Unit/Lesson Plan Title: May the Force be with YOU!
Primary Subject
Integrated Subjects
Grade Level(s)
Length of Unit
Research Sources
Science-Force and Motion
ELA, Mathematics
2nd & 3rd Grade
2 weeks
Elementary Science with Vernier;
www.protopage.com/lchambless
http://www.cape.k12.mo.us/blanchard/hicks/News%20Pages/
scienceforce.htm#PerfAssess
http://www.uen.org/core/displayLessonPlans.do?
courseNumber=3030&standardId=1192&objectiveId=1194
http://www.lakeshorelearning.com/media/product_guides/
DD354.pdf
http://www.cape.k12.mo.us/blanchard/hicks/news%20pages/
scienceforce.htm
www.engineeringinteract.org/resources/oceanodyssey/flash/
concepts/pitch.htm
Forces Make Things Move by Kimberly Bradley
Gravity is a Mystery by Franklyn M. Branley
Unit Summary
Key Vocabulary
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
Move It: Motion, Forces, and You by Adrienne Mason
Students will be able to create a vehicle to win the race and be
able
to explain
results
Science
Motion:
Push and
Pull,using
Fast and
Slowvocabulary.
by Darlene Stille
force; motion; speed; velocity; gravity; vibration(s); sound;
gravitational pull; push/pull; distance; weight; friction; inertia;
inclined plane; magnet (pull); attract; repel; magnetic field;
momentum; acceleration; deceleration;
NC Essential Standards For Science 2.P.1 Understand the relationship between sound and vibrating
objects.
3.P.1 Understand motion and factors that affect motion.
P.1.1 Infer changes in speed of direction resulting from forces
acting on an object.
P.1.2 Compare the relative speeds (faster or slower) of objects
that travel the same distance in different amounts of time.
P.1.3 Explain the effects of Earth’s gravity on the motion of any
object on or near the Earth.
Common Core Standards for
Mathematics
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
•
CCSS.Math.Content.2.MD.A.1 Measure the length of an
object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
•
CCSS.Math.Content.2.MD.A.2 Measure the length of an
object twice, using length units of different lengths for the
two measurements; describe how the two measurements
relate to the size of the unit chosen.
•
CCSS.Math.Content.2.MD.A.3 Estimate lengths using
units of inches, feet, centimeters, and meters.
•
CCSS.Math.Content.3.MD.A.1 Tell and write time to the
nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction
of time intervals in minutes, e.g., by representing the
problem on a number line diagram.
•
CCSS.Math.Content.3.MD.A.2 Measure and estimate
liquid volumes and masses of objects using standard
units of grams (g), kilograms (kg), and liters (l).1 Add,
subtract, multiply, or divide to solve one-step word
problems involving masses or volumes that are given in
the same units, e.g., by using drawings (such as a
beaker with a measurement scale) to represent the
problem.2
Common Core Standards for ELA & Fairy Tales, Non-Fiction, Informational texts, Explanatory texts
Literacy
L.3.3 Use knowledge of language and its conventions when
writing, speaking, reading or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions
of spoken and written standard English.
L.3.5 Demonstrate understanding of figurative language, word
relationships and nuances in word meaning.
c. Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g. knew,
believed, suspected, heard, wondered.)
* I can prepare for discussions and use the information to explore
and discuss a topic.
* I can speak clearly about a topic using facts and details.
* I can ask and answer questions about an informational text.
* I can look back a the text to find my answers.
* I can use text features to locate important information.
* I can use texts and visuals to help me understand a topic.
* I compare and contrast two informational texts on the same
topic.
* I can read and comprehend grade level texts.
Essential Questions
measure
using customary
and with
metric
units.
SL.2.1I can
Participate
in length
collaborative
conversations
diverse
partners with peers and adults in small and larger groups.
I can gather data on lengths of inches, and quarter inches.
RI.2.10
Read
and comprehend
texts.
measure
volume andinformational
mass using customary
and
I can
Materials & Resources
Safety Requirements
Activities/Procedures
Activity 2 (Grade 2)-
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
units.
W.2.2metric
Write informative
explanatory text in which students
marbles;
straws;
balloons;
stopwatch;tosandpaper;
tubing;
introduce a topic, use facts,string;
and definitions
develop points,
and
measure
cars;mass
action
figures; LEGO kits; string;
I can
solve ramps;
volumestatement.
and
problems.
provide
a tools;
concluding
cups; paper clip; paper towels; a nail; scissors; water
W.2.7.
gogglesParticipate in shared research and writing projects.
Activity 1 (Grade 2)- Pretest
Activity 1 (Grade 3)- Pretest
E.Q. What is gravity and what does it do?
Activity 2 (Grade 3)-
Teacher will stand on a chair and hold arms straight out to the
side. In each hand, teacher will hold a piece of paper. Students
will predict which piece of paper will hit the ground first. After
students see the papers fall, a class discussion will begin on why
the papers fell the way they did. Afterwards, teacher will crumple
one sheet of paper to hold out, while leaving one piece the same
as before. Students will predict as to which piece will hit the floor
first. Teacher will drop papers. Students will reflect in their
Science Journal about the outcome and how it proved/disproved
their predictions.
E.Q. What is gravity and what does it do?
Students are partnered. One student will begin with one domino
in each hand and hold their arms straight out to the side. Both
students are to predict which domino will hit the ground first.
Students will then write about their observations.
Next, students will tape sets of two, three, and four dominos
together. They will decide on the different variations of sets they
wish to test. They will make predictions as to which set of
dominos will hit the ground and record their findings. They will
then reflect on their findings and write a short journal entry on
their outcomes.
Activity 3 (Grade 2)-
Activity 3 (Grade 3)-
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
E.Q. What are the best weather conditions for parachuting?
Teacher will begin with a review of Activity 2. Begin a class
discussion on how the different sizes of the paper (flat, long vs.
crumpled) would affect the decent/falling of the paper and how it
would relate to a parachute. Allow students to collaborate as a
whole. Lay out four different sizes of tissue paper and allow
students to choose two sizes. Teacher will take students outside
to an elevated area (i.e. playground, ramp, etc.) and explain that
they are to test their two pieces of tissue paper and determine
which size would be more appropriate for a prarchute. After
giving students time to make descision, bring students back to
classroom. Explain that, using paperclips and string, students will
now create their own, successful parachute. Students will go
back to elevated area, after creating their parachutes, and test
their designs. Students will then journal about their design, their
outcome, and the thoughts as to why it was/was not successful.
End in a whole-group discussion as to how winds affect the
parachutes. Review and tie into Activity 2.
E.Q. What is gravity and what does it do?
Activity 4 (Grade 2)-
Teacher will get out a variation of paper and plastic cups and
present them to class. Teacher will show students the sides,
depth, and bottom of the cup. Teacher and students will discuss
what they believe the cups can hold and what they believe would
tip over the cups. Discussion will end with teacher introducing
the question of what would happen if they added pencils into the
cup.
After breaking students into groups, teacher will then pass out a
small, styrafoam cup and pencils to each group. Students are to
write in their Science Journal their predictions on what will
happen after they add all of the pencils to their cup. After
journaling, students will be given the task of determing what
happens after the pencils are added and how they could keep the
cup from tipping over with the pencils. Students will then journal
their ideas.
Teacher will then pass out a plate, sand, rocks, Play-doh,
pipercleaners and clay. Students are instructed that they may
choose one new item to add to their cup in attempt to stabalize
the cup. Student groups will collaborate as to which item they
wish to add and why. After groups have come to a conclusion,
they may test their new item to develop a stabalized cup holder.
Students then record their findings in their journals
E.Q. What is force?
Activity 4 (Grade 3)-
Review Activity 3. Lead group discussion on student ideas about
what force is. Let students practice pushing and pulling (gently)
on one another. Explain that force is simply creating a push or
pull on an object. Select two students to hold each end of a long
string. Instruct students to back away from each other until the
string is pulled tight. Demonstrate for students that as the string is
pulled tighter (or not as tight), the vibrations are affected. Working
in pairs, students will use two medium-sized paper (and/or
plastic, styrofoam) cups, length of string (yarn)-to be determined
by partners, to create an old-fashioned “telephone” to
communicate with each other.
E.Q. What is friction?
Divide students into groups and make sure each student has
their science journal. The next experiment students will be
learning about how some forces resist motion and slow down
moving objects. Introduce the idea of friction and that friction is
one of these outside forces that can cause a moving object to
slow down and stop.
Give groups little cars and a ramp, and have a variety of different
surface areas.
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
Students will release cars down the ramps for each trial. They
need to do at least 3 trials per surface area. The students will
measure the distance that the cars traveled on different types of
surfaces (sandpaper, carpet, smooth floor, and other various
surfaces). The students will record their distant measurements.
The students will then weight the cars with various amounts of
pennies and release them down the ramps recording their
results.
Activity 5 (Grade 2)-
Activity 6 (Grade 2 & 3)-
Activity 7 (Grade 2 & 3)-
CantuClaire
Tie in Activity 4 using vibrations (with student made telephones)
with musical instruments. Students will list ideas (piano, guitar,
xylophone). Teacher will set up empty glasses, using student
advice, teacher will fill glasses with different levels of water. How
will this affect the sound (pitch) of each glass of water? Students
use materials donated (cereal boxes, paper, rubber bands) to
create a simple guitar. Flick the rubber bands to create vibrations
(sounds). *If available, use real guitar to show the differences in
pitch with different hand positions. Use
www.engineeringinteract.org/resources/oceanodyssey/flash/
concepts/pitch.htm
Students will use everyday items (such as index cards, rubber
bands, toy cars, action figures, etc.) to create a rudimentary car.
Students may choose to use wind power (balloon, etc.) or other
power sources used in this unit. Write observations and results in
Science Journal.
PBL Challenge- LEGO cars (competition against grade levels to
determine speed, velocity and weight factors) Use of Vernier
probes & LABQuest to record and use data to compare/contrast.
Activity 8 (Grade 2 & 3)-
Post-Test
Differentiated Instruction
n/a
Cross Curricular Integration
n/a
Created By:
robersmn@rss.k12.nc.us
cantuch@rss.k12.nc.us
hoodca@rss.k12.nc.us
millspaughar@rss.k12.nc.us
Supporting Documents
2nd Grade Pre and Post Test
3rd Grade Pre and Post Test
Directions for journal
Saturday, September 7, 2013 2:43:34 PM ET
May the Force be with You- 2nd Pre-Test
Name _________________________________ Date ________________
1) How do we hear sound?
a) our ears wiggle
c) our brains tell us
b) our eardrum vibrates with sound waves
2) How do people make sound? Write your answer.________________________
3) How can you make the pitch higher of a guitar?
a) length of the string
b) you change the pick
c) you can’t change
4) How can you make the pitch lower of drinking glass?
a) fill it with more air
b) fill it with more water
c) use marbles
5) What would you call the air movement outside? ____________________
6) Two pieces of computer paper are dropped from above your head at the same time.
One is flat, unwrinkled. The other is crunched up in a ball. The crunched piece of
computer paper will take less time to reach the ground.
*TRUE
*FALSE
7) A force is a __________________ on anything. (write in with a choice)
a) doughnut
b) push or pull
c) energy
8) The instrument used to measure wind speed is a ___________________.
a) rain gauge
b) thermometer
c) anemometer
d) wind vane
9) Wind could be used to power a car.
*TRUE
*FALSE
10) You should use a larger piece of tissue paper to make a parachute fall ________.
a) faster
b) slower
c) wider
d) taller
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
Directions for journal:
Using a composition notebook (cut in half), student
will use a new page each entry. Entries will include
topic title and date.
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
Forces and Motion- May the force be with you
Pre/Post Test
1. What is a force?
a. measure of an objects
motion
b. a type of energy
c. a push or a pull
d. something
that can be
seen
Explain or give an example:
2. What is gravity?
a. a type of force which
pulls things toward the
center of the Earth.
b. it is a force
c. attracts toward any other d. all of them
physical body of mass
(a, b, and c)
Explain or give an example:
3. How many Newtonʼs Law of Gravity are there?
a. One
b. Two
c. Three
d. Four
Explain the different Newton Laws or give an example:
4. True or False
Forces may make things start, stop, speed up or slow down.
Explain the answer that you chosen:
5. What is friction?
a. a type of force that
slows things down
b. the rate of motion
in a specific direction
Explain or give an example:
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET
c. energy transferred
from one object to
another
d. the amount
of something
their is
Forces and Motion- May the force be with you
Pre/Post Test
Answer Key
1.c
2.d
3.c
4.True
5.a
CantuClaire
Saturday, September 7, 2013 2:43:34 PM ET