For this warm up, I will need index cards and unifix cubes (one of each per student).
I will begin the lesson by explaining to the students that they will be analyzing the position and change in motion of objects today. I will tell the students, "before we can analyze the position and change in motion, we have to identify the vocabulary that we can use to describe the changes." Next, I will give each student an index card and one unifix cube each. I will instruct them to place each card on their desk. In their science journal, students will write down words that they would use to describe the position of the unifix cube in relation to the index card. I will allow the students about one minute to create their lists. Once complete, the students will share out their lists. I will ask them what are some vocabulary words that we can use to describe the block's position (e.g. on top of the card, over the index card, on the left side of the card)? I will record the student responses on the board. Next, I will categorize the students responses in a tchart (positional words/materials) based on which words describe location and which words refer to a material or an object. We will discuss as a class, what step they took to determine the position of the block in relation to the card. Once complete, the students will move the block again, and describe it's position to a partner. To conclude, students will come together. I will ask the students, "how did the position of your block change? What words helped you to describe the change in the blocks position?" I will record the student responses on the board. The responses will be categorized on a tchart labeled distance and direction. Lastly, I will inform the students that the changes in position are called motion.
Post It Notes (a pack for each student)
Begin the lesson by asking the students to raise their hands if they watch cartoons. Ask the students if they can describe what makes a cartoon different from a show with live people, such as the news. Students will mostly reply with comments such as a cartoon is a drawing. Proceed by asking the students if they are aware of how cartoons are made. Inform students that motion and position play a big role in creating a cartoon. One must know where to draw the character and where they are expected to be at the outcome of the scene. Tell the students that today that will be creating a flipbook. Advise the students that their goal is to create an object that changes positions in reference to another object or the background.
Have students view the video: How to make a Flip Book
Pass out packs of Post Its to students. (Packs can be split into two or three individual packs for students). Allow them time to create a cartoon flipbook. Remind them that there has to be an object in motion in relation to another object or the background; an example could be having a bird fly across the front view of a tree. Provide assistance as needed to the students as they create their flip books. Encourage the use of position and motion words. Allow students to share their flipbooks with others as they complete them.
Lastly, I have students come together for a final whole group discussion. I conclude the lesson by stating, "Today we were able to describe position and changes in motion. What are some vocabulary words that we focused on today to describe these changes and positions?" I allow time for students to respond.
Before transitioning, I give the students the Describing Position Exit Card. I will use this exit card to determine proficiency for the next lesson.