Science Grade: 4

Curriculum Strand: Force, Motion, and Energy

The student will investigate and understand characteristics and interaction of moving
Unit Planner objects. Key concepts include
a) motion is described by an objects direction and speed;
b) forces cause changes in motion;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.

SOL: 4.2

Time: 5-6 weeks

1. Desired Results
Enduring Understandings (BIG Ideas)
Force, motion, and energy are related.
Essential Questions
How do forces influence motion?
How can the principles of motion be put to use?
How do we recognize different states of energy?

How can we describe the position of an object?

How does the mass of an object influence motion?
How does friction affect a moving object?
Understanding the Standard
The position of an object can be described by locating it
relative to another object or to the background.
Tracing and measuring an objects position over time
can describe its motion.
Speed describes how fast an object is moving.
Energy may exist in two states: kinetic or potential.
Kinetic energy is the energy of motion.
A force is any push or pull that causes an object to
move, stop, or change speed or direction.
The greater the force, the greater the change in motion
will be. The more massive an object, the less effect a
given force will have on the object.
Friction is the resistance to motion created by two
objects moving against each other. Friction creates
heat.
Unless acted on by a force, objects in motion tend to
stay in motion and objects at rest remain at rest.
Essential Knowledge, Skills and Processes
Students will:
Describe the position of an object.
Collect and display in a table and line graph time and
position data for a moving object.
Explain that speed is a measure of motion.
Interpret data to determine if the speed of an object is
increasing, decreasing, or remaining the same.
Identify the forces that cause an objects motion.
Describe the direction of an objects motion: up,
down, forward, backward.
Infer that objects have kinetic energy.
Design an investigation to determine the effect of
friction on moving objects.
Science Vocabulary
Force, motion, energy, mass, gravity, friction, resistance,
inertia, push, pull, relative position, speed, kinetic energy,

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2. Assessment Evidence
Prior Knowledge
Students explain how forces work in simple and
complex machines using classroom objects (e.g.,
scissors, hole punch, large tape dispenser)
Students describe different forms of energy.
Students differentiate between renewable and
nonrenewable energy sources in a chart.
3. Learning Plan
References to Adopted Materials:
Science Fusion Unit 11: Motion
Lesson 1 What is motion?
Lesson 2 What is speed?
Science Fusion Unit 9: Energy
Lesson 1 What are some forms of energy?
Suggested Activities:
Use an inclined plane and toy cars or marbles to demonstrate the difference between potential and kinetic energy.
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potential energy, describe, collect, graph, increasing,
decreasing, direction, up, down, forward, backward,
hypothesis, dependent variable, independent variable,
constants, analyze
NOTE: Although not in the VA SOLs, it is recommended
that Newtons Laws of Motion be included in this unit of
study.
Throughout the Unit
Formative Assessment:
Teacher observation /anecdotal records of students
engaged in cooperative learning investigations.
KWL
Science notebook (questions, predictions, observations,
summaries, charts, drawings)
Conduct simple experiments using appropriate tools
Record data on scientific investigations performed
Link everyday actions to forces and motion (e.g.,
mass and weight).
Groups present a lesson to teach a specific energy
concept (e.g., potential/kinetic energy).
Design a comic strip to illustrate specific cause and
effect relationships involving energy, force, and
motion (e.g., friction and decreasing speed; size and
force).
Display on a bulletin board, pictures of objects,
people, etc. and label with an explanation of the
forces involved.
Summative Assessment:
Test/assessment
Design a simple activity to demonstrate
understanding of relationships between force and
motion (e.g. Newtons Laws). Teachers use rubric
to assess understanding.
Measure and display graphically the results of three
trials from investigations related to force and motion.
Teachers use graphical display rubric.
 Provide students with a variety of different sized objects (various shapes) and have them investigate different ways
of making these objects move, stop, change direction, and change speed. Students record their findings (e.g.,
drawings, graphs, explanations). This investigation encourages students to explore size and force relationships.
Make inclined planes and provide different materials to cover the ramps (e.g., foil, sandpaper). Have students
predict how toy cars, balls, or marbles will move differently on different surfaces (varying degrees of friction).
Observe and measure (e.g., time, distance traveled) how objects move down the ramps. Help students work through
the steps of a scientific investigation, including which variables are constant, manipulated and responding to
change.
Put a textbook on the tabletop and note that it does not move (objects at rest stay at rest). Place a penny on an index
card that is set on top of a drinking cup. Flick the card with your finger; watch the card fly off and the penny drop
into the cup (no force acted on the penny to move it laterally, but gravity caused it to drop into the cup). Place a
small toy figure on a toy car or truck. Push the car or truck toward a barrier in its pathway (e.g. brick). Watch the toy
figure go flying forward as the car or truck suddenly stops (an object in motion stays in motion).
Make balloon rockets with students, using straws with balloons taped to them on string suspended between chairs.
When students blow up balloons and let go, the air rushing out of the balloon pushes the rocket forward (every
action has equal and opposite reaction).
Distribute a three column graphic organizer explaining Newtons Laws of Motion. Explain Sir Isaac Newton set
down three laws, known as the laws of motion, to describe the way in which an object moves when acted on by
forces, such as gravity. Read each law of motion together as a class. Have students paraphrase each law of motion
and write it under the given definition. The first of these laws states that an object at rest will remain at rest unless
acted on by a force and an object that is moving will continue moving in a straight line unless a force acts to change
it speed or direction. The second law of motion states that when an object is acted on by a force, the object will
accelerate in the direction of that force. Newtons third law states that for every action force, there is an equal and
opposite reaction force. Thus if object exerts a force on another object, the object acted upon will react with a force
that is equal to an in the opposite direction of the initial force. Students can also illustrate each law of motion under
their definitions.
Explain to students that when friction occurs, some energy of motion is changed to thermal energy. Direct students
to quickly rub the palms of their hands together. Have them describe and explain what they observe. Their hands
become warmer because the friction between their hands changed the energy of movement to heat. Have students
coat their hands with a small amount of dish soap or vegetable oil and rub them as they did earlier. Ask them to
observe and explain any differences they notice. Less heat energy is generated. The effect of friction is reduced by
making the surfaces of objects smoother.
Help students see that the effects of friction are sometimes unwanted, as when someone is trying to move a heavy
object across a floor. At other times, the effects of friction are desired. Ask students why it is important for a car or a
bicycle to have brakes
Set up tabletop pendulums with metric rulers, string, tape, and metal washers. Have students investigate how different
lengths of string influence the length of time for the pendulum bob to swing back and forth. Students collect and record
data in charts and graphs and draw conclusions from their findings.
Review Activities:
Bingo with related vocabulary
Matching vocabulary words with their definitions and/or pictures
Outdoor Connections:
Tug of war! Of course, good sportsmanship is highly emphasized, but use the game to give students a better
understanding of potential and kinetic energy. Newtons 3 laws of gravity and friction can also be discussed with this
game.
Race the Clock! Have students individually run a specified distance. You should measure this beforehand. Then have
each student run that distance and record their time. Discuss that this is their speed for that distance. To make it a fair
assessment, the test should be repeated for a few more rounds. Students can graph their speed as a line graph. Perhaps
you can do this at different times of the day so the data collected can show a change over a period of time, which is the
correct type of data needed for a line graph.
4. Resources

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Trade books:
Figorito, Marcus. Friction and Gravity: Snowboarding Science.
Trumbauer, Lisa. What is friction?
Tocci, Salvatore. Experiments with friction.
Monroe, Tilda. What do you know about Forces and Motion?
Uttley, Colin. Experiments with force and motion.
Weir, Jane. Forces and Motion.
Web Sites:
VDOE Science Standards of Learning and Curriculum Framework:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/
VDOE Science Enhanced Scope/Sequence Sample Lesson Plans:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml
www.brainpop.com Forces, Inclined Plane, Potential Energy, Isaac Newton, Newtons Laws
http://www.eere.energy.gov/education/ Rich site with lesson plans and activities for students and teachers about
energy.
http://id.mind.net/~zona/mstm/physics/mechanics/forces/newton/newton.html This site explains Newton's laws,
definition of energy and work on the physics page.
http://library.thinkquest.org/CR0215468/ Integrates force, motion, and energy with space. Visuals offer clear
explanations of force, motion, gravity, etc.
http://www.can-do.com/uci/ssi2002/motion.html Activities for students about speed and motion.
http://www.teachersdomain.org/asset/mck05_int_rollercoaster/ Demonstration of potential and kinetic energy with a rollercoaster
Smartboard, Powerpoint and SOL review activities:
http://www.rockingham.k12.va.us/resources/elementary/4science.htm
Videos/DVDs:
Motion and sound, Schelssinger Media, c2006
Forces, Schlessinger Media, c2006
Energy: Potential and Kinetic, Schlessinger Media, c2006
All about motion and balance, Schlessinger Media, c2004
Motion (Bill Nye the Science Guy), Disney Educational Productions, c2003
All about forces and gravity, Schlessinger Media, c2004
Friction (The Way Things Work), Schlessinger Media, c2003
The Magic School Bus: Plays Ball, KidVision, c1995
*Newtons 3 laws of motion, Disney Educational Productions, c2009
How Things Move, Educational Videos, c2004
Discovery Education:
TLC Elementary School: Rules of Motion and Forces. (Gr. 3-5). Run time: 24:33
Laws of Motion. (Gr. 3-5). Run time: 17:00
Lets Move It: Newtons Law of Motion. (Gr. 3-5). Run time: 15:00

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 The Magic School Bus: Plays Ball. (Gr. 3-5). Run time: 24:00
Field Trips:
None specified
Other:
Engineering is Elementary Unit - To Get to the Other Side: Designing Bridges (Grades 3-5)
Sally Ride Science Career Books (see your science lead teacher for more information)
Project WET: K-12 Curriculum and Activity Guide
Project WILD: K-12 Curriculum and Activity Guide
Project WILD Aquatic: K-12 Curriculum and Activity Guides
Environmental Education Activity Guide: PreK-8, Project Learning Tree

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