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Author(s):Kelly Jo Sonneborn and Donalyn VinloveSchool Name:Girard SchoolsLesson Title:May You Sort the ForceTPS Consortium:Southern Illinois University EdwardsvilleGrade Level:-4-8Subject:ScienceTime Frame:One class period OverviewThis activity will be used within a larger unit of Forces and Motion. It will be an introductory activity. Students will study different types of force through actual photographs in a historical perspective. They will determine through studying the photo whether the motion is pushing or pulling.   FORMTEXT       Goal of ActivityStudents will increase their schema of force by looking at real life situations through photographs.   FORMTEXT       ObjectivesPerform source analysis Interpret push or pull activities through photographs Apply past experiences to determine movement   FORMTEXT       Investigative QuestionWhat do the photographs tell us about the forces and motion?   FORMTEXT       IL Standards- Essential Knowledge and SkillsScience Standard 12.D.2b Demonstrate and explain ways that forces cause actions and reactions ( e.g. Magnets attracting and repelling: objects falling, rolling and bouncing).  FORMTEXT        Library of Congress ResourcesSee attached  FORMTEXT        Resources and MaterialsAnalysis Tool: See attached Print one copy of each photograph per pair of students Pencil and paper to analyze photo and for extension Prepared slips of paper with different acts of force.  FORMTEXT        Background InformationStudent needs to be familiar with the terms pushing and pulling. Student needs to understand the process of pushing and pulling.  FORMTEXT        ProcedureBefore pairing up the students, discuss the students prior knowledge of forces and motion. 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B*fHphq hF B*fHphq ha3jh haOJPJQJU^JmHnHo(ujh haU h hajh haU hQha hF haCJOJQJ^JaJ)h5)<hc(B*CJOJQJ^JaJph333B=gd(Skd$$IfTsY&`'  `'4 s` ap T $$Ifa$gdESkd$$IfTsY&`'  `'4 s` ap T $IfgdE(* ZDZvZ[\~]b^_`xxxxxx & F$$Ifgde| & F$$Ifgde| & F$$Ifgdc(Skd$$IfTsY&`'  `'4 s` ap T $$Ifa$gd. hat is a force? What is a motion? Give an example of each. After the students are in pairs, explain that in this activity they will study photographs that will display different forces. Hand out copies to each pair. They are then to analyze whether it represents a push or a pull. They should be able to explain why that term was chosen. After a substantial amount of time, come together as a group and review students responses for each photo. Have each pair draw a force from a container. They will then get 5 minutes to discuss how they could act it out. After 5, give each pair the opportunity to act out the predetermined task. Upon completion of role play, the remainder of the class will determine the task and whether it was a push or a pull. Do extension  EvaluationTeacher observation of collaborative work. Evaluation of performing the different acts of motion. Evaluation of the student s new schema through analyzing photographs.  FORMTEXT        ExtensionsThe students will come up with their own real life situations that will display their knowledge of force and motion.  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