Forces And Simple Machines An Integrated Science Learning -Books Pdf

Forces and Simple Machines An Integrated Science Learning
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Acknowledgments, In 2008 the Yukon First Nation Education Advisory Committee proposed. several goals and priorities for education in the Yukon Central priorities. included the development of curriculum and resources that integrate into. curricula First Nations content perspectives values knowledge and ways. of teaching and learning This resource provides teachers with the support. for providing learning experiences that allow for learning to be grounded in. the heritage of northern students including culturally preferred learning. styles rather than just learning about their heritage. The development of this resource for teachers and students in the northern. Yukon has been made possible through the granting agency Social. Sciences and Humanities Research Council Their support has ensured. that northern students are provided with the opportunity to learn about their. heritage through means responsive to their learning style preferences. especially when they study core curriculum areas such as science The. development of this resource has also been made possible through the. support of the Tr ond k Hw ch in community of Dawson City The elders. and community members have given their time and knowledge to ensure. that their experiences can be recorded and incorporated into learning. activities valuable for their community s children. As well the school community of Robert Service School especially the. teachers of the Intermediate grades is thanked for its support in the. development of the learning activities outlined in this resource. Contact details,Dr Brian Lewthwaite,Faculty of Education. University of Manitoba,Guiding Principles of the Unit. Draw upon teaching orientations that are identified as culturally located. Affirm cultural competencies honored by the local community. Provide two way learning experiences by integrating traditional. knowledge beliefs and values and contemporary scientific knowledge. processes and attitudes, Use traditional and contemporary cultural examples as contexts for. student learning, Include the local community and its people in students learning.
opportunities especially in the use of narratives including local people. Foster Han language development where possible, Use diagnostic and formative assessment to inform planning and teaching. and monitor student learning, Engage students by starting lessons by providing first hand experiences. for students or drawing upon common experience, When using story to engage students use the interrupted story line as a. vehicle to prompt consideration and first hand investigations. Deliberately promote scientific attitudes of mind curiosity problem. solving working to end student through thoughtful independent. consideration of questions and challenges posed, Move from the experiential first hand experiences to the psychological. that is after providing concrete experiences assist students in making. sense of experiences by using purposeful strategies to promote. understanding such as role plays illustrations and analogies. Assist students in their consolidation of ideas only as an extension of the. initial experiential and psychological learning experiences. Provide opportunities for student initiated and directed investigations. Provide opportunity for students to make connections among science and. all other learning areas, Foster student independence creativity and curiosity by providing.
opportunity for students ideas and questions and follow up opportunities. for problem solving and investigation, Provide students the opportunity to make connections between what they. are learning and career opportunities specific to the local context. Cross Curricular Applications, This unit is developed to reinforce learning outcomes of Science. Social Studies and English Language Arts relating to the Science unit. of Simple Machines experienced during Grade 5 These include. Physical Sciences Forces and Simple Machines,It is expected that students will. Identify the six different simple machines lever wedge inclined. plane pulley screw wheel, Classify the six different machines into everyday devices that. are used primarily in the Yukon, Exploring and comparing the different simple machines for.
identical tasks Choosing the right machine s for the right job. Recognize several examples of heavy machines that contain. simple machines that are primarily in the Yukon, The unit is also developed to reinforce or address the learning. outcomes of the Social Studies curriculum of British Columbia 2005. These include,Skills and Processes,It is expected that students will. Use inference imagination and pattern identification to clarify. and define and issue or problem, Use an outline to organize information into a coherent format. Identify alternative interpretations and viewpoints on a selected. topic ex Which simple machine s would be appropriate to. complete a particular task, Individually or in groups implement a plan of action to address. a problem or issue How to bring large quantities of food up into. a cache through the use of simple machines, English Language Arts Oral Language Purposes Strategies.
Thinking and Features,It is expected that students will. Share ideas relevant to class activities and discussions. Listen to classmates and others without interrupting. Speak respectfully and use appropriate language and tone. when disagreeing, Speak and listen in partner small group and whole class. discussion to accomplish a task, Contribute relevant responses to class group discussions. Use vocabulary appropriate to topic and audience ex Using. the appropriate terminology when referring to the different. simple machines or structures i e pulley, Follow multi step oral instructions and demonstrations. conducting and experiment using simple machines, Ask questions independently or with classmates to explore a.
topic further, Use new vocabulary introduced in texts and class discussions. Build on others ideas, question and speculate on possibilities regarding the ideas. and information presented e g What if I wonder if,What would happen if. English Language Arts Reading and Viewing Purposes. Strategies Thinking and Features,It is expected that students will. Follow written procedures e g carry out a simple machines. experiment, Extract accurate and important information from text and text.
features including specific details from graphics Students will. interpret narratives surrounding simple machines, Interpret images and make some relevant inferences e g. construct meaning from visual texts and identify relevant detail. Write down and or share what they already know about a topic. Ask and respond to questions related to the material read or. The emphasis in Social Studies on the validation of Aboriginal. Cultures and Continuity and Change in Society are emphasized in. this unit As students are engaged in science they will also be. engaged in social studies learning They will also be developing oral. and written language and numeracy skills specific to Grade 5 The. unit has strong connections to experiencing simple machines within. the northern Yukon environment both within an historical and. contemporary social context, Students are encouraged to explore the characteristics of simple. machines especially through the stories and accounts of persons. from the community By hearing these accounts and having their own. first hand experiences with simple machines students can develop a. rich understanding of simple machines and greater sense of their own. There are obvious connections to social and environmental change. and personal health and well being The activities suggested are. starting points Broaden the focus by adding stories and activities of. your own or from the experiential base of your community. Conceptual Ideas and Progression, The recommended sequence for supporting student conceptual. development of the phenomenon of simple machines is suggested. below For the most part the activities and the conceptual and skill. development embedded within the activities is sequential Lower. elementary experiences and ideas primarily focus on experiencing. and communicating these experiences Upper elementary. experiences focus on understanding and investigating these. experiences and appreciating applications of this understanding to. their students everyday world It is suggested teachers address the. following key ideas,Introduction to Forces,Unbalanced and balanced forces. Pulling and pushing forces,Spring scales and effort meters.
The affect of frictional forces mass surface texture and slope. on the movement of an object,Introduction to the six simple machines. Identifying the six simple machines, Recognizing examples of simple machines in our surroundings. Basic understanding of how simple machines work and their. function or purpose in the past and present,Learning about inclined plane. Construct Effort Meter and conduct experiments using. measurement and different inclines to pull up a weight. Learning about levers, Look at and identify common levers found in our everyday lives. Apply knowledge learned about how levers work to make and. test a lever,Learning about the Pulley,Construct a flag pole for the Yukon flag.
Learning about the Screw,Comparison of different types of screws. Understanding how different types of screws work, Investigation to discover how augers work and are used in. placer mining,Learning about the Wheel and Axle,Constructing own wheel and axle. Learning about the Wedge, Students will examine how the wedge has been used in the. Yukon both in the past and present i e scraping hides and. making tools, Students will use their knowledge to compare different types of.
wedges used in the Yukon for chopping and splitting wood. Learning about Compound Machines, Identifying simple machines found in compound machines. Learning that compound machines are made up of simple. Building a compound machine using knowledge learned about. the six simple machines,Skills Development, This unit emphasizes that the learning of science ideas is inextricably. linked to the development of the processes of science As asserted. by British Columbia Science Grade 5 2005 the legislated curriculum. for Yukon schools science experiences should provide opportunity. for the development of conceptual understanding within the context of. relevant investigative experiences Although individual scientific. process skills may be emphasized in specific activities they are to be. supported more holistically in teacher facilitated or student directed. inquiry The skills to be developed are expected to be appropriate to. the level of the learner These skills and a typical developmental. sequence are outlined in detail in the Science Grade 5 2005 guide. These skills involve coordination between cognitive and psychomotor. skills Handling and manipulating equipment require not just the. physical ability to perform a task but also the intellect to know how to. measure or observe accurately It is anticipated that by the end of. intermediate school a student might be able to with assistance. conduct a scientific investigation This unit provides opportunities for. students to work physically and cognitively towards this end. There is no universal list of scientific process skills Those identified. in this curriculum are not intended to be a linear scope and sequence. instead they suggest multiple ways in which learning science can. be explored At each grade level two processes are introduced and. then reinforced with the curriculum content in the subsequent grades. but teachers are expected to involve all of the skills their students are. capable of using, Process skills are best learned in hands on activities where students. engage in a problem solving task while doing science The hands on. model of learning science allows students to construct meaningful. connections within the brain In young children process skills can be. found in the natural practice of manipulating materials while asking. questions and being curious The names of the skills can be used. and reinforced by teachers as students use and learn to apply these. skills to science activities The science process names will become. familiar to students enabling them to use the correct vocabulary. when they explain their involvement in science and. technology inquiries,Attitudes and Beliefs Development. An explicit goal in the development of this resource and the other. resources being developed in this northern Yukon project and the. accompanying professional development provided for teachers is to. use these as a vehicle to contribute to student success in science. Although success in science is often attributed to measurable. outcomes such as knowledge acquisition and development the intent. of this development project is much more encompassing It extends. this notion of success to investigate the influence of two way. learning experiences on students perceptions of success in their. personal attitudes and beliefs, What does success in science mean to northern Yukon students It is.
anticipated that students will experience success in a variety of ways. beyond the border of knowledge into the domain of attitudes and. beliefs Attitudes are regarded as states of mind behavior or conduct. regarding some matter as indicating opinion or purpose The. program of study suggested in the activities that follow will foster. student curiosity and creativity and openness to new ideas of. thinking As well students will develop confidence in their perceptions. of self as students of science Similarly they will develop confidence. as evidenced in risk taking and their effort to conduct science. investigations Their participation in the processes of science will. foster their perseverance precision and objectivity in solving scientific. problems As members of a team they will develop in their respect for. and ability to work co operatively towards purposeful goals with their. Above all it is anticipated that students will develop a more positive. sense of themselves in contemporary society as they learn about the. inextricable link between science and the world in which they live It is. anticipated that students will see science as part of their life trajectory. both in future formal and informal settings as a result of science study. that advocates two way learning,Introductory Stories. Today we just expect there to be a house for us to live in Back then it was. different You had to build that cabin on your own You might be able to buy a. stove and some glass for windows but everything else you do on your own It. was much work, You would build a cabin where there were good trees If there were no good. trees you would be doing much work, It was easiest if you had dogs and sled You would cut down a tree Then cut it. down in size and then scrape bark Then the dogs would pull the logs to river. Then we would load a few logs on the sled and haul the logs to where the cabin. would be built, It was easiest to do this when the river was frozen Even doing this when the. river was not frozen and floating the logs was difficult Then you had to haul it on. the ground and it was easier on snow and ice, The dogs made it all easier One person would not move the big logs so it was.
essential we had dogs, Lifting the logs was difficult We had to use ropes to pull and lift You had to think. about how to do all this work It was not easy, How is life different today Why was the work harder then than now Why was. thinking about how to do the work important, What do these pictures and short stories have in common With a partner read. each When you have an idea of what they have in common write it in the space. Jolene caught a fish while ice fishing As she was drawing the fish up to the hole. she could see the fish in the clear water The fish gave a big tug and the line. broke and the fish got away, Brad was playing hockey His teammate Sam took a shot at the net As the puck. cruised to the net Brad put his stick out and tipped the puck in a different. direction and into the net for the winning goal, There was a huge snowfall last night The snow accumulated on the roof of the.
church and the roof collapsed from the snow, Tom was stuck in the snow All it took was a push to get him moving. Tom slid into second base Robert was in the way and pushed him away from the. base and tagged him as out, Jim tried to get the boat up on the ice He had difficulty so he needed others to. The common idea is that in each story there is a force acting on the object. A force is anything that causes an object s motion or construction to. change This might be a change in speed shape or direction. Complete the chart for each of the six examples, What word describes Did the Force Change Who used the force. the force Speed Shape, My example 1 Draw and describe a force that changes an object s shape. My example 2 Draw and describe a force that changes an object s direction. My example 3 Draw and describe a force that changes and object s speed. What is the force called Where is the force What does the force change. Forces in Action, Demonstration Action Force that caused Is it a Push or.
motion Pull force,1 Shove a motionless cart,2 Drag a motionless cart. 3 Drop a penny,4 Kick a soccer ball rolling,towards you. 5 Crush a pop can, A man tries to push against a truck The truck pushes the man backwards This. is an unbalanced force,An unbalanced force is,Example of an unbalanced force. Two grizzlies are pushing against each other but neither are moving This is a. balanced force,A balanced force is,Example of a balanced force.

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