Watch Class Movie
Lab sheet & activites
Watch Class Movie
Teacher Prep Movie
Lab Materials Needed
Blockey Koa Crate
from Kea STEMCrate
- 1 Springy Spring Scale per student
Student Lab Sheet
Color Key: Green words- Hands-on Activity Black words- Book reading Blue words: Revisit the Phenomenon
Instruction day 1 (pages ): Explore the Phenomenon
Summary: Play Penny Pool to demonstrate motion that happens during a collision.
Lesson Objective: Students experiment with motion by using a model. Students observe movement patterns involving collision. Students try to place an object in a particular location by controlling the movement of another object used to hit it.
Materials Needed: 7 pennies and one chopstick or non-mechanical pencil per student (optional PDF of pool table for distance learning)
There are some extra pennies in the Koa crate: Microscopy, just be sure to return them!
Introduction: Have you ever been bowling? What is the goal when you are bowling? (To use a bowling ball to knock down all of the pins.) Exactly, you’re throwing one object and trying to make it hit lots of other objects. We’re going to play a game similar to that today. It is called Penny Pool!
-Students place six pennies in a tight triangle shape on the center of a piece of paper (3 on the top row, 2 in the middle row, 1 in the bottom row) all touching each other.
-Place the seventh penny at least 4 inches below the bottom penny of the triangle.
-Use the chopstick or pencil to quickly push the seventh penny into the triangle of pennies.
-Note the movement of the six pennies.
-Set up the pennies again and repeat this activity as often as desired over 2-3 minutes.
-(optional) Students can use a marker to number their pennies 1-6. They can trace the placement of their pennies at the start and then trace them again after a collision. They can even add arrows to show the direction their penny moved!
-(optional) Can you use one penny to put another penny into a “pocket” on the paper pool table?
Ask: How is one penny able to make so many other pennies move?
Example: When I hit the seventh penny hard enough it smashes into all the other pennies which causes them to move.
Ask: When you push the seventh penny, which penny in the triangle does it usually hit first?
Example: It usually hits the bottommost penny, the bottom point of the triangle.
Ask: Even though your seventh penny only hits one or two pennies of the triangle, why is it that all the pennies move?
Example: When I cause movement of one or two pennies they push around the other pennies because they are all close and touching each other.
Wrap-up: Writing prompt: What did you notice about how pushing one penny could affect other pennies?
Instruction day 2 (pages 263 - 264): Read and discuss
Summary: Meet the author and solve the riddle!
Lesson Objective: Students connect to the author that wrote the article. Students use evidence provided in the riddle to come up with answers.
Introduction: Let’s look at the cover of our new article. What do you notice? (I see two mountain goats butting heads.) This particular species of goat is called an ibex. What could they be fighting about? (They could be fighting over territory or for a female goat.) How do you think they determine who wins the fight? (They ram into each other until one of them falls or gives up.) What do you notice about the title of the article? What will we be studying? (It says “collide” so it must be about one thing hitting another thing.)
Instructions: Read about author Jake Hunter. Have a student read what the wooden marble says at the top of the next page. Have students listen to you say the riddle aloud twice and silently write their guesses in the yellow margin. Students whisper to a neighbor what they think the answer is and why. Ask students to share their best guesses with the class and support that guess with a part of the riddle. Take a class poll to see which answer the class likes best. Reveal the answer and use parts of the riddle to support the answer. Show how wrong guesses still used evidence. Now we’ve unlocked the chapter!
Ask: Jake mentions us doing experiments with marbles, what do you think we’ll do?
Example: Maybe we’ll roll marbles into each other and see how they move!
Ask: What phrases from the riddle are helping you come up with a guess?
Example: “Put it to the test” and “Make a plan for what you’ll do” make me think of doing an experiment.
Ask: Now that you know the answer, which part of the riddle helps it make sense?
Example: “Make careful observations” means we see the results of the experiment.
Wrap-up: Preview the chapter. Flip through pages 265-278 and find the page most interesting to you. Show a neighbor and explain why you think it looks interesting.
Instruction day 3 (pages 265 - 266): Read, write, and discuss
Summary: Sound effects help us think about types of collisions.
Lesson Objective: Students discuss how sounds relate to collisions. Students write and draw about a type of collision and the sound it makes.
Introduction: Keep your ears open! Knock on your desk one time. How would you describe that sound? Pick up your book and drop it on your desk. How would you describe that sound? Today we are going to talk about how when things hit each other they make sounds!
Instructions: Read page 265 together and look at the picture. Read the top of page 266 together. Students pick a favorite sound from the ones written out and write about how it could be used as a sound effect of a type of collision. (Note: some sounds could inspire other ideas, but we’d like to keep the focus on types of collision.) Students draw what that collision would look like; they can make the drawings realistic or cartoon-like. Read the bottom of page 266 and ask students to write down their ideas about collisions and energy in the yellow margin.
Ask: Which sound words seem like small collisions? Which seem like big collisions?
Example: I think that “tink” “pitter-pat” and “pat” all seem like small collisions. I think that “bang”, “boom” and “crash” all sound like big collisions.
Ask: Will anyone share an example of what they chose as their sound-word? What action did you pair with it?
Example: I chose “crash” and drew two cars that got into an accident. I chose “thump” and drew a hammer hitting the top of a nail. I chose “crack” and drew a baseball bat hitting a baseball.
Ask: What does Jake mean when he says “Collision energy can also be absorbed by materials, causing them to bend and deform”? Can you think of an example of something changing shape after a collision?
Example: A car can change shape in a big enough collision. A glass object could break if dropped. All the energy that comes from movement needs to go somewhere. If it were a bouncy ball being dropped it could just bounce back up, but if a still car gets hit by a moving car then the still car will move and its body will change shape. A glass can’t break the floor as it is dropped, nor can it bounce back up, the energy goes into shattering it.
Wrap-up: (optional) Watch a YouTube video featuring various cartoon sound effects (1+ minutes). Have students write about what they think could cause each sound. How many of the sound effects sound like collisions?
Instruction day 4 (pages 267 - 268): Read, write, and discuss
Summary: Form a hypothesis for a collision between a fast-moving marble and a still marble.
Lesson Objective: Students discuss why marbles are ideal objects to study motion with. Students make predictions of future movement between a moving marble and a still marble.
Introduction: We’ll be running experiments soon, but first we need to make a prediction. What is another word we use for “prediction” when we think about the scientific method? (Hypothesis.)
Instructions: Read both pages and have students answer the questions about how they predict the marbles will move based upon the diagram for Question 1.
Ask: Uh oh, the marble that isn’t moving also has her eyes closed! What do you think will happen to her ice cream?
Example: I think the ice cream is going to end up on the ground and they might even roll through it.
Ask: Marble 1 doesn’t even have legs, how did he get moving so fast?
Example: Maybe he rolled down a hill!
Instruction day 5 (pages 269 - 270): Read, discuss, and write
Summary: Make more predictions about different marble collisions.
Lesson Objective: Students make predictions for how their experiments with collisions will turn out.
Introduction: We talked about one possible scenario with our first experiment question: “What would happen if a fast-moving marble hit a still marble of the same size?”, now we’re going to see what your predictions are for when the marbles are not the same size! Let’s think about how that might change our predictions. Will someone read Question 2 on page 269 out loud for us?
Instructions: Read Question 2 and have students answer the questions to make predictions about the movement that will happen after the collision. Repeat for Question 3 on the next page.
Ask: What is the big difference between your predictions for Question 2 and your predictions for Question 3?
Example: I think that the small fast-moving marble will cause more movement in the big marble than the big slow-moving marble will cause in the small still one. I guess it would depend on how quickly they’re traveling to start with!
All these marbles have their eyes closed, no wonder they keep running into each other!
Wrap-up: Draw what you think will happen! Get some blank paper and draw out your predictions for each of the three questions. Use arrows and words to describe what will happen in each scenario.
Instruction day 6 (pages 271 - 272): Hands on activity: Experiment with wooden marbles
Summary: Test it out! What will happen?
Lesson Objective: Students experiment with collision using wooden marbles. Students evaluate their results and compare them to their predictions. Students discuss general observations after performing the experiments.
Materials Needed: from Koa crate per student: 3 wooden marbles (2 small, 1 large) and a Blocky car ramp
Introduction: Today we get to experiment! What is a way that we could cause our marbles to move for each of the three questions we’ve discussed? (Push them, roll them, throw them, etc.) If we all push our marbles they will move at different speeds, some students will push harder and others push softer. How will that mess up our results? (The results won’t all be the same, even if it is the same question because the starting speed of the moving marble will be different for each student.) What if we used the ramps from Blocky car? (We can set the marble at the top of the ramp and just tap it lightly to roll it down the ramp.)
Instructions: Read the directions on page 271 and start experimenting! Students can work in pairs if they desire, but they should both perform each experiment at least once. Students should try to hit the still marble straight on if possible.
Use page 272 to write how their observations compare to their predictions (there are 2 lines available for each question). Use the last question to have students discuss what they learned overall. Students are welcome to discuss with each other how they are answering these questions.
Ask: What challenges are you finding with your experiments?
Example: Sometimes I can’t get the moving marble to line up to hit the still marble.
Ask: Are any of your results similar to each other in some way?
Example: If I can get them in a straight line then the moving marble becomes mostly still after hitting the other marble. Though that is less true for the large moving marble ...
Wrap-up: Draw it! Use either the yellow margin on page 271 or another blank piece of paper. Draw your most common result for each experiment. How does it compare with what you drew for your prediction?
Instruction day 7 (pages 273 - 276): Hands on Activity: Flip Animation (Lab Day 1)
Summary: Watch what happens! Use flip animation to show the different results.
Lesson Objective: Students discuss how the previous scenarios will produce different results. Students discuss how their experimental results compare to those provided in the book.
Introduction: Let’s see what could have happened with our experiments...
Instructions: Read the directions on page 273 together. Students hold down the book with their left hand, look at the picture at the top of page 274, then flip to page 276 to see what happens. Repeat for each of the pictures. Read about each collision on page 275.
Ask: How do the scenarios on page 275 match with the results you got with your experiments?
Example: They are mostly the same as I got, though I couldn’t always get them to hit exactly head-on so sometimes I got funny angles when they collided.
Wrap-up: Pair/share prompt: What if instead of walking you could just roll everywhere like a marble does? Would that be easier or harder than walking? What about going up or down hills? What about stairs?
Instruction day 8 (page 277): Hands on Activity: Energy Search! (Lab Day 2)
Summary: Create a marble experiment!
Lesson Objective: Students design a collision experiment using large or small wooden marbles. Students use previous knowledge to form a hypothesis for the results of their experiment.
Introduction: Now is your chance to be creative! We covered a few basic ideas of how collisions could work, but there are so many more options! Let’s see what ideas you can think of.
Instructions: Have students discuss in pairs or small groups different marble collision experiment ideas. Share ideas as a class so students can be inspired by each other. Once they choose one (it can be the same or different from others) then they should use page 277 to ask the question the experiment would answer, draw a design plan and form a hypothesis.
Ask: Once you’ve had a chance to discuss (in pairs or small groups) I would love to hear some ideas that we could share with the class. What are some ideas you came up with?
Example: We could have two marbles both moving and trying to hit each other. We could have a big marble hit multiple marbles (like bowling or Penny Pool). We could try hitting a marble at an angle to another marble. I could try putting a reverse spin on my marble that is moving and see what happens when it hits another one.
Ask: (for the drawing section) How will you set up your experiment? What materials will you need?
Wrap-up: Pair/share prompt: Share your design drawing with a neighbor. Do they have any questions or suggestions? Update your drawing or design if you need to.
When Objects Collide
Teacher Lab Prep Video
It's time to experiment with marbles and observe collisions.
Class Lab Prep Video
Instruction day 9 (page 278): Hands on Activity: Make a carnival game! (Lab Day 3)
Summary: Make a fun game!
Lesson Objective: Students test their hypotheses by performing their own experiment. Students record their results and discuss what they learned from their experiment.
Materials Needed: wooden marbles and ramps from Koa crate
Introduction: Time to find out what our results will be!
Instructions: Students perform their experiments as drawn on page 277 multiple times and record their general results. Refer to the rules used on page 271 if needed. If students finish early they could use blank paper to try another experiment question, design, hypothesis and results.
Ask: Was there any part of your experiment you had to change because you were having trouble?
Ask: Did your results surprise you?
Wrap-up: Pair/share prompt: Would you do anything differently with your experiment? What would you do as another experiment?
Class Lab Prep Video
Instruction day 10 (page 279): Stem Vocabulary
Summary: Review the word “collision” and what we’ve learned in this chapter.
Lesson Objective: Students reflect upon their learning during the chapter.
Introduction: We got to do a lot of experiments this chapter! Let’s review before we move on to the next article.
Instructions: Review the vocabulary word “collision” and what it means. Students can flip back through the chapter as a reference if they need help answering the journal question about what they learned and what they thought was interesting.
Ask: Would you say you felt excited to perform these experiments?
Ask: Were you surprised by any of the results?
Ask: What sounds did you hear the marbles make when they hit?
Wrap-up: Finish with fun videos! As students finish their journal entries you can play these videos for them to watch. YouTube video about human bumper balloons colliding (1+ minutes). One of several available Legendary Shots videos showing water balloon collisions in slow motion (3+ minutes).
Video: Transfer of Energy
Video: Water Balloons in Slow Motion