Newark Public Schools Next Generation Science Unit
Curriculum Unit Designers
Shara Gilchrest-Hamilton
Paul Oliveira
Monica Peart
Ivory Williams
NPS Science Instructional Leadership Team (SILT)
Monica Peart, Director of Science
Mridula
Carl
Shara
Stacey
Karen
Elizabeth
Caleb
Tina
Mimi
Ivory
Bajaj
Cimiluca
Gilchrest Hamilton
Gruber
Harris
Lozada
Perkins
Powell
Rosenbaum
Williams
Science Park
First Avenue
Speedway
MISE
District
Abington
District
District
District
District
Newark Public Schools Next Generation Science Unit
Department Chair (Science)
Teacher
Teacher
Partner Liaison
Special Assistant (ELA)
Teacher
Asst. to the Superintendent
Director of Mathematics
Supervisor (Media)
Master Teacher
TABLE OF CONTENTS
Overview
1
Matrix
2
Culminating Assessment
8
Framework
(Appendix A)
A1
Next Generation Science Standards & Common Core Standards
(Appendix B)
B1
Essential Questions & Enduring Understandings
(Appendix C)
C1
Sample Science Lesson Plans & Activities
(APPENDIX D)
D1
Sample Math Activities
(APPENDIX E)
E1
Newark Public Schools Next Generation Science Unit
OVERVIEW
NPS NEXT GENERATION SCIENCE UNIT
The NPS science units require a contextual understanding with regard to scientific knowledge, how
it is acquired and applied, and how science is connected through a series of concepts that help
further understanding of the world through the nexus of the three NGSS dimensions: (1) Science
and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance
expectations require that students demonstrate all three dimensions through contextual
application of the three dimensions. Each unit includes goals (enduring understandings/essential
questions/aligned standards), methods (varied instructional approaches, differentiated
strategies/resources, scaffolded guiding questions), materials (inclusive of instructional supports rubrics, teacher background information, common misconceptions, as well as multimedia
materials), and assessment (a variety of methods and materials in order to determine learners’
level of knowledge, skills, and engagement.)
The Let’s Move!!! unit begins with a summary followed by aligned standards, a culminating
assessment overview, and the lesson pace and sequence. Each lesson constructs new ideas on top
of old ideas and addresses science misconceptions. Activities naturally integrate math and/or
literacy CCSS for every lesson. Next Generation Science and Common Core language is infused so
that the shifts are clear. Each lesson ends with suggested modes of receiving qualitative feedback
(formative assessments) to determine whether students have met performance expectations and
objectives of the lesson. This data should be used during class and/or teacher reflection to modify
and elevate instruction.
The unit ends with an effective performance task that places the student in an authentic learning
experience. Students are given real world situations that require real world performance and/or
products. The standards for acceptable performance are clearly articulated within the culminating
assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria
for proficiency, including sufficient guidance for interpreting student performance while requiring
the evaluator to give effective feedback. Culminating assessments have a direct link to the unit
performance expectations, essential questions, and enduring understandings. It, at minimum,
requires students to:
•
•
•
•
solve a problem (preferably through design) and design a solution
analyze information
develop and use data to communicate information
use research to communicate their understanding (can be provided by teacher within the unit
or obtained by student through independent research)
• emphasize engineering design performance expectations of the grade band
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Unit: Let’s Move!!!
Content Area/ Target Course: Physical Science/Force and Motion
Grade Level: Kindergarten
Unit Summary: The performance expectations in kindergarten help students formulate answers to questions such as: “What
happens if you push or pull an object harder? Let’s Move!!! focuses on the transfer of energy through forces, including, but not
limited to, gravity and friction. Through a series of investigations, students will discover that forces can cause objects to change
position in a process known as movement, and extend their learning by exploring the different types of movement and various
pathways of motion. By the end of the unit, students analyze a design solution to demonstrate their understanding of the
phenomena of motion and how the amount of applied force required to move an object varies with the object’s properties, as
well as other factors.
NGSS: K-PS2-1, K-PS2-2, K-2-ETS1-2
NJCCCS: 5.2.2.E.1, 5.2.2.E.2, 5.2.2.E.3
Primary Literacy Connections: RI.K.1, W.K.8, SL.K.6
Primary Math Connections: K.CC.4, K.MD.2, K.MD.3, K.G.1. 2, 4, 5
Culminating Assessment
An Amazing Play Area!
Students use at least 4 different objects to build an obstacle course. The objects chosen should:
vary in size and shape
at least one object should move one foot (distance of a ruler)
at least one object should move in many ways
slow down, speed up, change direction
The obstacle course should include these pathways of motion:
angles
straight ways
ramps
Students should at minimum demonstrate that:
objects can move in many different ways.
pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled.
the shape of an object helps it function.
gravity is a force that pulls downward.
Students present parts of the obstacle course to the class using unit vocabulary words.
Lesson Pace & Sequence
PEs/CPIs
K-PS2-2
5.2.2.E.1
Lessons
Lesson 1- Ways that Objects Move Part I
Students use the Different Ways Objects Move worksheet to check if the object is moving up or
down, right or left, or in a circle. Afterwards, they begin a KWL chart on different ways
nonliving things move. With teacher assistance, students perform The Stand of the Pencil
activity. Before the activity, students are asked to predict what will happen to each of the
pencils.
Major Scientific Concepts: Things near the Earth fall to the ground unless something holds them
up. Things move in many different ways, such as straight, zigzag, round and round, back and
forth, and fast and slow.
Literacy: Stop and Go, fast and Slow: Objects Move In Different Ways
http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn:sirs:US;ARTICLE;ART;000
0316456&frmt=pdf
Sample CCSS Tasks:
Guiding Questions:
Can you name two ways to make things move?
Newark Public Schools Next Generation Science Unit
Suggested
Teaching Periods
1
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
K-PS2-1
K-PS2-2
K-2-ETS1-2
When one side of a seesaw goes up, explain what happens to the other side?
How does a merry-go-round move?
Stop and Go, fast and Slow: Objects Move In Different Ways
Due to their limitations when it comes to writing, oral responses, prompting and modifications
are required.
Based on your experiment, explain different ways things move on Earth. SL.K.6
Using what you read, explain some things you can pull? What are some things you can push?
Find opposite words in the book (push, pull, up, down) and choose two of them. Take a piece of
paper and divide it in half. Write one of the opposite words on each half. Draw pictures to go
with your words., RI.K.1
Mathematics: Location, Location (Appendix E) K.G.1, How Long is Your Pencil? (Appendix E)
K.G.1
Suggested Formative Assessments
Lesson Activity Assessment-Appendix D
Closing activity-students accurately draw pictures that relate to the vocabulary terms.
Lesson 2-Ways that Objects Move Part II
Provide students with 4 different objects of varying size and shape. Ask them to move the
objects in different ways to identify different ways those objects move and then have them
relate the form of movement and give examples of other objects they have seen move in a
similar matter.
Major Scientific Concepts: Some objects move in one way while others move in many ways.
The shape of an object affects the way it can move.
Literacy: Create a mini book about motion
http://www.dltk-teach.com/minibooks/transportation/index.htm
Sample CCSS Tasks:
Students create a mini book of how objects move. Have students write words that describe
pictures of objects that move like objects from the lab activity. W.K.8
Examples:
spin round and around (wheels and pedal)
2
5.2.2.E.1
roll up and down
K-PS2-1
K-PS2-2
5.2.2.E.1
up and down (fire truck ladder)
Mathematics: Draw pictures and describe objects used in the lab (or in reading materials)
(larger/smaller, less than/more than, taller/shorter) and describe the difference. K.MD.2
Identifying Shapes - (Appendix E) K.G.2, K.G.4, K.G.5
Suggested Formative Assessments
Students accurately match at least 4 different objects to a mode of movement on the
Objects that Move chart.
Writing activity
Lesson 3 – Nature and Movement
Students demonstrate and observe how the ocean moves by creating wave bottles and moving
them back and forth, left to right, up and down. They then discuss other things found around
the beach and in nature that move. As a class, students stand up and choose a part they will
play in nature and all at once move like their natural object. Using music (such as Wipe Out)
during the activities enhance their physical activity and participation.
Newark Public Schools Next Generation Science Unit
2
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Major Scientific Concepts: Some objects move in one way while others move in many ways.
The shape of an object has an effect on the way it can move.
Sample CCSS Tasks:
Mathematics: Do Shapes Roll, Slide, or Stack? (Appendix E) K.G.2, K.G.4
Suggested Formative Assessments
Journals/ Responses to lesson activities
KWL Charts
Response Sheets
K-PS2-1
K-PS2-2
5.2.2.E.2
K-PS2-1
K-PS2-2
5.2.2.E.2
Lesson 4- Blow Football
Students learn about things they can do to make an object move. They also gain a foundational
understanding that force and motion involve direction.
Major Scientific Concepts: The position and motion of objects can be changed by pushing or
pulling. The size of the change is related to the strength of the push or pull.
Additional Science Activities:
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
Sample CCSS Tasks:
Mathematics: How Far Does Your Wind Blow? (Appendix E) K.G.2
Suggested Formative Assessments
Response Sheets
Journals/ Responses to lesson activities
Lesson 5 – Gravity Game
Students participate in a gravity game to find that:
Gravity causes objects to move down.
Size and shape of an object have an impact on movement.
The position (angle) of the surface on which an object travels, has an impact on the
object’s movement.
Major Scientific Concepts: Gravity causes objects to move down. Size and shape of an object
has an impact on movement. The position (angle) of the surface on which an object travels, has
an impact on the object’s movement.
Literacy: Gravity Do You Feel It
http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn:sirs:US;ARTICLE;ART;000
0314949&frmt=pdf
Sample CCSS Tasks:
Gravity Do You Feel It
Summarize: How does gravity affect people and the Earth? List 3 objects that pull on each
other. Which pulls with more force, you or the Earth? Explain your answer based on the
reading. RI.K.1
Mathematics: What Shape Slides The Longest Distance (Appendix E) K.G.2, K.G.4
What causes the objects to roll down the ramp? What happens when you put a circular object
at the top of your ramp? Explain why. What happens when you change the position of your
ramp? Does the circular object go down the ramp as easily?
Teacher Note: Have students change the angle of the ramp and repeat with the circular object
(preferably a marble or small ball.) Do not introduce the term “angle” as it is a concept that
they are not developmentally ready to understand at this age. Explain that they are changing
the position of the ramp, up or down.
Newark Public Schools Next Generation Science Unit
2
1
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Suggested Formative Assessments
KWL Charts
Response Sheets
Responses to reading materials
Journals/Responses to lesson activities
Writing assignment
K-PS2-1
K-PS2-2
5.2.2.E.2
5.2.2.E.3
5.2.2.E.3
K-PS2-2
5.2.2.E.1-3
Lesson 6- Animal Crash
The student will use toys to discover that an object in motion remains in motion unless acted
upon by an outside force.
Major Scientific Concept: An object stays in motion unless a force is applied to the object.
Sample CCSS Tasks:
Have students draw pictures and write about the importance of seatbelts using the experiment
as evidence. W.K.2
Suggested Formative Assessments
KWL Charts
Response Sheets
Journals/ Responses to lesson activities
Lesson 7- Introduction to Static Electricity (optional lesson)
Students identify at least 3 objects that can be moved without direct contact by performing a
static electricity activity.
Major Scientific Concept: Some objects can be moved without direct contact.
Sample CCSS Tasks:
Mathematics: Ask students to sort the objects based on whether they moved or did not move
as results of the experiment. K.MD.3
Suggested Formative Assessments
Response Sheets
Journals/ Responses to lesson activities
Lesson 8- Magnets (optional lesson)
Students work with magnets and find that two magnets either attract or repel one another,
depending on their orientation (force at a distance). They read about and view a video on how
tools and machines make things move.
Major Scientific Concept: Magnets can be used to make some things move without being
touched.
Sample CCSS Tasks:
Mathematics: Ask students to sort the objects based on whether they moved or did not move
as results of the experiment/magnets. They can also sort by whether the item was pushed by
the magnet or pulled by the magnet. K.MD.3
http://www.learner.org/interactives/parkphysics/
Suggested Formative Assessments
KWL Charts
Lab Performance (accurate demonstration of at least 3 objects that could be moved by
a charged balloon)
Response Sheets
Journals/ Responses to lesson activities
Lesson 9- The Domino Effect
After the teacher models and discusses the domino effect, students are asked to create a maze
using dominoes, or similar objects, to explain and summarize their conceptual understandings
of motion/movement.
Major Scientific Concept: One object can change the speed of another object with a push or
pull. When one object knocks over another it transfers an amount of force. The amount of
force and movement of the object is related to the mass of the objects.
Newark Public Schools Next Generation Science Unit
2
1
2
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
K-2-ETS1-2
K-PS2-1
K-PS2-2
Sample CCSS Tasks:
Mathematics: Ask students to answer “how many?” (How many dominoes fell when we used
the domino on a ramp? How many fell when we did not use a ramp?) Ask students to discuss
distance of one domino to another domino. Answers should be in terms of farther apart, closer
together, etc. K.CC.4, K.MD.2
Suggested Formative Assessments
Lab Performance
Journals/ Responses to lesson activities
Putting it All Together:
Students will complete the An Amazing Play Area! culminating task.
2
5.2.2.E.1
5.2.2.E.2
5.2.2.E.3
Bolded lessons identify areas of important relevance for the culminating project.
Resources:
Gravity Game (Appendix D)
http://classroom.jc-schools.net/sci-units/force.htm#Kindergarten
Pushes and Pulls Game
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
Rollercoaster Simulations
http://www.youtube.com/watch?v=bYwy1muO9Dg&feature=player_embedded
http://www.youtube.com/watch?v=gcNmPiFItrk&feature=player_embedded
Quick Time Video:
http://wings.avkids.com/Curriculums/Forces_Motion/animal_howto.html
The Foot Book by Dr. Seuss (optional) (Appendix D)
The Foot Book Lesson (Let’s Move Unit, Appendix D)
Balls, classroom objects, balloons, magnets, glue, tape, poster board, chart paper, paper, crayons, construction paper,
music, tape/CD player, Internet, computers, CTX machine
Teacher Notes: Select extension activities according to the needs of your students. The Lexile levels for all the complex text
selections are higher than grade level, please condense, scaffold and manipulate as needed. Students will need computer and
internet access to complete the Gravity Game, Pushes and Pulls Game, Roller Coaster Simulations and Quick Time Video.
Culminating Assessment: When assisting students to complete the culminating activity, allow them to use the cube rulers
created in the math extension activities found in Appendix E. Provide guidance for students to experiment with or test out
objects for their obstacle courses to see what types of forces are needed to make them work. They should also be able to
demonstrate how at least one of the objects in the course would work prior to making their final plan and proposal.
Unit Guiding Questions: Guiding questions are intended to provide students with a focus as they read the selected pieces of
complex text and complete the corresponding CCSS Literacy in Science Tasks.
Science Misconceptions:
An object at rest has no energy.
Force is a property of an object.
Only animate objects can exert a force.
If a body is not moving there is no force, and if something is moving, there is force acting on it.
An object has force and when it runs out of force it stops moving.
Large objects exert a greater force than small objects.
A force is needed to keep an object moving with a constant speed.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Let’s Move!!!
Unit Vocabulary
Vocabulary terms cannot be introduced until students have achieved conceptual understanding.
Teachers should teach the concepts without the technical language and then only add technical
language AFTER the students have an idea to hang it on. Technical terms must be labeled after
inquiry based activities and in conjunction with student conceptual understanding as lesson
structure indicates (constructivist approach to teaching science/7E model.)
http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to
use technical language after labeling in order to reinforce their understanding of concepts and
content thereby making communication easier.
circle
right
down
left
up
straight
forward
gravity
backwards
force
poles
pulley
push
pull
pathway
swing
slide
back/forth
raise
fall
spin
stop
lever
ramp
Newark Public Schools Next Generation Science Unit
rocking
rolling
movement
angle
size
shape
zigzag
jump
bounce
magnet
machines
screw
Let’s Move!!! Overview – Literacy CCS
Culminating Assessment
An Amazing Play Area!
Your Principal wants to design a unique new “motion” play area that will be built in a
room in your school. With your teacher’s help, your job is to create an obstacle
course using the classroom materials, furniture, and equipment to show how at least
4 objects could move. With your partner, plan to explain each object’s motion clearly,
using several unit vocabulary words. Make sure that the play area is safe. Finally, you
should be able to make connections between the obstacle course and at least three
functions and movements of playground toys like a slide, spring horse, see saw,
merry go round, or swing. After sharing with your class, choose the best parts of the
obstacle course. Explain why you believe they are the best to be presented to your
Principal for the final play area.
The objects chosen should:
vary in size and shape
at least one object should move one foot (distance of a ruler)
at least one object should move in many ways
slow down, speed up, change direction
The obstacle course should include these pathways of motion:
angles
straight ways
ramps
Use the worksheet to make a plan for your play area by drawing or pasting pictures,
or writing a description of how your obstacle course shows each of the following:
Objects can move in many different ways.
Pushing or pulling can move an object. The speed an object
moves is related to how strongly it is pushed or pulled.
The shape of an object helps it function.
Gravity is a force that pulls downward.
Newark Public Schools Next Generation Science Unit
Let’s Move!!! Overview – Literacy CCS
Objects can move in many different ways
Pushing and Pulling
Speed (fast and slow)
Object’s Shape Helps it Move (or not move)
Moving Without Touch (including gravity)
Newark Public Schools Next Generation Science Unit
An Amazing Play Area!
Scoring Rubric
Engineering Design Solutions
Content
4
Student accurately
matches at least 4
different objects to a
mode of movement
on the Objects that
Move chart and at
least one moves one
foot.
2 of 4 objects
increases or
decreases speed and
1 object is stopped
by another object.
Uses precise
language and related
unit vocabulary to
inform about or
explain the topic.
Develops a physical
model (obstacle
course) that
illustrates several
connections to the
function and
movement of
playground toys.
Obstacle course
contains at least 4
objects of various
sizes that move one
way and many ways.
Obstacle course has
at least 3 pathways
of motion; one ramp,
one straightway, and
one angle.
3
2
Students accurately
Students accurately
match at least 2
match at least 3
different objects to a
different objects to a
mode of movement on
mode of movement
the Objects that Move
on the Objects that
chart and at least one
Move chart and at
moves one foot.
least one moves one
foot.
1 of 4 objects
increases or
1 of 4 objects
decreases speed but
increases or decreases
no object is stopped
speed and 1 object is
by another object.
stopped by another
Uses precise
object.
language but unit
Uses precise language
vocabulary is
and some related unit
unrelated or
vocabulary to inform
inaccurately used.
about or explain the
topic.
Develops a physical
Partially develops a
model (obstacle
physical model
course) that illustrates
(obstacle course) that
3 connections to the
illustrates 2
function and
connections to the
movement of
function and
playground toys.
movement of
playground toys.
Obstacle course
Obstacle course
contains objects of
various sizes that
contains at least 1
move one way and
object of various sizes
many ways.
that move one way
and many ways.
Obstacle course has at
least 2 pathways of
Obstacle course has
motion; one ramp,
at least 1 pathway of
one straightway, or
motion; one ramp,
one angle.
one straightway, or
one angle.
Newark Public Schools Next Generation Science Unit
1
Students show no
accuracy matching
objects to mode of
movement and or no
object moves one
foot.
Increased or
decreased speed is
not demonstrated
nor is 1 object is
stopped by another
object.
Does not use precise
language and most
unit vocabulary is
missing, unrelated,
or inaccurate.
Partially develops a
physical model
(obstacle course)
that illustrates 1
connection to the
function and
movement of
playground toys.
Obstacle course is
incomplete.
Practices of Science
Most observations
and measurements
produce data to serve
as the basis for
evidence for an
explanation of the
phenomenon.
Some logical patterns
are used as evidence
and support the
explanation.
Some cause and effect
relationships are
identified, tested, and
used to explain
change.
Teacher Comments
Observations and
measurements
produce data to
serve as the basis for
an explanation.
Logical patterns are
used as evidence and
support the
explanation.
Cause and effect
relationships are
routinely identified,
tested, and used to
explain change.
Newark Public Schools Next Generation Science Unit
Some observations
are unclear and
measurements data
are not included as
the basis for evidence
for an explanation of
the phenomenon.
Some logical patterns
are used as evidence
but some do not
support the
explanation.
Cause and effect
relationships are
rarely identified,
tested, and used to
explain change.
Observations and
measurements data
are not included as
the basis for
evidence for an
explanation of the
phenomenon.
Patterns are not
used as evidence to
support the
explanation.
Cause and effect
relationships are not
identified, tested,
and used to explain
change.
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX A –Unit Framework
•
•
•
•
•
The NPS science units require a contextual understanding with regard to scientific knowledge, how it is acquired and applied, and
how science is connected through a series of concepts that help further understanding of the world through the nexus of the three
NGSS dimensions: (1) Science and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance
expectations require that students demonstrate all three dimensions through contextual application of the three dimensions. Each
unit includes goals (enduring understandings/essential questions/aligned standards), methods (varied instructional approaches,
differentiated strategies/resources, and scaffolded guiding questions), materials (inclusive of instructional supports - rubrics, teacher
background information, common misconceptions, as well as multimedia materials), and assessment (a variety of methods and
materials in order to determine learners’ level of knowledge, skills, and engagement.)
Unit: Title of Unit
Content Area/Target Course: Science content around which the unit’s standards are primarily aligned; grade level of the unit;
primary unit content
Grade Level: Grade band by which the unit is aligned
Unit Summary: Includes a clear and explicit purpose for instruction that builds students’ ability to reason in a scientific context
through engagement in authentic work of the science disciplines and the practices of science and engineering of the unit. Next
Generation Science Standards alignment is evident.
NGSS: Primary alignment to Next Generation Science Standards
NJCCCS: Primary alignment to 2009 NJ State Standards for Science
Primary Literacy Connections: Primary alignment to ELA Common Core State Standards
Primary Math Connections: Primary alignment to Math Common Core State Standards
Culminating Assessment
An effective performance task places the student in authentic learning experiences. Students are given real world situations
that require real world performance and/or products. The standards for acceptable performance are clearly articulated within
the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for
proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective
feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring
understandings. It should, at minimum, require students to:
solve a problem (preferably through design) and design a solution
analyze information
develop and use data to communicate information
use research to communicate their understanding (can be provided by teacher within the unit or obtained by student through
independent research)
emphasize engineering design performance expectations of the grade band
Lesson Pace & Sequence
PE/CPI
Performance
Expectations/Cumulative
Progress Indicator
Lessons
• Construct new ideas on top of old ideas (provide sequence) and
addresses science misconceptions.
• Naturally integrate math and/or literacy CCSS for every lesson.
• Infuse NGSS and common core language so that the shifts are
clear.
• Suggested modes of receiving qualitative feedback (formative
assessments) used to determine whether students have met
performance expectations and objectives of the lesson. This
data should be used during class and/or teacher reflection to
modify and elevate instruction.
Suggested Teaching
Periods
Suggested pacing based
on a 40 minute class
period
Unit Vocabulary
Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the
concepts without the technical language and then only add technical language AFTER the students have an idea to hang it on.
Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as
STC lesson structure indicates (constructivist approach to teaching science/7E model.)
(http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after
“labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX B –Unit Next Generation Science Standards & Common Core Standards
Performance Expectations (PE)
K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of
pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an
object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment
Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include noncontact pushes or pulls such as those produced by magnets.]
K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object
move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase
the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not
include friction as a mechanism for change in speed.]
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.
NGSS Disciplinary Core Ideas
PS2.A: Forces and Motion
Pushes and pulls can have different strengths and directions. (K-PS2-1),(K-PS2-2)
Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1),(KPS2-2)
PS2.B: Types of Interactions
When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
PS3.C: Relationship Between Energy and Forces
A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1)
ETS1.A: Defining Engineering Problems
A situation that people want to change or create can be approached as a problem to be solved through engineering.
Such problems may have many acceptable solutions. (secondary to K-PS2-2)
ETS1.A: Defining and Delimiting Engineering Problems
A situation that people want to change or create can be approached as a problem to be solved through engineering.
(K-2-ETS1-1)
Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS11)
Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)
ETS1.B: Developing Possible Solutions
Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in
communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)
NGSS Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior
experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or
design solutions.
With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Analyze data from tests of an object or tool to determine if it works as intended. (K-PS2-2)
Scientific Investigations Use a Variety of Methods
Scientists use different ways to study the world. (K-PS2-1)
NGSS Cross Cutting Concepts
Cause and Effect
Simple tests can be designed to gather evidence to support or refute student ideas about causes. (K-PS2-1),(K-PS2-2)
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-2)
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX B –Unit Next Generation Science Standards & Common Core Standards
NJCCCS
Content Statement
5.2.2.E.1
5.2.2.E.2
5.2.2.E.3
CPI#
Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and
back and forth).
A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to
how strongly it is pushed or pulled. When an object does not move in response to a push or a pull, it is
because another push or pull (friction) is being applied by the environment.
Some forces act by touching, while other forces can act without touching.
Cumulative Progress Indicator (CPI)
5.2.2.E.1
Investigate and model the various ways that inanimate objects can move.
5.2.2.E.2
Predict an object’s relative speed, path, or how far it will travel using various forces and surfaces.
5.2.2.E.3
Distinguish a force that acts by direct contact with an object (e.g., by pushing or pulling) from a force that
can act without direct contact (e.g., the attraction between a magnet and a steel paper clip).
CCSS
Common Core Literacy Standards
RI.K.1
With prompting and support ask and answer questions about key details in informational text
W.K.8
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS
Common Core Math Standards
K.CC.4
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array,
or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that
many objects.
K.MD.2
Directly compare two objects with a measurable attribute in common, to see which object has “more
of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two
children and describe one child as taller/shorter.
K.G.1
Classify objects into given categories; count the numbers of objects in each category and sort the categories
by count.
Describe objects in the environment using names of shapes, and describe the relative positions of these
objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2
Correctly name shapes regardless of their orientations or overall size.
K.G.4
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal
language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and
other attributes (e.g., having sides of equal length).
K.G.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing
shapes.
K.MD.3
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX B –Unit Next Generation Science Standards & Common Core Standards
Performance Expectations (PE)
Performance expectations simply clarify the expectations of what students will know and be able to do be the end of the unit grade band.
Additionally, they include a student’s ability to apply a practice to content knowledge; thereby focusing on understanding and application
as opposed to memorization of facts devoid of context. (NGSS Appendix A, p. 1)
NGSS Disciplinary Core Ideas (DCIs)
Specifically, core ideas for K-12 science instruction should:
1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.
2. Provide a key tool for understanding or investigating more complex ideas and solving problems.
3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or
technological knowledge.
4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made
accessible to younger students but is broad enough to sustain continued investigation over years. (NGSS Appendix A, p. 3)
NGSS Science and Engineering Practices (SEPs)
Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an
appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of
engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation
in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and
engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview.
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail
are listed below:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information (NGSS Appendix F, p. 1-2)
NGSS Cross Cutting Concepts (CCCs)
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. (Framework p.
233)
1. Pattern: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships
and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of
science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then
be tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size,
time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—
provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one
understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and
functions.
7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a
system are critical elements of study. (NGSS Appendix G, p. 1)
NJCCCS
Content Statements
Standard/Strand
New Jersey’s Core Curriculum Content Standards (CCCS) describe expectations for all students by the end of a variety
of grades and in different subjects. They are the road map that guides the development of each district’s curriculum
and the State’s standards-based assessments.
CPI#
Cumulative Progress Indicator (CPI)
Standard/Strand/ The cumulative progress indicators (CPIs) break the CCCS into smaller grade groupings to better guide expectations
Indicator
and judge progress. Consequently, the CPIs for each subject and grade are good barometers to assess each student’s
progress in the general education curriculum and identify academic strengths and weaknesses.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX B –Unit Next Generation Science Standards & Common Core Standards
CCSS
Common Core ELA Standards
Anchor
Standard
and Strand
Unit primary literacy options that:
• give students the lens of language with which to focus and clarify their thinking.
• allow students to extend their learning beyond the classroom, presenting them with relevant, challenging,
age-appropriate reading selections and research activities with which they can enhance literacy skills.
CCSS
Common Core Math Standards
Anchor
Standard
and Strand
Unit primary math options that:
• provide a focus and coherence of math standards stressing conceptual understanding of key ideas that
naturally integrate within the unit.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX C –Unit Essential Questions & Enduring Understandings
Unit Essential Questions
How do we know that things have energy?
How can energy be transferred from one material to
another?
What happens to a material when energy is transferred
to it?
Unit Enduring Understandings
Energy takes many forms. These forms can be
grouped into types of energy that are associated with
the motion of mass (kinetic energy), and types of
energy associated with the position of mass and with
energy fields (potential energy).
Changes take place because of the transfer of energy.
Energy is transferred to matter through the action of
forces. Different forces are responsible for the
transfer of the different forms of energy.
Unit Essential Questions
Designed to engage student interest, promote and guide
inquiry into the important ideas of the unit. Essential
questions:
Unit Enduring Understandings
Frame the big ideas that give meaning and importance to
the unit elements. Enduring understandings:
•
•
•
•
•
•
•
Have no simple “right” answer.
Address conceptual or philosophical foundations.
Can be differentiated to meet student needs.
Raise other important questions.
Naturally and appropriately recur.
Stimulate vital, ongoing discussion and rethinking.
Newark Public Schools Next Generation Science Unit
•
•
Summarize the core processes and relevant
ideas that are central to the unit.
Have lasting value beyond the classroom.
Unpack areas of the unit where students may
struggle to gain understanding or demonstrate
misunderstandings and misconceptions.
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
APPENDIX D –Sample Science Lesson Plans & Activities
Teacher Name ____________________ Subject Science Date____________
Lesson Cycle: Constructivist Approach
Defining Success
LESSON PLAN 1
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1)
1. Describe 4 different ways objects move by matching pictures to their manner of movement accurately.
2. Identify that objects fall downward due to gravity by performing an activity using 2 pencils.
3. Understand that the size of an object affects movement of the object by performing an activity using 2 pencils.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in
concretely that all of your students have
your lesson?
mastered the objective?
Lesson Activity AssessmentObjects move in different directions.
Appendix D
When objects fall downward it is due to gravity.
Closing activity-students accurately
The size of an object affects movement of the object.
draw pictures that relate to the
vocabulary terms.
ELICIT/ENGAGE. How will you generate student interest and access student prior knowledge
for the lesson’s objective?
Use Different Ways Objects Move worksheet to check if the object is moving up or down,
right or left, or in a circle. Afterwards, begin a KWL chart on different ways nonliving things
move.
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt the objective
on their own? (Students build knowledge base, uncover their misconceptions and analyze
results of activity to make self-correction/valid understandings are confirmed.)
With teacher assistance, students perform The Stand of the Pencil activity. Before the
activity, students are asked to predict what will happen to each of the pencils. Suggested
Questions: Will the pencils move? If so, will there be a difference in how the pencils move?
If so, what do you think the differences will be?
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what you
have outlined? (Teacher labels formal vocabulary, class discusses analysis and conclusions of
activity and corrects misconceptions.)
Discuss why the short pencil falls to the table much faster than the long one. Encourage
students to notice that when the pencil has fallen and is horizontal that it moves in the
direction of the fall. Introduce vocabulary words. Use the pencils to show the new
vocabulary terms: up, down, backward, forward. Identify gravity as the reason the pencils
fall down and not up. Place new words on the word wall. Additionally, discuss why the
pencils rolled.
CLOSING. How will you have students summarize what they’ve learned? How will you
reinforce the objective’s importance and its link to past and future learning?
Have students draw pictures that would remind them of what the new vocabulary words
mean.
MATERIALS.
Appendix D
Different Ways
Objects Move
Worksheet
Teacher Lesson
Summary
Lesson Activity
1 set of a short pencil and
long pencil for every group
of students
Chart paper
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Students are grouped by different levels. Students who do not draw well can kinesthetically demonstrate vocabulary to the class.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________ Subject ___Science____ Date____ ________
LESSON PLAN 2
Lesson Cycle: Constructivist Approach
Defining Success
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1)
1. Describe 4 different ways objects move by performing an activity using objects that have 4 different shapes.
2. After performing an activity, identify objects that only move in one way and others that may move in many ways; it is
often based on the object’s shape.
ASSESSMENT. How will you know concretely that all of your students
KEY POINTS. What three to five main ideas or
have mastered the objective?
steps will you emphasize in your lesson?
Students accurately match at least 4 different objects to a mode of
Some objects move in one way while others
movement on the Objects that Move chart
move in many ways.
Objects move in zigzag, bounce, roll, spin, etc.
The shape of an object has an effect on the
way it can move.
When objects fall downward it is due to
gravity.
ELICIT/ENGAGE. How will you generate student interest and access
MATERIALS.
student prior knowledge for the lesson’s objective?
Engage in a discussion of other ways objects can move making
Appendix D
connections to the previous inquiry. Ask students to describe
experiences they have had in moving in different directions (e.g. on a
Objects that Move (pictures to be laminated and
ferries wheel, on a swing, on a slide.)
cut for the activity)
INDEPENDENT PRACTICE/EXPLORE: In what ways will your learners
attempt the objective on their own? How will you gauge mastery?
(Students make connections to real world problem solving and use
Rollercoaster Simulations
formal vocabulary that has been previously labeled.)
http://www.youtube.com/watch?v=bYwy1muO9
Provide students with 4 different objects of varying size and shape.
Dg&feature=player_embedded
Ask them to move the objects in different ways to identify different
http://www.youtube.com/watch?v=gcNmPiFItrk
ways those objects move. Ask them to relate the form of movement
&feature=player_embedded
and give examples of other objects they have seen move in a similar
matter. Have students roll each object off of a desk to determine
whether each object falls downward (affected by gravity.)
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt
Different objects of varying size and shape, chart
to explain what you have outlined? (Teacher/students discuss analysis
paper, tape, Internet, computer, CTX machine
and conclusions of activity and correct inaccuracies.)
Add new “ideas” and conceptual understandings that students have
identified to the KWL chart. Correlate the previous lesson’s
understandings to objects that have fallen. Discuss how shape has an
impact on how an object is able to move. Using their objects, have
students demonstrate their conceptual understandings. Students
should be using vocabulary from the previous lesson. New vocabulary
should include: round, zigzag, bounce.
CLOSING. How will you have students summarize what they’ve
learned? How will you reinforce the objective’s importance and its link
to past and future learning?
Show students rollercoaster simulations. Ask students to identify (as a
class) different movements the ball makes on the rollercoaster. Have
student place shapes of objects to movement on an “Objects that
Move” chart that is divided by at least 4 different ways objects move.
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Students are grouped by different levels.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________________ Subject Science Date____________
Lesson Cycle: Constructivist Approach
Defining Success
LESSON PLAN 3
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1)
1. Demonstrate understanding of the movement of objects in nature, such as waves in the ocean, by moving in at
least 4 different ways that objects move.
2. Recognize shapes, patterns, and movements in nature.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in your
concretely that all of your students have lesson?
mastered the objective?
Pictures drawn by students
Objects in nature move in one way while others move in many ways.
Objects in nature move in zigzag, bounce, roll, spin, etc.
The size and shape of an object has an effect on the way it can move.
ELICIT/ENGAGE. How will you generate student interest and access student
prior knowledge for the lesson’s objective?
Using their conceptual understandings from the Weather unit, ask students
to discuss things in nature that move in the ways that have been identified
on the KWL and Objects that Move charts. (i.e. Rain/snow/etc. fall
downward, wind causes trees to move forward, backward, etc.)
INDEPENDENT PRACTICE/ELABORATE. In what ways will your learners
attempt the objective on their own? (Students build knowledge base as the
activity elaborates on the current concept by introducing or changing
parameters.)
Explain and have students perform the Moving Like Nature lesson activity.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to
explain what you have outlined? (Teacher labels formal vocabulary, class
discusses analysis and conclusions of activity and corrects misconceptions.)
Discuss as a class why it is important that we understand how things move.
Students should be using their vocabulary words to explain their
conceptual understandings.
CLOSING. How will you have students summarize what they’ve learned?
How will you reinforce the objective’s importance and its link to past and
future learning?
Ask students to match pictures of objects in nature and ask them to add
them on the Objects that Move chart.
MATERIALS.
Appendix D
Moving Like Nature lesson activity
Objects that Move (nature pictures
to be laminated and cut for the
activity)
KWL and Objects that Move charts, tape,
water, food coloring, CD/tape cassette
player or Internet music (optional)
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________ Subject _Science____ Date____ ________
Lesson Cycle: Constructivist Approach
Defining Success
LESSON PLAN 4
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.2)
1. After exerting a force on one ball by blowing air on it, understand that when the object is at rest, it stays at rest
unless acted upon by an unbalanced force.
2. After performing an investigation, identify that when an object is subjected to opposite forces the object will
move in the opposite direction.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in
concretely that all of your students have
your lesson?
mastered the objective?
Student responses to lesson activity (see
An object at rest it stays at rest unless acted upon by an unbalanced
assessment rubric)
force.
When an object is acted upon by an unbalanced force, the object
will move.
An object will not move if equal and opposite forces are exerted on
it.
ELICIT/ENGAGE. How will you generate student interest and access student prior knowledge
for the lesson’s objective?
Ask students the following: What are some things we can do to make an object that is not
moving, move? Do we have to touch the object to make it move? What are some ways we
can make an object move without touching it? (At this age level, students may not have a
conceptual understanding of the last question.)
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt the objective
on their own? How will you gauge mastery? (Students make connections to real world
problem solving and use formal vocabulary that has been previously labeled.)
Have students perform Blow Football lesson activity.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what you
have outlined? (Teacher/students discuss analysis and conclusions of activity and correct
inaccuracies.)
Discuss with students what has happened. Ask questions like: How did we make the ball
move? Why did our actions cause the ball to move? How far did the ball move? What will
happen when both partners blow at the ball at the same?
Have pairs of students blow on the ball in opposite directions. (If they are told to try to keep
the ball from moving they will learn they have to blow equally as hard. If they don’t realize
this on their own, make the suggestion that they each blow equally as hard.) Label new
vocabulary word (push) and add to the word wall.
CLOSING. How will you have students summarize what they’ve learned? How will you
reinforce the objective’s importance and its link to past and future learning?
As a class, review the KWL chart and add any new ideas or conceptual understandings of the
class.
MATERIALS.
Appendix D
Blow Football lesson
activity
Different sized paper balls
Straws
Tape to mark distance of
balls
Appendix E
How Far Does Your Wind
Blow? lesson extension
activity
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________________ Subject Science Date____________
Defining Success
LESSON PLAN 5
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.2)
Identify that the position of a surface affects how fast an object moves and how far it will travel by comparing 2 different
trucks (one small and one large) on 2 different surfaces (one horizontal and one diagonal.)
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in
concretely that all of your students have
your lesson?
mastered the objective?
Student responses to lesson activity and
1. Gravity causes objects to move down.
self-correction when playing gravity game
2. Size and shape of an object has an impact on movement.
3. The position (angle) of the surface on which an object travels, has an
impact on the object’s movement.
Lesson Cycle: Constructivist Approach
ELICIT/ENGAGE. How will you generate student interest and access student
MATERIALS.
prior knowledge for the lesson’s objective?
Show students pictures of things found on a playground. Ask students the
Appendix D
ways one moves on each of the equipment (up, down, fast, slow) found on
the playground encouraging them to use unit vocabulary.
Toys on the Playground Pictures
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt
the objective on their own? How will you gauge mastery? (Students make
connections to real world problem solving and use formal vocabulary that
Gravity Game
has been previously labeled.)
http://classroom.jc-schools.net/sciAs a class play the “Gravity Game.” Ensure that students are using the
units/force.htm#Kindergarten_
vocabulary from this unit while engaged in playing the game.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to
explain what you have outlined? (Teacher/students discuss analysis and
conclusions of activity and correct inaccuracies.)
Review and discuss how the properties of an object affect movement of the
object. Ask students how the surface affects movement the ball in the game.
Talk about how the straight the surface affects movement and how fast an
object moves as well as how far it will travel. Repeat the gravity game and
point out all of these factors. Students should identify that the diagonal
surface makes the ball move faster and farther than when placed on the
horizontal (flat/straight) surface. The idea that the smaller truck moves
faster than the larger truck also should be discussed.
CLOSING. How will you have students summarize what they’ve learned? How
will you reinforce the objective’s importance and its link to past and future
learning?
Using the pictures of the playground equipment, ask students to answer
“what would happen if” questions. Example: What would happen if I put a
ball on the top of a slide? On the middle of the slide? What would happen if I
put a teddy bear on a swing and pushed the swing? Ask students why
questions. (responses should pertain to unit conceptual understandings)
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________________ Subject _Science Date____________
Lesson Cycle: Constructivist Approach
Defining Success
LESSON PLAN 6
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.2)
Identify that moving objects must be stopped by another object by performing an experiment with two objects.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in your
concretely that all of your students
lesson?
have mastered the objective?
Student responses to lesson activity
An object stays in motion unless an unbalanced force is applied to the object;
then it will stop moving.
An object at rest stays at rest unless an unbalanced force is applied to the
object; then it will move.
ELICIT/ENGAGE. How will you generate student interest and access
student prior knowledge for the lesson’s objective?
Discuss with students: What are some things we can do to stop an object
that is moving?
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners
attempt the objective on their own? (Students build knowledge base,
uncover their misconceptions and analyze results of activity to make selfcorrection/valid understandings are confirmed.)
Have students perform Animal Crash activity or watch the lesson activity
“quick time” video.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to
explain what you have outlined? (Teacher labels formal vocabulary, class
discusses analysis and conclusions of activity and corrects
misconceptions.)
Discuss the activity and new vocabulary (words to know on teacher
summary.)
CLOSING. How will you have students summarize what they’ve learned?
How will you reinforce the objective’s importance and its link to past and
future learning?
Talk about things we know that are used to stop things. (i.e. brakes on a
car or bike) Ask students to give an example of how they can stop things.
MATERIALS.
Appendix D
Animal Crash lesson activity
Toy, stuffed animal, brick or heavy textbook
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________ Subject _Science____ Date____ ________
Defining Success
LESSON PLAN 7
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.3)
Students will identify at least 3 objects that can be moved without direct contact by performing a static electricity activity.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in
concretely that all of your students have
your lesson?
mastered the objective?
Accurate demonstration of at least 3
Some objects can be moved by direct contact.
objects that could be moved by a charged Some objects can be moved without direct contact.
balloon.
Size of an object can affect its ability to move.
Lesson Cycle: Constructivist Approach
ELICIT/ENGAGE. How will you generate student interest and access student
prior knowledge for the lesson’s objective?
Discuss whether it is necessary to have direct contact to move an object.
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt
the objective on their own? How will you gauge mastery? (Students make
connections to real world problem solving and use formal vocabulary that
has been previously labeled.)
Teacher demonstration: Hang two balloons from a string. Charge both the
balloons by rubbing them with wool or cloth. Put one balloon next to the
other (to right or left.) (Balloon should move away from the other.) Ask
students: Did the balloons touch each other? Did a balloon move?) Ask
students to use charged balloons to pick up small pieces of paper, hair, etc.
They should be able to list at least 3 items that moved without touching the
object while using the (charged) balloons.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to
explain what you have outlined? (Teacher/students discuss analysis and
conclusions of activity and correct inaccuracies.)
Discuss solely the parameters of the objective. Do not explain
electrostaticity with this level of students.
CLOSING. How will you have students summarize what they’ve learned?
How will you reinforce the objective’s importance and its link to past and
future learning?
Ask students to draw pictures of what they saw happen (notebooking.)
MATERIALS.
Small pieces of paper, balloons, pieces of
fur or hair, salt, pepper, (other optional
materials)
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Teacher may have to charge the balloons continuously if students can’t rub the balloon with the wool to get it charged. Student
varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________________ Subject _Science Date____________
Lesson Cycle: Constructivist Approach
Defining Success
LESSON PLAN 8
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.3)
After performing an activity, identify that magnets can move other magnets in two different ways (by pushing or
pulling) without direct contact.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in your
concretely that all of your students
lesson?
have mastered the objective?
Students communicate that a magnet
Some objects can be moved by direct contact.
can push away a magnet and a magnet Some objects can be moved without direct contact.
can also pull another magnet to it
Magnets can move other magnets away or toward them.
without direct contact.
“Notebooking” of magnet worksheet
ELICIT/ENGAGE. How will you generate student interest and access student prior knowledge
for the lesson’s objective?
Pass one magnet to each group of students. Ask them what is different about each of their
sides. (Students should refer to the fact that one has an N and one has an S on it.)
Ask students if that means that both sides are the same or different. Discuss.
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt the objective
on their own? (Students build knowledge base, uncover their misconceptions and analyze
results of activity to make self-correction/valid understandings are confirmed.)
Give students the Magnet Worksheet that shows them how to place the magnets next to
each other. Work with students to do step 1 and step 2 on the worksheet. Ask students to
choose the arrow that shows how each magnet moved after each step. Then ask students
to use other metal objects to demonstrate movement of other objects.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what you
have outlined? (Teacher labels formal vocabulary, class discusses analysis and conclusions of
activity and corrects misconceptions.)
Discuss with students what they observed. Ask questions that relate to the parameters of
the objective and key points. Do not discuss magnetic phenomena beyond the parameters
of this lesson at this grade level.
CLOSING. How will you have students summarize what they’ve learned? How will you
reinforce the objective’s importance and its link to past and future learning?
As a class, review the KWL chart and add any new ideas or conceptual understandings of the
class.
MATERIALS.
Appendix D
Magnet Worksheet
2 Magnets
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Teacher Name ____________ Subject _Science____ Date____ ________
Lesson Cycle: Constructivist Approach
Defining Success
LESSON PLAN 9
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1-3)
Create a maze using dominoes or similar objects to explain and summarize their conceptual understandings of
motion/movement.
ASSESSMENT. How will you know
KEY POINTS. What three to five main ideas or steps will you emphasize in
concretely that all of your students
your lesson?
have mastered the objective?
Each student contributes at least 3
Movement is directional. (up/down, right/left, diagonal, zigzag, etc.)
parts of the maze that relates to
Some objects can be moved without direct contact.
vocabulary and conceptual
The size and shape of an object has an effect on the way it can or will move.
understandings of this unit.
Gravity affects movement.
ELICIT/ENGAGE. How will you generate student interest and access student prior
knowledge for the lesson’s objective?
Ask students and discuss: What is a maze? Have a discussion about why they will create
maze and each student’s responsibility.
INDEPENDENT PRACTICE/EXTEND. In what ways will your learners attempt the objective
on their own? How will you gauge mastery? (Students make connections to real world
problem solving and use formal vocabulary that has been previously labeled.)
Model for the students, using dominoes (or books, small square pegs, etc.), that when
one domino knocks over another it imparts part of its momentum. You can have a small
domino strike a smaller one to show that momentum is related to mass since it will be
more difficult to tip a larger domino with a smaller one. Then allow students to create a
maze of dominoes (or similar objects) to demonstrate the key points listed above and
design a solution intended to change the speed or direction of an object with a push or
pull. (Example: Having a marble or other object move a certain distance, follow a
particular path, and knock down dominoes or other objects. Examples of solutions could
include tools such as a ramp to increase the speed of the object and a structure that
would cause an object such as a marble or ball to turn.)
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what
you have outlined? (Teacher/students discuss analysis and conclusions of activity and
correct inaccuracies.)
Ask students to use unit vocabulary words to explain the maze they created and the unit
conceptual understandings of each part of the maze. Ask students: Why was it
important to include this part of the maze? What does it show we learned? How could
you explain it to another child who has not learned the “Let’s Move” unit? Update the
KWL chart, making connections to the application of the concepts.
CLOSING. How will you have students summarize what they’ve learned? How will you
reinforce the objective’s importance and its link to past and future learning?
Have students use the maze to demonstrate motor skills and their conceptual
understandings. (You may have students improve on the maze after practicing.)
MATERIALS.
Let’s Move Olympics Various classroom
materials, furniture and
equipment
Teacher Resource:
http://www.ehow.com/inf
o_8005308_scienceprojectsdominoes.html#ixzz2a4x2y
7Lf
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
Newark Public Schools Next Generation Science Unit
Different Ways Objects Move
CIRCLE
RIGHT
Newark Public Schools Next Generation Science Unit
DOWN
LEFT
UP
TEACHER SUMMARY
The Stand of the Pencil
SCIENCE CONCEPT:
The center of gravity is the point in an object where the
entire mass of the object seems to be concentrated. A force
acting upward at this point equal to the weight of the
object would support the object. The object would be
stable. It would balance.
STUDENT OBJECTIVE:
The student will experiment with two pencils and observe
each of their centers of gravity.
OVERVIEW:
In this activity, the student will stand two pencils upright
and then release both of them at the same time. The
student will observe what happens to each pencil and why
they react the way they do.
PREPARATION TIME:
No time.
LESSON TIME:
15 minutes.
TEACHER PREP:
Gather the materials that are
needed for the experiment.
WORDS TO KNOW:
up
down
backward
straight
forward
gravity
TEACHER TEXT:
The theory of gravity for which Sir Isaac Newton is famous for proves valuable in many aspects of our
modern life. Airplanes have to be so constructed and powered that they can successfully resist the
force of gravity. To ensure stability, airplanes are designed with the COG (center of gravity) in mind.
Keeping the weight forward and low keeps aircraft from toppling sideways, pitching, and nose-diving.
Cars and trucks, especially tall vehicles, have to be made with their centers of gravity low enough to
withstand any tendency to topple over when driven around sharp corners. Engineers have to work out
complicated mathematical formulas to find the center of gravity of the object that they are working on.
We can use two pencils, one short and one tall, to find out about the center of gravity.
http://wings.avkids.com/Curriculums/Forces_Motion/stand_of_pencils_summary.html
Newark Public Schools Next Generation Science Unit
LESSON ACTIVITY
The Stand of the Pencil
MATERIALS NEEDED:
A short pencil
A long pencil
STEPS TO FOLLOW:
Discuss with the children the
activity they will be performing.
Hand out a long and a short
pencil to each student.
Ask the children to stand the
pencils upright.
Then ask the children to release
both at the same time.
Ask the children what happened. (The short pencil falls to the
table much faster than the long one. Notice that when the pencil
has fallen and is horizontal that it moves in the direction of the
fall. The mass center has some horizontal velocity because the
pencil was forced to fall on the arc of a circle.
Assessment
By the end of the lesson:
Student is able to communicate what happens to the two pencils when they are released at the same
time using most of the new vocabulary terms.
Student is able to communicate something of what happens to the two pencils when they are released
at the same time using some of the new vocabulary terms.
Student is able to communicate that the short pencil falls much faster than the long pencil using few of
the new vocabulary terms.
Student is able to communicate that both pencils fall when they are released at the same time using few
of the new vocabulary terms.
http://wings.avkids.com/Curriculums/Forces_Motion/stand_of_pencils_howto.html
Newark Public Schools Next Generation Science Unit
Objects that Move
Newark Public Schools Next Generation Science Unit
LESSON ACTIVITY
Moving Like Nature
Materials: Wave Bottles: 2 Liter Soda Bottles half filled with colored water with caps superglued on.
Ask students the following: Have you ever been to the beach? Did you see the ocean? How does the
ocean move?
Pass out wave bottles. Ask students to move their wave bottles back and forth, left to right, up and
down and observe how the waves move.
Ask students volunteers demonstrate how the ocean moves. Then discuss other things found around
the beach and in nature that move. As a class, you can have students stand up and choose a part
they will play in nature and all at once have the class move like their natural object. Using music
(such as Wipe Out) during the activities will enhance their physical activity and participation.
Afterwards, discuss the forms of movement that students observed and demonstrated, (i.e. zigzag,
rolling, bouncing, etc.)
Newark Public Schools Next Generation Science Unit
TEACHER SUMMARY
Blow Football
SCIENCE CONCEPT:
When a force acts on an object the
object accelerates in the direction in
which the force is acting. A force
acting on a stationary object starts it
moving. And a force acting on a
moving object will speed it up, slow
it down, or change the direction in
which it is moving. This is the Second
Law of Motion discovered by Sir
Isaac Newton.
STUDENT OBJECTIVE:
The student will explore how
exerting a force on a ball by blowing
air on it will start it moving and then
when the other student blows on
the ball in the opposite direction the
ball will move in the opposite way.
OVERVIEW:
In this activity, the student will have
one partner, a small ball and two
straws. The children will be in pairs
and kneel on the floor with a small
ball in between them. Each child will
have a straw and they will each blow
on the ball through the straw from
opposite sides of the ball. How far
can you make the ball move? What
will happen when you both blow at
the ball at the same time?
PREPARATION
TIME:
5 minutes.
LESSON TIME:
20 minutes.
TEACHER PREP:
Gather materials for
the experiment. You
will need small
rubber balls and
straws.
Note: Small rubber
balls can be
substituted with
small balloons blown
up with air or filled
with water.
TEACHER TEXT:
Motion is the basis of the Three Laws of Newton. Over 300 years ago Isaac Newton worked out a set of rules
that explain the way in which things move. These rules can apply to anything, even the most modern machinery.
The world around us is never still. It is always in motion. Why do winds blow and rivers flow? Why do the sun
and the moon move across the sky? Are all moving objects pulled or pushed along by forces? Isaac Newton, in
his discovery of the Three Laws of Motion, helped each of us to be able to understand the motion that is around
us constantly. His success was due to his ability to think about what motion would be like without friction and
without gravity. Most of the motions we find on Earth involve friction. Friction occurs when two surfaces rub
against one another. If you roll a ball slowly across the floor, the ball's speed decreases and eventually it stops. It
stops because the friction between the ball and the floor pushes against the ball and reduces its motion.
http://wings.avkids.com/Curriculums/Forces_Motion/blowfootball_summary.html
Newark Public Schools Next Generation Science Unit
LESSON ACTIVITY
Blow Football
MATERIALS NEEDED
small rubber balls
straws
STEPS TO FOLLOW:
Discuss with the students the
activity they will be
performing.
Divide the class into groups of
two. Give each group one,
small rubber ball and two
straws. Demonstrate to the
class how to do the
experiment: blow on the ball
through the straw and see how
far the ball moves, and then
blow from the opposite side on
the ball. See what happens.
Note: Small rubber balls can be
substituted with small balloons
blown up with air or filled with
water.
Have the children do the
experiment, making sure that
everyone has a turn.
Discuss with the children
afterwards what has
happened. Ask questions like:
how far does the ball move?,
what will happen when both
partners blow at the ball at the
same time?
Assessment
By the end of the lesson:
Student is able to communicate that blowing through the straw causes the rubber ball to move faster
and that the motion of the ball changes when the other child blows in the opposite direction on the
ball. Student is able to communicate most of what happens when blowing through the straw on the
rubber ball. The child can describe that the motion of the ball changes when the other child blows in the
opposite direction on the ball. Student is able to communicate some of what happens when blowing
through the straw on the rubber ball. The child can describe something of the motion of the ball when
the other child blows in the opposite direction on the ball. Student is able to communicate one of the
things that happens when blowing through the straw on the rubber ball.
http://wings.avkids.com/Curriculums/Forces_Motion/blowfootball_eval.html
Newark Public Schools Next Generation Science Unit
TEACHER SUMMARY
Animal Crash
SCIENCE CONCEPT:
Newton's First Law of Motion: objects at
rest remain at rest and objects in motion
remain in motion unless acted upon by
an outside force.
STUDENT OBJECTIVE:
The student will discover a part of
Newton's First Law of Motion: an object
at rest remains at rest unless acted upon
by an outside force. Specifically, the
student will learn about inertia. Inertia is
the tendency of an object to remain
moving in a straight line at a constant
speed or to remain stationary.
OVERVIEW:
The student will use toys to discover that
an object in motion remains in motion
unless acted upon by an outside force.
This will allow the students to observe
inertia first hand.
PREPARATION TIME:
5 minutes.
LESSON TIME:
15 minutes.
TEACHER PREP:
Gather materials.
WORDS TO KNOW:
push
roll
stop
continue
motion
TEACHER TEXT:
The role of inertia is a very important part of motion. It says that an object in motion will tend to stay
in motion, and an object at rest will tend to stay at rest, unless a force is applied to the object. When
the truck stops suddenly, the stuffed animal continues to move forward. This is why we wear seatbelts
and have airbags in our automobiles. In the event of an accident, the passengers still move forward
even though the car stops rapidly. If it wasn't for the seatbelts, the person might hit the windshield or
worse.
There are numerous ways to demonstrate inertia in our everyday lives. Think of a ball that you roll
down a hill. If the hill was high enough and long enough the ball would keep rolling once you pushed it
down the hill. That is the fascination with Newton's Laws of Motion. If we could create a perfect
environment to test his laws, we would be amazed at the outcome.
Newark Public Schools Next Generation Science Unit
LESSON ACTIVITY
Animal crash
MATERIALS NEEDED:
toy dump truck or toy
convertible
stuffed animal (to be
"seated" in the back
of the truck or front
seat of the
convertible)
brick or heavy
textbook
Click for QT movie. (900K)
STEPS TO FOLLOW:
1.
2.
3.
4.
Seat the stuffed animal in the back of the truck or front seat of the convertible.
Place the brick (or textbook) approximately 2" away from the auto.
Give the auto a good push so that it will roll quickly toward the brick (or text-book).
Observe what happens when the auto hits the brick (or textbook). (The auto will stop,
but the stuffed animal will continue to move forward through the air.)
Assessment
By the end of the lesson:
The student is able to communicate that both the auto and the figure were in motion. The brick acted
on the truck to make it stop, but the figure continued to move forward because objects in motion tend
to continue moving. The student is able to communicate that the figure continued to move forward
because objects in motion tend to continue moving. The student is able to communicate that the brick
made the figure fly off the auto. The student is able to communicate that the figure fell off the auto.
http://wings.avkids.com/Curriculums/Forces_Motion/animal_eval.html
Newark Public Schools Next Generation Science Unit
OBJECTS THAT MOVE (SAMPLES)
ZIG ZAG
JUMP
BOUNCE
Newark Public Schools Next Generation Science Unit
ROLL
UP
Newark Public Schools Next Generation Science Unit
FALL
SPIN/ZIZ ZAG
Newark Public Schools Next Generation Science Unit
SPIN
OBJECTS THAT MOVE IN NATURE (SAMPLES)
WIND
Newark Public Schools Next Generation Science Unit
RAIN
SNOW
LEAVES
TREE
TORNADO
Newark Public Schools Next Generation Science Unit
PLAYGROUND PICTURES (SAMPLES)
See Saw
Merry Go Round
Swings
Slide
Jungle Gym
Newark Public Schools Next Generation Science Unit
MAGNET WORKSHEET
STEP 1:
STEP 2:
Newark Public Schools Next Generation Science Unit
Lesson Activity
The Foot Book
Goals: students will be able to identify left and right.
Objectives: Use motor skills to identify directions of left or right.
Materials: Teachers will use the story, life with the Wright family, the foot book by Dr. Seuss, balls provided for each
student.
Introduction: The teacher will read the story: “Life with the Wright Family” (from “activities that teach” by Tom
Jackson.)
Development: How many of you know you’re left from your right? Are you sure? Everyone show me you’re left hand.
Now show me your right hand. More examples will be given to students to practice the concept.
Practice: While I read my story, if I say “right,” you pass the ball to the person on your right. If I say “left,” you pass the
ball to the person on your left. The first sentence of each paragraph will be read to make sure students understand the
directions.
Accommodations: Students who have difficulty following directions may need to be near the teacher. They could also
have a partner to work with for the class or teacher aide.
Closure: Time will be allowed at the end of the activity to speak with students about what they thought of this activity.
Evaluation: Let’s have some fun as I read a book written by Dr. Seuss called, the foot book. You will be marching and
joining in as I read to you. Teacher will observe as they follow directions.
Teacher Reflections:
Did the students enjoy the lesson? Were they able to follow along as you read Dr. Seuss’ book, the foot book? What
worked today? What could I do better for next class?
Newark Public Schools Next Generation Science Unit
LESSON ACTIVITY
Let’s Do an Improvisation!
Lesson 1: Dancers think about what their body is doing.
Talk about how every art form has its tools, and the body is a dancer’s tool. Introduce the body parts,
by naming, isolating & moving eyes, fingers, toes, knees, shoulders…
Pause Dance with Body Parts… introduce dancing & freezing on cues from the music (music=dance;
silence=freeze), emphasizing &thinking about isolated parts for each segment of music.
Model mirroring while “thinking” out loud. Work with a student as a partner & talk out loud about your
decisions… “let’s see, I’ve been moving my arms, so now I’ll move my feet for awhile. Whoops! I moved
too fast & he couldn’t stay with me, I better slow down a little. Oh, that’s an interesting shape he’s
making — I wouldn’t have guessed it would look like that from the way it feels…”
Student partners mirror each other silently in self space, noticing their thoughts. After a turn leading,
ask the leader to tell his/her partner what s/he was thinking about.
Lesson 2: Dancers use improvisation to practice & improve.
Warm up with mirroring, either with teacher as leader, or in duets.
Introduce “improvisation“— improvising is making up a dance as you go along, without planning it
beforehand. Talk about how dancers improvise in order to play with movement, to get ideas, to
improve their dancing.
Set up a few basic rules for improvisation: start with a shape at the beginning of the dance, change
moves as the music changes, always look for empty space & don’t touch anyone else, make a shape &
hold it when the music ends.
Let’s do an improvisation! Choose music with some dynamic changes, classical or a movie soundtrack.
Start the music when they’re in a still shape, let them continue as long as it’s productive (30 seconds to
2 minutes, depending on the group), fade the music & encourage them to find their final shape.
Reflection — “Make a circle with room for everyone by the time I count from 5 to 1.” [This may take a
few tries at first -- if they're jostling to be next to you or a friend, redo it, reminding them that we're an
ensemble (a group working toward a single purpose), and our purpose is to make a circle, not sit next
to a particular person. Sometimes we have to redo it 4 or 5 times at first.] Then reflect aloud about
what you saw, usually without names: “I noticed one dancer who seemed to be thinking about how his
arms were moving when the music started … I saw another dancer who was going really slowly when
the music got quiet…” Ask a few dancers to share what they saw, without names ["What kinds of
moves did you see? Do you remember how the music changed? What happened then?"]
If there’s time, do a more structured improvisation, such as a Body Part Statue/Sculptor: Some
students are statues, some are sculptors. A sculptor moves one body part on a statue & then copies
the statue. The sculptor then stays as the frozen statue, while the student who had been frozen
becomes a sculptor and travels around looking for a statue to change. [Anne Green Gilbert's books,
Creative Dance for All Ages & Brain-Compatible Dance Education, are chock-a-block with
improvisational structures. If you don't have them, get them.]
Newark Public Schools Next Generation Science Unit
Reflection: Have them tell their partner how they decided which body part to move on their partner,
whether they moved different parts on different partners, and/or how it feels to “make it up as you go
along.”
Lesson 3: Dancers reflect (think back) on their dancing.
Introduce body shapes — round, twisted, straight, angular. Try them out by naming & making
them. Then generate a short list of what kinds of things are round, twisted, straight & angular, writing
them on the board.
Let’s do an improvisation! again with the same simple structure (starting shape, moving into empty
space without touching, changing moves with the music, ending in a shape), but ask them this time to
think about what shapes they’re seeing & making.
5 count to a circle & reflect… Talk about how dancers not only think about their bodies while they
dancing & improvising, they also reflect or think back on their dancing afterward in order to
improve. Again, I model by making a few comments & then turn it over: What kinds of shapes did you
see & make? How could we make better shapes?
Let’s do another improvisation, and see if it will be even better!
Another circle reflection… Was it better? How? Why not?
If there’s time, do a more structured improvisation, in which statues make fabulous shapes and
travelers copy the shapes. At the end, ask them to show a shape they remember seeing & copying, and
have the class describe the shape.
Continuing…
Sometimes we choose a theme, such as spiders, or toys in a toy shop, or I show them a piece of visual
art to generate a main idea. One particularly good improvisation was generated by a painting of an
underwater scene, using the elements of size/range (think big sea creatures, small sea creatures),
speed & relationship (traveling in schools or darting in & around each other). They’ve also learned
some improvisational strategies — for example, if they don’t know quite what to do, they can copy
someone else [without bothering them!] — or do the opposite from someone.
http://dancepulse.org/2010/01/02/lesson-plan-improvisation/
Newark Public Schools Next Generation Science Unit
APPENDIX E –Sample Math Activities
Identifying Shapes
1.
2.
3.
4.
5.
6.
Standards for Mathematical Practice:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Student Outcomes:
I understand the name and type of a shape.
I can create the shape named …..
I can use mathematical words to describe my shape to a partner with enough details for them to create it
accurately.
Materials:
Smartboard: Geoboards to create shapes.
www.mathplayground.com
A collection of plane shapes including squares, triangles, circles, and hexagons for each group of students
A set of solid geometric figures including cubes, spheres, rectangular prisms, triangular prisms, hexagonal
prisms, cones, and cylinders
Vocabulary sentence strips ( triangle, circle, square, rectangle, sphere, cylinder, pyramid, cube, equal sides,
unequal sides)
Activity
Organize students into small groups of 3-4 students
Allow students to explore the plane shapes while naming the properties, sorting, and comparing them. This
will serve as a review for some and a learning opportunity for others.
Then distribute the solid figures and have the students locate and name the faces, and match the plane
shapes.
Reference the vocabulary words on the paper strips to connect reading with the appropriate mathematical
words.
Have students draw shapes and describe properties.
Share findings with a partner and then a group.
Teacher will create a chart comparing and contrasting two of the shapes.
* This activity should be repeated multiple times until students recognize, name and use the properties in
describing shapes and figures.
Questions to Ask
Where do you find the shape that you created in our classroom, at home, on the playground or in the grocery
store?
If the shape your partner created is different from yours, describe the ways the shapes are alike? Describe
the ways in which the shapes are different?
Newark Public Schools Next Generation Science Unit
DO SHAPES ROLL, SLIDE OR STACK?
Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
Student Outcomes:
I can tell what shapes roll and describe the properties that make my shape roll using math vocabulary.
I can tell what shapes slide down a ramp and what properties make it slide.
I can tell what shapes can stack and why.
Materials
Solid figures
A ramp made with textbooks and cardboard
Activity
Students test the attributes of the solid shape and circle on the activity sheet and then describe which ones
roll, slide, and stack.
NAME DOES
IT ROLL?
DOES
IT SLIDE?
Newark Public Schools Next Generation Science Unit
DOES
IT STACK?
LOCATION, LOCATION
1.
2.
3.
4.
5.
6.
Standards for Mathematical Practice:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Student Outcome
I understand the name and type of a shape.
I can create the shape named and in the correct position.
I can identify where my shape is located by using accurate position words.
Materials
Picture Cards that illustrate
In the box
In front of the box
Out of the box
Below the box
Above the box
Beside the box
Blank paper
Activity
After drawing pictures that indicate each of the picture cards in their notebook, hand out shapes and have students
create a picture.
Give students blank paper and tell them, “We are going to create a picture.”
Students will listen to the directions and draw objects or shapes according to where something is to be placed. They
will listen to the entire directions the first time without drawing. While listening to the directions a second time, the
students will draw. Give time for students to draw, closely monitoring to see when you need to move to the next
direction. Have students pair/share after the activity. As students share their work with a partner, they should be
using positional words to describe the picture they drew.
Draw a house on your paper using a square and a triangle.
Draw a rectangular door on your house.
Draw two hexagon windows.
Draw a dog in front of your house.
Draw a tree next to the house.
Draw a circular sun above the tree.
Draw a girl behind the tree.
Draw a boy under the window.
Now color your picture.
Can students explain how their picture is the same or different from their neighbor’s?
Which directional words are students having the most difficulty with?
Can students follow a list of directions accurately?
Are students able to explain how direction words help us find an object or place?
Newark Public Schools Next Generation Science Unit
How Long is Your Pencil?
1.
2.
3.
4.
5.
6.
Standards for Mathematical Practice:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Student Outcome
I will understand longer than, shorter than, equal to.
I will be able to measure length using cubes.
Materials
Pencils of different lengths and different colors
Cubes
Worksheet
Activity
Students will take one pencil and measure length with cubes and complete worksheet by coloring in the cubes that
measured the length of the pencils.
Students then compare short, long, longer. Teacher creates a chart to show the length of the cubes.
Did all the students get the same measurements?
Why do you think your measurement was different from your partners?
Long, Longer, Longest????
Red Pencil
Blue Pencil
Yellow Pencil
Newark Public Schools Next Generation Science Unit
HOW FAR DOES YOUR WIND BLOW?
Standards for Mathematical Practice:
1.
2.
3.
4.
5.
6.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Materials
Straw
Pencil
Paper ball
Balloon
Put tape on the desk to mark a distance of at least 2 feet. If students know how to count by 5’s or 10’s have them race
across the room a distance of 4 to 5 feet or do activity in the Gym.
Activity
Call students to the rug to explain that they will each be getting three items that they must blow the distance marked on
the desk with just their blowing air. They will work in pairs. While one student blows the object across the table the
other student will count the breaths.
They will then record the number of breaths it took to move the object the distance that was marked.
Once recorded, the teacher will collect data gathered by class and create three charts showing the number of breaths it
took to move each object.
Discussion:
What object moved the furthest? Why do you think this happened?
Which object took the most breathes to move? Which object took the least amount of breaths to move?
Newark Public Schools Next Generation Science Unit
WHAT SHAPE SLIDES THE LONGEST DISTANCE
Standards for Mathematical Practice:
1.
2.
3.
4.
5.
6.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Student Outcome
I will understand longer than, shorter than, equal to.
I will know how to measure distance.
I will review solids and their properties.
Materials
Cylinder
Sphere
Pyramid
Ramp made from textbooks and cardboard
Activity
1.
2.
3.
4.
5.
6.
Organize the students into small groups of 3-4.
Distribute three solid shapes to each group and assign a ramp.
Call student to rug and explain that they will be doing the car activity again but this time using shapes!
They are to place the shape at the top of the ramp and release without pushing it.
The second student is to measure and cut yarn.
The third student is to glue it to chart paper.
Once they have explored with all three solids they will measure the length with cubes.
What shape moved the longest distance and what properties does it have that might have helped it move?
What shape moved the shortest distance? What properties does it have that did not allow it to travel a long
distance?
Teacher will then create graph for distance traveled by each shape and students will discuss what they see.
Teacher will then create a Venn Diagram to compare and contrast the shape that moved the furthest and the shape
that moved the least amount of distance.
Teacher will create a graph of how far the wind blows a leaf in a week. Ask students:
What day did it blow the furthest?
Do you think it was very windy that day?
Newark Public Schools Next Generation Science Unit
Newark Public Schools Next Generation Science Unit