EVERGLADES LEARNING LAB
Grade 4 • Physical Science • Florida NGSSS
UNIT 3
On the Move in the Everglades
Forces, Motion, and Speed in Florida's River of Grass
Standards: SC.4.P.12.1 • SC.4.P.12.2
Nature of Science: SC.4.N.1.1 • SC.4.N.1.2 • SC.4.N.1.4 • SC.4.N.1.6 • SC.4.N.2.1
Seagrape Publishing LLC | www.lifeintheeverglades.com
Companion Resource to Life in the Everglades: A Young Naturalist's Manual and Field Guide
🌿 DRIVING QUESTION
"How do the forces acting on animals, water, and objects in the Everglades cause them to move — and how can scientists measure and describe that movement?"
Standards and Overview
SC.4.P.12.1 — Speed
Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time.
Everglades Application: How fast does water flow through a slough? How quickly does a manatee swim? Students calculate speed using the formula Speed = Distance ÷ Time and apply it to real Everglades data.
SC.4.P.12.2 — Force and Motion
Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.
Everglades Application: A boat traveling faster applies a far greater force on impact than a slow one — explaining why manatee speed zones exist. Students connect their ramp data directly to this real conservation law. (Life in the Everglades, pp. 76–83)
Unit Vocabulary
Science Vocabulary
| Term | Student-Friendly Definition | Everglades Example |
|---|---|---|
| Force | A push or pull that can change how an object moves | Water current is a force that pushes logs downstream |
| Friction | A force that slows motion when surfaces rub together | Friction slows a fish swimming through dense sawgrass |
| Speed | How far something moves in a unit of time: Distance ÷ Time | A manatee swims about 5 mph; an alligator runs ~11 mph |
| Balanced forces | Equal forces in opposite directions — no motion change | A log floating still in a calm slough has balanced forces |
| Unbalanced forces | Forces that are NOT equal — cause a change in motion | Wind pushing a floating nest creates unbalanced force |
| Mass | The amount of matter in an object | A large alligator has much more mass than a juvenile |
| Weight | The force of gravity pulling on an object's mass | A large wading bird feels its weight on its legs |
| Variable | What changes in an experiment | The force applied to the ramp car is our variable |
| Controlled variable | What stays the same in every trial | We use the same car and same ramp height each time |
| Data | Information collected during an investigation | We record the distance traveled and time elapsed |
| Observation | What you notice using your senses | I observe the ball rolled farther with a harder push |
| Inference | An explanation based on observations | I infer greater force caused greater motion change |
| Trials | Repeated tests for reliable results | We run each force test 3 times and find the average |
| Valid | A fair, properly controlled test | A valid test changes only the force — not mass or surface |
| Predict | To state what you expect will happen before testing | I predict a stronger push will move the log farther |
Ambitious Science Teaching (AST) Framework — Unit 3
AST Practice 1 — Important Science Ideas
Big Ideas:
1. Motion can be described and measured by speed — distance traveled in a unit of time.
2. A greater force causes a greater change in an object's motion. Every living thing and moving object in the Everglades is subject to forces.
Why This Matters in the Everglades: Ecologists track water flow speed to monitor ecosystem health. Boat speed limits in manatee zones are based directly on this science — a fast-moving boat applies a far greater force on impact. See Life in the Everglades, pp. 76–83.
AST Practice 2 — Hypothesis List Protocol
Anchor Question: "How do forces cause things to move in the Everglades, and how could we measure that movement?"
Hypothesis Card Starter Prompts (students choose one):
• "I think a manatee can swim faster than a human because..."
• "I think if I push a ball harder, it will ___ because..."
• "I think water flowing faster in a slough would affect the animals living there by... because..."
Post all hypothesis cards on the class chart. By the end of the unit, every student should connect their original hypothesis to investigation data — confirmed, revised, or disproven.
Lesson 1 — How Fast Is the River of Grass?
Standard: SC.4.P.12.1 | Estimated Time: 3 class periods
🌿 DRIVING QUESTION
"How do scientists measure how fast water flows through the Everglades — and how does that speed compare to the animals that live there?"
Book Connection: Life in the Everglades, pp. 10–17 (Water Flow and Hydrology) and pp. 76–83 (Manatees). Before Lesson 1, read pp. 10–13. Ask: 'The author says water flows about one mile per day through the Everglades. Is that fast or slow? How could we figure out its speed in feet per hour?'
The Speed Formula
SPEED = DISTANCE ÷ TIME
Speed tells you how far something travels in one unit of time. If an object travels 10 meters in 5 seconds, its speed is 10 ÷ 5 = 2 meters per second.
Everglades Connection: Water in the River of Grass flows about 100 feet per day — roughly 0.02 miles per hour. That's incredibly slow! But across 100 miles of river, that gentle flow is what keeps the entire ecosystem alive. (Life in the Everglades, pp. 10–13)
Everglades Animal Speed Calculations
Use the Speed Formula to calculate the speed of each Everglades animal. Show your work below the table.
| Animal (Book Ref.) | Distance | Time | Speed = D ÷ T | Units |
|---|---|---|---|---|
| West Indian Manatee (pp. 76–83) | 100 meters | 90 seconds | ||
| American Alligator — short sprint (pp. 60–67) | 20 meters | 4 seconds | ||
| Roseate Spoonbill in flight (pp. 88–93) | 500 meters | 50 seconds | ||
| Florida Cottonmouth snake (pp. 70–75) | 10 meters | 8 seconds |
| Activity | Trial 1 Time (sec) | Trial 2 Time (sec) | Trial 3 Time (sec) | Average Time (sec) | Speed (m/sec) |
|---|---|---|---|---|---|
| Walking 10 m | |||||
| Running 10 m | |||||
| Walking slowly |
Show work for one calculation: Animal: ________________ Speed = ___ ÷ ___ = ___ ____________
Investigation 1 — Measuring Our Own Speed
3. Mark a 10-meter course on the hallway or outdoors.
4. Partner 1 walks the 10 m while Partner 2 times them. Record time. Repeat 3 trials.
5. Partner 1 runs the 10 m. Partner 2 times them. 3 trials. Calculate average time and speed.
6. Compare speeds with another group. Were your results similar? (SC.4.N.1.2)
| Animal (Book Ref.) | Distance | Time | Speed = D ÷ T | Units |
|---|---|---|---|---|
| Everglades water flow (pp. 10–13) | 1 mile | 1 day (24 hr) | ||
| My own walking speed (measured below) |
Investigation 2 — Model Slough: Speed of a Floating Object
Question: How fast does a floating object move when different amounts of force (wind/current) are applied?
Hypothesis Card
Name: _______________________
I predict that when I apply MORE force (stronger wind/current), the floating object will move _______ (faster / slower / the same) because...
_______________________________________________________________
This reminds me of _______________ in the Everglades because...
7. Fill the model slough (plastic tub) with water. Mark start and finish lines 50 cm apart.
8. Force Level 1 — barely blow air across the surface. Time how long the foam boat takes to travel 50 cm. 3 trials.
9. Force Level 2 — blow moderately. 3 trials. Record.
10. Force Level 3 — blow strongly (or use a small fan on low/medium/high). 3 trials. Record.
11. Calculate average time and speed for each force level.
| Force Level | Trial 1 (sec) | Trial 2 (sec) | Trial 3 (sec) | Avg Time (sec) | Speed (cm/sec) |
|---|---|---|---|---|---|
| Level 1 — light | |||||
| Level 2 — medium | |||||
| Level 3 — strong |
Claim – Evidence – Reasoning
CLAIM: Speed can be measured using distance and time because...
___________________________________________________________
EVIDENCE: In my model slough investigation, at Force Level ___, the average time was ___ sec, giving a speed of ___ cm/sec.
___________________________________________________________
REASONING: In the Everglades, knowing the speed of water flow matters because...
___________________________________________________________
Lesson 2 — Forces in the Everglades: Push, Pull, and Motion
Standard: SC.4.P.12.2 | Estimated Time: 3 class periods
🌿 DRIVING QUESTION
"Why do manatees have boat speed limits in the Everglades? What does force have to do with how much an object's motion changes?"
Book Connection — Pre-Reading: Life in the Everglades, pp. 76–83 (Manatees: Gentle Giants of the Glades). Read aloud pp. 76–80 before the lesson. Ask: 'Why do manatees get hurt by boats? If boats went slower, would it change the force of impact? Why?'
Force and Motion — Concepts
The Greater the Force, the Greater the Change in Motion: When you push harder, an object moves farther or faster. This is why boat speed limits in manatee zones matter — a boat traveling faster applies far greater force on impact. The Florida Fish and Wildlife Conservation Commission sets strict manatee zone speed limits as a direct application of this science.
Balanced Forces — No Motion Change: A floating alligator nest pushed equally by currents from both sides stays in place. A fish hovering in a water column has balanced forces acting on it.
Unbalanced Forces — Motion Changes: When current is stronger on one side, the nest drifts. When a heron pushes down with its legs, an unbalanced force launches it into flight. When a Florida panther pounces, the unbalanced force of the leap causes rapid change in motion.
Hypothesis Card
Name: _______________________
I predict that when I apply a greater force to an object, it will: _______ (move farther / move less / stay same / move faster / other: _____)
My reasoning: ___________________________________________________
Everglades connection: This reminds me of _________________________
Materials
• Ramp (board or cardboard, ~60 cm long) propped at a single consistent angle
• Small toy car or smooth block — same object for all trials
• Meter stick or tape measure, stopwatch
• Smooth floor and rough surface for friction investigation
Investigation A — Force Level and Distance
Question: When we apply greater force (by releasing from a higher point on the ramp), how does the distance traveled change?
Controlled variables (must stay the same): Same car, same floor surface, same ramp angle, same person releasing.
Changing variable: Release height on the ramp — Low (10 cm), Medium (20 cm), High (30 cm).
12. Set the ramp at a consistent angle. Mark three release heights: Low (10 cm), Medium (20 cm), High (30 cm).
13. Release the car from LOW height. Measure distance from bottom of ramp to where it stops. 3 trials.
14. Repeat for MEDIUM height. 3 trials. Record. Repeat for HIGH height. 3 trials. Record.
15. Calculate average distance for each height. Record in the data table.
| Release Height (Force Level) | Trial 1 (cm) | Trial 2 (cm) | Trial 3 (cm) | Average Distance (cm) |
|---|---|---|---|---|
| Low — 10 cm | ||||
| Medium — 20 cm | ||||
| High — 30 cm |
Investigation B — Friction and Force
Question: How does surface texture (friction) affect the motion of an object?
Everglades Context: When a log floats in an Everglades slough, friction between the log and the water slows it down. When an alligator drags prey across mud, friction slows the drag. This investigation models that effect.
16. Use the same ramp height (medium — 20 cm) for ALL trials in this investigation.
17. Test the car on 3 surfaces: smooth tile or laminate, rough carpet or sandpaper, wet surface (damp paper towel).
18. Run 3 trials on each surface. Measure and record the distance the car travels.
| Surface (Friction Level) | Trial 1 (cm) | Trial 2 (cm) | Trial 3 (cm) | Average (cm) | More or Less Friction Than Smooth? |
|---|---|---|---|---|---|
| Smooth tile — low friction | Baseline | ||||
| Rough carpet — high friction | |||||
| Wet surface — medium friction |
Investigation C — Balanced vs. Unbalanced Forces in the Model Slough
19. Place the foam boat in the center of the model slough (tub of water).
20. BALANCED: Two students blow on the boat from opposite ends with equal force. Observe. Does the boat move?
21. UNBALANCED (slight): One student blows slightly harder. Observe and record.
22. UNBALANCED (strong): One blows hard; the other barely blows. Observe and record.
| Force Condition | What Happened to the Boat? | Balanced or Unbalanced? | Motion: Moved / Still / Changed Direction |
|---|---|---|---|
| Equal force from both sides | |||
| Slightly unequal force | |||
| Very unequal force |