Georgia Performance Standards Framework Unit Two : … Frameworks/KK... · Georgia Performance Standards Framework Unit Two : ... playing “Follow the Leader” and noting the changes.)

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.

Georgia Performance Standards Framework for Science – Kindergarten

Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Kindergarten Gravity & Motion

July 26, 2007 Page 1 of 6 Copyright 2007 © All Rights Reserved

Georgia Performance Standards Framework Unit Two: Motion and Gravity

(4 weeks) OVERVIEW: Students need to understand that things move in different ways and that gravity affects objects. Activities in a unit on gravity and motion should give them context for the two concepts and stepping stones for additional knowledge and understanding in subsequent years. Simple concrete explanations of gravity and motion are appropriate, and may be addressed with the specific examples in the standards. STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SKP2. Students will investigate different types of motion.

a. Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless)

b. Push, pull, and roll common objects and describe their motions. SKP3. Students will observe and communicate effects of gravity on objects.

a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.

SUPPORTING STANDARDS ADDRESSED IN THIS UNIT Supporting Standards: SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

a. Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils).

b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models)

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SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. b. Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same. (For example,

playing “Follow the Leader” and noting the changes.) c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade

and natural things.

ENDURING UNDERSTANDINGS • Things move in many different ways, such as straight, zigzag, round and round, back and forth, fast and slow • The way to change how something is moving is to give it a push or a pull • The sun, moon, and stars are consistent components of our universe. • Things near the earth fall to the ground unless something holds them up.

ESSENTIAL QUESTIONS:

• How do objects move? • How can you make an object move? • What kinds of objects roll? • Why do some objects move slowly and some move quickly? • How can you stop an object from moving? • What happens when you drop an object? • Why do some objects fall to the ground?

MISCONCEPTIONS PROPER CONCEPTIONS

• Students often think of motion as a property of an object • Students often believe that gravity exists in certain places and

situations and not in others or that it goes “on” and “off”

• Objects move in many different ways when pushed or pulled • Gravity exists equally everywhere on Earth.





CONCEPTS: KNOW AND DO LANGUAGE EVIDENCE OF LEARNING .

• Motion • Gravity

• Students will investigate different types of motion

• Students will observe and communicate effects of gravity on objects

Push Pull Sun Moon Stars Gravity

• The learner will describe different types of motion

• The learner will communicate the effects of gravity

Culminating Activity: Students will construct a roller coaster relying on gravity and motion GRASPS Goal: Students will demonstrate the use of a force (a human push or gravity) to move objects from one place to another. Role: Roller Coaster Designer Audience: Imaginary riders Scenario: Six Flags would like to add a new ride to the park and they have asked you to help design it. Using rulers, cardboard tubes, masking tape, and marbles, complete a model that would give the rider (marble) a fun ride. You may wish to use a small rubber ball instead of a marble with very young students. Product: Once happy with the design the students should draw their design on paper and explain the direction of the motion, the speed of the rider at different places on the ride (fast, slow), and what force causes the rider to move. Students may also use a digital camera and take a picture of finished roller coaster and label the parts.





Sequence of Activities, Tasks, and Assessments for Organization

TASKS

The collection of the following tasks represents the level of depth, rigor and complexity expected of students to demonstrate evidence of learning

Task: Which Way? EQs: How do objects move? How can you make an object move? What kinds of objects roll? Why do some objects move slowly and some move quickly? Description: Provide a variety of household objects and/or toys for students to experiment with. Examples of appropriate materials include but are not limited to balls, toy cars, tops, slinky, yoyo, wind-up toy, plastic bottles, pencils, or any safe, reasonable, round object that will roll. Ask students to experiment with the different ways the objects move. Conduct a class discussion, using questioning techniques to elicit answers such as “some objects roll easily” or “some move in a straight line”. Ask students to think of other real life examples that cannot be in the classroom for this activity (such as real cars). Assessment: Observation during activity and participation during class discussion. Task: Can you pull it? EQs: How do objects move? How can you make an object move? What kinds of objects roll? Hook or Attention Getter: If possible, bring a wagon to class. Have someone bring it to your door. Pull it into the classroom and then walk around with it enough so that every student can observe its motion as you pull it. Ask students to describe what they saw. What did they notice about how the wagon moved? Why was it easy to pull? Tell them you want them to test some other objects to see if they are easy to pull as well. Description: Provide students with a variety of string, yarn, or rope. Also provide a variety of items that roll or are round such as but not limited to a roller skate, toy car, round plastic bottle, ball, marble, coin, and any other similar items that would be safe in a kindergarten classroom. Ask students to tie the string to various objects and try to pull them. Do the objects roll freely? Does the string get tangled? What are the characteristics of objects that you can pull easily?





Task: Ways We Travel EQs: What kinds of objects roll? Why do some objects move slowly and some move quickly? How can you stop an object from moving? Description: Initiate a class discussion about various ways to travel. Who rides a bus to school? How do people travel across water? Ask these and other questions until students name boats, airplanes, cars/buses. Set up three centers for students to experiment with 1) Airplanes- paper or balsa wood; 2) Cars- age appropriate toy cars; and 3) Boats- Plastic toys or Tin Foil handmade. Ask students to explore the various ways the objects move. Assessment: Students can record data by either drawing or writing a description in a three section graphic organizer. Extension: Guest speakers – airplane pilot, school bus driver, someone who owns a motorboat; or a field trip to an airport or car dealer.

Task: “We All Fall Down” EQs: What happens when you drop an object? Why do some objects fall to the ground? Description: Drop some objects and ask your students to describe to you what they observe. Drop a variety of objects like a book, a pencil or pen, paper, feathers, ball, etc. Using different kinds of objects will give students opportunity to compare and contrast. While the students are watching, sit the same objects on a table or desk. If you have two of each object, place one on the table, and then drop the second one on the floor. Your objective here is to demonstrate gravity in action. Students inherently know that objects fall when released, but often have not thought about why or in the context of comparing what happens when an object is placed on a table. Assessment: Informal observations of student participation. You may also wish to have students make a drawing using arrows to show motion. Extension: Invite local firefighters or electric utility workers to bring a bucket truck to school and drop an object outdoors high above from the bucket truck. Have students make predictions as to what will happen when compared to the activity in the classroom and the amount of time it will take an object to reach the ground.





TEACHER RESOURCES Children’s Literature • Fixman, Jennifer, Gravity, Science Songs With Miss Jenny, EduTunes • Cobb, Vicki, (2004), I Fall Down, New York: Harper Collins • The Magic School Bus Plays Ball, Scholastic Teacher Resources • Breckenridge, Judy, (1993), Simple Physics Experiments with Everyday Materials • Teaching Physical Science with Toys Internet Resources • www.sciencenetlinks.com • www.terrificscience.org/freeresources/presentations • http://science.nsta.org/earlyyearsblog/ • http://www2.scholastic.com/browse/subarticle.jsp?id=2819

http://www.sciencenetlinks.com/

http://www.terrificscience.org/freeresources/presentations

http://science.nsta.org/earlyyearsblog/

http://www2.scholastic.com/browse/subarticle.jsp?id=2819

Documents

Georgia Performance Standards Framework Unit Two : … Frameworks/KK... · Georgia Performance Standards Framework Unit Two : ... playing “Follow the Leader” and noting the changes.)