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Invisible Forces at Work

8-10 yrs old

Science

Students will review magnetism and gravity. They will design a magnetic structure that could protect the ISS or assist its astronauts.

5
avatar Submitted By: Phygital Labs

June 1, 2020

Learning Objectives

  • 1. review magnetism and gravity, recognizing both as invisible forces a. NGSS 3-PS2-3 b. NGSS 5-PS2-1
  • 2. understand how gravity affects astronauts in space a. NGSS 3-PS2-1
  • 3. become familiar with “space junk” and how that can affect the ISS and its astronauts
  • 4. create a magnetic device to protect the ISS or assist its astronauts in a weightless environment a. NGSS 3-PS2-4

Guiding Ideas

In this lesson, students will review magnetism and gravity with hands-on experiments. Then, they will discuss how both can positively and negatively impact the ISS and its astronauts. Finally, students will create a “magnetic” structure in Minecraft to protect the ISS or assist its astronauts in a weightless environment.

Essential Questions

• How are magnetism and gravity alike? How are they different?

• How does gravity affect astronauts? Why do they feel weightless?

• Why is there so much “space junk” orbiting around the Earth? What are the risks of this “space junk” in relation to the ISS and its astronauts?

• How can a magnet be used inside or outside of the ISS to protect the spaceship and/or assist its astronauts?

Teacher Preparation & Notes

1. Create/find a K-W-L chart or Venn diagram to use during the lesson introduction

2. Read over the Wonderopolis: Why Is There No Gravity in Space? and Wonderopolis: Do Opposites Attract? articles

3. Watch the Space Junk video to become familiar with this topic

4. Collect items for the Simple Science Experiments: Gravity Water Drop activity (#1) and magnetism activity (#2)

a. Paper/Styrofoam cup (#1)

b. Something to poke a hole in the cup (#1)

c. Container with water (#1)

d. Bucket or open outdoor area (#1)

e. Magnets (#2)

f. Paper clips (#2)

g. Colored tape (#2)

5. Decide if the students will be able to choose their own small groups for the final project or if the teacher will choose the groups

 

Student Activities

Day 1:

Estimated time: 60 minutes

1. Students will gather in a whole group setting to discuss what they know about gravity and magnetism; this information will be placed on the K-W-L chart or Venn diagram.

a. NOTE: If students need a refresher on these, the teacher can assign the Wonderopolis: Why Is There No Gravity in Space? and Wonderopolis: Do Opposites Attract? articles for them to read.

2. After reviewing these two invisible forces, the teacher will explain to students that both can positively and negatively affect the International Space Station and its astronauts.

3. Students will work in groups of three to four to make lists of what they believe these positive and negative effects may be; the class will come together to share out once time is up.

4. Today’s focus will be on experimenting with gravity- students will work either in small groups or, in a large group, to follow the teacher’s instructions for the Simple Science Experiments: Gravity Water Drop.

5. Once the experiment is completed, the students will talk about why they think astronauts are weightless in space and how that relates to gravity or a lack of.

6. As an optional formative review, the students can respond to the Flipgrid Gravity Disco Library Topic.

 

Day 2:

Estimated Time: 60 minutes

1. Students will gather in a whole group setting to review their lists of positive and negative effects of magnetism and gravity in relation to the ISS and its astronauts.

2. After reviewing their lists, they will watch the Space Junk video to become familiar with this topic; if applicable, students will add thoughts to their lists.

3. Today’s focus will be on experimenting with magnetism. Students will work in small groups to complete two tasks: keep paper clips items away from a taped square (roughly 2” x 2” on their tables) and collect paper clips in a taped square.

4. Once the experiment is completed, the students will talk in student-chosen or teacher chosen groups about ways that magnets can protect the ISS or assist its astronauts with their weightlessness; this will be the first step in their final assessment.

a. The teacher should encourage students to think about the “space junk” video they saw at the beginning of the lesson.

5. As an optional formative review, the students can respond to the Flipgrid Magnetism Disco Library Topic.

 

Day 2:

Estimated Time: 60 minutes

1. In their small groups, students will review their ideas for ways that magnets can protect the ISS or assist its astronauts.

2. They will then sketch out a prototype for their magnet invention and how it will help the ISS and its astronauts inside or outside.

3. Once approved by the teacher, the small groups will build their invention in Minecraft in the ISS world.

 

Performance Expectations

Formative Assessments (*optional):

• Flipgrid Gravity Disco Library Topic

• Flipgrid Magnetism Disco Library Topic

Summative Assessment:

• Students will take pictures of their magnet invention inside or outside of the ISS using the camera in Minecraft.

• Then, they will use a book & quill in Minecraft to insert the pictures they took and explain how their magnet invention protects the ISS or assists the astronauts.