Our Physical
Science Words
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
The flow of electrical power or charge.
An interaction that occurs when an
electric charge causes a magnetic energy.
Electromagnetism
Introduce these words to students at the beginning of the unit. One way to introduce
them is to give each group of students a word and challenge them to come up with as
many examples as possible. Have kids share with the class.
Electricity
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© Brenda Martin
A change in position of an object.
A push or pull on an object resulting
from an interaction with another object.
Force
Introduce these words to students at the beginning of the unit. One way to introduce
them is to give each group of students a word and challenge them to come up with as
many examples as possible. Have kids share with the class.
Motion
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© Brenda Martin
When an opposing force causes an object
to move away.
When oppositely charged particles cause
objects to pull close together.
Attract
Introduce these words to students at the beginning of the unit. One way to introduce
them is to give each group of students a word and challenge them to come up with as
many examples as possible. Have kids share with the class.
Repel
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© Brenda Martin
Introduce these words to students at the beginning of the unit. One way to introduce
them is to give each group of students a word and challenge them to come up with as
many examples as possible. Have kids share with the class.
Static Electricity
Electric charge that is created when two
objects are rubbed together.
Magnetism
The force that makes two metal objects
pull towards each other or push away
from each other.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
To move an object away by exerting
force.
To move an object closer by exerting
force.
Pull
Introduce these words to students at the beginning of the unit. One way to introduce
them is to give each group of students a word and challenge them to come up with as
many examples as possible. Have kids share with the class.
Push
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© Brenda Martin
Introduce these words to students at the beginning of the unit. One way to introduce
them is to give each group of students a word and challenge them to come up with as
many examples as possible. Have kids share with the class.
Balanced Forces
When an object has equal force acting
upon it, causing it to maintain its state
of motion.
Unbalanced Forces
When an object has more force exerted
upon it in one direction causing it to
change its motion.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Fan Pick
This works best with a group of four students.
Student # 1 holds the cards in front of student #2 and says, “pick a card, any
card.”
Student number #2 picks a card and reads the card to student #3.
Student #3 attempts to answer the card.
All students discuss and come to a consensus. Check the answer key if
needed.
Student #4 continues this process by picking up the cards in front of student
#1 and saying, “pick a card, any card.”
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Showdown
This works best with a group of four students. The teacher selects a captain
for each group.
The showdown captain draws a card, reads it, and provides think time for the
group.
Group members write their response on their white board without showing
anyone and signal to the captain when they are ready.
When everyone is ready, the captain yells, “Showdown!”
All group members flip over their boards and discuss. If everyone agrees, the
group celebrates. If not, the group discusses and may use the answer key to
check their thinking.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Quiz, Quiz Trade
Each student receives a card.
Play music and students wander around the room.
When the music stops, student pair up.
Students each quiz each other on their card.
When the music begins again, students trade cards and wander again.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Inside/ Outside Circle
Each student receives a card.
Half of the class forms a circle shoulder-to-shoulder on the inside facing
outward.
The other half of the class forms a circle around them facing inward in front of
a partner.
Students quiz their partner. After quizzing, the outside circle rotates.
Students quiz their new partner.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
I am thinking of a word
that means the flow of
electrical power. What
word am I thinking of?
I am thinking of a word
that means an interaction
that causes a magnet to
move when electricity is
applied. What word am I
thinking of?
I am thinking of a word
that means the change in
position of an object.
What word am I thinking
of?
1
2
3
I am thinking of a word
that means the push or
pull of an object. What
word am I thinking of?
I am thinking of a word
that means an opposing
force causes an object to
pull away. What word am
I thinking of?
I am thinking of a word
that means oppositely
charged particles cause
objects to pull together.
What word am I thinking
of?
4
5
6
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
I am thinking of a word
that means electric
charge created when two
objects are rubbed
together. What word am I
thinking of?
I am thinking of a word
that means force that
makes two metal objects
pull together or push
apart. What word am I
thinking of?
I am thinking of a word
that means to move an
object away by exerting
force. What word am I
thinking of?
7
8
9
I am thinking of a term
that means an object has
equal force acting upon
it, causing it to maintain
its state of motion.
What term am I thinking
of?
11
I am thinking of a term
that means an object has
more force exerted upon it
in one direction causing it
to change its motion.
What term am I thinking
of?
12
I am thinking of a word
that means to move an
object closer by exerting
force. What word am I
thinking of?
10
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
What would happen to a book sitting on
the table if a person came and pushed
it in one direction?
a.
b.
It would maintain its state of
motion meaning that it wouldn’t
move.
It would change its state of
motion because the forces are
unbalanced and slide.
What would happen in a game of tug-owar if both teams are equally matched?
a.
b.
The rope would maintain its state
of motion meaning that it
wouldn’t move.
The rope would change its state
of motion because the forces are
unbalanced.
What would happen to an empty plastic
bottle if you exerted force on it and
squeezed it?
a.
b.
It would maintain its shape
meaning that it wouldn’t move.
It would change its state because
your strength is a greater force
than the force of the air on the
inside.
13
14
15
What would happen if you arm wrestled
against the strongest man in the
world?
What would happen to a broken down
car if it hooked up to a tow truck?
What would happen to a girl sitting on
a bike before she begins to pedal?
a.
b.
You would maintain your state of
motion meaning that your arm
wouldn’t move.
You would change your state of
motion causing your arm to move
because the forces are
unbalanced.
a.
b.
The car would maintain its state
of motion meaning that it
wouldn’t move.
The car would change its state of
motion because the tow truck is
causing unbalanced force.
16
17
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
a.
b.
The bike would maintain its state
of motion meaning that it
wouldn’t move.
The bike would begin moving
because the girl changed its
state of motion by exerting
unbalanced force.
18
What would happen to a skateboard if a
rider exerted force on the ground with
his foot?
a.
b.
It would maintain its state of
motion meaning that it wouldn’t
move.
It would change its state of
motion and begin moving.
What would happen to a baseball if
someone hit it with a bat with great
force?
a.
b.
The baseball would move very
little in the same direction.
The baseball would move in the
opposite direction with equal
force.
19
What would happen to a pendulum in
motion if no added force is exerted
upon it?
a.
It would maintain its state of
motion meaning that it would
continue to move back and forth
until the natural force of gravity
stopped it.
b.
It would immediately stop
moving.
22
What would happen to a golf ball if a
golfer gently tapped the ball with her
putter?
a.
b.
The ball would move gently in
the opposite direction.
The ball would not move.
20
21
What would happen if you are being
pushed by a small toddler on one side
and a large adult on the other?
a.
You would maintain your state of
motion meaning that you
wouldn’t move because you have
force on both sides.
b.
You would move away from the
adult because the adult is able
to exert greater force than the
toddler.
What is gravity?
23
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
a.
b.
A force experienced on the moon.
The force that keeps the Earth
revolving around the Sun and
what keeps people and objects on
the ground.
24
What happens if you place
two different magnets
close to each other with
the same pole touching?
What happens if you place
two different magnets
close to each other with
the opposite poles
touching?
What causes your hair to
stand straight up when
you rub it with a balloon?
25
26
27
What do you need to
create electromagnetic
energy?
I placed a magnet on one
side of a table and a steel
nail on another side of
the table. Why wouldn’t
they attract?
How could I use a magnet
to repel another magnet?
28
29
30
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Cards 1-12
Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Electricity
Electromagnetism
Motion
Force
Repel
Attract
Static Electricity
Magnetism
Push
Pull
Balanced Motion
Unbalanced Motion
Cards 13-18
Balanced and Unbalanced Forces
13. b
14. a
15. b
16. b
17. b
18. a
19. b
20. b
21. a
22. a
23. b
24. b
Cards 19-24
Force and Motion
Cards 25-30
Electric and Magnetic Force
25. The magnets would repel each other
26. The magnets would attract each other
27. The electric charge caused by rubbing the balloon is called static
electricity
28. A magnet, some sort of electric energy (like a battery), and some
sort of a conductor (like a wire)
29. The distance between the objects is too great
30. Match up the magnets to the same pole
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/