Week #3: Jet Toy/Force and Motion Questions
The math involved in the World in Motion Jet Toy curriculum is graphing distance traveled vs. weight carried. Is this activity appropriate for the level of student you have been researching? Describe exactly what you would have a class do? In other words, what mathematics are they learning or are you teaching?
The science concepts involved in the curriculum include Newton's Laws of Motion. What force and motion concepts would you want students in a K-2 band to know before exploring factors which can affect the distance traveled by the Jet Toy constructed in math methods? How did you decide this? (Hint: NSES). How would you adapt the learning episodes we explored in science methods to develop these force and motion concepts?
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In the grade band K-2, it is limited on what you can do with the data collected from this project. Students at this age could look at the graph and see that it is showing distance vs. weight, but not understand what the graph is telling them. I think the concept to focus on here is the graph part. Children at this age can really learn to disect a graph and understand what it is showing them. I would assist them on learning about graphs and why graphs are important. I would not focus on the concept of more weight equals less distance traveled.
The science concepts are a bit extreme for this age group, but that does not mean you can't introduce them to the children. The key is to not go deep into the topic but give a general overview. I would also use terminology that would not confuse the students. Instead of talking about force and gravity, I would talk to them about the weight of things and how hard you must push them to move them. They can get the general idea that heavier things take more force to move them. Once they understand this the words "gravity" and "force" can be used to broaden their vocabulary without confusing them.
Children at this age can learn about concepts that are "too difficult" for their age; they just have to be taught in a way that they can comprhend.
I think the material covered in the Motion Jet Toy curriculum would be appropriate for the K-2 band but in a very basic way. I would probably have the kids build the cars in teams with assistance from the teacher and/or aides. I would then let the kids experiment with the cars and let them know that our final goal would be to see how far each car travels. I would then have them do the experiment and let them see how far their car travels. Each group would have a team name and I would also include them on taking the measurments. Then I would put the measurments on the board so the students could see the difference in the distance traveled. I would then let the kids brainstorm to see if they could figure out why some cars traveled farther than others. Along the way, hopefully they would come to realize that weight is indeed the factor. As far as graphing I would use a very basic graph and use it as a tool to teach them about key aspects of graphs. In all, I would be teaching and the kids would hopefully be learning about measurment, graphs, and the fact taht weight is a factor in how far their car will go.
I agree with Jennie about the fact that the science concepts are very extreme. In order to make sure the kids are getting something from the lesson I would want to just touch on aspects of the science concepts. I would want K-2 students to be able to understand that objects do have properties that affect them like weight but also things like size, shape, color, etc. I would also like them to then examine how the property of weight really has affected their jet cars. With the data they collect in the Math protion they should be able to see this. I would then let them know that something needs to also make the car move and force is what does it in this case. The NSES standards talk about developing the concepts of properties of objects and how force affects the way an object moves therefore I think the aspects I have chosen to teach are appropriate.
I think the learning episodes we explored in our science mnethods would be appropriate for this activity but with this grade level the main thing to remember to be successful is that the teacher may have to have a more active role in uncovering the small details.
Jennie really states it well that it is all about which concepts you choose to address and how you address them. Every child can learn and you just need to make sure that what you are teaching them is on their instructional level.
I would simplify the lesson for first graders. As Jennie pointed out, the focus is graphing distance traveled vs. weight carried, not simply building a car. Building individual cars with 25 seven year olds could get a bit hairy, but it could be fun to build one car as a class, then make estimates about whether the car would go further if it was carrying more weight or less weight.
As Jennie also pointed out, it would be beneficial to have a discussion about graphs, their purposes, and where they may have seen them before. Before experimenting, I would, of course, tie the topic into something they could relate to, rather than discussing "force" and "gravity". As a class, we would experiment, putting different weights inside the car, then graphing and discussing the differences we observed.
This lesson would be aimed at the general concept of showing students how graphs are made.
I think that the options are endless, so some extent. At this age, students are interested in what they can observe. Therefore, if the students inflate the balloon to different sizes, they could gain a relationship to the amount of air needed to push the vehicle forward. Once they have explored that concept, they, then, can add weight to the container to explore what would happen with this small change. This might be a great activity to introduce or reinforce the idea of inquiry to the students.
I think that this would be an integreted lesson involving both math and science. I don't think that you would want to separate the two subjects.
For science, the students could explore what force is forcing the vehicle to move forward. They could feel this force by holding their hands directly behind the car. This might be more complex for this age group, but a teacher might be able to explain the idea of cause and effect, i.e. every action has an opposite and equal reaction.
For math, the students could measure the distance the vehicle travels with meter sticks or even cuisenaire rods. Especially C-rods, the students would be able to count the number of sticks and record that information. Then, the class could get together to figure out the shortest and longest distances traveled.
My ideas are aimed for the older students in this band. I am not sure how a teacher could include this activity and explain anything. This might be a cool activity to just introduce the students to science and math concepts without much detail. I know that the students would love the demonstration, but I am not sure if the details could be clear enough for the youngsters.
I agree with Jennie about the fact that introducing the idea of graphs would benefit the students. However, the students need to be able to recognize and comprehend the words within the graph.
Have a great weekend.
This is an activity that can be sculpted to many age levels, including the younger ones. The added benefit of doing "Jet Toy" with the younger students is that the children work on their gross motor skills, enjoy a hint of art in the project, and certainly have the thrill of adventure once their cars are built and racing. Plus they learn, on a basic level, the relationship between how fast something goes, how much it weights, and how things must be balanced and secure on the car to make it go without flopping over.
As Jennie and others noted, altering the language is important. Using words like 'gravity' and 'force' would fly over their heads and their interest would falter because they would feel intimidated by the elevated language. It is vital to use terms that are accessible to the children because terms lead to concepts and larger picture learning. If young students understand how a balanced car moves when it weighs a certain amount, they will findamentally understand the science of the activity.
There are many ways to make this work for young students, and to give them practice coming up with answers through experiments. As already mentioned, using different weights can alter the car's speed. In addition, you can have students design their cars a bit differently. Some could use very long axles, some could tape the two sets of wheels close to one another, or they could use differing amounts of air in the balloon. These factors create observable learning moments and although students may not be able to tie in big concepts, they can tap into patterns.
It also might be interesting to have different groups of kids build different transport options, using simple diagrams. For instance, airplanes, sports car, dump trucks, and hot air balloons. Although the weight of each transport vehicle will differ, students can make observations and add different weights and pushes to see how different things respond. This also expands their imaginations, while learning simple scientific facts and tapping into the NESE standards.
I am addressing the first grade age-group and would have to disagree with everyone--in that I would introduce the terms with a simplified definition. This would provide the background knowledge that can be built upon in the future. The children may or may not understand the concepts completely but they may remember the term the next time it is presented to them causing them to pay attention. (And eventually and hopefully find a connection!) There are many things that can be taught to first graders with this car, I like Jessica's idea about building one car or perhaps one car for each group of 4 or 5 children, because it would be a challenge to have them all complete one. The class could participate as a whole or in smaller groups to estimate the distance the car might go and then add weight and measure again building a nice graph that can be experienced together. They may not all understand the graph but they will gain from the experience regardless. I have to agree with Tracy when it comes to keeping the lesson integrated (science and math)the two should not be separated as they complement one another beautifully. A number of graphs can be made such as one based on the distance traveled and balloon size, distance traveled and weight in car, this could provide the opportunity to get into variables, just enough to plant a seed of information for future reference! :)
I think that for many students of this age, it is easier to understand that heavier weight takes more force to move. Have them carry three backpacks,wear heavy boots, through deep snow...you could use this as a creative movement exercise...they get it! Can they pull a wagon with a doll in it? Can they pull the family car down the street? Why not? Charts and graphs are something that does not quite come so easily, but they can tell rather quickly whether their sibling got more cake and ice cream and can show you why they think so. Students may need a little guidance to create and read graphs but they can do it.
For the cars, I agree that 25 kits may be too much but I might suggest that three or four be built. #1 with a wide wheel base. #2 with a close wheel base. #3 with a large diameter tube. #4 with a small diameter tube. Have the students determine the differences between each of the cars. Have the students make predictions in small groups and discuss why they think they are right. Test and measure. Add weights. Make predictions. Test and measure. Discuss the results. Determine with the class whether the tests were fair. Why or why not?
Measuring, charting, predicting, and discussing can all be done without overwhelming the students with "weighty" terminology. I might call mine the balloon buggies!
As Jennie said, it would be difficult for the children in kindergarten to understand a lot of the terminology included in this type of project; however, there are definite lessons that can be learned by the younger children. Since I hope to teach kindergarten, I will describe how I would do the Jet Toy lesson with that age group. I would begin by maybe having the difficult parts of the cars already assembled, and then have students do some of the work (fine motor skills required!) Then I would split the children into groups of jobs. One job would be a measurer (with their stride) how far the car goes. Another group could be the markers of where the car stops. etc. Once each child was focused on a task, we would send off the first empty car. We would measure how far it went. Then we would go back and do it a second time, but add “one passenger” Then we would try a third time and add more weights. I would direct the kids back to their seats and formally record our findings on a chart. I would ask what observation the students made about what happens when we added the passengers. I would then use the students’ words and hopefully describe something like this: the heavier objects are, the harder they are to push, so they do not go as far with the same amount of balloon air.
Then I would announce that we have just learned a new word which is force that we described as “push” when we were reporting our observations. I would be careful with how many words I introduce with kindergarten maybe 1 or 2. I might add that this is a scientist named Isaac Newton’s rule that he discovered a long time ago. Before I write a novel, I will just wrap up by saying the students could go a chart/graph and measurement for math. I love Allen’s ideas of demonstrating this concept with several other demonstrations…kids love to get up and move around.
I will focus my discussion on teaching this lesson to a first grade class. Yes, I think that this activity including graphing distance traveled vs. weight carried would be appropriate. I would begin the lesson by bringing out a KWL chart to discuss what we already know about force and motion, what we want to know, and then add what we learn as we go along with the lesson. Some of you have stated that it would be over the students heads to use the terms “gravity,” “force”, etc., but I will agree with Meg that we should expose them to these terms at an early age. I would ask my students to investigate a variety of ways to make things move and what causes them to change speed, direction, and stop. I would have the class break up in groups and give them small toys which might include wind-up toys, hot wheels, miniature ramps, and different surfaces (smooth vs. textured) to allow them to explore this concept. Once they understand force and how it relates to motion, I would have each group build a Jet Toy (chassis already assembled and hole punched). After we have launched our toys, we would engage in a discussion about what they think would happen if weight was added to their car. For the weights I would use c-rods. I would explain that we are going to launch our cars five more times and measure the distance covered; once w/o weight, once with a 10-unit rod, once with two 10-unit rods, and so on. After we have recorded our findings, we would graph the results and compare them. I realize that the graph could be a little abstract for first graders, which is why I might want to include illustrations of the car and number of weights on it instead of using numbers. On the ground, you could also physically put the cars with the weights on a large piece of poster board and draw the graph around that. Not only is this a great science lesson, but it is also a wonderful math lesson because it teaches measurement and graphing.
The "Jet Toy" lesson would be a great way to introduce force and motion to the younger students in grades K-2. I would try to give some simple examples of force and motion that the students might observe everyday. I really liked Allen's examples to show the concepts being learned.
I would have the students work in teams of 4 or 5 to build the cars and explain what we will be doing with them. I would then have them make some predictions of what will happen when the cars are tested.
I like Jennie's idea of graphing the results to help see how the weight of the car and the amount of air in the balloons affect the distance each car travels. I agree with Leslie's idea to split the children into group for the jobs of measuring distance traveled by each car, keeping track of how many pumps of air are put into each balloon, and how much weight is added (pennies would be an easy addition to use). This information could then be used in basic graphing to visually show the students the differences. They could discuss the results they observed and their ideas about why the results were this way. They could also discuss changes they might make in the experiment.
The science lessons we teach in grades K-2 must be interesting but taught at an instructional level that can be understood. Sparking an interest at an early age will be beneficial as they progress in school and continue to understand and improve on these concepts.
We could conclude the lesson by telling students about Issac Newton and his laws of motion. This could lead to more lessons investigating history, science and math.
I forgot to address the potential chaos that might happen when building the cars in groups. To solve this problem, I would assign each person in the group a job; axle mechanic, wheel mechanic, engine (balloon) mechanic, and inspector. Have a nice weekend everyone!
I feel that this project could be well adapted to a k-2 classroom in the area of math. The activity would be helpful in developing the concepts of graph, distance, and weight on a very basic level. In my classroom I would give students step by step instructions on how to build the car (help may be needed with some of the construction). It may be more effective to build the car slowly and give the student's only one or two materials at a time. Then, with the class broken up into groups we could complete one or two steps per day.
With the cars completed, I would have each group test their car and I would measure the distance traveled (with the students help). Through this activity I would introduce the concept of distance.
Afterward's I would do a demonstration with a car pulling a little more weight (washer's taped to the bottom?). As I demonstrated we would discuss the concept of weight. As a class we would brainstorm: Did the car move less or more? Why did the heavier car move a different distance? They may not fully grasp the concept of more weight equals less distance traveled but I think introducing the concept is important.
Finally we would construct a graph for distance only as a class and color coat it for easy reading. A Large graph done on poster board would be easier for the student's to read and the student's could help color/decorate it. I would talk about graphs being an simple way for scientists (we are scientists since we were "experimenting with our cars") to read and understand what they found out from their experiment. (Background knowledge would be needed for the concepts of experiment and scientist).
Very basic concepts of force and motion could be introduced to apply this activity to science. I would introduce the basic terminology, force and motion, by playing a gross motor activity (When we walk around the class we are in motion, when we stand still we are not. When I kick the ball I am using force to move it with my foot) Once the student's have this basic understanding we could apply the terms to our cars. (Air from the balloon pushes the car with "force" and then the car is in "motion").
NSES involves introducing and developing the properties of objects and how force effects an object. Therefore, I feel the lesson I have described above is fitting for this grade level.
The learning episodes we explored in science methods class could also be useful in a k-2 classroom as long as they were adapted to fit the instructional level of the students.
I think tricia made a good point that the teacher may have to play a more active role in uncovering the small details of these concepts. I think by guiding the student's in the right direction they can easily gain a basic understanding of all of these concepts.
I think that this would be a fun, hands-on activity for k-2 students, but some of the concepts would be too difficult for them. As everyone else has said in the previous posts, this is a great opportunity to introduce graphing to students, learn to compare using graphs, and to explore the idea of variables. I would put out all of the materials in bins (balloons in one bin, tubes, wheels, etc.) Then each team would pick the necessary items out of each bin and make their car. Next we would test the distance each traveled and record the distance. Once all of the data had been collected I would make a graph of the distances, and together we could then discuss what the graph shows and why there are different distances. This would be an opportunity to teach graph skills, comparison skills, and how different variables make the cars travel differently.
Kids could then discuss what would make the most efficient (farthest traveling) car using their various parts.
As Jennie stated very well, the science concepts would be very challenging for this young of students. I would talk about force in basic terms. I would tell them that it's harder to move heavier things and easier to move light things; the heavier something is the more force you have to apply to move it. I would also talk about rest and motion a bit. I would state that if something isn' moving it is not going to move until you force it, and once it starts moving it will keep moving.
With this young grade band, K-2, an introduction to the concepts presented in the Jet Toy/Force activity are appropriate but you should limit how much information you expose the students to at this young of level. Introducing a few words like "force" and "gravity" are appropriate but you could start by describing what these words mean in more basic terms. I think the students would be able to complete this activity in pairs or small groups with adult supervision and help. After the student's build the cars they could have a little bit of time for exploratory play and then bring them back together as a large group and discuss what they observed and asked inquiry-based questions like "what would happen if you blew up the balloon even bigger?" and see if they could connect any relationships through their exploration. I would also have the students try and graph the information in a very simple graph and communicate their findings with the class. I thought Melissa's comment on the students also improving fine motor skills was a good point. The students are working on many skills through this activity and I think they would enjoy the process of building and testing out their homemade cars.
I agree with Tracey that the options in this grade band are endless. Though its frustrating that the concepts we are dealing with are aimed primarily at the older grades. This grade band can be taught the jet toy lesson but will have a completely different content. It is not harmful to introduce a concept like force, but aren't you supposed to build a foundation first? The Jet Toy could be used to build fine motor skills with first graders. Then they could examine why different cars went faster. The teacher could help the whole class write a hypothesis on how far they think their cars will go. Then put tape down where they think it will get to. Then if it does or doesn't hit their guestimate they can talk about why. At this point they could be divided into teams to do this activity. Then the why could deal with distance and weight at a simpler level.
Tracey had a wonderful idea about measuring the distance with cuisinare rods. I believe that first graders could do that following their jet races. Even if you didn't deal with a ruler in the process the students are still grasping the idea of what it means to measure. The teacher could measure it at the end with a ruler, and give the kids the numerical answer.
For the force concept that I talked about before you could get the kids thinking about how force personally affects them and what they think it is. Connnecting this concept to their real lives could make force easier to understand. Gravity,I am not sure how to integrate right now. When I think of it all of you will be the first to know.
In conclusion I agree with jennie and tracy that even though this concepts are a bit "difficult" there are ways to break them down into managable pieces, which I did a decent job of explaining above. Ok everyone have a wonderful weekend free of science and math concepts, he he.
In the k-2 grade band, you are somewhat limited to what you can teach with this lesson. I definitely think there are useful concepts that they could learn. With the 1st and 2nd graders you could show them a graph using the data they collected. As a teacher you could start to introduce some of the concepts in the graph, even if they wont comprehend all the concepts entirely. You could also show them how it takes more force or "push" to move a heavier car.
You could also introduce the concept of "Force" to them for science. They may not grasp the concept of newton's laws, but they could understand the basic idea of them if you explain and show them using concepts of their level. I agree with leslie, that the science concepts could be a little hard for the age group, but comparing "Push to Force" would be a great idea in this grade band.
I definitely agree with what my classmates have said concerning the use of the jet toy activity in grades K-2. Indeed, because the students are so young in these grades, you are limited with what you can do with this activity. I agree with Jennie when she says that instead of trying to have students construct a distance vs. weight graph, the concept to focus on here is that of the graph itself. Once students are familiar with the concept of graphs, maybe this activity could be done with careful planning on part of the teacher. I like Jessica's idea of building one classroom car to experiment with and having students make estimates of how far the car would travel with x amount weight and then comparing their estimates to the actual distance traveled.
In my opinion, K-2 students could grasp the science concepts presented in this activity if taught in a developmentally appropriate manner. I would definitely avoid trying to teach using terms such inertia and Newton's Laws of motion, but I certainly think that students at this age are able to comprehend the concept that it takes more effort (i.e. force) to move a heavier object. Having students relate personal experiences in which they found this idea to be true and then creating experiments to help build a better connection of this concept would help to further understand this idea of force and motion.
Like many people have said already, this activity would have to be fairly basic for this age group. But there are still many options of ways to learn from this activity. Students would easily be able to recognize the fact that if the balloon is bigger, the car will go farther. Cars with bigger hoses would go faster. You could very easily discuss the basic ideas behind Newton's Laws. Once the cart was at rest, it encountered a force from the balloon air and was then propelled forward. This age group could understand that.
Kids like to play with cars and things that roll, so discussing how balls or toy cars don't move until you push them. Plus kids love racing, so this activity could be fun. The cars could be decorated and races could be held in the hallway.
Like others have stated, putting different amounts of weight into the cart would affect the distance and speed of the cart, which could be talked about.
The activity could be great for this age level, just the level of content would have to be less than with older children. But knowledge needs to start somewhere, and what better time than at this age. The activity is fun and would be a great introduction to force and motion concepts.
Well I agree with everybody in that the science/math material covered in this lesson would have to be simple and basic. I do think this is an excellent (and cool) way to introduce young students to the important concepts of graphing, measuring distance, and simple physics.
I share the concern of Jessica that having 25 first graders construct their own cars might be tough. I think it would take away from the educational value because the students would be more focused on building and playing with their jet toy. I would use one jet toy to first go over all of the concepts I wanted the class to learn. I would lead the class in doing different test runs, changing variables like amount of air in balloon and weight in the car. While doing the different test runs, I would ask discovery questions like "Will the car go farther with more/less air? Why do you think that?"
Measurement and graphing concepts would be the math focus. After each test run, we as a class will measure the distance traveled. I think 2nd graders could understand the use of yard sticks or rulers, but maybe foot steps would be a better measuring tool for younger students. I would also construct a graph on the board while doing the test runs, so the students could get a good visual understanding of how graphs work. Students would either tell me where to mark the graph, or would take turns marking the graph themselves.
The physics questions involved here would be "what's moving the jet toy and why?" & "do heavier or lighter jet toys travel farther/faster?"
Once the students have a good general understanding of the math/science concepts, they would construct their own cars in an art activity to further comprehension and application (or just to play with).
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