FOSS at Home
FOSS® at Home
Balance and Motion
The FOSS® (Full Option Science System™) program offers a number
of ways to get parents involved in their child’s science education.
Included here are short descriptions of several ways to bridge from
classroom to home.
Letter to Parents. The letter to parents can be sent home at the start
of a new science module. The letter describes what children will
be learning and ways that parents can enrich the science-learning
experience.
LETTER TO PARENTS
Cut here and paste on school letterhead before making copies.
SCIENCE NEWS
Dear Parents,
Balance and Motion is the new unit we are studying in science.
We will be observing and comparing how objects balance, spin,
and roll, and communicating orally and in writing the things we
discover. The processes of observing, communicating, and comparing are important thinking processes that your child will be
using during our investigation of these interesting characteristics
of objects and systems.
Your child may be interested in trying some things at home. You
might want to tie a string between two chairs and see how many
paper cups, craft sticks, and other objects you can balance (use clothespins for
counterweights). You could make a big mobile by suspending a broomstick and
hanging things from it, or make spinning tops out of Tinkertoys or other shafts and
hubs. Check your local toy store for tops and other spinners. The possibilities are
endless, and your child can be your guide.
We’re looking forward to our new unit on balance and motion to provide lots of
learning and lots of fun!
Sincerely,
FOSS Science Stories. FOSS Science Stories is a series of original books
developed to accompany and enrich the FOSS modules. The books
for grades K–2 are written in an expository format that presents
factual information in a clear and concise manner. The books are
designed around instructional photographs that directly relate to the
text, calling attention to particular details, suggesting comparisons,
No. 1—Teacher Sheet
and directing students to think critically about the images.
FOSS Balance and Motion Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Balance
No. 1—Teacher Sheet
Here are some suggestions for using FOSS Science Stories at home.
• Expository Readings. The expository readings provide
excellent opportunities for students and parents to discuss
the science content students are learning in the module.
Specific articles include Push or Pull?, Move It, But Don’t
Touch It, and Rolling, Rolling, Rolling!
• Extending the Story. See the Science Stories folio in the
Teacher Guide for suggestions on how to extend the
stories at home. For example, after students read Tools and
Machines, you might have students look around their homes
for tools and machines. Have students interview family
members to see how they use tools and machines in their
daily lives. Then they can make a list to share with the class.
Balance and motion
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Balance and Motion
HOME/SCHOOL CONNECTION
INVESTIGATION 1: BALANCE
Dear Parents,
In class, we have been exploring balance. We've
learned how to balance all kinds of shapes by
adding clothespins, which act as counterweights.
Here are some fun movements to explore
together and some questions to ask your child
that might lead to interesting discussions about
balance, weight, and counterbalance.
Try this!
• Compare standing on one foot with your eyes
closed and with your eyes open.
Which is easier? Why do you think that might be?
• Compare standing on one foot, standing on two feet, and sitting
on the floor.
Which do you think is the most stable—easiest to maintain
balance without falling over? Why do you think that might be so?
• Stand with your heels against a wall. Now bend over to pick up
an object on the floor.
What happens? Why do you think it happens?
• Try to get up from a chair without moving your hands or leaning.
What happens? What do you need to do to get up?
FOSS Balance and Motion Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Home/School Connection 1
No. 19—Student Sheet
No. 19—Student Sheet
Name
Date
MATH EXTENSION A
INVESTIGATION 1: BALANCE
Jill, Joy, Randy, and Roy each
made a mobile like this one. �
Student Sheets. Throughout the module, students complete various
recording and response sheets. Students should bring the sheets
and/or their science notebooks home for families to review and
discuss. For example, student sheet number 2, Stable Positions, is a
good opportunity for students to explain and review with parents
their predictions regarding which shapes will balance in a stable
position, as well as review vocabulary such as balance point and
counterweight.
Home/School Connections. Home/School Connections are activities
developed specifically for the whole family to enjoy at home. For
example, in Investigation 1 (student sheet number 19), students and
their family members explore balance and counterbalance through
a series of movements: standing on one foot with eyes closed and
with eyes open; deciding whether standing on one foot, standing
on two feet, or sitting on the floor is the most stable; trying to stand
with one’s heels against a wall and bend over to pick up an object on
the floor; and trying to get up from a chair without moving hands or
leaning.
Interdisciplinary Extensions. Each investigation has suggestions for
art, language, math, social studies, and science extensions. These are
good family activities. For example, after Investigation 3 students can
look for rolling toys at home to share at school. Students can locate
the axles and demonstrate how the toys can roll down a slope. They
might also do the Math Extensions at home.
How many rubber bands did they use?
How many straws did they use?
How many cards did they use?
How many paper clips did they use?
FOSSweb (www.fossweb.com). FOSSweb is an interactive website
where families can find instructional activities and interactive
simulations specifically designed for each FOSS module. FOSS Balance and Motion Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Math Extension 1A
No. 12—Student Sheet
No. 12—Student Sheet
NOTE: All student sheets, including
the Letter to Parents, Home/School
Connection, and Math Extension,
are available in FOSS Teacher Guides
and online at www.fossweb.com.
They are also available in Spanish.
See Teacher/Parent Info Section:
Home/School Connection on page
4 of this folio.
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NOTE: Pages 3 and 4 of this folio can be photocopied and sent home
for parents to read. Those pages provide information on the resources
for students and their families on FOSSweb.
full option science system
FOSS at Home
FOSSWEB (WWW.FOSSWEB.COM)
The FOSS program maintains a resource-rich website for students and
their families and friends. To explore the resources available for the
Balance and Motion Module, first enter www.fossweb.com in your
browser.
The FOSS website requires plug-ins for your browser. We recommend
that you click the “Test Your Browser” link at the bottom of the home
page before you begin to ensure your computer has the minimum
requirements.
Click the grades K–2 icon to get a menu that links to each of the K–2
modules. There you can choose Balance and Motion and travel to a
wealth of information and activities specific to this module.
ACTIVITIES
In the Balance and Motion Module, you’ll find an activity called
Roller Coaster Builder. Students design a roller coaster with different
track pieces and then try it out to see how far a ball rolls. Try the
game yourself before introducing it. Plan to introduce this
activity after children have created their own roller coasters in
Investigation 3, Rollers. You might ask,
•
What did you use to create the class roller coaster?
•
How many different ways could you arrange the foam pieces?
•
Which ways did you arrange the foam pieces to make the ball roll faster? Farther?
•
How would you put the pieces together to have the most fun
ride?
If necessary, review the ways children arranged the foam, for
example, as loops, twists, and straightaways. At the computer,
have children observe the different shapes they can put together for a
roller coaster and show how to move the pieces to fit them together. Together decide which six pieces to use and in which order to use
them for the roller coaster. Explain how to remove a piece from the
roller coaster by dragging it to the trash can. Start again by clicking
Reset Track. Once you have designed the roller coaster, click Go and
watch what happens. If the ball doesn’t make it all the way to the
end, have children suggest changes to the roller coaster and try again.
Balance and motion
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Balance and Motion
PHOTO GALLERY
In the Photo Gallery section, you can view images of balancing toys.
You can use the images to discuss objects, including whether students
have ever encountered them and how the toy is alike or different from
the objects they tried out in the Balance and Motion Module.
MOVIES
The Movies section includes spinning tops and disks, swinging toys,
and amusement-park rides for students to watch and compare to their
experiences in the Balance and Motion Module.
WEBSITES
The Websites section includes links to sites that can extend and enrich
children’s experiences with the Balance and Motion Module.
Teacher/Parent Info section
VOCABULARY
In the Vocabulary section, you will find the glossary words and
definitions used in the Balance and Motion Module. They are
provided in English and Spanish.
Resources
This section includes an annotated list of books, videos, and software
recommended for the Balance and Motion Module. You should be
able to find many of these titles at your local library. HOME/SCHOOL CONNECTION
The Teacher/Parent Info section includes the Home/School
Connection that describes ways for families to do science
together. For example, in Investigation 2, families can make
zoomers and tops at home. Teachers can send home a
cardboard zoomer with a piece of string and the student sheets
containing the directions. Students can then report on their
explorations. Look in this section for other resources included in
a downloadable PDF file, including a general letter introducing
the module, student projects, and math problems that relate to
the science investigations.
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Copyright The Regents of the University of California
full option science system
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