And That's What It's All About

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Objective

SWBAT identify objects/things that can be moved and how they are put into motion.

Big Idea

Through the use of movement and observation, the students will be able to identify objects that can be moved and identify and problem solve how to move objects..

Advanced Preparation

1 minutes

The students will need:

*A song chart of the Hokey Pokey or this video

*Clipboards

*Science Notebooks

*Pencils

Setting the Stage

1 minutes

The students will gather in a circle on the carpet.  I will start the lesson with a whole group song/dance of the Hokey Pokey. After the song, I will lead a whole group discussion about how are bodies moved and why did they move.  The students will then be teamed up and explore the school looking for items that are in motion.  They will record their findings in their science notebooks and use their findings to participate in a class discussion.  To end the lesson, the students will have to draw an object that another student shared (not their own) and illustrate how it moves.

NOTE:  Our district in transitioning to the NGSS.  Although we are implementing some of the units this year, I am still required to teach units that have now been assigned to other grade levels. This unit is one of those units that has been affected by the shifts in grade levels.  I continue to teach this unit because it focuses on the National Science Standard (K-4) B.  "As students describe and manipulate objects by pushing or pulling, throwing, dropping, and rolling, they also begin to focus on the the position and movement of objects."  

It is important that students understand that "the position and motion of an object can be changed by pushing or pulling.  The size of the change is related to the strength of the push or pull."  Establishing this knowledge base will prepare them for 3rd grade when the NGSS requires them to apply concepts of force and motion into their learning (3-PS2).

Engage: The Hokey Pokey

10 minutes

I start the lesson by having the students gather on the carpet and face the Smartboard. 

"I want to start today's science lesson by playing a song for you.  We will listen to it the first time through and then we will dance to the song on our 2nd listen."

At this point, I don't want to mention the idea of push or pull but rather wait until after the activity.

"During the dance part of this activity, your body was moving all over.  Sometimes your body parts would go in and sometimes they would go out.  What caused this?"

I want to get to the idea that they had to push or pull a body part in or out of the circle.

I put the words push and pull on the Vocab Chart that I create for this unit.  I also use the students to come up with a definition for each word.  I want them to come up with the definition because it will have more meaning if it is developed with them.  If I was to just tell them with no discussion or with out investing their time into the definition, it would have less meaning.  

Explore: Finding Objects In Motion

15 minutes

I pass out each students science notebook before I start this section of the lesson.  

"We are going to go on an observation walk around the school both inside and outside.  Your job will be to observe and record any action that you observe.  You will write it down or draw a picture of it in your science notebook.  I don't want you to worry about spelling but rather try your best with it.  I am more interested in what you noticed." 

Note:  If your students need examples, give them a few ideas.  Examples may include: dishes being washed, keys on keyboard being struck, someone mopping, ball bouncing, someone walking, etc.

"I want you to each grab a clipboard and pencil and find a partner to work with.  As we are walking around you can "whisper talk" to your partner about things you see and how you might record for observations.  Before we begin, let's use our Science Notebook Anchor Chart to set up today's notebook entry."

I have the group fill out the date and focus on their notebook page.  This is still a new process and I will continue to help them with this for the 1st half of the year.  

Science Practice 2 expects students to make observations to collect data that can be used to make comparisons.  In this scenario, the students are being introduced to this goal by noting a variety of actions and then determining what type of force caused the action.  

Explain: Discussing Our Findings

15 minutes

As we return to the classroom, I have the students bring a chair to the carpet and have them create a circle.  They bring their science notebooks with them.  

"I would like to ask you to share some of the movements that you saw during our observation walk.  Who would like to share some of their observations?"

I allow for all students to share 1 or 2 things.  It is ok if some are repeated.

After the students have all shared, I lead the following conversation.

"All of the actions that you have observed were caused by a push or a pull or a combination of a push and pull.  I would like you to look back through your observations and identify what caused the action. You can label them push, pull, or push/pull."

Science Practice 1 expects students to ask or identify questions that can be answered by an investigation.  In this case I am developing this concept by asking students to look at their observations and and label how force is being used to create a motion.  

"I would now like you to partner up with someone other than the person you worked with on our observation walk.  I want you to share what your observed motions were and what caused them. Go ahead and find a spot in the room where you can quietly share your observations with each other."

I give the students 5 or 6 minutes to Partner Share and then have them rejoin the circle.

Vermont Agency of Education expects students to demonstrate their understanding of Force by:  Investigating and identifying how pushing or pulling moves or does not move an object (S1-2:21).

Elaborate: Documenting Our Learning

10 minutes

"Before we finish today's lesson, I would like you to go to the next page in your science notebook.  I want you to write down one action that your partner described to you and explain if the action needs a push, pull, or push and pull to happen.  You can draw a picture and/or use words."

I am intentionally asking them to report out on what their partner discussed because I want the students to understand that they need to listen and learn from their classmates.  Being that this is early in the year, I use this approach to establish a sense of accountability.  At the same time, it allows them to also connect to the focus of the lesson.

I have included two examples (what I learned 1 & what I learned 2) of how students noted what they learned from their partner.  These are proficient ways of documenting their learning.  

Evaluate: Looking At Their Work

1 minutes

As I look back at today's science notebook entries, I use the Looking At Student Observations Day 1 checklist to evaluate who students are doing with creating entries in their science notebook, using diagrams and/or words to describe their learning, and if they can incorporate the learning of others into their own work.  I am also looking to see what level of understanding students exhibit in regards to a force being applied to an object and how it changes the movement of the object.  

I have included two proficient examples (observations 1 & observations 2) of students appropriately recording in their science notebooks.