Science – Grade 2
Unit of Study: Force and Motion (Continued)
Third Grading Period – Week 1 Wednesday and Thursday 2 days CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· What force will cause the marble to roll down the ruler? (2.7 C)
· What is the motion of the marble we will observe? (2.7 C)
· Which marble has more mass? How can you test which marble has more mass? (2.7A)
· What do you think is going to happen to the cup when the marble rolls down the ruler and makes contact with the cup? (2.7A)
· Will all three marbles push the cup the same distance? Explain your answer. (2.7A) / · The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, position, and movement. (K.7 A)
· The student knows that many types of change occur. The student is expected to observe, measure, and record changes in size, mass, position, and movement. (1.7 A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / Assessment for Learning
so students can….
5E Model of Instruction
Adapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion – Sliding and Gliding (look under Second Grading Period)
Engage
· Main Idea: TEKS 2.7 C I can demonstrate sliding and gliding as pushing and pulling forces and motions that causes change.
· Teacher will review with the students what they have learned about motion and force by adding to the KWLS Chart (or reviewing it).(2.7C and 2.2C)
· Teacher will ask the students…
o What do you know about sliding and gliding?
o Do sliding and gliding have anything to do with force or motion?
· Teacher will model the set up of the ramp and how they will be using it to find out more about force, motion, sliding, and gliding.
· Teacher will tell the students that- we are not going to push the marble. We are going to set the marble at the top and let it go.
o What safety rules will we need to follow today? (2.1A)
o What force will cause the marble to roll down the ruler? (2.7A and C)
o What is the motion of the marble we will observe? (2.7A and C)
· Teacher will show the students all three marbles and ask the group to discuss and journal their predictions to the following questions.(2.4 and 2.7A)
o Which marble has more mass? How can you test which marble has more mass? (2.2A)
o What do you think is going to happen to the cup when the marble rolls down the ruler and makes contact with the cup?(2.2A)
o Will all three marbles push the cup the same distance? Explain your predictions."(2.2A and 2.7A) / · Students will work in pairs to demonstrate push and pull as force and motion that cause change. (2.2)
· Students will identify and demonstrate safe practices when working with pushing and pulling a partner. (2.1A)
· Students will demonstrate prior knowledge by writing in a journal and assisting with a class KWL chart. (2.2 C)
· Students will predict and later collect information using a balance to determine the mass of different size marbles. (2.4)
· Students will predict the types of change which will be observed when the marble hits the cup. (2.7A and C)
Explore
· Teacher will have the students mass the marbles to see which one has the most and least mass. Teacher will have each group set up their ramps according to the model and run three trials. Teacher will explain to the students that they will be conducting three trials for each size marble.
· Teacher will guide the class completely through Trial 1 with the small marble. Before the students begin, have the students predict the distance the cup will move and record their predictions on their lab sheet.
· Teacher will have each group place the small marble at the top edge of the ruler and, at the signal, release the marble.
· Teacher will have students use the measurement sheet to count the number of units the cup moved and record it under Trial 1 for the small marble. Then allow the students to repeat the trial two more times and record their answers.
(Possible Breakpoint for the day)
· Teacher will review the previous day’s lesson.
· Teacher will allow students to complete three trials for the medium marble and three trials for the large marble recording their data in the chart. / · Students will conduct investigation by collecting information using a balance to determine the mass of different size marbles. (2.2 B,D and 2.4)
· Students will observe, measure, record, analyze, and illustrate the types of change in position or kind of movement observed when the marble hits the cup. (2.4 and 2.7A)
Explain
· Teacher will facilitate a class discussion about the results and ask the students the following questions.
o Which marble pushed the plastic cup the farthest? Why do you think that happened? (2.2E)
o Question A -What could you change in the set up of the ramp so that the cup moves less distance? (2.2E)
o Question B -What do you think will happen if the ramp were higher? (2.2E) / · Student are comparing results of investigations with what students and scientists know about the world as they gather information using simple equipment and tools to extend the senses. (2.2 C,D)
· Students will ask new questions about the objects and events in order to extend their learning. (2.2 A)
· Students will construct reasonable explanations and draw conclusions using information and prior knowledge in order to look for new ways to test force and motion. (2.2 B and 2.7 C)
Elaborate
· Teachers will allow the students to run one more set of three trials to prove Question A or B.
o Did you get your expected results? Why or why not? (2.2F)
· Effects of Friction Activity
· Forces and Movement / · Students will make decisions about new trials for force and motion. (2.3 A and 2.7 C)
· Students will discuss and justify the merits of their decision to identify the best uses of force (marble size) and motion (distance cup moved). (2.3 B and 2.7 A,C)
· Students will explain a problem and identify a task and solution related to a problem. (2.3 C and 2.7 A, C)
Evaluate
· Teacher will ask the students to respond to one or more of the following questions.
o What force caused the marble to roll down the ruler? (2.7C)
o What is the motion of the marble we observed? (2.7C)
o Which marble has more mass? How did you test which marble has more mass? (2.7A)
o What happened to the cup when the marble rolls down the ruler and makes contact with the cup? (2.7A)
o How did your results change as the size of the marbles changed? Explain your answer. (2.7A) / · Students are comparing results of investigations with what students and scientists know about the world as they gathered information using simple equipment and tools to extend the senses. (2.2 C, D, 2.4, and 2.7 A,C)
· Students construct reasonable explanations and draw conclusions using information and prior knowledge in order to communicate explanations the correct size of marble to move the cup the farthest. (2.2 E,F and 2.7 A,C)
Vocabulary:
· sliding
· gliding
· desplazamiento
· deslizamiento / Resources
Adapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion –Sliding and Gliding (look under Second Grading Period)
Materials:
Ruler
Marbles (3 different sizes of marbles, all made of the same materials; 1 set for each group of 3-4)
8-9 oz tall plastic cups with a 5 cm square cut out of the top (1 per group)
Large resealable plastic bag - gallon size (1 per group)
Large book or dictionary (1 per group)
Measurement Sheet (1 per group)
Plastic Ruler (1 per group)
Place the plastic ruler, 3 marbles (one of each size), plastic cup, and a measurement sheet in the resealable bag.
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need additional support?
Students will work with a partner to review push and pull on an internet site - Forces in Action.
What do you do for students who master the learning quickly?
Students can understand the part friction plays in the ability of objects to move across a system using an internet site - Friction. / 2006-07 2nd Grade Interim
/ TAKS 2003 5th Grade
Science – Grade 2
Unit of Study: Force and Motion (Continued)
Third Grading Period – Week 1 Friday and Week 2 Monday 2 days CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· Is the string, cup, and water bottle a system? How do the parts of the system work together? (2.6)
· How many washers did it take to pull the bottle one unit? (2.7)
· What is the number of washers it took to pull the bottle three more units? How is the distance the bottle moves related to the number of washers you placed in the cup? (2.4)
· What was the force that caused the bottle to move? (2.7C)
· What was the motion the force caused? (2.7C) / · The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, position, and movement. (K.7 A)
· The student knows that many types of change occur. The student is expected to observe, measure, and record changes in size, mass, position, and movement. (1.7 A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / Assessment for Learning
so students can….
5E Model of Instruction
Adapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion – Pulling by a String (Look under Second Grading Period)
Engage
· Main Idea: TEKS 2.7 C I can identify and demonstrate pushing and pulling as force and motion that causes a water bottle to move across the table and change positions. I can identify the set up as a system which has parts which work together. I can identify the parts which, once removed, would cause the system not to work.
· Teacher will review the previous day’s lesson and add to the KWLS chart as needed.
· Teacher will discuss one last activity to demonstrate force and motion. Teacher will model the set up and identify the parts as a system, explaining that they will be finding out how many washers it will take to move the water bottle one unit of measure.
· Teacher will remind the students to look for the force and the motion.
o Where do you think we are going to see a pulling force? (2.2A)
o What will be pulling the water bottle across the table? What motion should we be able to see? (2.2E) / · Students will work in pairs to demonstrate push and pull as force and motion that cause change. (2.2)
· Students will identify and demonstrate safe practices when working with equipment and tools to push and pull an object. (2.1A)
· Students will identify the set up as a system which has parts which work together. Students will describe the use of the parts and realize that when separated from the system can not perform the task of demonstrating force and motion. (2.6)
· Students will demonstrate prior knowledge by writing in a journal and assisting with a class KWL chart. (2.2 C)
· Students will predict the types of change which will be observed when the bottle is pulled by a string. (2.7A)
Explore
· Teacher will have the students predict and record on their lab sheet.
How many washers will it take to move the water bottle one unit? (2.2E)
What will be pulling the water bottle across the table? What motion should we be able to see? (2.2E)
· Teacher will allow students to place washers inside the cup and begin to measure the distance the water bottle moves.
· When the cup has moved a full unit, have students record how many washers they used.
(Possible Breakpoint for the day)
· Teacher will review the previous day’s lesson and have the students predict and record on their lab sheet.
o How many washers will it take to move the water bottle three units?(2.2E) / · Students will conduct simple descriptive investigations to observe, measure, record, and analyze the number of washers required to move the full unit. (2.2 B, D and 2.7A)
Explain
· Teacher will facilitate a discussion on the student’s results by asking the following questions.
o What was the force which moved the water bottle? (2.7C)
o What motion was observed? (2.7C)
o In which direction is the water bottle being pulled? (2.7C) / · Students are comparing results of investigations with what students and scientists know about the world as they gather information using simple equipment and tools to extend the senses. (2.2 C,D)
· Students construct reasonable explanations and draw conclusions using information and prior knowledge in order to communicate explanations about how much force was needed to move the water bottle. (2.2 E,F and 2.7 A, C)
Elaborate
· Teacher will facilitate a discussion of other objects which could be used to measure the force necessary to pull the water bottle.
o What else could we use to measure the pulling force for the water bottle? (2.7C and 2.3A)
o What characteristics will our unit of measurement need to have? (same mass for each object {non-standard – wooden blocks and/or standard – 10 gram pieces}
· Force in Action Activity
· Pushes and Pulls Activity / · Students will apply the learned information to make decisions about use of force to pull the water bottle. (2.3 A and 2.7C)
· Students discuss and justify the merits of decision to identify new uses of force to cause movement of the water bottle. (2.3 B and 2.7C)
· Students will explain a new problem and identify a new task and solution related to a problem. (2.3 C and 2.7 C)
Evaluate
· Teacher will ask the students to respond to one or more of the following questions.
o What was a standard unit to measure the force?(2.4B)
o What was a non-standard unit to measure the force? (2.4B)
o Which force being used to move the water bottle seemed to work best? Justify your answer. (2.7C and 2.3B)
o Does the distance the water bottle moves depend on the number of washers placed in the cup? (2.3B)
o What was causing the water bottle to move? (2.2E)
o Did you use a system? Could we leave any of the part out of our system and it would still work? Would the cup alone work as a system to pull the water bottle? (2.6A,B) / · Students will compare results of investigations with what students and scientists know about the world as they gather information using simple equipment and tools to demonstrate the use of pull to move an object. (2.2 C, D and 2.7 C).
· Students construct reasonable explanations and draw conclusions using information and prior knowledge in order to communicate explanations about the use of washers as a pulling force to move an object. (2.2 E,F and 2.7C)
· Students will identify the set up as a system which has parts which work together to do things that could not be done separately. (2.6)
· Students will measure and compare objects. (2.4B)
Vocabulary:
· system
· washers
· string
· sistema
· arandelas
· secuencia / Resources
Adapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion – Pulling by a String (Look under Second Grading Period)
Materials:
8 oz water bottles full of water (1 per group
Small drinking cups (1 per group)
Hole punch
Half-inch washers (50 per group)
Thick cotton string (1 roll)
Large paperclips (1 per group)
Tape
Quart size resealable plastic bags
Measurement sheet (from Sliding and Gliding)
Lab Sheets for students
See Set Up Instructions
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students need additional support?
Students will work with a partner to review push and pull on an internet site - Forces in Action.
What do you do for students who master the learning quickly?
Students can understand the part friction plays in the ability of objects to move across a system using an internet site - Friction. / 2004 TAKS Grade 5
39 If the person in the middle lets go of the rope, in which direction would objects X and Y go?
A X up, Y up
B X up, Y down
C X down, Y down
D X down, Y up / 2006 TAKS 5th Grade
Science – Grade 2