Date: 08/22-09/12/16 | Jorge Garcia

Lesson: With teacher assistance student groups plan and conduct an

investigation. Students will compare effects of different strengths or
different directions of pushes and pulls on the motion of an object.
A system is a collection of parts that work together.

What parts do you observe?

What does each part do?

What might happen if a part is changed?

Observe, Describe THE LOCATION OF AN OBJECT IN RELATION TO ANOTHER: Above, Below, Behind,
In front of, Beside, Beneath, Between, Up, Down, Left, Right

Describe type of force involved in gear movement: Push or pull.

Describe the effects on the gear receiving the push.
Formative Assessment or Launch: Name the type of forces we worked on
today and what happened when you turned the crank handle in a different
direction.
Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will identify the effect caused by the different strengths and directions
of pushes and pulls on the motion of gears.
PRODUCT: I will explain the difference between a push and pull force and what
happens when I apply different strengths when I move the crank handle.
Vocabulary: Motion a change in the position of an object; Motion a change in the position of an object;
Movement an event that involves a change in position or location, Direction

Materials: Gear sets, journals, pencils, crayons.

Purposeful Talk and Write Critically Prompt: Discuss in your group how you
recognized the difference between a push and a pull when you moved the
crank handle. Does everyone in your group agree?
TEKS/SE: K.2B: Plan and conduct simple descriptive investigations such as
ways objects move.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Grade: K

Date: 08/22-09/12/16 | Jorge Garcia

Grade: 1
Lesson: With teacher assistance student groups plan and conduct an
investigation to determine the effect of friction on the movement of an
object.
Scientific and Engineering Practices/DCIs:
Students determine why we call friction a force.
Students will verbally describe the group plan. They will need to identify any
problems in their prototype and design a new solution if needed.
Scientific and Engineering Practices: Planning and carrying out investigations;
analyzing and interpreting data; constructing explanations (for science) and designing
solutions (for engineering).
Crosscutting Concepts: Cause and effect, structure and function.
Disciplinary core idea: Motion and stability: Forces and interactions.
Formative Assessment or Launch:
Performance Assessment: Prepare a presentation of research results.

Objective and Closing Product:

OBJECTIVE: We will plan and design an investigation to understand the effect of
friction.
PRODUCT: I will report the results of my research with my group and compare my
results with other groups.
Vocabulary: Gravity, force, friction, slope, height, length.

Materials: Wood blocks, smooth boards, metersticks, wide rubber bands (latex free),
metal thumbtacks, felt round pads, sand paper, wax paper, aluminum foil,
construction paper (black), masking tape.
Purposeful Talk and Write Critically Prompt: 1. Write a group report to present
the findings of your group to the class. After presentations, talk with your group to
compare results, and discuss any differences.
TEKS/SE: 1.4A Collect, record, and compare information using tools.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Date: 08/22-09/12/16 | Jorge Garcia

Lesson: Students discuss with teacher guide what is weather. Talks about things we
know about the weather: Rain, snow, hot, cold, sunny, cloudy, etc
Why is it important to know about the weather when we come to school? Will you
dress the same if it is a very hot day than if it is a cold and snowy day?
How and what can we measure about the weather?
What can we measure to describe the weather?
Formative Assessment or Launch: Describe three properties of weather we can
use to describe it.

Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will identify measurable properties of weather.
PRODUCT: I will create an interactive display to report the daily weather in my school.

Vocabulary: Properties, patterns, cloud cover,

Calm atmospheric conditions with no wind or any

air motion

Clear the appearance of the sky when no clouds are visible from the point of observation

Cloud cover the amount of sky obscured (covered) by clouds

Clouds a mass of water droplets or ice crystals that have clumped together (condensed) in the atmosphere

Cloudy the sky is covered, or full of clouds

Cold a condition of the air when the temperature is low; lack of heat

Icy a condition in weather when the air temperature is bitterly cold; freezing

Precipitation water that falls to the Earths surface as rain, snow, sleet, or hail

Rainy long periods of rainfall

Temperature a way of measuring how hot or cold something is; temperature is measured using either the Fahrenheit (F) or Celsius (C) scale

Weather the condition of the atmosphere at a place for a short period of time, including humidity, cloud cover, temperature, wind, and precipitation

Wind speed how fast the air is moving; wind speed is commonly measured with an anemometer

Windy the condition of very fast moving air

Date: 08/22-09/12/16 | Jorge Garcia

Materials: Cardstock, pencils, crayons, scissors, glue.

Purposeful Talk and Write Critically Prompt: Discuss with your group some of
the ways weather (precipitation, temperature, cloud cover, and wind speed) can be
described?
TEKS/SE: 1.8A Record weather information, including relative temperature,
such as hot or cold, clear or cloudy, calm or windy, and rainy or icy.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Grade: 1

Grade 2

Lesson: Students with help from teacher will describe the parts that make up a toy
car. We will describe the properties of each part and the roll of each part plays in the
system. Students should explain why if each part was designed differently, the whole
system will not work correctly.
What is a Scientist: Students discuss what a scientist does

Demonstrate safety

Collect data using tools and equipment

Make observations

Measure with precision and accuracy

Record data

Organize data

Communicate conclusions and / or make predictions

Date: 08/22-09/12/16 | Jorge Garcia

Analyze, interpret, and evaluate

Think critically

Formative Assessment or Launch: Students will look around the room and
find some items that can be considered systems and some that are not
systems.

Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will identify the parts that make up a system using a model of a car.
PRODUCT: I will build a prototype of a car that has a part I have changed and present
evidence why car will still work.
Vocabulary: Classify, model, system, compare, measure,

Materials: Toy cars, rulers, science notebooks, pencils, KNEX 2nd Grade Kit

Purposeful Talk and Write Critically Prompt: Discuss in your group why some
attributes (like the color of a car) is not an essential attribute of the car.
TEKS/SE: 2.4A Collect, record, and compare information using tools, including
computers, hand lenses, rulers, primary balances, plastic beakers, magnets.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Grades 3, 4, 5

Date: 08/22-09/12/16 | Jorge Garcia

Lesson: Investigating Properties of Matter: Whole class discussion on matter and
properties of matter.
NGSS Crosscutting Concepts (4-ESS3-1): Cause and Effect: Cause and effect
relationships are routinely identified and used to explain change.

.Guiding Question: What causes an object to sink or float?

How can we describe matter? Does air have mass? How can we use the physical property of matter
called density to make a sub float, sink, or hover
Students watch How submarines work video clips to build relevant background
knowledge as to how engineers have used density and relative density to design
submarines.
Part 1. Make a prediction: How does a submarine go underwater? Choose any correct
response.
A. Increase the amount of air inside the submarine.
B. Decrease the amount of water inside the submarine.
C. Decrease the amount of air inside the submarine.
D. Increase the amount of water inside the submarine.
E. Increase the mass of the submarine.
F. Decrease the mass of the submarine.
Part 2. Sink a Sub Guidelines Your challenge is to create a sub that will float, a sub that
will sink, and a sub that will hover. Hover means that it is completely underwater but
not touching the bottom of the container.
There are a few guidelines:
(1) Each team member must participate.
(2) A floating submarine is on top of the water.
(3) A sinking submarine is touching the bottom of the container.
(4) You may do anything you want make the submarine float, sink, or hover except you
must keep the lid on and you may not destroy the submarine.
(5) Record your data on the next page as you complete each task.
Part 3. Questions for Discussion
Before you begin, answer a few questions. 1. What physical properties of the
submarine will not change in your investigation?

Part 4. Investigation Data Record data for each successful submarine below including
materials.
Floating Illustration
Sinking Illustration
Hovering Illustration

Floating Description
Sinking Description
Hovering Description

Date: 08/22-09/12/16 | Jorge Garcia

Part 5. More Questions for Discussion

1. What is similar about the class subs that floated?
2. What is similar about the class subs that sank?

Date: 08/22-09/12/16 | Jorge Garcia

Formative Assessment or Launch:

Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will determine what causes an object to sink or float?
PRODUCT: I will test how an object can be made to sink or float and describe how this
physical property depends on the mass and relative density of the object.
Vocabulary: Properties of matter, physical properties, sink, float, hover, mass,
volume, density, relative density, buoyancy.
Materials: Manila paper, pencils, crayons, scissors,

Purposeful Talk and Write Critically Prompt: Are the sun and the water cycle
part of the same system? Explain, why or why not.
TEKS/SE: 3.5A measure, test, and record physical properties of matter, including
temperature, mass, magnetism, and the ability to sink or float.
4.5A measure, compare, and contrast physical properties of matter, including size,
mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to
sink or float.
5.5A classify matter based on physical properties, including mass, magnetism,
physical state (solid, liquid, and gas), relative density (sinking and floating), solubility
in water, and the ability to conduct or insulate thermal energy or electric energy
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Grade 4

Lesson: Energy: Use evidence to construct an explanation relating to the

speed of an object to the energy of that object.
Students with help of teacher will prepare a project to test the relationship between
the speed of an object and the energy it has.
Whole group discussion to review background knowledge of energy, types of energy
and transformation of energy.

Date: 08/22-09/12/16 | Jorge Garcia

Formative Assessment or Launch: Can energy be changed into matter? Can life
exist without energy?

Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will analyze the relationship between matter and energy.
PRODUCT: I will design a project demonstrating relationship between the speed of an
object and its energy.
Vocabulary: Energy the ability to cause change or do work

Force a push or pull that can change the position or motion of an object/material
Friction a force that acts in an opposite direction to movement
Gravity the force that pulls objects toward each other
Mechanical energy energy of motion
Motion a change in the position of an object
Pull the act of applying force to move something toward or with you
Push the act of applying force in order to move something away

Transformation
Materials: Small model cars, cardboard, rulers, meter sticks, clay, manila paper,
paper, pencils, crayons.
Purposeful Talk and Write Critically Prompt: Cn you destroy the energy an object
has? Did the energy you were providing to change the speed of your object change?
TEKS/SE: 4.2A Plan and implement descriptive investigations, including asking welldefined questions, making inferences, and selecting and using appropriate equipment
or technology to answer his/her questions.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Grade 5

Lesson: Energy: Use evidence to construct an explanation relating to the

speed of an object to the energy of that object. (Same activity for 4 th but
adapted to 5th)
Students with help of teacher will prepare a project to test the relationship between
the speed of an object and the energy it has.
Whole group discussion to review background knowledge of energy, types of energy

Date: 08/22-09/12/16 | Jorge Garcia

and transformation of energy.

Formative Assessment or Launch: Can energy be changed into matter? Can life
exist without energy?

Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will analyze the relationship between matter and energy.
PRODUCT: I will design a project demonstrating relationship between the speed of an
object and its energy
Vocabulary: Energy the ability to cause change or do work

Force a push or pull that can change the position or motion of an object/material
Friction a force that acts in an opposite direction to movement
Gravity the force that pulls objects toward each other
Mechanical energy energy of motion
Motion a change in the position of an object
Pull the act of applying force to move something toward or with you
Push the act of applying force in order to move something away

Transformation
Materials: Small model cars, cardboard, rulers, meter sticks, clay, manila paper,
paper, pencils, crayons
Purposeful Talk and Write Critically Prompt: Cn you destroy the energy an object
has? Did the energy you were providing to change the speed of your object change?
TEKS/SE: 4.2A Plan and implement descriptive investigations, including asking welldefined questions, making inferences, and selecting and using appropriate equipment
or technology to answer his/her questions.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.