Students have been exploring the world of balance and what affects whether an
object will be stable or not. After attempting to balance a paper crayfish, triangle and arch,
they had an exciting time trying to balance a pencil on its tip. What they noticed is that if they
use clothespins as counterweights and place them below the balance point their pencil would be stable.
They are now experimenting with motion. Students had the opportunity to construct tops and and
explore zoomers. They discussed how spinning motions operate and how they can be changed to go
faster or remain in motion for a longer period of time. Students noticed that a force (a push or pull) is
needed to start rotational motion in objects. Towards the end of this week they will create twirlers!
Next week we will focus on rollers: Does the amount and location of added weight change
the way a system rolls?
Throughout this unit, students are learning how to write lab reports like scientists, using precise
content vocabulary and the
Scientific Method: Question, Hypothesis, Materials, Procedure, Results, Conclusion.
explore zoomers. They discussed how spinning motions operate and how they can be changed to go
faster or remain in motion for a longer period of time. Students noticed that a force (a push or pull) is
needed to start rotational motion in objects. Towards the end of this week they will create twirlers!
Next week we will focus on rollers: Does the amount and location of added weight change
the way a system rolls?
Throughout this unit, students are learning how to write lab reports like scientists, using precise
content vocabulary and the
Scientific Method: Question, Hypothesis, Materials, Procedure, Results, Conclusion.
Press PLAY and take a look at some snapshots below:
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