Topic: Physical Science – Physical Properties (First Grade)
Root Question: How do nonliving objects move and why do they move that
way?
Science Standard and indicators: Science 1.3.1 Analyze changes in the movement of nonliving things. Compare and
contrast the movement of objects using drawings, graphs, and numbers.
Science Practices (from Standard 1): Science 1.1.1.c Conducting investigations: Observe, manipulate, measure,
describe.
Language objective: Speaking and Listening
1.1 Participate in collaborative conversations.
Build on others’ talk, ask questions to clear up
confusion.
Writing objective: 7 Write a sequence of
instructions.
Math objective: 1.MD.C Represent and
interpret data. Make a simple graph showing
how various objects move.
Content Objective. In summative assessments, students
should be able to . . .
 Students will explain their reasoning in writing, pictures, or
speech for how they categorize the different movements of
nonliving things.
 Students will create a simple graph to classify the movements
of nonliving things.
 Students will interpret the data on the graph to determine
two objects that move the same way.
Resources:
Wonders Unit 2 week 1: Our Community opener, Leveled readers
Follett book: Making Things Move, Sian Smith. Library book: Make it Move, Susan Canizares
Balls, bell tumblers, paper airplane, top, dice, toy cars, dowels, round markers, other nonliving objects with interesting
shapes.
Ramp made from a piece of cardboard and a few books or blocks.
Copy of bar graph page for each student.
The Lesson Plan
Teacher will:
1. Gather students on the rug in front of the
ramp. Ask, “What will happen if we let go of this
ball at the top of the ramp?” Be sure to look for
vocabulary to describe how the ball moved.
2. Ask, “Would all objects move down the ramp
the same?”
3. Select one of the objects the partner teams
mentioned. Have the partner team release that
object from the top of the ramp.
4. Ask: “How can we keep track of the way
objects move?” Help students design a simple
graph on the board to show the different
movements. Suggested categories: roll, slide,
tumble, bounce, curve. Provide pictures or
words for each object that students can place in
the graph. Remember to add items from the
bottom up so a bar graph is formed.
5. Ask students to recreate the graph on their
own paper. Write key words on the board or on
table cards for students who wish to use words
rather than pictures. Remind students that a bar
graph starts at the bottom of the page and builds
up, just like a building is built from the bottom to
the top. Monitor student work and help where
needed.
6. Help students count each bar and write the
totals on the board under each bar. Have
students count their own graph to see if it
Students will:
1. Students predict what will happen if the ball is released from the
top of the ramp. Students give their reasoning for how they think the
ball will move. A student releases the ball from the top of the ramp
while others observe what actually happens.
2. Students consider what might move the same and what might
move differently. Have each partner team name one thing that would
move the same and one that would move differently.
3. Partner team releases the object chosen from the top of the ramp.
They use words to describe its movement. They explain that it was
either the same or different from the ball.
4. Partner teams choose different objects and release them one by
one. After each release, the partners decide which category that
object belongs in.
5. Students return to their seats and create the graph on their own
paper. They can draw pictures or write words in the boxes to show
where each object belongs.
6. Students should count the objects in each category and put the
number under that bar. They should be prepared to answer questions
posed by the teacher or other students about the graph. Examples:
How many more objects rolled than bounced?
7. Students follow along with “Making Things Move.” They comment
on different movements they see in the book and compare them to the
movements they saw as they moved things down the ramp.
J. Paul 2015
Science 1.3.1
matches. If not, have them look for a reason
why.
7. Read “Making Things Move” on Follett
ebooks. Place “Make it Move” in the student
library along with other books that show
nonliving things moving.
Using Wonders:
1. Use the Our Community poster as intended in
Wonders. Add a discussion about how the
nonliving things in the pictures would move.
What or who makes them move?
2. Teach leveled readers as intended. Add an
assignment to find nonliving things in the books
that move. Ask, “Which would be faster? Why?”
In formative assessments I am looking
for:
Can students build from bottom to top?
Can students use describing words?
Can students differentiate between the different
movements?
Can students draw and count the correct number
of objects in each column?
Can students compare and contrast movements
in the books to the movements they saw?
1. Students discuss how the different nonliving things in the poster
could move. (skates, rope, smoke, balloon)
2. Students look for nonliving things in their leveled reader that can
move. Make a list of three things using words or pictures. Tell how
each thing moves. In writing, orally, or in pictures, tell which things
would move faster and which would be slower. Explain why.
In summative assessment students will:
Give each student a page of pictures of nonliving things and an empty
bar graph. Students will cut out the pictures and place them in the
proper category to make a simple bar graph. Teacher will read the
describing words at the top of the columns to the students and remind
them of those words as necessary.
Do their graph columns start at the bottom?
Can they draw and count the correct number of objects in each
column?
Can they predict how each object would move? (Even if their
prediction is wrong?)
Can they use the describing words on the graph to differentiate the
objects?
J. Paul 2015
Science 1.3.1
worksheet
Name __________________________________
How Things Move
Roll
Bounce
Tumble
Slide
Curve
How many?
How many?
How many?
How many?
How many?
____________
____________
____________
____________
____________
J. Paul 2015
Science 1.3.1
Name ______________________________________
Assessment
How Things Move
Roll
Slide
Bounce
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J. Paul 2015
Science 1.3.1