Week 12: Simple Machines ... Wheels and Axles
Psalm 121: 2- "My help comes from the Lord, who made heaven and earth"
We have simple machines that work because God is at work and is in the business of helping us. As He has established laws to govern His people, He has also established natural laws that help us. Oh how He Loves us!
Today's simple machines were wheels and axles. The students experienced how much easier it was to push a rock on wheels than scoot on the ground, to have a car travel on wheels rather than on the its hood, and how wheels and axles can help us steer and knock down cups.
As a review and introduction, we sang the Simple Machines song to Yankee Doodle
"Wheel and axle, pulley, wedge
Screw, Inclined plane, lever
When you learn to use simple machines
You'll show that you are clever."
We have simple machines that work because God is at work and is in the business of helping us. As He has established laws to govern His people, He has also established natural laws that help us. Oh how He Loves us!
Today's simple machines were wheels and axles. The students experienced how much easier it was to push a rock on wheels than scoot on the ground, to have a car travel on wheels rather than on the its hood, and how wheels and axles can help us steer and knock down cups.
As a review and introduction, we sang the Simple Machines song to Yankee Doodle
"Wheel and axle, pulley, wedge
Screw, Inclined plane, lever
When you learn to use simple machines
You'll show that you are clever."
Stonehenge
How did they move those large stones?
One theory is that they used wheels to transport the stones to their location today.
For our first investigation, we took a mini-stone and scooted it across the floor. It wasn't very smooth. All the students were able to experience this.
Then I asked them how we could use pencils to help make that easier. I was so glad to see the students trying out different ways to use the pencil to push the stone across the floor.
Finally, I had them all bring their pencils and line them up. I placed the stone on top of the pencils and had them scoot the stone now. They were excited to see that it was MUCH easier to push on the pencils than just on the floor.
How did they move those large stones?
One theory is that they used wheels to transport the stones to their location today.
For our first investigation, we took a mini-stone and scooted it across the floor. It wasn't very smooth. All the students were able to experience this.
Then I asked them how we could use pencils to help make that easier. I was so glad to see the students trying out different ways to use the pencil to push the stone across the floor.
Finally, I had them all bring their pencils and line them up. I placed the stone on top of the pencils and had them scoot the stone now. They were excited to see that it was MUCH easier to push on the pencils than just on the floor.
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I love this problem-solving student. I said that we can make it easier by using pencils, and she immediately starts trying to see how she can use her pencil to make moving this stone easier!
How about we take these pencils and make a little ladder out of them?
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Can we move it with just one finger?
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Investigation #2
Which race car will travel the furthest? The one on its hood? Or the one on its wheels?
Which race car will travel the furthest? The one on its hood? Or the one on its wheels?
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It was conclusive. They all wanted to roll the cars down the ramp with its wheels down because the went further.
Investigation #3
Bowling for Cups
Which rolling object knocked over the most cups?
Bowling for Cups
Which rolling object knocked over the most cups?
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A wheel is just a slice of a ball. The idea behind this investigation is that it is easier to aim and hit your target with a wheel and axle than with a plain ball. This has many variables however, and didn't prove to be true with all the students.
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Grab this Investigation Guide if you will be teaching on Wheels and Axles soon.
Here is the sheet that I sent home with the students. This has our scripture, some extra activities and a prayer for them to do at home.
Week 11: Simple Machines ... Inclined Planes and wedges
Psalm 121:2 - "My help comes from the LORD, who made heaven and earth."
This is our second week learning about simple machines. God has so designed our world with natural laws that allow us to use simple machines to make some of our work easier. In complex machines, there are a number of simple machines being used. Praise the Lord for His goodness to us!
This is our second week learning about simple machines. God has so designed our world with natural laws that allow us to use simple machines to make some of our work easier. In complex machines, there are a number of simple machines being used. Praise the Lord for His goodness to us!
Simple Machines Song (Yankee Doodle)
Wheel and Axle, pulley, wedge
Screw, Inclined Plane, Lever
When you learn to use simple machines
You'll show that you are clever
We sang this song and identified the simple machine that we have already learned about; levers. I, then, introduced Inclined Planes or Ramps and Wedges to the students.
Wheel and Axle, pulley, wedge
Screw, Inclined Plane, Lever
When you learn to use simple machines
You'll show that you are clever
We sang this song and identified the simple machine that we have already learned about; levers. I, then, introduced Inclined Planes or Ramps and Wedges to the students.
I was explaining here that a wedge is a great simple machine because the force that you would place on a tool like this, is actually focused into the tip of the wedge creating more return for the amount of force you are placing on the chisel.
The book that I showed the student today was called Useful Machines Ramps and Wedges by Chris Oxlade
I had the students make a slanted hand for a ramp or inclined plane and then used both hands together like a teepee to make the form of a wedge. Of course, I told them to keep listening for our push and pull forces with these simple machines.
I had the students make a slanted hand for a ramp or inclined plane and then used both hands together like a teepee to make the form of a wedge. Of course, I told them to keep listening for our push and pull forces with these simple machines.
On our investigation sheet, there are four activities that we will explore together to better understand the function and purpose of inclined planes and wedges. You can check this guide out here. Following are how these investigations played out in my class.
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Investigation #1
How might an inclined plane help when delivering eggs from a hen to the egg carton? When I just dropped the egg to the ground, it made quite a few cracks. When I dropped the egg on an inclined plane, it did not crack at all. **For the ramp, I cut up the leftover portion of a wrapping paper roll. |
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Investigation #2
Which car will travel the furthest? The one on the ramp or the one flat on the ground? The students saw the cars go farther on the ramps than on the flat ground that we tested in class. |
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Investigation #3
Which block moved the rice more easily? The wedge moved the rice more easily because of its inclined plane. |
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Investigation #4
Finally, I made a basic paper airplane for each student. I asked them what shape was in the front of the paper airplane and which simple machine that shape resembled. They knew it in no time and answered in confidence; WEDGE! They loved throwing these airplanes! |
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To top off our investigations, I used a wedge (knife) to slice and break apart some apples into 'wedges' for us to use the wedges (teeth) God gave us to bite into the apple slice.
Here is the sheet that I sent home to the parents of what devotion we covered in class as well as activities like these the students can do at home with their parents.
Thankful to Shannon at Hub Pages for her ideas for simple machines. Here is her website:
https://discover.hubpages.com/education/Inventions-and-Simple-achines-Inclined-Planes-Wedges-and-Physics
https://discover.hubpages.com/education/Inventions-and-Simple-achines-Inclined-Planes-Wedges-and-Physics
Week 10: Introducing Simple Machines ... Levers
Psalm 121: 2
"My help come from the LORD, who made heaven and earth."
Thank you Lord for Simple Machines! Our lives can be hard and because of Your laws that govern the natural world, we can count on simple machines to make our loads lighter. You are truly our Help! I praise You Lord!
"My help come from the LORD, who made heaven and earth."
Thank you Lord for Simple Machines! Our lives can be hard and because of Your laws that govern the natural world, we can count on simple machines to make our loads lighter. You are truly our Help! I praise You Lord!
A lever is a board that rests on a balance point to reduce the amount of force we use.
Levers need three things to work:
1. Load- an object that needs to be moved
2. Fulcrum- the support or balance point
3. Force to move the load.
Levers need three things to work:
1. Load- an object that needs to be moved
2. Fulcrum- the support or balance point
3. Force to move the load.
An example of a double lever is scissors. Because Thanksgiving is around the corner, I had the students practice their fine motor skills in cutting to create these cute gobblers.
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The next lever that we played with, I mean, learned how to use was tongs. I had some ping pong balls in a bucket and they were to take the tongs and transfer the ping pong balls to the other container across the room in a relay race.
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Our final activity was setting up a lever using a ruler, a glue stick for the fulcrum, and small cans from my pantry and bars of soap to lift. The goal here was for them to figure out what position of the fulcrum in relation to the load made it easiest to move. They did a great job. One group decided to see how high they could shoot a coin they can using their lever.
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For the end of the lesson, I read to them Clever Trevor by Sarah Albee to see if they would be able to figure out how Trevor used levers to win his playground back from bullies. At the end of the book, they became friends and ended up sharing the playground.
Here is a Science Highlight page of what we covered in class for parents. I take very seriously the command in Deuteronomy 6:6-7 where we are to teach our children diligently by talking about the Lord while we are sitting down, walking by the way, lying down, and when we rise in the morning. These parent sheets help make that possible by highlighting how God is connected intricately to the world of science since He created it. I pray these sheets are a help to you as your train your child in the way he should go. May the Lord raise up a generation of creation scientists! For the Kingdom!
Week 9: Magnetism
How does something push or pull something without touching it? This was my opening question to the students this morning.
Magnets! Magnets can push and pull without having contact with any object.
I passed out some cards for the students to color while I gave them a devotion to think about as we discover magnetism. You can find them here.
When Jesus shows us how much He loves us and forgives us, we are drawn to Him. His lovingkindness is magnetic and brings us to repentance.
Jeremiah 31:3
"The Lord appeared to him from afar saying, "I have loved you with an everlasting love; Therefore I have drawn you with lovingkindness"
The scripture on their magnet is John 12:32-"And when I am lifted up from the earth, I will draw everyone to myself." And it says "Jesus is Magnetic"
After the students finished coloring their cards, they would line up and I hot glued a magnet to the back of their card. They will use this magnet to investigate magnetism for the rest of the class.
Magnets! Magnets can push and pull without having contact with any object.
I passed out some cards for the students to color while I gave them a devotion to think about as we discover magnetism. You can find them here.
When Jesus shows us how much He loves us and forgives us, we are drawn to Him. His lovingkindness is magnetic and brings us to repentance.
Jeremiah 31:3
"The Lord appeared to him from afar saying, "I have loved you with an everlasting love; Therefore I have drawn you with lovingkindness"
The scripture on their magnet is John 12:32-"And when I am lifted up from the earth, I will draw everyone to myself." And it says "Jesus is Magnetic"
After the students finished coloring their cards, they would line up and I hot glued a magnet to the back of their card. They will use this magnet to investigate magnetism for the rest of the class.
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The book that I read aloud to the students today is called Magnets Push Magnets Pull by David A. Adler.
We only read through the first 5 pages or so but it was enough to keep us busy with activity.
We only read through the first 5 pages or so but it was enough to keep us busy with activity.
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We reviewed our hand signs for when we hear the word 'push' and when we hear the word 'pull'
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One of the first activities that we did from the book was to go around the room and discover what was magnetic and what wasn't. This was an exciting time for the students.
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After they were familiar with what surfaces or objects might be magnetic, I had them work in partners to predict what items from a bag might be magnetic and non-magnetic. As I passed out these trays, I picked up their magnets so that they would actively predict the outcome.
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When they finished predicting what items might be magnetic and non-magnetic, I handed out their respective magnets so that they could test their predictions. Here are some of the results.
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After we tested our predictions, I gave them another magnet and a paperclip to see if they could push or pull them without having any contact with them. One student found that the magnets strength reached through her card and the paperclips stuck to the other side opposite where the magnet was.
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Our next investigation was to see if the magnet could pick up paperclips out of the water. We saw that it depended on the strength of the magnet.
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As a fun game with magnetism, we made a magnetic maze for the students to see if they could navigate a paperclip through the maze using their magnet. You can find the maze we used here
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On the students way out of the door, I gave them each a Parent sheet for them to go over with their parents at home during the week. This has the devotion and an activity to do together to reinforce the lesson.
Week 8: Gravity
Gravity pulls us down and keeps us, in a way, a slave to the ground. Sin also pulls us down and makes us its slave. Jesus died so we can be free of the pull of sin. When we tell God what we did wrong and say we are sorry, we can ask Jesus to forgive us and be our LORD and Savior. He will free us from the pull of sin.
Romans 3:23
"For the wages of sin is death, but the free gift of God is eternal life in Christ Jesus our Lord."
Romans 3:23
"For the wages of sin is death, but the free gift of God is eternal life in Christ Jesus our Lord."
The book that I shared with the class today was called I Fall Down by Vicki Cobb. In the note to teachers and parents, it is stated that the activities in the book are meant to be done with children. So... this is what we did to learn more about how gravity pulls on us.
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I created a very simple Reading Guide for this book so that after each activity they could either draw, trace or circle something. The last question asks how much gravity pulls on them which is their weight on a scale. You can find this guide here.
What direction do objects always fall?
DOWN of course! The students drew the path of the objects that we threw up in the air.
DOWN of course! The students drew the path of the objects that we threw up in the air.
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How does Gravity pull?
We demonstrated the pull of gravity using molasses.
We demonstrated the pull of gravity using molasses.
Do some objects fall faster than others?
We used pennies and paperclips to show this. I gave each student a penny and paperclip to hold in one hand, palm side down. (There is a variable here, pennies can 'stick' to palms which means they don't release at the same time)
They circled NO on their sheet. I even dropped the whole bag of pennies and paperclips in front of them so that they could see them drop at the same time.
We used pennies and paperclips to show this. I gave each student a penny and paperclip to hold in one hand, palm side down. (There is a variable here, pennies can 'stick' to palms which means they don't release at the same time)
They circled NO on their sheet. I even dropped the whole bag of pennies and paperclips in front of them so that they could see them drop at the same time.
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Drop Races! To demonstrate everything falling at the same speed, I had them all line up with different objects. Some were blocks, some plastic frogs, or other animals, balls etc. I let them all drop their item at the same time. The variable here was their different heights and their different speeds of release, yet it was still fun to demonstrate.
Does everything land with the same force?
The book calls for a dry sponge and a bar of soap but I am out of bar soap so I used a case of glue sticks...this teacher is NOT out of glue sticks!
The students circled NO on their paper.
The book calls for a dry sponge and a bar of soap but I am out of bar soap so I used a case of glue sticks...this teacher is NOT out of glue sticks!
The students circled NO on their paper.
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Measuring the pull of gravity.
I tied two rubber bands together and then tied them to four different shoes, two at a time. I told them that this was a way that they could compare how heavy something was without having a scale.
I tied two rubber bands together and then tied them to four different shoes, two at a time. I told them that this was a way that they could compare how heavy something was without having a scale.
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How much does gravity pull on you? Every student weighed themselves and documented their weight on their reading guide.
Week 7: Benefits of Friction
Friction is a special push force that God created and is used to slow objects down. If we are really in a hurry, friction can be a drag (pun intended:)
As with anything that we 'wish' would be another way, we are called to be thankful. We wish we could go faster and be done with tasks in a hurry, yet God has given us natural forces to help slow us down for our protection.
1 Thessalonians 5:16-18 says "Rejoice always, pray without ceasing, give thanks in all circumstances;for this is the will of God in Christ Jesus for you."
So even if we are dragging because of friction, we can be thankful that God had made this force to protect us from getting hurt. We can give thanks in all our circumstances whether it is friction that is getting to us or something else entirely. Think of the gifts and give thanks regularly.
As with anything that we 'wish' would be another way, we are called to be thankful. We wish we could go faster and be done with tasks in a hurry, yet God has given us natural forces to help slow us down for our protection.
1 Thessalonians 5:16-18 says "Rejoice always, pray without ceasing, give thanks in all circumstances;for this is the will of God in Christ Jesus for you."
So even if we are dragging because of friction, we can be thankful that God had made this force to protect us from getting hurt. We can give thanks in all our circumstances whether it is friction that is getting to us or something else entirely. Think of the gifts and give thanks regularly.
What would it be like if there was no friction and we lived in a friction-less environment? We wouldn't be able to go and do anything at all without slipping and falling. Just forget about trying to drive anywhere. That would be tumultuously dangerous!
In the Magic School Bus Plays Ball, we read about playing baseball on a friction-less field. Those students of Ms. Frizzle's were quite thankful when they got back on their bus and arrived back to a friction-based world so they could continue to play ball.
In the Magic School Bus Plays Ball, we read about playing baseball on a friction-less field. Those students of Ms. Frizzle's were quite thankful when they got back on their bus and arrived back to a friction-based world so they could continue to play ball.
During our Read Aloud time, I had the students continually listening for 'push' 'pull' and 'friction'. This was a particularly long book but keeping an 'ear' out for these words was able to keep most of their attention. I also gave stickers to anyone who was first to do the hand sign when I said one of the words. Some of these students had at least 10 stickers! Great listeners!
Here are pictures of some of the students doing the motions.
Here are pictures of some of the students doing the motions.
'Push' is a clap and then push out with your hands like pat-a-cake
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'Pull' is reaching up and pulling your arm down. This student was too fast for me, he had his arm up and then brought it down to his shoulder.
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'Friction' is rubbing your hands together like you are cold.
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To demonstrate what a friction-less environment might be like to these students, I had them do some marble painting.
The materials that I used for this activity were:
I placed three dobs of paint on each paper plate and then let the students use a marble to mix the paint around. They quickly saw how when there was not friction, the marble went incredibly fast...so fast it would jump out of the paper plate. However, when the marble was in the paint, the paint dob created a bit of friction for the marble and it slowed down. I think they all did a wonderful job!
The materials that I used for this activity were:
- Chinet paper plate
- Marble
- Tempera washable paint
I placed three dobs of paint on each paper plate and then let the students use a marble to mix the paint around. They quickly saw how when there was not friction, the marble went incredibly fast...so fast it would jump out of the paper plate. However, when the marble was in the paint, the paint dob created a bit of friction for the marble and it slowed down. I think they all did a wonderful job!
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To review friction at home in light of God and His Word, here is a parent sheet to help you talk about a science topic and a Bible scripture.
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Week 6: Newton's First Laws of Motion
The book that I shared with the students today is called Newton and Me by Lynne Mayer. This book introduces the first two laws of motion in a fun, rhyming way.
While we were reading, I had them activate their listening skills by giving them motions to do while I read the book.
If they heard 'push', they were to do a clap and then push out with hands like in pat-a-cake.
If they heard 'pull', they were to reach up and pull down
If they heard something about 'friction', they were to rub their two hands together. It was a great time of listening for these students.
At the back of this book is a page where they can identify the push and pull forces at work in the pictures. I had the students take turns identifying these forces. They were very successful.
While we were reading, I had them activate their listening skills by giving them motions to do while I read the book.
If they heard 'push', they were to do a clap and then push out with hands like in pat-a-cake.
If they heard 'pull', they were to reach up and pull down
If they heard something about 'friction', they were to rub their two hands together. It was a great time of listening for these students.
At the back of this book is a page where they can identify the push and pull forces at work in the pictures. I had the students take turns identifying these forces. They were very successful.
Before I went over Newton's laws, I wanted to remind them of God's Laws for us in the Ten Commandments located in Exodus 20. I reviewed these laws for the students and told them that just as God made laws for His people, He has made laws for His creation. Three of these laws are of motion discovered by Isaac Newton.
These students are young and have never heard of Isaac Newton before, however, I am hoping that I can expose them to these basic principles so that in the years following, they can build on their understanding as they become older.
These students are young and have never heard of Isaac Newton before, however, I am hoping that I can expose them to these basic principles so that in the years following, they can build on their understanding as they become older.
Newton's first law of motion in simple terms is:
We observed very VERY briefly, how when a ball is left untouched it does not move. It's amazing how magnetic a still ball is to boy who just wants to make it move.
As I pushed the ball forward, we all observed that it did indeed travel in a straight line until someone intercepted it, or it bumped into someone and changed direction, slowed or was stopped by the grabbing of another student. We repeated this law over and over while everyone passed the ball around the circle.
- Something won't move unless a force makes it move
- Once it starts moving, it will move in a straight line unless something changes its direction, slows it down, or stops it.
We observed very VERY briefly, how when a ball is left untouched it does not move. It's amazing how magnetic a still ball is to boy who just wants to make it move.
As I pushed the ball forward, we all observed that it did indeed travel in a straight line until someone intercepted it, or it bumped into someone and changed direction, slowed or was stopped by the grabbing of another student. We repeated this law over and over while everyone passed the ball around the circle.
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Newton's 2nd Law of Motion is simple terms is this:
Our next activity is pushing two tubs with the same amount of force. One tub was filled with paper towels and the other was filled with marbles. I pushed the paper towel tub and it went far. I then pushed the marble tub with the same force and it went half as far. I went around the circle so that each student was able to experience this law of motion.
- When you push something twice as hard, it will move twice as fast
- When something is twice as heavy it will only go half as far
Our next activity is pushing two tubs with the same amount of force. One tub was filled with paper towels and the other was filled with marbles. I pushed the paper towel tub and it went far. I then pushed the marble tub with the same force and it went half as far. I went around the circle so that each student was able to experience this law of motion.
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In the book, Newton and Me, Newton was this boy's dog and they played a game of Tug-o-War. The book pointed out that when the pull forces were equal, nobody moved but when one side pulled harder than the other, the other would fall towards the one pulling the hardest.
We set up our own class tug-o-war. It was girls against boys!
We set up our own class tug-o-war. It was girls against boys!
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The boys were definitely strong, so I being a girl had to give the girls a hand. Well, my friend, Megan, who helps me out during class, she got on the boy's end and we had a very even tug-o-war game. It was fun to practice our Pull Force!
To review a little of the first law of motion and practice our push force, we set up dominoes and blocks to see if we could just touch one block or domino and have the rest fall down. I loved the creativity and ingenuity of these students. Some formed shapes to see if they would fall with one push. Another group decided to see if they put all their dominoes as close together as possible if they would surely all fall down. You will notice in the pictures below that they were disappointed but I thought their exploration and experimentation was right on! I cheered for them.
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Ms. Megan is helping out a student and reminding her that she can only push one block to make all the rest fall down.
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The results: She clobbers all of them.
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These students were tired of the table shaking and being the force that 'pushed' their dominoes over so they thought if they put them closer together, they would fall together better. Let's see if it worked...
It didn't and they were a little sad but I was so excited! They actually discovered something completely different...
This is a perfect example of how I teach science. What seems like disappointment is perhaps something wonderfully different altogether. Whether things work out the way we want them to or not, we still learn and learning was always the goal.
This is a perfect example of how I teach science. What seems like disappointment is perhaps something wonderfully different altogether. Whether things work out the way we want them to or not, we still learn and learning was always the goal.
As the students left, I handed them a wiffle ball to practice their laws of motion with at home with their parents and this parent sheet to help guide them.
Week 5: Applying Force, motion, and movement
Have you ever gone to the library and found a book that was really fun? Between the pages of the book were several exciting activities but because of time constraints or other priorities, you could never actually do the activities in the book as a child or as a parent with your child.
The book that we went through today, Move It! by Adrienne Mason, we were able to read and do all the activities in the book together. It was so fun to see the students applying the forces that we have been learning about in these different activities.
In between activities, the author made sure to ask her audience if they could pick out five instances of push/pull forces being used to move objects. This was a bonus for us!
The book that we went through today, Move It! by Adrienne Mason, we were able to read and do all the activities in the book together. It was so fun to see the students applying the forces that we have been learning about in these different activities.
In between activities, the author made sure to ask her audience if they could pick out five instances of push/pull forces being used to move objects. This was a bonus for us!
During the read-aloud, the author made sure to ask her audience if they could pick out five instances of push/pull forces being used to move objects. This was a bonus and I awarded stickers to the students who wanted to participate and were listening.
Activity 1- Does it take more force to move heavy things?
Materials:
Marbles
Paper towels
At least two opaque containers with lids
I placed the marbles in one container and paper towels in the other. I had the students sit in a circle and asked the students to move the containers across the carpet and see which one was harder to move. They all said that the one with marbles was harder to move. I asked them if it took more force for them to move it. They all said Yes! It does in fact take more force to move heavy things and less force to move lighter things. One of the students also mentioned the friction of the carpet which was a great integration of what we have learned in passed weeks as well.
Materials:
Marbles
Paper towels
At least two opaque containers with lids
I placed the marbles in one container and paper towels in the other. I had the students sit in a circle and asked the students to move the containers across the carpet and see which one was harder to move. They all said that the one with marbles was harder to move. I asked them if it took more force for them to move it. They all said Yes! It does in fact take more force to move heavy things and less force to move lighter things. One of the students also mentioned the friction of the carpet which was a great integration of what we have learned in passed weeks as well.
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Activity #2- Does a bigger force make things move faster?
Materials:
Straw
Ping Pong Ball
I gave each student a straw and a ping pong ball. Using the straw, they were to see how they could move the ping pong ball across the floor
Materials:
Straw
Ping Pong Ball
I gave each student a straw and a ping pong ball. Using the straw, they were to see how they could move the ping pong ball across the floor
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Activity 3- In order to lift objects, it takes a force to overcome gravity. Does it take more force to lift heavy objects?
Materials:
Small nail
Small empty yogurt tub
3 (6in.) long pieces of string
rubberband
marbles
ruler
Prior to this activity, I made these little containers to hold marbles and see if there would need to be more force to lift heavier objects. We would be able to measure this by how long the rubberband was stretched when I lifted the container with 1, 10, or 20 marbles. Every 10 marbles, the rubberband became 3/4 inch longer therefore demonstrating that it does take more force to lift heavy objects.
Materials:
Small nail
Small empty yogurt tub
3 (6in.) long pieces of string
rubberband
marbles
ruler
Prior to this activity, I made these little containers to hold marbles and see if there would need to be more force to lift heavier objects. We would be able to measure this by how long the rubberband was stretched when I lifted the container with 1, 10, or 20 marbles. Every 10 marbles, the rubberband became 3/4 inch longer therefore demonstrating that it does take more force to lift heavy objects.
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Activity 4- Friction is a force that slows objects down. Is friction the same for every object and surface?
Materials:
Wood board
Cookie Sheet
Wooden block
Plastic tile
Plastic cat figure
Eraser
I first took the wood board and lined up the objects on the board. I asked the students which object would have MORE friction meaning that they would be the LAST object to make it to the floor. We repeated this five times to get a good solid answer for our question.
Then I put the same objects on a cookie sheet that has less friction and asked them which object would have MORE friction on this surface. I lined up the objects and let them slide 5 times as well. I kept a log of our results.
Materials:
Wood board
Cookie Sheet
Wooden block
Plastic tile
Plastic cat figure
Eraser
I first took the wood board and lined up the objects on the board. I asked the students which object would have MORE friction meaning that they would be the LAST object to make it to the floor. We repeated this five times to get a good solid answer for our question.
Then I put the same objects on a cookie sheet that has less friction and asked them which object would have MORE friction on this surface. I lined up the objects and let them slide 5 times as well. I kept a log of our results.
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I gave each student a take home sheet that they could give to their parents to make some science connections as they walk along the way, or sit together as mentioned in Deuteronomy 6:6-7. You can find these here. These have just simple ideas to make science connections in your everyday life and reminding us all of our responsibility to train our children in the ways of the Lord as we walk along the way, as we sit and as we lay down.
Week 4: Inertia
For today's class, I decided that I would break our story-time into three sections separating them with activities.
The book that we read this week is called Motion; Push and Pull, Fast and Slow by Darlene Stille
I enjoyed how this book reviewed what motion is from last week, introduced a new concept and then reviewed another term in the last part of the book.
The book that we read this week is called Motion; Push and Pull, Fast and Slow by Darlene Stille
I enjoyed how this book reviewed what motion is from last week, introduced a new concept and then reviewed another term in the last part of the book.
The first part of the book, we reviewed what motion was; when something moves from one place to another. Our activity was going through all the motion words I could think of by playing the game Simon Says.
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After Simon Says we went back to the book for some more learning adventures. Our new idea today was inertia. I had all the students say this word a few times. Inertia won't let something move unless by a force and keeps moving things moving.
The activity for this concept was two different kinds of penny drops:
1. We stacked five pennies and then used one penny as a shooter. When the shooter penny hits the stack, only the bottom penny will be pushed out of the stack while the other 4 pennies just drop straight down.
2. I gave them a plastic cup and a note card. They placed the penny on the note card and either flicked the card or pulled the card fast enough where the penny would drop into the cup.
My students were ambitious. Why only use one penny on the note card, when they can put all five or six and see what happens. It was great! It worked just as well with 5 pennies as it did for just one penny.
The activity for this concept was two different kinds of penny drops:
1. We stacked five pennies and then used one penny as a shooter. When the shooter penny hits the stack, only the bottom penny will be pushed out of the stack while the other 4 pennies just drop straight down.
2. I gave them a plastic cup and a note card. They placed the penny on the note card and either flicked the card or pulled the card fast enough where the penny would drop into the cup.
My students were ambitious. Why only use one penny on the note card, when they can put all five or six and see what happens. It was great! It worked just as well with 5 pennies as it did for just one penny.
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For our last section, we reviewed Friction, a special push force that makes moving things slow down or stop. We focused mostly on air friction for this section and how airplanes are constantly fighting air friction when flying.
The activity for this was a paper drop. The students would hold up their sheet of paper, then we would see which paper hit the floor first and why. Which paper hit the floor last and why. Then our final drop was to compare a crumbled piece of paper dropping against the flat piece to see which one would win.
The activity for this was a paper drop. The students would hold up their sheet of paper, then we would see which paper hit the floor first and why. Which paper hit the floor last and why. Then our final drop was to compare a crumbled piece of paper dropping against the flat piece to see which one would win.
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At the end of class, I gave them what I call a Whiriligig to play with at home and remember what forces are at work to make that toy move, fly.
This is mostly an information sheet of what I taught today in class for the parents to review with them.
Week 3: Motion
We reviewed our forces this morning using the Push/Pull mats I had given the students last week to do in groups. Scroll down to Week 2 to get the link to these mats. We also used homework that the students did at home to review friction. Some of them came to the board to tell us about what items have 'more' friction and which items have 'less' friction.
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- Friction- a special push force that makes moving things slow down
- Push- a force that goes away from you
- Pull- a force that comes towards you
- Gravity -a special pull force that pulls everything to the center of the earth.
- Force- a push or pull that makes something move
I introduced Motion today.
Motion is when something moves from one place to another. Force is what puts things into motion.
We played Forces Simon Says.
Simon says," Stand behind your chair." Motion-you moved with a pushing force to get out of the chair
Simon says," Push in your chair. " Motion- the chair is moved from one place to another using a push force.
Simon says," Walk backwards slowly."- Force also makes things move slowly
Simon says," Stop."- A force makes things stop
Run around the room!- They tried but I said, that Simon didn't say to do that.
Simon says," Walk behind me slowly."
Simon says,"Walk behind me faster." Force makes us speed up.
Simon says," Stop."
Jump Up and Down- Simon didn't say to do that
We had motion because we moved from one place to another and to do that we used force push forces. We also used force to stop.
Motion is when something moves from one place to another. Force is what puts things into motion.
We played Forces Simon Says.
Simon says," Stand behind your chair." Motion-you moved with a pushing force to get out of the chair
Simon says," Push in your chair. " Motion- the chair is moved from one place to another using a push force.
Simon says," Walk backwards slowly."- Force also makes things move slowly
Simon says," Stop."- A force makes things stop
Run around the room!- They tried but I said, that Simon didn't say to do that.
Simon says," Walk behind me slowly."
Simon says,"Walk behind me faster." Force makes us speed up.
Simon says," Stop."
Jump Up and Down- Simon didn't say to do that
We had motion because we moved from one place to another and to do that we used force push forces. We also used force to stop.
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Simon says, "Sit down for a Read Aloud."
Today we read Push and Pull by Charlotte Guillain
This is a great interactive book because it has questions for the students to answer as you go through the book.
It talks about motion and force.
It explains how things can move by air and water.
This book also talks about springs being able to change shape by the force of pushing or pulling on it.
Today we read Push and Pull by Charlotte Guillain
This is a great interactive book because it has questions for the students to answer as you go through the book.
It talks about motion and force.
It explains how things can move by air and water.
This book also talks about springs being able to change shape by the force of pushing or pulling on it.
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Since the last part I mentioned from this book was about Springs, I had the students 'spring' back to their chairs for an investigation. This group LOVES to move!
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For our investigation, we wanted to try and move a feather without touching it. When I asked how we can do this, one of the student's said 'Wind!'
Yes!!! Since we live in a Covid world now, I didn't want the students blowing air everywhere, so we made fans from different pieces of paper. They did great!! After they made their fans, they used them to first move a feather, and then a cotton ball.
At the end of class, I had them line up for cotton ball races to see who could push their cotton ball to the wall the fastest only using their fan to push the air.
Yes!!! Since we live in a Covid world now, I didn't want the students blowing air everywhere, so we made fans from different pieces of paper. They did great!! After they made their fans, they used them to first move a feather, and then a cotton ball.
At the end of class, I had them line up for cotton ball races to see who could push their cotton ball to the wall the fastest only using their fan to push the air.
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On the student's way out of class, I gave them a Tigger Tail which is a handmade spring made out of cardstock that they can drop and it bounces up like Tigger. Here is my daughter at home playing with it.
Week 2: Friction and Gravity as Special Push and Pull Forces
We went.
We moved.
We did.
We learned.
We began class reviewing our Push/Pull forces that I introduced last week. I found these wonderful mats here and used them as our warm up activity.
We moved.
We did.
We learned.
We began class reviewing our Push/Pull forces that I introduced last week. I found these wonderful mats here and used them as our warm up activity.
After reviewing last week's lesson, we headed to the floor for our interactive read -aloud to learn about two special kinds of push/pull forces; friction and gravity.
The book that I used is called Forces Make Things Move by Kimberly Bradley.
I enjoyed reading parts of this book to the students but it was a long read for 5 and 6 year olds so I made some accommodations.
The book that I used is called Forces Make Things Move by Kimberly Bradley.
I enjoyed reading parts of this book to the students but it was a long read for 5 and 6 year olds so I made some accommodations.
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As soon as we covered the main concepts of push/pull, friction and gravity, we then began to experiment with these forces.
First, we rolled a car on the carpet to see what was causing the car to stop. It did not hit anything so how did it stop? Friction is the force that will always slow you down. The carpet has friction as well as the wheels on the toy car.
I had the students also try rolling their car on the carpet. I then, had them roll it on the carpet squares where there was more friction so they could see that the car did not go as far with the added friction.
First, we rolled a car on the carpet to see what was causing the car to stop. It did not hit anything so how did it stop? Friction is the force that will always slow you down. The carpet has friction as well as the wheels on the toy car.
I had the students also try rolling their car on the carpet. I then, had them roll it on the carpet squares where there was more friction so they could see that the car did not go as far with the added friction.
Last week, I had the students ride on a cookie sheet while I pulled them across the floor. This week, I had them try and push their friend on the cookie sheet to demonstrate that the same force they are using to push with is equal to the force that is pushing back on them. Some of the students were able to push their friend, while others couldn't get their friend to move in the cookie sheet.
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After trying to be pushed on the regular carpet, I set up a runway for the cookie sheets on a strip of thicker carpet. They weren't sliding, they were scooting. Soooo much friction!
One of the 'push' examples in the book was of children running. It talked about how heavier children have to use more 'push' force to run as fast as a lighter child.
To experience this, we had some relay races.
To experience this, we had some relay races.
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The special 'pull' force that we talked about was gravity. When I threw something in the air, it would come back down on account of gravity. This is the same with basketballs or bouncy balls or balls that you put in a parachute blanket.
I have to say it was hot in this room but as the students pushed air using the blanket, it felt good. We also shot a ball into the air and tried to keep it on the blanket. They only made it to the count of 5 once.
I have to say it was hot in this room but as the students pushed air using the blanket, it felt good. We also shot a ball into the air and tried to keep it on the blanket. They only made it to the count of 5 once.
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After we experienced all the forces at work in our play, we came back to the tables and I gave them these two activities to do at home with their parents. One is a cut and paste where they will decide whether each item has more friction or less friction.
After we experienced all the forces at work in our play, we came back to the tables and I gave them these two activities to do at home with their parents. One is a cut and paste where they will decide whether each item has more friction or less friction.
The other is a gift for the students. I gave them this Push/Pull manipulative to take home. I am hoping that the students will be picking out everyday actions that they do and recognizing some of the forces behind those movements.
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You can get this Push/Pull manipulative here
Week 1: Introduction to push and pull forces
Welcome to all the Kindergartners and First Graders!
We began today's class playing with toys that we can push and pull. I explained that these were two forces at work when we move objects. We cannot see these forces but we know that they are there because the objects are moving. We cannot see God but we know that He is here because He is moving.
Thank you Ms. Megan for demonstrating the pull along wagon to gather up all the toys. Your help is invaluable!!!
We began today's class playing with toys that we can push and pull. I explained that these were two forces at work when we move objects. We cannot see these forces but we know that they are there because the objects are moving. We cannot see God but we know that He is here because He is moving.
Thank you Ms. Megan for demonstrating the pull along wagon to gather up all the toys. Your help is invaluable!!!
So let's investigate these push and pull forces a little bit more. I did an interactive read-aloud with the students using Oscar and the Cricket by Geoff Waring. This was a wonderfully simplistic book with vivid examples and practical questions the students could answer about these forces.
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Since Oscar had SO much fun pushing the ball to make it roll, we decided to set up bowling pins in the form of empty water bottles and try our hand at pushing a ball in order to push a pin down.
And you can't have a push without a pull. So I brought some of my cookie sheets from home. The students occupied them one at a time. I gave them a rope to hold onto and we went for a little ride across the room. So fun!!
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For our final activity, we made marble mazes.
All the materials that you need for this activity are:
Take one of the paper strips and fold the ends, glue them and then stick them on the plate to make a little hoop for their marbles to travel through. They were free to arrange them however they wanted. Then they practiced pushing their marble through the maze.
All the materials that you need for this activity are:
- paper plates
- strips of construction paper
- glue stick
- marble
Take one of the paper strips and fold the ends, glue them and then stick them on the plate to make a little hoop for their marbles to travel through. They were free to arrange them however they wanted. Then they practiced pushing their marble through the maze.
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