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Grade 3. In 15 lessons, students investigate the effects of contact and non-contact forces applied to objects and make predictions based on patterns in data and patterns of motion. Module includes a teacher guide, 10 student activity guides, 16 Smithsonian Science Stories student readers, and enough materials for 32 students to use 1 time.

Grade 3. Module Highlights: During the module's 15 lessons, students investigate the effects of contact and non-contact forces applied to objects and make predictions based on patterns in data and patterns of motion.

This module includes a teacher guide, 10 student activity guides, 16 Smithsonian Science Stories student readers, and enough materials for 32 students to use 1 time.

Student Readers Available HERE

Alignment to the Next Generation Science Standards*
Performance Expectations

• 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.
• 3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
• 3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.
• 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.

Disciplinary Core Ideas
PS2.A: Forces and Motion

• Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
• The patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.

• Objects in contact exert forces on each other.
• Electrical and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

• Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

Focal Science and Engineering Practices

• Asking questions
• Defining problems
• Planning and carrying out investigations

Focal Crosscutting Concepts

• Patterns
• Cause and effect

Phenomena and Problems Storyline
Lesson Summaries
Lesson 1: What's Happening?
Students observe a video of children pulling on a rope. They explain what is happening using evidence from prior experiences. Students ask questions about what they observed and use the concept of cause and effect to craft a scientific question.
Lesson 2: Pull Versus Pull
Students help define a diagram as a model to represent forces acting on objects. Student groups draft scientific questions about a cause-and-effect relationship identified from the rope pull video. They investigate the effect of balanced forces acting on a stationary object using fair tests and multiple trials. They use a force diagram to model the results of the investigation.
Lesson 3: Tug-of-War
Students investigate the effect of unbalanced forces acting on a stationary object. They use a force diagram to model the results of the investigation.
Lesson 4: What Happens Next?
Students analyze data from the investigations in Lessons 2 and 3. They use patterns in the investigation data as evidence to support a prediction of what could happen next in the video.
Lesson 5: Back and Forth
Students observe a video of children swinging on a swing set. Students record their observations and predict how each child will be moving after the video ends. They observe examples of repeating patterns of motion in video clips, in their own experiences, and in a reading about playground design.
Lesson 6: Swing Questions
Students ask questions about the swing motion in the video. They identify variables that may affect the motion of a swing and form scientific questions about swing motion.
Lesson 7: Investigating Swings
Students investigate the motion of a swing model and use the data and other evidence they collected to predict the future motion of one of the children on the swing set.
Lesson 8: Trash Matters
Students are introduced to the problem. They observe trash collected in a classroom can and record their initial ideas about goals of and limitations they may need to place on possible solutions to the trash sorting problem.
Lesson 9: How Can We Separate the Trash?
Students read about five recyclable materials. They use this information to refine their ideas about goals for a trash-sorting solution. As a possible way to pick up some trash items, they collect evidence about materials that can be picked up as a result of magnetic force.
Lesson 10: Can Magnets Help?
Students investigate the strength of magnetic forces using several different types of magnets. They investigate magnet-magnet interactions. To help them further define the criteria and constraints of the problem, they ask testable questions about non-contact forces.
Lesson 11: Stuck on You
Students explore static electric force as another possible way to pick up pieces of trash for sorting. They use patterns in their data as evidence about what types of materials can be picked up by applying a static electric force.
Lesson 12: Putting Trash in Its Place
Students summarize their evidence related to non-contact forces and use their ideas to finalize a definition of criteria of success and constraints on solution designs. Students compare two solution proposals, determining if they will meet their criteria and constraints.
Science Challenge
Lesson 13: Swing Time Fun, Part 1
Students review evidence they have that could be applied to understanding the problem and defining the criteria for and constraints on a solution. They record their ideas for criteria and constraints and how contact and magnetic forces could be used to start or stop a swing's motion.
Lesson 14: Swing Time Fun, Part 2
Students ask a testable question that incorporates a predicted outcome of a variable change. They develop an investigation plan for their question.
Lesson 15: Swing Time Fun, Part 3
Students make observations as part of their investigation of how magnets affect the pattern of motion of a steel swing. They evaluate their proposed solution against their criteria and constraints. They predict the future motion of their swing design.

*Next Generation Science Standards® is a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.