matter and motion - learning-in-action.williams.edu...this unit was developed with race to the top...
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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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LESSONDETAILSLessonOpening/Activator
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
RESOURCESANDMATERIALSQuantity Item Source
1perstudent MatchingPicturecards Binder1perstudent Matchinglabelsworksheet Binder1perstudent MatchingAssessmentworksheet Binder5 Scooter(optional) BorrowfromP.E.
Teacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
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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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
KeyVocabulary Tier2:direction,strength,speed
RESOURCESANDMATERIALSQuantity Item Source
10 Hackysacks Bin1 HulaHoop BorrowfromP.E.Teacher1 Rope Bin1 Ball Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
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
RESOURCESANDMATERIALSQuantity Item Source
10 Marbles Bin1 Targetsheet(laminated) Bin1 BoxofDominoes Bin1 Bowlingset Bin1 Newton’sCradle Bin1 WoodenRamp Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
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.
WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
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**
LESSONDETAILSLessonOpening/Activator
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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WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)KeyVocabulary
Tier2:ObserveTier3:Solid,Liquid
RESOURCESANDMATERIALSQuantity Item Source
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**
LESSONDETAILSLessonOpening/Activator
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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WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)
KeyVocabulary Tier1:water,ice,refrigerator,freezer,changeTier2:melt,heat,warm,hot,cool,cold,waxTier3:freeze,solid,liquid,temperature,compare,attribute
RESOURCESANDMATERIALSQuantity Item Source
1 Waxwarmer Bin1set Waxmeltcubes Bin1 Icecubetray Bin Icecubes ClassroomTeacher SolidandLiquidObservationWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear*
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LESSONDETAILSLessonOpening/Activator
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.
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
(DependentontheneedsofyourELLstudents)KeyVocabulary
Tier1:icecream,sugar,up,down,circleTier2:cream,vanilla,motion,zigzag,pitcher,freeze,melt,saltTier3:ingredients,consistency
RESOURCESANDMATERIALSQuantity Item Source
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**
LESSONDETAILSLessonOpening/Activator
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
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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
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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
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4 Icecubetrays Bin Icecubes(enoughforeachstudenttohaveahandful) ClassroomTeacher1Container Plasticspoons Bin