Predicting motion

SCIENCE

Investigating
Forces
Teacher Guide

S S S S

Using forces to solve problems Magnetism

Balanced and unbalanced forces

Investigating
Forces
Teacher Guide
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 Investigating Forces
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Building Science Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Using the Student Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Using the Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Materials and Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Sample Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Part A Forces and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 1 Pushes, Pulls, and Motion . . . . . . . . . . . 17
Lesson 2 A Force Is a Push or a Pull . . . . . . . . . . . . 22
Lesson 3 Investigating Forces . . . . . . . . . . . . . . . . . . 28
Part B Friction Is a Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 4 Investigating Friction . . . . . . . . . . . . . . . . 35
Lesson 5 Friction Is a Force . . . . . . . . . . . . . . . . . . . . . 42
Part C Predicting Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 6 Predicting Patterns of Motion . . . . . . 49
Part D Magnetism Is a Force . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 7 Investigating Magnets . . . . . . . . . . . . . . . 57
Lesson 8 Magnetism Is a Force . . . . . . . . . . . . . . . . . 64
Lesson 9 Solving Problems with Magnets . . . 70
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Activity Page and Unit Assessment Masters . . . . . . . . . . . . . . . 86
Answer Key and Unit Assessment Evaluation Guide . . . . . . . . . 108
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
A. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
B. Classroom Safety for Activities and Demonstrations . . . . . 116
C. Strategies for Acquiring Materials . . . . . . . . . . . . . . . . . . . . . 118
D. Advance Preparation for Activities and Demonstrations . . 119
E. What to Do When Activities Don’t Give Expected Results . . 120
Investigating Forces
Teacher Guide
Core Knowledge Science™ 3
UNIT 1

Introduction
ABOUT THIS UNIT

The Big Idea

This unit focuses on the scientific concept that forces change motion.

Students may know intuitively that objects at rest tend to remain at rest. They might have a sense that
an object in motion will keep going. However, the scientific concept that forces change motion can
prove initially challenging for young students. This concept is best explained and understood through
many concrete examples and experiences.
In this unit, the focus on forces is qualitative and descriptive, not quantitative. Students are not
expected to measure or understand forces in terms of magnitude, velocity, or momentum. Students
explore concepts that include
• the qualitative size and direction of forces and motion;
• an object on Earth has forces acting on it even when the object is at rest;
• any change in the speed or direction of motion is the result of a change in the forces acting on that object;
• motion can be predicted based on regular patterns and with knowledge of forces; and
• magnetism is a force that can be applied to solve problems.
Engineers and engineering designers use knowledge of forces as they develop solutions to problems
and make things that are useful to people. This series of lessons incorporates learning goals that
support the principles and practices of engineering design, such as defining problems and evaluating
and optimizing possible solutions.

Note to Teachers and Curriculum Planners

This unit introduces Grade 3 students to real-world examples and fundamental concepts of forces,
which will be explored in greater depth in later grades. Students will learn about observable effects
of balanced and unbalanced forces on an object’s motion, describe and predict patterns of repeating
motion, and explore how forces are associated with cause-and-effect relationships. The following are
preliminary considerations for planning and instruction relative to this unit:
• While the unit engages Grade 3 students in exploring forces in relation to strength and direction, it
does not use the terms magnitude, velocity or momentum. However, understanding of how and why
objects move is investigated.
• Teachers should correct the misconception that only moving objects have forces acting on them or
that moving objects must have a force acting on them.
• The energy of motion is explored in greater depth in Grade 4 Unit 1, Energy Transfer and Transformation.
Grade 4 students extend their learning of motion and forces to investigate collisions between objects.
INTRODUCTION 1
Note to Core Knowledge Teachers
Thanks to ongoing research in the field, our understanding of how children learn continues to evolve. In
the subject area of science, in particular, students benefit from not just reading about concepts and ideas,
but from hands-on experiences. Following the release of the Next Generation Science Standards (NGSS),
the Core Knowledge Foundation used this opportunity to update and enhance the science portion of the
2010 Core Knowledge Sequence. The result of this effort is the revised 2019 Core Knowledge Science Sequence.
While there have been some shifts in the grade levels at which certain topics are recommended, the
fundamental principles of pedagogy inherent to the Core Knowledge approach, such as the importance
of building a sequential, coherent and cumulative knowledge base, have been retained.
Online Resources To download the 2019 Core Knowledge Science Sequence use the links found in the
Online Resources Guide.
www.coreknowledge.org/cksci-online-resources
This science unit, aligned to the 2019 Core Knowledge Science Sequence and informed by NGSS,
embodies Core Knowledge’s vision of best practices in science instruction and knowledge-based
schooling, such as the following:
• building students’ knowledge of core ideas in life, physical, and earth sciences, as well as
engineering design;
• developing scientific practices that give students’ firsthand experience in scientific inquiry,
engineering, and technology; and,
• connecting scientific learning to concepts across various disciplines, such as mathematics and literacy.
To see how you can continue to use your current Core Knowledge materials with the 2019 CKSci
curriculum, please see below an example of how this unit compares to the 2010 Core Knowledge Sequence.
Examples of content retained from the Examples of Core Knowledge content in this
2010 Core Knowledge Sequence CKSci Unit
Friction (Grade 2) The Force of Friction
• Ways to reduce friction (lubricants, etc.) • Friction opposes motion, or makes it difficult for
Magnetism (Grade 2 and Grade 8) an object to move across a surface.
• Magnetism demonstrates that there are • Ways to reduce friction (for example, lubricants)
forces we cannot see that act upon objects. The Force of Magnetism
• Law of magnetic attraction: unlike poles • Magnetism works over a distance; it can cause a
attract, like poles repel push or pull not in contact with each other
Forces (Grade 8) • Familiar uses of magnets to solve problems
• The concept of force: force as a push or pull Forces and Motion
– A force has direction and strength • Force as a push or a pull
• Unbalanced forces cause changes in motion. • Forces can cause changes in an object’s motion:
– changes in direction and speed
• The effect of balanced and unbalanced forces
For a complete look at how CKSci relates to the 2010 Sequence, please refer to the full Correlation
Charts available for download using the Online Resources Guide for this unit:
www.coreknowledge.org/cksi-online-resources

2 INVESTIGATING FORCES
What are the relevant NGSS Performance Expectations for this unit?*
This unit, Investigating Forces, has been informed by the following Grade 3
Performance Expectations for the NGSS topic Forces and Interactions.
Students who demonstrate understanding can:
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.
Online Resources For detailed information about the NGSS references, follow the links in the Online
Resources Guide for this unit. Use the following link to download any of the CKSci
Online Resources Guides:
www.coreknowledge.org/cksci-online-resources

*NEXT GENERATION SCIENCE STANDARDS (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that
developed the Next Generation Science Standards were involved in the production of this product, and their endorsement is not implied.
Sources:
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
National Research Council. 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a
Conceptual Framework for New K–12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and
Education. Washington, DC: The National Academies Press.

INTRODUCTION 3
BUILDING SCIENCE KNOWLEDGE
What Students Should Already Know
The concept of progressions, articulated in the National Research Council’s A Framework
for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, is very
much aligned to the Core Knowledge principle of building new knowledge on prior
knowledge. According to the NRC, students build “progressively more sophisticated
explanations of natural phenomena” over the course of many years of schooling.
“Because learning progressions extend over multiple years, they can prompt educators
to consider how topics are presented at each grade level so that they build on prior
understanding and can support increasingly sophisticated learning.” In schools following
NGSS recommendations, teachers can build on the “prior understandings” captured in
the following summaries of NGSS Disciplinary Core Ideas:

PS2.A: Forces and Motion

Grades K–2 • Pushes and pulls can have different strengths and directions.
• Pushing or pulling on an object can change the speed or direction of its motion
and can start or stop it.

PS2.B: Types of Interactions

Grades K–2 • When objects touch or collide, they push on one another and can change motion.

PS3.C: Relationship Between Energy and Forces

Grades K–2 • A bigger push or pull makes things speed up or slow down, and change direction
more quickly.

ETS1.A: Defining Engineering Problems

Grades K–2 • A situation that people want to change or create can be approached as a problem
to be solved through engineering. Such problems may have many acceptable
solutions.

What Students Need to Learn

For this unit, the Core Knowledge Science Sequence specifies the following content
and skills. Specific learning objectives are provided in each lesson throughout the unit.
NGSS References, including Performance Expectations, Disciplinary Core Ideas, and
Crosscutting Concepts, are included at the start of each lesson as appropriate.

4 INVESTIGATING FORCES
 A. Forces and Motion LESSONS 1–3

• Identify force as a push or pull.

• Describe forces in terms of strength and direction.
• Describe changes in motion in terms of speed and direction.
• Compare balanced and unbalanced forces.
• Plan and conduct an investigation of the cause-and-effect relationships
between balanced and unbalanced forces and the motion of objects.

B. Friction Is a Force LESSONS 4–5

• Investigate the effects of friction on an object’s motion.

• Identify and describe examples of friction.
• Compare examples of helpful and harmful friction in daily life.
• Describe the characteristics of friction as a force.

C. Predicting Motion LESSON 6

• Describe patterns in the motion of an object.

• Describe regular patterns in an object’s motion, and use data to predict future
motion by describing the forces acting on that motion.

D. Magnetism Is a Force LESSONS 7–9

• Classify materials according to whether they are or are not attracted by a magnet.
• Based on patterns in observed data, predict whether a magnet will attract
another object.
• Investigate the effects of distance on magnetic attraction.
• Explain cause-and-effect relationships between the like and unlike poles of
two magnets.
• Describe the characteristics of magnetism as a force.
• Describe a device that uses magnets to solve a problem.

What Teachers Need to Know

Supportive information on the content standards and the science they address is
provided throughout the lessons at points of relevance:
Know the Standards: These sections, found later in this Teacher Guide, explain what to
teach and why, with reference to NGSS and Core Knowledge expectations.
Know the Science: These sections provide supporting, adult-level, background
information or explanations related to specific examples or Disciplinary Core Ideas.

INTRODUCTION 5
USING THE STUDENT READER
Student Reader The Investigating Forces Student Reader has six chapters and a student Glossary
providing definitions to Core Vocabulary words. Engaging text, photographs, and
diagrams encourage students to draw upon their own experiences and the world
around them to understand scientific concepts. In addition to Core Vocabulary, the
Student Readers include a feature called Word to Know, which provides background
information to help students understand key terms, and may sometimes include
additional informational boxes, such as Think About.
Explore, then read: In the CKSci program, lessons are sequenced to provide active
engagement before reading. First, students explore phenomena through hands-
on investigations or teacher demonstrations, accompanied by active questioning
and analysis; then, students study the informational text provided in the Student
Readers. The icon, shown at left, will signal Core Lesson segments that focus on
Student Reader chapters.
CKSci Student Readers extend, clarify, and confirm what students have learned
in their investigations. The text helps students develop a sense of the language
of science, while images, diagrams, charts, and graphs deepen conceptual
understanding. Use of the CKSci Student Readers supports the Science and
Engineering Practice “Obtaining, Evaluating, and Communicating Information” as
described in A Framework for K–12 Science Education.
Independent reading or group read aloud: While the text in the Student
Readers is written for independent reading, we encourage group read aloud and
engagement with the text. The Teacher Guide provides Guided Reading Supports to
prompt discussion, clarify misconceptions, and promote understanding in relation
to the Big Questions.

USING THE TEACHER GUIDE

Pacing
The Investigating Forces unit is one of four units in the Grade 3 CKSci series. To meet NGSS Performance
Expectations we encourage teachers to complete all units during the school year. To be sure all NGSS
Performance Expectations are met, each Core Lesson should be completed, and each requires thirty to
forty-five minutes of instruction time. The time it takes to complete a lesson depends on class size and
individual circumstances.
Within the Teacher Guide, the Core Lessons are divided into numbered segments, generally five or six,
with approximate times listed per segment. The final segment is always a Check for Understanding,
providing the teacher with an opportunity for formative assessment.
At the end of this unit Introduction, you will find a Sample Pacing Guide on page 13 and a blank
Pacing Guide on pages 14–15, which you may use to plan how you might pace the lessons, as well
as when to use the various other resources in this unit. We strongly recommend that you preview

6 INVESTIGATING FORCES
this entire unit and create your pacing guide before teaching the first lesson. As a general rule, we
recommend that you spend no more than twenty days teaching the Investigating Forces unit so that you
have time to teach the other units in the Grade 3 CKSci series.

The Core Lessons

• Lesson time: Each Core Lesson constitutes one classroom session of up to forty-five minutes.
Understanding that teachers may have less instructional time, we show a time range of thirty to
forty-five minutes per lesson. Teachers may choose to conduct all Core Lesson segments, totaling
forty-five minutes; may choose to conduct a subset of the lesson segments; or may choose to spend
less time per segment.
• Lesson order: The lessons are coherently sequenced to build from one lesson to the next, linking
student engagement across lessons and helping students build new learning on prior knowledge.

PART LESSON BIG QUESTION

A. Forces and 1. Pushes, Pulls, and Motion What is force?
Motion
(3-PS2-1) 2. A Force Is a Push or a Pull What are balanced and unbalanced
forces?
3. Investigating Forces How do forces affect the motion of
(two class sessions) objects?
B. Friction Is 4. Investigating Friction How does the force of friction affect
a Force (two class sessions) motion?
(Core Idea PS2) 5. Friction Is a Force What are the characteristics of the
force called friction?
C. Predicting 6. Predicting Patterns Can we predict the motion of an
Motion of Motion object that moves in regular patterns?
(3-PS2-2) (two class sessions)

D. Magnetism Is 7. Investigating Magnets How do magnets interact with

a Force different materials and each other?
(3-PS2-3) 8. Magnetism Is a Force What are the characteristics of the
force called magnetism?
9. Solving Problems What problems can be solved with
with Magnets magnets?
(two class sessions)
Unit Review and Forces and Trains How have engineering designers
Assessment improved trains?
Unit Assessment What have I learned about forces?

INTRODUCTION 7
Activity Pages and Unit Assessment
Activity Pages Black line reproducible masters for Activity Pages and a Unit Assessment, as well as
an Answer Key, are included in Teacher Resources on pages 86–113. The icon shown
to the left appears throughout the Teacher Guide wherever Activity Pages (AP) are
referenced.
AP 1.1
AP 2.1 Students’ achievement of the NGSS Performance Expectations is marked by their
AP 3.1 completion of tasks throughout the unit. However, a combined Unit Assessment is
AP 3.2 provided as a summative close to the unit.
AP 4.1
AP 5.1 Lesson 1—Push It, Pull It (AP 1.1)
AP 5.2
AP 6.1 Lesson 2—Lesson 2 Check (AP 2.1)
AP 7.1
AP 8.1
Lesson 3—Investigating Forces—Plan (Day 1) (AP 3.1)
AP 8.2
Lesson 3—Investigating Forces—Test (Day 2) (AP 3.2)
AP 9.1
AP UR.1 Lesson 4—Table Hockey (AP 4.1)
Lesson 5—Friction Finder (AP 5.1)
Lesson 5—Lesson 5 Check (AP 5.2)
Lesson 6—Forces and Patterns (AP 6.1)
Lesson 7—Fishing with Magnets (AP 7.1)
Lesson 8—Lesson 8 Check (AP 8.1)
Lesson 8—Core Vocabulary Review (AP 8.2)
Lesson 9—Problem and Solution (AP 9.1)
Unit Review—Big Questions About Forces (AP UR.1)

Online Resources for Science

Online Resources For each CKSci unit, the Teacher Guide includes references to online resources
(including external websites and downloadable documents) to enhance classroom
instruction. Look for the icon on the left.
Use this link to download the CKSci Online Resources for this unit:
www.coreknowledge.org/cksci-online-resources

8 INVESTIGATING FORCES
Teaching Strategies
Start with the Lead with an experience. Begin each lesson with a demonstration, activity, or
familiar. question about a phenomenon to engage students and focus their attention on
the topic. Start with the familiar. Every science topic introduced to students relates
in some way to their known world and everyday experiences. The purpose of
every lesson is to build a bridge between what is familiar to students and broader
knowledge about the way the world works.
Ask the Big At the beginning of each Teacher Guide lesson, you will find a Big Question
Question. and Core Lesson segment devoted to encouraging students to think about this
question as they are introduced to new science content. Use this opportunity
to engage students in conversation, to think about how their own real-world
experiences relate to the topic, or to participate in a demonstration that relates to
the Big Question.
Encourage Approach the lessons with students not as learning about science but as learning
scientific about the world with a scientific mind. Science learning models science practice.
thinking.
Throughout the lessons, encourage students to ask questions about what they
observe, do, and read. Record relevant questions in a prominent place in the
classroom. Guide students back to these questions as opportunities to answer
them emerge from readings, demonstrations, and activities.
Use As a continuous vocabulary-building strategy, have students develop a deck of
continuous vocabulary cards, adding a card for each Core Vocabulary term as it is introduced.
Core Students can add illustrations and examples to the cards as their comprehension
Vocabulary of terms expands. During instruction, emphasize Core Vocabulary terms and
instruction. their meanings in context rather than relying on isolated drill for memorization
of definitions. Students will be given the opportunity to preview Core Vocabulary
words early in the lessons and to engage in Word Work activities toward the end
of the lessons. Encourage students to come up with definitions in their own words
and to use the words in their own sentences.
Core Vocabulary words for each lesson, as well as other key terms teachers are
encouraged to use in discussing topics with students, are provided at the start of
each lesson. You can find Core Vocabulary definitions in the Word Work lesson
segments, as well as in the Glossary on pages 114–115.
Emphasize Lessons employ various ways for students to learn, including watching, listening,
observation reading, doing, discussing, and writing. To meet the NGSS Performance
and Expectations, which are multidimensional standards, students must not only gain
experience. factual knowledge associated with Disciplinary Core Ideas, but also use the content
knowledge they acquire.

INTRODUCTION 9
Use science Give students opportunities to discover new content knowledge through
practices. investigation and to use their new knowledge both in problem-solving exercises
and as evidence to support reasoning. Students learn what science and
engineering practices are by engaging in those same practices as they learn.
Core Lesson segments are designed to reinforce the idea of science as an active
practice, while helping students meet NGSS Performance Expectations. Each
lesson segment is introduced by a sentence emphasizing active engagement with
an activity.
Make frequent Use a combination of demonstrations and reading materials, rich with examples,
connections. to help students recognize how the science concepts they are learning apply
in their everyday lives. Prompt students to relate lesson content to their own
experiences, to relate the new and unfamiliar to the familiar, and to connect ideas
and examples across disciplines. Refer to the Crosscutting Concepts cited in the
lessons, often included in the NGSS References listed at the start of each lesson.
Monitor Use verbal questioning, student work, the Check for Understanding assessments
student at the end of each lesson, and the Unit Assessment at the end of the unit
progress. (see pages 104–107) to monitor progress during each lesson and to measure
understanding at the conclusion of the unit. Many lessons provide tips to help you
support students who need further explanations or clarifications.

Effective and Safe Classroom Activities

Online Resources Conducting safe classroom demonstrations and activities is essential to successful
elementary science education. The following resources provide Core Knowledge’s
recommendations for developing effective science classroom activities.
These resources, included at the back of the Teacher Guide on pages 116–120,
consist of the following:
• Classroom Safety for Activities and Demonstrations
• Strategies for Acquiring Materials
• Advance Preparation for Activities and Demonstrations
• What to Do When Activities Don’t Give Expected Results
These resources may also be accessed within the CKSci Online Resources Guide for
this unit, available at
www.coreknowledge.org/cksci-online-resources

10 INVESTIGATING FORCES
MATERIALS AND EQUIPMENT
The unit requires a variety of materials to support various ways of learning (including doing, discussing,
listening, watching, reading, and writing). Prepare in advance by collecting the materials and
equipment needed for all the demonstrations and hands-on investigations.

Part A: Forces and Motion large piece of aluminum foil (large

enough to cover the bottom of the
Lesson 1 baking sheet)
• pencils large piece of sandpaper (large enough
• index cards for student vocabulary deck to cover the bottom of the baking sheet)
(2 per student) plastic cup (for the oil)
• internet access and the means to project bottle cap (such as those for milk jugs)
images/video for whole-class viewing sand (to fill each bottle cap)
Lesson 2 • index cards for student vocabulary deck
• rubber ball (2 per student)
• index cards for student vocabulary deck • internet access and the means to project
(3 per student) images/video for whole-class viewing
• internet access and the means to project Lesson 5
images/videos for whole-class viewing • eraser
Lesson 3 • pencil
• rubber eraser (1 per student) • paper
• rubber ball • sticky notes
• index cards for student vocabulary deck • index cards for student vocabulary deck
(1 per student) (2 per student)
• internet access and the means to project
Part B: Friction Is a Force images/video for whole-class viewing
(examples of friction)
Lesson 4
• materials to create two ramps, such as: Part C: Predicting Motion
books, blocks, clipboard, cardboard
• sandpaper (enough to cover each ramp) Lesson 6
• scissors • image of grandfather clock
• glue • pencils or crayons
• block (wooden or plastic) • string
• oil (cooking, such as vegetable oil) • scissors
• paper towels or rags/cloths (for cleanup) • yo-yo
For each group of students: • index cards for student vocabulary deck
(1 per student)
baking sheet pan
• internet access and the means to project
large piece of felt (large enough to cover
images/videos for whole-class viewing
the bottom of the baking sheet)

INTRODUCTION 11
 Part D: Magnetism Is a Force Lesson 8
• shoebox lid
Lesson 7
• white paper
• index cards for student vocabulary deck
(5 per student) • water-based paint, such as tempera
(multiple colors)
• internet access and the means to project
images/videos for whole-class viewing • metal ball
Teacher Demonstration • craft magnet
• ring (or donut) magnet • bar magnets (1 per student)
• assortment of metal and plastic paper clips Lesson 9
• pair of metal scissors • compass
• metal binder clip • metal hairpins (bobby pins)
• pushpins • magnetic strip
• plastic utensil • magnets
• roll of masking tape • paper
• pencil • glue
• bowl • cabinet
• yarn • additional materials as necessary
(see Step 3 in Day 2)
• long wooden sticks
• index cards for student vocabulary deck
Student Investigation (2 per student)
• ring (or donut) magnets • internet access and the means to project
• bowls images/video for whole-class viewing
• yarn
Unit Review
• long wooden sticks
• assorted magnetic and nonmagnetic items • magnetic tape roll
coins • narrow box with ends cut off
metal marbles/balls • cardboard from one end of the box
keys or key rings • small, thin piece of foam or sponge
rocks/pebbles • thin clear tape
erasers • glue
shoelaces • index cards for student vocabulary deck
chalk (3 per student)
feathers • internet access and the means to project
images/videos for whole-class viewing

12 INVESTIGATING FORCES
SAMPLE PACING GUIDE
The sample Pacing Guide suggests use of the unit’s resources across a fifteen-day period. However,
there are many ways that you may choose to individualize the unit for your students, based on their
interests and needs. You may elect to use the blank Pacing Guide on pages 14–15 to reflect alternate
activity choices and alternate pacing for your class. If you plan to create a customized pacing guide
for your class, we strongly recommend that you preview this entire unit and create your pacing guide
before teaching the first lesson.
Online Resources For a yearlong pacing guide, please use the link found in the Online Resources
Guide for this unit. This yearlong view of pacing also includes information about
how this CKSci unit relates to the pacing of other programs, such as CKLA and CKHG
in the Core Knowledge Curriculum Series™.
www.coreknowledge.org/CKSci-online-resources
TG–Teacher Guide; SR–Student Reader; AP–Activity Page

Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
Pushes, Pulls, and Motion A Force Is a Push or a Pull Investigating Forces Investigating Forces Investigating Friction
TG Lesson 1 TG Lesson 2 DAY 1 DAY 2 DAY 1
AP 1.1 SR Chapter 1 TG Lesson 3 TG Lesson 3 TG Lesson 4
AP 2.1 AP 3.1, 3.2 AP 3.1, 3.2 AP 4.1

Week 2
Day 6 Day 7 Day 8 Day 9 Day 10
Investigating Friction Friction Is a Force Predicting Patterns of Predicting Patterns of Investigating Magnets
DAY 2 TG Lesson 5 Motion Motion TG Lesson 7
TG Lesson 4 SR Chapter 2 DAY 1 DAY 2 AP 7.1
AP 4.1 AP 5.1, 5.2 TG Lesson 6 TG Lesson 6
SR Chapter 3 SR Chapter 3
AP 6.1 AP 6.1

Week 3
Day 11 Day 12 Day 13 Day 14 Day 15
Magnetism Is a Force Solving Problems with Solving Problems with Forces and Trains Unit Assessment
TG Lesson 8 Magnets Magnets TG Unit Review AP Unit Assessment
SR Chapter 4 DAY 1 DAY 2 SR Chapter 6
AP 8.1, 8.2 TG Lesson 9 TG Lesson 9 AP UR.1
SR Chapter 5 SR Chapter 5
AP 9.1 AP 9.1

INTRODUCTION 13
PACING GUIDE
Fifteen days have been allocated to the Investigating Forces unit to complete all Grade 3 science units
in the Core Knowledge Curriculum Series™. If you cannot complete the unit in fifteen consecutive days of
science instruction, use the space that follows to plan lesson delivery on an alternate schedule.

Week 1
Day 1 Day 2 Day 3 Day 4 Day 5

Week 2
Day 6 Day 7 Day 8 Day 9 Day 10

Week 3
Day 11 Day 12 Day 13 Day 14 Day 15

Week 4
Day 16 Day 17 Day 18 Day 19 Day 20

14 INVESTIGATING FORCES
 Week 5
Day 21 Day 22 Day 23 Day 24 Day 25

Week 6
Day 26 Day 27 Day 28 Day 29 Day 30

Week 7
Day 31 Day 32 Day 33 Day 34 Day 35

Week 8
Day 36 Day 37 Day 38 Day 39 Day 40

INTRODUCTION 15
PART A

Forces and Motion

OVERVIEW
Lesson Big Question Advance Preparation
1. Pushes, Pulls, and Motion What is force? Gather materials for teacher demonstration.
(See Materials and Equipment, page 11.)
2. A Force Is a Push or a Pull What are balanced and Read Student Reader, Chapter 1.
unbalanced forces?
3. Investigating Forces How do forces affect Gather materials for hands-on investigations.
(2 days) the motion of objects? (See Materials and Equipment, page 11.)

Part A: What’s the Story?

A force is a push or a pull. When the net force acting on an object is balanced, the object will undergo no
change in motion. It will remain at rest or continue with the same motion. When the net force acting on
an object is unbalanced, the object’s movement will change. This section allows students to visualize this
phenomenon by exploring pushes and pulls, as well as the ways that forces affect the motion of objects.
In Lesson 1, students start by engaging in a discussion around a teacher demonstration. They explore
relative differences in the kinds of forces an object can experience and start to build their understanding
that a force can be either a push or a pull. The goal is for students to recognize that forces, which occur
(often in combination) at almost all times in our daily lives, cause changes to the motion of objects.
In Lesson 2, students read about balanced and unbalanced forces. The goal of this lesson is for students
to grasp that an unbalanced net (total) force changes the speed and/or direction of an object’s motion.
Balanced forces do not change an object’s motion, regardless of whether the object is moving or not
moving. For example, an object such as a meteoroid may remain in constant motion in a constant
direction if no unbalanced forces are applied. There will be no change in motion because no force
acts to change its motion. An object at rest may have many forces acting on it, but if all the forces are
balanced, the object will not show a change in motion.
In Lesson 3, students plan and conduct an investigation of the cause-and-effect relationship
between balanced and unbalanced forces and motion. This two-day lesson invites students to set up
investigations and identify patterns to make predictions about how the motion of an object will change
based on the forces acting on it.
In short, forces acting on an object can be balanced or unbalanced. If the net force is unbalanced,
the pushes and/or pulls acting on the object will change the object’s speed or direction of
motion. Help your students grasp this concept in these three lessons, and you will lay the groundwork
for meeting the NGSS expectations addressed in later parts of this unit.

16 INVESTIGATING FORCES
LESSON 1

Pushes, Pulls, and Motion

Big Question: What is force?

AT A GLANCE
Learning Objectives NGSS References
✓ Identify a force as a push or a pull. Disciplinary Core Idea PS2.A: Forces and Motion
✓ Describe forces in terms of strength and Disciplinary Core Idea PS2.B: Types of
direction. Interactions
✓ Describe changes in motion in terms of speed Crosscutting Concept: Cause and Effect
and direction.
Cause-and-Effect relationships will be explored
Lesson Activities during this lesson as students discuss pushes
and pulls. Students will discuss different kinds of
• hands-on activity motion that an object can experience (the effect)
• discussion and begin to explore characteristics of the forces
that cause changes in speed and direction of an
• writing
object’s movement.
• vocabulary instruction
For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.
direction motion push strength
force pull speed

LESSON 1 | PUSHES, PULLS, AND MOTION 17

Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. The
deck will include Core Vocabulary terms designated in green on the previous page.
Instructional Resources Materials and Equipment
Activity Page Activity Page Collect or prepare the following items:
Push It, Pull It (AP 1.1)
• pencils
Make sufficient copies for your
• index cards for student vocabulary deck
AP 1.1 students prior to conducting
(2 per student)
the lesson.
• internet access and the means to project
images/video for whole-class viewing

THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 10 MIN

What is force? Challenge students to give examples of unexpected movements,

such as a picture hanging on a wall that falls for no apparent reason.
Online Resources • Display images of the “sailing stones” of Death Valley National Park near the
border of California and Nevada. It is the driest and lowest place in North
America. Explain that although no one has ever seen them moving, people have
observed evidence that large rocks move across the desert ground, seemingly
by themselves. They even leave trails behind them. Discuss what might cause a
rock to move. (See below, Know the Science 1 for support with the discussion.)
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources
• Have students demonstrate a push, such as pushing a book or pencil across a
desk. Then have them demonstrate a pull. Ask the following:
» What happens to an object when you give it a push? (A push makes an
object move away.)
» What happens when you give it a pull? (A pull makes an object move closer
or follow the direction of the pull.)
» What could be pushing or pulling on those sailing stones in Death Valley?
(Weather, such as wind, water, and ice, may make these rocks move.)

Know the Science

1. What causes the sailing stones of Death Valley to move? Wind, water, and ice. In 2014, time-
lapse photography revealed the rocks moved when rain formed a pond that froze overnight, creating a
sheet of ice. Wind slowly pushed the rocks forward as the ice melted under them. The force of the wind
caused the rocks to move, leaving a trail behind them.

18 INVESTIGATING FORCES
 • Throughout the discussion, reinforce these ideas:
» A force is a push or a pull.
» Pushes and pulls act on objects in certain directions.
» Forces can cause objects to change motion, direction, or speed.
SUPPORT—Model and scaffold use of terms that describe direction,
strength, and speed in relative terms. Students should be comfortable
with using terms such as strong, weak, faster, slower, etc. to describe events.
• Ask volunteers for other ways to apply a push or a pull, such as with wind by
blowing or vacuuming. Record their responses on the board or chart paper.
• Prompt students to think of at least five ways pushes and pulls affect their daily
lives. For example, students push and pull doors open, they pull their socks on,
and they push their lunches, papers, and books into their backpacks.
• Model for students an “I wonder . . .” statement or question about forces. For
example, “I wonder if I can push on something without touching it.” Prompt
students to pose their own questions and record responses on the board or
chart paper.

2. Preview the investigation. 5 MIN

Activity Page • Distribute and review Push It, Pull It (AP 1.1). Review the directions for this hands-
on activity. Note: Students will be drawing examples of pushes and pulls on
their Activity Pages in Step 4. Ask students to keep the goals of the activity in
mind as they discuss the following:
AP 1.1
» Ask students to describe how the object moved differently in each part of
the demonstration. (If the student chose a pencil for the activity, a push could
have moved the pencil along a piece of paper. A pull could have been used to
pick up the pencil.)
» Discuss how the pencil changed motion. (The pencil changed motion by the
amount of pressure used to move it back and forth when writing.)
» Discuss what happened to the pencil when more force was applied to it.
(More force pressing down made the writing darker.)
» Students should identify that they were pushing on the pencil when they
moved it forward and pulling on it when they returned it to its original
position. They should also understand that the greater strength they
applied to the pencil, the more speed with which it moved.
• Ask students to describe what pushes and pulls are. (forces)
• Discuss the direction in which push/pull forces act.
SUPPORT—Include in this part of the activity a brief discussion of the
effort involved in pushing and pulling different objects, e.g., the effort
needed to move a desk compared to the effort needed to move a book
on the desk.

LESSON 1 | PUSHES, PULLS, AND MOTION 19

3. Demonstrate examples and guide discussion. 5 MIN

• Have students identify objects to push and pull around them to solve a
problem, such as pushing and pulling doors, chairs, books, and desks.
• Then have each student demonstrate pushing and pulling an object such as
a door, drawer, chair, or book.
» Discuss how the force of the push or pull causes each object to change
motion, direction, or speed. Note: getting a moving object to stop or
getting a stopped object to move are examples of a change in motion.
» Discuss how motion and speed of an object are affected by the strength
of a push or pull.

4. Facilitate the investigation. 10 MIN

Activity Page • Have students return to Push It, Pull It (AP 1.1). Remind students that they will
create a visual model that shows an example of a push force and a pull force.
• Then have them complete the Activity Page. To help students further
AP 1.1
understand how forces act on objects, have them draw an arrow to show the
direction in which the force is acting. (Push forces should have an arrow facing the
object; pull forces should have an arrow moving away from the object.)
SUPPORT—If students have difficulty completing the Activity Page,
individually have them describe things they push and pull. Discuss how they
can show those objects and movement, and provide examples.

5. Summarize and discuss. 5 MIN

• Use the visual model that students drew on their Activity Page to reinforce the
idea that forces acting on objects move the objects. (See below, Know the
Science 2, for support.) Ask guiding questions to help students link details in
their model back to the activity with the pencils. For example, how is what they
drew like what they did to the pencil? (Pushing a book on a table and pushing a
pencil to write cause the objects to move forward.) How is it different? (The book
was pushed in a straight line. The pencil was moved in different directions.)
• Ask students to share the push/pull examples they drew with the class. As time
permits, discuss some of the examples, or have students come up with more.

Know the Science

2. What is a force? A push or a pull. Forces can change an object’s motion. When, for example, students
move a pencil away from them, a push force is acting on the object. When students move a pencil toward
themselves, a pull force is acting on the pencil. The push/pull forces are examples of energy transferring
from students’ muscles into the pencil. By pushing or pulling on the pencils, students are able to make
them move. Students are even able to make the pencils change direction, first moving them in one
direction (away from students) and then in another (back toward students).

20 INVESTIGATING FORCES
6. Teach Core Vocabulary. 5 MIN

Prepare Core Vocabulary Cards

Instruct students to prepare Core Vocabulary cards for the terms force and motion.
Have students write each term in the upper left corner of an index card and
underline it (one term per card).

Word Work

• force: (n. a push or a pull) On the first card, ask students to write a sentence
using the word force. Have students add a simple drawing of a force acting on
an object. The force can be a push, a pull, or both. Be sure that students do not
reuse the drawings they did for Push It, Pull It (AP 1.1). Ask students to include
arrows to show direction.
• motion: (n. the process of an object changing position) On the second card,
have students draw and label a simple representation of an object in motion.

7. Check for understanding. 5 MIN

Activity Pages Formative Assessment Opportunity
Have students summarize what they have learned about forces and motion.
Review student responses to Push It, Pull It (AP 1.1) and their visual models to
AP 1.1 and
determine student understanding of the following concepts:
Answer Key
• A force is a push or a pull.
• Pushes and pulls act on objects in certain directions.
• Forces can cause objects to change motion, direction, or speed.
See the Activity Page Answer Key for correct answers and sample student
responses.

LESSON 1 | PUSHES, PULLS, AND MOTION 21

LESSON 2

A Force Is a Push or a Pull

Big Question: What are balanced and unbalanced forces?

AT A GLANCE
Learning Objectives NGSS References
✓ Describe force as a push or pull. Disciplinary Core Idea: PS2.A: Forces and Motion
✓ Compare balanced and unbalanced forces. Disciplinary Core Idea: PS2.B: Types of Interactions
Lesson Activities Crosscutting Concept: Cause and Effect

• teacher demonstration Cause and Effect is important to this lesson because

it extends learning from Lesson 1 to explore how
• reading
forces and changes in motion can be compared.
• discussion Students will need to demonstrate understanding of
• vocabulary instruction both core ideas PS2.A and PS2.B by exploring the
relationship between the strength and direction of a
force (the cause) and the relative speed and direction
of motion (the effect) on an object.
For detailed information about the NGSS
References, follow the links in the Online
Resources Guide for this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.
at rest force motion strength
balanced forces gravity speed unbalanced forces
direction

22 INVESTIGATING FORCES
Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. This
deck will include the Core Vocabulary terms designated in green on the previous page.

Instructional Resources Materials and Equipment

Student Reader Student Reader, Chapter 1 Collect or prepare the following items:
“A Force Is a Push or a Pull”
• rubber ball
Activity Page
• index cards for student vocabulary deck
Ch. 1 Lesson 2 Check (AP 2.1)
(3 per student)
Activity Page Make sufficient copies
• internet access and the means to project
for your students prior to
images/videos for whole-class viewing
conducting the lesson.
AP 2.1

THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 5 MIN

What are balanced and unbalanced forces? Remind students that in the previous
lesson they observed and demonstrated pushes and pulls and talked about forces
that move things, even when you can’t see or feel them. Have students describe the
pushes and pulls they think are acting on objects in the following examples:
» a ball being dropped to the ground
» a book sitting on a table
» a crayon being used to color something
» the sailing stones in Death Valley
» a tree branch that breaks suddenly

• Make a class list of questions students can ask themselves, such as “What
forces are acting on objects that are at rest?” as a way to start making closer
observations and learning how to look for evidence in phenomena.
• Encourage students to ask questions and to answer others’ questions. Try to get
students to use evidence statements and make claims when discussing forces
so they can become familiar with how to support their discussions with facts or
observations. For example, if a student makes a claim that the force of gravity is
acting on all objects, ask, “How do you know that gravity is acting on objects? What
evidence do you have?” (Gravity keeps objects on Earth rather than floating in air.)

LESSON 2 | A FORCE IS A PUSH OR A PULL 23

2. Demonstrate the investigation. 10 MIN

• Place a single rubber ball on a flat surface such as a desk, a table, or the floor,
where all students can see it. Point out that the ball is at rest, or not moving.
That’s because the forces acting on it are balanced. (See Know the Science 1
for support with the analysis.) The forces acting on the ball from above and
below are equal, so the ball is not moving.
SUPPORT—Place a pencil on a desk. Ask students to consider why the
pencil stays at rest and doesn’t move. Explain that forces are at work but that
they are balanced. The force of the desk is balancing the force of gravity,
which may be hard for students to understand because it is also at rest. Then
pick up the pencil, and drop it on the floor. Ask: What force caused the pencil
to fall? Lead students to understand that the desk was pushing against the
force of gravity pulling the pencil to the floor. When the desk wasn’t there to
push, the pencil dropped. Now the floor is pushing against the pencil.
• Have students discuss other objects in the room that have balanced forces
working on them, and support students as they identify forces. (They should
understand that any object that appears to be at rest has balanced forces
working on it.)
• Then give the rubber ball a push. Explain that the ball has changed from being
at rest to being in motion. When the forces acting on an object are unbalanced,
the object will undergo a change in speed or undergo a change in the direction
of motion.
• Invite students to consider questions about balanced and unbalanced forces.
Prompt students to describe and ask questions about forces that affect objects
that are already moving. (Moving objects can change direction and speed up or
slow down if unbalanced forces are at work.) Record selected questions on the
board or chart paper to revisit after the reading.

3. Read and discuss: “A Force Is a Push or a Pull.” 10 MIN

Student Reader Prepare to read together, or have students read independently, ”A Force Is a Push
or a Pull,” Chapter 1 in the Student Reader. This chapter further explains that what
students have observed in the teacher demonstration of Lesson 1 can cause changes
in an object’s motion.
Ch. 1

Know the Science

1. When an object is at rest, are the forces acting on it balanced? Gravity is a force that pulls objects
down to Earth. In the example of the ball, gravity pulls down on the ball. The desk, table, or floor are
pushing up on the ball. (The atoms of the table resist, with an upward push, the downward push of the
atoms of the ball.) Because these forces are equal, the ball is not moving. Whenever an object is at rest,
the forces acting on it are balanced. This means that forces are acting equally on the object from different
directions. The net force on the ball is zero. The object will remain at rest until one of the forces becomes
stronger or weaker. When forces become unbalanced, the object will change motion and move.

24 INVESTIGATING FORCES
 Preview Core Vocabulary Terms

Before reading, write the following terms on the board or chart paper. Have
students identify the words as they read. Stop and discuss the meaning of each
term in context.
balanced forces gravity unbalanced forces
force motion
Focus on the word balanced. Discuss the meaning of the word, and have students
demonstrate something in balance, showing that when things are in balance, they
are not moving. Then ask students to consider these guiding questions as they read:
• What causes an object to experience unbalanced forces? (One force is stronger
than another force.)
• What is the effect on an object that experiences unbalanced forces? (It will move
in the direction of the strongest force.)

Guided Reading Supports

When reading aloud together as a class, always prompt students to follow along.
Pause for discussion. Include suggested questions and prompts:
Page 1 • What is a force? (a push or a pull) What evidence can be used to know that a
force has acted on something? (The object moves.)
SUPPORT—Remind students that evidence means details or clues that prove
an idea.
SUPPORT—If needed, revisit and discuss the sailing stones from Lesson 1.
Ask students how they know that a force is acting on the stones. Lead them
to the conclusion that even if we don’t know what the causing force is, we
know that movement of an object is evidence that a force has acted on it.
• What kind of forces are acting on or around you right now? (gravity, pushes,
and pulls)
Pages 2–3 • What is the relationship between the force on an object and its motion? (A force
causes a change, so the object is moved by the force.)
• Why does a ball sitting on the ground not move on its own? (A ball that is on flat
ground will not move unless a force greater than gravity is applied.)
Page 4 • What is gravity? (Gravity is a force that pulls everything to Earth.)
• What evidence shows that gravity is a force acting upon everything on Earth?
(When an object is dropped, it always falls downward.)

LESSON 2 | A FORCE IS A PUSH OR A PULL 25

Pages 5–6 • What is a way to show that a force has direction? (An object reacts to a push or a
pull by moving away from or toward the force. The direction of gravity is a force that
pulls all objects down.)
• What is a way to show that a force has strength? (When a ball is thrown with a lot
of strength, it moves faster than a ball that is gently tossed.)

4. Demonstrate examples and guide discussion. 10 MIN

Online Resources Show a short video of a boys’ and girls’ soccer game.
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources
• Ask students to describe the different forces that cause the ball to move
forward, up, down, and backward. (Kicking the ball moves it forward, but blocking
the ball moves it backward. Hitting the ball with your head moves it up, down, or
forward. Gravity makes the ball move down.)
Return to the rubber ball example used earlier. Ask students to identify forces
placed on the ball as either pushes or pulls. Demonstrate moving the rubber ball in
one direction using a push. Have students write down the type of force you used.
Move it in another direction using a pull. Have students write down the type of
force you used.
• Drop the ball from various heights. Again, have students write down what type
of force is evident. (Gravity pulls the ball to the ground.)
• If time permits, have students pass the ball around, instructing each one to
move it using either a push or pull. If you do not have enough time, allow them
to do this exercise during the following discussion.
Help students understand that in each of these cases, the forces acting on the ball
are unbalanced. (See Know the Science 2 for support.)
Ask guiding questions to help students link details in each example back to the
earlier demonstration and reading selection. For example, ask: Is gravity a push or
a pull force? How is a push force different from a pull force? What must happen,
in terms of forces, for an object to move or change direction? (The ball changes
directions when the forces are not balanced, such as tossing the ball.)

Know the Science

2. What makes a set of forces unbalanced? You know that when the sum of all forces acting on an
object equals out, an object is said to experience balanced forces. A sheet of paper on a table has the
forces of gravity and air pressure acting on it in a downward direction. The table pushes back with an
equal amount of force in the opposite direction, and the sheet of paper does not move.

26 INVESTIGATING FORCES
5. Teach Core Vocabulary. 5 MIN

Prepare Core Vocabulary Cards

• Have students locate their cards for force and motion. Students can refer to
these cards to support their Word Work for the new Core Vocabulary terms
introduced in this lesson.
• Have students also prepare new Core Vocabulary cards for these terms by
writing each term in the upper left corner of an index card and underlining it.
balanced forces gravity unbalanced forces

Word Work

• balanced forces: (n. a collection of forces acting on an object that cancel each
other out and produce no change in the object’s motion)
• unbalanced forces: (n. a collection of forces acting on an object that result in a
change in the object’s motion)
Instruct students to write one or two sentences explaining how the demonstration
and examples help to show balanced forces and unbalanced forces.
When students have finished, have them share their sentences with the class. (When
an object’s motion does not change, it experiences balanced forces. If the object’s
motion changes, it experiences unbalanced forces.)
Ask students to draw an example of unbalanced forces to accompany their
sentences.
• gravity: (n. a force that pulls objects toward Earth’s surface) Instruct students to
define gravity in their own words.

6. Check for understanding. 5 MIN

Activity Pages Formative Assessment Opportunity
• Have students summarize what they have learned about balanced and
unbalanced forces. Ask guiding questions to help students link their learning to
AP 2.1 and the reading they have done so far.
Answer Key • Review student questions, and identify any that remain unanswered.
• Prompt students to express any new questions they may have and add them to
the list. Discuss strategies for answering remaining questions.
• Have students complete Lesson 2 Check (AP 2.1). Collect the assessment, and
check students’ answers to identify students who need more support and
concepts that need clarification.

LESSON 2 | A FORCE IS A PUSH OR A PULL 27

LESSON 3

Investigating Forces
Big Question: How do forces affect the motion of objects?

AT A GLANCE
Learning Objective NGSS References
✓ Plan and conduct an investigation of the cause- Disciplinary Core Idea PS2.A: Forces and Motion
and-effect relationships between balanced and
unbalanced forces and the motion of objects. Disciplinary Core Idea PS2.B: Types of
Interactions
Lesson Activities (2 days) Science and Engineering Practices: Planning
and Carrying Out Investigations
• student investigation
Crosscutting Concept: Cause and Effect
• discussion
In this two-day lesson, students will combine their
• vocabulary instruction
background knowledge from Lessons 1 and 2 to
plan and carry out investigations on balanced
and unbalanced forces, using scientific questions
to guide their activity.
For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.
balanced forces effect predict/prediction unbalanced forces
cause pattern

28 INVESTIGATING FORCES
Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. This
deck will include the Core Vocabulary terms designated in green on the previous page.

Instructional Resources Materials and Equipment

Activity Pages Activity Pages Collect or prepare the following items:
Investigating Forces—Plan
• rubber eraser (1 per student)
(AP 3.1)
• rubber ball
AP 3.1 Investigating Forces—Test
AP 3.2 • index cards for student vocabulary deck
(AP 3.2)
(1 per student)
Make sufficient copies for
your students prior to
conducting the lesson.

THE CORE LESSON TWO DAYS, 45 MIN EACH

1. Day 1: Focus student attention on the Big Question. 15 MIN

How do forces affect the motion of objects? Have students place an eraser on a
flat surface and apply push and pull forces to the eraser. Ask them which direction
the eraser moved in each instance. Have them tell if the forces acting on the eraser
were balanced or unbalanced when the eraser was at rest and when it was in
motion. Have students sketch the direction of the forces with arrows. Explain that
a force is a cause and the movement of an object is the effect.
• Invite students to consider questions about balanced and unbalanced forces and
motion. Ask students if every object in motion has a force acting on it. (No. An
object in motion does not have a force acting on it unless its motion is changing in
some way.)

2. Encourage discussion. 10 MIN

Activity Page • Distribute and review Investigating Forces—Plan (AP 3.1). Inform students that
they will develop a class-written scientific question that will be the basis of their
investigation. The question they come up with should be more specific than the
lesson’s Big Question. An example question is What happens when two forces
AP 3.1
push and pull on an object in the same direction?

LESSON 3 | INVESTIGATING FORCES 29

3. Encourage student questions. 20 MIN

• Discuss with students how to ask scientific questions. When asking scientific
questions, students should determine what is known and what is to be
answered. Explain that sometimes scientists predict the answers of their
investigation. Allow students to predict the investigation outcome and results.
(See Know the Science for support for this discussion.)
• Separate students into small groups. Discuss with students the importance of
group roles and making sure that each student has a chance to participate in the
investigation, as well as a chance to be the recorder or observer.
• Give each group time to complete their plans and make a prediction,
completing Investigating Forces—Plan (AP 3.1). Guide students to select
materials that can be safely manipulated with balanced and unbalanced forces.
• Explain that because students will carry out their plan, they will need to pick a
small, safe object to use in their investigation.
• Remind students that their predictions should be based on patterns they have
seen in the demonstrations or activities in the previous two lessons.
• Students should be able to discuss two aspects of any force: its strength and its
direction.

Know the Science

What is a prediction? An educated guess. A prediction is an educated guess about what will happen
in the future and is based on something that has already happened or is happening now. A prediction
may not always be correct, but a prediction may be right if a pattern is recognized. When making
predictions, scientists look at patterns. If every part of the pattern is the same, it will likely repeat itself.
For example, if you throw a piece of wood in the water and it always floats, then the wood floating is a
pattern. You can predict that similar pieces of wood thrown into the water will also float. Even though
you may predict this to be true, you still have to test your ideas to find out if your predictions are
accurate. For instance, some kinds of wood will actually sink.
Scientists use patterns to help them make predictions. They test their educated guesses to see if they
are correct. Scientists record the data and share their results with other scientists. Others can then also
conduct the same investigation to see if the same results occur again. This process of reproducing
investigations and results is central to the nature of science as a human endeavor.

30 INVESTIGATING FORCES
1. Day 2: Focus student attention on the Big Question. 5 MIN
Activity Pages How do forces affect the motion of objects?
• Have students review their work on Investigating Forces—Plan (AP 3.1). Explain
that they will now carry out their investigation.
AP 3.1 • Distribute and review Investigating Forces—Test (AP 3.2), and introduce the
AP 3.2
instructions and prompts that each student will answer.

Preview Core Vocabulary

Write predict on the board or chart paper. Encourage students to pay special
attention to this term as they complete the investigation.

2. Preview the investigations. 15 MIN

• Ask students to divide themselves into the same small groups as Day 1. Have
the groups organize their materials and carry out their investigations. To do this,
they should use the small, safe objects they selected the previous day.
• Circulate among the groups, observing balanced and unbalanced forces and
their effects on the motion of objects, and answer any questions the students
may have.
SUPPORT—Students may wonder about how to create balanced or
unbalanced forces using the materials they selected.
• Explain that sometimes students might want to repeat an investigation several
times to answer the question.
• After the tests are completed and their responses on Investigating Forces—Test
(AP 3.1) are finished, have students do the following:
Select another group to partner with, and trade investigation plans.
SUPPORT—If time permits, ask students to study the plan of their partner
group, and prompt them to ask any questions about how and why the
other group designed their investigation in that way.
Carry out the other team’s investigation.

3. Support the investigations. 10 MIN

• Once students have had the chance to conduct their investigations, bring
the class back together, and discuss the observations they made. Within the
discussion, have students compare each team’s results for consistency.
• Have students make claims about their observations and support them with
evidence. Claims should link back to the questions that students investigated.
They should also return to their predictions, discuss whether they were correct,
and why.

LESSON 3 | INVESTIGATING FORCES 31

4. Summarize and discuss. 5 MIN

Use the results of the investigations to reinforce in students’ minds how balanced
and unbalanced forces work on objects to
1. keep them at rest,
2. make them start to move,
3. change the direction of their movement, and/or
4. speed up or slow down the object.
The goal of this discussion is to return to the Lesson 2 objective in which students
are expected to compare the effects of balanced and unbalanced forces on an
object’s motion.
• Ask questions that prompt students to consider how pushes and pulls affected
how the objects moved. For example:
» What direction did an object move when pushed? (An object moves in the
direction that it was pushed, away from the push.)
» Did the object move in the same direction when it was pulled? (No, a pull
moves an object closer rather than away.)
» What happened when two or more equal forces were applied in opposite
directions? (The object does not move if the push and pull forces are the same.)
» What different kinds of motion happened when multiple forces were
applied in different directions? (The direction of motion changes with each
bump or when a stronger force cancels out a lighter force.)

5. Teach Core Vocabulary. 5 MIN

Prepare Core Vocabulary Card

Direct student attention to the Core Vocabulary word (displayed on the board or
chart paper earlier in the lesson). Have students write the term in the upper left
corner of an index card and underline it.
predict

Word Work

• predict: (v. to say that something is expected to happen) Have students locate
their card for the Core Vocabulary term predict. Ask students to write on the card
two sentences using the word predict. The first sentence should use the word
predict in a scientific way, and the second sentence should use the word predict
in a nonscientific way.

32 INVESTIGATING FORCES
 SUPPORT—Examples of sentences include, “I predict that the forces will
be unbalanced,” and “I predict the game will be fun.” Provide students with
examples to encourage them to construct their own sentences.
• Point out to students that the sentences in which they predict things are
called predictions.

6. Check for understanding. 5 MIN

Activity Pages Formative Assessment Opportunity
• Review student questions asked across this lesson, and identify any that remain
unanswered.
AP 3.2 and • Review students’ results on Investigating Forces—Test (AP 3.2) to determine
Answer Key
student understanding of the following concepts:
» An object experiencing balanced forces does not move.
» An object experiencing unbalanced forces moves.
• Have students summarize what they have learned about balanced and
unbalanced forces, asking them to consider, as a whole class, an answer to the
Big Question: How do forces affect the motion of objects? Prompt them to use the
results of their investigations as evidence.
• Record student answers to the Big Question on the board. Ask students to
explain the following concepts.
» What is a force? (A force is a push or a pull.)
» How do balanced forces affect objects that are at rest? (There is no
movement of the object, so it stays at rest.)
» How do unbalanced forces affect the speed and direction of objects that
are in motion? (Objects in motion go faster or farther in the same direction as
the stronger force.)
• Prompt students to express any new questions they may have and add them to
the list. Discuss strategies for answering remaining questions.
See the Activity Page Answer Key for correct answers and sample student responses.

LESSON 3 | INVESTIGATING FORCES 33

PART B

Friction Is a Force
OVERVIEW
Lesson Big Question Advance Preparation
4. Investigating Friction How does the force of friction Gather materials for teacher
(2 days) affect motion? demonstration and hands-on
investigation. (See Materials and
Equipment, page 11.)
5. Friction Is a Force What are the characteristics of Read Chapter 2 in the Student
the force called friction? Reader.

Part B: What’s the Story?

Friction is a force that exists between two surfaces in contact with one another. Friction can be an
engaging concept for students to explore because they can observe, firsthand, evidence of friction
and its effect on an object’s motion. Children who slide down slides, push heavy objects across a floor,
and even perform sports activities all are interacting with the force of friction. This section introduces
students to friction as a force, which, if they pay close attention to what is happening around them,
they will recognize as a very common and important force in their everyday lives.
In Lesson 4, students begin with a demonstration and start a hands-on investigation of friction that
occurs over two days. The objective is for students to understand that friction occurs when the surfaces
of objects are in contact with one another. Students identify that friction is a force that opposes motion.
It may also oppose potential motion. Friction may be acting on an object to keep it at rest. Students use
a variety of materials, such as sandpaper, felt, and aluminum foil, to investigate the effects of different
surfaces on the friction forces that occur when two objects come in contact with one another. Students
also extend their previous learning about balanced and unbalanced forces. For example, an object sitting
still on an incline, at rest, experiences the balanced forces of friction and gravity. The frictional force
opposes potential motion. As the ramp is lifted, the forces become unbalanced, and motion occurs.
In Lesson 5, students are introduced to other characteristics of friction forces. The goal is for students
to recognize ways in which friction can be helpful or harmful to people. We are purposefully using
these terms harmful and helpful to support students as they make connections between friction and
the role it plays in everyday life.
So, to repeat, friction is a force that opposes motion and potential motion. Help your students
grasp this concept, and you will lay the groundwork for meeting the NGSS expectations addressed in
later parts of this unit, such as making predictions about the future motion of an object.
Although the force of friction is not directly referenced by the Next Generation Science Standards for
Grade 3, it is an important part of both Disciplinary Core Ideas PS2.A and PS2.B that are part of the NGSS
Topic 3 Forces and Interactions.
34 INVESTIGATING FORCES
LESSON 4

Investigating Friction
Big Question: How does the force of friction affect motion?

AT A GLANCE
Learning Objective NGSS References
✓ Investigate the effects of friction on an object’s Disciplinary Core Ideas:
motion. PS2.A: Forces and Motion
Lesson Activities (2 days) PS2.B: Types of Interactions
PS3.D: Energy in Everyday Life
• teacher demonstration
Science and Engineering Practices: Planning
• student observation and investigation
and Carrying Out Investigations
• discussion
Crosscutting Concept: Cause and Effect
• writing
Students continue to explore and identify
• vocabulary instruction cause-and-effect relationships during this two-
day lesson. They will identify variables and use
evidence to explain the effects on the forces
observed throughout the lesson.
For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.

contact force friction lubricant surface

LESSON 4 | INVESTIGATING FRICTION 35

Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards, which will be used in various activities across this unit as a part of Word Work. This
deck will include the Core Vocabulary terms designated in green on the previous page.

Instructional Resources
Activity Page Activity Page Make sufficient copies for your students prior to
Table Hockey (AP 4.1) conducting the lesson.

AP 4.1

Materials and Equipment

Collect or prepare the following: One of the following for each group of students:
• materials to create two ramps, such as: baking sheet pan
books large piece of felt (large enough to cover
blocks the bottom of the baking sheet)
clipboards large piece of aluminum foil (large enough
to cover the bottom of the baking sheet)
cardboard
large piece of sandpaper (large enough to
• sandpaper (enough to cover each ramp)
cover the bottom of the baking sheet)
• scissors
plastic cup (for the oil)
• glue
bottle cap (such as those for milk jugs)
• block (wooden or plastic)
sand (to fill each bottle cap)
• oil (cooking, such as vegetable oil)
• index cards for student vocabulary deck
• paper towels or rags/cloths (for cleanup) (2 per student)
• internet access and the means to project
images/video for whole-class viewing

Prepare Demonstration Materials

1. Build two ramps using books, blocks, clipboards, or cardboard (or any other
materials). The ramps should be equal distance/length and height.
2. Cut a strip of sandpaper that is the length of the ramp. Tape or glue the
sandpaper to Ramp #2.
3. Have the block, oil, and paper towels nearby to use during the demonstration.

Prepare Hands-On Materials

1. Pour the oil into plastic cups that each group will use at their stations.
2. Precut the felt, aluminum foil, and sandpaper to fit, and cover the inside of the
baking sheet pans.

36 INVESTIGATING FORCES
THE CORE LESSON TWO DAYS, 45 MIN EACH

1. Day 1: Focus student attention on the Big Question. 10 MIN

How does the force of friction affect motion? Start by asking a question
about the everyday phenomenon of friction to establish a sense of familiarity,
such as the following:
» How many of you have ever been skiing, ice skating, or sledding? (Students
may raise their hands or tell their stories.)
» Was it easy to slide on a smooth surface? (A smooth surface makes sliding easier.)
» What happened when you slid on a rougher surface? (It was harder to slide.)
Did it make you not be able to glide as smoothly? (Yes, and sometimes a rough
surface is too bumpy to slide at all.)
• Tell students that friction is a type of force that occurs when the surfaces of two
objects are in contact with one another (students will have a chance to learn
more about, and define, friction later in the lesson). A lot of friction makes it
difficult for an object—like a sled—to move across a surface. Too little friction
between surfaces can make it difficult to move too, such as oil on a floor that
causes a person to slip and slide.
Online Resources • Show a video of a person sliding on ice. (See the Online Resources Guide for a
link to a suggested video.) Invite students to consider questions about friction.
(See Know the Science 1 for support.) Record selected questions on the board
or chart paper. Prompt students to think about ways they can investigate to find
answers to the questions.
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources

Know the Science

1. Friction, like all forces, acts in specific directions. For example, when a bicycle is pedaled forward,
a force of friction resists the movement of the wheel and propels the bike forward as the wheel rubs
against the ground. Important note for instruction: It is not expected that Grade 3 students identify
the direction of frictional forces. Research has indicated that college-level and adult students often
maintain persistent misconceptions about the direction of frictional forces, which require careful
instruction to overcome. Keep the objectives of this lesson and Lesson 5 in mind as you support
students: to identify and investigate friction as a force that opposes motion in relative terms.

LESSON 4 | INVESTIGATING FRICTION 37

2. Demonstrate examples and guide discussion. 20 MIN

The goal of this demonstration is to show how friction is a force that occurs when
the surfaces of two objects are in contact with one another.
• Begin the demonstration. Place a block at the top of Ramp #1 (without the
sandpaper), and gently push it until it slides down the ramp. Ask students to
observe what happened using the following guiding questions:
» Was it easy or hard for the block to slide down the ramp? What kind of force
did I use to start the block moving? (A push started the block moving, but
gravity kept it going down the ramp.)
» What did you notice about the block and ramp? Were they touching?
• Perform the demonstration again, this time showing them what happens
when you increase friction by changing a surface. Place the block at the top
of Ramp #2 (with sandpaper), and gently push it down the ramp. The block
might get stuck on its way down. If this happens, allow it to stay stuck. Ask
students what they observed:
» Did the block move fast or slow down this ramp? (The block moved slowly on
the sandpaper.)
» Did the block go down the ramp easily, or was it hard to go down the ramp?
(It did not move as easily as it did on the first ramp.)
» What was changed between the first ramp and the second ramp?
(One is a smooth surface, but the other is a rough surface.)
• Perform the demonstration again, but raise the ramp to be higher, creating a
steeper slope. Explain to students that, as the ramp is raised at one end to become
steeper, we can observe the relationship between the force of gravity and the
force of friction acting on the block at the same time. The force of gravity has to
overcome the force of friction if we want to get the block to move down the ramp.
Prompt students to think about how this relates to balanced and
unbalanced forces. If there are two equal forces (gravity and friction) acting
on the block, then the forces are balanced. When the force of gravity
overcomes the force of friction (when the slope of the ramp is steeper),
then the forces become unbalanced, and the block begins to move.
• Reset the demonstration by lubricating Ramp #1 with oil. (This might get messy,
so consider using a baking sheet pan under the ramp to catch the oil that drips
down, and have paper towels or rags/cloths nearby.) Place the block at the top
of Ramp #1, and gently push it until it slides down the ramp. The block should
slide more quickly down the ramp because of the lubricant. Discuss why this is
an example of unbalanced forces. (The block’s motion was changed by different
circumstances.) Ask students what they observed:
» What happened to the block this time? (It moved farther.)
» Did it go down the ramp more quickly or more slowly? (more quickly)
» Why do you think the block moved more quickly? What happened to the
surface of the ramp? (The block moved faster because the ramp was oily.)
• Students should start to understand that friction and lubrication impact how
well objects can move across a surface.
38 INVESTIGATING FORCES
3. Encourage student questions. 10 MIN

• Prompt students to ask questions and to answer others’ questions regarding

the different ramp surfaces and their effects on the different kinds of objects.
• Draw attention to similar comments or questions about how adding
the sandpaper slowed or stopped the motion of the block. Relate this
observation to something that students may have experienced in real life,
such as the following:
» going down a slide (Too much friction may stop you on the slide.)
» pushing a box across a floor (You may want to use a wheeled cart to reduce the
friction and make pushing the box easier.)
» using an eraser (Friction between the eraser and the paper is helpful to erase
pencil writing.)

4. Teach Core Vocabulary. 5 MIN

Prepare Core Vocabulary Cards

Have students write each term in the upper left corner of an index card and
underline it.
friction lubricant

Word Work

• friction: (n. a force that occurs between the surfaces of two objects that are
touching) Ask students to share what they think friction means based on the
demonstration of the ramps, affirming correct explanations and adjusting
misconceptions. Friction opposes motion, but it also opposes potential
motion—a motion that would occur if friction were not present. Have
students write this definition on their cards: There is a force of friction on a
block on a ramp even when the block is not moving.
SUPPORT—Point out that friction is a type of force. This force requires
surfaces to be in contact. Explain that two surfaces in contact can result
in a lot of friction, or there can be little friction between the two surfaces
depending on the surfaces that are in contact. Have students write on their
cards a sentence using the word friction. (Example: There is not much friction
when a sled slides over snow.)

LESSON 4 | INVESTIGATING FRICTION 39

 • Direct student attention to the following vocabulary terms: force, contact,
lubricant, surface
Ask students to share what they think these words mean at this point,
using examples to help them explain their thinking. They should already
be familiar with the term force, so affirm understanding of its meaning.
• lubricant: (n. a substance that reduces friction between objects in contact)
Tell students that a lubricant is a substance that reduces friction between
objects in contact, such as the oil used on the ramp during the earlier
demonstration. A lubricant helps make the surface of something slicker to
reduce friction and let objects move more smoothly as they rub against
each other. (Students will add more to their Core Vocabulary term for this
card in the next lesson.)
Remind students that contact means touching. Objects are in contact if
they touch each other.
Ask students to identify examples of different kinds of surfaces.
SUPPORT—Students may think that friction only occurs between solid
objects and surfaces. In fact, friction also occurs when liquids or solids
rub against each other. This is known as drag. Vehicles with smoother
surfaces, swim caps on swimmers, and smooth helmets on bike riders are
all done to reduce the amount of drag, or friction, between the surface
and the air or water.

5. Day 2: Support the investigation. 40 MIN

Activity Page • Divide students into small groups to investigate how friction affects the motion
of an object. Explain that in this hands-on activity, each group will play a game
of table hockey to observe how friction changes the way a hockey puck glides
across different types of surfaces.
AP 4.1
• Distribute and review Table Hockey (AP 4.1). Model for students how they will
complete this Activity Page during their activity, paying attention to the tables.
Explain that they will do the following:
carry out an investigation to learn about friction
notice which surfaces and materials make the “hockey pucks” move most
freely and smoothly
record their observations
• Make sure to leave time at the end of class for students to answer the questions
at the end of their Activity Page.
• If time allows, ask one or two volunteers to share their thinking about how they
might answer the first set of questions on Table Hockey (AP 4.1) page 2. Engage
the whole class as they think about evidence that can be used to support their
written responses to the questions.

40 INVESTIGATING FORCES
 • As students conduct the activity, remind them to think about cause and effect.
(See Know the Science 2 for additional support.) Ask students the following
guiding questions:
» What caused the hockey puck to get stuck in the pan?
» What was the result of adding oil into the pan?
• Next, have students use their observations to write or say a sentence that
describes the cause-and-effect relationship of friction. Encourage students to
practice using the phrase, “The _________ caused_________.” For example:
» The friction between the pan surface and the hockey puck surface caused the
hockey puck to slow down.
» The lubricant (oil) caused the hockey puck to move more easily across the pan.

6. Check for understanding. 5 MIN

Activity Page Formative Assessment Opportunity
See the Activity Page Answer Key for correct answers and sample student responses.
• Review student questions, and identify any that remain unanswered.
AP 4.1 and
• Have students summarize what they have learned about friction, asking them to
Answer Key
answer the Big Question: How does the force of friction affect motion?
• Record answers to the Big Question on the board or chart paper. Ask students to
explain the following concepts:
» what friction is
» the cause-and-effect relationship between different types of surfaces and the
amount of friction observed
SUPPORT—If time allows, ask students to add examples or drawings to their
Core Vocabulary card for the term friction to help them remember how
different types of surfaces coming into contact can affect motion.
• Prompt students to express any new questions they may have and add them to
the list. Discuss strategies for answering remaining questions.

Know the Science

2. What are cause-and-effect relationships? When one event is the result of another. Cause-and-
effect relationships are routinely identified, tested, and used to explain change in science. Scientists and
engineers often look at cause-and-effect relationships like this to construct explanations about why
certain things happen.
Students experience examples of cause-and-effect relationships during the activity. Remind students of
these changes. The surface materials changed how the hockey puck moved across the pan:
• Some surface materials caused the hockey puck to slow down quickly.
• Other surface materials caused the hockey puck to slow down much more slowly.

LESSON 4 | INVESTIGATING FRICTION 41

LESSON 5

Friction Is a Force
Big Question: What are the characteristics of the force called friction?

AT A GLANCE
Learning Objectives NGSS References
✓ Identify and describe examples of friction. Disciplinary Core Idea PS2.A: Forces and Motion
✓ Compare examples of helpful and harmful Crosscutting Concept: Patterns
friction in daily life.
Patterns will be explored during this lesson as
✓ Describe the characteristics of friction as a force. students read about and discuss friction. Students
will learn about the characteristics of friction in
Lesson Activities order to tell how objects move or stop as a result
of forces.
• teacher demonstration
• student demonstration For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
• reading
this unit:
• discussion
www.coreknowledge.org/cksci-online-resources
• writing
• vocabulary instruction

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.

contact force friction lubricant oppose

surface

Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. This
deck will include the Core Vocabulary terms designated in green above.

42 INVESTIGATING FORCES
Instructional Resources Materials and Equipment
Student Reader Student Reader, Chapter 2 Collect or prepare the following items:
”Friction Is a Force”
• eraser
Activity Pages • pencil
Ch. 2 Friction Finder (AP 5.1)
• paper
Activity Pages Lesson 5 Check (AP 5.2) • sticky notes
Make sufficient copies for your • index cards for student vocabulary deck
students prior to conducting (2 per student)
AP 5.1 the lesson. • internet access and the means to project
AP 5.1
images/video for whole-class viewing

THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 5 MIN

What are the characteristics of the force called friction? Open the lesson with
a hands-on demonstration/activity of friction based on an example from the
Student Reader.
• Have students place their hands on their cheeks. Tell them to notice that their
hands may feel cool.
• Model for students how to safely rub their hands together, and then ask
students to vigorously rub their hands together.
• After a minute or so, have students place their hands back on their cheeks.
• Ask how their hands feel now! Students should note that their hands are warm.
Explain that the heat that results is from the two surfaces rubbing and that
a force called friction must be overcome to let the surfaces rub against each
other. The movement of each surface is opposed by the force of friction. Friction
opposes the motion of each hand as they slide across one another. The motion
energy of each hand can only result when friction is overcome. As each hand
slides in contact with the other, motion energy is converted to heat energy.
• Could you warm your hands the same way if each hand were covered with a
slippery lotion? Why or why not?
• Introduce to students the definition of friction: it is a force that opposes
movement when two surfaces are in contact.

2. Demonstrate examples and guide discussion. 5 MIN

• Discuss where we can observe evidence of friction in the classroom. For

example, a drawer that opens easily may have less friction than a drawer that is
hard to open. A floor that is slippery has less friction than a carpeted floor. Ask
students to identify, in each case, the two surfaces in contact with each other.
LESSON 5 | FRICTION IS A FORCE 43
 Activity Page • Distribute and review Friction Finder (AP 5.1). Let students know they will be
looking at and thinking about everyday examples of friction that they interact
with and use all the time. They will be doing this to answer the question, “What are
examples of the force of friction?” In each case, ask them, “How is the movement
AP 5.1
resisted by the force of friction?” Then, have them complete the Activity Page.
SUPPORT—You may need to clarify the term resist for students to help them
understand its meaning and context related to friction. Model the term resist
in a variety of contexts to support this, such as, “When I push against a stuck
door, the door resists my force.”
• Lead a discussion about the examples students recorded on their Activity Page.
Encourage students to ask questions, and ask for volunteers to help answer
each other’s questions about friction. Draw attention to similar examples that
different students have identified, such as braking on a bicycle, going down a
slide, or roller skating. In every case, have students describe the surfaces that are
in contact as well as the motion that is opposed by the force of friction.
SUPPORT—If needed, help students use terms such as rough, smooth,
bumpy, slick, etc. to describe the surfaces of objects. Terms such as faster,
slower, quick, etc. may also help students to describe changes in motion
caused by the force of friction.
• Have students think about their examples of friction. Ask the following:
» What does each surface feel like? (Some are smooth, and some are rough.)
» How would you describe the speed each object could move across a surface?
(Objects that move slow are on rough surfaces, and objects that move fast are on
smooth surfaces.)
» What pattern do you see from your examples? (Smooth surfaces result in less
friction, and rougher surfaces result in more friction.)
Online Resources To finish the discussion and prime students’ thinking ahead of reading Chapter 2 in
the Student Reader, display an image/video of a student sitting still on the slope of
an outdoor slide. (A suggested image is linked within the Online Resources Guide
for this unit.)
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources
Ask students to determine whether they agree or disagree with this claim/
statement:
”Friction is not acting on this student because she is not moving.”
Record student answers by tallying the number of agreements versus
disagreements or by creating a T-chart where students place sticky notes either
in an Agree column or a Disagree column.

44 INVESTIGATING FORCES
3. Read and discuss: “Friction Is a Force.” 15 MIN
Student Reader Prepare to read together, or have students read independently, “Friction Is a Force,”
Chapter 2 in the Student Reader. The selection reiterates what students investigated
and observed in the previous lesson about friction. The chapter also reveals the
characteristics of the force of friction, including that it can be either a useful or a
Ch. 2
harmful force depending on the scenario. It presents several examples of ways that
friction is used in everyday life.

Preview Core Vocabulary Terms

Before students read, write these terms on the board or chart paper. Encourage
students to pay special attention to these terms as they read.

contact force friction lubricant oppose

Guided Reading Support

When reading aloud together as a class, always prompt students to follow along.
Pause for discussion. Include suggested questions and prompts:
Page 7 After reading, have students describe a time they slipped and fell. Have them
describe that event in terms of the forces of friction that were involved. Ask: What is
friction? Encourage students to use their own words to describe it.
Page 8 Prompt students to think about the advantages and disadvantages of carpeting.
Ask: Would it be easier to move a couch across carpet or a smooth floor? Why?
(A couch would be more easily moved against a smooth floor because there is less
friction to stop the motion of the couch.)
SUPPORT—If needed, prompt students to think about words that describe
smooth surfaces and words that describe rough surfaces.
Page 9 Prompt students to recall what they know about balanced and unbalanced forces.
Remind them that they learned about balanced and unbalanced forces in Lesson 2.
Ask students to think about how friction relates to balanced and unbalanced forces
in different situations. See if students can come up with examples not provided in
the Student Reader.
Page 10 Discuss with students that starting a fire with sticks takes a long time and that not
everyone knows how to do it. Today, there are easier ways to start fires. Ask: How is
friction involved when someone strikes a match to start a fire in a fireplace?
SUPPORT—If needed, ask students what the surface of the match would need
to be like. Would it need to be rough or smooth to cause enough friction?
Page 11 Ask students to think about some ways friction is helpful and harmful to them.
Encourage students to think of examples not presented in the Student Reader.

LESSON 5 | FRICTION IS A FORCE 45

Page 12 Ask students to think of other examples of the force called friction at work in our
everyday lives.
SUPPORT—If needed, have students return to Friction Finder (AP 5.1), to help
generate additional examples. If time allows, prompt students to write their new
examples in the corresponding places on the Activity Page.

4. Demonstrate examples and guide discussions. 10 MIN

Choose one of the following, or a similar example, to stimulate further discussion

about friction. (If time permits, use more than one example to help students connect
friction to their everyday lives.) Support students as they identify and analyze 1)
how friction occurs in the example; 2) what causes the friction and how it affects the
motion of the objects; and 3) whether the friction is helpful or harmful.
• Use an eraser to erase pencil marks on a piece of paper.
» What surfaces are involved? (The paper has a smooth surface, and the eraser has
a surface that slightly comes apart when it is rubbed.)
» What movements are opposed by the force of friction? (It’s hard to keep the
paper flat when rubbing the eraser back and forth.)
Online Resources
• Show a video of different types of friction. (See the Online Resources Guide for
this unit for a link to a suggested video.)
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources
Ask what examples of friction students can observe in the video:
» What were some examples of friction from the video?
» What surfaces are involved?
» What movements are opposed by the force of friction?
» Were these uses of friction helpful or harmful? Why?
• Use additional guiding questions to help students link details in this discussion
back to the Activity Page and to the reading selection:
» Did you write any examples of friction in the Activity Page that are like the
pencil eraser?
» How are these examples similar?
» Did you write any examples of friction in the Activity Page that are like the
types of friction discussed in the video?
» How are these examples similar?
Now that students have read Chapter 2 about friction, return to the video and the
claim that “When a student sits at rest (still) on a slide, friction is not acting on this
student because she is not moving.”
Ask students to reconsider whether they agree or disagree with this claim.
Prompt students to share their thinking about why they now agree or
disagree with the statement.
46 INVESTIGATING FORCES
 SUPPORT—Ask students to review page 9 of the Student Reader. Support
students as they use evidence from the text to support their agreement or
disagreement with the claim.
• Students should come to understand that, even when forces are balanced and
motion does not change, friction is likely one of the forces keeping the object from
changing/moving.

5. Teach Core Vocabulary. 5 MIN

Preapare Core Vocabulary Cards

• If time allows, have students return to their Core Vocabulary card for friction,
created during Lesson 4. Ask students to add a sentence or drawing that
represents their understanding that friction applies a push even when no
movement is observed.
• Have students locate their card for the Core Vocabulary term lubricant. Ask
students to write a sentence in the card using the words friction and lubricant.
Ask them to share their sentence with the class. Have students add a simple
drawing of friction acting on an object. The drawing can be of a sled sliding
down a snowy hill or a kid getting stuck on a slide.
• Instruct students to prepare new cards for the following Core Vocabulary terms.
contact force oppose

Word Work

• contact force: (n. a push or pull between two objects that are touching each
other) Instruct students to write on the card an example of a contact force they
can presently observe in the classroom.
• oppose: (v. to work against) Have students draw arrows to represent two forces
that oppose each other.

6. Check for understanding. 5 MIN

Formative Assessment Opportunity

• Review student questions, and identify any that remain unanswered.
• Have students summarize what they have learned about friction, asking them
to consider the Big Question: What are the characteristics of the force called
Activity Pages friction? Have them use information from the Student Reader as evidence.
• Distribute and review Lesson 5 Check (AP 5.2), and ask students to complete it
independently. Once finished, collect the assessment. Before the start of Lesson
AP 5.2 and
6, check students’ answers to identify concepts that need further clarification,
Answer Key and provide the support needed. See the Activity Page Answer Key for correct
answers and sample student responses.

LESSON 5 | FRICTION IS A FORCE 47

PART C

Predicting Motion
OVERVIEW
Lesson Big Question Advance Preparation
6. Predicting Patterns of Can we predict the motion of Read Chapter 3 in the Student
Motion (2 days) an object that moves in regular Reader.
patterns?
Gather materials for the hands-
on investigation. (See Materials
and Equipment, page 11.)

Part C: What’s the Story?

Motion can be predicted when a prediction is based on patterns of past movement and an
understanding of forces that are acting on a system. In previous lessons, students have already learned
about examples of forces. In Lesson 2, students learned about pushes and pulls, as well as how to
identify the effects of balanced and unbalanced forces. The purpose of the two-day experience in
Lesson 6 is to introduce examples of regular patterns of motion and to allow students to experience
patterns for themselves. This will help to build their understanding of the kinds of data that can be
recorded about patterns and motion, and help them to predict future motion.
In Lesson 6, students develop their capacity to predict motion across two days of instruction. On the
first day, students are provided with a model investigation and examples of using evidence and making
predictions to explain motion. Students also read about regular patterns in the motion of an object,
such as swinging and playing on a seesaw.
On the second day of Lesson 6, students carry out their own investigations in which they collect data.
The students use their evidence to make predictions about an object’s motion. Students are also asked
to explain their predictions by citing support from other examples or outside sources.
Although students may intuitively understand what patterns are, the goal here is to make a connection
between 1) identifying patterns of motion, 2) collecting evidence of those patterns, and 3) using the
patterns and evidence to make a prediction. Students will satisfy the NGSS Performance Expectation
3-PS2-2 by carrying out investigations that a pattern can be used to predict motion. We purposefully
stick to clearly defined terms, such as patterns, and do not include more technical terms such as period
and frequency, which will appear in later grades.

48 INVESTIGATING FORCES
LESSON 6

Predicting Patterns of Motion

Big Question: Can we predict the motion of an object that moves in regular patterns?

AT A GLANCE
Learning Objectives NGSS References
✓ Describe patterns in the motion of an object. Disciplinary Core Idea PS2.A: Forces and Motion
✓ Describe regular patterns in an object’s motion Science and Engineering Practice: Planning and
and use data to predict future motion. Carrying Out Investigations
Crosscutting Concept: Patterns
Lesson Activities (2 days)
Pay special attention to the Science and
• teacher demonstration Engineering Practice of Planning and Carrying
• student investigation Out Investigations. In a busy classroom, we
often use reading and demonstration to teach
• reading, writing the facts associated with this Science and
• discussion Engineering Practice, but to satisfy the Performance
• vocabulary instruction Expectation, students must have the opportunity
to plan and carry out an investigation for
themselves in this two-day lesson.
For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.

direction motion predict/prediction push

force pattern pull

LESSON 6 | PREDICTING PATTERNS OF MOTION 49

Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. This
deck will include the Core Vocabulary terms designated in green on the previous page.

Instructional Resources Materials and Equipment

Student Reader Student Reader, Chapter 3 Collect or prepare the following items:
”Predicting Patterns of Motion”
• image of grandfather clock
Activity Page • pencils or crayons
Ch. 3 Forces and Patterns (AP 6.1)
• string
Activity Page
• scissors
• yo-yo
• index cards for student vocabulary deck
AP 6.1
(1 per student)
• internet access and the means to project
images/videos for whole-class viewing

THE CORE LESSON TWO DAYS, 45 MIN EACH

1. Day 1: Focus student attention on the Big Question. 10 MIN

Can we predict the motion of an object that moves in regular patterns? To

better help students understand the question, engage in a discussion about what
they learned in the previous lessons about forces and motion.
• When objects are at rest, the forces acting on them are balanced.
• When objects change motion, that is, they change speed or direction, the forces
acting on them are unbalanced.
• Gravity is a force that pulls objects toward Earth’s surface.
• Friction is a force that happens when the surfaces of objects move against each
other.
• Invite students to consider examples about repeating patterns of motion.
Record selected examples on the board or chart paper. Prompt students to think
about ways they can investigate to find answers to the questions about regular
motion patterns.
Online Resources Show a video of a pendulum. (See the Online Resources for a link to a suggested
video.) Tell students that in today’s session, they will all get a chance to make a
pendulum and watch it swing.
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources

50 INVESTIGATING FORCES
2. Demonstrate examples and guide discussion. 5 MIN

Explain to students that when scientists conduct investigations, they make

observations and record data. Patterns can be found in shapes, cycles of seasons,
Earth processes, the symmetry of flowers, and the movement of planets. Many kinds
of motion can form patterns too. Patterns intrigue scientists, who ask questions about
the pattern and plan investigations for exploring the reasons why patterns exist.
Discuss examples of patterns that result from forces, such as the following:
• If a force pushes an object from one direction, the object will move in the
opposite direction.
• If a force pulls something from one direction, the object will move in the same
direction.
• On Earth, gravity pulls objects down toward the ground.
• Friction opposes motion.

3. Preview the investigation. 5 MIN

Activity Page • Distribute and review Forces and Patterns (AP 6.1). Inform students that they will
make observations and record data to describe what patterns exist in a moving
pendulum.
• Explain that the data they record is known as evidence. Evidence helps to
AP 6.1
determine whether something is true or untrue. Here, the evidence helps
determine a pattern. As part of the activity, students will do the following:
» make a prediction
» conduct an investigation
» record observations
» assess whether their predictions are accurate

4. Demonstrate an example. 10 MIN

• Show students how to make a pendulum. Take a string about seven inches long,
and tie one end around a pencil. Then lift the string from the other end so that
the pencil is dangling about an inch off a surface. Swing the pendulum lightly.
(See Know the Science for support with the demonstration.)
• Provide each student with string and scissors, and make sure they all have
pencils or another object they can tie the string around.

Know the Science

What forces are acting on a moving pendulum? Gravity and friction. There are several forces that
act on a pendulum bob, the mass at the end of a pendulum arm or string. Once some force starts the
pendulum moving back and forth, gravity pulls the pendulum bob down toward Earth. As the bob
moves through the air, friction between air molecules and the bob occurs.

LESSON 6 | PREDICTING PATTERNS OF MOTION 51

5. Encourage discussion. 15 MIN
Activity Page • Tell students that they will be investigating the interaction of forces and motion
through the use of a pendulum. Separate students into pairs. Give each pair time
to carry out their activities and to complete Forces and Patterns (AP 6.1). Remind
them that their prediction should be based on any patterns they identified
AP 6.1
during the teacher demonstration.
• Then have each student trade off swinging the pendulum while the other
measures and records its movement.
SUPPORT—As students work on their investigations, remind them that
there are different factors that can affect when the pendulum stops. For
instance, they may need to make their strings shorter or longer. Remind
students that they can remake their pendulums if they need to, and make
sure students have enough string as you circulate around the room.

1. Day 2: Focus student attention on the Big Question. 5 MIN

Activity Page Can we predict the motion of an object that moves in regular patterns? Have
students pull out their work on Forces and Patterns (AP 6.1) and give it a reread.
Have them keep what they learned the previous day in mind as they continue their
study of motion and patterns.
AP 6.1
• Ask students to suggest and demonstrate with their hands or a pencil different
patterns of motion as you make a class list, for example: up and down, back and
forth, around, side to side. Explain that these are all patterns of motion.
• Invite students to consider questions about motion and patterns. Prompt students
to think about the type of patterns that can result from specific types of forces
acting on them. Mention the force of gravity affecting the orbits of planets and
comets. If necessary, return to the examples of the previous day. Record selected
questions on the board or chart paper to revisit after the reading.

2. Read and discuss: “Predicting Patterns of Motion.” 15 MIN

Student Reader Prepare to read together, or have students read independently, “Predicting Patterns
of Motion,” Chapter 3 in the Student Reader. The selection explains what students
have observed in their activities of the day before: forces acting on objects often
cause patterns in those objects’ motion, or movement.
Ch. 3

Preview Core Vocabulary Terms

Before reading, write the following terms on the board or chart paper. Encourage
students to pay special attention to these terms as they read:
pattern predict/prediction

52 INVESTIGATING FORCES
 Guided Reading Support

When reading aloud together as a class, always prompt students to follow along.
Pause for discussion. Include suggested questions and prompts:
Pages 13–14 After reading, ask: What forces act on a swing? (gravity and friction) What direction
is the girl on the swing moving, or is she moving? (She is moving back and forth
and also up and down.) Then ask if students can predict the movement if the forces
continue to act on the swing. Can they predict future movement from the current
pattern? (The pattern will continue if the girl keeps using her muscles to swing. If she
stops helping the motion, the motion becomes less and less until the swing stops.)
Page 15 After reading, ask: What forces are acting on the seesaw? (gravity and pushing)
SUPPORT—If needed, remind students that gravity is the force that pulls matter
down toward Earth. Even if the kids in the picture are using their legs to push
themselves into the air on the seesaw, gravity is still at work. The force of the
push needs to overcome the force of gravity in order for the kids to go up on
their side of the seesaw. Then, gravity pulls them back down again.
Pages 16–17 Remind students that they saw a picture of an old clock with a pendulum in the
previous class session. After reading, prompt students to think about the direction
that the pendulum is moving. Have them think back to the pendulum that they
made and the direction that pendulum moved. Ask: Can you predict future
movement from the current pattern? (The pendulum will continue to move back and
forth until it is stopped or needs to be wound up.)
Draw student attention to the word regular in the Student Reader.
SUPPORT—If needed, discuss with students that when patterns repeat
themselves over and over again, it is considered regular motion. Motion
becomes irregular when movement is more random. Ask students to think of
examples of regular motion.
Page 18 After reading, ask: What forces are acting on the tetherball? What direction is
the tetherball moving? (A hitting or pushing force causes the ball to move around
and around.)
See if students can predict future movement from the current pattern. What
happens to the regular pattern if the boy hits the ball? (The tetherball will continue to
go around and around until the rope gets too short to continue.)

LESSON 6 | PREDICTING PATTERNS OF MOTION 53

3. Demonstrate examples and guide discussion. 5 MIN

Conduct the following demonstration to stimulate further discussion. Analyze with

students 1) the pattern that they notice and 2) whether they can make a prediction
about the motion.
Make a yo-yo go up and down a few times. Then let the yo-yo unwind, and it will
go up and down and finally stop. Repeat this a few times so students can observe
any patterns.
» What patterns do you see? (The yo-yo moves downward from gravity, but it will
not move all the way back up without a tug. As it repeats, the distance back up is
shorter and shorter.)
» Can you make a prediction about what will happen if I let the yo-yo unwind?
(The yo-yo will stop.)
» What forces are involved in this movement? (Gravity pulls down and a tug from
the hand pulls up.)

4. Encourage discussion. 5 MIN

Ask guiding questions to help students link details in this analysis back to the
demonstration and reading selection. For example, ask the following:
» What happens to objects that experience a push force? (They move away from
the push force.)
» What happens to objects that experience a pull force? (They move toward the
pull force.)
» How does this provide evidence for patterns of motion? (Objects that are
pushed or pulled by unbalanced forces will have motion forward or backward.)

5. Teach Core Vocabulary. 10 MIN

Prepare Core Vocabulary Cards

Direct student attention to the Core Vocabulary words pattern and predict
(displayed on the board or chart paper earlier in the lesson). Ask students to locate
from their Core Vocabulary decks the cards for the terms force, motion, and
predict that they completed in previous lessons. Then have students prepare a new
card to add the Core Vocabulary term pattern.

Word Work

• pattern: (n. something that keeps repeating) Have students locate the card for
pattern. Have students list patterns of motion on their cards. When they have
finished, have them share their ideas with the class. Ask students to draw an
example of different patterns of motion.

54 INVESTIGATING FORCES
 • predict/prediction: Reinforce the meaning of the word predict. Explain that
these words are forms of the same word. The prefix pre- means “before” as
in prepare, preview, pretest, prevent. To predict is to “say beforehand.” Then ask
students these guiding questions: What are some other forms of the word
predict? (predicted, predicting, predictable). What would happen if you could not
predict how a swing would move?

6. Check for understanding. 5 MIN

Formative Assessment Opportunity

• Review student questions, and identify any that remain unanswered.
• Have students summarize what they have learned about patterns of motion,
asking them to answer the Big Question: Can we predict the motion of an
object that moves in regular patterns? Have them use the results of the
investigation as evidence.
• Record answers to the Big Question on the board or chart paper. Then check to
see if students can do the following:
Describe patterns in the motion of an object.
Describe regular patterns in an object’s motion, and use that to predict
future motion.
• Prompt students to express any new questions they may have and add them to
the list. Discuss strategies for answering remaining questions.

LESSON 6 | PREDICTING PATTERNS OF MOTION 55

PART D

Magnetism Is a Force
OVERVIEW
Lesson Big Question Advance Preparation
7. Investigating Magnets How do magnets interact Gather materials for teacher
with different materials and demonstration and student
each other? investigation. (See Materials and
Equipment, page 12.)
8. Magnetism Is a Force What are the characteristics of Read Student Reader, Chapter 4.
the force called magnetism?
9. Solving Problems with Magnets What problems can be Read Student Reader, Chapter 5.
(2 days) solved with magnets? Gather materials for student
design exploration. (See Materials
and Equipment, page 12.)

Part D: What’s the Story?

Forces are pushes and pulls. Students understand this intuitively. They know when something hits
the floor softly or hard. The idea of gravity balancing other forces acting on an object at rest is hard to
understand. But the idea of forces acting on objects that are not even touching is even more difficult.
To meet the Performance Expectations, students must recognize the cause-and-effect relationships of
electric or magnetic interactions between two objects that are not in contact. They must ask questions
and define problems that help them understand these relationships. The hands-on activity allows
students to identify problems that can be solved with magnets and to offer solutions.
In Lesson 7, students will conduct activities with magnets to determine which materials are and are
not attracted or repelled by a magnetic force. They experience the push and pull of magnetic force and
how distance affects magnetic force. The idea that a force can act upon an object and make it move
without even touching it is established.
In Lesson 8, students recognize that magnetism can make life a lot easier when applied to human
wants and needs. Instead of using tape, they can post a message or picture to a refrigerator. Cupboard
doors can close more easily with magnets. Screwdrivers can hold screws in place while they are
tightened. The Student Reader goes from simple applications of magnetic force to maglev trains.
Lesson 9 gives students an opportunity to identify and solve a problem using magnetic forces. This
two-day lesson not only reinforces the idea of forces acting on objects without touching (not in
contact), but gives students an engineering design experience. During the second day of Lesson 9,
students will identify a problem and design a solution as they consider causes and effects of
magnetic forces.

56 INVESTIGATING FORCES
LESSON 7

Investigating Magnets
Big Question: How do magnets interact with different materials and each other?

AT A GLANCE
Learning Objectives NGSS References
✓ Classify materials according to whether they Disciplinary Core Idea PS2.A: Forces and Motion
are or are not attracted by a magnet. (See Know the Standards)
✓ Based on patterns in observed data, predict Disciplinary Core Idea: PS2.B: Types of
whether a magnet will attract another object. Interactions
✓ Investigate the effects of distance on magnetic Science and Engineering Practices: Asking
attraction. Questions and Defining Problems
Lesson Activities Crosscutting Concept: Cause and Effect
Cause-and-Effect relationships will be explored
• teacher demonstration during this lesson as students discuss magnetism.
• student observation Students will investigate how magnets interact
• student predictions with different materials to observe their causes and
effects on other types of matter.
• discussion
• writing For detailed information about the NGSS
References, follow the links in the Online Resources
• vocabulary instruction Guide for this unit:
www.coreknowledge.org/cksci-online-resources

Know the Standards

What are examples of magnetic force and cause-and-effect relationships in the following
Clarification Statement from NGSS Performance Expectation 3-PS2-3? Examples of a magnetic
force could include the force between two permanent magnets, the force between an electromagnet
and steel paper clips, and the force exerted by one magnet versus the force exerted by two magnets.
Examples of cause-and-effect relationships could include how the distance between objects affects
strength of the force and how the orientation of magnets affects the direction of the magnetic force.
[Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by
students, and electrical interactions are limited to static electricity.]

LESSON 7 | INVESTIGATING MAGNETS 57

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a part of
Core Vocabulary, that you should use when talking about and explaining any concepts in this lesson. The intent
is for you to model the use of these words without the expectation that students will use or explain the words
themselves. A Glossary on pages 114–115 lists definitions for both Core Vocabulary and Language of Instruction
terms and the page numbers where the Core Vocabulary words are introduced in the Student Reader.
attract magnet magnetism repel
distance magnetic poles orientation
Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a
deck of vocabulary cards, which will be used in various activities across this unit as a part of Word Work.
This deck will include the Core Vocabulary terms designated in green above.

Instructional Resources
Activity Page Activity Page Make sufficient copies for your students prior
Fishing with Magnets (AP 7.1) to conducting the lesson.

AP 7.1

Materials and Equipment

Collect or prepare the following items: Teacher Demonstration
• internet access and the means to project • ring (or donut) magnet
images/videos for class viewing • assortment of metal and plastic paper clips
• index cards for student vocabulary deck • pair of metal scissors
(4 per student) • metal binder clip
• pushpins
• plastic utensil
• roll of masking tape
• pencil
• bowl
• yarn
• long wooden sticks
Student Investigation
• ring (or donut) magnets
• bowls
• yarn
• long wooden sticks
• assorted magnetic and nonmagnetic items
(coins, metal marbles/balls, keys or key rings,
rocks/pebbles, erasers, shoelaces, chalk, feathers)
58 INVESTIGATING FORCES
 Advance Preparation

Assemble one setup per group of two or three students so you can easily pass these
materials out to groups during class:
1. Construct the “fishing poles” for the teacher demonstration and for each group
by tying one end of the yarn to the wooden stick and the other end of the yarn
to a magnet.
2. Fill a bowl with all of the assorted magnetic and nonmagnetic items.

THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 15 MIN

How do magnets interact with different materials and each other?

Demonstrate and discuss the force of magnets. The goal of this demonstration is to
show that certain materials/objects are attracted to magnets and others are not and
to explore what students already know about the force of magnetism.
• Start off by showing students a magnet. Ask a relatable question about the
magnet to establish a sense of familiarity, such as the following:
» Have you seen or used a magnet? (Most students will answer yes.)
» Do you know of or use magnets in your home or in the classroom? (Magnets are
commonly used on cabinet doors and to attach paper and pictures to a refrigerator.)
» Have you ever wondered how a magnet works? (I know that some objects stick
to it and some don’t.)
• Tell students that magnets have a force—called magnetism (students will have a
chance to learn more about, and define, magnetism later in the lesson). Remind
them that any force is a push or pull. (See Know the Science 1 for support.)
Begin by asking students to predict what happens when a magnet is held
directly (closely) over a set of metal paper clips. The paper clips will move to and
stick to the magnet. Ask students what they observed: What happened to the
paper clips? (The paper clips jumped up to the magnet or to other paper clips that
were touching the magnet.)

Know the Science

1. What is magnetism? An invisible force caused by the attraction of certain metals to each other.
Unlike other materials, in a magnet atoms are arranged so all the electrons spin in the same direction.
This results in a north and a south pole in each magnet and forms a magnetic field around the magnet.
Two poles of the same type repel each other. But the north and south poles are attracted to each other.
Earth is a magnet. That’s why compasses point north. Some birds and whales navigate by the detection
of Earth’s magnetic field.

LESSON 7 | INVESTIGATING MAGNETS 59

 • Reset the demonstration with the paper clips, and start the demonstration over,
this time holding the magnet farther away from the paper clips. Ask students
what they observed: What happened to the paper clips this time? (They did not
move.)
• Next, model what happens when a magnet is held next to plastic paper clips,
and ask students to predict what might occur. There will be no interaction. Move
the magnet farther away from the plastic paper clips to ensure students see
that the plastic clips will not attach to the magnet regardless of distance to the
magnet.
• Repeat this process with the rest of the teacher demonstration materials,
being sure to vary the distance of the magnet for each object. You can
perform the demonstrations for each of the materials in any order. Before each
demonstration, ask students to predict whether they think the object will attract
to the magnet. For example:
» Do you think this pencil will be pulled to the magnet? What if I move the
magnet closer to the pencil? (The pencil will not move unless it has some metal
on it that the magnet attracts.)
» What do you think will happen to these pushpins when I put the magnet over
them? How about when I move the magnet far away? (The metal part of each
pushpin may turn toward the magnet. Moving the magnet farther away will not
attract the pins.)
• Ask students to think of and share “rules,” general ideas that might guide them,
as they are predicting whether an object is attracted to a magnet or not. For
example:
» Ask: What makes something be attracted to a magnet? (Certain metals are
attracted to magnets, such as iron and nickel.)
» Support students as they note characteristics in common to each of the
objects that are and are not attracted to the magnet. Capture student ideas
about “rules” that can help them on the board or chart paper.
» Students should start to notice that the shiny metal objects (e.g., pair of metal
scissors, binder clips, pushpins) are the things that are pulled toward and stick
to the magnet. Noticing this pattern will help them make their predictions for
each demonstration. Note: Later in the lesson, you should return to the “rules”
about what makes something attracted to magnets that were generated
through discussion. Returning to this list of ideas will help you to address
any student misconceptions about magnets and the types of materials that
interact with them (e.g., not all metals are attracted to magnets; see Know
the Science 2 for support).

Know the Science

2. What kinds of materials interact with magnets? The primary magnetic metals include nickel,
iron, and cobalt. Some forms of steel are magnetic, but other forms of steel are nonmagnetic. Not all
metals are magnetic, such as aluminum, copper, tin, lead, zinc, and titanium. Brass, bronze, gold, and
silver are also nonmagnetic metals.

60 INVESTIGATING FORCES
 • Ask students to consider questions about magnets. Record their questions on
the board or chart paper to think about as they investigate magnetism.
SUPPORT—Give students the opportunity to experience the force of
magnetism by sharing the materials.

2. Teach Core Vocabulary. 5 MIN

Prepare Core Vocabulary Cards

Display the following Core Vocabulary words on the board or chart paper. Have
students write each term in the upper left corner of an index card and underline it
(one term per card).
attract magnet magnetic poles magnetism repel

Word Work

• attract: (v. to pull something closer) Ask students to share what they
understand attract to mean. Have students talk about familiar examples of
attract (e.g., flowers attract bees). Tell them to write this definition on their cards:
to cause something to come closer. Then, have students write on their cards a
sentence using the word attract.
• magnet: (n. a material that applies the force of magnetism) Ask students to use
what they have learned about magnets so far to write what it means. Point out
that a magnet is a material that applies the force of magnetism. Have students
identify the magnet they used in the previous exploration.
• magnetism: (n. a force that can push or pull on some materials without touching
them) Ask students to share what they think magnetism means based on the
demonstration of magnets. Then have students write the following definition on
their cards: the ability of some materials to push or pull on other materials without
contact. Point out that magnet is part of the word magnetism. Draw students’
attention to the words “push or pull” in the definition. Ask students to consider
how magnetism relates/connects to what they have learned in this unit so far.
You may need to remind students of the definition for force as a push or a pull.
Students should recognize that magnetism is a type of force. This force acts from
a distance (without touching or contact). Have students write on their cards
a sentence using the word magnetism. Encourage students to add a simple
drawing to their vocabulary card that represents magnetism.
• Given their work with the other terms, invite students to jot notes on their cards
about what they understand magnetic poles and repel to mean at this point.
Students will refine their definitions for these two terms in the next lesson.

LESSON 7 | INVESTIGATING MAGNETS 61

3. Facilitate the investigation. 10 MIN
Activity Page Form small groups of two or three students. Explain that in this quick hands-on
activity, each group will use a magnet to “go fishing.” They will use their materials to
find out which objects are attracted to a magnet and which are not.
AP 7.1 Distribute and review Fishing with Magnets (AP 7.1). Model for students how they
will complete this Activity Page as they work. Explain that they will do the following:
• make predictions about objects that will attract or not attract to magnets
• record the observations that they see
• describe and summarize if their predictions were correct
Prompt students to take turns going “fishing” during the activity. When one person
catches an object, then the next person should try next to catch a new object.
Circulate between the groups to support students as they complete Fishing with
Magnets (AP 7.1).

4. Summarize and discuss. 10 MIN

After the activity, as a whole class, ask students to share how the teacher demonstration
or the activity relates to magnetism.
» Did any of the objects attract to the magnet? Which ones?
• As you lead the discussion, return to the “rules” and students’ questions captured
earlier on the board or chart paper. Ask students to think how they might modify
or extend their “rules” based on what they experienced during the activity.

Make Frequent Connections

Patterns:
• Ask students to share how they were able to guess (predict) which objects
would be attracted to the magnet and which ones would not. Ask probing
questions if necessary, such as the following:
» What did the objects that were attracted to the magnet have in common?
(They had some form of metal on them.)
» Were the objects attracted to the magnet shiny? (Some were shiny, and some
had plastic on part, such as the pushpins.)
» Were they all a kind of metal? (yes)
• Then explain that these “rules” are examples of patterns. Patterns are used in
science to help learn more about why things happen. They can also be used
to make predictions of what will happen in the future. Tell students that in the
activity, they used what they saw in the observation to find patterns to make
predictions. This is an important science skill!

62 INVESTIGATING FORCES
 Cause and Effect:
• Cause-and-effect relationships are routinely identified, tested, and used to
explain change in science. Discuss with students some common examples of
cause and effect to activate prior knowledge:
» The sunlight through the window (cause) is making my desktop warm (effect).
» The breeze (cause) is drying up rain puddles on the sidewalk (effect).
» I am out of breath (effect) because I ran during recess (cause).
» The swing is moving (effect) because I gave it a push (cause).
• Students experienced examples of changes during the activity. Remind students
of these changes:
» Certain objects were standing still but then started to move toward
the magnet.
» The distance of the magnet affected whether the objects stuck to the magnet:
When the magnet was closer to the metal objects, it attracted them.
When the magnet was far away from the metal objects, they did not move.
• Ask students the following guiding questions:
» What force caused the metal paper clips (or other metal objects) to move
toward the magnet? (magnetic force)
» What was the result, or effect, of magnetism? (Magnetism affects objects that
have certain contents that are attracted to magnets.)
• Now have students use their observations to write or say a sentence that
describes the cause-and-effect relationship of magnetism. Encourage students
to practice using the phrase “The caused .” For example:
» The magnet caused the paper clips to move toward it.
» The magnet caused the binder clip to move toward it when it was close but
not when it was far away.
• Remind students that scientists and engineers often look at cause-and-effect
relationships like this to explain why certain things happen in science, such as,
“What causes wind?”

5. Check for understanding. 5 MIN

Activity Pages Formative Assessment Opportunity
See the Activity Page Answer Key for correct answers and sample student responses.

AP 7.1 and • Have students summarize what they have learned about magnetism.
Answer Key
• Review student questions, and identify any that remain unanswered.
• Prompt students to express any new questions they may have and add them
to the list. Discuss strategies for answering remaining questions.
• Collect the completed Fishing with Magnets (AP 7.1).

LESSON 7 | INVESTIGATING MAGNETS 63

LESSON 8

Magnetism Is a Force
Big Question: What are the characteristics of the force called magnetism?

AT A GLANCE
Learning Objectives NGSS References
✓ Describe the characteristics of magnetism as a Disciplinary Core Idea PS2.B: Types of Interactions
force.
Crosscutting Concept: Cause and Effect
✓ Explain cause-and-effect relationships
Science and Engineering Practices: Asking
between the interactions of like and unlike
Questions and Defining Problems
poles of two magnets.
Asking Questions and Defining Problems is
Lesson Activities important to this lesson because students begin
to bridge their learning from previous hands-
• teacher demonstration
on investigations (Lesson 7) and learn new
• student observation terminology about magnetism.
• reading and discussion
For detailed information about the NGSS References,
• hands-on exploration follow the links in the Online Resources Guide for
• vocabulary instruction this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.
attract magnet magnetism repel
distance magnetic poles orientation
Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a
deck of vocabulary cards that will be used in various activities across this unit as a part of Word Work.
This deck will include the Core Vocabulary terms designated in green above.

64 INVESTIGATING FORCES
Instructional Resources Materials and Equipment
Student Reader Student Reader, Chapter 4 Collect or prepare the following items:
”Magnetism Is a Force”
• shoebox lid
Activity Pages • white paper
Ch. 4 Lesson 8 Check (AP 8.1) • water-based paint, such as tempera
Activity Pages (multiple colors)
Core Vocabulary Review (AP 8.2)
• metal ball
Make sufficient copies for your
• craft magnet
students prior to conducting
AP 8.1 the lesson. • bar magnets (with north and south poles
AP 8.2 marked; 1 per student)
Test the strength of the craft magnet before doing
the demonstration by verifying that it can move
the ball through the cardboard.

THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 10 MIN

What are the characteristics of the force called magnetism?

Open the lesson with a demonstration to show how magnetism works through
materials such as cardboard. This is a fascinating property of magnetism.
1. Place the white paper neatly in the inverted lid of the shoebox. Drop
different colors of the liquid paint onto the white paper in the shoebox lid.
2. Place the ball into the paint.
3. Carefully lift the lid.
4. Place the magnet underneath the cardboard lid, under where the ball is located.
5. Start to move the magnet around, and watch as it makes the ball move.
6. Bit by bit, move the magnet away from the bottom of the tray. Note the
distance at which the magnetic force no longer moves the balls.
• Ask students the following guiding questions as you perform the demonstration:
» Is the magnet under the cardboard touching the metal ball? (no)
» Why does the metal ball move? (The magnetic attraction works through the
cardboard.)
» What is being pushed or pulled in this activity? (The magnet is pushed or
pulled, and its magnetic force pushes or pulls the ball.)
» Does this support the idea that magnetism is a force? (yes)
» Is the magnetic force visible? (Magnetic force is invisible.)

LESSON 8 | MAGNETISM IS A FORCE 65

 » Does magnetic force increase or decrease with distance? (Magnetic force
decreases with distance.)
• Make a class list of questions students have about magnetism to investigate.

2. Read and discuss: “Magnetism Is a Force.” 20 MIN

Student Reader Read together, or have students read independently, “Magnetism Is a Force,”
Chapter 4 in the Student Reader. The selection reiterates what students learned and
observed in the previous lesson about magnets, as well as reveals the characteristics
of the force of magnetism, including that it is an invisible force. (See Know the
Ch. 4
Science 1 for support.) It presents several examples of ways that magnetism is used
in students’ everyday life.

Preview Core Vocabulary Terms

• Before reading, write the following terms on the board or chart paper. Have
students identify the words as they read. Stop and discuss the meaning of each
term in context.
attract magnetic poles repel
magnet magnetism
• Focus on the words attract and repel. Explain that these are opposites, or
antonyms. Have students demonstrate with their hands attracting and repelling.
Then ask students to consider these guiding questions as they read:
» What makes two magnets attract? (Opposite ends pull together.)
» What makes two magnets repel? (The same type of ends, such as north and
north, push apart from each other.)
• Have students use the term orientation properly when discussing two magnets.

Guided Reading Supports

When reading together, pause for discussion of key terms and questions to check
for understanding. Include suggested questions and prompts:
Page 19 • Ask students what experience they have had with magnets. Ask how to tell if
you have a magnet.

Know the Science

1. What is a magnetic field? An area where there is an invisible force. The invisible force that we
call magnetism results when electrons spin within a magnet in an aligned manner. (How this happens
is beyond the scope of this lesson.) Unlike other materials, in magnets atoms are arranged so the
electrons spin in the same direction. This results in a north and a south pole in each magnet and a
magnetic field around the magnet. Two poles of the same type repel each other. But the north and
south poles are attracted to each other. Earth is a magnet. That’s why compasses point north to south.

66 INVESTIGATING FORCES
Pages 20–21 • How do you know when something is or is not magnetic? (If something is not
attracted to a magnet, the object is not magnetic.) (See Know the Science 2
for support.)
• Does magnetic force increase or decrease with distance? (decrease)
Pages 22–23 • When do two magnets attract each other? When do they repel each other?
(Opposite poles attract each other, but like poles repel.)
• How would different poles of a magnet attract or repel a piece of iron that is
not a magnet? (Either pole would attract a piece of iron that is magnetic but not a
magnet.)
• Do all magnets have the same amount of strength? (no)
• How do you know magetism is a force? (You cannot see it, but you can see the
result of it working.)
• What is the relationship between magnetic strength and distance? (The strength
of the pull decreases as the distance increases.)
SUPPORT—The strength of a magnet decreases with distance. The amount
of force a magnet has is measured in gauss, which equates to the amount
of flux lines given off by a magnet over an area. As a magnet gets closer to
an object that it can affect, the flux lines are closer to each other, and the
pull of the magnet increases. As a magnet gets farther from an object it can
affect, the flux lines are further apart, and the pull of the magnet decreases.
Page 24 • What is a way you have used magnets? (I use magnets to hold notes on a
refrigerator and to make sure a cabinet door stays closed.)

3. Teach Core Vocabulary. 5 MIN

Word Work

• repel: (v. to push away from) Have students locate their card for the Core
Vocabulary term repel. Ask students to share what they understand repel to
mean. Have students write this definition on their cards: to cause something
to move farther away. Have students write on their cards a sentence using the
word repel.

Know the Science

2. Is an object magnetic, is it attracted by a magnet, or is it not attracted by a magnet? It
depends. Only a few types of metal (iron, nickel, cobalt, and some rare earth elements) can acquire a
magnetic field and become a magnet. Magnets can also be made using one of the magnetic metals
and a combination of other elements. Objects that can be attracted by a magnetic field usually contain
one of the magnetic metals. Most objects and materials are not magnetic or attracted by magnetic
fields, which is to say a magnetic field does not affect the electrons in the object or material.

LESSON 8 | MAGNETISM IS A FORCE 67

 • magnetic poles: (n. the places on a magnet where the magnetic force is
strongest) Have students locate their card for the Core Vocabulary term
magnetic poles. Ask students to share what they understand magnetic poles to
mean. Have students write this definition on their cards: the places on a magnet
where the magnetic force is strongest. On a bar magnet the ends are strongest
and can be north or south. Have students write on their cards a sentence using
the term magnetic poles.
• Reinforce the key lesson concepts by making sure students understand,
in context, the following terms: distance (the space between two things);
orientation (the position of one thing in relation to something else); and strength
(the relative power of the force). Engage students in a vocabulary activity that
allows them to practice using or better understanding these concepts. Choose
one of the following (or both, if time permits): Have students draw a picture
or diagram that shows the meaning of distance, strength, and orientation. Have
students form pairs and teach each other the definitions for distance, orientation,
and strength.

4. Facilitate the investigation. 5 MIN

• Demonstrate the concept of magnetic poles to stimulate further discussion.

» Place students into pairs, and give each pair two bar magnets.
» Tell students to place the magnets on the desk. Then have them do
the following:
Make one magnet push the other away.
» Can you push one magnet across the entire desk with the other
magnet?
Now make one magnet pull the other to it.
» Can you pull one magnet across the desk with the other magnet?
Give students some extra time, if time permits, to play with moving the
magnets around with the invisible force of magnetism.
• Discuss how magnets make things move without touching. Mention that
magnetic forces are not the only forces that act at a distance. Gravity and
electricity are other forces that do not require objects to be in contact/touching.
• Review with students the concept of magnetic strength.
• Discuss the factors that affect how strong magnetism is (such as chemical
[metallic] composition, distance, orientation, and strength).
• If students are still in their pairs and still have the bar magnets on their desks,
have them practice testing the strength of the magnets from close together to
farther apart to see that the magnets get stronger and weaker.

68 INVESTIGATING FORCES
 • Address the common misconception that larger magnets have a larger force.
(See Know the Science 3 for support.) This is not always true. Small magnets
can be stronger than large magnets, depending on what the magnets are made
of. For example, neodymium-iron-boron magnets can be very small but can
be very strong. Students do not need to know what neodymium-iron-boron
magnets are but should understand the idea that chemical composition affects
magnetic strength.
• Review with students the concept of cause-and-effect relationships as they
relate to magnetism (see Know the Standards):
» Magnetism causes things to move at a distance (effect).
» Opposite poles cause two magnets to attract (effect).
» Same poles cause two magnets to repel (effect).
» Large distances cause magnets to have less effect (effect).
» Small distances cause magnets to have more effect (effect).

5. Check for understanding. 5 MIN

Activity Pages Formative Assessment Opportunity
• See the Activity Page Answer Key for correct answers and sample student
responses.
AP 8.1 • Distribute and have students complete Lesson 8 Check (AP 8.1).
AP 8.2
Answer Key • Choose one or two questions to present to the class for a brief closing
discussion. Use the discussion as an opportunity to reinforce main ideas
and correct misconceptions.
• Distribute and assign Core Vocabulary Review (AP 8.2) as a take-home exercise
for reinforcement. Collect and evaluate students’ completed review pages to
determine where students might need additional support.

Know the Science

3. Do bigger magnets exert more magnetic force than smaller magnets? It depends on many
factors. The strength of the magnetic force depends on the chemical nature of the magnet and the
distance between the magnet and the object. Magnets of differing sizes/materials can have predictable
patterns of magnetic strength. However, it is not always true that larger magnets result in larger fields.

Know the Standards

Science and Engineering Practices: Asking Questions and Defining Problems. Students are expected
to learn how to ask questions that can be investigated based on patterns, such as cause-and-effect
relationships. As you discuss cause-and-effect relationships related to magnetism, use this opportunity
to reiterate that this is a type of pattern and that patterns can be used to guide investigations or make
predictions.

LESSON 8 | MAGNETISM IS A FORCE 69

LESSON 9

Solving Problems with Magnets

Big Question: What problems can be solved with magnets?

AT A GLANCE
Learning Objective NGSS References
✓ Describe a device that uses magnets to solve a Disciplinary Core Idea PS2.3: Motion and
problem. Stability: Forces and Interactions
Disciplinary Core Idea PS2.B: Types of Interactions
Lesson Activities (2 days)
Science and Engineering Practices: Asking
• teacher demonstration Questions and Defining Problems
• student observation Crosscutting Concept: Interdependence of
Science, Engineering, and Technology
• hands-on activity
Scientific discoveries can often lead to new and
• reading, discussion, writing
improved technologies, which are developed
• vocabulary instruction through the engineering design process.
For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
this unit:
www.coreknowledge.org/cksci-online-resources

Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 114–115 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.
attract engineering design magnetism repel
distance magnetic poles problem solution

Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a
deck of vocabulary cards that will be used in various activities across this unit as a part of Word Work.
This deck will include the Core Vocabulary terms designated in green above.

70 INVESTIGATING FORCES
Instructional Resources Materials and Equipment
Student Reader Student Reader, Chapter 5 Collect or prepare the following:
“Solving Problems with • compass
Magnets”
• metal hairpins (bobby pins)
Ch. 5 • magnetic strip
• magnets
Activity Page Activity Page • paper
Problem and Solution (AP 9.1) • glue
• cabinet
Make sufficient copies for your
• additional materials as necessary
AP 9.1 students prior to conducting
(see Step 3 in Day 2)
the lesson.
• index cards for student vocabulary deck
(2 per student)
• internet access and the means to project
images/video for whole-class viewing

THE CORE LESSON TWO DAYS, 45 MIN EACH

1. Day 1: Focus student attention on the Big Question. 5 MIN

What problems can be solved with magnets? (See Know the Standards 1.)
• Open the lesson with a scenario about getting lost and how scary it can be. Have
students imagine what it must have been like to live during a time when there
were no maps, no satellites or GPS, and no people that you could call right away
for directions. When explorers went out to sea or traveled the land, they had to rely
on other ways to know whether they were heading north or south or east or west.
• Discuss the following question with students: How can I tell if I am travelling
north, south, east, or west? Ask students to suggest a solution. They will probably
mention a compass or a smartphone app.

Know the Science

How does a compass work? Magnetism! The Earth is a magnet. It is surrounded by one gigantic
magnetic field. The magnetic needle of a compass is made of iron. The south pole of the compass needle
will be oriented to Earth’s north magnetic pole at all times. Engineers label the end of the needle N to
indicate it is pointing north. Even though it has an N on it, it is the south pole of the compass needle. The
north pole of the needle will, of course, point to the south, so compass designers put an S on it, even
though it is the north pole of the needle.

LESSON 9 | SOLVING PROBLEMS WITH MAGNETS 71

 • Show students a compass. Tell them what a compass does and how it works (see
Know the Science on the previous page). Say that the compass uses a magnet,
one magnetized needle. Remind them that every magnet has a north and
south pole. The N pointer of a compass needle will point toward Earth’s north
magnetic pole if it can swing freely. The compass was a solution to the problem
of getting lost and not knowing directions.
• Give students a chance to hold the compass and spin around or walk around the
room to see the needle find the magnetic north pole.
• Ask guiding questions as students explore the compass, such as the following:
» If the needle of the compass is a magnet, what do you think it is made of?
(iron, metal)
» When the needle spins around, is it being pushed away from Earth’s north
magnetic pole or pulled toward Earth’s north magnetic pole? (One end is
being pulled, and the other is pushed.)
» The compass needle orients to a north-south position. What do you think
would happen if you face south? (You face a different direction, but the
compass needle still points north.)
• Explain to them that Petrus Peregrinus de Maricourt—who they will read about
in their Student Reader—was one of the first people to discuss freely pivoting
compass needles. He used his knowledge of magnets and magnetism to design
and build a compass.
• Make a class list of questions students have about practical uses of magnets and
the force of magnetism to solve problems.

2. Read and discuss: “Solving Problems with Magnets.” 20 MIN

Student Reader Prepare to read together, or have students read independently, “Solving Problems
with Magnets,” Chapter 5 in the Student Reader. The selection sets up the idea of
solving problems using magnets and discusses a few examples of magnets used as
solutions to problems based on wants or needs. The article also includes a section
Ch. 5
on evaluating time, cost, and materials when considering design solutions.

Preview Core Vocabulary Terms

Before reading, write the following terms on the board or chart paper. Have
students identify the words as they read. Stop and discuss the meaning of each
term in context.

problem solution

Know the Standards

1. Problems Examples of problems could include constructing a latch to keep a door shut and creating
a device to keep two moving objects from touching each other.

72 INVESTIGATING FORCES
 Guided Reading Supports

When reading together, pause for discussion of key terms and questions to check
for understanding. Include suggested questions and prompts:
Page 25 • Ask students how they use magnets to solve problems.
• Discuss different problems that can be solved with magnets.
Pages 26–27 • Relate finding studs to the magnetic painting activity in the last lesson. Discuss
how magnetism can go through other materials. Use the room you are in when
discussing walls and studs. You can buy a stud finder at any hardware store if
you wish to demonstrate.
Page 28 • Have students explain how a maglev train works.
» Why is the ride on a maglev train so much smoother than on steel rails?
SUPPORT—If needed, draw a model of a maglev train on the board or chart
paper, and show how it works with a large electric power source, metal coils
lining a track, and large magnets on the underside of the train. The magnetized
coils in the track repel the train’s magnets, so the maglev train floats on a
cushion of air as magnetic fields push and pull the train along the surface.
Pages 29–30 • What is a way you can use magnetism to locate something, which is what
happens with a stud finder?
• What is a way you can use a magnet to repel something, which is what happens
with a maglev train?

3. Demonstrate examples and guide discussion. 10 MIN

Choose one of the following, or a similar example, to stimulate further discussion

about how magnets can be used to solve simple problems. (If time permits, use as
many examples as possible.)
• Demonstrate how a magnet will hold paper on a magnetic board. Place the magnet
onto the board, showing that it sticks. Now place the paper between the magnet
and the board, showing how the paper is held in place. Ask students the following:
» What is the problem that I needed to solve? (I want to display the paper on a
board.)
» What was the solution that I used? (I used a magnet to hold the paper on a
magnetic board.)

LESSON 9 | SOLVING PROBLEMS WITH MAGNETS 73

 • Demonstrate how adhering a magnet strip to the wall will hold metallic bobby
pins (hairpins) in an organized way. Glue a magnet strip to the wall, or attach
the magnetic strip to the magnetic board. Show students how the hairpins stay
attached to the magnet. Ask the following questions:
» What is the problem that I needed to solve? (I needed to organize the bobby pins.)
» What was the solution that I used? (I used a magnetic strip to keep the bobby
pins handy.)
• Demonstrate how magnets can be used to hold cabinet doors shut. Show
students a cabinet that will not stay closed. Then ask these guiding questions:
» What is the problem that you see? (The door won’t stay shut.)
» What was the solution that I used? (Magnets hold the door shut, but a little pull
can open the door when needed.)
Then show students how the cabinet can be held shut after gluing magnets onto
the cabinet doors.
Online Resources • Show a video of a large magnet in a junkyard being held by a crane that is sorting
materials to be used for recycling. Ask what students observe about the magnet:
» What do you think would happen if the crane held the magnet up higher?
(It may not pick up anything.) Would the magnet still work from that distance,
or would it get weaker? (The farther away a magnet moves from an object, the
weaker the pull will become.)
» What makes the objects in the junkyard attracted to the magnet? (They
contain metals that are attracted to magnets.)
Explain that these are all examples of problems that use magnets as part of the solution.
Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources

4. Encourage discussion. 5 MIN

• Emphasize the importance of solving problems. Tell students that problems exist
all around us. Give an example of a problem, such as pollution. Then explain that
scientists and engineers study problems to try to come up with designs to solve
them. Solving problems can be a long process. But one of the first ways that they
can start to solve problems is by asking questions.
• Scientists ask questions to learn more about the natural world and why things
happen. Engineers ask questions to understand how something would work
better. Asking questions is a skill. Knowing the right kinds of questions to ask can
help people come up with solutions to problems.
• Give some examples of simple questions that may be asked in science or
engineering, such as the following:
» Why does this thing work the way that it does?
» How can I make this thing work even better?

74 INVESTIGATING FORCES
 • Another important skill in science and engineering is identifying a problem and
using the design process to solve it. (See Know the Standards 2 for support.)
Engineers have to think about the following:
desirable features time
what people want/need cost
limits (constraints) materials
• Students will have already read about time, cost, materials, and limits for designs
in the Student Reader selection. Have them discuss the time, cost, materials, and
limits for the examples presented in the reading.

5. Check for understanding. 5 MIN

Formative Assessment Opportunity

• Have students summarize what they have learned about using magnets to solve
problems. Ask guiding questions to help students link details in this analysis
back to their activities with magnets and the reading they have done so far.
• Review student questions, and identify any that remain unanswered.
• Prompt students to express any new questions they may have and add them to
the list. Discuss strategies for answering remaining questions.

1. Day 2: Focus student attention on the Big Question. 5 MIN

What problems can be solved with magnets?

• Remind students of what they reviewed in the previous class about simple
problems that can be solved with magnets.
• Tell students that today they will be doing the following:
identifying and describing a simple design problem
telling how that problem can be solved using magnets
drawing a sketch of the solution
• If there is time and the materials are available, students can build and test their
solutions to the defined problems. See Step 3 ahead for more details.

Know the Standards

2. Engineering Design Process At this grade level, students are not introduced to the engineering
design process in its entirety. However, they will learn about asking questions, identifying simple
problems, and describing solutions, which form the basis of the engineering design process.
Students are also not assessed on the terms criteria and constraint. Instead, these concepts should be
described as “desirable features” and “limits.”

LESSON 9 | SOLVING PROBLEMS WITH MAGNETS 75

2. Demonstrate examples and guide discussion. 10 MIN
Activity Page Explain to students that they will identify a simple problem that can be solved by
magnets. Distribute and review Problem and Solution (AP 9.1). Explain that students
will be working in groups for the activity but that each student will complete the
Activity Page independently.
AP 9.1
• Model for students how to fill out the Activity Page, and describe what they will
do for each of the steps. Explain the following:
First, students will state a simple problem.
Then, students will practice asking questions to think of an engineering
design solution.
Next, students will draw a sketch of their engineering design solution
and describe how it works.
Then, students will talk about the scientific ideas necessary for solving
the problem. For example, force between objects does not require
the objects to be touching. Magnetic force depends on the size of the
objects, distance between the objects, and orientation of the magnets. If
necessary, review with students the concepts for these scientific ideas.
Finally, students will evaluate the time, materials, limits, and cost for their
design solution. (You may set a limit for them, even an arbitrary one such
as “You can’t use anything red.”)
• Tell students that they cannot use a simple problem and design solution that was
already discussed or demonstrated, either in their reading or in the classroom.

3. Facilitate the investigation. 15 MIN

• Have students work in small groups to complete the activity. Circulate around
the room to provide support as needed. Students may need help with the
following:
recalling the scientific ideas related to the force of magnetism
understanding how to evaluate the given factors of a design (such as
cost or limits)
defining key concepts, such as orientation
• Provide continuous reminders to students that magnetism is a type of force that
creates motion (pushes or pulls).
• When students complete the activity and have filled out the Activity Page, invite
volunteers to share their design solutions with the class.
SUPPORT—If time permits and materials are available, have students build
and test the solutions to their defined problems. You might prepare materials
such as these:
craft magnets scissors
cardboard string
paper paper clips
glue
76 INVESTIGATING FORCES
4. Teach Core Vocabulary. 10 MIN

Prepare Core Vocabulary Cards

Direct student attention to the Core Vocabulary words (displayed on the board or
chart paper earlier in the lesson). Have students write each term in the upper left
corner of an index card and underline it (one term per card).
problem solution

Word Work

Activity Page Have students review Activity Page 9.1 and identify where they asked questions,
identified simple problems, and described a solution.
• problem: (n. a want or need that requires a solution) Invite volunteers to
AP 9.1 provide examples of problems in terms of anything they’d like to change,
improve, or fix. Ask students what these examples have in common. Then
instruct students to compose their own definition of problem on their Core
Vocabulary card.
• solution: (n. plan or object that solves a problem) Then, invite volunteers to
provide examples of solutions to some of the problems they have identified.
Ask students what these examples have in common. Then instruct students to
compose their own definition of solution on their Core Vocabulary card.
• Remind students that the engineering design process can have many steps
but that the basic steps are asking questions, identifying simple problems, and
describing solutions.

5. Check for understanding. 5 MIN

Activity Pages Formative Assessment Opportunity
See the Activity Page Answer Key for correct answers and sample student
responses.
AP 9.1 and
• Have students summarize what they have learned about using magnets to solve
Answer Key
problems. Ask guiding questions to help students link details in this analysis
back to their activities with magnets and the reading they have done so far.
• Review student questions, and identify any that remain unanswered.

LESSON 9 | SOLVING PROBLEMS WITH MAGNETS 77

UNIT REVIEW

Forces and Trains

Big Question: How have engineering designers improved trains?

AT A GLANCE
Learning Objectives NGSS References
✓ Examine improvements to trains as examples This unit addresses the following Performance
of engineering solutions. Expectations from NGSS Grade 3 Topic Forces.
✓ Use examples from the reading about trains to • Plan and conduct an investigation to provide
answer the unit Big Questions. evidence of the effects of balanced and
unbalanced forces on the motion of an object.
Lesson Activities (PE 3-PS1-1)
• student reading • Make observations and/or measurements of an
object’s motion to provide evidence that a
• teacher demonstration
pattern can be used to predict future motion.
• discussion (PE 3-PS2-2)
• vocabulary instruction • Ask questions to determine cause-and-effect
relationships of electric or magnetic interactions
between two objects not in contact with each
other. (PE 3-PS2-3)
• Define a simple design problem that can
be solved by applying scientific ideas about
magnets. (PE 3-PS2-4)

The Unit Review is intended to support students

as they summarize their learning about these PEs
and prepare for the Unit Assessment. For detailed
information about the NGSS References, follow the
links in the Online Resources Guide for this unit:
www.coreknowledge.org/cksci-online-resources

78 INVESTIGATING FORCES
The Big Idea
This lesson focuses on the role of engineering design in making better trains. Engineers use knowledge
of forces as they develop solutions to problems and build things that are useful to people. This lesson
also incorporates learning goals that support principles and practices of engineering design (such as
defining problems and evaluating and optimizing possible solutions).
This lesson also deals, in part, with the scientific concept of balanced and unbalanced forces. Students
can see concrete manifestations of forces in the pushes and pulls all around them. Everything that
is still is at rest with balanced forces. Getting a train at rest to move, for example, is an example of
unbalanced forces at work. The scientific concept that forces are always acting on objects, even if they
are not moving, can be challenging. This abstract idea of will become becomes clearer when students
understand the following:
• Forces are pushes and pulls.
• Gravity, friction, and magnetism are forces.
• Unbalanced forces cause changes in motion.
• Motion has speed and direction.
• Forces such as magnetism can act on objects that are not touching.

Core Vocabulary
Language of Instruction: During instruction, remind students of their prior exposure to the following
terms.
attract lubricant pattern
balanced forces magnet predict
contact force magnetic poles problem
force magnetism repel
friction motion solution
gravity oppose unbalanced forces

Instructional Resources
Student Reader Student Reader, Chapter 6
“Forces and Trains”

Ch. 6
Activity Page Activity Page
Big Questions About Forces (AP UR.1)
Make sufficient copies for your students prior to conducting the lesson.
AP UR.1

UNIT REVIEW | FORCES AND TRAINS 79

Materials and Equipment
Collect or prepare the following:
• magnetic tape roll (as much as needed)
• narrow box with ends cut off
• cardboard from one end of the box
• small, thin piece of foam or sponge
• thin clear tape
• glue
• index cards for student vocabulary deck (3 per student)
• internet access and the means to project images/videos for whole-class viewing

Advance Preparation

Prepare the following, or provide students with the steps and have them do it
(15 min):
1. Glue thin magnetic strips along the long corners of the box so that they form
two tracks aligning each side of the box. Make sure that the same poles are
always facing upward.
2. The magnetic strips on the box should form a trackway inside the walls.
3. Take the piece of cardboard (about the same width as the box though not
nearly as long), and glue one magnetic strip on one side where it fits to the
width of the box. These should align with the strips in the trackway. Also, the
poles facing down should be the same as the poles facing upward on the ruler.
4. Next, tape a thin piece of foam or sponge over the magnets on the opposite
side of the piece of cardboard.
Online Resources This will act as a “train” that will travel on the magnetic “trackway.” For help in
assembling the pieces, use this link to download the CKSci Online Resources Guide
for this unit, where a specific link to this resource may be found:
www.coreknowledge.org/cksci-online-resources

80 INVESTIGATING FORCES
THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 5 MIN

How have engineering designers improved trains?

• Remind students that in previous lessons, they watched demonstrations, read
materials, and carried out investigations to learn how engineers use forces,
which are pushes or pulls, to cause a change in motion. Have students describe
the kind of force that is acting on objects in each of the following examples:
» a ball being dropped to the ground
» a child sliding down a playground slide
» a compass needle pointing north
• Ask students to identify any patterns these examples might show (for example,
on Earth, gravity always pulls objects down; compass needles always point to
Earth’s north magnetic pole).
• Invite students to consider questions about the ways that forces start or stop
train motion. Prompt students to think about how train engineers have solved
various problems related to friction either between track and wheel or between
the sufaces of engine parts. Record selected questions on the board or chart
paper to revisit after the reading.

2. Read and discuss: “Forces and Trains.” 20 MIN

Student Reader Read together, or have students read independently, “Forces and Trains,” Chapter 6
in the Student Reader. Connect the Student Reader to the previous lessons about
forces and motion. The selection introduces students to Elijah McCoy, whose family
escaped from slavery to the North, where, as a worker on trains, he developed a
Ch. 6
process to lubricate train engines while the train was moving. Students also learn
about maglev trains, which reduce friction between the train and the train track to
help trains travel more efficiently.

Preview Core Vocabulary Terms

Have students take out the Core Vocabulary card decks they have completed
throughout the unit. Instruct students to quickly scan the cards as a reminder of
terms to look for during today’s reading and Unit Review discussion. Have students
place the deck at the top left corner of their desks. When they encounter any term
in the deck during reading or discussion, they should move the card for that term to
the top right corner of the desk. Emphasis in this lesson is for students to use Core
Vocabulary in context in the discussion and to be aware of their use of the terms.

UNIT REVIEW | FORCES AND TRAINS 81

 Guided Reading Supports

When reading together, pause for discussion of key terms and questions to check
for understanding. Include suggested questions and prompts:
Page 31 • What evidence tells you what kind of person Elijah McCoy was? (He was trained
to be an engineer, worked where he could find work, and was a problem solver.)
• What is an engineer? What is an engineering designer? (An engineer designs or
builds machines or parts to create or improve ways to make work easier.)
Pages 32–33 • Describe the forces that get a train at rest to move. (There must be a powerful
pushing or pulling force to get a train to move.)
• How can you predict the motion of a train? (A train moves forward or backward
on a track.)
• What problems must be overcome to start the movement of a heavy train?
(The obstacles to moving a train are the weight of the train, its position, gravity, and
friction.)
• What types of solutions to the problems have engineers developed? (Some
solutions include using various fuels, improving the wheels, reducing friction, and
using lighter materials to build the train.)
Pages 34–35 • How did Elijah McCoy’s invention improve train travel? (McCoy’s way of
lubricating the engine meant that the train could make fewer stops.)
• Why do you think McCoy may have gotten a patent? (A patent kept others from
making money off of his invention.)
• What are the advantages of maglev trains over other trains? (Maglev trains use
magnets instead of wheels, so friction is reduced, making train rides quiet and
smooth.)
Page 36 • How do maglev trains work? (Magnets are used to levitate, or float, the trains over
the tracks.)

82 INVESTIGATING FORCES
3. Demonstrate an example. 10 MIN

Place the model maglev train track where all students can gather round it. Place the
piece of wood or plastic, with the foam-covered magnets facing downward, against
the magnets on one end of the trackway, and give it a gentle push. It will fly along
the track. Explain to students that this is how the magnets in a maglev train work to
cause the train to move. (See Know the Science for support.)
SUPPORT—If time permits, allow students to experience the magnetic forces in
the model train.

4. Check for understanding. 10 MIN

Activity Page Distribute and review Big Questions About Forces (AP UR.1). Have students review
their answers to the Big Questions looking for the unit vocabulary words. Instruct
students to refer to their cards throughout the exercise.
AP UR.1 and • Assign students to work in pairs to discuss and develop written answers to the
Answer Key unit’s Big Questions.
Assign each pair one or two Big Questions to answer from the Activity Page.
• Instruct students to draft their answers first on paper as they work with
their partner.
• Challenge students to use references from Chapter 6 of the Student Reader in
their answers where appropriate.
Before the next class session, the Unit Assessment, collect and evaluate the Activity
Page. Address any misguided or incomplete responses.
Return the Activity Page to students, and have selected students read their
responses to the whole class in preparation for the Unit Assessment.
See Teacher Resources on page 110 for guidance in administering the Unit
Assessment to conclude the unit.

Know the Science

When a train is at rest, balanced forces are acting on it. When it begins to move, slow down, or change
direction, unbalanced forces are acting on it. Trains exhibit a pattern of motion by always moving along
tracks, whether they are old-fashioned locomotives or maglevs. Gravity is a pull force always pulling
trains down toward Earth, and when trains are moving, they face resistance from friction. Friction occurs
when rail and wheel meet. The front surface of the train also encounters air friction. In maglev trains,
magnetism is used to reduce or eliminate friction between the train and the track. However, it does not
reduce friction from the air. In fact, friction with the air may increase because maglev trains can move
faster than diesel locomotives.

UNIT REVIEW | FORCES AND TRAINS 83

UNIT 1

Teacher Resources
Activity Pages
• Push It, Pull It (AP 1.1) 86
• Lesson 2 Check (AP 2.1) 87
• Investigating Forces—Plan (Day 1) (AP 3.1) 88–89
• Investigating Forces—Test (Day 2) (AP 3.2) 90
• Table Hockey (AP 4.1) 91–92
• Friction Finder (AP 5.1) 93
• Lesson 5 Check (AP 5.2) 94
• Forces and Patterns (AP 6.1) 95–96
• Fishing with Magnets (AP 7.1) 97–98
• Lesson 8 Check (AP 8.1) 99
• Core Vocabulary Review (AP 8.2) 100
• Problem and Solution (AP 9.1) 101–102
• Big Questions About Forces (AP UR.1) 103

Unit Assessment: Investigating Forces 104–107

Activity Pages Answer Key 108–109

Unit Assessment: Teacher Evaluation Guide 110–113

Appendix A: Glossary 114–115

Appendix B: Classroom Safety for Activities and Demonstrations 116–117

Appendix C: Strategies for Acquiring Materials 118

Appendix D: Advance Preparation for Activities and Demonstrations 119

Appendix E: What to Do When Activities Don’t Give Expected Results 120

TEACHER RESOURCES 85
Name Date

Activity Page 1.1 Use with Lesson 1

Push It, Pull It

Think about objects whose motion you have changed today.

Make a short list on the lines below.

Draw an object you pushed to make it move. Describe what happens to the object to make it move.

Draw an object you pulled to make it move. Describe what happens to the object to make it move.

86 TEACHER RESOURCES
Name Date

Activity Page 2.1 Use with Lesson 2

Lesson 2 Check
Circle the correct answer.

1. Which of the following are forces?

a) pushes
b) speed
c) direction
d) pulls

2. Which of the following happens when unbalanced forces are acting on an object?
a) The object’s motion does not change.
b) The object’s motion changes.

3.

What will happen to the box?

a) It will move in the opposite direction of the push force.
b) It will move in the same direction as the pull force.
c) It will remain unchanged and at rest.

4.

What will happen to the box?

a) It will move in the opposite direction of the push force.
b) It will move in the same direction as the pull force.
c) It will remain unchanged and at rest.

TEACHER RESOURCES 87
Name Date

Activity Page 3.1 (Page 1 of 2) Use with Lesson 3

Investigating Forces (Day 1)

Plan

Complete the items below to plan your investigation.

1. What questions are you trying to answer about balanced and unbalanced forces?

2. In two or three sentences, summarize what you already know about forces.

3. Based on what you already know, predict an answer to your question.

4. What materials will you need to carry out your investigation?

88 TEACHER RESOURCES
Activity Page 3.1 (Page 2 of 2) Use with Lesson 3

5. In the box below, show how you will carry out your investigation. You may use pictures, a list, or
complete sentences to describe your plan.

TEACHER RESOURCES 89
Name Date

Activity Page 3.2 Use with Lesson 3

Investigating Forces (Day 2)

Test
Test the idea you described on Investigating Forces (Day 1)—Plan (AP 3.1). Record your observations.

1. What forces were acting on the object when it was at rest?

2. What happened when you applied balanced forces to the object?

3. Were your predictions correct? Circle one choice below.

Yes No

4. Briefly explain why you think your results do or do not support your predictions.

5. Write about the other group’s investigation plan that you tried to repeat. How were their results
similar to or different from yours?

90 TEACHER RESOURCES
Name Date

Activity Page 4.1 (Page 1 of 2) Use with Lesson 4

Table Hockey
Let’s play a game of table hockey! Investigate which materials help the hockey puck slide smoothly and
easily across the surface.

MATERIALS:
• baking sheet
• large piece of felt or construction paper
• large piece of sandpaper
• large piece of aluminum foil
• cup of oil
• bottle cap (the “hockey puck”)
• sand

PROCEDURE:
STEP 1: Place the piece of felt (or construction paper) on the baking sheet.
STEP 2: Pour sand into the bottle cap. Try to send the bottle cap (“hockey puck”) from one side of the
pan to the other.
Record your results and observations below. Use the terms surface, force, and friction in your results.
Did the hockey puck glide or slide across the pan? Why or why not?

STEP 3: Remove the piece of felt.

STEP 4: Place the piece of sandpaper on the baking sheet.
STEP 5: Try to send the hockey puck from one side of the pan to the other.
Record your results and observations below. Use the terms surface, force, and friction in your results.
Did the hockey puck glide or slide across the pan? Why or why not?

TEACHER RESOURCES 91
Activity Page 4.1 (Page 2 of 2) Use with Lesson 4
STEP 6: Remove the piece of sandpaper.
STEP 7: Place a piece of aluminum foil on the baking sheet.
STEP 8: Try to send the hockey puck from one side of the pan to the other.
Record your results and observations below. Use the terms surface, force, and friction in your results.
Did the hockey puck glide or slide across the pan? Why or why not?

STEP 9: Keep the aluminum foil in the pan.

STEP 10: Pour the oil over the aluminum foil, and then spread it out evenly to cover the surface.
STEP 11: Try to send the hockey puck from one side of the pan to the other.
Record your results and observations below. Use the terms surface, force, and friction in your results.
Did the hockey puck glide or slide across the pan? Why or why not?

STEP 12: Answer the following questions:

Which material(s) created the most friction between the surfaces? Use evidence from your investigation
to support your answer.

Which material(s) acted as a lubricant? How did this lubricant affect the friction between the surfaces?

What is the cause-and-effect relationship between different surfaces and friction? Use evidence from
your investigation to support your answer.

92 TEACHER RESOURCES
Name Date

Activity Page 5.1 Use with Lesson 5

Friction Finder
Friction occurs all around you! Think of one example of the force called friction that you might find in
each place noted below. One example has been added for you.

Place Examples of the Force of Friction

Home Pulling a chair out so you can sit at a table

Classroom

Outside

TEACHER RESOURCES 93
Name Date

Activity Page 5.2 Use with Lesson 5

Lesson 5 Check
1. Which are characteristics of the force called friction? Circle all that apply.
a. Friction occurs between surfaces in contact.
b. Friction can be helpful or harmful.
c. Friction does not act on objects that are not moving.
d. Friction can make it hard for things to move.
e. Friction opposes (resists) motion.

2. Circle the correct words to complete the sentences below.

One way to reduce friction is to use a [ rough surface / lubricant ].
Friction [ opposes / speeds up ] motion.

3. Place a ✓ in the box to tell whether each example of friction is helpful or harmful. In the Reasoning
column, explain your reasoning for your answers. The first example has been done for you.

Example Helpful Harmful Reasoning or Evidence

Using the brakes Friction is useful because it can stop the

✓
on a bicycle bike in an emergency.

Gripping the road

with tire treads

On a cold day,
rubbing hands
together to make
heat

Adding oil to the

moving parts of
an engine

Rubbing two
sticks together
to light a fire and
stay warm

94 TEACHER RESOURCES
Name Date

Activity Page 6.1 (Page 1 of 2) Use with Lesson 6

Forces and Patterns

For this activity, you will create a pendulum that swings back and forth exactly 10 times before it stops.
STEP 1: Build your pendulum. Watch your teacher demonstrate, and then copy the steps to make
your pendulum.
STEP 2: Hold the pendulum by the end of the string, but do not let it move.
Draw how you think the pendulum will move in the box. Use arrows to show the direction of the
pendulum.

STEP 3: Have one person in the group hold and move the pendulum. Another person will count
how many times it swings back and forth before it stops moving. Repeat this two times, and record
your observations in the table below:

Trial Number of times it swings before it stops

What is the average number of times that the pendulum swings before it stops?

What can you do to make the pendulum swing more or less to get to exactly ten times?

TEACHER RESOURCES 95
Activity Page 6.1 (Page 2 of 2) Use with Lesson 6

Was your prediction about how the pendulum moved correct?

STEP 4: Make changes to your pendulum. Do you have a different prediction about how the
pendulum will move? If so, write it below:

STEP 5: Test the pendulum again. This time, switch roles in your group so each person has a chance
to hold the pendulum and record the findings. Record your observations in the table below:

Trial Number of times it swings before it stops

Did your changes help the pendulum swing exactly 10 times before it stopped?

If you had a new prediction, was it correct?

In your own words, what is a prediction?

96 TEACHER RESOURCES
Name Date

Activity Page 7.1 (Page 1 of 2) Use with Lesson 7

Fishing with Magnets

1. Look through the bowl. List the objects that you observe.

2. Make a prediction. Which objects do you think will be attracted to the magnet?

It’s time to go fishing! Place the fishing pole’s “lure” (the magnet) into the bowl of objects, and see
which objects stick to the magnet. After you “catch” one object, let your partner try, too.

3. Record your observations.

Which items from the bowl were attracted to the magnet?

Was your prediction from Question 2 correct?

TEACHER RESOURCES 97
Activity Page 7.1 (Page 2 of 2) Use with Lesson 7

4. Summarize your observations.

What do the objects that are attracted to the magnet have in common?

What do the objects that are not attracted to the magnet have in common?

98 TEACHER RESOURCES
Name Date

Activity Page 8.1 Use with Lesson 8

Lesson 8 Check
Answer the items below to show what you have learned.
1. Circle the correct words to complete the sentences about magnetism.
a) Magnetism is [ stronger / weaker ] when a magnet is closer to magnetic objects.
b) Magnets [ attract / repel ] certain types of metals.
c) Magnetism is a force that is [ invisible / visible ].
d) Magnetism acts [ never across a distance / often across a distance ].
e) Magnetism attracts [ all materials / some materials and not others ].

2. What will happen to the magnets in the picture?

a) They will attract.

b) They will repel.

3. What evidence from your reader supports your answer to Question 2?

4. What will happen to the magnets in the picture?

a) They will attract.

b) They will repel.

5. What evidence from your reader supports your answer to Question 4?

TEACHER RESOURCES 99
Name Date

Activity Page 8.2 Use with Lesson 8

Core Vocabulary Review

Complete each sentence with the correct term or phrase. Not every word in the word bank will be
used, but any word that you do use will be used only once. For support, review the cards in your Core
Vocabulary deck before you begin.

force push pull motion balanced unbalanced pattern predict

contact friction lubricant magnetism attract repel poles

1. When several forces are acting on an object that is at rest, and the object does not move, then the
forces are .

2. Objects that are changing position are said to be in .

3. You can a friend on a swing, and you can on a rope

during tug-of-war. Both are types of forces.

4. When you use the brakes on a bike to come to a quick stop, the force that causes the wheel to stop
moving is .

5. Friction requires objects to be in , or touching.

6. You can reduce friction by using a .

7. You have two bar magnets. The magnetic poles that are the same will , and
the opposite magnetic poles will .

8. You can what will happen to objects undergoing repeating motion by

studying patterns.

9. When five forces are acting on an object, and they cause the object to change its motion, then the
forces are .

10. One kind of force that works over a distance without touching is .

100 TEACHER RESOURCES

Name Date

Activity Page 9.1 (Page 1 of 2) Use with Lesson 9

Problem and Solution

1. Describe a simple problem that your team can solve using magnets.

2. Explain the engineering design that your team will use to solve the problem.

3. What are the wants and needs that inspired your engineering design?

4. What are the limitations (time, cost, limits, materials) of the solution you have designed?

TEACHER RESOURCES 101

Activity Page 9.1 (Page 2 of 2) Use with Lesson 9

5. Sketch your design below. Include labels for the different parts of your design.

6. Why do you think will your design work?

7. How will the size or strength of the magnetic force you use in your solution be impacted by each
of the following:
• the properties of objects (what they are made out of)
• the distance between objects

102 TEACHER RESOURCES

Name Date

Activity Page UR.1 Use with Unit Review

Big Questions About Forces

The table below contains most of the Big Questions you have explored in the unit Investigating Forces.
Circle the question that was assigned for you to answer.

What is force? What are balanced and unbalanced forces?

How do forces affect the motion of objects? How does the force of friction affect motion?

What are the characteristics of the force called Can we predict the motion of an object that
friction? moves in regular patterns?

How do magnets interact with different materials What are the characteristics of the force called
and each other? magnetism?

What problems can be solved with magnets? How have engineering designers improved
trains?

Write three or four sentences to answer the Big Question that was assigned to you and your partner.
Prepare a rough draft of your answer first on scrap paper, and then write your final draft below.
Underline any terms in your answer that have a card in your Core Vocabulary deck.

TEACHER RESOURCES 103

 UNIT 1 FORCES ASSESSMENT (PAGE 1 OF 4)
Name Date

Unit Assessment: What Have I Learned About Forces?

Picture A Picture B

The box is not moving. The box’s motion is changing.

1. Which of the following words can help you to describe what is happening in Picture A? Circle all
the correct answers.
a) at rest
b) in motion
c) pushing force
d) pulling force
e) force from the left
f) force from the right

2. Using what you see in Picture B, complete the sentence below.

The large box changes by going from a resting position to moving right.

3. In Picture B, the students are applying a force to move a large, heavy box. Use one to two
sentences to describe the force they are using. Be sure to use the Core Vocabulary that you have
learned during this unit. You can also use the words that describe motion in Question 1.

4. Which of the pictures above illustrate an example of balanced forces acting on the box? Write a
sentence to describe how you can tell.

104 TEACHER RESOURCES

 UNIT 1 FORCES ASSESSMENT (PAGE 2 OF 4)

Patterns in Motion
Friction is a force that acts on surfaces when they come into contact with one another. When the
surfaces of two or more objects come into contact, they resist movement or potential movement.
The less smooth each surface is, the more resistance occurs. Rub your hands together. What do
you feel from the friction between your hands? Think about a ball rolling on a carpeted floor.
What happens to the ball?

Based on what you learned in the paragraph above, answer the following question.

5. Which of the following statements describe characteristics of the force of friction? Choose all the
correct answers.
a) It opposes motion or potential motion.
b) It speeds up motion.
c) It occurs when objects are in contact with each other.
d) It occurs when objects slide against each other.
e) Its presence can cause motion energy to transform into heat energy.
f) It makes movement easier.

6. Use what you have learned in the paragraph. After each sentence, write the word harmful or
helpful to tell the outcome of the friction.

a) walking on ice while in a hurry

b) starting a campfire by rubbing two sticks together

c) parts wearing down in an engine

d) your bike tires having worn smooth

e) developing a blister on your heel from your shoe

7. Using what you have learned from the paragraph, provide three more examples of friction that
have not been used so far in this assessment. Explain the effects of friction in each case.

TEACHER RESOURCES 105

 UNIT 1 FORCES ASSESSMENT (PAGE 3 OF 4)

Patterns in Motion
• If a force pushes an object from one direction, the object will move in the opposite direction.
• If a force pulls something from one direction, the object will move in the same direction.
• On Earth, gravity pulls objects down toward the ground.
• Friction opposes motion.

8. Based on what you have read above, complete the sentence below. Be sure to use the Core
Vocabulary that you have learned during this unit.

If you know an object’s pattern of movement, you can how it will move next.

9. A cat knocks a book off a table, and it falls toward the floor. What forces act on the book during
this entire time?

10. Using what you have learned from the description of patterns above, explain how each force will
act on the book in Question 9.

Magnetism
Magnetism is an invisible force caused by the attraction of certain metals to each other. There is
a north and a south pole for each magnet. Two poles of the same type repel each other. But the
north and south poles are attracted to each other. Magnetic forces can act on objects even when
they are not touching. Some metals are magnetic, but other metals are nonmagnetic. Non-metals
are never magnetic.

11. Based on the definition of magnetism above, which of the following are never magnetic? Circle all
the correct answers.
a) d)

b) e)

c) f)

106 TEACHER RESOURCES

 UNIT 1 FORCES ASSESSMENT (PAGE 4 OF 4)
12. Complete the following sentence. Be sure to use the Core Vocabulary that you have learned during
this unit.

North poles to south poles, while like or same poles .

13. Based on what you have learned above, how can magnets be used to solve problems? Provide an
example in your answer, and use the Core Vocabulary that you have learned during this unit.

N N

N N

14. Study the diagram. Which forces do maglev trains use to levitate?
a) push
b) pull
c) friction
d) gravity
e) magnetism

15. Using the diagram, write two sentences explaining what problem maglev trains solve. Be sure to
use the Core Vocabulary that you have learned during this unit.

TEACHER RESOURCES 107

Activity Pages Answer Key: Investigating Forces
AP 1.1 Push It, Pull It AP 4.1 Table Hockey
(page 86) (pages 91–92)
• Accept all plausible student responses. Step 2 Student results should indicate if the puck
• Student draws an object and describes the action or moved across the felted pan and a brief
change that makes the object move when pushed. explanation of why or why not.
• Student draws an object and describes the action or Step 5 Student results should indicate if the puck
change that makes the object move when pulled. moved across the pan with sandpaper and a
brief explanation of why or why not.
AP 2.1 Lesson 2 Check
(page 87) Step 8 Student results should indicate if the puck
moved across the pan with foil and a brief
1. a, d 2. b 3. b 4. c explanation of why or why not.

AP 3.1 Investigating Forces—Plan (Day 1) Step 11 Student results should indicate if the puck
moved across the oiled pan and a brief
(pages 88–89)
explanation of why or why not.
1. Student questions should relate to a specific
Step 12 • The felt and sandpaper surfaces make
phenomenon and the forces, balanced and
more friction with the puck surface.
unbalanced, acting during the phenomenon.
• The oiled and foiled surfaces make less
2. Student responses should note that balanced
friction. Both reduced the friction by
forces acting on an object result in no change in
making it easier for the puck to slide.
motion and unbalanced forces acting on an object
result in a change in motion. • Students should answer that either the
oiled or foiled surface reduced friction the
3. Accept all plausible predictions to the student best. Supporting evidence should note
questions. that the puck moved faster across the pan.
4. Student materials lists should reflect the necessary
materials to perform their investigation. AP 5.1 Friction Finder
(page 93)
5. Accept all plausible student plans. If student
plans require corrections, make notes to them as Accept all plausible student responses to the examples
necessary. students cite.
AP 3.2 Investigating Forces—Test (Day 2) AP 5.2 Lesson 5 Check
(page 90) (page 94)
1. Student responses should indicate balanced forces 1. a, b, d, e
acting on an object at rest or unbalanced forces
acting on an object in motion. 2. lubricant; opposes

2. Student responses should note the object does 3. • Gripping the road with tire treads: Helpful
not move with balanced forces acting on it. because the tires need to grip the road to
move forward and to stop
3. Accept all answers about students’ predictions.
• Rubbing hands together to make heat: Helpful
4. Student explanations should explain why their when you or your hands get cold
results do or do not support their predictions.
• Adding oil to the moving parts of an engine:
5. Student responses should indicate attempts to Helpful because it reduces friction in the engine
repeat another group’s investigation as well as • Rubbing two sticks together to light a fire:
an explanation of how the results were similar Helpful when you need some heat to make a fire
or different.
108 INVESTIGATING FORCES
AP 6.1 Forces and Patterns AP 8.1 Lesson 8 Check
(pages 95–96) (page 99)
Step 2 Accept all plausible student drawings. 1. a) stronger

Step 3 • Trials 1–3 should show similar results. b) attract

c) invisible
• The average should indicate the average of
the first three trials. d) often across a distance
• Accept all plausible student responses on e) some materials and not others
how to make the pendulum swing exactly
10 times. 2. a) They will attract.

• Verify student predictions of the first set of 3. Accept plausible student evidence in support of
trials to their trial results. opposite poles attracting.
Step 4 Encourage students to write a new prediction 4. b) They will repel.
based on the changes they made to their 5. Accept plausible student evidence in support of
pendulum. like poles repelling.
Step 5 • Trials 4–6 should show similar results.
AP 8.2 Core Vocabulary Review
• Verify student answers against the results (page 100)
of their trials.
1. balanced 2. motion 3. push, pull 4. friction
• Verify student predictions of the second
5. contact 6. lubricant 7. repel, attract 8. predict
set of trials to their trial results.
9. unbalanced 10. magnetism
• Students should accurately paraphrase
that a prediction is a claim that something AP 9.1 Problem and Solution
is likely to occur in the future based on (pages 101–102)
present evidence.
1. Student identifies a simple problem that can be
AP 7.1 Fishing with Magnets solved by magnets.
(pages 97–98) 2. Student explains the engineering design they
would use to solve their problem.
1. Student lists should reflect the contents of
the bowl. 3. Student answers clearly identify wants and needs
and differentiate between the wants and needs.
2. Accept all student predictions.
4. Accept all plausible limitations.
3. • Student responses should indicate the
appropriate metallic objects that were 5. Student drawings include labels that highlight
attracted to the magnet. elements of their design.

• Student responses should indicate if their 6. Student refers to the problem or how the device
predictions were correct or not. corrects a want or need.
4. • Student summaries should indicate that all the 7. Student notes that the metallic or magnetic
objects attracted to the magnet were metal or objects will be affected by the magnetic force.
contained metal. Student also notes the magnetic force will increase
the closer the objects are to each other.
• Student summaries should indicate that all
the objects not attracted to the magnet
were not the right type of metal or did not
contain metal.

TEACHER RESOURCES | ANSWER KEY 109

Unit Assessment: Teacher Evaluation Guide
Teacher Directions: The Unit Assessment is not intended to assess student understanding of Next
Generation Science Standards (NGSS). Assessment of these standards is done in each unit and lesson
through a variety of hands-on and other activities.
The Unit Assessment for students is set as a sixty-point test. Assessment items with simpler answers
that test knowledge but not the deeper understandings of the content, such as multiple choice, are
worth fewer points. Assessment items that require more complex thinking and a deeper understanding
of the content, such as providing short answers that explain phenomena, are worth more points.
Assessment items that require more extensive understanding of content—as well as synthesis of that
content and other student knowledge—are weighted with more points.

Expected Answers and Model Responses

1. a) at rest (1 point for each correct answer)

c) pushing force
e) force from the left
f) force from the right

2. accept either direction or motion (2 points)

3. (5 points)

Above Average Student response includes an accurate and detailed explanation of how
applying unbalanced forces to objects results in changes in the objects’
motion, such as their speed and direction. They should understand that
the students are applying unbalanced forces to the large box, pushing it
slowly to the right. Response uses at least two Core Vocabulary words or
variations thereof.

Average Student response includes an accurate explanation of how applying

unbalanced forces to objects results in changes in the objects’ motion,
including speed and direction. They should understand that the
students are applying unbalanced forces to the large box, pushing it
slowly to the right. Response uses no more than one Core Vocabulary
word or variations thereof.

Adequate Student response includes a basic description of how applying

unbalanced forces to objects results in changes to one or two of the
following: the objects’ motion, speed, and direction. It fails, however,
to cover all three. They should understand that the students are
applying unbalanced force to the large box, pushing it slowly to the
right. Response does not include any of the Core Vocabulary words or
variations thereof.

110 TEACHER RESOURCES

 Inadequate Student response includes inaccurate information and does not show an
understanding of how applying unbalanced forces to objects results in
changes in the objects’ motion, including speed and direction. They do
not identify the students as applying unbalanced force to the large box,
pushing it slowly to the right. Response does not include any of the Core
Vocabulary words or variations thereof.

4. Students should identify Picture A as showing balanced forces acting on an object because the
object is not moving. (4 points)

5. a) It opposes motion or potential motion. (3 points)

c) It occurs when objects are in contact with each other.
d) It occurs when objects slide against each other.
e) It can cause objects to heat up.

6. a) helpful (1 point for each correct answer)

b) helpful
c) harmful
d) harmful
e) harmful

7. (8 points)

Above Average Student response includes an accurate and detailed description of

three ways that friction acts on objects. Response includes an accurate
explanation of the effects that friction has on the objects.

Average Student response includes an accurate description of three ways that

friction acts on objects, though it is not very detailed. It also includes an
accurate but underwhelming explanation of the effects that friction has
on objects.

Adequate Student response includes a fairly accurate description of one or two

ways that friction acts on objects, and it includes an explanation, though
underwhelming, of the effects friction has on those objects.

Inadequate Student response does not include an accurate description of the ways
that friction acts on objects, nor does it include an explanation of the
effects friction has on those objects.

8. predict (2 points)

TEACHER RESOURCES 111

9. a push (1 point for each correct answer)
gravity
a pull
friction

10. (3 points)

Above Average Student response accurately explains that the cat knocking on the book
is a push. Gravity pulls the object down. Gravity is a pull force. Friction
from the air acts on the book as it falls.

Average Student response accurately explains that the cat knocking on the book
is a push and that gravity pulls the object down. Friction from the air acts
on the book as it falls. Response will not expound on gravity as a pull
force.

Adequate Student response will identify at least two of the following: The cat
knocking on the book is a push. Gravity pulls the object down. Gravity is
a pull force. Friction from the air acts on the book as it falls.

Inadequate Student response will identify only one or none of the following: The cat
knocking on the book is a push. Gravity pulls the object down. Gravity is
a pull force. Friction from the air acts on the book as it falls.

11. a) e) (1 point for each correct answer)

b) f)

d)

12. attract, repel (3 points)

112 TEACHER RESOURCES

13. (5 points)

Above Average Student response accurately explains the basics of how magnetism works
and provides at least three examples of how magnets are used to solve
problems. Response also includes at least three Core Vocabulary words.

Average Student response accurately explains the basics of how magnetism

works and provides two examples of how magnets are used to solve
problems. Response also includes at least two Core Vocabulary words.

Adequate Student response explains the basics of how magnetism works and
provides one example of how magnets are used to solve problems.
Response also includes no more than one Core Vocabulary word.

Inadequate Student response does not show an understanding of the basics of how
magnetism works and does not provide any example of how magnets are
used to solve problems. Response does not include Core Vocabulary words.

14. a) push (1 point for each correct answer)

e) magnetism

15. (5 points)

Above Average Student response accurately explains that maglev trains solve the problem
of causing a train to go from a resting state to motion and provide an easy
solution for using magnetism as both push and pull forces to cause the
train to move. Response uses three or more Core Vocabulary words.

Average Student response accurately explains that maglev trains solve the problem
of causing a train to go from a resting state to motion and provide an easy
solution for using magnetism as both push and pull forces to cause the
train to move. Response uses no more than two Core Vocabulary words.

Adequate Student response explains one of the following but not both: Maglev
trains solve the problem of causing a train to go from a resting state to
motion and provide an easy solution for using magnetism as both push
and pull forces to cause the train to move. Response uses no more than
one Core Vocabulary word.

Inadequate Student response does not accurately explain either of the following:
Maglev trains solve the problem of causing a train to go from a resting
state to motion and provide an easy solution for using magnetism as
both push and pull forces to cause the train to move. The response does
not include any Core Vocabulary.

TEACHER RESOURCES 113

APPENDIX A

Glossary
Green words and phrases are Core Vocabulary terms for the unit, and Student Reader page numbers
are listed in parentheses. Bold-faced words and phrases are additional vocabulary terms related
to the unit that you should model for students during instruction and that are often used within the
Student Reader, and these latter terms do not have specific page numbers listed. Vocabulary words are
not intended for use in isolated drill or memorization.

A L
at rest, adj. not moving levitate, v. to float
attract, v. to pull something closer (22) lubricant, n. a substance that reduces friction between
objects in contact (11)
B
balanced forces, n. a collection of forces acting on an
M
object that cancel each other out and produce no magnet, n. a material that applies the force of
change in the object’s motion (3) magnetism (19)
magnetic poles, n. the places on a magnet where the
C magnetic force is strongest (22)
cause and effect, n. a relationship between events or
magnetism, n. a force that can push or pull on some
objects. When one thing happens, the cause, an effect
materials without touching them (19)
is created, such as pushing a cart (cause) leads it to roll
away from you (the effect). motion, n. the process of an object changing position (2)
contact force, n. a push or pull between two objects that
are touching each other (8) O
oppose, v. to work against (7)
D
orientation, n. the position of one object in relation to
direction, n. a path along which something moves another object
distance, n. the space between two or more things overcome, v. to defeat or conquer

E P
engineering design, n. the process by which solutions to a patent, n. a government document that gives someone the
problem are developed ownership and rights to an invention
pattern, n. something that keeps repeating (16)
F
force, n. a push or a pull (1) predict, v. to say that something is expected to happen (15)

friction, n. a force that occurs between the surfaces of two problem, n. a want or need that requires a solution (25)
objects that are touching (7) pull, v. the application of a force with the intent to move
something toward the source of the force
G
push, v. the application of a force with the intent to move
gravity, n. a force that pulls objects toward Earth’s something away from the source of the force
surface (4)
R
I
repel, v. to push away from (22)
Industrial Revolution, n. a period of rapidly developing
technology growth that occurred in the 1800s

114 TEACHER RESOURCES

S U
solution, n. a plan or object that solves a problem (25) unbalanced forces, n. a collection of forces acting on an
object that result in a change in the object’s motion (3)
speed, n. the rate at which something moves
Underground Railroad, n. a system of roads and hiding
strength, n. the amount of force applied to an object places used by slaves in the 1800s to escape to freedom
surface, n. the outermost layer of an object

TEACHER RESOURCES 115

APPENDIX B

Classroom Safety for Activities and Demonstrations

In the Core Knowledge Science program (CKSci), activities and demonstrations are a vital part of the
curriculum and provide students with active engagement related to the lesson content. The activities
and demonstrations in this unit have been selected and designed to engage students in a safe manner.
The activities and demonstrations make use of materials and equipment that are typically deemed
classroom safe and readily available.
Safety should be a priority when engaged in science activities. With that in mind, observe the following
safety procedures when the class is engaged in activities and demonstrations:
• Report and treat any injuries immediately.
• Check equipment prior to usage, and make sure everything is clean and ready for use.
• Clean up spills or broken equipment immediately using the appropriate tools.
• Monitor student behavior to ensure they are following proper classroom and activity procedures.
• Do not touch your eyes, ears, face, or mouth while engaging in an activity or demonstration.
• Review each step of the lesson to determine if there are any safety measures or materials necessary
in advance.
• Wear personal protective equipment (e.g., safety goggles, aprons, etc.) as appropriate.
• Check for allergies to latex and other materials that students may have, and take appropriate
measures.
• Secure loose clothing, hair, or jewelry.
• Establish storage and disposal procedures for chemicals as per their Safety Data Sheet (SDS),
including household substances, such as vinegar and baking soda.
Copy and distribute the Student Safety Contract, found on the next page, for students to read and
agree to prior to the start of the first unit, so students are aware of the expectations when engaged in
science activities.
Online Resources For additional support for safety in the science classroom, follow the links in the
Online Resources Guide for this unit:
www.coreknowledge.org/cksci-online-resources

116 TEACHER RESOURCES

Student Safety Contract
When doing science activities, I will
• Report spills, breakages, or injuries to the • Keep my hands dry when using tools and
teacher right away. devices that use electricity.
• Listen to the teacher for special instructions • Be careful to use safety equipment like gloves
and safety directions. If I have questions, I will or tongs when handling materials that may be
ask the teacher. hot.
• Avoid eating or drinking anything during the • Know when a hot plate is on or off and let it
activity unless told to by my teacher. cool before touching it.
• Review the steps of the activity before I begin. • Roll or push up long sleeves, keep my hair tied
If I have questions I will ask the teacher. back, and secure any jewelry I am wearing.
• Wear safety goggles when working with • Return unused materials to the teacher.
liquids or things that can fly into my eyes. • Clean up my area after the activity and wash
• Be careful around electric appliances, and my hands.
unplug them, just by pulling on the plug, • Treat all living things and the environment
when a teacher is supervising. with respect.
I have read and agree to the safety rules in this contract.
/ / /
Student signature and date

Print name

Dear Parent or Guardian,

During science class, we want to create and maintain a safe classroom. With this in mind, we are making
sure students are aware of the expectations for their behavior while engaged in science activities. We
are asking you to review the safety rules with your daughter or son and sign this contract. If you have
any questions, please feel free to contact me.

/ / /
Parent or guardian signature and date

TEACHER RESOURCES 117

APPENDIX C

Strategies for Acquiring Materials

The materials used in the Core Knowledge Science program (CKSci) are readily available and can be
acquired through both retail and online stores. Some of the materials will be reusable and are meant to
be used repeatedly. This includes equipment such as scales, beakers, and safety goggles, but also items
such as plastic cups that can be safely used again. Often these materials are durable, can be cleaned,
and will last for more than one activity or even one school year. Other materials are classified as
consumable and are not able to be used more than once, such as glue, baking soda, and aluminum foil.
Online Resources The Material Supply List for this unit’s activities can be found online. Follow the links
in the Online Resources Guide for this unit:
www.coreknowledge.org/cksci-online-resources

Ways to Engage with Your Community

The total cost of materials can add up for an entire unit, even when the materials required for activities
and demonstrations have been selected to be individually affordable. And the time needed to acquire
the materials adds up too. Reaching out to your community to help support STEM education is a great
way to engage parents, guardians, and others with the teaching of science, as well as to reduce the cost
and time of collecting the materials. With that in mind, the materials list can be distributed or used as a
reference for the materials teachers will need to acquire to teach the unit.
Consider some of the following as methods for acquiring the science materials:
• School Supply Drive—If your school has a supply drive at any point in the year, consider distributing
materials lists as wish lists for the science department.
• Open Houses—Have materials lists available during open houses. Consider having teams of
volunteers perform an activity to show attendees how the materials will be used throughout the
year.
• Parent Teacher Organizations—Reach out to the local PTO for assistance with acquiring materials.
• Science Fair Drive—Consider adding a table to your science fair as part of a science materials drive
for future units.
• College or University Service Project—Ask service organizations affiliated with your local higher
education institutions to sponsor your program by providing materials.
• Local Businesses—Some businesses have discounts for teachers to purchase school supplies. Others
may want to advertise as sponsors for your school/programs. Usually you will be asked for verifiable
proof that you are a teacher and/or for examples of how their sponsorship will benefit students.
Remember: If your school is public it will be tax exempt, so make sure to have a Tax Identification
Number (TIN) when purchasing materials. If your school is private, you may need proof of 501(c)(3)
status to gain tax exemption. Check with your school for any required documentation.

118 TEACHER RESOURCES

APPENDIX D

Advance Preparation for Activities and Demonstrations

Being properly prepared for classroom activities and demonstrations is the first step to having a
successful and enriching science program. Advance preparation is critical to effectively support student
learning and understanding of the content in a lesson.
Before doing demonstrations and activities with the class:
• Familiarize yourself with the activity by performing the activity yourself or with a team, and identify
any issues or talking points that could be brought up.
• Gather the necessary materials for class usage. Consider if students will gather their materials at
stations or if you will preassemble the materials to be distributed to the students and/or groups.
• Identify safety issues that could occur during an activity or demonstration, and plan and prepare
how to address them.
• Review the Teacher’s Guide before teaching, and identify opportunities for instructional support
during activities and demonstrations. Consider other support and/or challenge opportunities that
may arise as you work to keep students engaged with the content.
• Prepare a plan for postactivity collection and disposal of materials/equipment.
While engaged in the activity or demonstration:
• Address any emergencies immediately.
• Check that students are observing proper science safety practices as well as wearing any necessary
safety gear, such as goggles, aprons, or gloves.
• When possible, circulate around the room, and provide support for the activity. Return to the
Teacher Guide as students work, to utilize any Support and Challenge opportunities that will make
the learning experience most meaningful for your students.
After the activity or demonstration:
• Use your plan for students to set aside or dispose of their materials as necessary.
• Have students wash their hands after any activity in which they could come in contact with any
potentially harmful substances.
When engaging students in activities and demonstrations, model good science practices such as
wearing proper safety equipment, never eating during an investigation, etc. Good science practices
at a young age will lead to students observing good science practices themselves and being better
prepared as they move into upper-level science classes.

TEACHER RESOURCES 119

APPENDIX E

What to Do When Activities Don’t Give Expected Results

Science activities and experiments do not always go according to plan. Microwave ovens, super glue,
and X-rays are just some of the discoveries made when people were practicing science and something
did NOT go according to plan. In your classroom, however, you should be prepared for what to do when
activities don’t give the expected results or when an activity doesn’t work.
When going over an activity with an unexpected result, consider these points in discussion with
your students:
• Was there an error in following the steps in order? You or the student may have skipped a step.
To help control for this, have students review the steps to an investigation in advance and make a
check mark next to each step as they complete it.
• Did students design their own investigation? Perhaps their steps are out of sequence or they missed
a step when performing the activity. Review and provide feedback on students’ investigation plan
to ensure the work is done in proper sequence and that it supports the lesson’s Big Question.
• When measurements were taken, were they done correctly? It is possible a number was written
down incorrectly, a measurement was made in error, such as wrong unit of measure or quantity, or
the starting or ending point of a measurement was not accurate.
• Did the equipment or materials contribute to the situation? For example, chemicals that have lost
their potency or a scale that is not measuring accurately can contribute to the success or failure of
an activity.
One of the greatest gifts a student can learn when engaged in science is to develop a curiosity for why
something happened. Students may find it challenging or frustrating to work through a problem during
an activity, but guiding them through the problem and figuring out why something happened will help
them to develop a better sense of how to do science.

120 TEACHER RESOURCES

 CK Sci™
Core Knowledge SCIENCE™

Series Editor-in-Chief
E.D. Hirsch Jr.

Editorial Directors
Daniel H. Franck and Richard B. Talbot
Subject Matter Expert
Martin Rosenberg, PhD
Teacher of Physics and Computer Science
SAR High School
Riverdale, New York
Illustrations and Photo Credits
Bernd Mellmann / Alamy Stock Photo: i, iii
View Stock / Alamy Stock Photo: Cover D

Within this publication, the Core Knowledge Foundation has provided hyperlinks to independently owned and operated sites whose content we have determined to be of
possible interest to you. At the time of publication, all links were valid and operational, and the content accessed by the links provided additional information that supported
the Core Knowledge curricular content and/or lessons. Please note that we do not monitor the links or the content of such sites on an ongoing basis and both may be constantly
changing. We have no control over the links, the content, or the policies, information-gathering or otherwise, of such linked sites.

By accessing these third-party sites and the content provided therein, you acknowledge and agree that the Core Knowledge Foundation makes no claims, promises, or
guarantees about the accuracy, completeness, or adequacy of the content of such third-party websites and expressly disclaims liability for errors and omissions in either the
links themselves or the contents of such sites. If you experience any difficulties when attempting to access one of the linked resources found within these materials, please
contact the Core Knowledge Foundation:

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Core Knowledge Foundation

801 E. High St.
Charlottesville, VA 22902
 Core Knowledge Curriculum Series™
Series Editor-in-Chief
E.D. Hirsch Jr.

CK Sci™
Core Knowledge SCIENCE™
Investigating Forces
Core Knowledge Science 3

What is the Core Knowledge Sequence?

The Core Knowledge Sequence is a detailed guide to specific
content and skills to be taught in Grades K–8 in language arts,
history, geography, mathematics, science, and the fine arts. In the
domains of science, including earth and space, physical, and the
life sciences, the Core Knowledge Sequence outlines topics that
build systematically grade by grade to support student learning
progressions coherently and comprehensively over time.

SCIENCE
Predicting motion
For which grade levels is this book intended?
Investigating
Forces
In general, the content and presentation are appropriate for
readers in the middle elementary grades. For teachers and schools
Teacher Guide

S S
S

S S
following the Core Knowledge Sequence, this book is intended for
Using forces to solve problems Magnetism

Grade 3 and is part of a series of Core Knowledge SCIENCE units

of study.
Balanced and unbalanced forces

For a complete listing of resources in the

Core Knowledge SCIENCE series,
visit www.coreknowledge.org.
 CK Sci™
Core Knowledge SCIENCE™
A comprehensive program in science, integrating
topics from Earth and Space, Life, and Physical Sciences with
concepts specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

Core Knowledge SCIENCE™

units at this level include:

Investigating Forces
Life Cycles, Traits, and Variations
Habitats and Change
Weather and Climate

www.coreknowledge.org
ISBN: 978-1-68380-499-4

Core Knowledge Curriculum Series™

Series Editor-in-Chief
E.D. Hirsch Jr.