How can you teach kids about patterns of movement? Using everyday items, they can make observations and predict predict future motion. Read on for ideas that illustrate objects moving in a straight line, curved line, circle, back and forth, and spinning.
Ms. Sanchez Teaches Patterns of Movement
Our favorite third grade teacher stood in front of her class. “Today,” she said, “we’ll move through science stations and explore patterns of movement.”
Her students sat up a little straighter and smiled. They loved investigating in centers.
As Ms. Sanchez handed out the lab sheets, the assistant principal, Mrs. Welch, walked in. Ms. Sanchez took a deep breath and smiled. She felt confident that these activities would bode well for this unannounced teacher observation.
“Okay, everybody, you know the drill. You’ll move from station to station in your science groups. You’ll begin at the station with the same number as your group’s number.”
Patterns of Motion in a Straight Line
Next, Ms. Sanchez gave specific directions. She walked to the first station, which was set up on a spare desk. “At this center, you’ll first play with a yo-yo.”
She picked up the yo-you and continued. “Each of you will put your finger through the loop in the string like this. Then you will let the yo-yo drop and observe how it moves afterward. You’ll draw what you see and explain the motion on the lab sheet.”
Now Ms. Sanchez picked up a bouncy ball. Next, you’ll take turns dropping this ball. Before you do this, however, you’ll predict its motion. Then you’ll try it, observe, and draw. On the bottom of the lab sheet, you will compare the motion of the ball with the yo-yo.”
Patterns of Motion in a Curved Line
Next, the teacher moved to the second station, located on the side table. “At this station, you’ll find a cotton ball and a paperclip. First, you’ll take turns throwing the cotton ball from one end of the table to the other. Of course, you’ll record your observations and explain the pattern of motion. Second, you’ll predict the motion of the paper clip and then try it.”
Objects Moving in a Circle
At the third station, Ms. Sanchez picked up a bowl with a flat bottom. “In this bowl, you’ll find a marble. First, move the bowl in a circular motion to make the marble move along the inside edge, like this. Again, you will observe, draw, and explain. After that, you can change it up with a different container and/or ball. Predict at the top of your lab sheet before trying it.”
Objects Moving Back and Forth
When she arrived at the fourth station, which was actually just a section of her teacher desk, Ms Sanchez’s explanations got shorter. “I think you understand what you’re supposed to do at each of these stations: observe the pattern of movement in the first situation, describe it, predict the pattern of motion for the second situation, observe it, and compare it to the first.”
“At this center, you’ll first observe the motion of a paperclip on a string. Then you’ll pluck a rubber band.”
Spinning Patterns of Movement
Quickly, the teacher moved to the last station. “Here, you’ll spin a CD that’s resting on a marble. Then you’ll do the same with this plastic egg.”
Ms. Sanchez Explains the Activities
She looked at her students, who were poised for motion themselves. “Okay,” she said, “you already know where to go and what to do. Go ahead and get started.”
As her students sprang to action, Ms. Sanchez greeted the assistant principal. “Welcome! I imagine you’re here for my observation.”
Mrs. Welch nodded.
Keeping one eye on her kids, Ms. Sanchez gave the assistant principal a little background information.
“This set of physical science activities addresses this standard.” She pointed to the posted standard at the front of the room and read aloud:
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Ms. Sanchez took a seat next to Mrs. Welch. “When I researched patterns of movement, I found three types: linear, rotatory, and oscillatory. Obviously, those terms aren’t age-appropriate. So I broke them into easier pieces: patterns in motion in a straight line, curved line, circle, back and forth, and spinning. As you just heard, for each pattern, kids observe, predict, and observe again.”
“Nice,” said Mrs. Welch. “I like the investigations you’re using to meet the intent of the standard. It sounds like you have a handle on the science curriculum.”
“Thanks. I need to check my students’ progress now. I’ll be back in a few minutes.”
Ms. Sanchez quickly visited each station, determined that they were wrapping up their first set of activities, and signaled that they should move to the next. Then she headed back to Mrs. Welch to provide a little more information.
How Gravity and Friction Affect Motion
“As you can see,” Ms. Sanchez said, “the lab signs and sheets do not name the patterns of movement. “Instead, when we finish, the kids will describe them, and we’ll make a list. After that, we’ll talk about the forces acting against the motion.”
She handed two passages to the assistant principal: “What Is Gravity?” and “What Is Friction?”
More Patterns of Movement
“To extend exploration, the kids will explore a few other objects. I’ll place a Newton’s cradle, a Slinky, and a paddleball (if it doesn’t get too rowdy) on the side table and let them investigate.
“Then, at the end of the week, I’ll assess their understanding with an exit ticket.” She handed another page to Mrs. Welch. “As you can see, it asks them to predict a pattern in movement for a situation.”
Enjoy Teaching
Once again, Ms. Sanchez returned to her students – and untied a knot in the yo-yo. When everyone was ready to move to the next station, the teacher signaled that they could move on.
“This is fun,” a student said to Ms. Sanchez. The assistant principal, who had overheard, gave a little wink of approval. Then, as happened often when teaching Seriously Fun Science, a broad smile spread across Ms. Sanchez’s face.
