The purpose of this learning experience is to engage students in understanding the principles of forces and motion through hands-on design and construction of playground models. By investigating real-world applications of balanced and unbalanced forces, students will deepen their scientific knowledge and develop critical thinking skills. This project encourages collaboration, creativity, and effective communication as students work together to solve design challenges and present their findings.
Learning goals
Students will understand the effects of balanced and unbalanced forces on the motion of objects and explore how magnets can exert forces without contact. They will develop skills in planning and conducting investigations, making observations, and defining design problems related to forces and motion. Through collaboration and critical thinking, students will design and build a model playground, demonstrating their understanding of scientific concepts and applying them to real-world scenarios.
Standards
[California] 3-PS2-4 - Define a simple design problem that can be solved by applying scientific ideas about magnets.
[California] 3-PS2-1 - Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
[California] 3-PS2-3 - Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Competencies
Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Products
Throughout the project, students will create individual components of a playground, such as swings and slides, using STEM materials. By the end, they will collaboratively assemble a model playground featuring interactive elements, including a mini roller coaster that demonstrates balanced and unbalanced forces. This model playground will be showcased in an exhibition where students will present and explain the scientific principles behind each element. Additionally, students will complete a marble run to demonstrate their understanding of force and motion, culminating in a traditional paper/pencil summative assessment.
Launch
Begin the project with an interactive field trip to a local playground or amusement park, where students can observe and discuss the forces at play in real-world settings. Follow this with a hands-on demonstration using simple materials like magnets and toy cars to illustrate the concepts of balanced and unbalanced forces. Encourage students to brainstorm ideas for their ultimate playground designs, highlighting how different forces will impact their creations.
Exhibition
Students will host a school-wide exhibition showcasing their model playgrounds, inviting peers, teachers, and community members to explore and interact with their creations. Each student group will present their playground, explaining the science behind the forces at play in their designs, and demonstrate how balanced and unbalanced forces affect motion. The exhibition will include interactive stations where visitors can test the playground elements, fostering engagement and dialogue about the students' learning experiences.