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Engage Lesson 1

Lets Talk about Positions.


Positional words tell me where something is....

Missouri Learning Standards


F.M.1.A.a. - Compare the position of an object relative to another object (e.g., left or right of).
1.W.2.C.e. - Use words that are related to the topic.

DOK: Level 1 and 2

Learning Goals
The student will compare, contrast, and describe the position of an object relative to another.

Objectives
The student will discuss the position of an object and describe the changes made when
movement occurs with words related to the topic at least 3 times during a conference.

Materials
Teacher Markers, Anchor chart of prepositional words; above, below, behind, left or right.
Students in pairs will need a plastic cup, and a small object such as a car, eraser, or glue stick,
etc.

Procedure
The teacher will use the Interactive Instruction strategy through whole group discussions and
brainstorming about the description of the object's position using key words; above, below,
behind, left or right of.

The student will use the Interactive Instruction strategy as they will practice with peers
discussing and comparing the position of an object using the keywords; above, below, behind,
left or right of.

Before
I will have an anchor chart, markers, and all supplies ready at the front of the classroom. I will
invite the students to the carpet and share that we are going to start a new unit all about motion
and force. Today we will be speaking about what we know about force and motion and the ways
we can describe the position of an object as it is relative to another. Positional words tell me
where something is...

During
Using Interactive Instruction I will ask students to brainstorm how they could describe (tell me
where the car is) the position of my cup and my small car. I will move my small toy car
around my plastic cup and discuss the many positions. I will write the key positional terms and
the descriptions on the anchor chart such as, above, below, behind left of and right of.

Once I have modeled the movement of the object and discussed the movement as whole group
and modeled partner practice. I will then send the students out in pairs to their tables to practice
with a plastic cup and a small object. The students will take turns moving and discussing the
object's position. The students will be given 5-10 minutes to move and share about the positions
of their objects. After the students feel that they are ready to teach me about the positions of an
object I will have the pairs visit me at the teacher table for a student conference. I will ask the
student pairs to demonstrate and describe to me the position of their object.

After
I will conclude the day's activities back on the carpet as a whole group by reviewing the key
terms as needed. I will mention that in tomorrows lesson we will focus on describing force and
exploring an objects motion, through the ways we can move.

If time allows students can read force and motion literature such as;
Shaw, N. (1986). Sheep in a Jeep. Boston, MA: Houghton Mifflin Company.

Formative Assessment
Student Conferences- I will hold a conversation with the students to check for understanding.
They will correctly identify the position of an object at least three times.

Explore Lesson 2
Lets Explore Force (pushes & pulls) and Motion
The ways we can move
Missouri Learning Standards
F.M.2.A.a. - Identify the force (i.e., push or pull) required to do work (move an object).
F.M.1.A.b. - Describe an objects motion as straight, circular, vibrating (back and forth), zigzag,
stopping, starting, or falling.
1.W.2.C.c. - Place events in the order they occur.
1.W.2.C.e. - Use words that are related to the topic.
1.W.2.C.f. - Provide a reaction to what happened in the events.

DOK: Level 1 and 2

Learning Goals
The student will describe the direction (straight, circular, zigzagging, starting stopping ,etc. ) of
an object's movement/motion in sequential order.

Objectives
The student will experience many forms of movement on the playground and will be able to
journal the ways they moved in sequential order (first, next and finally with movements listed as
straight, circular, zigzagging, starting, stopping ,etc. ).

Materials
Teacher Markers, Anchor chart of motion words; straight, circular, zigzagging, starting stopping,
etc.., and index cards if needed to write the motion on and give to groups to experience.
Camera for outdoor pictures to represent motion words to be printed and placed on the chart.
Students will need their Science journals, and writing utensils.

Procedure
The teacher will use the Experiential Learning strategy by using playground equipment to have
students explore force (pushes and pulls) as motions such as; straight, circular, zigzagging,
starting stopping, etc.
The students will use their playground/field observations of motions to be recorded in their
science journals.

Before
I will have an anchor chart, markers, and the camera ready at the front of the classroom. I will
invite the students to the carpet and share that we are going to discuss force and motion with
exploration of motion, i.e., The ways we can move.

During
Using Interactive Instruction I will ask students to brainstorm how they could describe an
objects force as a push or pull and the motion created. I will ask a few students to share the
ways we can move and create an anchor chart of the following terms; straight, circular,
zigzagging, starting stopping, etc., (make sure to leave space to add a photograph of students
moving in these ways on the playground). Once the chart is labeled with many motion terms I
will group the students into sets of three/four and we will all go outside on to the playground to
explore, the ways we can move. I will let them know that I will take their team photographs when
they have found a specific way we can move on the playground. Once they have found three
ways they can move they will record their experience in their journal as first, next and finally.
After
I will conclude the day's activities with the students recording their experiences in their journals.
While students are working their journals I will print their photographs to represent the forces
and motions they experienced on the playground. I will read their journals and score them
based on understanding. The lesson will end back on the carpet as a whole group by reviewing
the way we can apply force and see motion by placing photographs on the chart next to the key
terms. I will mention that in tomorrows lesson we will focus on comparing speeds of an objects
motion while we make balloon rockets.

If time allows students can read force and motion literature such as;
Mason, A. (2009). Move it, Motion. Forces and you. Toronto, Canada: Paw Prints.

Formative Assessment
The journal writing of the experience will be scored as a 3 - student understands, 2 - student is
gaining knowledge, or 1 - student is lacking understanding.

Explain Lesson 3
Comparing Speeds.
Balloon Rockets

Missouri Learning Standards


F.M.1.A.c. - Compare the speeds (faster vs. slower) of two moving objects.
1.MD1 - Measure lengths indirectly by iterating length units.
1.MD2 - Express length ...where the object being measured is spanned by a whole number of
length units with no gaps or overlaps.

DOK: Level 1 and 2

Learning Goals
The student will know compare the speeds of objects as faster or slower.
The student will measure lengths of a traveled object by whole numbers and units with no gaps.

Objectives
The student will predict, observe, record and compare the speeds of two balloon rockets as
faster and/or slower along with the measurement of the distance the balloon rockets traveled in
whole numbers using inches/feet. This will be recorded in their journal and scored with a 3,2, or
1.

Materials
Teacher will need to precut string in approximately 10 foot sections for the Balloon to travel on.
Two chairs will be needed for each Balloon Rocket and one straw for each Balloon to be taped
to and travel with or slide along.
Oval Balloons and Round Balloons, at least one of each for the classroom to observe along with
Tape, tape measure and a stopwatch or timer.

Procedure
The teacher will use Experiential Learning strategies through the experiment of which Balloon
Rocket will move faster or slower.
The students will use the experimental and observational learning strategies as they predict,
observe, measure and compare the speeds of the Balloon Rockets.

Before
I will have all supplies ready at the front of the classroom. I will invite the students to the carpet
and share that we are going to build Balloon Rockets and compare their speeds with a timer,
and measure the distance or length our Balloon Rockets travel.

During
I will explain to the students that we are comparing speed of two different types of Balloon
Rockets; we will have an oval and a round balloon to use. The students will be asked to
compare the two balloons and predict which type of balloon will create the faster rocket, and
which will travel the longest distance. The predictions will be recorded in their journals and then
we will start the experiment as a whole class first with the round balloon and then with the oval
Balloons, or with assistance we can have both rockets go off at the same time with a blast-off
countdown. Measurement and time will need to be recorded.

After
To conclude the days activities we will review and discuss with Interactive Instruction of what
was observed, measured and recorded in their journals. We will discuss if our predictions were
right, and brainstorm reasons for why the Balloon Rocket was either faster or slower than the
other as we compare.
Formative Assessment
Journal Entries- Students will record their predictions, recording the experience with the
measurement the balloon rocket traveled. Students will be scored based on their understanding
with a 3, 2, or 1 with personalized feedback.

Elaborate Lesson 4
Force and Motion (Contact and Non-Contact)
Magnet/Marble Painting

Missouri Learning Standards


F.M.2.A.a. - Identify the force (i.e., push or pull) required to do work (move an object).
AP.1.2.A - Artistic Perceptions, analyze and evaluate art using vocabulary identifying lines,
shapes, colors and patterns in artwork.

DOK: Level 1 and 2

Learning Goals
The students will identify lines of movement using force and motion, pushes and pulls, using
magnets/marbles and painting.

Objectives
The students will experiment with magnets while using keywords such as push and pull to paint
with magnets and marbles correctly identifying shapes and lines in the art during a conference
time.

Materials
Each student will need a small pie plate, paper, a variety of paint colors, magnets, and marbles.

Procedure
The teacher will use Direct Instruction while explaining how magnets work, with contact and
noncontact pushed and pulls. Direct Instruction strategies will also be used while giving
instructions for the painting with the magnets and marbles.
The students will use practice strategies as they use and discuss the magnet/marble
movements. The students will also be using Interactive brainstorming as they think of ways to
paint with their magnets/marbles.

Before
I will have supplies ready at the large learning table in the classroom. I will invite students to
come and stand at the table where I will use direct instruction and demonstrate how magnets
can create pushes and pulls with and without contact. I will demonstrate the use of the magnets
and allow students to practice using them too. I will also give student brainstorming time and
offer direct instructions of the many ways we will be able to paint with magnets and marbles
using force and motion. After questions are answered and supplies are passed out, students will
be sent to the tables to paint.

During
Students will be at tables where paint and supplies will be set up and shared. Each student will
be able to paint using force and motion. The students will be encouraged to discuss the motions
and describe the lines and shapes they see develop within their art.

After
The activities will conclude once the time period for painting has passed students will then clean
up their spaces. After the paint has been cleaned up students will then write in their journals
about the experience as they reflect on the art they have made.

If time allows students can learn using their Chromebooks such as;
Abcya.com Math Game using Basketball Motion.
(2017). Retrieved from http://www.abcya.com/ten_basket.htm
And other resources list below.

Formative Assessment
Student Conferences- I will hold a conversational conference with the students to check for
understanding. They will correctly identify keywords such as push/pull, magnets, force, motion,
marbles, circular lines, zigzag lines, etc., which they used while painting. They will need to
correctly identify shapes and lines in their art at least three times.

Evaluation Lesson 5
Force, Motion, and Friction.
Building ramps with different landing zones

Missouri Learning Standards


F.M.2.D.a. - Describe ways to change the motion of an object (i.e., how to cause an object to go
slower, go faster, change direction, and stop).
1.W.2.C.b - Use details to describe an experience.
1.W.2.C.f. - Provide a reaction to what happened in the events.

DOK: Level 1, 2, and 3.

Learning Goals
The students will collaborate to build ramps for small cars. The students will know to compare
the speeds of objects as faster or slower.The students will explain that an object can change
directions and acceleration rates due to an outside applied force. The students will present their
ramp to peers in the class and create a group poster to be share their experiences.

Objectives
The student will work in groups to predict, observe, record, and compare the speeds of small
cars rolling down ramps as faster/slower/ and how they may have changed direction. They will
share and write about the experience to be given a score of a 3,2, or 1.

Materials
A hot wheels or small car for is needed each group of students. Groups can contain 3 students.
Materials to build a ramp such as pool noodles, dry erase boards, a container to place objects
on to hold the ramp up, pieces of different textured materials for landing zones as friction
encounters such as; sand paper, bubble wrap, and cloth.
Masking tape to hold ramp structures, markers and posters for recording and sharing their
group experiences.

Procedure
The teacher will use Indirect Instruction and Experiential Learning strategies.
The students will work together using Experiential Strategies, by problem solving, conducting
observations, applying concepts and sharing the experience to their classmates.

Before
I will have supplies ready at the large learning table in the classroom or in the learning lab. I will
use direct instruction and demonstrate how a ramp maybe built and explain that outside forces
can change the motions and directions of our small cars. I will let the students know that they
will be able to work in groups and construct a ramp while experimenting with various landing
zones to record the differences they observe based on the friction based landing zones.
Students will be able to record their ramp plans and outcomes on a poster to be shared with the
class.

During
Students will be able to work and collaborate together to plan, build, experiment, and record
data. I will be available to students to answer questions and to assist when needed.

After
The activities will conclude as the students finish their ramps, experiments and recordings. The
students will then be able to share the ramp they made with the classroom and explain the
information learned.

Formative Assessment
Sharing their learning with the class- Students will record and share their understanding of the
topic and will be scored based on their sharing/writing/poster with a 3, 2, or 1 with personalized
feedback.
Evaluation Presentation Rubric

Key elements of a proficient presentation.

Provides accurate details and explanations of their project.


Answers questions knowledgeably.
Speaks clearly and audibly.

3 Keywords and elements are proficiently demonstrated with understanding.

Notes:

2 Keywords and elements are mostly demonstrated with understanding.

Notes:

1 Keywords and elements are not demonstrated with understanding.

Notes:
Related and Integrated Experiences

There are several subtle lessons within each lesson of the day. Students will be required to
think independently, work with partners and with teams in order to complete the force and
motion integrated unit plan. Students will learn through the experience many ELA lessons as
they will become great listeners, able to discuss, to be kind, and to collaborate with others in
group work i.e. as they build, create posters and share their ramp projects. Students will learn
concepts of math and measurements as they record the distances of objects traveled related to
force. Students will learn and practice writing skills as they record scientific data in their science
journals. Students will gain in understanding of artistic perceptions of lines and shapes in art.
Students will experience movement in several kinesthetic lessons of motion. Students will gain
social studies skills and knowledge of how they can move in Nixa using key terms for
directionality and force.

Resources

Teacher Resources

Newton, N., (2016). Math workshop in action. New York, NY: Routledge Taylor Group.

Gibson, G. (1996). Science for Fun Experiments. Brookfield, CT: Copper Beech Books.

Culham, R. (2005). 6+1 Traits of writing for primary grades. New York, NY:Teaching Resources.

Jensen, E. (2008). Brain based learning. Thousand Oaks, CA: Corwin Press.

DeCarbo, M. (2013, October 6). Retrieved from https://www.teacherspayteachers.com/

Childrens Books

Shaw, N. (1986). Sheep in a Jeep. Boston, MA: Houghton Mifflin Company.

Mason, A. (2009). Move it, Motion. Forces and you. Toronto, Canada: Paw Prints.

Stille, D. (2004). Motion: push and pull, fast and slow. Minneapolis, MN: Picture Window Books.

Mason, A. (2011). Motion, magnets and more: the big book of primary physical
science.Toronto,Canada: Kids Can Press.

Silverman. B. (2013). Pull it, push it. Chicago, Il: Britannica Digital Learning.

Smith, S. (2009). Making things move. Chicago, Il:Heinemann Library.

Llewellyn, C. (2009). Exploring forces. Mankato, MN: Sea-to-Sea Publications.

Royston, A. (2012). Forces: Pushes and pulls. New York, NY: Powerkids Press.

Lewis, H. (2011). How toys roll. South Yarra, Vic: Macmillan Education Australia.
Cooper, C. (2004). Forces & motion. Oxford, CT: Heinemann Library.

Murray, J. (2007). Motion. Edina, MN: ABDO Publishing.

Stewart, M. (2003). Motion. Minneapolis, MN: Compass Point Books.

Orr, T. (2011). Motion and forces. New York, NY: Rosen Pubs Rosen Central.

Silverstein, A. (2009). Forces and motion. Minneapolis, MN: Twenty-First Century Books.

Parker, S. (2009). Forces and motion. Langhome, PA: Chelsea House Publishers.

Graham, J. (2013). Forces and motion. New York, NY: Kingfisher.

Dicker, S. (2011). Forces and motion. London, England: Wayland.

Gray, L. (2014). Forces and motion. New York, NY: Gareth Stevens Publishing.

Colson, R, (2013). Forces and motion. London, England: Franklin Watts.

Kenney, K. (2016). The science of race cars: studying forces and motion. North Mankato, MN:
ABDO Publishing.

Technology Resources

Abcya.com Math Game using Basketball Motion.


(2017). Retrieved from http://www.abcya.com/ten_basket.htm

Learning Games for Kids: Friction Ramp Game.


Learning Games for Kids (2017). Retrieved from http://www.learninggamesforkids.com/motion-
games/friction-ramp.html

Rollercoaster building game.


Funderstanding (2017). Retrieved from
http://www.funderstanding.com/educators/coaster/

[Gideons World] (2017, March 6). Gideons World of Science Force and Motion.Video Clip.
Retrieved from
https://www.youtube.com/watch?v=ILhckx1zGXw

[Bill Nye the Science Guy] (2014, April 24). Bill Nye Force and Motion: Video Clip. Retrieved
from https://www.youtube.com/watch?v=8iKhLGK7HGk

[Nichols, Isaac] (2008, May 31). Honda Commercial Rube Goldberg: Video Clip. Retrieved from
https://www.youtube.com/watch?v=YWk9N92-wvg

[School Tube] (2012, April 3 ). Magic School Bus: Plays Ball. Video. Retrieved from
https://app.schooltube.com/video/d6d100cd2d7b4b0caeb2/The%20Magic%20School%20Bus%
20Plays%20Ball
[Scholastic] (2017, May 8).Forces and Motions. Video. Retrieved from
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-
motion.htm

Field Trip Opportunities

The Springfield Discovery Center


https://www.discoverycenter.org/

Sky Zone Trampoline Gym


https://www.skyzone.com/springfield
Technology Usage

1. Technology will be utilized by using the SmartBoard.


2. Technology will be utilized by using the Projector.
3. Technology will be utilized by using the HoverCam.
4. Technology will be utilized by using the student Chromebooks.
5. Technology will be utilized by using the website http://www.abcya.com/ten_basket.htm
to allow for math practice and aid in force and motion visuals.
6. Technology will be utilized by using the website
http://www.funderstanding.com/educators/coaster/ to support practice by learning with
rollercoaster building game.
7. Technology will be utilized by using the website
http://www.learninggamesforkids.com/motion-games/friction-ramp.html to support
learning and practice with a ramp and friction game.
8. Technology will be utilized by allowing students to watch a video to support
understanding http://studyjams.scholastic.com/studyjams/jams/science/forces-and-
motion/force-and-motion.htm.
9. Technology will be utilized by using the classroom Camera to show motions created on
the Nixa playground.
10. Technology will be utilized by utilizing the SeeSaw application to engage parents and
families regarding lessons and learning for each student.
Reflection and Rationale

The force and motion unit for first graders will be starting with an engaging

introduction lesson about directionality all students will be included in discussions and

activities to support learning. The unit will progress with experiential learning lessons to

increase the students vocabulary as they will be able to describe an object's motion in

both writing and speaking lessons, support will be offered as needed. The students will

be able to compare speeds of moving objects while building balloon rockets, ramps for

cars, and math measurements of lengths of distances traveled will be recorded.

All first graders will be able to experience motion kinesthetically in physical hands

on learning lessons as they build, create and explore the playground through

movement. Students will also make connections with force and motion in art through a

creative painting using magnets and marbles. Finally students will be evaluated on how

well they can collaborate, make predictions, build ramps, and share experiences

creatively with force, motion, and friction.


Learning will be demonstrated through participation and exploration of how

students can move in Nixa in multiple ways. Movement and science along with math

and writing will engage all types of learners and support all needs. Students will be

excited as they are both learning and creating memorable experiences within this force

and motion unit. Students will use information gained in all aspects, such as math,

science, measurement, and more for their future learning and lives.

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