# ALEX Classroom Resource

## Curious George: Sail a Boat

Classroom Resource Information

Title:

Curious George: Sail a Boat

URL:

https://aptv.pbslearningmedia.org/resource/cg8.sci.lpsailboat/curious-george-sail-a-boat-lesson-plan/

Content Source:

PBS
Type: Lesson/Unit Plan

Overview:

Children explore reusing and recycling materials, and wind power, in this lesson plan featuring hands-on activities and a video excerpt from Curious George. They begin by watching a video in which Curious George gathers trash to help clean up the city streets and discovers that he can create something special with his found treasures. Children then use recycled materials to build toy boats that can sail. They discuss ways to make objects move with wind, then use child-generated wind power to move their boats in water. They conclude by sharing their boats with each other and brainstorming other ways in which they could recycle materials in the classroom.

This lesson is part of the Curious George STEM Collection.

Content Standard(s):
 Science SC2015 (2015) Grade: K 2 ) Use observations and data from investigations to determine if a design solution (e.g., designing a ramp to increase the speed of an object in order to move a stationary object) solves the problem of using force to change the speed or direction of an object.* NAEP Framework NAEP Statement:: P4.13: An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far. NAEP Statement:: P4.14: The motion of objects can be changed by pushing or pulling. The size of the change is related to the size of the force (push or pull) and the weight (mass) of the object on which the force is exerted. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment. Unpacked Content Scientific And Engineering Practices:Analyzing and Interpreting DataCrosscutting Concepts: Cause and EffectDisciplinary Core Idea: Motion and Stability: Forces and InteractionsEvidence Of Student Attainment:Students: Use observations from investigations to determine if a design solution causes the intended change in the speed or direction of the motion of the object. Use data from investigations to determine if a design solution solves a problem of using a push or pull to change an object's motion. Describe the goal of the design solution.Teacher Vocabulary:Force Speed Direction Data Observe Describe Engineering Investigation Ask Imagine Plan Create Improve SolutionKnowledge:Students know: The relative speed or direction of the object before a push or pull is applied (e.g., faster, slower). The relative speed or direction of the object after a push or pull is applied. How the relative strength of a push or pull affects the speed or direction of an object (e.g., harder, softer).Skills:Students are able to: Conduct an investigation. Collect and record observations from tests of an object or tool to determine if it works as intended. Organize information in a usable format. Analyze data from tests to determine change in speed or direction.Understanding:Students understand that: Simple tests can be designed to gather evidence to support or refute ideas about the effects on the motion of the object caused by changes in the strength or direction of the pushes and pulls.AMSTI Resources:AMSTI Module: Push and Pull *Balls and Ramps, Insights *Sidewalk Safety, ETA/hand2mind Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.K.2- Observe the movement of objects in a variety of real-world environments. Science SC2015 (2015) Grade: K 6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.* NAEP Framework NAEP Statement:: E4.10: The supply of many Earth resources such as fuels, metals, fresh water, and farmland is limited. Humans have devised methods for extending the use of Earth resources through recycling, reuse, and renewal. NAEP Statement:: E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms. Unpacked Content Scientific And Engineering Practices:Obtaining, Evaluating, and Communicating InformationCrosscutting Concepts: Cause and EffectDisciplinary Core Idea: Ecosystems: Interactions, Energy, and DynamicsEvidence Of Student Attainment:Students: Identify possible solutions to lesson the human impact on the local environment. Plan possible solutions to lesson the human impact on the local environment. Identify potential human impacts on the local environment.Teacher Vocabulary:Identify Plan Solution Human impact Local Environment Reduce Reuse Recycle Causes Create Ask Imagine ImproveKnowledge:Students know: Human impact can have both positive and negative impact on the environment. We can create possible solutions to reduce the negative impacts on the environment.Skills:Students are able to: Identify possible solutions to lessen human impact on the environment. Plan possible solutions to lessen human impact on the environment.Understanding:Students understand that: Human impact has a positive and negative effect on the local environment. There are solutions that can lessen the negative impacts on a local environment.AMSTI Resources:AMSTI Module: Plants and Animals *Exploring Plants and Animals, STC Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.K.6- Classify human activities as harmful or helpful to the environment.
Tags: Curious George, human impact, recycle, reuse, stem, wind power