ON
CCSS-ALIGNED
Grade: Second
Unit Overview
GradeLevel:2ndTimePeriod:34weeksContentArea:STEMUnitName:BallsandRamps
Standardsaddressedinthisunit
HSSorScienceContentStandards:
CUSDScienceStandards:BasedonStandards1.ag
Themotionofobjectscanbeobservedandmeasured.
Students:
Describethepositionofanobjectbylocatingitinrelationtoanotherobjectorbackground.
Recordanddescribethechangeinpositionofanobjectovertime.
Concludetheamountofforceofapushorpullcanchangethemovementoftheobject.
Concludethattoolsandmachinescanapplypushesandpullstomakethingsmove.
Concludeobjectsfalltothegroundunlesssomethingholdsthemup.
Usemagnetstomakeobjectsmovewithoutbeingtouched.
Concludethatsoundismadebyvibratingobjectsandcanbedescribedbyitspitchandvolume.
EssentialQuestions:
BigIdeas:
Howdoyouknowsomethinghasmoved?
Themotionofobjectscanbeobservedandmeasured.
Thelocationofanobjectismeasuredbyitsdistanceanddirectioninrelation Howdoyoumakethingsgofartherinlesstime?
Howcanyouspeedsomethingup?Slowsomethingdown?
toanotherstationaryobject.
Howcanaforcehelpyouliftsomething?
Ittakeslesstimeforafastermovingobjecttotravelacertaindistancethan
foraslowermovingobjecttotravelthesamedistance.
Anobjectthatismovingwillkeepmovingunlessforceintheformofapush
orapullisapplied.
Allobjectsarepulledtowardallotherobjectsbyaforcecalledgravity.
Earthsgravitationalforce(pull)onanobjectiscalledtheobjectsweight.
ReadingStandardsforInformationalText:
RIRI1.Askandanswersuchquestionsaswho,
what,where,when,why,andhowtodemonstrate
understandingofkeydetailsinatext.
RI2.Identifythemaintopicofamultiparagraph
textaswellasthefocusofspecificparagraphs
withinthetext.
RI3.Describetheconnectionbetweenaseriesof
Writing/LanguageStandards:
WW2.Writeinformative/explanatorytextsin
whichtheyintroduceatopic,usefactsand
definitionstodeveloppoints,andprovidea
concludingstatementorsection.
W7.Participateinsharedresearchandwriting
projects.
W8.Recallinformationfromexperiencesorgather
Speaking&ListeningStandards:
SLSL1.Participateincollaborativeconversations
withdiversepartnersaboutgrade2topicsandtext
withpeersandadultsinsmallandlargergroups.
SL2.Recountordescribekeyideasordetailsfrom
atextreadaloudorinformationpresentedorallyor
throughothermedia.
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historicalevents,scientificideasorconcepts,or
stepsintechnicalproceduresinatext.
RI4.Determinethemeaningsof
wordsandphrasesinatextrelevanttoagrade2
topicorsubjectarea.(Seegrade2Language
standards46foradditionalexpectations.)
informationfromprovidedsourcestoanswera
question.
LL4.Determineorclarifythemeaningofunknown
andmultiplemeaningwordsandphrasesbasedon
grade2readingandcontent,choosingflexiblyfrom
arangeofstrategies.
L5.Demonstrateunderstandingofword
relationshipsandnuancesinwordmeanings.
a.Identifyreallifeconnectionsbetweenwords
andtheiruse(e.g.,describefoodsthatarespicyor
juicy).
b.Distinguishshadesofmeaningamongclosely
relatedverbs(e.g.,toss,throw,hurl)andclosely
relatedadjectives(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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Learnin
g
Targets
(Conten
tand
Languag
e
Objectiv
es)
Specific
Text&
Unit
Resource
s
Studentnotebooks,withobservations/diagrams
Icandescribethepositionofanobjectbylocatingitinrelationto
Teacherobservations
anotherobjectorbackground.
Teacheranecdotalnotes
Icanrecordanddescribethechangeinpositionofanobjectover
InteractiveTextbookAnswers
time.
ReadingandWritinginScienceworkbookpages
Icanconcludetheamountofforceofapushorpullcanchange
Oralpresentationoframpsystem
themovementoftheobject.
Icanconcludethattoolsandmachinescanapplypushesandpulls
tomakethingsmove.
Icanconcludeobjectsfalltothegroundunlesssomethingholds
themup.
Icanusemagnetstomakeobjectsmovewithoutbeingtouched.
Icanconcludethatsoundismadebyvibratingobjectsandcanbe
describedbyitspitchandvolume.
Texts/Passage Graphics/Charts/I
Videos
Websites
s
mages
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces
Game:usetherampstogettheballinthebucket[for
MacMillan/Mc
_movement.shtml
students]http://www.dopamyne.net/j216.html
GrawHill
BallsandRampsVideosinSpanish
http://www.exploratorium.edu/baseball/bouncing_ball
Student
nd
s.html
http://peepandthebigwideworld.com/videoes/
Textbook,2
BallsandRampsvideosinEnglish
grade
http://www.peepandthebigwideworld.com/guide/pdf/peep Whydoballsbounce?
guideramps.pdf
http://www.exploratorium.edu/sports/ball_bounces/b
MacMillan/Mc
BillNyeVideo:Momentum
allbounces1.html
GrawHill,
321ContactVideo:MotionandForces
Student
http://www.exploratorium.edu/sports/ball_bounces/b
http://app.discoveryeducation.com/search?Ntt=32
Interactive
1+Motion+and+forces&N=18340
allbounces2.html
Text
TheMagicSchoolBusPlaysBall(mustasktobeplacedinto
http://www.exploratorium.edu/sports/ball_bounces/b
allbounces3.html
MyBigCampus)
MacMillan/Mc
GrawHill
http://www.exploratorium.edu/sports/ball_bounces/in
Guided
dex.html
Reader,Push
Pull(camewith
EngineeringChallengeswithBallsandRamps
textbook)
http://sciencenetlinks.com/lessons/makingobjects
move/
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Other
Literatur
e
Connecti
ons
http://sciencenetlinks.com/lessons/ramps1letitroll/
http://sciencenetlinks.com/lessons/ramps2ramp
builder/
Dahl,Michael.Roll,Slope,andSlide:ABookaboutRamps.PictureWindowBooks,2006.Fromskateboardparkstohighwayramps,thisbooktakes alookatthe
manywaysweuserampseveryday.
Bradley,Kimberly.ForcesMakeThingsMove.HarperCollins,2005.Thisbookusesfamiliarexamples,suchasthrowingaball,pushingatoycaracrossthefloor,and
runningupstairstohelpchildrenexploreandunderstandtheconceptsofforces,friction,andgravity.
Whitehouse,Patricia.Rolling.HeinemannLibrary,2003.(AlsoavailableinSpanish.)Thisbookinvitesyourstudentstotryanumberofsimpleexperimentswith
everydayobjectsthatroll.
TheCreativeCurriculumStudyStarter:BallsAStepbyStepGuidetoProjectBasedInvestigationsinScience
http://www.teachingstrategies.com/content/pageDocs/StudyStarterBalls022012.pdf
Necessar TheBalls&RampskitfromtheCUSDSMARTCenterincludesallmaterialsneededforinvestigations.PleaseorderfromthislinkontheEducator
Supportwebsite:http://webapps.capousd.org/webforms/kitorder/kitorder.htm
y
Materials
or
MacMillan/McGrawHillSecondGradeScienceTextbook,InteractiveTextbook,andReadingandWritinginScienceWorkbook
equipme
nt
BallsandRampsStudentnotebooksforrecordingobservations(notebookcoverandworksheetsincludedinthisunit)
TeamNotes
LaunchLessonIdeas:ThisunitlauncheswithanExplorationLesson
SuggestedInstructionalSequence:(includingdirectinstruction,facilitation,andcoachingofstudents)
Days
Activities
Structure(grouping,
etc.)
Embeddedassessments
Ideasfordifferentiating
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2
Canbe
combined
withday1
Wholeclass
IntroduceBalls&RampsScienceNotebook
Checklist,vocabulary,rubric
Date&Time
PurposeorPlanoftheLesson
ListofMaterials
YourQuestionoftheDay
IllustrationandLabeltoShowWhatyoudidand
observed
Conclusion,whatyoulearned
TableofContents
Glossary
Sendhomeparentletter,sampleincludedinunit
Wholeclass
ExplorationLesson
CircleMaptocollectwhatyourstudentsalreadyknowabout
ballsandrampsorKWLChart,InquiryChart,Concept
AttainmentChart(selectone)anythingtoactivateprior
knowledge
Establishclassrulesforballs(SeeTeacherManagement
ToolsAttachedtothisunit)
Smallgroupsof2
LessonI:Studentsobserve,compare,andsortballs
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection
FocusQuestions:
Whatdoestheballfeellike?
Whatcanyoudowiththatball?
Istheresomethingspecialordifferentaboutthe
ball?
Whatdoyouthinkitsmadeof?
Whatdoyouthinkisinside?
Afterseeingtheball:
Whatdoestheballlooklike?
StudentsCompleteLineofLearning:
Weuseoursensestocompareandsortobjects
Buddyshareand
clarificationquestions
fromstudents
Introducepicturecards
forvocabularyand
CognitiveContent
Dictionaryifyouwillbe
usingone
InquiryChart,Circle
Map,KWLchartletsyou
knowwhatyourscholars
know
Usechantsandpoems
throughoutthisunitto
supportliteracyand
content.Theyare
includedasattachments.
Arestudentsableto
nametheattributesofa
ballusingtheirsenses?
(Studentsrecordon
Lesson1notebook
sheet)
Studentsreflectionin
conclusion
GLADStrategy,Farmerin
theDell
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Lesson2PropertiesofBalls
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection
FocusQuestions:
Doestheballmovedifferentlyontherugthanon
thetile?
Whatwordscanyouusetodescribethetwoballs?
Howaretheydifferent?
Whatpropertiesdoyourballshave?
Whatkindoftexturedoesithave?
Howaretheythesame?
Isitholloworsolid?
Whatmakesaball,aball?
StudentsCompleteLineofLearning:
Ballshavepropertiesbywhichyoucandescribethem.Balls
havethepropertiesofsize,bounciness,weight,andability
toroll.
Lesson3:MovementwithStrawsandBalls
Studentsmovedifferentballsbyblowingthroughastraw.
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection
FocusQuestions:
Whatmakestheballsmove?
Whataresomewaysthatballsmove(roll,spin,
bounce)?
Whatdidyounoticeabouttheballs?
Didtheygostraight?Slowly?Fast?
Howmucheffortdidittaketogettheballtogo?
Whydoyouthinkthatitwaseasier/hardertomove
certainballs?
Groupsof2
ComparingBalls
Worksheet
Lesson2Notebook
Sheet
Studentsreflectionin
conclusion
Usechantsandread
aloudstosupport
Language
Groupsof2
Lesson3Notebook
Sheet
Studentsreflectionin
conclusion
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Aresomeballshardertostopthanothers?
Whatdoyouthinkmakesthedifference?
TeachGravityPoem(includedinunit)
StudentsCompleteLineofLearning:
Forceistheamountofenergyittakestomoveanobject.
Forcecanpushanobject.Theheaviertheobject,themore
forceittakestomoveit.
Lesson4:ExploringandComparingBounciness
Studentstestsballstocomparebounciness.
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection
FocusQuestions:
Whatisbounce?Howcanweexplainthatto
someone?
Whatkindsofobjectsbounce?
Whatbouncesthatisnotaball?
Whydoobjectsbounce?
Doallballsbouncethesame?
Whatdoesagoodbouncerdo?Whataboutabad
bouncer?
Canyoudoanythingtomakesomethingbounce
more?
StudentsCompleteLineofLearning:
Themotionofanobjectisaffectedbysize,weight,and
material.
Groupsof45
Lesson4Comparing
BouncinessWorksheet
Lesson4Notebook
Sheet
Studentsreflectionin
conclusion
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Groupsof45
Lesson5:MeasuringtheHeightoftheBounce
Studentsmeasuretheheightofthebounceandcompare
balls.
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
Focusquestions:
Whichballdidyouthinkwouldbouncethehighest?
Doallballsbouncethesame?
Whatpropertiesdoesahighbouncerhave?
Whatpropertiesdoesalowbouncerhave?
Canyoudosomethingtomakeaballbounce
higher?
StudentsCompleteLineofLearning:
Thepropertiesofanobject(size,weight,andmaterial)can
affectthemotionofanobject.
Groupsof2
Lesson6:ExploringRamps
Studentsexploreramps
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
Focusquestions:
Howdoballsmoveonaramp?
Whatdoyouthinkmakestheballgo?
Whatkindsofballsaregoodrollers?
Didyoutrytoknockdownanotherobjectwithyour
rollingball?Whichballworkedbest?Why?
http://www.peepandthebigwideworld.com/guide/pdf/peep
guideramps.pdf
StudentsCompleteLineofLearning:
Inquiryofexploringrampsthereisnolineoflearning.Let
thekidswritetheirown.
Lesson5Comparingthe
HeightofBounces
Worksheet
Lesson5Notebook
Sheet
Studentsreflectionin
conclusion
Lesson6OurThinking
aboutballs,ramps,and
roadwayswritingsheet
(reflectionevidencedin
this)
Lesson6Notebooksheet
Studentsreflectionin
conclusion
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Lesson7:MeasuringandChartingtheRollingDistance
Studentscomparetwodifferentballs
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
Focusquestions:
Whathappenswiththedifferentslopedramps?
Dotheballsrollthesamedistance?
Whatdoyouthinkmakesitgofast,orgoalong
waywhenitleavesyourramp?
Whatmakesthemstop?
StudentsCompleteLineofLearning:
Thehighertheramp,thefarthertheballrollsbecauseit
gainsmomentum.
Lesson8:MeasuringandChartingtheTransferofEnergy
Studentsmeasureandchartthetransferofenergyfroma
balltoastillobject.
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
Focusquestions:
Whathappenstotheballinmotionwhenithitsthe
stillobject?
Didtherollingballalwayshittheobject?
Howcanyouchangethespeedoftheball?
Whatobjectwaseasy/hardtomove?Why?
Whatpropertiesmakeiteasier/hardertohitastill
object?
StudentsCompleteLineofLearning:
Energytransfersfromoneobjecttoanother.Theenergy
fromthemomentumofthefirstballtransferstotheobjects
Lesson9:ComparingBallsandDistanceTraveledUsing
WholeClass
Lesson7
DistanceoffRampdata
collectionsheet
Lesson7Notebooksheet
Studentsreflectionin
conclusion
WholeClass
Lesson8
TransferofEnergy
Worksheet
Lesson8Notebooksheet
Studentsreflectionin
conclusion
WholeClassorsmall
Lesson9Effectof
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groups
Ramps
Studentmeasureandcharttherollingdistanceofaheavy
ballversusalightballandalargeballversusasmallball.
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
Focusquestions:
Whatisthedifferencebetweenthetwoballsasthey
rolldowntherampandonthefloor?
Whatcanyousayabouthowfartheygo?
Whatdifferentpropertiesdotheseballshavethat
seemtoaffecttheirmovement?
Isweightimportantingettingballstorollfarther?
Orfaster?
Areyoutestingtheballsfairly?
Howdotheballsrolldifferently?Alike?
Issizeimportantingettingaballtorollfaster?Or
farther?
StudentsCompleteLineofLearning:
Weightandsizeaffectthedistanceanobjectmoves.
Groupsof45
Lessons10&11DesigningandCreatingaRampSystem
Studentsworkincollaborativegroupstoplan,design,and
createandrampsystem.Studentstesttheirrampsystem
andthenredesigntheirsystemtoimproveit.Students
createpresentationsoftheirrampsystem.
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
StudentswritetheirownLineofLearningsincethisactivity
isanapplicationoftheconceptslearnedinthisunit.
WeightandSize
Worksheet
Lesson9Notebooksheet
Studentsreflectionin
conclusion
Evidenceofconcept
attainmentindesignof
system
Lesson10&11
Notebooksheet
Studentsreflectionin
conclusion
CreateaPresentation
rubric
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Lesson12:DesigningandCreatingaBall
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection.
FocusQuestions:
Whatpropertiesareimportanttoyou?
Howcanyoumakeyourballbounce?
Whatcanyoudotomakeaballthatrollsfast?
Whatchangesdoyouneedtomaketoyourball?
Whydiditturnoutlikeyouexpectedornot?
Groupsof4or5
MakingtheMostofText:READINGshouldfollowinquiry
Textselection
TextDependentQuestions
Therecommendedcycleoflearningisthat
studentswillexplorefirstusinganinquiry
basedmodelofinstructionfollowedupby
readingtextstoconfirmtheirlearning.
Pleaseselectthesetextstobeusedto
complementthehandsonactivities.
Studentsmayreadandcompletethesetext
dependentquestionsduringtheliteracy
block.
MacMillan/McGrawHillStudentTextbook
Pages270271
Whatismotion?
Pages264265and272
Whataresomewaystomeasuremotion?
Pages286289
Howcanwechangethemotionofanobject?
Pages278281
Whatisforce?
Pages286289and316319
Whatistheeffectoffrictionandgravityonmotion?
Pages308311
Describehowtwosimplemachinesuseforcetomakework
easier.
Pages324326
Describemagneticforce.
Pages337338
Howissoundrelatedtomotion?
Lesson12Notebook
sheet
Studentsreflectionin
conclusion
Evidencebasedanswers
Motionisachangeinposition.
Youcanmeasuremotionbymeasuringachangein
position.
Ifyouaddfriction,itwillslowsomethingdown.Ifyou
havelessfriction,itwillguidesmoothly.
Forceisapushorapullthatputssomethinginmotion.
Frictionisaforcethatslowsdownmovingthings.Gravity
isaforcethatpullsthingstowardeachother.
Asimplemachinemakestheforceofyourpushorpull
stronger.Forexample,alevelletsyouuselessforce.
Wheelsletpeoplerollobjectsinsteadofliftingthem.
Magnetscanpullorattractobjectsoritcanpushorrepel
objects.
Whensoundislow,thevibrationsareslow.Whenthe
soundishigh,thevibrationsarefast.
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MacMillan/McGrawHillStudentInteractive
Textbook
9597ObjectsinMotion:HowDoThingsMove?
(vocabulary)Whatworddescribestheplacewhere
somethingis?
Whataresomewordsyoucanusetocomparethe
positionofanobjecttosomethingthatdoesnt
move?
Whenanobjectmoves,whatdoesitchange?
9899Howdoyoumeasuredistance?
Whatworddescribeshowfarawayonethingisfrom
another?
Whatisonewaytomeasuredistance?
Whatissomethingyouseeonamap?
Whywouldyouwanttoreadamap?
Whataresomeunitsyoucanusetomeasure
distance?
Lesson2Motion
100101Howcanyoutellifsomethinghasmoved?
Wheredothingsmove?
Whensomethingismoving,howdowedescribeit?
Lookatthepicture.Whoisinmotion?
Howdoyouknow?
Lookatthelastpicture,howwouldyoudescribethe
diversposition?
102103Whatisspeed?
Position
In,on,under,nextto,left,right,above,below,near,
far
Itsposition
Distance
Usethescaleamap
Thescale
Todeterminethedistancebetweentwoplaces
Inches,feet,miles,centimeters,meters,kilometers
Allaroundyou
Wesayitisinmotion.
Thediver
Herpositionchanges.Shestartsatthetopofthe
divingboardandthenjumps.
Sheisfacingdown
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Whatdescribeshowfaryoumoveinacertain
amountoftime?
HowfastcananOlympicrunnerrun1mile?
Whichanimalrunsthefastestinthegraph?
Lesson3PushesandPulls
104105Whatareforces?
Whatdoyouhavetousetomakesomethingmove?
Whyisyourkickaforce?
Howisakickakindofpush?
Whatisapull?
Isopeningadrawerapushorapull?
Whataretwoforces?
Doyouthinkthemanpushingthewagonisexerting
aforce?
Giveanotherexampleofapush.
Giveanotherexampleofapull.
106107WhatHappenswhenaforcechanges?
Howcanyoumakeaballgofar?
Ifyoudonotusealotofforce,whathappenstothe
ball?
Whatiseasiertomove,somethinglightorsomething
speed
In5minutesorless
Thecheetah
Aforce
Youmaketheballmove
Whenyoukicktheball,itmovesawayfromyou
Somethingthatmovessomethingclosertoyou
Apullbecauseyouaremovingsomethingcloserto
you
Apushandapullarebothforces
Yes,heispushingthetwopeopleawayfromhim
(readingapicture)
Pushingadoor,pushingopenawindow
Pullingafriendtowardyou,pullingoffashirt
Usealotofforce
Itwillnotgoveryfar.
Somethinglightiseasiertomovebecauseyouneed
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MacMillan/McGrawReadingandWritingin
ScienceWorkbook
109ObjectsinMotion(excellentassessmentfor
endofunit)
heavy?Why?
Lesson4ChangingMotion
108109Whatslowsthingsdown?
Whenyourubtwothingstogether,whathappens?
Whatforceslowsthingsdown?
Whatmakesithardertomovesomethingonarough
surface?
Whatslowsdownarollerblade?
Howcanfrictionbehelpful?
Whatissomethingthataddsfriction?
Whymightweneedlessfriction?
Namesomethingwithlessfriction
lessforce
Friction
Friction
Thereismorefriction
Arubberstopperthatcausesfriction
Itcankeeparunnerfromslippingorfalling
Thetreadonshoes
Aballerinaneedslessfrictionsohershoescanslide
alongthefloor
.
Asurfboardissmooth
FieldTripConnections/Ideas:
ResourceInformation
Cost
7.009.00per
DiscoveryScienceCenter
http://www.discoverycube.org/education/ student
OptimalTimeframe(whenintheunit?Whenin
Preparation/Posttripideas
theyear?)
Thiscouldbeanexcellentfieldtripattheendof Studentscouldwriteabouttheirfieldtrip
anditsrelationshiptowhattheystudiedin
theunit.TheDiscoveryScienceCenteralso
theinvestigationsinthisunit.
travelstoschoolswithhandsonactivities.
14|P a g e
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?
accelerate
gravity
data
momentum
change
motion
energy
movement
explore
observe
force
speed
slope
Hall of Fame
Date:
Lesson #1
Time:
Prediction:
Unanswered Questions:
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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
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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
Lesson 1
Created by Marie Sykes
Lesson 2
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
Created by Marie Sykes
Lesson 5
Created by Marie Sykes
Lesson 6
Created by Marie Sykes
Lesson 7
Created by Marie Sykes
Lesson 8
Created by Marie Sykes
Lesson 9
Created by Marie Sykes
Name:___________________
Motion
3. How can we change the motion of an object? Read pages 286 - 289 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.
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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.
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8. How is sound related to motion? Read pages 337 338 to find the
answer.
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