Here is a list of poetry by Shel Silverstein to consider adding to your resources for teaching about force and motion unit. These could support activities that meet NGSS 3-PS2-1♦ and 3-PS2-2◊.
A Light in the Attic, Shel Silverstein
- force: “ADVENTURES OF A FRISBEE”
- inertia: “FANCY DIVE”
- pendulums: “HOW TO MAKE A SWING WITH NO ROPE OR BOARD OR NAILS”
Every Thing On It, Shel Silverstein
- gravity: “THE JUGGLER”
- gravity: “TURNING INTO”
- gravity: “GOOD IDEA”
- gravity: “LOVE IS GRAND BUT…”
Falling Up, Shel Silverstein
- buoyancy: “SOMETHIN’ NEW”
- gravity: “FALLING UP”
Where the Sidewalk Ends, Shel Silverstein
- buoyancy: “HOMEMADE BOAT”
- friction: “MAGICAL ERASER”
- motion: “THE ACROBATS”
♦ Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
â—Š Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Do you have other suggestions for poetry about motion?
I agree. Adding poetry is a wonderful idea here. Brain research supports poetry/songs even when memory
declines, as in Alzheimer patients. Still the recall of these items often resurface. Amazing that we can also
“cement” some of these concepts with young students.
It seems like every year I have at least one or two students who LOVE to write poetry. Here’s an online lesson I’ve used to teach poetry in my classroom. I hope you find it helpful.
You might check out these poems about Newton’s Laws of Motion and Archimedes. Complex enough to challenge a middle school student! There are many fun poems at: http://www.sciencerhymes.com.au/poetry-in-science.
I have always felt that the connection to poetry or songs helps cement new ideas in the brain. The brain seems wired to have mnemonic approaches to help with science and math.