looks like, sounds like and feels like. Return to whole group, inviting students to share their thinking. Jot down student contributions on chart paper. See examples from a grade 2/3 class below. These charts will serve as shared values for collaborative work - ideas that we can return to as we work through collaborative tasks, to see how we are meeting our expectations, and where we can improve… Closure: Share the quick You Tube video Work in a Team- It’s smarter to travel in a group to spark students thinking about collaboration…

Dear Parents/Guardians, We are beginning a project that involves creating a Carnival contraption – a game or ride in miniature version that we can actually play with. We want these to be built from recycled or surplus/junk materials as much as possible, and do not want you to have to purchase anything. Some people have lots of suitable building materials around but others do not, so if you have any of the follow items you could send in to be shared, it would be greatly appreciated.  pieces of wire  bolts, screws, nuts, metal  springs washers (in various  hooks sizes)  little light bulbs or  empty thread spools working Christmas mini  wheels (from old toy lights sets cars)  electrical wires and  dowels “electrical stuff”  large buttons  wooden clothes pegs  corks If you have any of these or other such items that you can spare, please send them in to school with your child. Please do NOT buy anything and please do not send in all the items from your recycling box, just the ones you think may be useful for building! We are also looking for a couple of parents with power tools who have access to scrap pieces of plywood and who could make a number of wooden bases for us from plywood (for students who need them). We are looking for rectangular plywood bases approximately 18-20 inches wide x 24-26 inches long (they need to fit on top of a student desk). If you might be able to help with this please let me know. Thanks for your help!

Carnival Contraptions Simple Machine Project Guidelines What is the project? To invent and create your own unique compound machine in the form of an amusement park or playground ride or a game. It needs to include at least four different simple machines (lever, wedge, inclined plane, wheel and axle, pulley, screw). Your project must do work (when a force moves an object over a distance). You must be able to correctly name and identify the simple machines used in your project. All machines help us overcome forces in nature: friction or gravity or a human push or pull. Be prepared to tell us which force or forces your machine overcomes and uses in order to do work. Be able to demonstrate its use and explain how it works. Optional Bonus - You may choose to explain how energy changes form in at least one part of your game or machine. (kinetic or potential: mechanical, thermal, gravitational, sound, elastic, light, and electromagnetic energy)

How will I make it? You may use any materials you like. We suggest you try using ordinary recyclable items from your home (empty cans, cardboard, wire, springs, coat hangers, Styrofoam, wood pieces, cardboard tubes, buttons, spools, popsicle sticks, etc.). We will supply you with “junk” to use from our box at school as well. Please don’t buy anything! Projects will be constructed at home, with class planning and design time provided, as well as some class time to construct smaller parts of the contraption and the sign for the ride or game. What should it look like? It should be able to fit on the top of your desk, and be relatively sturdy, but that is the only limit. It can be your own version of an arcade game such as pinball, or an amusement park or playground ride (ex. Ferris wheel, roller coaster or merry-go-round). It could be your own invention for a game, such as an automatic dice roller or a Rube Goldberg style game. It’s up to you. Use your imagination and your knowledge! May I work with a partner? Yes, but only if I receive a written note from each partner’s parents stating that it is okay for you to work with that partner. I will expect more from 2 person teams, but you will share the same mark, even if one person does more work. Pick your partner wisely! You will need to be able to get together to construct your contraption on your own time. When is it due?: How will it be assessed?

See attached “I Can” criteria sheet

Here are a few links to sites that might be helpful:

http://teacher.scholastic.com/dirtrep/simple/invest.htm http://www.learner.org/interactives/parkphysics/index.html http://www.youtube.com/watch?v=AjNjVO3C03Y http://www.edheads.org/activities/simple-machines/frame_loader.htm http://www.instructables.com/id/Pinball/ http://www.beaconlearningcenter.com/WebLessons/SimpleMachines/machines004.htm http://www.mikids.com/Smachines.htm http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://search.eb.com/coasters/

Name of Scientist: _______________________________Partner: _____________________ Plan Due Date: 

While you may be working in a group of 2, each student must complete both sides of this sheet. 

Project Plan - Carnival Contraptions

Problem: Design and build a compound machine that you can imagine seeing at a carnival. It could be a ride, or it could be a game. 1. My compound machine is a: game / ride (circle one).

Describe your design:

__________________________________________________________________________________________ __________________________________________________________________________________________ 2.

Which simple machines are part of your contraption and how does each help do work? (4 or more)

__________________________________________________________________________________________ _________________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________ __________________________________________________________________________________________ 3.

What do you call your contraption? Think of a name that is catchy and attention-getting. _________________________________________________________

4.

What materials will you use to build your machine? Recycled stuff is always a good idea –plastic- milk jugs, yogurt containers, etc.; parts of old toys like track, wood, boards, marbles, small figures to “ride”; cardboard - egg cartons, tubes, (you can make “gears” out of thick, peeled boxboard); bits and pieces of wood, fabric, and wire.

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5.

Here is a detailed diagram of your machine. Include clear labels to show where your simple machines are. If this area is too small, you may use a separate sheet of paper for your diagram.

6. Bonus Option: Describe at least one way that energy changes form in your ride or game: ____________________ _________________________________________________________________________________________ _________________________________________________________________________________________

7. What were some of the problems or challenges you had with building this device? How did you solve them? (Describe at least two challenges you encountered). __________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

8. Design a sign to advertise your activity (ride or game). Make a sketch of your sign here, and then copy it onto some card for display with your carnival contraption.

Name:

Title of Contraption: ________________________________________________ DS = Direct Support

GS = Guided Support

● = Student Evaluation

I = Independently

* = Teacher Evaluation

Carnival Contraptions Simple and compound Machines

DS

GS

I

I can name and identify the simple machines in my contraption I included at least 4 different simple machines (wedge, inclined plane, lever, wheel and axle, pulley, screw) I can construct a compound machine

Forces

I can demonstrate how forces can affect the movement of objects I can name the forces at work (gravity, friction, human push or pull)

Energy (Optional I can describe a change in the form of energy in – Bonus section) one part of my contraption Work

I can demonstrate that my simple machines can do work

Communicating and Reflecting (Language Arts)

I can communicate my learning in a variety of ways

Creativity (Art)

I can create a 2-D or 3-D contraption that:

I can reflect on my learning and share with others

    

Shows good quality construction withstands repeated use is colourful and appeals to audience shows attention to detail includes an eye catching sign

The Successful Learner Trait that I used the most was __________________________________________ when I________________________________________________________________________________________________ To improve on my project for next time, I will ___________________________________________________

An electronic copy of this teacher guide can be found on Learn71 at

https://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx Contributors: Cheryl Adebar, Thea Black, Noah Burdett, Doug David, Kara Dawson, Colleen Devlin, Allan Douglas, Gerald Fussell, Nora Harwijne, Sarah Heselgrave, Debra Lovett, Kim Marks, Gail Martingale, Dale Mellish, Heather Mercier, Jane Rondow, Teri Ingram, Debbie Nelson, Joan Pearce, Stewart Savard, Laura Street, Lynn Swift, Carol Walters. School District No. 71 (Comox Valley) grants permission for teachers to use these resources for educational purposes. Published July 2016