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Unleashing Unbalanced Forces: Motion in Action!

A 5th grade STEM lesson

Jessica Farkash

July 21st, 2023

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Notes for teachers

This lesson takes place in a classroom for one or more hours and/or days. Please plan accordingly.
Students may work in small groups of 2-4.
Creative solutions should be encouraged.

List of Materials

Videos on unbalanced forces (e.g., from educational websites or YouTube)
Toy cars and various surfaces (smooth, rough, inclined)
Pictures of objects experiencing forces (included in worksheets)
Spring scales
Experiment materials (e.g., balls, ramps, magnets)
Worksheet and problem-solving materials (created by the teacher)
Research materials on famous scientists and real-life applications of unbalanced forces
Materials for the group project (e.g., cardboard, marbles, balloons

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Standards

Physical Science

P3: Changing the movement of an object requires a net force to be acting on it.

5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.

Science & Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

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Objectives:

Define unbalanced forces and explain how they cause changes in an object's motion.�
Identify and distinguish between balanced and unbalanced forces in different scenarios.�
Analyze real-life situations to predict the effect of unbalanced forces on an object's motion.

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Agenda (3 sessions 60 minutes each)

Session 1: Understanding Unbalanced Forces

Engaging Video: Begin with a short video explaining the concept of unbalanced forces and its impact on motion, using relatable examples for 5th graders.
Mini-Lecture: Present the concept of unbalanced forces using graphics and diagrams to illustrate the forces acting on an object.
Hands-On Activity: Provide students with toy cars and various surfaces (smooth, rough, inclined) to observe how unbalanced forces affect their movement.
Worksheet: Distribute a worksheet with pictures of objects experiencing balanced and unbalanced forces. Students label each picture accordingly.

Session 2: Balanced VS Unbalanced Forces

Concept Sort: Provide cards with scenarios and ask students to sort them into categories of balanced and unbalanced forces.
Interactive Demonstration: Use a spring scale to measure the force required to balance a ruler on a pivot point, showcasing balanced forces.
Experimentation: Have students conduct a series of small-scale experiments to understand how multiple forces can affect an object's motion.
Worksheet: Provide a worksheet with scenarios where students need to identify and explain balanced and unbalanced forces.

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Agenda Cont. (3 sessions 60 minutes each)

Session 3: Unbalanced Forces in Real-Life Applications

Case Studies: Present case studies of different scenarios (e.g., a car braking, a rocket launching) and ask students to identify and explain the unbalanced forces involved.
Group Project: Divide students into groups and challenge them to design a simple device that demonstrates unbalanced forces in action (e.g., a marble run or a balloon-powered car).
Online Paired Readings: Assign paired readings about unbalanced forces and their applications in engineering and daily life. Attach multiple-level thinking questions to each reading.
Reading 1: "The Power of Unbalanced Forces in Engineering" (Medium difficulty)
Reading 2: "Unbalanced Forces: From Roller Coasters to Rockets" (High difficulty)
Worksheet: Provide a problem-solving worksheet with real-world scenarios involving unbalanced forces.

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Intro/Driving Question/Opening

Have you ever walked on a balance beam?
What happens if you fall off?
At your tables, let’s brainstorm what possible vocabulary we may see when we read this or study it when coming across them when we come across them in the textl

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Hands-on Activity Instructions

Students will be using the tools given to create their own simple machines.
Using the tools, resources, and paired readings that are available,
Students should be in groups of 2-4 for best results.
Students can choose from materials in the front of classroom to create their simple machine.
Then they will have the class period to complete their creation.
Creation will be their final grade.

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Assessment

Rubric

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Differentiation

Provide support to struggling students during the group project by providing extra resources and guidance.
Provide a template of a simple machine design.
Provide vocabulary with images.

Remediation

Extension/Enrichment

Let students explore advanced concepts like friction, air resistance, and gravity and how they contribute to unbalanced forces.
For advanced learners, encourage them to incorporate more complex principles of physics into their device design.