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The Marvelous, Miraculous Circus Machine!

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The Marvelous, Miraculous Circus Machine! Marvelous, Miraculous Circus Machine! TEACHERS GUIDE 2017-18 TEACHER EDITION • This PowerPoint is to help guide you and your students through the curriculum. The CAC has created this presentation to make it easier for teachers to share pages on the active boards. • There are teacher notes at the bottom of each page. • Hard copy workbooks will be distributed to the students. • More information, including student rubric, teacher evaluations, STEAM debrief and parent letter can be found at https://circusarts.org/blog/portfolio-item/marvelous-miraculous- circus-machine/ look for the tab teacher resources • Password : causeandeffect • Students can find a link to videos, as well as pre- and post- assessments at the same address by clicking student resources. • Password : force IMPORTANT INFORMATION! • The Circus Arts Conservatory • Karen Bell, Education and Outreach Manager • Robin Eurich, Education Associate • Email: [email protected] • Phone: 941-355-9335 x302 • Website: CircusArts.org/Community-outreach • Teachers will need to plan a day for a 40 minute assembly for all of the fifth grade. • Teachers are responsible to book buses. The location of the Circus Big Top is behind the UTC mall at Benderson Park (140 University Town Center Drive, Sarasota 34243). • The final event at the Big Top will be held January 18 & 19 at 10:30. Please let Karen know what day you would like to attend. STANDARDS 5TH GRADE SCIENCE BENCHMARKS 1. SC.5.P.13.1 • Also assesses: • SC.3.E.5.4 , SC.4.P.8.4 2. SC.5.P.13.2 • Also assesses: • SC.4.P.12.1, SC.4.P.12.2, SC.5.P.13.3 , SC.5.P.13.4 3. SC.5.P.13.3 4. SC.5.N.1.1 • Also assesses: • SC.3.N.1.1 • Florida Standards Connections: LAFS.3.SL.1.1, MAFS.K12.MP.1, MAFS.K12.MP.3, SC.4.N.1.1 STANDARDS • Florida Standards Connections: LAFS.4.RI.1.3 , SC.4.N.1.6 • Florida Standards Connections: MAFS.K12.MP.5, MAFS.K12.MP.6, SC.5.N.1.2, SC.5.N.1.4 • Florida Standards Connections: LAFS.5.RI.1.3 , LAFS.5.W.3.8, MAFS.5.MD.2.2., MAFS.5.G.1, MAFS.K12.MP.1, MAFS.K12.MP.2, MAFS.K12.MP.6 5. SC.5.N.1.3 • Florida Standards Connections: MAFS.K12.MP.5, MAFS.K12.MP.6 6. SC.5.N.1.6 CLASSROOM MATERIALS • Click here to access: • Teacher Lesson plan • Rubric • Teacher evaluation sheet of student machines • STEAM debrief • Letter to parents • For the creation of the classroom machine, each team of students will be provided with: • Handbook • Container with dominoes, toy car, five marbles, ping pong ball, golf ball and paper ramps. • Each teacher is asked to provide the following: • For the Machine (Pg. 12): Classroom materials such as: cup, Scotch tape, string, playing cards, books, DVD or video cases, paper clips, erasers, rulers, funnel, wood blocks, LEGOS and anything else you wish to share with your students. • For the Design (pg. 19): Chart paper or student journal for each team to draw out their design. VIDEOS In this collection of videos you can access: • Videos shown at the assembly • Videos that accompany days 1-3 lessons • Videos of complex machines • Short videos by Robin and Karen on Physical Science concepts • VIDEOS PRE-ASSESSMENT • The Circus Arts Conservatory is constantly looking for funding sources to make this program available to schools at a free or at a nominal cost. To help us in this endeavor, we ask that students take this online assessment before the school assembly. • Pre-assessment The Marvelous, Miraculous Circus Machine! Classroom guide MEET THE CLOWNS Karen Bell & Robin Eurich After graduation, Karen performed with Ringling Brother’s Circus while Robin performed on TV with WGN-TV’s The Bozo Super Sunday Show. Now they work for The Circus Arts Conservatory teaching circus skills, clowning and science in elementary and middle schools. They also coach for Sailor Circus Academy, a nationally-acclaimed circus youth training program. ASSEMBLY REVIEW • What is a cause and effect? • What is a force? • What does gravity do? • What is mass? • What is acceleration? • What happens when the clowns added more mass or more acceleration to the ball? • Our class is going to work in teams to create a __________ that will ________________________. IS THERE SCIENCE IN THE CIRCUS? YOU BET! The same forces that you have been studying in Science need to be understood by our circus performers: How does mass help the strongman entertain us? How can a juggler keep doing his act without gravity? What would it be like to see a human cannonball perform without an unbalanced force catapulting him into the air? MACHINE VOCABULARY Force: A __________________ or a _________________. Friction: A force that slows down __________________. Gravity: A force that _______________ an object to earth. Mass: The amount of _________________ in an object. Acceleration: A change in an object’s ________________ or ____________. Motion: A change in __________________. Potential Energy: _________________ energy. Kinetic Energy: The energy of _________________. Cause: An action that brings about a specific effect or result; the reason for an_______________________. Effect: Something that is brought about or made to happen; a ________________________. Balanced Force: The state where all _______________ forces acting on an object are _________________. Unbalanced Force: The state where all opposing forces acting on an object are ________________ equal. Speed Pulls Matter Push Motion Motion Pull Stored Position Direction Equal Effect Not Opposing Result click here CAUSE AND EFFECT ACTIVITY #1 1. Gather 10 dominoes. 2. Place the dominoes in a straight line. 3. Use a force (push or pull) to knock over an end domino. 4. In the box below, draw what happened to the dominoes. 5. Draw an arrow to show the path of force, or direction, the force is moving. CAUSE EFFECT The cause is when an The effect will be: unbalanced force, like the push of a finger, is applied to the domino. click here BALANCED FORCES ACTIVITY #2 • Experiment with other patterns using 10 dominoes. • For instance, you could try a spiral of dominoes, a circle, or a split pattern such as a “Y”. 1. A domino will not move when the forces pushing all sides of the domino are _______________. 2. The forces become unbalanced when there is more ____________on one side of the domino than another side of the domino. 3. We know that the dominoes will fall over if we push them with our finger. Is there a way we can push them over without touching them in any way? (I was able to knock the dominoes over without touching the domino by_____________________________________________________). WORD BANK Equal Force Kinetic and Potential Energy 1. Dominoes have the potential to fall as soon as there is a push or a pull. You can tell there is potential energy because the dominoes are __________ in motion. 2. There is kinetic energy once your finger pushes a domino and the domino falls. You can tell the energy is kinetic when the domino is in _____________________. 3. If you are holding a domino in your hand, the energy in the domino is ________________? WORD BANK Potential Not Motion click here FORCE, MASS AND ACCELERATION 1. Place one paper ramp at the end of a block of nine dominoes. 2. Place one domino under ramp to create an incline. 3. Place the small marble on end of ramp. Let it go! 4. How many dominoes in the block are knocked over?___________ 5. Place another domino under the ramp so you now have two dominoes under the ramp. 6. Place the small marble on end of ramp. Let it go! 7. How many dominoes in the block are knocked over? ___________ 8. Place another domino under the ramp so you now have three dominoes under the ramp. 9. Place the small marble on end of ramp. Let it go! 10. How many dominoes in the block are knocked over? _________ 11. If the dominoes did not fall over, add another domino under the ramp. GRAPH YOUR FINDINGS 8 7 6 5 4 3 2 1 Number dominoknockedover blocks of 1 2 3 4 Number of dominoes under ramp By changing the angle of the ramp, we increased the acceleration of the ball because of the pull of gravity to the Earth. What changed when the angle of the ramp changed? 1. mass 2. mass and acceleration 3. force and acceleration BECOME AN ENGINEER Circus people, like engineers, follow the same steps to solve a problem. 1. ASK What is the problem? 2. PLAN Read the engineering guidelines. Gather materials. 3. IMAGINE Brainstorm ideas with your friends. 4. CREATE Build your machine. 5. IMPROVE Test your machine and, if necessary, redesign your machine. In the circus, everybody must work together, just like an engineering team. ASK What exactly does the machine have to accomplish? • Your team’s machine must deliver the Human Cannonball into the net! PLAN Engineering Guidelines What does the team of engineers need to keep in mind when constructing the contraption? 1. The machine must ACCOMPLISH THE TASK of delivering the Human Cannonball to the net! 2. It must have at least four CAUSES and four EFFECTS within it. 3. It must be stable enough to STAND ALONE. 4. On presentation day, the contraption must be able to be assembled in 10 MINUTES or less. 5. There must be a DIAGRAM to be shown when the machine is presented. a) On your diagram you must indicate or show the START and FINISH of your contraption by labeling them.
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