Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Move It! Motion, Forces and You (preview) by Adrienne Mason Motion (preview) by Darlene R. Stille How Things Move (preview) by Don L. Curry Chart paper Markers Clipboard Student Observations of Movement of Objects (available for download in Attachments) Pencil Science notebook Crayons Goggles |
Technology Resources Needed: |
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Background/Preparation: |
Students apply their previous experience with toys to understand that motion is needed to move objects. Students will experience activities that build upon each other and lead them to examine, describe, and reflect on the motion of objects. Students will analyze observations to form a sense of what motion is. Students will be challenged to think about motion and the variety of ways it can be used. NOTE: Safety measures should be taken when forces are applied to objects. |
ENGAGE: Students will participate in a movement song/game such as the Hokey Pokey to see they can move their bodies as they wish. Students will brainstorm a list of objects that can move or be moved (i.e. blocks, toys, chairs, etc.) as the teacher records on chart paper. The chart should remain posted in the classroom to be added to as students brainstorm additional things that move or can be moved. EXPLORE: The teacher will use chart paper to present a question about motion, such as "What are different ways to move an object?" A chair needing to be moved could be used as an example. The chart will be posted during the activity to complete during the EXPLAIN stage of the lesson. The students will be reminded to wear their GOGGLES as they investigate the motion of different objects around the classroom in an effort to answer the question posed. Students will work with a partner to investigate the movement of objects making predictions and verifying findings. The teacher should observe and guide students through questioning to lead them to investigate further, such as "What other motion could be used to move that object?" The teacher should record students' thoughts, misconceptions, further questions, etc. on the "Student Observations of Movement of Objects" sheet on their clipboard as they talk with students. The sheet can be downloaded from the Attachments below. EXPLAIN: Concepts Explained and Vocabulary Defined Students will be gathered after a few minutes of investigating. The posted question will be posed "What are different ways to move an object?" The students will share and explain the ways objects were moved and how the object acted as a result of the movement. The students can demonstrate the ways objects were moved. The teacher should ask students to name the type of motion used, for example, whether they "pushed" or "pulled" the object. Keywords (i.e. walk, run, push, pull, kick, drag, etc.) should be recorded on the chart. The students will return to their seats to record their observations in their science notebooks through sentences, drawings, or both. Elaborate: The students should be reminded to watch for moving objects and objects that are being moved throughout the day and at home. In a group conversation, ask students to answer questions about their observations of what happens when moving objects. What did they experience and notice throughout the day? |
Assessment Strategies |
Teacher observation of student inquiry and recording of thoughts on the "Student Observations of Movement of Objects" sheet. Misconceptions should be addressed with the student(s) following the lesson or on Day 2 at the beginning of the lesson. Class discussion of comments posted on chart paper Drawings/recording of thoughts in their science notebook |
Acceleration: |
Books found in Materials and Equipment section may be shared, if time permits. |
Intervention: |
The teacher should provide additional opportunities for students to move objects to observe their movement. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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