The Arizona STEM Acceleration Project
Solving Mysteries: The Vortex Part 3 of 4
Solving Mysteries:
The Vortex Part 3 of 4
A 2nd-5th Grade STEM Lesson
Minda Grissett
January 2024
Notes for Teachers
List of Materials for Part 3 only
Standards
SCIENCE:
3-PS2-1.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion
5-PS2-1.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
TECHNOLOGY:
3-5.4.b. Students, in collaboration with an educator, use digital and/or non-digital tools to plan and manage a design process.
ENGINEERING:
3-5-ETS1-1.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Standards
ENGLISH LANGUAGE ARTS:
3.RL.1.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4.RL.1.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.1.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Objective(s):
Students who demonstrate understanding can ask and answer questions about key details in a text.
Students who demonstrate understanding can plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Students who demonstrate understanding can make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Students who demonstrate understanding can define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Students who demonstrate understanding can plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Students who demonstrate understanding, in collaboration with an educator, can use digital and/or non-digital tools to plan and manage a design process.
Agenda Part 3 (30-45 Minutes)
Intro/Driving Question/Opening
I hope you all enjoyed your vortex beverages and there were no centrifugal forces acting up! Let’s think back to all of the mysteries Jesse has seen and experienced so far. Can you name some of them? What keywords have we learned as we uncover clues to solve these mysteries? In the last two chapters, Jesse visits Professor Peach where he helps Jesse solve all of these mysteries. What are some questions you might have for Professor Peach?
Read Chapter 6: I Think That I Shall Never See a Place as Quiet as The Thinkin’ Tree
Read Chapter 7: Peach’s Porch Proves Perfectly Positioned
Vortexes in Arizona
Landspout:
a phenomenon like a waterspout but occurring over land
Dust-Devil:
a miniature whirlwind strong enough to whip dust and leaves and litter into the air
Hands-on Activity Instructions
Work independently to complete your new STEM Journal or Digital Design Notebook entry.
Assessment
Informal assessments of STEM Journal and shared thinking/partner talk.
Differentiation
Remediation
Extension/Enrichment
Take students outside for an extension activity by performing another demonstration of centrifugal forces just like Professor Peach in the story. All you need is rope, water, and a bucket.