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Lesson Plan: Investigate and Understand That Moving

This lesson plan outlines a week-long science unit on motion for elementary students. Each day focuses on a different concept: on Monday, students will discuss types of motion and the force of pushes and pulls; Tuesday's activity involves testing how far objects slide down a ramp with different amounts of force; Wednesday explores vibration and sound through playing instruments; Thursday has students modeling straight, circular, and back-and-forth motion; and Friday reviews the week's vocabulary and concepts through movement and an assessment. The goal is for students to understand different kinds of motion and how force impacts an object's movement.

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41 views

Lesson Plan: Investigate and Understand That Moving

This lesson plan outlines a week-long science unit on motion for elementary students. Each day focuses on a different concept: on Monday, students will discuss types of motion and the force of pushes and pulls; Tuesday's activity involves testing how far objects slide down a ramp with different amounts of force; Wednesday explores vibration and sound through playing instruments; Thursday has students modeling straight, circular, and back-and-forth motion; and Friday reviews the week's vocabulary and concepts through movement and an assessment. The goal is for students to understand different kinds of motion and how force impacts an object's movement.

Uploaded by

api-301961986
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

Teacher:
2/5

Mary Beier

Class/Subject:

Science

Date: 2/1--

Instruction: SOL

1.2 The student will


investigate and
understand that moving
objects exhibit different
kinds of motion. Key
concepts include

straight, circular, and back-and-forth motion; vibrate to


produce sound; push or pull; force

a) objects may have


straight, circular, and backand-forth motions;
b) objects may vibrate and
produce sound; and
c) pushes or pulls can
change the movement of an
object.

(Bloom's
Level: Understand, Apply)

Key Words:
Blooms Level:
Today I will:

So that:

I know Ive got it when

investigate, understand
apply, understand
M: understand the vocabulary we use to talk about
motion.
T: investigate force and its relationship to distance.
W: explore objects that vibrate.
TH: model different types of motion.
F: review vocabulary words we use to talk about
motion.
M: I can better describe objects in motion.
T: I can understand how objects move differently.
W: I can understand that a vibration is a rapid
motion.
TH: I can understand types of motion.
F: I can describe objects in motion.
M: I can define the words force, push, and pull.
T: I can correctly measure the distance an object
moves.
W: I can describe 3 things that vibrate.
TH: I can tell the difference between: straight,
circular, and back and forth motions.

F: When I can correctly answer 9/10 questions on my


assessment.

Activities
ENGAGE/RELATE
Monday:
Activator: gather students in a circle on the carpet around a ball, a
piece of yarn, a book, a pencil, and other materials. Ask, Are these
objects in motion? What does motion mean? Could they be in
motion? (introduce the term force, and define it).

Materials
-Ball
-Yarn
-Classroom
items
-Smart
Board

Itinerary: allow students, one-by-one to make an object move. How


did you do that? Describe the motion (fast, slow, far, spin, backand-forth, push, pull, etc.)
Go back to seats and look around for more objects that move. What
about outside?
Show some objects moving on the Smart Board (push, pull, backand-forth, circular)
Closure: Have 3 students define force in their own words.
INSTRUCT/CONSTRUCT
Tuesday:
Activator: Model the experiment that students will be doing using
cardboard, reading books, and objects from the room.
Itinerary: Far, Farther, Farthest Experiment
Students will be given recording sheets they will choose objects
from their desk to test. Each student will write down the 3 objects,
then make a prediction about which will go farthest when pushed
down the ramp. They will also draw and write the name of the
objects that they will be testing on the recording sheet. Then, they
will be divided into groups of 4 and will build ramps at the end of
each row. Students will take turns exerting force on their objects
while the others observe and measure the distance from the ramp
with blocks. Each student will do all 3 before it is the next students
turn. They will record which went far, farther, farthest on their
recording sheet.
Closure: Students will write one thing that they learned next to the
words I observed...
Wednesday:
Activator: Play the class a song on the ukulele on the carpet. We
have been talking about motion. What is moving? What force am I
using? Do you know why a ukulele makes a sound? (introduce the

T-Recording
sheet
-Cardboard
strips
-reading
books
-3 objects
from desks
-blocks
___________
W-Ukulele
-Paper cups
-rubber
bands
____________
Th-yarn
-counting
bear/objects
-Paper
-Path cards

term vibration).
Itinerary: Vibration Exploration
Students will name other things that vibrate. After some have been
named talk about vocal chords. Have students feel their throat as
they talk or sing.
Make your own instruments: students will each get a paper cup and
one or two rubber bands. They will be able to put together their
cup however they want to make a sound. They can even use it as a
drum.
Thursday:
Activator: Have students brainstorm ways or types of motion in
which an object can move. Give them a hint: what directions do
you move?
Itinerary:
Students will work in pairs to make an the object at the end of their
string move in various paths. Each pair will be given a card telling
them which type of motion to use to move their object in (straight,
back-and-forth, circular, spin, vibrate ). They will have a few
minutes to practice and choose how to model it before everyone is
seated and the pairs take turns modeling their type of motion.
Some students will have the same path but may choose to show it
differently, which is great!
Students will then get a piece of paper that they will fold into 4ths,
They will write straight, back-and-forth, circular, spin, in each
corner then draw the motion the best they can (model with lines
and arrows)
SUMMARIZE/ASSESS
Friday
Activator: Do Get your body movin Go Noodle, talk about what
motions we did.
Itinerary: Review the terms force, push, pull, vibration, straight,
back-and-forth, circular, spin.
Review definitions, then act each one out after they are defined.
Pass out assessment to check for understanding of the terms
learned this week.

Formative exit tickets and observation daily.


10 item assessment

FAssessment
Exit tickets

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