Let S Get These Things to Move

Let’s Get These Things to Move!!!

Is the person pushing or pulling the van? Circle One

Push Pull

Is the person pushing or pulling the raft onto the beach? Circle One

Push Pull Mini-lab 1:

When you pushed your ______, what direction did it move? Circle the arrow:

Your object Away from Toward you

When you pushed your object, which direction did it move? Circle the arrow.

Your object Away from Toward you

What are 2 ways to make an object move? Mini-Lab 2:

How many inches did your wooden block move when pushed with one finger?

______inches

How many inches did your wooden block move when pushed with more than one finger?

______inches

When you push an object, does it move toward you or away from you? Circle the right answer.

Toward Away

What happens if an object is pushed harder? Circle the right answer. It moves a shorter distance it moves a longer distance

When you were acting like a scientist, what tool did you use to make measurements? Circle the right answer.

Ruler table top pencil eyes Mini-Lab 3:

Draw a picture of how you pushed an object without touching it:

Draw a picture of how you pulled an object without touching it: What are two things you could do to make something move?

Mini-lab 4: (no written responses) Conclusions/Applications:

Draw a picture of something in nature that might push another thing:

Draw a picture of something in nature that might pull another thing: Is this a picture of pushing or pulling?

Push Pull

Draw a circle around the arrow which points to the direction the van might move.

Tell your partner a way Is this a picture of pushing or you might be able to pulling? make this van move Push Pull

Draw a circle around the arrow which points to the direction the van might move.

Tell your partner a way you might be able to make this raft

Teacher Guide:

Steps of Science Process (Teacher Refresher): -observe -ask questions -make ‘guess’ or hypothesis -test/experiment -conclusion based on observations -communicate

**try to keep these steps in mind as you facilitate the process of science throughout these mini-labs Teaching tips: 1) begin each mini-lab with some time to discuss what they have seen/know about pushing and pulling 2) let them ‘play’ with equipment/resources 3) ask them some questions – what are some ways to push? Pull? What directions might it go if pushed? Pulled? And more 4) allow them to suggest possible answers to what they might find – either with partner or whole group

**other tip: scientists work in an organized way, and all science equipment (at least at that time) should not be treated as toys …. We are not playing now, we are using them to learn!

Mini-Lab/Experiment 1: beginning push/pull Materials: toy car, ball, string, rubber band, or anything else you can think of Steps: 1) ask the students to make any of the objects move 2) ask the students to push the object …. Where does the object go – toward or away? 3) Ask the students to pull an object … Where does the object go – toward or away? 4) Ask the students to find a way to push an object without their hands touching it. 5) Ask the students to find a way to pull an object without their hands touching it. 6) Conclusion: what are 2 ways you can make an object move? (push or pull)

Mini-Lab/Experiment 2: measuring distances of pushing 1) How can you make an object move further away from you? 2) Ask the students put a piece of tape down for a starting line 3) Set a ruler (with inches only) at the starting line (perpendicular – you might model) 4) Place a wooden block at the starting line 5) With one finger, push the wooden block. 6) Record the distance the wooden block moved (in inches). 7) Try the same thing, but with more than one finger. 8) Record the distance the wooden block moved (in inches) 9) Conclusion: what did you do to make the object move? Did it move further when you ‘pushed’ it with one finger or more than one finger? 10) Extension: what type of waves can push drift wood further – hard, big, crashing waves or little, quiet waves? What about wind – what have they noticed about the wind’s ability to ‘push’ objects?

Mini-lab/Experiment 3: Using a straw – pushing/pulling 1) how can you make ‘wind’? Can wind cause objects to move? 2) Have students play with materials: straw, toy car, ball, string, feather, etc 3) Have students find ways they can push AND pull objects without touching them 4) Draw a picture of how they pushed or pulled an object 5) Ask students to share with the class or other group1 way they found to push and to pull an object 6) Conclusion: what happens to objects when you push them? Pull them? Do you have to ‘see’ the ‘thing’ that is pushing and pulling?

Mini-Lab/Experiment 4: Magnets: pushing and pulling 1) allow students time to play with 2 or more magnets, paper clips, rubber balls, etc. 2) ask student to use 1 magnet to pull another object … question to ask: does the magnet have to touch the object to make it move? Is there something there (a force) that can’t be seen but can still make something move? 3) Ask students to use 1 magnet to push another object…. question to ask: does the magnet have to touch the object to make it move? Is there something there (a force) that can’t be seen but can still make something move?

Concluding Discussion or Extension thoughts: (discussed in any order) a. What direction does a push/pull move objects? toward/away b. Why do you think your pencil might fall… what do you think the earth might be doing to it? (essential question: If I let go of this apple, what would it do? Why?) c. Why do you think an airplane can stay in the air … what might the air be doing to it? (essential question: When an airplane takes off, how does it stay in the air?) d. Have you ever seen waves push or pull? e. Have you ever seen the wind push or pull? f. What might an iceburg/glacier do to the ‘stuff’ around it? g. How could I make my toy car go further down the hallway? h. What would it be like to walk on the moon? How would it be different than walking on earth? Why?

Conclusion/Assessment Worksheet (read orally to student)