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Unit Topic: Forces & Motion

UBD Planning Sheet Grade: 2 Designer(s): Ronilyn Aquino & Ashley Sims Subject/Course: Physical Science / EDUG 899

Title: Fantastic Forces & Marvelous Motion

Stage 1- Desired Results Established Goals including State Standards, District mandates, and measurable aspects of your Mission Statement : NYS Standards and/or NYC Science Scope & Sequence: PS 5.1a - Observe and describe the position of an object relative to another object (over, under, on top of, next to). PS 5.1 - Identify a force as push or a pull PS 5.1b - Demonstrate how the position or direction of an object can be changed by pushing or pulling (forces and motion): Change the direction of objects by pushing and pulling using blocks, ramps, cars, and balls. Inclined plane

PS 5. 1c - Identify gravity as a force that pulls objects down: The balance scale Balance and the center of gravity

PS 5.2a - Observe and describe how the force of gravity can affect objects through air, liquids, and solids. Content Understandings: Students will understand that All students will develop an understanding of the nature and impact or technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the universe. Essential Questions: What causes objects to move? 1. 2. 3. 4. 5. 6. 7. 8. 9. What is a force? What is motion? What is the difference between push and pull? How does the amount of force affect a push or a pull? What is gravity? What is mass versus weight? What is the force of gravity? How does the force of gravity affect objects through air, liquid, and solids? How can forces and motion be manipulated in order to move an object from one place to another?

Unit Objectives: Students will be able to A. Describe the position of an object in relation to other positions or stationary objects using appropriate vocabulary such as above, below, between, on top close to, far from, behind, in front of, to the right of, and to the left of. B. Collaborate with other students to describe the position of an object from different positions using drawings, writings, and oral description C. Create a set of directions that others can follow to locate a specific position D. Follow directions to move in a specific way to different positions. E. Define force and motion. F. Categorize forces as either push or pull. G. Explain why a force is a push or pull. H. Manipulate the force on an object based on the size and weight of an object. I. Collaborate with peers to complete a task. J. Explain what gravity is. K. Demonstrate how gravity effects objects and their weight. L. Define mass and gravity. M. Describe the force of gravity in relation to a mass of an object. N. Manipulate different objects in air, liquid, and solids. P. Explain how an object is able to move the furthest distance with the least amount of force by using specific vocabulary covered throughout the unit. Q. Create and test the structure of the motion station. Stage 2- Assessment Evidence

Performance Tasks: Journals Informal Observations Oral Reports Homework Assignments Labs Scaffolded Questions Rubrics Quizzes Group Activities

Other Evidence: Throughout the unit the learning activities and performance tasks will supply the facilitator with the knowledge to then drive instruction. The unit will be differentiated based upon the performance tasks provided and therefore adjusted to particular students needs.

Stage 3- Learning Plan W: At the beginning of each lesson there is a poster, object, or collection of objects for students to look at and sometimes touch. The teacher will ask a series of question that will spark the students curiosity. The students curiosity about the objects will get them excited and ready to learn. The questioning at the beginning of the lesson will be able to assess the students prior knowledge of the topic and inspire them to learn more in the upcoming lesson. The question and conversation also allows the student to understand the direction that the lesson will take and where it will be going. H: The students interests will be hooked by questioning the students about how the material being taught pertains to their own lives. For example, in the Push versus Pull lesson, students are going to be examining, manipulating, and classifying objects that they push and pull every day in the classroom as well as outside of school. Students are also hooked through the use of instructional technology such as the video in the lesson Forces of Gravity through air and liquid. During each of the lessons students will be manipulating objects to demonstrate an understanding of force and motion, this will keep the students engaged and hooked. E: Each of the lessons throughout the course of the unit allows the student to be engaged in hands on and group activities. Students will create blueprints, posters, watch a video, and use classroom objects and overall environment to explore different forces and motions and the relationship that force and motion have between each other. R: During and at the completion of the lessons within the unit, the student is asked a series of questions that allows them to reflect on the previous lesson and the current lesson to draw conclusions and answers from. This allows the whole group to rethink their answers and collaborate with peers to deepen their understanding and make any adjustments they may need to their answers. E: The student will demonstrate their deeper understanding in the follow-up assessments at the conclusion of every lesson. The teacher will use observation, questioning, and any work that is collected in order to drive instruction in further lessons.

Ashley Sims & Ronilyn Aquino Unit Duration: 3 Weeks Grade Level: 2 Discipline: Science Fantastic Forces & Marvelous Motion
Lesson Subject
Motion and Relative Positions Day 1 May 5, 2014 Push versus Pull Day 2 May 7, 2014 Forces and Simple Machines Day 3 May 9, 2014 What is gravity? Day 4 May 12, 2014 Center of Gravity and Balance Day 5 May 14, 2014 Forces of gravity through air and liquid Day 6 May 16, 2014 Forces and Motion Culminating Activity Day 7 May 19, 2014 Presentation of Motion Station Day 8 May 21, 2014 Presentation of Motion Station Day 9 May 23, 2014 Presentation of Motion Station Tentative Date if needed Day 10 May 26, 2014

Type of Setting: Second grade Integrated Co-Teaching classroom. This lesson has been designed for an urban, public school setting of diverse learners on the moderate socioeconomic spectrum. This class is comprised of a group of twenty-nine students with various multiple intelligences, learning styles, and strengths and weaknesses amongst the content area. In light of the variety in student population the lesson has been constructed and can be modified in order to support the students through differentiation.

Force and Motion Lesson 1 Purpose: Essential Question: How can relative position help us understand where an object is in relation to another? Vocabulary & Key Terms: Above Below Behind In front of To the right of To the left of Between Beside On top Close to Far from

Learning Objective: Students will be able to: Describe the position of an object in relation to other positions or stationary objects using appropriate vocabulary such as above, below, between, on top close to, far from, behind, in front of, to the right of, and to the left of.

Collaborate with other students to describe the position of an object from different positions using drawings, writings, and oral description Create a set of directions that others can follow to locate a specific position Follow directions to move in a specific way to different positions.

Common Core State Standard: PS 5.1a Observe and describe the position of an object relative to another object (over, under, on top of, next to)

Pre-Assessment: Students have been previously assessed on basic direction such as left, right, up, and down. Now the students are ready to learn about relative position. Lesson Presentation: Set Induction (15 minutes): Have a set of directions written on the board when students come back from lunch.

Example:

4 steps forward 3 hops to the left

Then a teacher will choose a student to volunteer following the directions. Once the student reaches the destination there will be an empty box that says TREASURE written on it. When the students open the box it will say, Treasure cannot be discovered until the end.

Procedure (30 minutes): 1. The teacher will then announce the predetermined groups and instructions for the activity. 2. The groups will be given different spots around the classroom to start designing their map to the treasure. 3. Each group must come up with at least 5 set of directions using our direction words.

4. The teacher will be encouraging students to use more than just their feet to measure how far they have to go. 5. When students have completed their map of instruction each group will get to investigate the other groups map. 6. Once the switching of maps is completed we will meet in the middle for discussion. Closure (10 minutes): 1. The teacher will then lead the discussion about finding the location using a certain language. 2. The closings questions will be:

Was it hard making up the map and directions? Explain. Where the directions always clear enough to follow? Why or why not? What could you do to make it easier for people to find on the map? (Ex. Be more specific) 3. Last, a student will walk to the original treasure box, and each student will receive a treasure. Materials: Shoe box Set of map directions to follow along Worksheets to create map Smart Board Assessment: Students will be assessed based on a rubric. They will be marked based on how well they interact with a group. How well they develop a map, and how well they are able to follow directions.

Differentiation:
Low: Teacher Led Student will be working with the teacher to create a map of instruction. The low group will have worksheets with the relative positions, but they will need to find out the number that goes along with the position to get to a treasure in the room. Medium Group: The medium group will be differentiated based on their worksheet. These students will be given a worksheet with the relative position and number, but they will need to sequence the steps to get to the treasure. High Group The high group will be creating their own directions from their position in the room.

Resources: Common Core State Standards. (n.d.). Retrieved from http://www.corestandards.org/v ______________________________________________________________________________ Forces and Motion Lesson 2 1. PURPOSE (Concepts Essential Questions): a. Essential Questions: i. What is a force? ii. What is motion? iii. What is the difference between push and pull? iv. How does the amount of force affect a push or a pull? 2. VOCABULARY & KEY TERMS: a. Force: a push or pull. b. Motion: a change of an object or person from one place to another. c. Push: a force to move something or someone away from oneself. d. Pull: a force to move something or someone toward oneself. 3. OBJECTIVE(S): Students will be able to define force and motion.

Students will be able to categorize forces as either push or pull. Students will be able to explain why a force is a push or pull. Students will be able to manipulate the force on an object based on the size and weight of an object.

Students will be able to collaborate with peers to complete a task.

4. COMMON CORE LEARNING STANDARDS: Science Standards PS 5.1: Identify a force as push or a pull. PS 5.1b: Demonstrate how the position or direction of an object can be changed by pushing or pulling (forces and motion). 5. PRE-ASSESSMENT: This lesson has been designed to take place as the second lesson within the unit Forces and Motion. The students thus far have observed and described the position of an object relative to another object by using words such as over, under, on top of, next to, by completing a scavenger hunt. The students have been previously assessed and have proven they have an adequate understanding of positioning of objects in relation to one another. Students have also demonstrated that they are capable of working successfully in collaboration with one another to complete a task. 6. LESSON PRESENTATION: a. SET-INDUCTION (5 minutes): During the lesson the students will briefly review what force and motion are. The teacher will have students turn and talk to a partner to discuss both force and motion. The teacher will walk around the room and actively observe the conversations and ask questions when appropriate. The teacher will have students share their thoughts on forces and motion. The teacher

will then present the student with pre-recorded definitions of each and the lesson is ready to unfold. b. PROCEDURE (40 minutes): i. Mini-lesson (15 minutes): The teacher will ask the students to gather around him/her in the meeting area creating a fishbowl type set up. The teacher will have set-up a large pot tied to a rope. The teacher will ask the students to observe the force that the teacher will now exert on the pot. The teacher will take the rope and pull the pot gently towards him/her. The teacher will ask the students to remember what a force is, based on the definition, classify the force that has just been made on the pot. Students will identify the first force as a pull. The teacher will ask the students in which direction did the pot move? Away from me or towards me? The teacher will now set the pot directly in arms reach in front of him/her and push it gently. The teacher will ask the students that based on the definition, what type of force did I exert on the pot? Which direction did the pot move away from me or towards me? Students will identify the force as a push and that it moved away from the teacher. The teacher will now fill the pot with water, weights, etc. in order to make the pot substantially heavier. The teacher will now push and pull the object with the same amount of force.

The teacher will ask the students what was done to the pot? The teacher will ask the students what happens when I push the heavier pot with the same force?

Students with prompting will respond that because the pot is now heavier it takes more force to push and pull the object.

The teacher will now present the students with the two charts of push and pull complete with definitions.

The teacher will ask the students to turn and talk to a partner and discuss the different types of pushes and pulls we do everyday.

The teacher will have the students share their thoughts. Students will now return to their seats. ii. Group Practice (25 minutes):

Students will work in groups 5-6 students. There will be five different stations set up around the classroom.

The table will be divided into two equal halves. One half will be labeled push and one will be labeled pull.

The students will now work together to divide the items into the push and pull categories, based on the definitions and examples that we as a class have come up with.

After the students have divided the items into the different categories of push and pull they will record their answers on a matching worksheet.

The students will now select two items, one from the push category and another from the pull category. They will explain what their item is, what force they would exert on the object (push/pull) in their own lives. o Example: I placed the zipper in the pull category. I use the force of pull when I zipper my jacket to go outside.

The students will also draw a picture of each force, push and pull. c. CLOSURE (5 minutes):

After the students have worked in their small instruction groups for approximately twenty-five minutes, the students will be called back to the meeting area.

At this time the teacher will ask at least one student from each of the groups to share their lists of items and examples of their sentences and pictures.

The teacher will now take a students chair and push it. The teacher will ask the students what force was placed on the chair and which direction did it move in relation to the teacher.

The teacher will now take a students chair and pull it. The teacher will ask the students what force was placed on the chair and which direction did it move in relation to the teacher.

The teacher will now have a student sit on the chair. The teacher will ask the students what happened to the force.

The teacher will collect the students papers in order to assess the students work and make a book of push and pull for the class.

At this time the lesson will come to a close.

7. MATERIALS & RESOURCES: Pot & Rope Weights Pencils (30) Color Pencils / Crayons Differentiated Push and Pull Worksheets Push & Pull Posters with definitions Objects & Pictures for Push and Pull Group work

8. FOLLOW-UP ACTIVITY / ASSIGNMENT: The assignment for this lesson is for students to demonstrate their understanding of what force and motion are as well as the difference between push and pull. This activity has been constructed to allow students to demonstrate their understanding of identifying an item and classifying the force on that item as a push or pull. The activity will also allow for the students to practice working as a team in a collaborative group. Students will be able to explain their understanding of push and pull through differentiated worksheets, writing and picture representation. At the end of the lesson students will then have the opportunity to then discuss their findings with the whole class and make connections between their data. 9. EVALUATION / ASSESSMENT: The evaluation and assessment piece of this lesson will be occurring throughout the lesson informally as well as formally after the lesson has come to a conclusion. The students will be informally assessed throughout the lesson by responses and questioning. The students will be informally assessed as well by their peers during collaborative group work. The teacher will also be informally assessing as the teacher works within the small group with the students to ensure understanding as well as

application of skills. Students responses and activity during the lesson will be used as an informal and formal assessment. Their homework as well as the end of the unit culminating assessment will formally assess students understanding. 10. DIFFERENTIATION: During the students independent work, the teacher will set up five different groups for differentiated guided instruction. The five different groups will disperse into five different areas throughout the room. The students will be grouped based on their different needs. The group(s) that a remedial will receive less abstract items to classify as well as a worksheet that offers more support and prompting. The on-level group(s) will receive a few items that are not abstract and some items that are little more difficult to identify as push or pull and a little less support on the design of the worksheet. The enrichment group(s) will have many items that can be classified as either push or pull but they will need to support their decision heavily by the reasoning. 11. RESOURCES: http://schools.nyc.gov/documents/stem/science/k8sciencess.pdf

______________________________________________________________________________ Forces and Motion Lesson 3 1. PURPOSE: Essentials Questions: What is gravity?

2. VOCABULARY & KEY TERMS: Gravity the force that pulls two objects towards each other; the strength of the force depends on the mass of the objects. Spring Scale a balance that measures weight by the tension on a helical spring. Weight a measure of how much gravity is pulling on an object.

3. OBJECTIVES: The students will demonstrate their ability to: Explain what gravity is Demonstrate how gravity effects objects and their weight

4. COMMON CORE LEARNING STANDARDS: PS 5. 1c - Identify gravity as a force that pulls objects down: The balance scale Balance and the center of gravity

5. PRE-ASSESSMENT: Students have been assessed and have previously mastered the concept of push and pull. The students are now ready to be introduced to the topic of gravity as a force that pulls objects down and weight. 6. LESSON PRESENTATION: SET-INDUCTION (10 minutes): The teaching will call on a student to be their partner. The students will hold a ruler with the number 1 on the bottom and the number 12 at the top. The partner holding the ruler will then drop the ruler and the teacher will have to catch the ruler as quickly as possible. The teacher will then explain that as soon as the partner drops the ruler gravity is already pulling the ruler down. The teacher will ask the student what force is gravity? Is gravity a push or pull? Which direction does gravity pull objects in?

PROCEDURE (35 minutes):

1. The teacher will next read the story The Magic School Bus Plays Ball by Joanna Cole to introduce the vocabulary. 2. After going over the mini lesson of explaining the definition of gravity, mass, and weight the teacher will then sit the students in their predetermined science groups. 3. The teacher will then explain the directions and perform the experiment as a whole class using different materials. 4. While in the groups, the students will be receiving their own materials to weigh. The students will be first estimating the order of the different objects weights from lightest to heaviest. Then the students will be measuring the objects weights using a scale, and writing down the specific weights. After that, the students will be placing the items on the table in order from lightest to heaviest. 5. Once the groups are finished measuring their objects the class will be graphing the weights of the objects. 6. Students will then be making flip book illustrating the steps of their experiment explaining that gravity has an effect on objects.

CLOSURE (10 minutes): As closure, the teacher will bring back the students to the reading rug, and students who have been working hard will share with the class.

7. MATERIALS: Ziploc bags One cup each of various items (marshmallows, rice, beans, cereal, paper clips)

Balance scale Worksheets Ruler The Magic School Bus Plays Ball by Joanna Cole

8. FOLLOW-UP ACTIVITY: Students will be writing a story and drawing a picture about a day without gravity. 9. Evaluation/Assessment Students will be assessed by their flip books illustrating the effects of gravity, and their written and drawing of a day without gravity.

10. DIFFERENTIATED:
Low: Teacher Led - The low group will be working with the teacher to create a group bar graph of the objects weight from lightest to heaviest. - The teacher will also have the weights of the objects but the students will be checking to make sure the weight is correct. - The teacher will be helping the group to create their flip book illustrating the steps of the experiment. Medium Group - The medium group will be working with a partner to create a bar graph of the objects weight from lightest to heaviest. High Group - The high group will be working independently to create a bar graph of the objects weight from lightest to heaviest.

- The students will be working together to make a flip book illustrating the steps of the experiments.

- The students will be independently to make a flip book illustrating the steps of the experiments.

11. RESOURCES: Common Core State Standards. (n.d.). Retrieved from http://schools.nyc.gov/documents/stem/science/k8sciencess.pdf ______________________________________________________________________________

Forces and Motion Lesson 4 1. PURPOSE (CONCEPTS Essential Questions): a. Essential Questions: i. What is mass versus weight? ii. What is the force of gravity? iii. How does the force of gravity affect objects through air, liquid, and solids? 2. VOCABULARY & KEY TERMS: a. Force: a push or a pull. b. Weight: a measure of how much gravity is pulling on an object. c. Mass: a measure of how much matter is in an object. d. Gravity: the force that pulls two objects towards each other; the strength of the force depends on the mass of the objects. 3. OBJECTIVE(S): Students will be able to define mass and gravity. Students will be able to describe the force of gravity in relation to a mass of an object. Students will be able to manipulate different objects in air, liquid, and solids. Students will be able to collaborate with peers to complete a task.

4. COMMON CORE LEARNING STANDARDS: Science Standards - PS 5.2a: Observe and describe how the force of gravity can affect objects through air liquids, and solids. 5. PRE-ASSESSMENT: This lesson has been designed to be the last of several consecutive lessons on gravity. The students thus far have explored object positioning in relation to other objects, forces such as pushes and pulls, and have been briefly introduced to gravity

and balance. Students have been assessed in the following area based upon teacher observations, self and peer assessment, as well as formal assessments. Students have also demonstrated that they are capable of working successfully in collaboration with one another to complete a task. 6. LESSON PRESENTATION: a. SET-INDUCTION (5 minutes): During the lesson the students will briefly review what the force of gravity is. The students will have a thirty second brief turn and talk about what gravity is. The teacher will actively observe students thoughts/conversations. The teacher and students together will discuss that gravity is the force that pulls two objects towards one another; the more massive an object is the stronger the pull. The teacher will also quickly review weight versus mass in a pre-recorded t-chart comparing the two. The students will receive worksheets with three definitions that have already been printed for them as well as the t-chart comparing mass versus weight. The lesson at this time is now ready to unfold. b. PROCEDURE (40 minutes): i. Mini-lesson (20 minutes): The teacher will explain that now that they have reviewed gravity, mass and weight, they will now watch 1-2 minutes of a clip from Billy Nye the Science Guy: Gravity http://www.youtube.com/watch?v=477WqN90TLU Start: 55 seconds, Question: 2:08, what do you think will happen? During this pause students will turn and talk and form a hypothesis as to what they think will happen when the apple and the bowling ball are dropped to the ground. Students will record his or her hypothesis in their science notebooks.

Stop: 2:41; Points to take away: *Gravity is always pulling objects towards the _________________ of the planet (Earth). *Gravity pulls on everything (true or false).

The teacher will ask the students what they noticed about the brief experiment that Bill did with the apple and the bowling ball.

The teacher will record what Bill did in the experiment on the white board. The teacher will also copy down student noticings about what happened in the experiment on the whiteboard.

The teacher will encourage the students the students to go back and check whether their original hypothesis is correct.

With a partner the students will go back, check their hypothesis and right one to two sentences describing whether their hypothesis is correct or not and why.

The teacher will have students share sentences, and write a model sentences on the whiteboard. ii. Group Practice (20 minutes):

The teacher place worksheet on overhead Smart board for the students activity. The teacher will explain that the students will be going through the scientific method for the same experiment just as we modeled together.

The students are to select two different items from around the room that the teacher has previously approved and deemed safe to perform a reenactment of the experiment.

The students will work with a partner in order to complete their experiments and observations.

Before sending the students back to their seats the teacher will ask the students to explain again the activity.

Students will be sent back to their seats and partner up with their assigned science partner.

Students will be encouraged to spread out around the classroom in order to complete their experiments and observations.

All students will be dropping their items from their desk by pushing both objects of at same time (3 times each).

The teacher will walk around to observe group work in order to facilitate instruction as well as make informal observations / assessments. c. CLOSURE (5 minutes):

After the students have worked in their partnerships for approximately twenty minutes, the students will be called back to the meeting area.

At this time the teacher will asks the partnerships to take 1 minute to pair up with another partnership to discuss their experiments and their findings / conclusions.

The teacher will ask two or three partnerships to share their experiments and their conclusions with the class.

The teacher will ask the students what did we notice about all of our conclusions? (The students with prompting will respond no matter what weight and object is gravity makes them fall to the ground at the same time).

The teacher will close the lesson by asking students three things that they learned or worked on today.

7. MATERIALS & RESOURCES: Pre-recorded definitions on sentence strips T-chart comparing weight vs. mass Pre-recorded steps of scientific method based on Bill Nye experiment Science notebooks Pencils Worksheet to record experimentation process

8. FOLLOW-UP ACTIVITY / ASSIGNMENT: The assignment for this lesson is for students to demonstrate their deepening understanding of forces and motion as well as the difference between weight and mass, and the concept of gravity. This activity has been constructed to allow students to demonstrate their understanding of the scientific method. Through experimentation students will draw conclusions that no matter what weight or mass and object has, the force of gravity on those objects is the same and thus they will fall to the ground at the same time. Students will be able to explain their understanding of gravity as well as the scientific method through differentiated worksheets, writing and picture representation. Students will also be working in partnerships and small groups in order to bolster their understanding of the topic and work on their collaboration skills. At the end of the lesson students will then have the opportunity to then discuss their findings in a whole-group setting and make connections between their data and conclusions. 9. EVALUATION / ASSESSMENT: The evaluation and assessment piece of this lesson will be occurring throughout the lesson informally as well as formally after the lesson has come to a conclusion. The students will be informally assessed throughout the course of the lesson by responses and questioning. The students will be informally assessed as well

by their peers through the collaboration process. The teacher will also be informally assessing the students as the teacher works within the partnerships and small groups to ensure understanding as well as application of skills. Students responses and the work presented in the activity during the lesson will be used as both an informal and formal assessment piece. The homework submitted by the students as well as the culminating the assessment at the conclusion of the unit will formally assess students understanding of this topic. 10. DIFFERENTIATION: During the students independent work, the teacher will set up partnerships for experimentation, which allow for students with similar strengths and weaknesses to at first work together partnerships have been predetermined and recorded prior to the lesson. When the students are required to partner up a second time remedial students will be partnered with on level students and on level students will be partnered with enrichment students in order to push their understanding further and bolster the skills that they have already mastered. Students that are in need of remediation will have their two items selected for them and work with the teacher. Students that need enrichment will explain why both of the objects hit the ground at the same time. 11. RESOURCES: http://schools.nyc.gov/documents/stem/science/k8sciencess.pdf ______________________________________________________________________________ Forces and Motion Lesson 5 1. Purpose: Essential Question: How can forces and motion be manipulated in order to move an object from one place to another?

2. Vocabulary & Key Terms: a. Force: a push or a pull. b. Weight: a measure of how much gravity is pulling on an object. c. Mass: a measure of how much matter is in an object. d. Gravity: the force that pulls two objects towards each other; the strength of the force depends on the mass of the objects. e. Inclined Plane: a slanting surface connecting a lower level to a higher level. 3. Learning Objective: Students will be able to collaborate with peers to complete a task. Students will be able to explain an object is able to move the furthest distance with the least amount of force by using specific vocabulary covered throughout the unit. Students will be able to create and test the structure of the motion station.

4. Standard: NYS Standards and/or NYC Science Scope & Sequence: PS 5.1a - Observe and describe the position of an object relative to another object (over, under, on top of, next to). PS 5.1 - Identify a force as push or a pull PS 5.1b - Demonstrate how the position or direction of an object can be changed by pushing or pulling (forces and motion): Change the direction of objects by pushing and pulling using blocks, ramps, cars, and balls. Inclined plane

PS 5. 1c - Identify gravity as a force that pulls objects down: The balance scale Balance and the center of gravity

PS 5.2a - Observe and describe how the force of gravity can affect objects through air, liquids, and solids. 5. Pre-Assessment: This lesson has been designed to be the last lesson of the unit on forces and motion. The students thus far have explored object positioning in relation to other objects, forces

such as pushes and pulls, balance, simple machines, and gravity. Students have been assessed in the following areas based upon teacher observations, self and peer assessment, as well as formal assessments. Students have also demonstrated that they are capable of working successfully in collaboration with one another to complete a task. The students thus far have manipulated pushed and pulls, simple machines, as well as forces of gravity in partnerships, independently, and in groups. During this culminating activity students will be working in groups in order to extend their manipulation of forces and motion by creating a motion station. 6. Lesson Presentation: Set Induction (10-15 minutes): At the beginning of the lesson students will be allotted 2-3 minutes to look at the materials that have been placed at the front of the room. The teacher will encourage the students to think about our lesson on simple machines. The students will locate several different simple machines that they use in their everyday lives and in our classroom. The teacher will reference to the vocabulary sheet as well as the posters around the room to help the students to access prior knowledge. The teacher will ask the students by using all of the vocabulary throughout the unit as well as specifically the lesson on simple machines in order to brainstorm how we can use these materials to move objects from one place to another using pushes and pull / forces and motion. The teacher will record all the strategies that have been brainstormed on chart paper. These strategies the students will be able to use as a reference when they are working in their groups.

Procedure (30 minutes): 1. The students will be using what they have learned so far about forces and motion. 2. The teacher will explain that the students will be working in a group to complete a motion station.

3. The teacher will point out all of the supplies needed to complete the activity. 4. The teacher will them explain to the students the directions. Teacher will explain to the students that the goal is to move any object the farthest distance with the least amount of force (push or pull). The student will be able to set up their desks in any way they would like to help achieve this goal. 5. The students will be provided with adequate time to experiment with a variety of the objects. 6. Last, the students will be drawing a blueprint setup of their motion station.

Closure (5-10 minutes): - Students will gather in the meeting area and discuss the process of creating a motion station with a group. o What were some of the challenges of working in a group? o When you came up with your original blueprint what elements of forces and motions did you need to think about? o Did your original plan work? What alterations did you make to your original blueprint? - Students will present their motion station to the class along with the blueprint. - They will be explaining how they changed elements of weight, shape, and gravity with the least amount of push or pull. 7. Materials: Full and empty water bottles Full and empty soda cans Balls Chalkboard erasers Marbles Blocks Pool noodles Assorted pieces of corkboard

8. Follow up Activity: The assignment for this lesson is for students to demonstrate their deepening understanding of forces and motion as well as the difference between weight and mass, and the concept of gravity. This activity has been constructed to allow students to demonstrate their understanding of the scientific method, simple machines, and the manipulation of pushes and pulls and the effect on forces and motion. Through experimentation students will draw conclusions that in order to move one object from one place to another all of the concepts covered in previous lessons pushes and pulls, gravity, balance, inclined planes, weight vs. mass, etc. Students will be able to explain their understanding of the motion station through picture and drawing of the blueprint, physically through the manipulation of the materials, and verbally through explanation of the process of creating the motion station. Students will also be working in small groups in order to bolster their understanding of the topic and work on their collaboration skills. At the end of the lesson students will then have the opportunity to then discuss their findings in a whole-group setting and make connections between their overall structure and conclusions.

9. Assessment: The evaluation and assessment piece of this lesson will be occurring throughout the lesson informally as well as formally after the lesson has come to a conclusion. The students will be informally assessed throughout the course of the lesson by responses and questioning. The students will be informally assessed as well by their peers through the collaboration process. The teacher will also be informally assessing the students as the teacher works within the partnerships and small groups to ensure understanding as well as application of skills. Students responses and the work presented in the activity during the lesson will be used as both an informal and formal assessment piece. Students will be formally assessed based on a rubric. (On following attached page)

10. Differentiation: When the students are required to get into their groups remedial students will be grouped with on level students and on level students will be grouped with enrichment students in order to push their understanding further and bolster the skills that they have already mastered. Differentiated worksheets will be distributed based on students needs. These worksheets will consist of key vocabulary from throughout the unit as well as examples of what a blueprint should look like. 11. Resources: http://schools.nyc.gov/documents/stem/science/k8sciencess.pdf

Forces & Motion: Rubric for Culminating Activity

Name: ___________________

Date:________

Write the name of each of the items in the push or pull column based on where you and your team members have placed the items on the table. Use the fill in the blanks sentencing to help you decide where each of the items belongs on the chart and on the table. Push Pull

Name: _________________

Date:_________

Use the fill-in the blank sentences below to help you sort your items into the push or pull categories. 1. I ___________ on my socks before I ________ on my sneakers. 2. I ____________ the pencil on the paper so I can write. 3. Ally ____________ herself up the tree when so she can climb to the top. 4. James ___________ the soccer ball into the net by kicking to get a goal!

Name: ____________________

Date:_______

Now that you have sorted the items on the table in front of you, think of some of the different things you push and pull each day. Write three sentences explaining three different pushes and pulls that you do each day.

Name: ____________________

Date:_______

Now that you have sorted the items on the table in front of you, think of some of the different things you push & pull each day. Select one push or pull that you do each day. Draw a picture of a push or pull you do each day. Write a sentence explaining your picture. Is your picture of a push or pull? How do you know?

Push: a force to move something away from oneself. Pull: a force to move something toward oneself.

Name: ____________________

Date:_________

Now that you have sorted the items on the table in front of you, think of some of the different things you push & pull each day. Select one push or pull that you do each day. Draw a picture of a push or pull you do each day. Write a sentence explaining your picture. Is your picture of a push or pull? How do you know?

Push: a force to move something away from oneself. Pull: a force to move something toward oneself.

Pushes and Pulls I do each day! Use these sentence starters and fill in the blanks to help you think about different pushes and pulls you do each day! 1. When I wake up I brush my teeth. I squeeze the toothpaste. 2. I ________ the sheets back on my bed. 3. I ________ open the cabinet to get a bowl for my cereal. 4. I ________ my backpack on my back. 5. I ________ myself into the car. 6. I ________ the door closed to the car and say goodbye.

Steps to the Scientific Method!

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