Grade Level: Kindergarten/1st grade

Anchoring Question/Phenomena for the unit: How do objects move?


Lesson Number: 1


Desired Results

Driving Question for this week’s lesson:

  • How can we make objects move using pushing?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS2.B When objects touch or collide, they push on one another and can change motion

Science and Engineering Practices Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Crosscutting Concepts Addressed in this Lesson:

  • Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes

Engineering Connections Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Nature of Science Connections Addressed in this Lesson:

  • K-PS2-1 Scientists use different ways to study the world

Other STEM Connections

  • Blueprint of Rube Goldberg machine. Creating a simple machine that uses pushing. (Highlight or comment below which sections have specific connections)

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

  • Students will be able to understand that objects move by force/pushing (Something moves when something else moves against it)

image

Timeline of Activities


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes






9:30

Introductions

Introductions

Participate

Morning meeting by having students do a dance move in a circle while saying “good morning” then the group mimics the dance move

9:40

Enage

Engage

Support to each group of students

Set out activities for explore, Record

9:55

Explore

Explore

Support to each group of students


Take a break in between explore and explain. Bathroom break, go noodle, dancing video

10:30

Explain

Explain

Support to each group of students

Record

11:00

Extend + Evaluate

Extend + Evaluate

Support to each group of students



Learning Plan


5-E Learning Cycle

Engage - 15 minutes

  • Place students in 3 table groups with 3, 3, 4 at each table.

  • Teachers place 3 different types of balls (basketball, tennis ball, golf ball) on the ground and ask students to make the balls move without touching them.

  • Predicted student answers:

    • Move

    • Go

    • It's not gonna move

    • It cant hear us

  • The teacher will then ask students how they can make the balls move by touching them and listing ideas to write down on an anchor chart.

  • Potential student answers:

    • Kick it

    • Throw it

    • Blow on it

    • Touch it

    • Roll it

  • The teacher will then test a couple of the ideas to begin the lesson idea of “Objects cannot move without force.”

  • Teacher will explain to students that a “push” is an example of a force. Forces make objects move.

  • Teacher will ask students to act out or explain different examples of objects being pushed (kind’ve like charades)

  • Predicted Student Answers:

    • Pushing a shopping cart

    • Pushing someone

    • Bowling ball

    • Car going forward

    • Baseball

    • Swinging on a swing

Explore - 25 minutes

image


  • Teachers will give groups of students a box of a couple of small items (toy car, marble, penny, etc) and ask groups of students to figure out different ways to make the objects move on a table.

  • Teacher will put out a 5 minute timer and walk around to assist student exploration and discussion

  • Teacher asks: “How did you make those objects move?”

  • Predicted student answers:

    • I rolled the marble off the table

    • I pushed the car around the table

    • I slid the penny across the table

  • Teacher puts class into groups of 2 and hands out worksheet

    • For our activity today we will be doing pom-pom races where you and your partner will be competing to see who gets their pom-pom down the track the fastest in a series of rounds. You can’t use your hands though, you must use a magic straw and blow the pom-pom down the track!

  • Have students gather around the lead table and the teacher models how to create a track out of masking tape. Encourage them to zigzag the track. Show students the correct way to blow the pom-pom in the game and correct ways to use straws.

    • You are going to have 20 minutes to build your track then play against a partner. Each round, you will say go, then both blow your pom-pom inside the track. Whoever gets to the end the fastest wins the round, and you’ll put a tally mark on your paper.

Explain - 30 minutes

  • Teacher will bring the class back together and ask each group of students which student won the pom-pom game.

    • Does anyone remember why we played this game? Was it just for fun? What did you notice? What was hard?

  • Predicted student responses:

    • Because it was pushing the ball

    • Because it is science

  • Ask students: How was it possible that the pom-pom moved with the straw? Is it a magic straw? Did the pom-pom grow feet and run to the finish?

  • Predicted student responses:

    • We blew the pom-pom with our straw that has air

    • The air

    • It has legs

  • Ask students: Would air be an example of a force? Why?

image


  • Predicted student responses:

    • Yes because it moves

    • No because it is not moving

    • Sometimes because it can move but also be still

  • Tell students: Just like you push an object to create force, air is also an example of a force because it pushes the pom-pom forward to move it! We know that objects move by force of pushing.

  • Tell

Extend - 30 minutes

  • Teacher will ask students: “Has anyone heard of Rube Goldberg?”

  • Read book: “Just Like Rube Goldberg: The Incredible True Story of the Man Behind the Machines”

  • Tell students: Rube Goldberg made these machines that do simple tasks but how do all of the objects in his machine move?

  • Predicted student responses:

    • Push

    • Rolling

    • Sliding

    • Falling

  • Watch Video: https://www.youtube.com/watch?v=OHwDf8njVfo from 1:46-end

  • Tell students: In our groups, we will be creating our very own rube goldberg experiments on each table. You guys will be provided with materials as well. In your machines, you have to have 2 objects being pushed!

  • Ask students to draw their first idea of their machine as a group on a blank piece of paper. Have them label the parts where an object is being pushed.

Evaluate - 15 minutes

  • Hand out blank pieces of paper and have students draw 1 picture of something they learned today with a complete sentence below it as well

  • Collect these papers as an exit ticket


image

Formative Assessment Plan & Evidence


What evidence will you gather to understand if all of your students met the learning outcomes you described above?

  • Formative assessment evidence will be gathered during the blueprint section of rube goldberg, where they must label sections of their idea with pushing an object, the objective of the lesson. It will also be gathered in class discussions during explore and explain lessons.

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

- Students may need accommodations with sentence starters as well as reading the worksheet.

Materials


Item(s)

Source (including links, even if the link is just a picture)

Quantity

Basketball, tennis ball, golf ball


1

Tennis ball


1

Golf Ball


1

Worksheet

https://docs.google.com/document/d/1IY0l Fxv-eDSCh_Nj_I-isbl-WvZdfuhUAq1H19l GNQ8/edit?usp=sharing

13 copies

Book: “Just Like Rube Goldberg: The Incredible True Story of the Man Behind the Machines”


Already checked out

Toy cars


4 cars

Marbles


4 marbles



Penny


4 pennies

Straws


20 straws

Masking tape


3 rolls

Pom-poms


1 pack (at least 15 individual)

Markers/crayons


6 packs

Blank Pieces of Paper


15

Anchor chart paper


1

Grade Level: Kindergarten/1st

Anchoring Question/Phenomena for the unit: Objects move


Lesson Number: 2


Desired Results - C

Driving Question for this week’s lesson:

  • How do objects move using pulling and pushing cont.

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS2.B When objects touch or collide, they push on one another and can change motion

Science and Engineering Practices Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Crosscutting Concepts Addressed in this Lesson:

  • Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes

Engineering Connections Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Nature of Science Connections Addressed in this Lesson:

  • K-PS2-1 Scientists use different ways to study the world

Other STEM Connections

  • More concrete blueprint and planning of the blueprint for the Rube Goldberg machines (Highlight or comment below which sections have specific connections)

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

  • Students will be able to understand that objects move by force/pulling and can stop

Timeline of Activities - C


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:30-9:45

Students are coming in and working on morning work

Traveling around the room, catching up with students and helping with morning work

Greeting students, sign-ins with parents


9:45-10:00

Engaging in discussion

Recapping what we did last week; leading discussion and asking prompting questions

Sitting by students who need help focusing; behavior management


10:00-10:30

Tug of War - students will be divided into two equal teams, then unequal teams, one person on one side and everyone else on the other, then teachers v. students

Referee

Acting as safety monitors: making sure that students are being safe and on task while we are doing the activity

record

10:30-11:00

Anchor Charts - students are drawing real-life examples of pulling

Push and Pull Video and Discussion Before & After Video

Supporting students and walking around

Supporting students and walking around


11:00-11:30

Rube Goldberg Planning and Connection to Main Idea - students are observing the video of a RG, then begin planning their design again

Facilitating conversation, explaining what materials will be available to them, then walking around and helping with planning

Backup to lead


image


11:30-11:45

Conclusion - students are listening

Explaining what is upcoming in the next week

Backup to lead



image

Learning Plan


5-E Learning Cycle

Engage

  • Recap what happened the week before. ↓

    • Teacher asks: Do you remember what we did a couple of weeks ago? What was our main idea of the lesson?

    • Predicted student responses: we did marbles, cars, pennies, blew in a straw, made a machine, pushed a tennis ball

  • Tug of War - Students will be put into two, even teams to face off in a tug of war to demonstrate that an equal force by pulling will create a standstill.

  • Teacher will tell students to pull as hard as they can for 5 seconds, then we will measure how far the rope went using a meter stick

    • Teacher asks: Why did it take awhile for the rope to make it to one side?

  • Teacher will then use simulation to model unequal forces:

    https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

    • Teacher will model 3 people on one side and 2 people on the other side

    • BEFORE THE ROPE IS PULLED Teacher asks: What will happen if there are more people on one side of the rope? Why?

  • Teacher will use simulation to model 1 person v 5 people on each side.

    • Teacher asks: Why did the rope go towards the side with more people? What is this an example of?

Explore

  • Drawing pictures of where pulling happens in everyday life

  • Students are given blank anchor charts, then will draw pictures of where they see “pulling” in their everyday lives in a group


  • Expected responses: opening doors, a pulley contraption, opening a door, pulling up your pants, picking up a cup, dragging a box

  • They will share as groups what they drew and see what is similar across their answers

Explain

  • Before video:

    • How would we get an object to stop moving?For example:Think about a sport that uses a ball? How do you make that ball move in that sport?

    • What are the two ways we have talked about so far that can make objects move?

      • Expected response: push and pull

  • https://www.generationgenius.com/videolessons/pushes-and-pulls/

  • After video:

    • Is the punching bag used by Dr. Jeff an example of a push or a pull?

    • What is an example of using forces at a grocery store?

    • How did Olivia use force with a basketball?

Extend

  • Rube Goldberg: We will watch another example of a Rube Goldberg and identify where pulling occurs in the video and potentially their own design

  • Students split into groups to work on design

    • Teachers should be walking around monitoring each design

Evaluate

  • Students will complete a worksheet from the pushes and pulls video

  • 101 dalmatians video and video


image

Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?


  • Student responses to discussion questions and worksheet given to them at the end.

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Students who have higher energy might need a fidget toy for them to hold in their hands while they are listening.

  • Plenty of Brain Breaks

Materials


Item(s)

Source (including links, even if the link is just a picture)

Quantity

Fidget Toys

https://www.brainbalancecenters.com/blog/ great-classroom-friendly-fidgets-for-studen ts-with-adhd

5-7

Rope for Tug of War


1

Bandana


1

Worksheet

https://worksheetplace.com/index.php?func tion=DisplaySheet&sheet=Force-motion-w ordsearch&links=2&id=16785&link1=241 &link2=621

12

Comic Book Cells

https://www.papertraildesign.com/wp-conte nt/uploads/2020/08/Comic-Book-Template- 3.jpg

24

Pencils (with erasers!)

If they don't have erasers on them, please

15




provide erasers!


Blank Anchor Charts


4

Evaluation Wksht

https://docs.google.com/document/d/1F-qP 8H1oL_w6petjc0G8F4hNFWKGqMmY/ed it?usp=sharing&ouid=11149833538909288 4566&rtpof=true&sd=true

14

Grade Level: Kindergarten/1st grade

Anchoring Question/Phenomena for the unit: How do objects move?


Lesson Number: 3


Desired Results

Driving Question for this week’s lesson:

  • What effect does force have on objects of different weights?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS2.B When objects touch or collide, they push on one another and can change motion

Science and Engineering Practices Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Crosscutting Concepts Addressed in this Lesson:

  • Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes

Engineering Connections Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Nature of Science Connections Addressed in this Lesson:

  • K-PS2-1 Scientists use different ways to study the world

Other STEM Connections

  • Blueprint of Rube Goldberg machine. Creating a simple machine that uses pushing. (Highlight or comment below which sections have specific connections)

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

  • Students will be able to explain that when weight is higher, force is higher. Similarly, when weight is lower it impacts force.

image

Timeline of Activities


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:15

Word search

Set up lesson

Set up lesson


9:30

Engage

  • Present student with four different sports

    • Basketball, baseball, pingpong, hockey

  • Ask students how these sports demonstrate force and motion

  • Making sure students are engaged during discussion

  • Pulling any students to the side if needed


9:40

Explore

  • Split class into three group of four

  • Demonstrate the activity

  • Lets students work in groups to complete the experiment

  • Making sure focus group is staying on track

  • Focus on one group per teacher and make sure students are staying on track



10:00

Explain

  • Have students clean up stations and return to their seats

  • Have a class discussion (questions listed below)

  • Assist in cleanup time (gather materials)

  • Scanning room to make sure students are staying engaged


10:10

Bathroom and Snack break

10:30

Rube goldberg

  • Assist 1 group

  • Assist 1 group each


11:15

Exit Ticket

  • Have students go back to seats

  • Pass out exit ticket

  • Have them raise their hand when finished

  • Collect tickets from those who raise their hands

  • Make sure students are staying engaged








image

Learning Plan


5-E Learning Cycle

Engage - 10

  • Ask students what we focused on during the first two Saturday sciences

    • Expected answer: Push and Pull

  • Ask them to give you an example of a push and a pull in their everyday life

  • Present students with a picture of different sports


  • Baseball, pingpong, basketball, hockey

  • Ask students: How do these sports use force and motion?

    • Baseball: swing, bat hitting ball

    • Pingpong: swing, ball hitting paddle

    • Basketball: shooting

    • Hockey: swing, stick hitting puck

Explore - 30

  • Students will be split into 3 groups of 3, and will be investigating objects of different weights along with using different amounts of force

  • Teacher will explain the activity

    • Today we will be doing an activity where we’re testing balls of different weights. This is similar to the different amounts of force each person used during our tug of war activity last week. First, you are going to focus on a ping pong ball down a ramp. You’ll place it at the top of the ramp, then put your finger in the front of it so it doesn’t go down. Someone in your group will say go and you all will watch the ping pong ball go down the ramp and measure how far it goes. Then write it down in each box. You’ll do it three times each. Then you’ll do the same thing with a marble.

    • Turn and talk with your table, what will happen for each ball and which one you think will go the farthest down the ramp

  • Each teacher will be in charge of a group, making sure the experiments stay consistent

  • Students will use this worksheet: Week 3 Worksheet

Explain - 15

  • Gather students together for a class discussion

  • Teacher will ask:

    • What did you discover about ball 1? (potentially ask them what happened when they let it go down the ramp)

      • Was this ball heavier or lighter?

    • What did you discover about ball 2?

      • Was this ball heavier or lighter?

    • Which ball went farther? Ball 1 or ball 2? Why?

image

image



Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

We will gather an exit ticket from each student where they will explain how weight affects force. We will also record student discussion about this topic as well.

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences? Extra time to complete activities. Brain breaks.

Materials


  • What can we conclude about how weight affects force?

  • (if students are having trouble answering, ask them to look at their data showing how far each ball went)

Extend - 60 minutes

  • Students will begin building their own Rube Goldberg machines individually based on the designs they did the week before.

  • They will hopefully be able to finish building and begin testing. If not, next week will be dedicated to testing.

  • They will be able to revise their designs as they go if necessary.

Evaluate - 10


Item(s)

Source (including links, even if the link is just a picture)

Quantity

Empty Cereal Boxes


4-6

String


One large spool

Wood Ball


4

Ping Pong Ball


4

Marbles


12

Painters’s tape


A couple rolls

Wooden Domino-like pieces



Pencils


20

Worksheet

https://wordmint.com/public_puzzles/8242 1

14

Paper Cups


20

Paper Plates


20

Paper Bowls


20

Toy Cars


10

Rulers


4

image



Worksheet https://docs.google.com/document/d/1uRkRP g-s8WcePsiUWQjs9ydXqf-w7CWcRxRX6xo YUWY/edit?usp=sharing


14 copies

Exit Ticket https://docs.google.com/document/d/1EiXTR DOOlqq78pt-UB-xLQBOa2X37dbAv4ob_Ht 5d_U/edit?usp=sharing


14

Grade Level: Kindergarten/1st grade

Anchoring Question/Phenomena for the unit: How do objects move?


Lesson Number: 4


Desired Results

Driving Question for this week’s lesson:

  • How does gravity affect how objects move?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS2.B When objects touch or collide, they push on one another and can change motion

Science and Engineering Practices Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Crosscutting Concepts Addressed in this Lesson:

  • Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes

Engineering Connections Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Nature of Science Connections Addressed in this Lesson:

  • K-PS2-1 Scientists use different ways to study the world

Other STEM Connections

  • Building and testing of the Rube Goldberg machine. Creating a simple machine that uses pushing. (Highlight or comment below which sections have specific connections)

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

  • Students will be able to explain that gravity affects objects by pulling them down, that it is a force you cannot see.

image

Timeline of Activities


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:15

Students arrive, complete morning work (color page about planets, gravity related)

Makes sure students are completing work, seated, and stuff put away

Sign students in


9:30

Participate in classroom review discussion from last week

Ask: Raise your hand if you can name different ways objects can move that we’ve learned during Saturday Science. Right, so it sounds like we’ve definitely learned that things move by pushing and pulling, or another word for that is force. But what happens if we don’t push or pull an object, does it move?

Make sure students are listening and participating to the best of their abilities


9:35

Watch pencil drop demonstration and participate in classroom discussion

Drops pencil and asks students to explain why it fell and explain gravity

Make sure students are listening and participating to the best of their abilities


9:40

Read “Gravity” and complete “zero gravity classroom worksheet”

Read book and walk around and assist students

Make sure students understand the tasks and assist when needed



9:45

Explain zero gravity picture to table group and class

Help students explain their pictures to the class

Help students explain to table groups


9:50

Build balloon rocket and test

Explain balloon rockets and assist in building and testing

Assist in building and testing


10:15

Participate in class discussion about balloon rocket races

Ask students: How does the force of air affect the balloon’s movement? How does gravity affect the balloon’s movement? What would happen to the balloons if there wasn’t gravity on Earth?

Make sure students are listening and participating to the best of their abilities


10:20

Bathroom and Snack Break

10:30

Continue to build and revise rube goldberg machines independently

Make sure students have materials needed and assist in cutting and passing out tape

Make sure students have materials needed and assist in cutting and passing out tape


11:15

Complete exit ticket first then review answers as class

Allow students to complete independently but read questions aloud

Assist in reading and help students with spelling



image

Learning Plan


5-E Learning Cycle


Engage

  • Review prior knowledge about how objects move

    • Ask students: Raise your hand if you can name different ways objects can move that we’ve learned during Saturday Science.

    • Predicted student answers:

      • Pushing

      • Pulling

      • Kicking

      • Throwing

      • Tug of War

  • Teacher says: Right, so it sounds like we’ve definitely learned that things move by pushing and pulling, or another word for that is force. But what happens if we don’t push or pull an object, does it move?

    • Predicted student response:

      • No

  • Hold up a pencil and drop it to the ground and ask students if they can explain why the pencil fell to the floor since it wasn’t pushed or pulled. Allow for student response.

  • Tell students: This is a special instance called gravity. Raise your hand if you’ve ever heard of the word “gravity”. It’s a force on Earth that pulls everything to the ground. It’s something we cannot see. Our gravity on Earth is not the same on other planets, where they have little gravity and nothing is pulled to the ground.

  • Read Gravity book to students

  • Students receive large, blank anchor charts and will be asked to draw a visual representation of what they learned from the book and our demonstration. This is acting as a visual of the conclusions they’re making.

Explore -

  • Pass out the “zero gravity classroom” worksheet where students have to imagine what their classroom here would look like if there was no gravity and nothing was pulled to the ground.

  • Zero Gravity Classroom

image

image


image

Explain -

  • After 10 minutes, students will share their pictures with their table groups then share out to the class using the document camera.

  • Students should be able to explain the specific parts of their picture

  • Ask students: What would our classroom look like if there was even more gravity? Would everything be super heavy?

  • Start to explain balloon rocket races and tell students: We are going to make balloon objects where we will see pushing in action and how gravity pulls the balloon rocket down to the ground.

  • Pass out worksheet that collects data and reflects on the data Balloon Rocket Races

  • Teachers will ask questions that were on the worksheet for class discussion: How does the force of air affect the balloon’s movement? How does gravity affect the balloon’s movement? What would happen to the balloons if there wasn’t gravity on Earth?

Extend

  • Students will continue to build and revise their rube goldberg machines and teachers will pass out ziplock bags with what the students built from the week before as well as show them their videos from last week

  • Teachers will walk around and help students test and revise their machines to be able to have success

  • Teachers will record the new machines the students built before cleaning up

Evaluate - 10 minutes

  • Teacher will pass out exit ticket worksheet where they will read the questions to students and allow them to answer independently

  • Teachers will go over the answers on the document camera and collect for formative assessment purposes


image

Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above? We will collect zero gravity wks, balloon rocket wks, and exit ticket that will all meet the learning outcomes described

image

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

Students may need help with reading questions aloud for the exit ticket as well as spelling words.


Materials


Item(s)

Source (including links, even if the link is just a picture)

Quantity

image

Zero Gravity Classroom

Worksheet

14 copies

https://www.generationgenius.com/wp-conten t/uploads/2019/06/Gravity-Worksheet-GG.pdf

Exit Ticket

14 copies

image

Balloon Rocket Races

Worksheet

14 copies

Rocket Balloons


15 balloons

Fishing wire


1 rod for the balloon races

Rube goldberg materials from last week



Pencils


16 pencils

https://www.crayola.com/free-coloring-pages/ print/spacey-shapes-coloring-page/

Coloring page while students are entering

14 copies

Crayons


10 packs

Straws


14 straws



Masking tape


Roll of tape

Anchor Charts


3

Gravity by Jason Chin


1

Paper clips


2

Balloon pump


2

Grade Level: Kindergarten/1st grade

Anchoring Question/Phenomena for the unit: How do objects move?


Lesson Number: 5


Desired Results

Driving Question for this week’s lesson:

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS2.B When objects touch or collide, they push on one another and can change motion

Science and Engineering Practices Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Crosscutting Concepts Addressed in this Lesson:

  • Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes

Engineering Connections Addressed in this Lesson:

  • K-PS2-1 With guidance, plan and conduct an investigation in collaboration with peers

Nature of Science Connections Addressed in this Lesson:

  • K-PS2-1 Scientists use different ways to study the world

Other STEM Connections

(Highlight or comment below which sections have specific connections)

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

image

Timeline of Activities


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes






9:15-9:30

Coloring page, then assembling their sheep puppet

Greeting students, signing them in

Behavior Management


9:30-9:40

Watch read aloud while raising their puppets when we see an example of force

Lead discussion, pause video when students raise their puppet to discuss where they see force in the story

Behavior Management


9:40-9:45

Listen, discuss, ask questions

Review

Behavior Management

I will talk about what we have covered in our time in Saturday Science to lead into our activity that is around force. They have demonstrated an understanding of force previously, so this will just be recapping.

9:45-10:00

Racing their Hot Wheel cars on a rainbow track using different amounts of force

Facilitating conversation around how much force is needed to get to certain colors on the race track

Behavior Management


10:00-10:30

Students will be building

Going table to table to help

Behavior Management




their marble races and testing them out

students



10:30-10:45

Watching and making observations

Leading a demonstration of how friction can act on an object by rolling a glue stick down



















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Learning Plan


5-E Learning Cycle

Engage

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  • Students will color a picture of sheep when they arrive to class

  • Sheep in a Jeep

  • Hot Wheel Force Race

    • Line up colored notecards in a row

    • Students will be drawing a notecard with a color on it


  • Students will attempt to get their car to land on the corresponding color by using different amounts of force

  • Ask students

    • Did we use the same amount of force on the car each round?

    • What did you have to do to get the car to the farthest color? The closest? What about the ones in the middle?

Explore

Explain

  • Come back together as a class discuss

    • How long did it take your marble to get through the maze?

    • How was force used during this activity?

    • How was motion used during this activity?

    • Did you notice anything that helped your marble get through the maze easier? (going faster or taking your time with it?) Why?

Extend

  • Put up four sheets of construction paper around the classroom (all different colors)

  • Show students a variety of questions on the PowerPoint

  • Students will move around the room to the color of paper that corresponds with the answer they believe is correct

Evaluate

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  • Informal assessment

    • PowerPoint questions will show teachers if students have obtained knowledge about motion and force over the past four weeks by correctly standing by the construction papers

Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

Materials



Item(s)

Source (including links, even if the link is just a picture)

Quantity

Coloring Page

https://docs.google.com/document/d/1lMW jJUfn56OcJ02aJvUYocLLXDXcl4g556AB Lv1XFKQ/edit?usp=sharing

14

Popsicle Sticks


14

Masking Tape


A couple rolls

Sheets of cardboard


3

Straws


4



Hot glue gun and glue sticks


1 gun + 2 sticks

Marbles


3

Paper plates


14

Construction paper (multi-color)


40 sheets

Toy Cars


5

Note Cards


20

Safety scissors


14

Spool of string/yarn


3

Glue sticks


2

2 stacks of books


5-10 books (going to lift two ramps, so the stacks need to be the same height)