Matter and Motion - learning-in-action.williams.edu...This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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MatterandMotionPhysicalScience/GradeK

Inthisunit,studentswilllearnaboutdifferentkindsofmovement,collisions,andstagesofmatter.Duringthisunitstudentswillinvestigatepushingandpullingaswellasthedifferencebetweenliquidsandsolidsandtheimpacttemperaturehas.Theunitwillendwithanactivityinvolvingbothmotionanddifferentstatesofmatter,allowingthestudentstoapplytheknowledgetheylearnedduringthisunit.AuthorsMeaghanBoucher,PhysicsandSecondaryEducationmajor,MassachusettsCollegeofLiberalArtsDiegoGonzalez,ComputerSciencemajor,WilliamsCollegeLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsLoriParrino,Grade3Teacher,ColegroveParkElementarySchool


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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).


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TableofContents

UnitPlan

Lesson1:WhatisaScientist?

Lesson2:IntroductiontoMotion

Lesson3:PushesandPulls

Lesson4:StrengthsandDirectionofPushesandPulls

Lesson5:Collisions

Lesson6:InvestigatingSpeed

Lesson7:ClassifyingSolidsandLiquids

Lesson8:Temperature,Solids,andLiquids

Lesson9:MakingIceCream:PuttingitAllTogether!


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Stage1DesiredResultsK-PS1-1(MA).Investigateandcommunicatetheideathatdifferentkindsofmaterialscanbesolidorliquiddependingontemperature.[ClarificationStatements:Materialschosenmustexhibitsolidandliquidstatesinareasonabletemperaturerangeforkindergartenstudents(e.g.,0–80°F),suchaswater.Onlyaqualitativedescriptionoftemperature,suchashot,warm,andcool,isexpected.]2006PK-2.PS.3.Describethevariouswaysthatobjectscanmove,suchasinastraightline,zigzag,back-and-forth,roundand-round,fast,andslow.K-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.[ClarificationStatements:Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.Comparisonsshouldbeondifferentrelativestrengthsordifferentdirections,notbothatthe

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Pushesandpullscanhavedifferentstrengthsanddirections.

● Pushingorpullingonanobjectcanchangethespeedordirectionofitsmotion.

● TypesofInteractions:Whenobjectstouchorcollide,theypushononeanotherandcanchangemotion.

● Abiggerpushorpullmakesthingsspeeduporslowdown,showingtherelationshipbetweenenergyandforce

ESSENTIALQUESTIONS Q1. Howcanweusetemperaturetotellthedifferencebetweenasolidandaliquid?

2. Whyisthewaywemovethingsimportant?


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sametime.Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected.

LearningTargetsStudentswillbeableto…● Identifywhycertainpictureswerechosenbasedontheaccompanyingtext● Compareandcontrastdifferentkindsofscientists● Drawthemotionofanobject● Discusshowobjectsandpeoplemoveinmanydirectionsandways● Labelanillustrationofanactionaseitherapushorpull● Categorizepicturesofpushesandpulls● Discusshowthestrengthanddirectionofapush/pulldeterminesthefinal

positionofanobject● Predictwhetherornottwoobjectswillcollide● Determinewhichtoycaristhefastestbyconductingasimpleinvestigation● Identifyamaterialasasolidoraliquid.● Usepropertiesofamaterialtolabelitaseitherasolidoraliquid.● Observeanddescribematter(wax/water)atdifferenttemperatures● Predictwhatwillhappentoanicecubeinthepresenceofaheatsource● Identifywhyliquidschangetosolidsandsolidschangetoliquids● Predicttheresultofachangeintemperature

Stage2–EvidenceEvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany)

OTHEREVIDENCE: OEDrawingsandworksheetsClassDiscussions


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Stage3–LearningPlanPotentialpriorgradelevelknowledge:PRE-KStandards1. Raisequestionsandinvestigatethedifferencesbetweenliquidsandsolidsanddevelopawarenessthataliquidcanbecomeasolidand

viceversa.2. Investigatenaturalandhuman-madeobjectstodescribe,compare,sort,andclassifyobjectsbasedonobservablephysical

characteristics,uses,andwhethersomethingismanufacturedoroccursinnature.3. Differentiatebetweenthepropertiesofanobjectandthoseofthematerialofwhichitismade.4. Recognizethroughinvestigationthatphysicalobjectsandmaterialscanchangeunderdifferentcircumstances.5. ClarificationStatement:Changesincludebuildinguporbreakingapart,mixing,dissolving,andchangingstate.Lesson1:Studentswillbrainstormideasaroundwhatascientistisandwhattheydo.Insmallgroupsstudentswilltalkaboutdifferentkindsofscientists.Studentswillthenbeintroducedtotheirsciencejournalsandwilldrawapictureofwhattheythinkawouldlooklikeasascientist.

- Lesson2:Studentswilllearnaboutmotion,andbrainstormwaysofmoving.Volunteerswilldemonstratesomeofthosemovementstotheclass.Note:Partofthislessonshouldtakeplaceoutsideorinthegym,sotheteachermustmaketheappropriateaccommodationspriortothislesson.Lesson3:Studentsshoulddiscusswhata“push”anda“pull”isandhowtheycompareandcontrasttoeachother.Studentswillbepartneredupandwilltaketurnspushingandpullingtheirpartner.Studentswillalsogoonascavengerhuntlookingforexamplesofthingsbeingpushedandpulled.Studentswillalsoorganizeimagesintotwocategories(pushesandpulls).Lesson4:Studentswilllearnaboutstrengthanddirection.Studentswillinvestigatetheconsequencesofdifferentforcesanddirectionsusingvariouskindsofobjects.


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Lesson5:Studentswillbeintroducedtotheconceptsofforce,speed,andcollisions.Theclassroomteachercandemonstratetheseconceptsbyreleasingamarbledownaramp.Thentheteachercanreleaseamarbledowntherampcomingwhichwillcomeincontactwithanothermarbleatthebottom.Thislessonwillincludethefollowingstations:amarblestation,bowlingstation,dominostation,andanewton’scradlestation.Lesson6:Studentswillcreaterampsusingdifferenttypesofblocksandbooksfoundintheclassroom.TheywillinvestigatehowtheheightofarampcanchangehowfastandfartheirMatchboxcarcango.Theywillalsocomparethedistanceandspeedofthecarthatwentdowntheramptothecarthatdidnotgodowntheramp.Lesson7:Inthislesson,studentsareintroducedtosolidsandliquidsandwillclassifypicturesaseitherasolidorliquid.Studentswillalsoparticipateinanactivitytohelpthemfurtherunderstandhowtoclassifysolidsandliquids.Lesson8:Studentswillobservetwoobjectsundergoachange.Thetwoobjectsthestudentswillobservearewaxandice,theseobjectswillbeexposedtoheat.Studentswillneedtopaycloseattentiontoseewhatchangestheseitemsundergo.

1. Lesson9:Studentswillcreateafrozentreatduringthislesson.Studentswillneedtorelyontheirknowledgeofmatterandmotiontothinkcriticallyabouttheywillmakeicecream.Studentswillmakepredicationsabouthowtheymightgoaboutmakingtheicecream,thentheywillmaketheicecreamfollowingtheinstructions.Besuretorevisitthepredicationsattheendofthelessontoseeifthestudentshadaccuratepredictions.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


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LessonPlanningAt-A-GlanceLesson CoreActivities OptionalExtensions TechIntegration FieldWork/OutdoorEd

1● Scientistpresentationanddiscussion● Sciencejournalintroductionandexplanation

2● Motionstations● Motionsong● ReadingEricCarlebook

3● Motionscavengerhunt● Playgroundtrip● Picturesortingactivity

Scooter/gymactivity Playground

trip/exploration

4 ● Pushandpullstations

5● Marblechutedemo● Turnandtalkreview● CollisionStations

6● RampitUp!activity● Caractivity

7

● Motionreviewdiscussion● Mysterybagactivity● Solidsandliquidsinvestigation● Muffintinclassification

Makingoobleck

8● Solidsandliquidsreview● Waxandicemeltactivity


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TieredVocabularyList

Tier1 Tier2 Tier3ScienceScientistMoveFastSlowPushPullSledMarbleDominoCar

ObserveWaterIce

RefrigeratorFreezerChangeIcecreamSugarUp

DownCircle

InvestigationTitle

CategorizeMatch

DirectionStrengthSpeed

PredictionTestMeltHeatWarmHotColdWaxCreamVanillaMotionZigzagPitcherSalt

MotionCollisionRampSpeedSolidLiquidFreeze

TemperatureCompareAttributeIngredientsConsistency


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Lesson1:WhatisaScientist?

BACKGROUND

OverviewoftheLessonStudentswillbrainstormideasaroundwhatascientistisandwhattheydo.Insmallgroupsstudentswilltalkaboutdifferentkindsofscientists.Studentswillthenbeintroducedtotheirsciencejournalsandwilldrawapictureofwhattheythinkawouldlooklikeasascientist.FocusStandard(s)

RI.K.3Withpromptingandsupport,describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatextRI.K.7Withpromptingandsupport,describetherelationshipbetweenillustrationsandthetextinwhichtheyappear(e.g.,whatperson,place,thing,orideainthetextanillustrationdepicts).

LearningTargetsIcanidentifywhycertainpictureswerechosenbasedontheaccompanyingtextIcancompareandcontrastdifferenttypesofscientistsanddescribewhatmakesthemthesameanddifferent

Assessment● DuringthePowerPoint,studentswilldiscusswhyeachpersonisascientistandwhytheyaredifferentfromeachother● Createapicturethatfitswithagivencaptionintheirsciencejournals


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WIDALanguageObjectives

(DependentontheneedsofyourELLstudents)KeyVocabulary

Tier1:science,scientistTier2:investigation,title

RESOURCESANDMATERIALSQuantity Item Source

ScientistPowerPoint Thumbdrive1 Handheldmirror Bin1 Clothtocoverthemirror Bin Craftsupplies(gluesticks,crayons,pencils,safetyscissors) ClassroomTeacher ChartPaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


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LESSONDETAILSLessonOpening/Activator

Askstudents“whatisascientist?”andhavestudentsidentifyindividualsthatmaybeascientist,someexamplesthatthestudentsmightbefamiliarwithare,Sidthesciencekid,charactersinWildKrattsorPhineasandFerb,BillNye,AlbertEinstein,JaneGoodall,andBenjaminFranklin.Hereisagreatlistofscientiststhatkidsmaybefamiliarwith,thesitealsosharessomebasicinformationabouteachscientist:http://www.dkfindout.com/us/science/famous-scientists/.Makealist(onchartpaper)ofthescientistsyoustudentsbrainstorm.Youcankeepthispaperintheclassroomandaddtoitthroughoutthesemester.

DuringtheLesson1. ShowthestudentstheScientistPowerPointanddiscussthedifferentcareersandpeoplewhoweconsiderascientist.

2. “Whatmakessomeoneascientist?Whatdoallthesepeoplehaveincommon?”Guidethediscussiontotheconclusion

thatscientistsarepeoplewhoaskquestionsaboutourandcarryoutinvestigations.“Inordertolearnaboutnewthings,youhavetoaskquestions.IfIwanttoknowyourname,oryourfavoriteicecreamI’dhavetoaskyou.IfIwantedtoknowwhataT-Rexlookedlikeamillionyearsago,I’dhavetoaskquestionsanddosomeinvestigating.

3. Havestudentsmakeconnectionsbetweenthescientistsyou’vebeentalkingabout.Cantheyfindsimilaritiesanddifferences?Therewasa______anda_____________.“Doyouknowwhattheyallhaveincommon?Whatisdifferentabout


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thesetwoexamples?

4. Askthestudents,“Ifyouwereascientist(anarcheologistperhaps)andyouwantedtobesurethataT-Rexreallyexisted,whatwouldyoudo?Whatkindofquestionsmightyouask?Whatwouldyoulookfor?Useexamplesofwhatotherscientistsinvestigatedandquestionstheyaskedwhentryingtolearnmoreaboutthedinosaurs.

5. Thelastslidewillincludeapictureofkids.Askthestudents,“Canyoubeascientist?”Ifthestudentssayno,ask“Whynot?”orIfyes,say“Youareabsolutelycorrect,why?Leadstudentstotheconclusionthattheycanbescientiststoobecausetheywillaskquestionsaboutthingsintheworldaroundthem.[SP-6.Constructingexplanations]

6. Theteachershouldgrabthemirroroutofthematerialsbinandhavestudentsclosetheireyes.Instructthestudentstokeeptheireyescloseduntilyouarereadytoshowthemthe“picture”.Havestudentsopentheireyesandlookintothemirror.Theywillseethattheyarethescientists!

7. Introducethestudentstotheirsciencejournals,tellthemtheywillbedrawingapictureofthemselvesasascientistintheirsciencejournal.Havethemcaptiontheirpicturesusingthisphrase:(“Mynameis_________andIamaScientist”).Haveanexampletoshareandwalkthekidsthroughtheprocess.Havematerials(glue,pencils,andscissors)availabletobegincreating.


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LessonClosingReviewthatascientistisapersonthatasksquestionsaboutourworldandusesinvestigationstofindtheanswers.Remindstudentsthatanyonecanbeascientist.

Assessment

● DuringthePowerPoint,studentswilldiscusswhyeachpersonisascientistandwhytheyaredifferentfromeachother.● Createapicturethatfitswithagivencaptionintheirsciencejournals


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Lesson2:IntroductiontoMotion

BACKGROUND

OverviewoftheLesson Inthislesson,Studentswilllearnaboutmotion,andbrainstormwaysofmoving.Volunteerswilldemonstratesomeofthosemovementstotheclass.Note:Partofthislessonshouldtakeplaceoutsideorinthegym,sotheteachermustmaketheappropriateaccommodationspriortothislesson.

FocusStandard(s)K-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.

● Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.

● Comparisonsshouldbeondifferentrelativestrengthsordifferentdirections,notbothatthesametime.● Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected.● Describethevariouswaysthatobjectscanmove,suchasinastraightline,zigzag,back-and-forth,round-and-round,

fast,andslow.LearningTargetsIcandrawthemotionofanobject.Icandiscussthatobjectsandpeoplemoveinmanydirectionsandinmanyways.


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AssessmentStudentswillillustratetwotypesofmotionintheirsciencejournals.Thismightincludespinninginacircle,movingupanddown,forwards,backwards,orinazig-zagpattern.

KeyVocabulary Tier1:move,fast,slow Tier3:motion

RESOURCESANDMATERIALSQuantity Quantity Item Source

MovementSong(https://youtu.be/LfR_Nn9dmmw) Thumbdrive Laptop ClassroomTeacher5 JumpRope Bin5 Ball Bin5 HulaHoop BorrowfromP.E.Teacher1 “FromHeadtoToe”byEricCarle Bin1 ShavingCream Bin1copyperstudentBooklet(7pagestotaltobecompletedoverlessons2-5) Binder(ClassroomTeachertocopy)3 Ropes(optional) BorrowfromtheP.E.Teacher**Itemsinboldshouldbereturnedforusenextyear**


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Askstudents,whyisthewaywemovethingsimportant?Writetheessentialquestionsonapieceofchartpaperandrefertothemthroughouttheunit,nowwouldbeagreattimetoposethequestionstothestudentsandgaugewhattheyalreadyknow.Askthestudentstothinkaboutdifferentwaystheyareabletomove(up,down,sidetoside,jumping,skipping,running,walking),thenhavethestudentsturntoaneighborandsharetheirideasandaskthemtobrainstormmorewaystheycanmove.Studentscansharewhatkindsofmovementstheycameupwithandyoucanlisttheseonchartpaperortheboard.Feelfreetohavestudentsdemonstratethemovementstheycameupwithinfrontoftheclass.DuringtheLesson1. Askthestudents,“Whatdoesitmeantomove?”and“Howdoyouknowifsomethingismoving?”Ifnooneanswers,give

themexamplessuchasslidingapencilacrossadeskorpickingupabook.Encouragethestudentstothinkoftheirownexamplesbyasking“Whatcanwemoverightatourowndesks?”and“Whatcancausesomethingtomove?”[SP2:DevelopingandUsingModels]

2. Stations:Note:Thisportionofthelessonshouldbedoneoutside/inthegym(ifpossible),thestationsshouldbesetupbeforethelesson.Teachersshoulddemonstrateeachactivitybeforethestudentsbegin.Thiswillensurestudentsunderstandhowtodoeachactivitysafelyandappropriately.Therearefourstations:onestationhasjumpropes,onestationhasballs,onestationhasHulahoops,andonestationhasshavingcream.Eachstationshouldhaveampleroomforstudentmovement.Assignthestudentstoastationtostartatandaskthemtopaycloseattention


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tomovementandtomakenoteofwhatismovingandhowitismoving(aimfor3-5studentsatastation).Theteachershouldmovefromstationtostationaskingquestionsaboutthekindsofmovementhappening.Studentsshouldspend3-5minutesateachstationandthenrotatetothenextstation.Oncethestudentshavecompletedallthestationsbringeveryonetogethertodiscusswhatsortofmotionstheyexperienced.

a. Station1:Jumpropes:Thisstationwillhaveonejumpropeperstudent.Studentswilljumpropeandexplorethe

kindofmotionhappening(jumpingandswingingtheropearound).b. Station2:Balls:Thestudentswillthrowandcatchballswitheachotherto.Helpthestudentsunderstandthat

theballisbeingthrownandcaughtandthereforemovingupanddown.c. Station3:HulaHoops:Eachstudentwillhaveahulahooptoexperimentwith,studentscantrytohulahoop,

swingthehulahooparoundontheirarms,orrollthehulahoopacrossthefloor.Helpthestudentsidentifythismotionasspinningandorrollingininacircle.

d. Station4:Zig-Zag:Spreadshavingcreamoutonatableandhavethestudentsdrawzigzagsintheshavingcreamusingtheirfingers.Itwouldbehelpfultohaveadrawingofazigzagnearbysothatthestudentscanuseitasareference.

3. Theteachershouldbringalaptoporaudioplayertothespacetheywillbemovingaroundin.Tellthestudents

thattheywillbeexploringmoremovement.Studentswillnowbewatchingavideoaboutmovingfastversusmovingslowly.Beforewatchingthevideoaskstudentsiftheyknowthedifferencebetweenfastandslow.Perhapshavethemdemonstratebywavingtheirhandsveryfastandthenveryslowly.Beforeshowingthevideohavestudentsspreadoutinthegymoroutdoorspace(https://youtu.be/LfR_Nn9dmmw)becausethisvideoisquiteinteractive.


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4. Tellthestudentstolistentocloselytowhatthesongissaying.Forexample,thevideomaysay“Run!”thestudents

shouldruninplacewhentheyhearthis.Reviewanddemonstratethetypesofmovementwithstudents(Walk,Gallop,Tiptoe,Run,Skate,Hop).Oncethestudentsunderstandthetypesofmovementyoucanplaythesong.Afterthisactivityreviewthedifferenttypesofmovementsandaskthestudentswhichwerefastandwhichwereslow.

5. Returntotheclassroomandgatherthestudentstoread,FromHeadtoToe,byEricCarle.Askstudentstobethinkabout

thetypeofmovementthathappensinthebook.Astheanimalsmoveindifferentways,havethestudentscopythemotionsfromtheirseats.

LessonClosing1. Reviewthedifferentmovementsthestudentsexploredtoday2. Introducethebooklet.HowDoThingsMove?3. Completethefirstpageofthebookletasaclass.

Assessment

Studentswillillustratetwotypesofmotionintheirsciencejournals.Thismightincludespinninginacircle,movingupanddown,forwards,backwards,orinazig-zagpattern.


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Lesson3:PushesandPullsBACKGROUND

OverviewoftheLessonStudentsshoulddiscusswhata“push”anda“pull”isandhowtheycompareandcontrasttoeachother.Studentswillbepartneredupandwilltaketurnspushingandpullingtheirpartner.Studentswillalsogoonascavengerhuntlookingforexamplesofthingsbeingpushedandpulled.Studentswillalsoorganizeimagesintotwocategories(pushesandpulls).FocusStandardK-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.

LearningTargets IcanlabelanillustrationofanactionaseitherapushorpullIcancategorizepicturesofpushesandpulls

AssessmentStudentswillcompleteaworksheetandorganizeimagesintothecategories“push”and“pull”.


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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

KeyVocabulary

Tier1:push,pull,sledTier2:categorize,match


1perstudent MatchingPicturecards Binder1perstudent Matchinglabelsworksheet Binder1perstudent MatchingAssessmentworksheet Binder5 Scooter(optional) BorrowfromP.E.

Teacher**Itemsinboldshouldbereturnedforusenextyear**


Askthestudentswhattheyrememberaboutthedifferentwaystheymovedinthepreviouslesson.Thenintroducestudentstotheconceptofpushingandpullingbyasking,“Whathappenswhenwepushsomething”?Afterabriefdiscussion,


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theteachercanpairupthestudents.Tellthestudentsthattheywillbelightlypushingoneachother,havethestudentsholduptheirhands(atshoulderheight),withtheirpalmsfacingeachother.Theycantaketurnspushingoneachother’shands.Demonstratehowthisshouldbedonebeforethestudentstryitoutthemselves,emphasizingthattheyshouldnotpushhard.Nowtellthestudentstotaketurnslightlypushingoneachotherhands.Afterafewminutesaskthestudents“Whenyoupushyourpartner,howdotheymove?”Leadstudentstotheconclusionthatwhenyoupushsomethingitmovesawayfromyou.Nowaskthestudentswhattheyknowaboutpulling,“Howisapulldifferentfromapush”?Afterabriefdiscussion,havethestudentsreturntotheirpartnersandtellthemtheywillbepullingoneachother.Thestudentswillholdhandswiththeirpartnerandshouldtaketurnspullingoneachother.Demonstratehowthisshouldbedonebeforethestudentstryitoutthemselvesemphasizingthattheyshouldnotpullhard.Nowtellthestudentstotaketurnslightlypullingoneachother.Askthestudents“Whenyoupullyourpartner,howdotheymove?”Leadthediscussiontotheconclusionthatwhenyoupullsomething,itmovestowardsyou.[SP4:AnalyzingandInterpretingData]

DuringtheLesson

1. Tellthestudentsthattheywillbegoingonascavengerhuntaroundtheclassroom.Theteachercanmakegroupsof3-4students.Tellthestudentstheywillbelookingforexamplesofpushesandpullsintheclassroomandthattheywillneedtofindoneexampleofsomethingyoucanpush,oneexampleofsomethingyoucanpull,andoneexampleofsomethingthatyoucanbothpushandpull.Theteachercanwalkaroundtohelpthestudentsfindtheirexamples.Onceallgroupshavefoundtheirexamplesasksomeofthestudentstoshare.Theteachercanmakeachartoftheexamplesthestudentsfound.


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2. PlaygroundTripTakethestudentsona“fieldtrip”totheplayground.Makesuretotellthestudentsthateven

thoughwegototheplaygroundtoplay,thistripisfor“scientificresearch”.Haveeachadultavailabletotakeagroupofstudentstoadifferentpieceofequipmentontheplayground(choosefourorfivepiecesofequipmenttolookat).

3. Askthem“Whataresomewayswecanpushorpullusingthispartoftheplayground?”Allowthemtoexperiment

withtheplaygroundequipmenttoanswerthisquestion.After5-10minutes,gatherthestudentsanddiscusswhattheydiscovered.Rotatethegroupssothateachgroupvisitseachpieceofequipment.Feelfreetogivethestudentssometimetoexploretheplaygroundontheirowntermsandsearchfortheirownexamplesofpushingandpulling.Onceyouhavereturnedtotheclassroom,askthestudentswhattheirfavoriteexampleofapushorpullwasontheplayground.

4. Now,thestudentswillbecompletingamatchingactivity.Youwillneedthematchinglabelsandmatchingpictures

documents).Studentswillbematchingthevariouspicturecardswithwhatkindofmotionishappeningonthecard.Youcanhavethestudentsworkingroupsorindividuallytocutthelabelsandpicturesthensortthemintothetwocategories(pushandpull).Walkaroundandhelpthestudentsasnecessary.

5. HavethestudentscompletethenextpageintheirDoThingsMove?Booklet.Youcancompletethepagesasaclass

orletthestudentsworkonthepagesontheirown.


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AssessmentStudentswillcompletethematchingassessmentworksheetandorganizeimagesintothecategories“push”and“pull”.

LessonExtensionGymActivity:Thisactivitycanbedonewiththephysicaleducationteacheratanypointafterthislesson.

1. Breakthestudentsinto4-5groups.Eachgroupwillbegivenoneplainscooterandonescooterwitharopeattached.2. Tellthestudentsthattheywillbeinarelayracewhereonestudentswilltaketurnspulling/pushingthestudentsitting

onthescooter.3. Thestudentswillpushthescooterswithnoropeandpullthescooterswithrope.4. Havethegroupspushthefirststudentfromonesideofthegymtotheother.5. Nexthavethegrouppullthesecondstudentfromonesideofthegymtotheother.6. Alternatepushingandpullinguntileveryoneinthegrouphasgone.


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Lesson4:StrengthandDirectionofPushesandPulls

BACKGROUND

OverviewoftheLesson Studentswilllearnaboutstrengthanddirection.Studentswillinvestigatetheconsequencesofdifferentforcesanddirectionsusingvariouskindsofobjects.

FocusStandardK-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.

LearningTargetIcandiscusshowthestrengthanddirectionofapush/pulldeterminesthefinalpositionofanobject

Assessment(s)● Asaclass,revieweachstation,askingquestionsabouthowtheobjectsmoved.Youcanrefertothequestionsasked

duringeachofthestations.● Havestudentscompletethenextthreepagesintheirbooklet.


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KeyVocabulary Tier2:direction,strength,speed


10 Hackysacks Bin1 HulaHoop BorrowfromP.E.Teacher1 Rope Bin1 Ball Bin**Itemsinboldshouldbereturnedforusenextyear**


Revisittheessentialquestion,“Whyisthewaywemovethingsimportant?”Promptthestudentstothinkabouttheconceptofpushingandpulling.HavethestudentsTurnandTalktotheirneighborsaboutpushingandpulling.Tellthestudentstotalkwiththeirneighborabouteverythingtheyrememberaboutpushingandpulling.Besuretoreviewtheconceptoffastandslowandintroducestudentstotheword“speed”todefinehowfastorslowsomethinggoes.


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DuringtheLesson1. Askthestudents“Whathappensifyoupush/pullsomethingreallyhard?Whathappensifyoupush/pullsomethingreally

softly?Doesitmakeanydifference?”Havethestudentssharetheirideas.Nowask“WhatifIpushaballtothisside,isthatanydifferentthanifIpushittothatside?{teacherdemonstrates)DoesitmatterwhatdirectionIpushtheball?”Again,havethestudentssharetheirideas.

2. Stations:InvestigatingForces:Therewillbefourstationsinthisactivity;theteachershouldputstudentsintogroupsof4-6students.Thestudentswillbeateachstationfor3-5minutes.Givethestudentsanoverviewofeachstation,demonstratingwhattheywillbedoingateachstation.[SP2:developingandusingmodels]

a. Station1:HackySacksandHulaHoops:Thestudentswillattempttothrowthehackysacksintothehulahoopfromroughlyfivefeetaway.Askthestudentshowhardorsofttheyhavetothrowthehackysacktogetitintothehulahoop.

b. Station2:Balls:Studentswillsitinacircleandrolltheballtoeachother.Havethestudentsspreadoutsothatstudentshavetoaimandrolltheballtoaspecificstudent.Discussthedifferenceinstrengthwhenrollingtheballallthewayacrossthecircleasopposedtorollingittothepersonnexttothem.Makesuretohavethestudentsexperimentwithrollingtheballacrossthecircleandtothepersonnexttothem.Youcanletthestudentsexperimentwithrollingtheballfastandslow.Besuretoaskstudents,“whenyouhadtorolltheballfaraway,didyourollithardorsoft?”and“whenyouhadtorolltheballtothepersonnexttoyou,didyourolltheballfastorslow?”


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c. Station3:PullingaClassmate:Studentsneedapartner,theywilltaketurnspullingeachotherupfromthefloor.

Askthestudentswhatdirectiontheyarepullinginandhowhardorsofttheyhavetopullinordertogettheirpartneroffthefloor.Havethestudentspulltheirfriendupquicklythenslowlyandhavethemcomparehowdifficultitwastodoitquicklyorslowly.

d. Station4:PullingRope:Thestudentswillbedividedintotwoequalgroupsandtheywillpullonoppositeends

ofarope.Therewillbealinemarkingthemiddleoftheropeontheground,withthegroupstryingtopulleachotheracrosstheline.Tellthestudentstopullontheropefromtheirend.Iftherewereequalgroups,askstudentswhyitwashardtopulltheotherteam,andwhytheydidn’tmovemuch.(i.e.theywerepullinginoppositedirectionsatroughlyequalstrengths.)Iftimepermits,movepeoplefromonegrouptotheother(creatingunbalancedteams)andthendiscussif/whyitwasharder/easiertopullnowthattheyhadmoreorlesspeople.[SP1:AskingQuestions]

LessonClosing

Havethestudentssharewhattheirfavoritestationwaswithaclassmate.Tellthestudentsthattheyneedtodescribethetypeofmotionattheirfavoritestation.Youcanhavestudentsvolunteertosharetheirfavoritestationsandwhattypeofmotionhappenedatthatstation.


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Assessment(s)● Asaclass,revieweachstation,askingquestionsabouthowtheobjectsmoved.Youcanrefertothequestionsasked

duringeachofthestations.● Havestudentscompletethenextthreepagesintheirbooklet.


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Lesson5:Collisions

BACKGROUND

OverviewoftheLesson Studentswillbeintroducedtotheconceptsofforce,speed,andcollisions.Theclassroomteachercandemonstratetheseconceptsbyreleasingamarbledownaramp.Thentheteachercanreleaseamarbledowntherampcomingwhichwillcomeincontactwithanothermarbleatthebottom.Thislessonwillincludethefollowingstations:amarblestation,bowlingstation,dominostation,andanewton’scradlestation.

FocusStandardK-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.

LearningTarget Icanstudentswillbeabletopredictwhetherornottwoobjectswillcollide.AssessmentHavethestudentscompletethefinaltwopagesoftheirbooklet(focusedoncollisions).


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KeyVocabulary Tier1:marble,dominoTier2:prediction,bold Tier3:collision


10 Marbles Bin1 Targetsheet(laminated) Bin1 BoxofDominoes Bin1 Bowlingset Bin1 Newton’sCradle Bin1 WoodenRamp Bin**Itemsinboldshouldbereturnedforusenextyear**


Theteachershouldgrabtherampandmarblesandgatherthestudentsaround.Askthestudentsscientiststopredictwhatwillhappenwhenyouletthemarblerolldowntheramp,havethestudentstodrawtheirpredictionintheirsciencejournals.Whenallthestudentshavemadeaprediction,releasethemarble.Askthestudents“Wasyourpredictionright?”.


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Nowplaceamarbleatthebaseoftherampandaskthestudentstopredictwhatwillhappenwhenthemarblerollsdowntheramptowardsthemarbleatthebase,havethestudentstodrawtheirpredictionintheirsciencejournals.Whenallthestudentshavemadeaprediction,releasethemarble.Askthestudents“Wasyourpredictionright?”.[SP8:Obtaining,Evaluating,andCommunicatingInformation]

DuringtheLesson1. Askthestudentstoturnandtalkwithaclassmate,promptthestudentstotalkaboutthefollowingquestions,“What

havewelearnedaboutmotion?Havethestudentssharewhattheydiscussedwiththeirpartners.2. Stations:Therewillbefourstationsinthisactivity,formgroupswith4-6students.Eachgroupwillstayatastationfor

3-5minutes.Givethestudentsanoverviewofeachstation,demonstratingwhattheywillbedoingateachstation.

a. Station1:Marbles:Thestudentswillusemarblesandthetarget.Placethetargetonaflatsurfaceifpossible.GivestudentsoneortwomarbleseachandletthemtryandrollthemarblesoitlandsonorclosesttothetargetAskthestudents“Howisthemarblegettingtothetarget?Whatiscausingittomoveforward?”Nowplaceonemarbleinthecenterofthetargetandseeifthestudentsareabletorolltheirmarblesothatitcollideswiththemarbleonthetarget.Askthestudents,“Whathappenswhenthemarblesrunintooneanother?”and“Whydoyouthinkthemarblethatisonthetargetmoveswhenanothermarblehitsit?”Tellthestudents,whenonemarblehitstheothermarble,wesayitcollided.Thegoalofthisstationistoexplorewhatoccurswhenacollisiontakesplace.


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b. Station2:Dominoes:Studentswillexperimentwithdominoesatthisstation.Theywilllineupdominoesandknockoverthefirstdomino(whichshouldcauseachainreaction).Askthestudents“Howcomeallthedominoesfallovereventhoughyouonlypushedoneofthem?”Promptstudentstorealizethatthedominotheypushedonthenpushedthenextdomino.

c. Station3:Bowling:Thestudentswillexperimentwithbowlingatthisstation.Thestudentswilltaketurnsrollingabowlingballtowardsthepins,tryingtoknockthemover.Askthestudents“Howwereyouabletoknockoverthepinswithouttouchingthemyourself?”Youcanencouragethestudentstorolltheballatdifferentspeedstoseewhathappenstothepins.

d. Station4:Newton’sCradle:InthisstationthestudentswilllookatNewton’sCradle.Thisstationwillrequireanadulttoleadthediscussion.Havethestudentspulloneoftheballsawayfromtheapparatusandreleaseitsothatithitstheotherballs,theballsontheendsshouldcontinuouslyswingoutwardsandbackin.Askthestudents“Whydoyouthinktheballsontheendaremoving?”Helpthestudentsrealizethattheballsinthemiddlearepushingeachotherandultimatelypushingtheballsontheendoutwards.

DistributethelastpageofthebookletonCollision.Reflectwiththeclassonallthathasbeenlearnedinthisunit.Thentheymaykeeptheminjournalortakethemhome.{Teacher’sdiscretion}

Assessment● Havethestudentscompletethefinaltwopagesoftheirbooklet(focusedoncollisions).


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Lesson6:InvestigatingSpeed

BACKGROUND

OverviewoftheLessonStudentswillcreaterampsusingdifferenttypesofblocksandbooksfoundintheclassroom.TheywillinvestigatehowtheheightofarampcanchangehowfastandfartheirMatchboxcarcango.Theywillalsocomparethedistanceandspeedofthecarthatwentdowntheramptothecarthatdidnotgodowntheramp.Thislessonhasbeenadaptedfromhttp://www.weareteachers.com/blogs/post/2014/09/16/simple-physics-experiments-for-kids-pushing-and-pulling.Aswellas,“HowheavyDoesweightimpactSpeed,”byJoyceBauman.

FocusStandardK-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.[ClarificationStatements:Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.Comparisonsshouldbeondifferentrelativestrengthsordifferentdirections,notbothatthesametime.Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected.]

LearningTargetsIcandeterminewhichtoycaristhefastestbyconductingasimpleinvestigation.Icandesignandtestramps.


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Assessment

Pickthreedifferentsizedballsandaskthestudentstoholdandcomparethem.Thenaskstudentsmakeapredictionastowhichballwouldrollthefastestdowntheramp,andthenlistentothestudentselaborateonevidencetheywouldusetojustifytheirchoiceandtosupporttheirpredictions.


TargetedAcademicLanguageTier1:car,fast,slowTier2:predict,investigate,testTier3:ramp,speed

RESOURCESANDMATERIALS

Quantity Item Source

20 ToyCars Bin

4perstudentpair Booksorblocks ClassroomTeacher


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20 Rampboard(flatpieceofwoodorsturdycardboard) Bin

10 Pencil ClassroomTeacher

1roll Maskingtape Bin

10small,medium,andlarge

Differentsizedballs Bin

40-50 MetalWashers Bin**Itemsinboldshouldbereturnedforusenextyear**


Havestudentsthink–pair–shareaboutwhattypesofpushesandpullstheyhaveinvestigatedsofar.Tellthestudentsthattodaytheyaregoingtodoaninvestigationtostudyspeed.

DuringtheLesson

1. RampitUp!Studentswillbeconductinganinvestigationtofindouthowtheycanmakeatoycargothefastest.Theteachershouldmodelyourthinking,“HmmIthinkifIpushedthiscarlightlyitwouldn’tgofar”.Demonstratepushingthecarwithlittleforce.Askstudentstothinkabouthowyoucanmakethecargofurtherandfaster.Hopefully,studentswillrecognizetheconnectionbetweenpushingthecarfasterwillmakeitgofarther.Breakstudentsintopairsandhave


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thempushacargentlyandthenwithmoreforcetohelpthemmakeconnectionsaboutspeed,direction,andmovement.

2. Theteachershoulddemonstratehowonemightbuildarampwithblocksorbooksfromtheclassroomaswellasapieceofwoodorsturdycardboard.Remindstudentsofthemarbleactivityfromlessonfour.Demonstratehowtopositiontheramp,“IfIwantthecartogohereIwouldturntheramplikethis.”HowaboutifIwantedtomakethecargohere?WherewouldIpositiontheramp?”Reiteratetheimportanceofdirectioninplacementoftheramp.Youcanpairstudentsupandgivethem5to10minutestoexploremakingrampsandrollingthecardownthem.

3. Tellstudentstheyneedtodesigntwodifferentramps.Oneoftheirrampsshouldbedesignedtomaketheircartravel

veryfastandoneshouldbedesignedtomaketheircargoslower.Letthestudentsbrainstormandworkontheirdesigns.Circulatetoensurethatthegroupsaretestingtheirrampsandhaveaunderstandingofthetask.Givestudents10-20minutestoworkontheirdesigns.

4. Youcanhavestudentstestouttheirdesignsandletthegroupscirculatetoseewhatothergroupscreated.Afterthe

studentshaveseentheotherrampshavetheclasscomebacktogetherandmakesuretodemonstratetheimpacttheheightoftheramphasonthespeedofthecar.Showstudentsthatasteeperrampmakesacargofasterandarampthatislesssteepwillmakeacargoslower.

OPTIONALBREAKINGPOINTIFTHEREISATIMECONSTRAINT


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5. Theteachersshouldcollegethecars.Tape1washertoafewcars,tape2washerstoafewcars,andtape3washerstoafewcars.

6. WhichCaristheFastest?Bringthestudentstogetherandshowthemwhatyou’vedonetothecars.Statethe

following:“Nowthatweknowwecanmakethecargofastorslowdependingontheheightofourramp,wearegoingtofindoutwhichcaristhefastestofthesefourdifferentcars.”Showthemthecars(onewithnowasher,onewithonewasher,onewithtwowashers,andonewiththreewashers).

7. Asktheclasstopredictwhichcarwillgothefastest/furthestandnotethatintheirsciencejournal.Createnewgroups

with3-5studentsineachgroup,makesureeachgrouphasfourcars(onewithnowasher,onewithonewasher,onewithtwowashers,andonewiththreewashers).

8. Showthegroupshowyouwouldlikethemtobuildtheirramptoensureeachgrouphassimilarrampheightandstyle.

Nowhavethestudentsconstructtheramps-followingyourexample.Havethestudentsexperimentwiththedifferentcars.

9. Nowaskthestudentstoruntheirexperimentduringwhichtheywillreleaseeachofthecarsdowntherampandnote

whichwentdowntherampthefastestandrolledthefurthest.Haveonestudentholdapencilatthetopoftheramptoholdthecarinplace-startwiththecarwithnowasherandthentesttheotherthreecars.Askthestudentstowritewhichcarwasthefastestandwentthefurthestintheirsciencejournal.


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10. Callstudentsbacktogetherandusethefollowingquestionstodiscusstheexperiment;“Wasyourpredictioncorrect?Wasthereanythingyounoticedaboutthecarsthatwerefaster?Weretheybigger,smaller,heavier,orlighter?Doyouthinkacarthatisheavierwouldbefastorslow?”Guidestudentdiscussiontowardsthecorecomponentsofthislesson(weight,height,andvelocity).

Assessment

● Pickthreedifferentsizedballsandaskthestudentstoholdandcomparethem.Thenaskstudentsmakeapredictionastowhichballwouldrollthefastestdowntheramp,andthenlistentothestudentselaborateonevidencetheywouldusetojustifytheirchoiceandtosupporttheirpredictions.


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Lesson7:ClassifyingSolidsandLiquids

BACKGROUND

OverviewoftheLessonInthislesson,studentsareintroducedtosolidsandliquidsandwillclassifypicturesaseitherasolidorliquid.Studentswillalsoparticipateinanactivitytohelpthemfurtherunderstandhowtoclassifysolidsandliquids.

FocusStandardK-PS1-1(MA).Investigateandcommunicatetheideathatdifferentkindsofmaterialscanbesolidorliquiddependingontemperature.

LearningTargets IcanidentifyamaterialasasolidoraliquidIcanusepropertiesofamaterialtolabelitaseitherasolidoraliquidAssessmentHavestudentsdrawandlabelapictureoftwoliquidsandtwosolidsintheirsciencejournals.


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Tier2:ObserveTier3:Solid,Liquid


1 MysteryBagfilledwithlaminatedpicturesofsolidsandliquids Bin1pergroup ContainerA(Bowl) Bin1pergroup ContainerB(Irregularshapedcontainerlikeavaseortube) Bin1pergroup ContainerC(Cup) Bin1pergroup Measuringcupwithhandle Bin Water ClassroomTeacher1pergroup Marble Bin1pergroup Rock Bin1 Bagofmarshmallows Bin1container Cornsyrup Bin1bottle Applejuice Bin


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1pergroup MuffinTin Bin3pergroup “Solid”labels Binder3pergroup “Liquid”labels Binder1 BartholomewandtheOobleckBookByDr.Seuss Bin1 Cornstarch Bin**Itemsinboldshouldbereturnedforusenextyear**


Startthelessonwithareviewofwhatthestudentshavelearnedaboutmotionthusfar,youcanrecordideasontheboardoralargepieceofpaperifappropriate.Sharewiththestudentsthattheyarebeginninganexplorationaboutliquidsandsolids.Gatherthestudentsinacircleandplacethemysterybaginthemiddleofthecircle,themysterybagwillbefilledwiththelaminatedpictures(showingdifferentexamplesofliquidsandsolids).Tellthestudents“Thisourmysterybag,insideitareexamplesofsolidsandliquids.”Askthestudents“Doesanyoneknowwhatasolidoraliquidis?”Ifnooneresponds,givethemexamplessuchas“Waterisaliquid.”and“Arockisasolid.”Discussthiswiththestudentsforashortperiodoftimebeforemovingontothemysterybag.Tellthestudents“Nowwearegoingtopicksomethingoutofthemysterybagandtrytofigureoutwhatisis.”haveastudentvolunteerpulloutapicture.Askthestudentiftheyknowwhatthepictureisandiftheythinkitisasolidoraliquid,iftheydon’tknow,asktherestoftheclasstohelpthestudentanswerthequestion.Guidethediscussiontothecorrectanswer.Youcancontinuetopulloutasmanyorasfewpicturesasyou’dlike.


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DuringtheLesson

1. ContainerShapes:Anoteforteachers,besuretodemonstratethestepstostudentsbeforetheytrythemselves,particularlypouringwater.

a. Placethestudentsingroupsof4-5.Giveeachgroupthreecontainers,labeleda,b,andc,acupofwaterandamarble.Tellthestudentstopourthewaterintocontainera.Askthestudents“Howdidtheshapeofthewaterchangewhenitwaspouredintocontainera?”

b. Nowtellthestudentstopourthewaterfromcontaineratob.Askthestudents“Howdidtheshapeofthewaterchangefromcontaineratocontainerb?”.

c. Nowtellthestudentstopourthewaterfromcontainerbtoc.Askthestudents“Howdidtheshapeofthewaterchangefromcontainerbtocontainerc?”.

d. Nowinstructthestudentstoputthemarbleintocontainera.Askthestudents“Didtheshapeofthemarblechangewhenyouputitintocontainera?”

e. Nowinstructthestudentstoputthemarbleintocontainerb.Askthestudents“Didtheshapeofthemarblechangewhenyouputitintocontainerb?”.


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f. Nowinstructthestudentstoputthemarbleintocontainerc.Askthestudents“Didtheshapeofthemarblechangewhenyouputitintocontainerc?”.

g. Askthestudents“Whydidtheshapeofthewaterchangefromonecontainertothenextcontainerbuttheshapeofthemarblestayedthesame?”Leadthediscussiontotheconclusionthattheshapeofthewaterchangebecauseitisaliquidandtheshapeofthemarblestayedthesamebecauseitisasolid.[SP3:PlanningandCarryingOutInvestigations]

2. Keepthestudentsinthesamegroupsforthefollowingactivityandtellthemthattheywillbeobservingdifferent

substances.Giveeachgroupamuffintinwiththefollowingingredients-water,rock,marble,marshmallow,applejuice,andcornsyrup.Giveeachgroupsixlabels,threethatsaysolidandthreethatsayliquid.Tellthestudentsthattheyneedtofigureoutwhichmaterialsaresolidandwhichmaterialsareliquid.Theclassroomteacherwillwalkaroundandhelpthestudentsasnecessary.Onceallthegroupshaveclassifiedtheirmaterials,reviewasaclass.[SP8:Obtaining,Evaluating,andCommunicatingInformation]

Assessment

Havestudentsdrawandlabelapictureoftwoliquidsandtwosolidsintheirsciencejournals.


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LessonExtension:MakingOobleckOobleckisamaterialthatcanhavepropertiesofbothasolidandaliquid.YoucanreadtheDr.Seussbook“BartholomewandtheOobleck”andcreatetheoobleckafterreadingthebook

OobleckRecipe

● 1partwater● 1.5~2partscornstarch

Beginwiththewaterinthebowlorcontainerandaddthecornstarchalittleatatimetogettherightslimy/squishyconsistency.Whenyousquishitinyourhanditshouldfirmupbutwhenyouholdititshouldrunthroughyourfingers.Talkwiththestudentsaboutthedifferencebetweensquishingandholdingtheoobleck.


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Lesson8:Temperature,Solids,andLiquids

BACKGROUND

OverviewoftheLessonStudentswillobservetwoobjectsundergoachange.Thetwoobjectsthestudentswillobservearewaxandice,theseobjectswillbeexposedtoheat.Studentswillneedtopaycloseattentiontoseewhatchangestheseitemsundergo.FocusStandardK-PS1-1(MA).Investigateandcommunicatetheideathatdifferentkindsofmaterialscanbesolidorliquiddependingontemperature.LearningTargetsIcanobservematter(wax/water)atdifferenttemperaturesIcandescribewaxatdifferenttemperaturesIcanpredictwhatwillhappentoanicecubeinpresenceofaheatsourceIcanidentifywhytheliquidchangestoasolidAssessmentCompletionoftheSolidandLiquidobservationworksheet,studentscandrawpicturesorusewordstodescribethechangestheyobserve.


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(DependentontheneedsofyourELLstudents)

KeyVocabulary Tier1:water,ice,refrigerator,freezer,changeTier2:melt,heat,warm,hot,cool,cold,waxTier3:freeze,solid,liquid,temperature,compare,attribute


1 Waxwarmer Bin1set Waxmeltcubes Bin1 Icecubetray Bin Icecubes ClassroomTeacher SolidandLiquidObservationWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear*


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Reviewsomeexamplesofsolidsandliquidsandaskstudentswhatmakesasoliddifferentfromaliquid.

DuringtheLesson1. Beginbyrevisitingtheattributesofliquidsandsolidsthatthestudentspreviouslyexplored.Talkabouthowtheliquid

tooktheshapeofthecontainer,asopposedtothesolid,whichretaineditsshape.

2. Askthestudents:“Canasolidbecomealiquid,oraliquidbecomeasolid?”“Haveyoueverwonderedwhyyoucanskateonalakeinthewinter,orswiminthatverysamelakeinthesummer?Haveyouevermadeasnowmanandwonderedwhyhe/shedidn’tliveinyouryardallyearlong?Haveyoueverhadapopsicleoricecreamonahotday?Whathappenedtoyourtreat?”Spendafewminutestalkingaboutthesequestions.

3. Tellthestudentsthattheywillbetestingtwodifferentmaterialstoseeiftheywillchangebyalteringthetemperature.

4. First,setupthewaxstation,thisisdonebyputtingacubeofwaxontothewaxwarmerandturningonthewaxwarmer.Showthechildrenthewaxandaskifitisaliquidorsolid,thenexplainthatyouaregoingtoleaveitonthewarmerandcomebacktoseetheresults.Askthestudents“Whenwereturn,whatdoyouthinkwewillfind?Doyouthinkthewaxwillchange?How?Why?”Askstudentstodrawaquicksketchofthewaxintheirsciencejournals.

5. Next,presenttheicecubestothestudents,andaskthem,“Whatisice?Aliquid?Asolid?Let’spredictwhatwillhappento

theiceifwetakeitoutofthefreezer,orholditinourhands.Whatcausesicetomelt?”Askstudentstodrawaquick


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sketchoftheiceintheirsciencejournals.

6. Nowpassaroundafewicecubesandletthekidsobservewhathappens.Askstudenttodrawtheresultsofthehandlingoftheicefromliquidtosolidintheirjournal.

7. Nowreturntothewaxandaskthestudents,“Whathappenedtothewax?Why?Isitstillasolid?Whatcausedittomeltandbecomealiquid?”

8. Turnoffthewaxwarmerandreturntheicetray(withafewcubesthathavemeltedabit)backtothefreezer,visitbothobjectsafterthey’vereturnedtotheiroriginalstate(maywanttorevisitlaterinthedayorthefollowingday)anddiscusshowthecoldtemperaturehasnowreturnedbothsubstancestoasolid.

LessonClosingAskyourstudentstoshareonefacttheylearnedaboutasolidandaboutaliquid.

AssessmentCompletionoftheSolidandLiquidobservationworksheet,studentscandrawpicturesorusewordstodescribethechangestheyobserve.


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Lesson9:MakingIceCream:PuttingitAllTogether!

BACKGROUND

OverviewoftheLessonStudentswillcreateafrozentreatduringthislesson.Studentswillneedtorelyontheirknowledgeofmatterandmotiontothinkcriticallyabouttheywillmakeicecream.Studentswillmakepredicationsabouthowtheymightgoaboutmakingtheicecream,thentheywillmaketheicecreamfollowingtheinstructions.Besuretorevisitthepredicationsattheendofthelessontoseeifthestudentshadaccuratepredictions. FocusStandardK-PS1-1(MA).Investigateandcommunicatetheideathatdifferentkindsofmaterialscanbesolidorliquiddependingontemperature.ClarificationStatements:Materialschosenmustexhibitsolidandliquidstatesinareasonabletemperaturerangeforkindergartenstudents(e.g.,0–80°F),suchaswater,crayons,orgluesticks.Onlyaqualitativedescriptionoftemperature,suchashot,warm,andcool,isexpected.LearningTargetsIcanpredicttheresultofachangeintemperatureIcanidentifywhytheliquidchangedtoasolid.


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AssessmentTeacherwillgauge(viadiscussions)thatstudentscanidentifythechangefromaliquidtoasolidbasedonthetemperaturegettingcolder,thereforeformingicecream.WIDALanguageObjectives


Tier1:icecream,sugar,up,down,circleTier2:cream,vanilla,motion,zigzag,pitcher,freeze,melt,saltTier3:ingredients,consistency


4-6Containers HalfandHalf(1cuphalfandhalfperserving) ContactT2LLiaisonorSueBeauchamp

1bag Whitesugar(2tablespoonsperservingoficecream) Bin1container VanillaExtract(½teaspoonvanillaperservingoficecream) Bin


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6containers Salt Bin1perstudent Gallonziplocfreezerbags Bin1perstudent Quartziplocfreezerbags Bin4 Icecubetrays Bin Icecubes(enoughforeachstudenttohaveahandful) ClassroomTeacher1Container Plasticspoons Bin**Itemsinboldshouldbereturnedforusenextyear**


Reviewwhatstudentslearnedinthelastlessonabouthowthetemperatureofanobjectcandeterminewhetheritisasolidandaliquid.Talkwiththestudentsaboutitemsathomethatmightchangesfromasolidtoaliquidorviceversa.

DuringtheLessonItisimportanttohavestudentswashtheirhandsbothbeforeandafterthelessonbecauseofstickyfingersandmesses.Alsobesuretocheckifyourstudentshaveanydietaryrestrictionsorallergiesandplanaccordingly.Tellthestudentstheywillbeusingaliquidmixturetomakeicecreamtoday,havestudentsturntothestudentnexttothemtodiscusshowtheymightgoaboutdoingthis,havesomeofthestudentssharetheirpredictions.Showthestudentsthematerialsyouwillbeusing.Explaintothemthattheywillbeputtingtheliquidinabagandthattheicewillbecoolingitdown.


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Foreachservingyouwillneed:● 1cuphalfandhalf● 2tablespoonswhitesugar● ½teaspoonvanillaextract● 1gallonziplocfreezerbag● 1quartziplocfreezerbag● ½cupsalt(icecreamsalt,rocksalt,orkoshersalt)● Ice(handful)

1. Theteachershouldwillcombinetheingredientsinalargebowlinthefrontoftheclass,notingthatthecream,andthe

vanillaareliquids,andthatthesugarisasolid.Youmayneedtomaketwo-threebatchesofthismixturetoprepareenoughforallthestudentstohavetheirownindividualserving-oryoucanhavethestudentsworkingroupsandthereforewouldneedfewerservings.

2. Theteacherwillthenpourequalamountsintoeachquartbagformakingsuretopresstheairoutofthebagandsealthebagwelltomakesurethatitwillnotleakwhilebeingshakenandtoensurethemeltedsaltywaterdoesn’tgetintotheicecream.

3. Intothegallonbag,putthequartsizedbagoficecreamingredientsandthenlayertheiceandsaltaroundthequartsize

bag.Makesuretofillthegallonbagwithasmuchiceaspossiblewhilestillleavingroomtomovethequartbagaroundintheice.


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4. Giveeachstudenttheirbagandhavethemshaketheirbagsinthedifferentways(upanddown,inacircle,zigzag).This

stepshouldtakeabout10-15minutes.Duringthispartofthelessonhavestudentseachvolunteertonameakindofmotionanddemonstrateittotherestoftheclassandhavetheclasscopythem,similartoSimonsays.Remindthemthattheyneedtobemovingtheirbagsthewholetime[SP8:developingandusingmodels]

5. Aftertheicecreamreachesasoftserveconsistency,itshouldbedoneandreadytoeat.

LessonClosing

Now,youcanletthestudentsenjoytheiricecream,passoutaspoontoeachchildsotheycanenjoytheircreation.Afterthestudentshaveeatentheiricecream,asthemtodiscusswhythecreamchangedfromaliquid.Teachers,besurethatthestudentsunderstandthattheliquidbecamesolidbecauseitwascoldenoughforittobegintofreeze.Theteachercanusepromptingquestionstoleadstudentstotheconclusionthattheicemadetheliquidsocoldthatithardenedintoasolid.

AssessmentTeacherwillgauge(viadiscussions)thatstudentscanidentifythechangefromaliquidtoasolidbasedonthetemperaturegettingcolder,thereforeformingicecream.


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ListofUnitResourcesLesson1

Quantity Item Source ScientistPowerPoint Thumbdrive1 Handheldmirror Bin1 Clothtocoverthemirror Bin Craftsupplies(gluesticks,crayons,pencils,safetyscissors) ClassroomTeacher ChartPaper ClassroomTeacherLesson2

Quantity Quantity Item Source MovementSong(https://youtu.be/LfR_Nn9dmmw) Thumbdrive Laptop ClassroomTeacher5 JumpRope Bin5 Ball Bin5 HulaHoops BorrowfromP.E.Teacher1 “FromHeadtoToe”byEricCarle Bin1 ShavingCream Bin1perstudent Booklet(7pagestotaltobecompletedoverlessons2-5) Binder(ClassroomTeachertocopy)3 Ropes(optional) BorrowfromtheP.E.Teacher


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Lesson3

Quantity Item Source1perstudent MatchingPicturecards Binder1perstudent Matchinglabelsworksheet Binder1perstudent MatchingAssessmentworksheet Binder5 Scooter(optional) BorrowfromP.E.TeacherLesson4

Quantity Item Source10 Hackysacks Bin1 HulaHoops BorrowfromP.E.Teacher1 Rope Bin1 Ball BinLesson5

Quantity Item Source10 Marbles Bin1 Targetsheet(laminated) Bin


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1 BoxofDominoes Bin1 Bowlingset Bin1 Newton’sCradle Bin1 WoodenRamp BinLesson6

Quantity Item Source

20 ToyCars Bin

4perstudentpair Booksorblocks ClassroomTeacher

20 Rampboard(flatpieceofwoodorsturdycardboard) Bin

10 Pencil ClassroomTeacher

1roll Maskingtape Bin

10small,medium,andlarge

Differentsizedballs Bin


Page 58 of 60

40-50 MetalWashers Bin

Lesson7

Quantity Item Source1 MysteryBagfilledwithlaminatedpicturesofsolidsandliquids Bin1pergroup ContainerA(Bowl) Bin1pergroup ContainerB(Irregularshapedcontainerlikeavaseortube) Bin1pergroup ContainerC(Cup) Bin1pergroup Measuringcupwithhandle Bin Water ClassroomTeacher1pergroup Marble Bin1pergroup Rock Bin1 Bagofmarshmallows Bin1container Cornsyrup Bin1bottle Applejuice Bin1pergroup MuffinTin Bin3pergroup “Solid”labels Binder3pergroup “Liquid”labels Binder


Page 59 of 60

1 BartholomewandtheOobleckBookByDr.Seuss Bin1 Cornstarch BinLesson8

Quantity Item Source1 Waxwarmer Bin1set Waxmeltcubes Bin1 Icecubetray Bin Icecubes ClassroomTeacher SolidandLiquidObservationworksheet BinderLesson9

Quantity Item Source4-6Containers HalfandHalf(1cuphalfandhalfperserving) T2LLiaisonorSue

Beauchamp1bag Whitesugar(2tablespoonsperservingoficecream) Bin1container VanillaExtract(½teaspoonvanillaperservingoficecream) Bin6containers Salt Bin1perstudent Gallonziplocfreezerbags Bin1perstudent Quartziplocfreezerbags Bin


Page 60 of 60

4 Icecubetrays Bin Icecubes(enoughforeachstudenttohaveahandful) ClassroomTeacher1Container Plasticspoons Bin

Documents

Matter and Motion - learning-in-action.williams.edu...This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document