ALEX Lesson Plan

     

Move It!

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  This lesson provided by:  
Author:Joyce Cromer
System: Mobile County
School: W H Council Traditional School
The event this resource created for:ASTA
  General Lesson Information  
Lesson Plan ID: 34514

Title:

Move It!

Overview/Annotation:

In this hands-on investigation, students will demonstrate how forces have an effect on objects. This lesson, “Move It!” is Day 1 in a series of lessons that help to explain how forces affect objects.  Students will identify objects that can be moved and demonstrate how movement puts objects in motion. In Day 2, “Push Me, Pull You”, students demonstrate that objects can be moved by pushing or pulling them. In Day 3, “Tug of War!” students describe relative strengths and directions of the push or pull applied to an object.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

 Associated Standards and Objectives 
Content Standard(s):
Science
SC2015 (2015)
Grade: K
1 ) Investigate the resulting motion of objects when forces of different strengths and directions act upon them (e.g., object being pushed, object being pulled, two objects colliding).

Insight Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Motion and Stability: Forces and Interactions
Evidence Of Student Attainment:
Students:
  • Investigate the resulting motion of objects when forces of different strengths act upon them.
  • Investigate the resulting motion of objects when forces of different directions act upon them.
  • Predict the effect of the push or pull on the motion of an object, based on prior experiences.
Teacher Vocabulary:
  • Push
  • Pull
  • Collide
  • Investigate
  • Result
  • Motion
  • Objects
  • Forces
  • Strengths
  • Directions
  • Refute
Knowledge:
Students know:
  • Pushes and pulls can have different strengths and directions.
  • Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
  • When objects touch or collide, they push on one another and can change motion.
  • A bigger push or pull makes things speed up or slow down more quickly.
Skills:
Students are able to:
  • Investigate forces and interactions.
  • Describe objects and their motions.
  • Describe relative strengths and directions of the push or pull applied to an object.
Understanding:
Students understand that:
  • Simple tests can be designed to gather evidence to support or refute ideas about 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

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.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.1- Investigate ways to move different objects to include pushing, pulling, and colliding objects.


Local/National Standards:

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.]

Primary Learning Objective(s):

Students will investigate the resulting motion of objects when forces of different strengths act upon them.

Students will describe motion in terms of the object involved in the movement.

Students will observe and generate questions about motion observed or future movement.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Move It! Motion, Forces and You (preview) by Adrienne Mason     

Motion (preview) by Darlene R. Stille

How Things Move (preview)by Don L. Curry

chart paper

markers

clipboard

Student Observations of Movement of Objects (available for download in Attachments)

pencil

science notebook

crayons

goggles

Technology Resources Needed:

 

Background/Preparation:

Students apply their previous experience with toys to understand that motion is needed to move objects.  Students will experience activities that build upon each other and lead them to examine, describe, and reflect on the motion of objects.  Students will analyze observations to form a sense of what motion is. Students will be challenged to think about motion and the variety of ways it can be used. 

NOTE: Safety measures should be taken when forces are applied to objects.

  Procedures/Activities: 

ENGAGE:  Students will participate in a movement song/game such as the Hokey Pokey to see they can move their bodies as they wish. Students will brainstorm a list of objects that can move or be moved (i.e. blocks, toys, chairs, etc.) as the teacher records on chart paper. The chart should remain posted in the classroom to be added to as students brainstorm additional things that move or can be moved.

EXPLORE: The teacher will use chart paper to present a question about motion, such as "What are different ways to move an object?" A chair needing to be moved could be used as an example. The chart will be posted during the activity to complete during the EXPLAIN stage of the lesson.

The students will be reminded to wear their GOGGLES as they investigate the motion of different objects around the classroom in an effort to answer the question posed. Students will work with a partner to investigate the movement of objects making predictions and verifying findings.

The teacher should observe and guide students through questioning to lead them to investigate further, such as "What other motion could be used to move that object?" The teacher should record students' thoughts, misconceptions, further questions, etc. on the "Student Observations of Movement of Objects" sheet on their clipboard as they talk with students. The sheet can be downloaded from the Attachments below.

EXPLAIN: Concepts Explained and Vocabulary Defined

Students will be gathered after a few minutes of investigating. The posted question will be posed "What are different ways to move an object?" The students will share and explain ways objects were moved and how the object acted as a result of the movement. The students can demonstrate ways objects were moved. The teacher should ask students to name the type of motion used, for example, whether they "pushed" or "pulled" the object. Keywords (i.e. walk, run, push, pull, kick, drag, etc.) should be recorded on the chart. The students will return to their seats to record their observations in their science notebook through sentences, drawings or both. 

Elaborate: The students should be reminded to watch for moving objects and objects that are being moved throughout the day and at home.  in a group conversation, ask students to answer questions about their observations of what happens when moving objects.  What did they experience and notice throughout the day?  



Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

Teacher observation of student inquiry and recording of thoughts on "Student Observations of Movement of Objects" sheet. Misconceptions should be addressed with the student(s) following the lesson or on Day 2 at the beginning of the lesson.

Class discussion of comments posted on chart paper

Drawings/recording of thoughts in their science notebook

Acceleration:

Books found in Materials and Equipment section may be shared, if time permits.

Intervention:

The teacher should provide additional opportunities for students to move objects and observe the movement of them.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.