Science SCI.IV.3.1 Grade: 1

Using Scientific Knowledge in Physical Science
- Motion of Objects
Grade: 1
All students will describe how things around us move, explain why things
move as they do, and demonstrate and explain how we control the motions
of objects.
Describe and compare motion of common objects in terms of speed and
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and
fine arts.
Direction words
– east, west, north, south, right, left, up, down
Speed words
– fast, slow, faster, slower
Motions of familiar objects on two dimensions,
including rolling or throwing balls, wheeled
vehicles, sliding objects.
Knowledge and Skills
Coloma Resources:
Students will describe, compare or demonstrate
the motion of objects in terms of speed (fast, slow,
speeding up, slowing down) and direction (right,
left, east, west, north, south, up, down).
How to do Science Experiments with Children
Teacher Resource Book
(In 1st Grade Science Kit)
Other Resources:
Hewitt, Sally. Forces Around Us. Children’s
press 1998
Wells Robert. What is faster than a speeding
cheetah? Whitman, 1997
Benchmark Question: How does speed and
direction affect the motion of objects?
Focus Question: How do you describe the
movement of an object?
Students will describe the motion of a ball that
has been kicked, rolled, thrown in terms of
speed, direction and change of direction using
precise description.
Vocabulary to be included: fast, faster, slow,
Teacher will label the classroom with direction slower, left, right, (up, down) north, south,
east, and west.
signs (N,S,E,W)
The class will observe the flight of a paper
airplane discussing and listing its motion in
terms of speed and direction.
In pairs, students will select words from a hat
and act out the movement of an object
demonstrating the selected speed and
direction words.
Direction Words:
Speed words:
(Give students rubric prior to assignment)
Scoring Rubric
Criteria: Description
Beginning (60%) – Describe movement using
both direction and speed vocabulary, less detail in
identifying the change in speed and direction.
Developing (80%) – Describe movement using
both directional and speed vocabulary, also
identifying change in speed and direction.
Secure (100%) - Describe movement using both
directional and speed vocabulary, identifying
change in speed and direction and acknowledges
factors that cause change.
Teacher Notes:
Describe how things around us move, explain why things move as they do, and demonstrate and
explain how we control the motion of objects.
Young children should become acquainted with the scientific descriptions of the motion of objects, which
generally includes discussion of speed, direction and changes in speed or direction. The understanding of the
force/motion relationship can become increasingly quantitative, as the students get older. Instruction should be
included which will help students overcome a common belief that sustained motion always requires sustained
Early elementary students can develop a foundation for understanding magnetic attraction through various
investigations of magnetism. Determining categories of objects that are attracted to a magnet, distances
through which a magnet will attract objects and how many small objects a particular magnet will attract helps
children consolidate their experiences into scientific knowledge.
Elementary students should be able to understand that simple machines are devices controlling forces. A lever
can transform a small downward force into a large upward force thus making a task easier. Simple machines
help us to accomplish tasks that would otherwise be impossible. Young children can see simple machines all
around them. Homes and playgrounds offer rich experiences for children to experiment with concepts related
to simple machines.