Unit Plan Part 3

Name: Maria Yassick Unit Topic: Forces: Pushes and Pulls Dates you will Teach this Unit: February 24th-March 14th Grade Level: Kindergarten Driving Question: How can I make this matchbox car move? Learning Standards: (NGSS or GLCEs)
K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

K-PS2-2.

Instructional Sequence: Date or Lesson Number

Day 1

Activity Description

Activity Function

Activity Modifications

I will pose the question, How can you make this car move in different ways? This will be done in small group during one of our centers. This center will be very open ended; it will be driven by what the students do and say. I will ask appropriate probing questions such as: How did the car move that way? Show me another way to move the car. Why did you move it in that way?

Question

I will make sure that everyone has a chance to share their ideas, especially those who are more timid to share during a large group setting. I will start the conversation by asking the more

What happened when you moved the car that way? What did you just do, explain that to me. As I probe, I will take notes on what the students say.

reserved student to share their ideas first.

Day 2

As a warm-up, I will have the students dance to the song, The Cha Cha Slide. (http://www.youtube.com/watch?v=cb6p J4AEOoI). Then, I will use this as a springboard to introduce my lesson about motion. I will explain that motion is movement. Next I will ask the class, What kinds of motion or movements were in the Cha Cha Slide? I will not record their responses at this time. This discussion is merely to get their ideas flowing about what exactly movement is. Next I will draw sticks and ask that child to come up with an appropriate movement for the rest of the class to copy. When the student displays their motion to the class, that student will also describe in words how they are moving. We will focus on the direction and speed of the movement, as well as which body part was moved when in motion.

Experience

Day 2

Experience

Some students may not have the words to describe how they are moving. I bring the question to the class by asking, How are they moving? I will bring a question back to the mover and say, How are you moving? They will respond with the answer and to reinforce the vocabulary yet again I will say, Everyone

move __(insert word)__.

Day 2

We will record their motions and pictures on a chart, such as fast, slow, forward, backward, right, left, zig-zag, straight, round and round.

EP

I will draw a picture to go along with the words that I write.

The chart will look similar to this:

Ex: * Speed of Movement * Direction * Body Part * Other descriptions Fast Forward Arms, legs elbows

I will ask the students the following questions so they begin to see the pattern that movement can be described in different ways and there are many ways to move: 1. Were all the movements fast? No? Tell me about that. 2. Did everyone jump when they created a movement? No, describe another way to your partner that someone moved. 3. Does a movement always have to go up and down? Why not? I will use the questions above to help them connect the pattern that motion can be described in different ways; there is not just one way to move.

Day 3

To begin my lesson, I will tell students that they will be receiving different objects. Their job will be to explore them and answer the posed question, Which objects move the same way? Only half the class will be doing this activity at a time to manage the classroom effectively. The objects provided will be ones that they see in

Experience

As I am going around the room I will have mini conversations with specific students whom I feel need extra support in their first exploration

the classroom every day. Each student will explore with at least three different objects. While students are exploring, I will select specific students to start the discussion that follows. List of Objects: Matchbox cars Small Balls Masking Tape Kleenex Box with tissues Plastic Spray bottle Hole Punch Pencil case with zipper Remote Eye Dropper Hand Sanitizer (with pump) Toilet Paper Roll

science lesson. I will ask them more specific questions such as: -How did that object move? -Is there another object that moves like that one? -Is there another way to move that object?

I will make sure to choose objects that each of the students have had some sort of experience with so they are able to connect the science patterns easier.

Day 3

Next, I will start a discussion asking the E P group, Which objects moved the same way? Throughout the discussion I will ask the students the following questions: How are you making the car move forward like that?/backward like that? If they know the words push and pull I will say, What is a push? What is a pull? What is the difference between a push and a pull? How are pushes and pulls the same? Can objects be both pushed and

pulled? How are these objects different (one that can only be pushed and one that can only be pulled)? When you push what direction did the object go? When you pulled which direction did the object go? I will define a force as a push or a pull (with movements for push and pull). In addition I will explain that the object moves toward the puller (the person) when pulled. When a push is applied to an object it moves in the direction it was pushed (away from the pusher).
Day 3

To conclude my lesson I will have each student write in their science journal. They will be responsible for drawing an object that can be pushed, pulled, and both (at least 3 objects total). As an extension the students will label what they drew.

EP

One of my students struggles with writing and drawing. If needed, I will verbally ask this student to tell me something that can be pushed, pulled, or both. While the students are recording their data I will continuously be asking them questions about what they are noticing. I will primarily do this for the students that have a harder time finding patterns. I want them to get

Day 4

To introduce how force affects speed, I will define speed as how fast or slow something moves. I will utilize the mirror technique from Whole Brain Teaching so the students can repeat In a small group, students will explore how the strength of their force changes the speed of an object. Students will apply either a strong or weak force on an object and notice whether the object moves fast or slow. As a group we will discuss what a strong and weak force looks like. Specifically I will push a chair with a weak force and ask the children whether they think that was a strong or

Experience

weak push/force and why. I will then ask how I can make the force stronger. After a few answers and ideas have been given I will show them what a strong force on the chair looks like.
Day 4

a head start before the large group discussion.

As students are exploring with various objects, they will be recording their results into their science journals. This journal page will look like this: Object Speed (Pic of Object) Slow Force Strong Weak Fast

EP

List of objects for this activity: -Basketball -Wiffle ball -Cylinder Block -Matchbox Car

To help my students more easily connect their thinking after all of their data has been collected I will ask them the following questions throughout this part of the activity: -What patterns are you seeing? -What speed did the object have when you gave it a strong push? -Why do you think that the object went faster when you gave it a stronger push? Have all your objects gone fast when you gave it a strong push?

Day 4

On the SMARTBoard I will have an exact replica of the chart the students filled out in their science journal. We will go through each object and fill out the chart together. The discussion will be, Does the strength of the force effect the speed of the object? To begin the lesson, I will explain that

EP

Day 5

Experience

an object in motion has a path and direction (with movements for path and direction). Students will explore how an objects path and direction can change. They will explore with various objects on the large group carpet. A straight line of tape will be put on the floor. Students will take turns trying to roll a ball so it follows that line exactly. However, they may notice that the path of the object does not follow the intended path and direction.
Day 5

In their science journals, there will be 4 lines drawn, 1 line for each trial. I will have them draw the path and direction their object takes, in relation to the taped line for each trial. In a large group setting, I will have students turn to their learning partner and share their four trials. I will prompt them by saying, Turn to your partner and tell them about the path and direction of the objects you rolled across the line. For example, I would say Susie I rolled a basketball across the line and it went straight, but then it turned a little to the left. After that Susie would tell me about the path and direction of the objects she pushed or pulled. After that I will draw sticks and have three students draw on the SMARTboard one of their objects paths. I will conclude by asking the students, What did we figure out today about an objects path and direction? In a large group, the students will demonstrate two moving objects colliding together for multiple trials. To begin the lesson, the students will sit on the outside rim of the carpet. I will ask two students to come into the middle of

EP

Day 5

EP

I will go to the pairs whom I feel need to most support in sharing with their partner. I will remind them of the prompt and help them verbalize their findings.

Day 6

Experience

During this experience I will make sure I have a matchbox car collide into something. One

the carpet. This pair will be handed two basket balls. I will tell the pair to gently push the basketballs so they move towards each other. After the objects collide I will ask the students the following questions: -What happened? -Why do you think that happened? -What do you think would happen if we tried rolling them towards each other again? Why? -What do you predict might happen if we rolled a basketball toward a baseball? After the students have made their prediction about what will happen if a baseball and a basketball roll near each other we will test it out. I will have two new students come to the middle of the carpet to demonstrate.
Day 6

of the misconceptions during my preassessment was that when the car crashed it did not know where to go.

As I ask the students the questions after each test, we will record our class findings of whether or not the objects in motion changed path and direction. I will utilize the SMARTboard for this portion of the activity. As a whole group, the students will explore what happens when a moving objects collides with a stationary object. Students will observe the stationary objects movement. For this part of the lesson I will have one student come to the middle of the carpet to roll a block into a small box. After the student witnessed what happened I will ask the following questions: -What happened?

EP

As a group we will talk and discuss what happened and why it happened.

Day 6

Experience

-Why do you think that happened? -Do you think the same thing would happen if we rolled a marble into the cardboard? Why or why not? -What do you predict might happen if I kick the cardboard? For the next trial I will have one student push a marble across the carpet. The students will talk about what happened when the marble hit the cardboard box. I will ask the students, Why did the cardboard box move when the cylinder block hit it, but not the marble? and What would we have to do to get the marble to move the box?

Day 6

On the SMARTBoard, we will record our class findings of whether or not the stationary object moved.

EP

Day 7

I will show the class a ball and a long Experience piece of gutter that is resting on the floor. I will pose the question, I am going to push this ball so it reaches the end of the gutter and use a timer to see how long it takes (Demonstrate this). I will then say, Is there a way to make the ball roll across the gutter faster without pushing it stronger? After this, I will give each student their own gutter and blocks. I will give them time to explore changing the height of their ramp on their own. As they are exploring, I will ask the students probing questions about what they are doing. For instance, I might ask, How is the ball moving differently with your new ramp? Once they have had time to explore, we will come back together as a small group. I will have the students share their results. Then, we will use my ramp, and I will alter the height of

During the preassessment the two boys I talked to were the ones to suggest an incline to make the ball move faster. Since the boys have had more experiences with ramps in my classroom (based on observation in the block area) I will have the girls exploring the gutter in one group and the boys in another for a little bit of time. I want the girls to be able to

the ramp in different trials. We will continue making the incline higher and I will use a timer to measure the time of the ball for each race.

figure things out without the boys telling them that they know exactly what to do. EP

Day 7

The students will draw a picture of their incline (including how many blocks they have under their incline) and record their findings. The class will discuss how the height of our inclines and the time it took the ball to come down the ramp are connected. The students will talk with their partner about what they notice about the data. At the beginning of the lesson I will have a quick review on what was learned the previous day. Namely, that balls roll faster down a steeper incline than on a flat surface if they are pushed at the same force. After that I will show the class three balls of different weights. I will tell them that the balls have different weights and allow them to hold the ball to determine that for themselves. Next I will pose the question, If I were to roll each of these balls down the same incline which one would go down faster? In their science journals, the students will predict which ball will go faster. The students will have a chance to talk to their partners about their ideas before coming back to a large group discussion. As a class we will roll each ball down the incline one at a time. After each roll the time will be recorded in a chart.

Day 7

EP

Day 8

Experience

This lesson will require the students to use a lot of vocabulary to explain their thinking. Therefore I will make sure to have visual cards of the vocabulary we have already learned such as incline and scaffold their thinking by giving them prompts. For example, I may use the prompt, The ____ ball went down the ramp ____ than the _____ ball or When the ball is heavier it _________.

Day 8

Students will record, in their journals, which ball went the fastest down the incline (the results). I will ask the following questions to support the students in finding the patterns of the lesson: -Which ball rolled down the ramp the fastest? How do you know? -Which ball rolled down the slowest? How do you know? -What does this information tell us about the weights of different balls rolling down a ramp? -What would happen if I rolled a ball about the same size as the balls we used that was as heavy as a horse? I will use the students answers to determine if they are understanding the patterns. If needed, I will race the three balls at the same time down three different pieces of gutter. The class will see which one won and talk about it. -Which one came down first? Was this the same ball that was the fastest during our first test? What do you think that means? -Which ball was the slowest? Was this the same ball that was the slowest during our first test? What do you think that means? -What does this information tell us about the weight of balls rolling down an incline?

EP

Day 9

I will begin by reading Oscar and the Cricket: A Book about Moving and Rolling by Geoff Waring. I will ask these questions throughout my reading:

PE

On this day, I created the lesson based on the I-AIM/EPE model. I needed to create a

The kitten is pushing the ball, show me how you push something. What is something we discovered you can push? The kitten is pulling the branch. Show me how you can pull something. What is something you can pull. A force can be strong or weak. How is the speed effected by the strength of the force? What happened when the ball ran into the tree? What happened when we tested collisions with two moving objects? What happened when we tested one moving object colliding with another object. The ball rolled in a straight line down the path, does this happen every time? What else can happen? Why is this? After that we will have a large group discussion using the SMARTBoard about what was learned throughout the unit. The SMARTBoard page will look like this: Forces: Pushes and Pulls Did a push or a pull change the. Yes Speed Direction Path
Day 9

connection for my students to notice and evaluate their understanding of pushes and pulls. I felt by having a book that reviewed our topic and a large group discussion it would push them toward the explanation.

No

After filling out the SMARTBoard chart, I will have the students observe what is on the chart. I will have the students discuss with their partner why the chart

Explanation

says what it does.

Day 10

Post-Assessment

Post-Assessment

Assessment Plan:
Your assessment plan will consist of a minimum of three carefully planned assessment tasks: one given early in the unit (pre-assessment/science discussion conducted in UPPt2), one towards the middle of the unit, and one at end of your unit. In this section, you will provide a detailed description of each assessment task and describe the features you will look for in your students responses. Assessment tasks should meet the requirements discussed in our seminar sessions and course readings.

FORMATIVE Assessment Task: Day 3: Do I push or pull? GLCE/Learning Goal this task addresses: N-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. (Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two object colliding and pushing each other.)

Assessment Task Rationale: This task aligns with the learning goal for this lesson because my students will illustrate the different ways objects can be pushed, pulled, or both. This task allows me to notice if my students can distinguish between pushing and pulling. Students will need to understand that objects being pulled will move toward the puller, while objects being pushed forward will move forward. It is essential that students have the basic understanding of pushing and pulling before exploring speed, path, and direction. As students are drawing the objects they will explain why they sorted the objects into the specific categories. This assessment caters to multiple degrees of

understanding because it is very open ended. The students can utilize the information they learn during the lesson as well as any outside experiences they have had with pushes and pulls. In addition, talking to each student about their drawings will help me to better understand their thinking and thought process behind their work. For example, a student may draw a picture of a ball in the push section, but may not be able to explain in words what push means.

Task Detailed Description:

Exemplary Assessment Response Features: Type a list of features you expect to see in exemplary student responses to this assessment task. 1. The objects that can only be pushed (pump bottle, button, hole puncher, stapler, etc.) 2. The objects that can only be pulled (tissue box, ribbon, tape, etc.). 3. The objects that can be both pushed and pulled are in the middle (ball, car, shopping cart, scissors, paper towel dispenser, etc.). 4. Students provide appropriate explanations for why they drew objects in the specific section

After the day three experience and discussion I will have each of the students get their science journal and go back to their seats. I will say, You have just learned that a force is a push or a pull. You have explored objects that can be pushed, pulled, and both pushed and pulled. Please turn to page one of your science journal. On page one you will see a Venn diagram. On this side of the circle you will draw something that can be pushed. On this side you will draw something that can be pulled. In the middle, where the circles overlap you will draw something that can be both pushed and pulled. You should be drawing three different objects. These objects can be things we talked about in our science discussion today or they can be objects that you have seen at home or around the school.

(motions, demonstration, reasoning, etc.).

End-of-Unit SUMMATIVE Assessment Task: What happens next? GLCE/Learning Goal this task addresses: N-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. (Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.)

Assessment Task Rationale: Below is our NGSS for the unit. The bolded words explain why this assessment meets our goals. N-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Task number one measures this because the students have to think about whether or not the force put on the soccer ball and the direction it is taking in our pre-made video will knock down the cardboard wall. The students would have to have the knowledge of path and direction in order to conceptualize this. (Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object Our second task measures this because again the question of, How will we make any ball or faster than this ball? allows

students to show us their understanding of incline, weight of the ball, and strength of force on a ball. All three of these factors have the ability to make the ball go faster. and a structure that would cause an object such as a marble or ball to turn.) In the first task, the video we show the students will display a person kicking a ball that will form a straight path. However, some students may think that the ball will turn. They will have to watch closely to see the direction of the kick and the amount force placed on the ball.

Task Detailed Description: In my summative assessment, I will have students watch 2 videos and predict what will happen next. In my first video, I will show a stack of bricks and have a person kick a ball with a strong force. The students will be required to draw what happens next in the video. In the pictures, students must include arrows for the balls movement and the blocks. In my second video, I will show a weak push on a ball and ask my students to think about all of the exciting things that we have been doing in science. I will prompt my students by asking them to draw a picture of How could you make any ball go faster?

Exemplary Assessment Response Features: Type a list of features you expect to see in exemplary student responses to this assessment task. Task 1: 1. Draw a straight arrow forward for the direction and path of the ball. 2. Draw the blocks having fallen down. 3. Draw the balls path going past the blocks. Task 2: 1. Draw a bigger ball (students will explain that it weighs more).

2. Draw an incline. 3. Draw a strong force on the ball.

Grading Criteria: Desired Features Point s

Activity Description and Function

Each activity is clearly and accurately associated with a component of the Inquiry Application Instruction Model of science teaching. Taken as a whole, the set of activities is consistent with this model. The set of activities represents at least one complete I-AIM cycle. Procedures for each activity are clear and detailed. Question prompts and probes are included for each activity and are likely to scaffold and support students science sense-making and conceptual understanding. Student discussions (EP and PE activities) are carefully planned to scaffold and support students in sharing their observations and ideas, identifying patterns, and hypothesizing possible explanations. Question Activities: Establishes a relevant (real world context), interesting, and understandable question that addresses the learning goals. Elicits student ideas and helps the teacher to understand the students ideas about the learning goals. Explore & Investigate Activities: Includes opportunities for students to collect data or use available data to look for patterns related to the learning goal. Includes opportunities for students to explore and share their ideas. Several experiences are described and clear supports are provided to help students to observe and identify patterns based upon those experiences (E P). Experiences and Patterns come before explanations. Patterns are made explicit. Explain Activities: Clear supports are provided to help students to generalize patterns to form Explanations (P E). Includes opportunities to build on student ideas and challenge

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student ideas when necessary; includes opportunities for students to revise their ideas. Presents scientific ideas related to the learning goal. Represents scientific ideas correctly and effectively. Provides students with opportunities to compare their ideas to the scientific ideas. Apply Activities: Allows students to apply their knowledge to new situations, in both near and far contexts, related to the learning goal.

Activity Modifications

Thoughtful modifications and accommodations are specified for students with special needs. Students resources for learning have been thoughtfully incorporated into the instructional sequence. Taken as a whole, the set of activities is likely to support meaningful learning for the students in the intended classroom.

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Assessment Plan

Each assessment task permits evaluation with respect to the identified NGSS/GLCEs. Each assessment task engages students in meaningful and thoughtful science work and provides opportunities for elaborated responses. Each assessment task is accessible to students with a range of abilities and mastery of the unit learning goals. Each assessment task is likely to elicit rich information that will allow evaluation with respect to the learning goal. The assessment task rationale and list of exemplary response features reflects a clear plan for learning about students thinking and reasoning, based upon their responses to the assessment task. This should not be whether students get it or dont get it. Rather, it should be clear what the task will indicate about the strengths and weaknesses of students reasoning and thinking processes.

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