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Unit Title: Balls and Ramps Developed by: Marie Sykes, Chaparral
and Elisa Slee, TOSA Grade: Second
BACKGROUND ON CCSS-ALIGNED UNITS:
This unit was designed by CUSD teachers to assist teams in the
integration of CCSS standards in literacy within the content areas.
Specifically, you will see an emphasis on student reading and
analyzing informational text, including graphics. They will be
expected to support their oral and written communication about the
information by referencing evidence from the text. Youll also note
the inclusion of SIOP strategies to support student learning of
concepts contained within the unit.
Additionally, youll find that the unit emphasizes areas that we
want to promote in all of our students so they are prepared for
college and career, commonly called the 4 Cs:
Collaboration Critical Thinking Communication Creativity
The unit plan was developed to provide teams with an outline and
suggested sequence of major learning events; they do not provide
every detailed lesson. Your team has the flexibility to place its
own professional touch on the final design, resources, and
strategies that will be incorporated during the delivery with
students. Regardless of the details within the unit, we suggest
that teams incorporate the following during its implementation:
Beginning:
An introduction to the unit goals and purpose/value of learning
them.
A hook to engage interest and focus learning.
A preview of the evidence needed to demonstrate learning,
including a preview of any rubrics used.
During: Opportunities for active engagement of
students in a variety of learning structures. Embedded formative
assessments that
provide opportunities for feedback on the learning targets.
Ending: A return to the essential questions to
consider what has been learned and better understood, and how
they might use this information.
An opportunity for students to self-assess their
performance.
Unit Overview
Children come to school having played with balls of many
different kinds and in many different ways. They bring a great deal
of familiarity with balls and intuitive knowledge of how balls roll
and bounce; how easy they are to throw and to catch; which are
better for certain games and which are worse. This module builds on
those experiences by asking children to extend their explorations
of balls, how they roll and bounce, and what they do on ramps.
The two major themes running throughout the unit include the
properties and characteristics of balls and the different things
that affect the way balls behave. Students observe, use, and
compare different balls noting the difference in materials, size,
and weight. They then explore how balls are affected by gravity,
inertia, momentum, and friction.
It is important to remember that a childs understanding is
facilitated by the teachers modeling, especially modeling of the
recording sheets. This modeling must be done for every lesson and
in fact approximates the real world of the scientist, where a
scientist is trained on collecting data before a particular
investigation.
Since the children will be working with Balls and Ramps,
management is especially important. This unit includes Teachers
Management Tools which will assist you in this process. We have
linked this unit to the MacMillan/McGraw Hill Student Textbook,
Interactive Text, and Reading and Writing in Science Workbook. The
recommended cycle of learning is that students will explore first
using an inquiry based model of instruction followed up by reading
texts to confirm their learning.
The Balls and Ramps kit is available to order online from the
CUSD SMART Center through the Educator Support Website.
Additionally, there is a video that demonstrates how to use the
kit. Heres the link:
http://cusd.capousd.org/edusupport/Currinstruction/Science/ElemScience.html
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GradeLevel:2ndTimePeriod:34weeksContentArea:STEMUnitName:BallsandRamps
StandardsaddressedinthisunitHSSorScienceContentStandards:CUSDScienceStandards:BasedonStandards1.agThemotionofobjectscanbeobservedandmeasured.Students:
Describethepositionofanobjectbylocatingitinrelationtoanotherobjectorbackground.
Recordanddescribethechangeinpositionofanobjectovertime.
Concludetheamountofforceofapushorpullcanchangethemovementoftheobject.
Concludethattoolsandmachinescanapplypushesandpullstomakethingsmove.
Concludeobjectsfalltothegroundunlesssomethingholdsthemup.
Usemagnetstomakeobjectsmovewithoutbeingtouched.
Concludethatsoundismadebyvibratingobjectsandcanbedescribedbyitspitchandvolume.
BigIdeas: Themotionofobjectscanbeobservedandmeasured.
Thelocationofanobjectismeasuredbyitsdistanceanddirectioninrelationtoanotherstationaryobject.
Ittakeslesstimeforafastermovingobjecttotravelacertaindistancethanforaslowermovingobjecttotravelthesamedistance.
Anobjectthatismovingwillkeepmovingunlessforceintheformofapushorapullisapplied.
Allobjectsarepulledtowardallotherobjectsbyaforcecalledgravity.
Earthsgravitationalforce(pull)onanobjectiscalledtheobjectsweight.
EssentialQuestions: Howdoyouknowsomethinghasmoved?
Howdoyoumakethingsgofartherinlesstime?
Howcanyouspeedsomethingup?Slowsomethingdown?
Howcanaforcehelpyouliftsomething?
ReadingStandardsforInformationalText: Writing/LanguageStandards:
Speaking&ListeningStandards:RIRI1.Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RI2.Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.RI3.Describetheconnectionbetweenaseriesof
WW2.Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.W7.Participateinsharedresearchandwritingprojects.W8.Recallinformationfromexperiencesorgather
SLSL1.Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextwithpeersandadultsinsmallandlargergroups.SL2.Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.
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historicalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.RI4.Determinethemeaningsofwordsandphrasesinatextrelevanttoagrade2topicorsubjectarea.(Seegrade2Languagestandards46foradditionalexpectations.)
informationfromprovidedsourcestoansweraquestion.LL4.Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrade2readingandcontent,choosingflexiblyfromarangeofstrategies.L5.Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.a.Identifyreallifeconnectionsbetweenwordsandtheiruse(e.g.,describefoodsthatarespicyorjuicy).b.Distinguishshadesofmeaningamongcloselyrelatedverbs(e.g.,toss,throw,hurl)andcloselyrelatedadjectives(e.g.,thin,slender,skinny,scrawny).
AcademicLanguage/KeyVocabulary:accelerate, data, change, energy,
explore, force, slope, gravity, momentum, motion, movement, speed,
property, energy, ramp, incline, position, distance, motion, speed,
distance, force, push, pull, friction, inertia, variables,
obstacle, roll, slide, bounce, swerve, steep, less steep, smooth,
bumpy, round, flat, heavy, light, hard, more, fewer , soft, far,
farther,watch, observe, predict, measure, count, compare, sort,
describe, identify, share, notice, discover, question
SummativeAssessment/IntegratedPerformanceTask(Howwillstudentsdemonstratetheirunderstandingofthebigideas?):Workingincollaborativeteams,studentswillplan,design,create,andrevisearampsystemandpresentthissystemtopeers,anotherclass,orparents.
StudentFriendlyLearningTargetStatements(e.g.,Icanorwewill)
FormativeAssessments
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Learning
Targets(Contentand
Language
Objectives)
Icandescribethepositionofanobjectbylocatingitinrelationtoanotherobjectorbackground.
Icanrecordanddescribethechangeinpositionofanobjectovertime.
Icanconcludetheamountofforceofapushorpullcanchangethemovementoftheobject.
Icanconcludethattoolsandmachinescanapplypushesandpullstomakethingsmove.
Icanconcludeobjectsfalltothegroundunlesssomethingholdsthemup.
Icanusemagnetstomakeobjectsmovewithoutbeingtouched.
Icanconcludethatsoundismadebyvibratingobjectsandcanbedescribedbyitspitchandvolume.
Studentnotebooks,withobservations/diagrams Teacherobservations
Teacheranecdotalnotes InteractiveTextbookAnswers
ReadingandWritinginScienceworkbookpages
Oralpresentationoframpsystem
SpecificText&UnitResources
Texts/Passages
Graphics/Charts/Images
Videos Websites
MacMillan/McGrawHillStudentTextbook,2ndgradeMacMillan/McGrawHill,StudentInteractiveTextMacMillan/McGrawHillGuidedReader,PushPull(camewithtextbook)
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlBallsandRampsVideosinSpanishhttp://peepandthebigwideworld.com/videoes/BallsandRampsvideosinEnglishhttp://www.peepandthebigwideworld.com/guide/pdf/peepguideramps.pdfBillNyeVideo:Momentum321ContactVideo:MotionandForceshttp://app.discoveryeducation.com/search?Ntt=321+Motion+and+forces&N=18340TheMagicSchoolBusPlaysBall(mustasktobeplacedintoMyBigCampus)
Game:usetherampstogettheballinthebucket[forstudents]http://www.dopamyne.net/j216.htmlhttp://www.exploratorium.edu/baseball/bouncing_balls.htmlWhydoballsbounce?http://www.exploratorium.edu/sports/ball_bounces/ballbounces1.htmlhttp://www.exploratorium.edu/sports/ball_bounces/ballbounces2.htmlhttp://www.exploratorium.edu/sports/ball_bounces/ballbounces3.htmlhttp://www.exploratorium.edu/sports/ball_bounces/index.htmlEngineeringChallengeswithBallsandRampshttp://sciencenetlinks.com/lessons/makingobjectsmove/
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http://sciencenetlinks.com/lessons/ramps1letitroll/http://sciencenetlinks.com/lessons/ramps2rampbuilder/
OtherLiteratureConnections
Dahl,Michael.Roll,Slope,andSlide:ABookaboutRamps.PictureWindowBooks,2006.Fromskateboardparkstohighwayramps,thisbooktakes
alookatthemanywaysweuserampseveryday.Bradley,Kimberly.ForcesMakeThingsMove.HarperCollins,2005.Thisbookusesfamiliarexamples,suchasthrowingaball,pushingatoycaracrossthefloor,andrunningupstairstohelpchildrenexploreandunderstandtheconceptsofforces,friction,andgravity.Whitehouse,Patricia.Rolling.HeinemannLibrary,2003.(AlsoavailableinSpanish.)Thisbookinvitesyourstudentstotryanumberofsimpleexperimentswitheverydayobjectsthatroll.TheCreativeCurriculumStudyStarter:BallsAStepbyStepGuidetoProjectBasedInvestigationsinSciencehttp://www.teachingstrategies.com/content/pageDocs/StudyStarterBalls022012.pdf
NecessaryMaterialsorequipment
TheBalls&RampskitfromtheCUSDSMARTCenterincludesallmaterialsneededforinvestigations.PleaseorderfromthislinkontheEducatorSupportwebsite:http://webapps.capousd.org/webforms/kitorder/kitorder.htmMacMillan/McGrawHillSecondGradeScienceTextbook,InteractiveTextbook,andReadingandWritinginScienceWorkbookBallsandRampsStudentnotebooksforrecordingobservations(notebookcoverandworksheetsincludedinthisunit)
TeamNotesLaunchLessonIdeas:ThisunitlauncheswithanExplorationLesson
SuggestedInstructionalSequence:(includingdirectinstruction,facilitation,andcoachingofstudents)Days
Activities Structure(grouping,
etc.)Embeddedassessments Ideasfordifferentiating
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1 IntroduceBalls&RampsScienceNotebook
Checklist,vocabulary,rubric Date&Time PurposeorPlanoftheLesson
ListofMaterials YourQuestionoftheDay
IllustrationandLabeltoShowWhatyoudidand
observed Conclusion,whatyoulearned TableofContents Glossary
Sendhomeparentletter,sampleincludedinunit
Wholeclass Buddyshareandclarificationquestionsfromstudents
IntroducepicturecardsforvocabularyandCognitiveContentDictionaryifyouwillbeusingone
2Canbecombinedwithday1
ExplorationLessonCircleMaptocollectwhatyourstudentsalreadyknowaboutballsandrampsorKWLChart,InquiryChart,ConceptAttainmentChart(selectone)anythingtoactivatepriorknowledgeEstablishclassrulesforballs(SeeTeacherManagementToolsAttachedtothisunit)
Wholeclass
InquiryChart,CircleMap,KWLchartletsyouknowwhatyourscholarsknow
Usechantsandpoemsthroughoutthisunittosupportliteracyandcontent.Theyareincludedasattachments.
1
LessonI:Studentsobserve,compare,andsortballsAlwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:
Whatdoestheballfeellike? Whatcanyoudowiththatball?
Istheresomethingspecialordifferentaboutthe
ball? Whatdoyouthinkitsmadeof? Whatdoyouthinkisinside?
Afterseeingtheball: Whatdoestheballlooklike?
StudentsCompleteLineofLearning:Weuseoursensestocompareandsortobjects
Smallgroupsof2
Arestudentsabletonametheattributesofaballusingtheirsenses?(StudentsrecordonLesson1notebooksheet)Studentsreflectioninconclusion
GLADStrategy,FarmerintheDell
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1 Lesson2PropertiesofBalls
Alwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:
Doestheballmovedifferentlyontherugthanonthetile?
Whatwordscanyouusetodescribethetwoballs? Howaretheydifferent?
Whatpropertiesdoyourballshave? Whatkindoftexturedoesithave?
Howaretheythesame? Isitholloworsolid? Whatmakesaball,aball?
StudentsCompleteLineofLearning:Ballshavepropertiesbywhichyoucandescribethem.Ballshavethepropertiesofsize,bounciness,weight,andabilitytoroll.
Groupsof2
ComparingBallsWorksheetLesson2NotebookSheetStudentsreflectioninconclusion
UsechantsandreadaloudstosupportLanguage
1
Lesson3:MovementwithStrawsandBallsStudentsmovedifferentballsbyblowingthroughastraw.Alwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:
Whatmakestheballsmove?
Whataresomewaysthatballsmove(roll,spin,
bounce)? Whatdidyounoticeabouttheballs?
Didtheygostraight?Slowly?Fast?
Howmucheffortdidittaketogettheballtogo?
Whydoyouthinkthatitwaseasier/hardertomove
certainballs?
Groupsof2 Lesson3NotebookSheetStudentsreflectioninconclusion
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Aresomeballshardertostopthanothers?
Whatdoyouthinkmakesthedifference?
TeachGravityPoem(includedinunit)StudentsCompleteLineofLearning:Forceistheamountofenergyittakestomoveanobject.Forcecanpushanobject.Theheaviertheobject,themoreforceittakestomoveit.
1
Lesson4:ExploringandComparingBouncinessStudentstestsballstocomparebounciness.Alwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:
Whatisbounce?Howcanweexplainthattosomeone?
Whatkindsofobjectsbounce? Whatbouncesthatisnotaball?
Whydoobjectsbounce? Doallballsbouncethesame?
Whatdoesagoodbouncerdo?Whataboutabad
bouncer? Canyoudoanythingtomakesomethingbounce
more?StudentsCompleteLineofLearning:Themotionofanobjectisaffectedbysize,weight,andmaterial.
Groupsof45
Lesson4ComparingBouncinessWorksheetLesson4NotebookSheetStudentsreflectioninconclusion
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Lesson5:MeasuringtheHeightoftheBounceStudentsmeasuretheheightofthebounceandcompareballs.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:
Whichballdidyouthinkwouldbouncethehighest?
Doallballsbouncethesame? Whatpropertiesdoesahighbouncerhave?
Whatpropertiesdoesalowbouncerhave?
Canyoudosomethingtomakeaballbounce
higher?StudentsCompleteLineofLearning:Thepropertiesofanobject(size,weight,andmaterial)canaffectthemotionofanobject.
Groupsof45
Lesson5ComparingtheHeightofBouncesWorksheetLesson5NotebookSheetStudentsreflectioninconclusion
1
Lesson6:ExploringRampsStudentsexplorerampsAlwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:
Howdoballsmoveonaramp? Whatdoyouthinkmakestheballgo?
Whatkindsofballsaregoodrollers?
Didyoutrytoknockdownanotherobjectwithyour
rollingball?Whichballworkedbest?Why?http://www.peepandthebigwideworld.com/guide/pdf/peepguideramps.pdfStudentsCompleteLineofLearning:Inquiryofexploringrampsthereisnolineoflearning.Letthekidswritetheirown.
Groupsof2
Lesson6OurThinkingaboutballs,ramps,androadwayswritingsheet(reflectionevidencedinthis)Lesson6NotebooksheetStudentsreflectioninconclusion
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1 Lesson7:MeasuringandChartingtheRollingDistance
StudentscomparetwodifferentballsAlwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:
Whathappenswiththedifferentslopedramps?
Dotheballsrollthesamedistance?
Whatdoyouthinkmakesitgofast,orgoalong
waywhenitleavesyourramp? Whatmakesthemstop?
StudentsCompleteLineofLearning:Thehighertheramp,thefarthertheballrollsbecauseitgainsmomentum.
WholeClass
Lesson7DistanceoffRampdatacollectionsheetLesson7NotebooksheetStudentsreflectioninconclusion
1
Lesson8:MeasuringandChartingtheTransferofEnergyStudentsmeasureandchartthetransferofenergyfromaballtoastillobject.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:
Whathappenstotheballinmotionwhenithitsthestillobject?
Didtherollingballalwayshittheobject?
Howcanyouchangethespeedoftheball? Whatobjectwaseasy/hardtomove?Why?
Whatpropertiesmakeiteasier/hardertohitastill
object?StudentsCompleteLineofLearning:Energytransfersfromoneobjecttoanother.Theenergyfromthemomentumofthefirstballtransferstotheobjects
WholeClass
Lesson8TransferofEnergyWorksheetLesson8NotebooksheetStudentsreflectioninconclusion
1 Lesson9:ComparingBallsandDistanceTraveledUsing
WholeClassorsmall Lesson9Effectof
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RampsStudentmeasureandcharttherollingdistanceofaheavyballversusalightballandalargeballversusasmallball.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:
Whatisthedifferencebetweenthetwoballsastheyrolldowntherampandonthefloor?
Whatcanyousayabouthowfartheygo?
Whatdifferentpropertiesdotheseballshavethat
seemtoaffecttheirmovement?
Isweightimportantingettingballstorollfarther?
Orfaster? Areyoutestingtheballsfairly?
Howdotheballsrolldifferently?Alike?
Issizeimportantingettingaballtorollfaster?Or
farther?StudentsCompleteLineofLearning:Weightandsizeaffectthedistanceanobjectmoves.
groups
WeightandSizeWorksheetLesson9NotebooksheetStudentsreflectioninconclusion
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Lessons10&11DesigningandCreatingaRampSystemStudentsworkincollaborativegroupstoplan,design,andcreateandrampsystem.Studentstesttheirrampsystemandthenredesigntheirsystemtoimproveit.Studentscreatepresentationsoftheirrampsystem.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.StudentswritetheirownLineofLearningsincethisactivityisanapplicationoftheconceptslearnedinthisunit.
Groupsof45
EvidenceofconceptattainmentindesignofsystemLesson10&11NotebooksheetStudentsreflectioninconclusionCreateaPresentationrubric
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Lesson12:DesigningandCreatingaBallAlwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.FocusQuestions:Whatpropertiesareimportanttoyou?Howcanyoumakeyourballbounce?Whatcanyoudotomakeaballthatrollsfast?Whatchangesdoyouneedtomaketoyourball?Whydiditturnoutlikeyouexpectedornot?
Groupsof4or5
Lesson12NotebooksheetStudentsreflectioninconclusion
MakingtheMostofText:READINGshouldfollowinquiryTextselection
TextDependentQuestions
EvidencebasedanswersTherecommendedcycleoflearningisthatstudentswillexplorefirstusinganinquirybasedmodelofinstructionfollowedupbyreadingtextstoconfirmtheirlearning.Pleaseselectthesetextstobeusedtocomplementthehandsonactivities.Studentsmayreadandcompletethesetextdependentquestionsduringtheliteracyblock.
MacMillan/McGrawHillStudentTextbook
Pages270271Whatismotion?Pages264265and272Whataresomewaystomeasuremotion?Pages286289Howcanwechangethemotionofanobject?Pages278281Whatisforce?Pages286289and316319Whatistheeffectoffrictionandgravityonmotion?Pages308311Describehowtwosimplemachinesuseforcetomakeworkeasier.Pages324326Describemagneticforce.Pages337338Howissoundrelatedtomotion?
Motionisachangeinposition.Youcanmeasuremotionbymeasuringachangeinposition.Ifyouaddfriction,itwillslowsomethingdown.Ifyouhavelessfriction,itwillguidesmoothly.Forceisapushorapullthatputssomethinginmotion.Frictionisaforcethatslowsdownmovingthings.Gravityisaforcethatpullsthingstowardeachother.Asimplemachinemakestheforceofyourpushorpullstronger.Forexample,alevelletsyouuselessforce.Wheelsletpeoplerollobjectsinsteadofliftingthem.Magnetscanpullorattractobjectsoritcanpushorrepelobjects.Whensoundislow,thevibrationsareslow.Whenthesoundishigh,thevibrationsarefast.
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MacMillan/McGrawHillStudentInteractiveTextbook
9597ObjectsinMotion:HowDoThingsMove?(vocabulary)Whatworddescribestheplacewheresomethingis?Whataresomewordsyoucanusetocomparethepositionofanobjecttosomethingthatdoesntmove?Whenanobjectmoves,whatdoesitchange?9899Howdoyoumeasuredistance?Whatworddescribeshowfarawayonethingisfromanother?Whatisonewaytomeasuredistance?Whatissomethingyouseeonamap?Whywouldyouwanttoreadamap?Whataresomeunitsyoucanusetomeasuredistance?Lesson2Motion100101Howcanyoutellifsomethinghasmoved?Wheredothingsmove?Whensomethingismoving,howdowedescribeit?Lookatthepicture.Whoisinmotion?Howdoyouknow?Lookatthelastpicture,howwouldyoudescribethediversposition?102103Whatisspeed?
PositionIn,on,under,nextto,left,right,above,below,near,farItspositionDistanceUsethescaleamapThescaleTodeterminethedistancebetweentwoplacesInches,feet,miles,centimeters,meters,kilometersAllaroundyouWesayitisinmotion.ThediverHerpositionchanges.Shestartsatthetopofthedivingboardandthenjumps.Sheisfacingdown
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Whatdescribeshowfaryoumoveinacertainamountoftime?HowfastcananOlympicrunnerrun1mile?Whichanimalrunsthefastestinthegraph?Lesson3PushesandPulls104105Whatareforces?Whatdoyouhavetousetomakesomethingmove?Whyisyourkickaforce?Howisakickakindofpush?Whatisapull?Isopeningadrawerapushorapull?Whataretwoforces?Doyouthinkthemanpushingthewagonisexertingaforce?Giveanotherexampleofapush.Giveanotherexampleofapull.106107WhatHappenswhenaforcechanges?Howcanyoumakeaballgofar?Ifyoudonotusealotofforce,whathappenstotheball?Whatiseasiertomove,somethinglightorsomething
speedIn5minutesorlessThecheetahAforceYoumaketheballmoveWhenyoukicktheball,itmovesawayfromyouSomethingthatmovessomethingclosertoyouApullbecauseyouaremovingsomethingclosertoyouApushandapullarebothforcesYes,heispushingthetwopeopleawayfromhim(readingapicture)Pushingadoor,pushingopenawindowPullingafriendtowardyou,pullingoffashirtUsealotofforceItwillnotgoveryfar.Somethinglightiseasiertomovebecauseyouneed
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MacMillan/McGrawReadingandWritinginScienceWorkbook109ObjectsinMotion(excellentassessmentforendofunit)
heavy?Why?Lesson4ChangingMotion108109Whatslowsthingsdown?Whenyourubtwothingstogether,whathappens?Whatforceslowsthingsdown?Whatmakesithardertomovesomethingonaroughsurface?Whatslowsdownarollerblade?Howcanfrictionbehelpful?Whatissomethingthataddsfriction?Whymightweneedlessfriction?Namesomethingwithlessfriction
lessforceFrictionFrictionThereismorefrictionArubberstopperthatcausesfrictionItcankeeparunnerfromslippingorfallingThetreadonshoesAballerinaneedslessfrictionsohershoescanslidealongthefloor.Asurfboardissmooth
FieldTripConnections/Ideas:
ResourceInformation Cost
OptimalTimeframe(whenintheunit?Whenintheyear?)Preparation/Posttripideas
DiscoveryScienceCenterhttp://www.discoverycube.org/education/
7.009.00perstudent
Thiscouldbeanexcellentfieldtripattheendoftheunit.TheDiscoveryScienceCenteralsotravelstoschoolswithhandsonactivities.
Studentscouldwriteabouttheirfieldtripanditsrelationshiptowhattheystudiedintheinvestigationsinthisunit.
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Teachers Management Tools
Most lessons take about 50 minutes. Establish a home position
for the balls to be in when the teacher needs to give
instructions. For example, when the teacher says, all balls in
home position, students respond by holding the ball still right by
their side.
Students are given guidelines for handling the balls. Students
may roll or bounce the balls. Students may not throw the balls.
The unit can be introduced with a concept attainment chart
introducing things that move/things that dont move (depth and
complexity: Rules)
Science textbook used during shared reading or as independent
reading. Students can use dictionary to write definition of
vocabulary words or you can put up a
cognitive dictionary. Write Line of Learning on the board AFTER
students have completed their conclusions.
Students copy Line of Learning. Lesson 1: Label one class set of
bags with #1. Label second class set of bags #2. Put one
ping pong ball in each #1 bag. Put one rubber ball in each #2
bag. Fold top of bag down so students can not see the balls.
Students work with a partner. One partner takes bag #1. The other
partner takes bag #2. Each partner reaches in the bag and records
properties of balls through touch (THEY CANNOT SEE THE BALL).
Switch with partner, do the same. Discuss chart what they felt on
class chart. Students return to seats. Do same as before only this
time they record properties they can see. Discuss/record on class
chart.
Lesson 2: Students work with same partner. Suggested balls
rubber and ping-pong Lesson 3: Students work with same partner.
Suggested balls rubber and ping-pong Lesson 4 & 5: Students
work in teams of 4 to 5 (teacher forms teams). Students will
work with same time through lesson 6. Suggested balls to use:
large Styrofoam ball, rubber ball, ping pong ball and large glass
marble. The will use the same balls for the remainder of the
lessons. I suggest that you fill one ziplock bag with the four
balls for each team.
Lessons 6: Introduce ramps. Lesson is exploration. Teams come up
with their own line of learning. At end of lesson, chart each teams
line oflearning.
Lessons 7, 8 & 9 whole class Ball A Styrofoam ball, Ball B
rubber ball. Lesson 9 can be divided into two days. Day 1 comparing
heavy/light balls, day 2 comparing
big/small balls. Some lessons such as Lesson 9 can also be done
whole class or in small groups.
Lessons 10 11 are extensions and optional (create a ramp system,
create a ball)
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Dear Parents, We are beginning a physical science investigation
that supports the following grade level standard: the motion of
objects can be observed and measured. Through inquiry based lessons
the children will apply the following skills: Make predictions
based on patterns or observation rather than random
guessing Formulate questions that relate to the lesson Measure
the distance an object has moved Read time on a clock Determine
range and mode Compare and sort common objects based on two or more
physical attributes Draw or write descriptions of observations
Gather and record data using graphs and tables Draw conclusions
based on evidence
We will be learning about this form of energy with balls! The
ball is a universal toy that delights children of all ages (even
most adults). Second graders come to school having a great deal of
familiarity with balls. The children will be building on their
prior experiences with balls by exploring, in depth, how balls are
affected by gravity, inertia, momentum and friction. We will also
use ramps to explore the effect of different inclines on the motion
of balls and the effect of weight and size on the movement of
balls. Sounds like a ball, doesnt it?
Thank you for your support,
The Second Grade Team
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Balls and Ramps Lines of Learning Give the students time to
explore balls and ask questions before introducing Lesson 1.
Sample Lines of Learning Lesson 1: We use our senses to compare
and sort objects Lesson 2: Balls have properties that affect their
motion. Balls have the properties of size, bounciness, weight, and
ability to roll. Lesson 3: Force is the amount of energy it takes
to move an object. Force can push an object. The heavier the
object, the more force it takes to move it. Lesson 4: We can
observe the motion of an object. The motion of an object is
affected by size, weight, and material. Lesson 5: The motion of an
object is affected by size, weight, and material. Lesson 6: Inquiry
of exploring ramps there is no line of learning. Let the kids write
their own. Lesson 7: The higher the ramp, the farther the ball
rolls. (Gravity and momentum) Lesson 8: Energy transfers from one
object to another. (The energy from the momentum of the first ball
transfers to the objects when it has contact.) Lesson 9: Weight and
size have an effect on the motion of an object and the distance it
moves. Lesson 10 & 11 are applications Students write their own
Line of Learning. Lesson 1 & 6 are investigations (exploring
balls and exploring ramps)
Teachers Management Tools
Most lessons take about 50 minutes. Establish a home position
for the balls to be in when the teacher needs to give
instructions. For example, when the teacher says, all balls in
home position, students respond by holding the ball still right by
their side.
Students are given guidelines for handling the balls. Students
may roll or bounce the balls. Students may not throw the balls.
The unit can be introduced with a concept attainment chart
introducing things that move/things that dont move (depth and
complexity: Rules)
Science textbook used during shared reading or as independent
reading. Students can use dictionary to write definition of
vocabulary words or you can put up a
cognitive dictionary. Lessons 6 & 7 can be combined allowing
15 minutes of exploration in Lesson 6 Lessons 8 & 9 can be done
whole class. Lesson 9 can be divided into two days. Day 1 comparing
heavy/light balls, day 2 comparing
big/small balls. Some lessons such as Lesson 9 can also be done
whole class or in small groups.
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A Guide to Science Notebooks
Notebook or Journal? It is best to refer to this record as a
science notebook rather than a journal. Journals are used in many
different subject areas and are generally thought of as a
reflective account of student work. The notebook is an actual
record of all student work and thinking in science.
Steps For Each Day of Science Records in the Notebook
1. Date and Time: All entries begin with the students entering
the date and time of the lesson.
2. Questions: After a brief introduction and modeling several
lessons by the teacher, the students formulate a question in their
own words about the days lesson/purpose. After a few minutes have
some students share their question so that others can get ideas. It
is important that this question is not just copies from the board.
Students need work on articulating ideas on their own.
3. Prediction: Students need to make an educated guess in the
form of a prediction in their notebooks. A hypothesis is more
formal, and based on related experience so call it a prediction for
now. This prediction should also be in the students own words. The
prediction is what the student thinks is the answer to his or her
own question.
4. Procedure: All materials, steps, data, and observations
should be recorded in this section. Data should be organized into
graphs or tables. Pictures and diagrams can also be included. The
idea is that this section is so clear that an outsider could
understand and repeat exactly what was done by the student.
5. Conclusions: This section can be titled What I learned. In
this section, students interpret data, reflect and consider future
questions. Again, this topic needs to be in the students own
words.
6. Unanswered Questions: (Optional for students) Students write
any questions They have as a result of the investigation. If there
are any unanswered questions, have students share them with class.
These unanswered questions can stimulate investigations that can be
used at centers or as differentiated learning.
______________________Line of Learning (or
LOL)_______________________ 7. Line of Learning: After each student
has written a conclusion, class discussion should occur. The line
of learning is a line drawn in the book. Under it, all ideas that
come out in discussion (that the student left out of his or her own
conclusion) are recorded. If students LOL do not reflect the
enduring understanding of the lesson, the teacher gives the
information to the student.
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Balls & Ramps Inventory
Straws (1 per student) Small paper bags (1 per student) Large
rubber bands Scale 2 boxes modeling clay 2 rolls aluminum foil 2
pkgs. tissue paper 1 roll masking tape 16 ramps 16 plastic cups 16
plastic rulers balls & ramps TE 100 weights 4 whiffle balls 16
pingpong balls 16 rubber tennis balls 16 large Styrofoam balls 18
small wooden balls 18 small stryrofoam balls 17 large marbles 32
small rubber bouncy balls 1 beach ball
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Scientific Vocabulary/Word Bank
accelerate gravity data momentum change motion energy movement
explore observe force speed slope
Science Notebook Checklist
Date & Time
Purpose or Plan of the Lesson
List of Materials
Your Question of the Day
Illustration & label to show what you did, and what you
observed.
Conclusion - What you learned
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Balls and Ramps
Focus Questions: Lesson 1 What does the ball look like? What
does the ball feel like? What can you do with that ball? Is there
something special or different about the ball? What do you think
its made of? What do you think is inside? Focus Questions: Lesson 2
Does the ball move differently on the rug than on the tile? What
words can you use to describe the two balls? How are they
different? What properties do your balls have? What kind of texture
does it have? How are they the same? Is it hollow or solid? What
makes a ball, a ball? Focus Questions: Lesson 3 What makes the
balls move? What are some ways that balls move? What did you notice
about the balls? Did they go straight? Slowly? Fast? How much
effort did it take to get the ball to go? Why do you think that it
was easier/harder to move certain balls? Are some balls harder to
stop than others? What do you think makes the difference? Focus
Questions: Lesson 4 What is bounce? How can we explain that to
someone? What kinds of objects bounce? What bounces that is not a
ball? Why do objects bounce? Do all balls bounce the same? What
does a good bouncer do? What about a bad bouncer? Can you do
anything to make something bounce more? What? Focus Questions:
Lesson 5
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What ball did you think would bounce the highest? Do all balls
bounce the same? Why? Why not? What properties does a high bouncer
have? Can you do something to make a ball bounce higher? Focus
Questions: Lesson 6 How do balls move on a ramp? What do you think
makes the ball go? What kinds of balls are good rollers? Did you
try to knock down another object with your rolling ball? Which ball
worked best? Why? Focus Questions: Lesson 7 What happens with the
different sloped ramps? Do the balls roll the same distance? What
do you think makes it go fast, or go a long way when it leaves your
ramp? What makes them stop? Focus Questions: Lesson 8 What happens
to the ball in motion when it hits the still object? Did the
rolling ball always hit the object? How can you change the speed of
the ball? What object was easy/hard to move? Why? What properties
make it easier/harder to hit a still object? Focus Questions:
Lesson 9 What is the difference between the two balls as they roll
down the ramp and on the floor? What can you say about how far they
go? What different properties do these balls have that seem to
affect their movement? Is weight important in getting balls to roll
farther? Faster? Are you testing the balls fairly? How do the balls
roll differently? Alike? Is size important in getting a ball to
roll faster or farther? Focus Questions: Lesson 10
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How did you make your ball move? What started the movement of
your ball? What stopped it? How did the ball move at the top of the
ramp? In the middle? At the end? What would you like to get your
ball to do? Can you make the balls go up a hill or turn a corner?
What makes the balls stop quickly? Focus Questions: Lesson 11 What
changes did you make, and why? What balls work best in your system?
What happens when you use a heavy/light ball? What properties work
best for a ball going through your system? Focus Questions: Lesson
12 What properties are important to you? How can you make your ball
bounce? What can you do to make a ball that rolls fast? What
changes do you need to make your ball? Why did it turn out like you
expected? Why not?
-
Balls & Ramps 2nd Grade
Hall of Fame
-
Date: Lesson #1 Time: Purpose of Lesson: To observe, compare,
and sort different balls Materials: 2 paper bags, one ball in each
bag Question: Prediction: Experiment (What did you observe?):
Conclusion (What did you learn?): Unanswered Questions:
-----------------------------------------------------------------------------------------------
Line of Learning
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Date: Lesson #2 Time: Purpose of Lesson: To list the properties
of the balls, and to decide what it is that defines a ball.
Materials: 2 balls (rubber/bouncy, and a ball not rubber/bouncy),
scale Question: Prediction: Experiment (What did you observe?):
Conclusion (What did you learn?): Unanswered Questions:
----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #3 Time: Purpose of Lesson: To observe and compare
what 2 different balls do when blown on through a straw. Materials:
2 balls, straws Question: Prediction: Experiment (What did you
observe?): Conclusion (What did you learn?): Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
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Date: Lesson #4 Time: Purpose of Lesson: To explore and compare
bounciness Materials: 4 different balls (glass ball, rubber ball,
pingpong ball, styrofoam ball) Question: Prediction: Experiment
(What did you observe?): Conclusion (What did you learn?):
Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #5 Time: Purpose of Lesson: To measure the height
of the bounce Materials: measuring tape, glass ball, bouncy ball,
pingpong ball, styrofoam ball Question: Prediction: Experiment
(What did you observe?): Conclusion (What did you learn?):
Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #6 Time: Purpose of Lesson: To explore ramps
Materials: ramp, blocks, 1 ball Question: Prediction: Experiment
(What did you observe?): Conclusion (What did you learn?):
Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #7 Time: Purpose of Lesson: To measure and chart
the rolling distance of two different balls Materials: ramp,
blocks, measuring tape, 2 balls Question: Prediction: Experiment
(What did you observe?): Conclusion (What did you learn?):
Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #8 Time: Purpose of Lesson: To measure and chart
the transfer of energy from a ball to a still object Materials:
measuring tape, ramp, blocks, weights, paper cup , ball Question:
Prediction: Experiment (What did you observe?): Conclusion (What
did you learn?): Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #9 Time: Purpose of Lesson: To measure and chart
the rolling distance of a heavy ball versus a light ball and a
large ball versus a small ball. Materials: ramp, measuring tape, 2
balls (same size, different weight); 2 balls (same weight,
different size) Question: Prediction: Experiment (What did you
observe?): Conclusion (What did you learn?): Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #10 & 11 Time: Purpose of Lesson: To design and
create a ramp system that 2 different balls can roll through.
Materials: ramps, wooden blocks, balls Question: Prediction:
Experiment (What did you observe?): Conclusion (What did you
learn?): Unanswered Questions:
-----------------------------------------------------------------------------------------------------
Line of Learning
-
Date: Lesson #12 Time: Purpose of Lesson: To design and create a
ball Materials: tissue paper, aluminum foil, rubber bands, masking
tape, paper bags, modeling clay Question: Prediction: Experiment
(What did you observe?): Unanswered Questions: Conclusion (What did
you learn?):
-----------------------------------------------------------------------------------------------------
Line of Learning
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Balls
Balls are round, but balls aren't square Balls can roll and
bounce everywhere. Balls bounce high and balls bounce low Count the
bounces as they go. Bouncing 1,2 Bouncing 3,4 Bouncing 1,2,3,4
MOTION Take a ball and toss it high, Will it stay up in the sky?
Gravity pulls it down you know Count the times it bounces low.
Bouncing 1,2 Bouncing 3,4 Bouncing 1,2,3,4 GRAVITY Balls roll here
and balls roll there Measure distance everywhere. Balls and ramps
are fun and so Roll them high and roll them low. Rolling 1,2
Rolling 3,4 Rolling 1,2,3,4 ENERGY Friction slows balls down you
know Will size make a ball roll slow? Weight can sometimes measure
in Makes you lose or makes you win.
Rolling 1,2 Rolling 3,4 Rolling 1,2,3,4 FRICTION
Balls won't move without a force This is called inertia of
course. Moving balls will go, go, go Stand right there and watch
them roll. Movement 1,2 Movement 3,4 Movement 1,2,3,4 THE FORCE
- Anonymous
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Balls and RampsFocus Questions
Created by Marie Sykes
-
Lesson 1
What does the ball look like? What does the ball feel like? What
can you do with that ball? Is there something special or different
about the
ball? What do you think its made of? What do you think is
inside?
Created by Marie Sykes
-
Lesson 2
Does the ball move differently on the rug than on the tile?
What words can you use to describe the two balls? How are they
different? What properties do your balls have? What kind of texture
does it have? How are they the same? Is it hollow or solid? What
makes a ball, a ball?
Created by Marie Sykes
-
Lesson 3 What makes the balls move? What are some ways that
balls move (roll, spin,
bounce) ? What did you notice about the balls? Did they go
straight? Slowly? Fast? How much effort did it take to get the ball
to go? Why do you think that it was easier/harder to move
certain balls? Are some balls harder to stop than others? What
do you think makes the difference?
Created by Marie Sykes
-
Lesson 4
What is bounce? How can we explain that to someone?
What kinds of objects bounce? What bounces that is not a ball?
Why do objects bounce? Do all balls bounce the same? What does a
good bouncer do? What about a bad
bouncer? Can you do anything to make something bounce
more?
Created by Marie Sykes
-
Lesson 5
Which ball did you think would bounce the highest?
Do all balls bounce the same? What properties does a high
bouncer have? What properties does a low bouncer have? Can you do
something to make a ball
bounce higher?
Created by Marie Sykes
-
Lesson 6
How do balls move on a ramp? What do you think makes the ball
go? What kinds of balls are good rollers? Did you try to knock down
another object
with your rolling ball? Which ball worked best? Why?
Created by Marie Sykes
-
Lesson 7
What happens with the different sloped ramps?
Do the balls roll the same distance? What do you think makes it
go fast, or go a
long way when it leaves your ramp? What makes them stop?
Created by Marie Sykes
-
Lesson 8
What happens to the ball in motion when it hits the still
object?
Did the rolling ball always hit the object? How can you change
the speed of the ball? What object was easy/hard to move? Why? What
properties make it easier/harder to hit a still
object?
Created by Marie Sykes
-
Lesson 9
What is the difference between the two balls as they roll down
the ramp and on the floor?
What can you say about how far they go? What different
properties do these balls have that
seem to affect their movement? Is weight important in getting
balls to roll farther? Or
faster? Are you testing the balls fairly?
How do the balls roll differently? Alike? Is size important in
getting a ball to roll faster? Or
farther?
Created by Marie Sykes
-
Name:___________________
Motion
1. What is motion? Read pages 270 - 271 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________ 2.
What are some ways to measure motion? Read pages 264 265 and pages
272 272 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________
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3. How can we change the motion of an object? Read pages 286 -
289 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________ 4.
What is force? Read pages 278 - 281 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________
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5. What is the effect of friction and gravity on motion? Read
pages 286 -289 and pages 316 - 319 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________ 6.
Describe how two simple machines use force to make work easier?
Read pages 308 - 311 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________
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7. Describe magnetic force. Read pages 324 - 326 to find the
answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________ 8. How
is sound related to motion? Read pages 337 338 to find the answer.
____________________________________________________________
____________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________
3REVballs & Ramps LOL.pdfSample Lines of Learning
Balls chant.pdfBalls are round, but balls aren't squareGravity
pulls it down you know