Essentially Science: Lee County Schools

Author: Amber Hadley E-mail: ahadley.edwards@lee.k12.nc.us Mass in Motion

Summary: Juggle to show mass in motion Grade Level(s): 5 Group/Team Size: Can e done whole !lass or in small groups (i" a num er o" students are a le to #uggle) Time $e%uired: &' min (est)*p +a!tor: (Setup and Mess Factor: 1 to 10 scale 10 being the most intense): 1 ,-penda le Cost .er Group: +ree) use whatever tennis alls are availa le ,du!ational Standards: 5.P.1.2 (200 !ssential Standards)" #.02 (200# $% S%&S) Learning / #e!tives: Students 'ill obser(e ho' ph)sics is matter in motion Students can compare balls 'ith di**erent masses and their e**ect on the motion (aterials: !ach group 'ill need: Science noteboo+ %lassroom or other materials: ,ennis balls" -uggling balls Sa"ety: .e sure not to stand under the lights or pro-ector 'hile -uggling. 0a!1ground: .osition: The lo!ation o" an o #e!t2 +or!e: .ush or pull on an o #e!t2 (otion: 3 !hange in position2 (ass: The amount o" matter in an o #e!t2 Gravity: The "or!e that pulls o #e!ts or ,arth toward the !enter o" the ,arth2 0alan!ed "or!e: +or!es that have a net "or!e o" zero2 ,%ual "or!es in opposite dire!tions2 *n alan!ed "or!e: 4ave a net "or!e that is not zero2 This !auses motion or !hange in dire!tion that o #e!t is moving2 .otential energy: ,nergy an o #e!t has e!ause o" its pla!e or !ondition2 5ineti! energy: ,nergy in motion or energy in use2 .ro!edure: (/nclude step b) step instruction" re*erencing student acti(it) sheets 'hen appropriate" as 'ell as test set up and e(aluation methods) Setup/Preparation 1. Practice -uggling ahead o* time or *ind a student 'ho can -uggle
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Essentially Science: Lee County Schools

Author: Amber Hadley E-mail: ahadley.edwards@lee.k12.nc.us Mass in Motion
2. /ntroduce (ocabular) (*orce" motion" mass" position" gra(it)" balanced *orce" unbalanced *orce" potential energ)" +inetic enger)) Activity 0uggle *or the students. 1s )ou are -uggling" ha(e the students identi*) and illustrate the (ocabular) 'ords in use. For e2ample" 'hat is the position o* the balls 'hen )ou hold them3 (in )our hand) 1s )ou toss them3 (in the air) 4hen does gra(it) a**ect the balls3 (al'a)s" but 'e can see gra(it) acting on the ball as it *alls) Variations %omplete the acti(it) again 'ith a di**erent set o* balls (gol* balls) or 'ith a (ariet) o* di**erent si5es at once. ,eachers could also ha(e the students measure the mass o* the di**erent balls. /* the teacher cannot -uggle" there is a (ideo attached that 'ill demonstrate ho' to -uggle. 6n%uiry 7uestions and 3ssessment (ethods: (4hat 6uestions do )ou intend to as+ the students about the acti(it) in order to assess ho' much the) ha(e learned3) 1. 7o the tennis balls go through the air the same 'a) e(er) time3 2. 4hat a**ects ho' long the) are in the air3 8. 9o' high do the) go3 #. 9o' long a time does the -uggler ha(e to react to catch a ball3 5. 4hat are some other ob-ects in sports that mo(e the same 'a)3 3ppli!ations in real li"e: 1 punter in *ootball tries to +ic+ the *ootball so that it sta)s in the air *or *our seconds and tra(els *ort) )ards do'n*ield. ,his is the :;a' o* *our and *ort).: 1 g)mnast 'ho -umps in the air and turns a double somersault obe)s the same la's o* ph)sics that the -uggled ball does. ,he g)mnast has about 0.5 seconds to -ump up and somersault be*ore gra(it) returns her to the *loor. Sour!es: http:<<science=house.org<inde2.php<ph)sics=*rom=the=-un+=dra'er<8>5=mass=in=motion=can=)ou=-uggle http:<<pla)er.disco(er)education.com<inde2.c*m3guid1sset/d?.8 7. 180F!05A72 2BblnFromSearch?1Bproductcode?CS 1=@1 =#771=.F1#=

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