Investigating Balance. Change vs Interaction
Initial Publication Date: August 13, 2008
Summary
In this classroom activity students will be exploring the concept of balance and how weight can influence the stability of an object. Working in pairs (they will be provided with a two dimensional cardboard shape) they will be asked to develop a question as they attempt to balance the shape on their finger. They will be given several new objects to use to find a counterbalance by attaching them to their shape. They will share with the whole group what they noticed and be challenged to use new shapes to create a new counterbalance.
CollapseLearning Goals
The students will be asked to observe what is required to balance an object. They will be developing questions for the class to answer. They will model their finished product and do an oral presentation to describe their findings.
Context for Use
This activity can be used to introduce balance to young learners. You will need about 4 30-45 minute sections. This activity can be extended for several days by adding objects and having the pairs demonstrate and explain their findings.
Description and Teaching Materials
3 two dimensional shapes
Counterweight objects ex. Clothespins, paper clips, masking tape, pencils, erasers, plastic chips and Popsicle sticks
Use the FOSS Kit lesson as a bases of your activity.
Adding Inquiry: Part 1- Have students pair up and provide them with a two dimensional crayfish to balance on their finger and from that experience, develop a question about balance. Have a whole group discussion and begin a chart listing each group's questions.
Part 2: Give them the clothespins as described in the lesson and allow time for them to explore different ways they can balance the same object.
Adding Inquiry: Now, give each group a set of new objects to use as a counterbalance. Where is the balance point? The first group to successfully balance the added objects will be asked to demonstrate their outcome and talk how they arrived at their results. Next, the rest of the group will be asked to duplicate their model and be challenged to find a new interesting way to balance the objects. Each group will be given an opportunity to share their model.
Part 3: Adding Inquiry- Give each pair the ½ sphere and triangle with 2 pictures from the "Stable Positions" worksheet (FOSS Kit) and have them determine if the diagram can balance. As a whole class fill in the completed worksheet with contributions from each group, and agreement of the whole group.
Counterweight objects ex. Clothespins, paper clips, masking tape, pencils, erasers, plastic chips and Popsicle sticks
Use the FOSS Kit lesson as a bases of your activity.
Adding Inquiry: Part 1- Have students pair up and provide them with a two dimensional crayfish to balance on their finger and from that experience, develop a question about balance. Have a whole group discussion and begin a chart listing each group's questions.
Part 2: Give them the clothespins as described in the lesson and allow time for them to explore different ways they can balance the same object.
Adding Inquiry: Now, give each group a set of new objects to use as a counterbalance. Where is the balance point? The first group to successfully balance the added objects will be asked to demonstrate their outcome and talk how they arrived at their results. Next, the rest of the group will be asked to duplicate their model and be challenged to find a new interesting way to balance the objects. Each group will be given an opportunity to share their model.
Part 3: Adding Inquiry- Give each pair the ½ sphere and triangle with 2 pictures from the "Stable Positions" worksheet (FOSS Kit) and have them determine if the diagram can balance. As a whole class fill in the completed worksheet with contributions from each group, and agreement of the whole group.
Teaching Notes and Tips
I added activities that they can explore in pairs before we come to a conclusion as a group. By adding a variety of additional shapes they are given an opportunity to problem solve at a higher level. By using the first successful pair as a teaching model, the other students are motivated to find their own examples.
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Assessment
Assessment will occur by collecting the questions at the beginning of the lesson and will continue as each group solves the balance problem and when they hand in their part of the Stable Positions Worksheet. All students will be given an opportunity to participate in the Pencil Trick activity as enrichment.
Standards
Standard l. B 1 History and Nature of Science