Push,
Pull, Go
®
Push, Pull, Go
Teacher’s Guide
©2011 Carolina Biological Supply Company. All rights reserved.
ISBN 978-1-4350-0834-2
Published by Carolina Biological Supply Company, 2700 York Road, Burlington, NC 27215-3398.
Call toll free 800.334.5551.
All reproducible sheets in this Teacher’s Guide may be copied as necessary for educational purposes only. Teachers may
also make an overhead transparency of a specific page or item in this book for classroom use only. Otherwise, no part of this
Teacher’s Guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, or photographic, or in the form of an audio recording, or otherwise copied for public or private use without prior
written permission from the copyright owners.
CCPBB10021601
Acknowledgements
Development Team
Cindy Morgan
Director, Product and Development
Carolina Curriculum, a Division of Carolina Biological Supply Company
Marsha W. Jones
Development Specialist
Carolina Curriculum, a Division of Carolina Biological Supply Company
Samara Lotz Gann
Developer
Carolina Curriculum, a Division of Carolina Biological Supply Company
Cynthia S. Ludwig
Publications Manager
Carolina Curriculum, a Division of Carolina Biological Supply Company
Lauren Goldsmith Eggiman
Editor
Carolina Curriculum, a Division of Carolina Biological Supply Company
Charles Thacker
Graphic Designer
Carolina Curriculum, a Division of Carolina Biological Supply Company
Trey Foster
Graphic Designer
Carolina Curriculum, a Division of Carolina Biological Supply Company
Amanda Moon
Graphic Designer
Carolina Curriculum, a Division of Carolina Biological Supply Company
Greg R. Willette
Graphic Designer
Carolina Curriculum, a Division of Carolina Biological Supply Company
Jennifer Manske
Graphic Designer
PUSH, PULL, GO
iii
Contents
Introduction
Preface .................................................................................................................................. v
Science Process Skills .......................................................................................................... v
Small-Group Instruction ........................................................................................................vi
Vocabulary Development .......................................................................................................vi
Strategies for English Language Learners ...........................................................................vii
Making Predictions .............................................................................................................. viii
Learning Cycle .................................................................................................................... viii
Science Notebooks in the Kindergarten Classroom ............................................................ viii
Family Science .....................................................................................................................ix
Using a Hand Lens as a Science Tool ..................................................................................ix
Assessment .......................................................................................................................... x
Safety .................................................................................................................................... x
Navigating the Teacher’s Guide ............................................................................................xii
Unit Overview
Materials List .......................................................................................................................xiv
Lesson Summaries ..............................................................................................................xv
Lesson Overview Charts .....................................................................................................xvi
Unit Overview .................................................................................................................... xxiv
Content Standards ............................................................................................................ xxiv
Lesson 1: Push, Pull, Roll ............................................................................................................. 1
Lesson 2: Push, Pull, Swing ....................................................................................................... 17
Lesson 3: Push, Pull, Tumble ...................................................................................................... 27
Lesson 4: Push, Pull, Spin .......................................................................................................... 35
Lesson 5: Push, Pull, Invent ....................................................................................................... 45
Appendix A: Glossary ................................................................................................................. 57
Appendix B: Safety ..................................................................................................................... 59
Safety Contract
Appendix C: Family Letters ........................................................................................................ 61
Learning Cycle Letter
Family Science General Letter
Appendix D: General Rubric ....................................................................................................... 64
General Rubric
iv
BUILDING BLOCKS OF SCIENCE
Preface
The Building Blocks of Science® units were developed by Carolina Biological Supply Company to help teachers
and students establish a solid foundation in elementary science. These units can fill gaps in content areas or serve
as additional activities for classes already using a hands-on, inquiry-based curriculum, or they can provide some
hands-on experience for classes that primarily use textbooks.
Through a series of lessons, students learn important science content and investigative skills. The unit design
fosters cooperative learning and critical thinking as students work in teams and actively discuss their findings,
record data, and assess their understanding.
Each Building Blocks of Science® unit includes a Teacher’s Guide and enough materials for a class of 24 students
to complete the activities. The Teacher’s Guide includes objectives and standards, materials preparation steps and
class time requirements, background, vocabulary, procedures, assessments, ideas for cross-curricular extensions,
and blackline masters for assessment, student procedures, and data sheets.
Science Process Skills
Building Blocks of Science® units integrate process skills as defined by the National Science Education Standards
and the American Association for the Advancement of Science.
Observing
Using the senses to collect qualitative information
about an object or event.
Measuring
Using nonstandard measurement to collect
information about an object or event.
Classifying
Grouping or ordering objects or events on the basis
of similarities or differences in characteristics or
defined criteria.
Inferring
Formulating interpretations or explanations of
observations.
Communicating
Using written words or other visual representations to
transmit information or ideas to others.
Using Number Relationships
Interpreting numbers and mathematical relationships
in making decisions.
Making and Interpreting Models
Constructing mental, verbal, or physical
representations of objects, events, and ideas in order
to explain or demonstrate.
Designing Experiments
Identifying materials and a step-wise procedure for
testing a prediction.
Collecting Data
Gathering both qualitative and quantitative data.
Organizing Data
Formatting data in a systematic way, as in tables or
graphs.
Interpreting Data
Analyzing data and its explanation of an experiment.
Also, identifying experimental error, evaluating
predictions, and generating conclusions and
questions for further experimentation.
Making Predictions
Forming a guess of the outcome of future events on
the basis of events or objects observed in the past,
expressed using the phrase I think _____________
because__________________________________.
PUSH, PULL, GO
v
Small-Group Instruction
The lesson activities in each unit are designed, for the most part, as teacher-guided inquiry for the whole class.
Because elementary classrooms require flexibility, Building Blocks of Science® activities can easily be adapted to
small-group instruction. Materials lists at the start of each lesson show the quantities needed to lead pairs or small
groups through the activity. These lists apply whether breaking an entire classroom into small groups or placing
small teams in small-group situations.
Because the procedure in the Teacher’s Guide includes step-by-step directions, guiding questions, and anticipated
responses, activities can easily be led by teachers and teacher assistants.
The lessons include Learning Center Opportunities, which generally provide opportunities to extend a lesson activity
by offering suggestions for further investigation, concept building, and skill practice. Small-group experiences
with the unit activities can function as Learning Center Opportunities and may replace whole-group instruction,
depending on the needs and resources of your classroom.
Vocabulary Development
Students need a rich vocabulary to describe (verbally and/or with written words/drawings) their investigations
accurately. “It may seem that students need some concepts and vocabulary to begin, but investigations can be
designed and carried out without knowing all the specific terms and definitions involved. In fact, the observations,
data collection, and analysis involved in an investigation generally provide the context for developing operational
definitions, science concepts, inquiry abilities, and an understanding of scientific inquiry, which can later be
associated with names or ‘vocabulary’” (National Science Education Standards, 1996).
Building Blocks of Science® recognizes the power of science as a vehicle for students to develop vocabulary,
reading, writing, and comprehension skills. To help students build these skills, BBS embeds vocabulary
development opportunities, both general and topic-specific, within each lesson as students make predictions,
ask questions, engage in active science explorations, record observations and data, demonstrate conceptual
understanding, and build on what they have learned.
Lesson vocabulary is divided into two lists: Describing Science and Science Words. These lists separate unitspecific science vocabulary from more general vocabulary that students may use to communicate what they see
and do as they investigate. Specific science vocabulary is, of course, an integral part of each lesson. However,
it is often inappropriate to expect students at this level to read, write, and use all the science terms that may be
applicable. It is important that students are able to demonstrate an understanding of a science concept. To facilitate
student-generated explanations of the lesson concepts, teachers are provided with Describing Science words. This
“starter list” anticipates words or phrases students may need to complete student activity sheets, make entries in
their science notebooks, participate in class discussions, and begin building explanations of their observations.
The idea is to further the development of general vocabulary in addition to the use of “science” words on scientific
drawings, notebook entries, or in class discussions. A glossary of unit-specific science vocabulary is provided at the
end of each unit for the teacher’s use. It is not expected that students learn or use the definitions provided in the
glossary.
Both lists, Describing Science and Science Words, can be useful tools in today’s busy classrooms to help teachers
and students link science literacy with conceptual understanding. These two lists are intended to be used in
conjunction with one another to develop a solid understanding of science while simultaneously building vocabulary
and literacy skills that can be applied across the curriculum.
vi
BUILDING BLOCKS OF SCIENCE
Strategies for English Language Learners
Researchers have documented the benefits of using inquiry-based curriculum with English language learners
(Amaral, Garrison and Klentschy 2002; Valadez 2002; Gibbons 2003). Inquiry-based instruction provides common
experiences for students through hands-on activities that link to prior knowledge yet offer multiple opportunities to
read, discuss, and write about those experiences. It is the common experiences, shared between English language
speakers and English language learners, that help to develop language skills for the English language learner.
As an inquiry-based science curriculum, Building Blocks of Science® inherently supports the needs of English
language learners. The program incorporates teaching strategies acknowledged to help English language learners
succeed in today’s classrooms.
Building Blocks of Science® Units Support ELL Students and their Teachers Through:
• Common experiences/investigations using age-appropriate, interactive, hands-on materials
• Assessment of prior knowledge using class charts, science notebooks, and small- and large-group
discussions
• Teacher’s Guide with guiding questions for use with group discussions, informal teacher-student talks,
and assessment of student progress (Anticipated student responses are included where applicable.)
• Opportunities for students to work in teams of two, small groups, and/or learning centers
• Active use of science notebooks, class charts, topic-related books, web links, and informational texts
linking science to reading, writing, and math (e.g., recording events and observations and analyzing data
presents opportunities for students to use what they have learned to further understand informational
text and other literacy components)
• Where applicable, student activity sheets support ELL with graphic organizers (Venn diagrams, concept
maps, etc.), data-table set-up, and step-by-step guided instruction where applicable
Additional Strategies for Vocabulary Development
• Word Wall Strategy
One strategy for helping students understand, write, and record what they do, observe, and measure
is to create a Word Wall in the classroom where students can post and label the equipment they will be
using during a unit. This helps students make the connection between a vocabulary term (for example,
“spring scale” or “measuring cube”) and the physical item they will use in a lesson. The Word Wall can
be used by students throughout the unit as they incorporate vocabulary into their writing and discussion.
To facilitate this strategy, BBS provides reproducible labels for each equipment item in each kit of
materials.
• Say-Then-Write Strategy
Prior to notebooking, small-group or large-group discussion offer students the opportunity to share
verbally what they have learned during the lesson, and to practice using vocabulary from the Word Wall.
This dual-communication opportunity enables students to use the academic vocabulary of science in
both oral and written forms.
PUSH, PULL, GO
vii
Making Predictions
Kindergarten students are just beginning to build an understanding of predictions. You may want to include making
predictions as part of the lesson. If so, encourage students to express their ideas and then why they think the way
they do (e.g., I think ______ because ______.).
You might start with a few examples of happenings they are likely to be able to predict (e.g., I think we will have
birthday cake for dinner because it is my sister’s birthday; I think mom will let me wear my red boots to school
because it is raining, etc.). Throughout the day, integrate “making predictions” into those quick little learning
moments that pop up.
Learning Cycle
Building Blocks of Science® uses a constructivist approach similar to the 5 E model. Our learning cycle encourages
students to think (access prior knowledge), predict (I think ________ because _________), explore (active,
hands-on, science experiences that include setting up experiments and recording and collecting data), and magnify
(build understanding of unit-specific concepts and apply what is learned to new learning experiences in and out of
the classroom). A reproducible letter that further explains our learning cycle model is included in Appendix C of the
Teacher’s Guide. The letter is intended to help parents further understand and appreciate the instructional model
used in your classroom.
Science Notebooks in the Kindergarten Classroom
In the kindergarten classroom, science notebooks can be individual, small-group, or whole-group endeavors. Class
charts work well as giant notebooks and can be the perfect place to record the ideas, questions, and observations
of young scientists. Students may also maintain their own personal notebooks as they draw observations, write
words, phrases, and/or sentences, answer questions, make predictions, and age-appropriately record their work.
Most anything students measure, cut out, glue, or tape together can be added to the pages of their science
notebook (e.g., Student Activity Sheets, drawings on 1-inch graph paper, an apple seed [covered over with clear
tape], a strip of paper representing the child’s height in measuring cubes [folded accordion style to fit], stickers,
pictures from magazines, digital photos, etc.).
Science notebook opportunities are highlighted throughout the lessons. Notebook opportunities generally are
listed as teacher prompts or reference a reproducible Student Activity Sheet. Teachers always have the option of
modifying these prompts for use on a class chart. Class charts provide the opportunity to share ideas and science
content as well as emphasize new reader skills (e.g., letters make words, tracking left to right, seeing spoken words
in print, etc.). See an example below.
• Notebook Prompt:
o Draw a place where you can find earth materials.
• Modify the notebook prompt to use in a circle-time discussion.
o Class Chart Title: Where We Find Earth Materials
Generally, students respond to notebook prompts by drawing, writing, and/or dictating responses in individual
science notebooks, on a class chart, or a combination of the two. Student Activity Sheets also become a component
of the student’s science notebook. Encourage students to date each entry. Consider placing date stamps in a center
for kindergarten students. Students work toward being able to write the date themselves, and the novelty of the
stamp motivates students to date their work just as scientists do.
viii
BUILDING BLOCKS OF SCIENCE
Student notebooks can take many forms. Spiral notebooks and composition notebooks once thought to be only
for older students work quite well as kindergarten notebooks. You might consider binding student work together to
make a unit-specific science notebook. Pages can be kept in a folder, stapled between decorative cover sheets, and
the like. If you choose to pre-assemble notebooks, include blank sheets of kindergarten-friendly graph paper (1-inch
or ½-inch squares), plain paper for writing, and blank sheets to which the student activity sheets that support the
lessons may be stapled or taped.
Family Science
Family Science Activities are included in each kindergarten unit. These activities reflect the vocabulary and
concepts students are practicing and learning in the classroom. All family members (younger and older siblings,
grandparents, aunts and uncles, etc.) are encouraged to work, learn, and play together to complete these activities.
A reproducible letter explains how Family Science works. Topic-specific activity sheets are sent home with the
student. These activity sheets include directions for the parent, simple background information, and a space for the
child to draw, write, or dictate their experiences. Students share the activity with classmates during a subsequent
science lesson.
Using a Hand Lens as a Science Tool
The hand lens is a tool that extends the senses. Often it’s a challenge to know if kindergarten students are indeed
seeing more detail of an object when using a hand lens. Practice is key, and it is critical to guide students to
effectively use the tool.
• Hold the hand lens right up to one eye. If possible, close your other eye. Hold the object you want to view
in your other hand, and bring it slowly toward your eye until it comes into focus.
• Alternatively, place the object on the desk or table, and move your hand lens towards the object until
the part you want to view is in focus. (For large objects, this is the best method. Students will likely
prefer this method when observing classroom animals as well.)
PUSH, PULL, GO
ix
Assessment
Building Blocks of Science® provides three different ways to assess students as teachers guide the class through
a unit. These assessment options correspond to specific lesson objectives as well as to more general science
process skills and content as related to kindergarten classrooms.
Each kindergarten unit includes a pre-assessment and post-assessment opportunity. Students respond to a preassessment question. Students may respond as a group, recording their responses on chart paper, or they may
respond individually in their science notebooks. The charts and notebook entries are dated. Students respond to the
same question at the end of the unit. A comparison of the two responses provides the teacher with an opportunity
to evaluate student growth and progress.
Assessment Observation Sheets provide the teacher with guidelines for evaluating student progress and
understanding (formative assessment) throughout the unit. The guidelines, questions, and considerations included
on each sheet reflect the specific objectives listed at the beginning of the lesson to which it corresponds. The
reproducible sheets provide space for informal note taking as the teachers interact with individual students in smallgroup activities and class discussions.
The unit also includes a general rubric. This rubric is intended to provide a progression of process skills and
building an understanding of science content; teachers can use these guidelines to assess students as they
explore science, develop descriptive vocabulary, practice science vocabulary, build science concepts, and record
observations in their science notebooks.
Safety
An important part of science instruction at any level includes instructing, modeling, and reinforcing safe practices
within a lab setting, whether the science lab instruction takes place in the regular classroom or a designated science
lab. Safe laboratory practices include proper use of equipment as well as appropriate behavior while using the
equipment.
The Building Blocks of Science® materials and activities have been chosen and designed with the safety of both
students and teachers in mind. As applicable to each activity, you will find safety tips embedded within the lesson
procedure.
BBS encourages generating a “Safety Rules for the Science Lab” chart and/or science notebook entry with your
students and displaying it in your classroom throughout the year. To help your students better understand and
remember these rules, you may want to conduct a lab safety-rule poster contest with your class. Have students
create an illustration or advertisement depicting one of the rules. Display the posters in your classroom and
encourage parents, other school staff members, or other classes to view the posters and vote for their favorite.
Finally, to help ensure an understanding of safe lab expectations during science class, you may want to develop
a safety contract that students and their parents must sign before students can engage in science classroom
activities. A sample contract has been included.
x
BUILDING BLOCKS OF SCIENCE
Safety Rules for the Science Lab
Using a class-discussion format, guide students to generate a list of safety rules for science class (science lab).
Record student responses on a class chart. Post the chart where students can be reminded of the rules. Older
students may generate a list of rules in their science notebooks.
Safety rules may include:
•
•
•
•
•
•
•
Tie back long hair
Tuck in loose clothing
Wear safety goggles when directed by teacher
Listen for instructions before beginning an experiment
Ask for teacher approval before doing an experiment on your own
Keep hands away from your mouth and eyes
Use science tools carefully
PUSH, PULL, GO
xi
Navigating the Teacher’s Guide
L esson
esson 1
You Have to See It to Believe It!
MATERIALS
Student
1 science notebook*
1 Student Activity Sheet 1: Big
and Small
1 3 x 5" sticky note*
1 Learning Cycle letter
Team of two students
1 bucket of materials
1 piece of sponge
1 ping-pong® ball
1 styrene ball
2 Unifix® cubes
1 cork
1 cotton glove
1 wooden spool
1 acrylic cylinder
3 cookie cutters
4 foam end caps (be sure to
include at least 1 red or orange
end cap in each bucket)
1 reptile from the reptile set
Assorted markers or crayons*
1 hand lens
1 foam shape combination
1 triangular prism
LESSON OVERVIEW
VOCABULARY
Students use scientific inquiry to build an
understanding of the sense of sight through
exploration, discussion, and the use of
simple tools. Students are introduced to the
sense of sight by sorting objects by
student-generated rules. Songs and
movement combine to enrich key
vocabulary and spiral vocabulary
throughout the activities. Working in pairs,
students make observations of the eye,
integrate graphing, and explore the concept
of how things change over time. Finally,
students use hand lenses to explore
magnification as a way to enlarge objects
and make them seem closer.
Describing Science
• Color words
• Eyes
• Shapes (flat and 3-D shapes)
• Size words (bigger, smaller)
LESSON OBJECTIVES
Begin building an age-appropriate
understanding of the five senses and how
eyes are used for sight through observing,
classifying, and manipulating common
objects and materials in the environment.
Develop skills such as how to observe
and measure using simple tools.
Begin developing the ability to
communicate and analyze one’s own
work and the work of others using oral
communication or written text.
Teacher
Chart paper*
Markers*
Investigate objects using description,
classification, and experimentation.
1 balloon* (teacher
demonstration only)
Reflect on similarities and differences
among objects using data to construct and
support reasonable explanations.
1 Anatomy of the Eye poster
1 Teacher Sheet, Eyes and
Your Senses
Observe that objects have many
observable properties that can be used
to separate or sort a group of objects or
materials, including but not limited to size,
shape, color, temperature, and material
(e.g., wood, paper, metal).
Assessment Observation Sheet:
Lesson 1
1 mirror (optional)*
General Rubric (Appendix D)
Vocabulary
Science Words
• Observe
• Properties/rules
• Senses
• Sight
• Sort
Time Considerations
TIME CONSIDERATIONS
Teacher
acher Preparation
rt A.......................10
Part
A.......................10 minutes
rt B..
Part
B.......................5 minutes
Part
minutes
rt C ......................5
.
rt D ......................5
.
Part
minutes
sson
Lesson
Part
A.......................1 class session
rt A..
rt B..
Part
B.......................1 class session
rt C ......................1
.
Part
class session
rt D ......................1
.
Part
class session
ACTIVITY INSTRUCTIONS
TEACHER PREPARATION
TEAC
Teacher Tips
Part A
1.. Title a sheet of chart paper What I
Know About the Senses.
2.. Cut each spongeSorting
into thirds. with
the Senses
3.. Pre
Prepare a bucket of materials for each
pair
air of students. Be sure each bucket
contains
ontai either one red rectangular
Facilitate prism,
a class discussion about the senses. Use some or all of the following
ne orange
or
one
rectangular prism,
OR two
questions
to help students share what they already know. Record their
lue cu
blue
cubes from the foam responses
shape set, and
on the class chart What I Know About the Senses.
be
e sure
sur that each team also gets at least
Teacher-guided
questions, an example:
one
All buckets
ne red
re or orange end cap.
hould contain one purple triangular
should
What do we use to observe objects around us? (Sight, hearing, smell, taste,
rism.
prism.
touch: our senses)
*These materials are needed but not supplied.
7HDFKHU7L
7HDFKHU7LS
U 7LLS
7HDFKHU7LS
Add to this chart throughout
the unit. Use different color
markers to record responses
to show students how their
ideas develop and change
throughout the unit.
What do our observations tell us about the world around us?
LESSON 1
YOU HAVE TO SEE IT TO BELIE
BELIEVE IT!
1
What parts of our bodies do we use to make observations? (Eyes, ears,
nose, mouth, hands, feet, etc.)
What part of your body do you use to see
ee obje
objects in your environment?
(Our eyes.)
2
Hold a class discussion about rules. Encourage
to share what they
age students
s
know about rules.
If someone told you that you had to follow
w the rules, what does that mean?
(To listen, to do work, etc.)
Science Notebook Opportunity
Where do we have rules? (Home, school,
ol, city
city, everywhere, etc.)
Notebook Prompt:
Why do we have rules? (So we don’t gett hurt, so we don’t doHave
something
students use drawings to record the objects they sorted. Ask students
wrong, etc.)
to record the rule they used. Be aware that students’ notebook entries will
become
more
Who makes sure the rules are followed?
? (Poli
(Police Officer, Teacher,
Mom,
Dad,detailed and descriptive as the unit progresses.
3
etc.)
My rule for sorting was ___________________________________________.
o students
stu
After talking about rules in general, explain to
that rules can also be
Learning
Opportunity
ne bucket
bu
used to sort things into groups. Distribute one
of materials
to eachCenter
pair
pa to explore
of students. Allow an ample amount of time for pairs
anda sort
items
Place
bucket
of materials in a learning center. The students can sort the objects
stud
ude
according to their own rules. Explain to the students
that they
notorneed
to
bydo
one
two rules
explaining what they noticed about the properties of the
so
use all of the materials in one sort. Student sorts
could reflect
some or
all of
objects.
They
record their sorting rules using pictures and words. If they are
ll or s
the following rules: size, shape, ability to roll
stack, texture,
color, sound, ready, students can use simple sentences to describe their sorting
developmentally
flexibility, what they are made up of, etc.
rules. Some students might be ready to look at one object within the bucket and
record as many descriptors as they can about the object (e.g., round, hard, white,
small, light, solid, etc.).
LESSON 1
YOU
OU HAVE
HA TO SEE IT TO BELIEVE IT!
3
Eyes Are Used for Sight
Hang the poster Anatomy of the Eye for students to observe, and discuss what
a human eye looks like. Use some or all of the following questions to facilitate a
discussion about the eyes.
Teacher-guided questions, for example:
What do we use our eyes for? (To see things)
What observations can you make from this picture? (Color, shape)
Science Notebook
Opportunities
Do you see any shapes in this picture? (Circles)
Look around. How are our eyes the same? How are they different?
Why do we have sight?
What if you could not see? How would you know what objects looked like?
(You could feel them.)
What properties describe the eye? (Color, size, texture, shape, etc.)
What objects have eyes? (Dogs, cats, animals, teddy bears, toys, people, etc.)
LESSON 1
xii
BUILDING BLOCKS OF SCIENCE
YOU HAVE TO SEE IT TO BELIEVE IT!
5
Icons
Extensions
EXTENSIONS
3-D Movie Experience
Graphing Glasses
Explain that 3-D movies require special glasses
to make the objects seem three dimensional.
Ask students how many of them have ever seen
a 3-D movie or looked through 3-D glasses. You
might organize a field trip to see a 3-D movie.
Ask students how 3-D glasses are different from
glasses people wear to help them see better.
Make a class graph (pictograph or bar graph)
measuring how many children in class wear
glasses and how many do not.
Magnification in Reverse
e
Have a collection of old magazines
s avai
available.
at hav
Ask students to identify objects that
have been
magnified. Have students predict what tthe object
is, and explain how they made theirr pred
prediction.
y know about
They should use what they already
d reas
sight to inform their predictions and
reasoning.
Tools for Observation
Discuss with the class how scientists
sts us
use other
e tool
tools to see objects up close. Some
tools to
ssible bring in
discuss include the following. If possible,
examples of these tools.
Binoculars are used to see up cclose
Glasses are used to read
Why do some people need glasses?
glas
12
MY SENSES
Music
Language Arts
Movement Education
Science
Notebooking Prompts
Technology
Engineering and Design
Safety
Family
Science
Ask students to write or dictate a simple
sentence to describe their ink blot.
Students can also write or tell a story
about their ink blot and a special power
that it has.
Family Science Activities
Have students present their interpretations
of their ink blot design to the rest of the
class during circle time.
Through class discussion the students will
explore how new information can change
their existing perceptions of the world
around them.
Family, Notebook Opportunity
DearScience
Student Activity Sheet 1: Big and Small
tists Scientists question everything. Once a
are natural scientists.
children Prompt:
YoungNotebook
Useanswers
the following
to help
students
move without blinking to the next question.
hey
they
question
oneprompts
scientist
describe
theirlike
ink blots.
anyone in your house?
sound
Does that
/@LD
%Q@VGDQD
My ink blot looks like a _____________________
unit. Inquiry science is all about
sci
Our class is beginning an inquiryy science
Ask a local eye doctor to come and
d talk to the
writing, and recording what you see and
rawi
ions they would questions,
class. Have students think of questions
active explorations, drawing,
________________________________________
e pres
like to ask an eye doctor before the
presentation. to build an understanding of science.
ence
Some questions for the doctor might
include:
ht inc
I think this because ________________________
What does an eye doctor do?
o?
rt of our program because it’s one way we can
Family Science is an exciting part
What is an eye exam? How
w does
doe it help
doctors?
Geography
Invite students to use finger paint to create an ink
blot. Students should apply wet tempera paint to
the center of a white piece of paper, then fold the
paper in half. When the paper is opened, students
will see a symmetrical design. Allow the ink blots
to dry completely.
Interview an Eye Doctorr
How does this occupation relate to the
sense of sight?
Art
Ink Blot Interpretation
Telescopes are used to observe
serve the
night sky
Microscopes are used to enlarge
nlarg or
magnify small objects
Math
%@SD
do
Student Activity
Sheets
With everyone working together, we can magnify
better connect home and school.. Wit
________________________________________
s how Family Science works.
the science in every child. Here’s
activity related to the science unit we are
A letter is sent home explaining an a
gned so that everyone in the household—younger
studying. The activities are designed
about science together.
arn a
and older siblings alike—can learn
plain the science ideas that are a part of the
A section of the activity letter explains
ideas are not new to your child. A Family Science
d ide
activity. These science words and
nd is sent home as an opportunity for families to
activity follows a class lesson and
om.
reinforce learning in the classroom.
AHF
equi any special equipment, and are completed
The activities are simple, don’t require
in about 20 minutes. Often there is a section of the assignment that your child
ache Your child will have the opportunity to share
completes and returns to the teacher.
ence with classmates.
his or her family science experiences
%Q@VGDQD
quick, informal, and fun. Enjoy!
The activities are intended to be quic
Additional Features
• Background Science Information
• Guiding Questions for Class Discussion
(with anticipated responses)
RL@KK
Lesson 1
You Have to See It to Believe It!
©2011 Carolina Biological Supply Company
• Family Letters
• Lesson Overview Charts
• Teacher Preparation
PUSH, PULL, GO
xiii
Materials List
Needed from the kit
Provided by the teacher
®
1 class set, Kid K’NEX building pieces
Chart paper
96 dominos
Crayons
12 foam balls
Markers
36 Kid K’NEX® Instruction Cards
Masking tape
12 plastic buckets
1 Teacher’s Guide
Provided by the student
120 Unifix® cubes, blue
1 science notebook
120 Unifix® cubes, red
LESSON NOTES
xiv
BUILDING BLOCKS OF SCIENCE
Lesson Summaries
Lesson 1: Push, Pull, Roll
In Lesson 1, students explore force and motion using student-built toys made with Kid K’NEX® building pieces. Students observe the motion
and path of a ball rolling down a ramp and record the distance using nonstandard measurement. Students complete three Student Activity
Sheets during this lesson. Student Activity Sheet 1A: Sort and Count helps familiarize students with the building pieces. Student Activity
Sheet 1B: What I Built allows students to document what they create, and Student Activity Sheet 1C: How Far? helps students record data as
they explore measuring distance.
Lesson 2: Push, Pull, Swing
In Lesson 2, students build a toy swing set that moves, and use it to explore patterns of movement related to force. Student Activity Sheet 2:
Push, Pull, Swing helps students describe the swing set and its motion.
Lesson 3: Push, Pull, Tumble
Students use dominos in Lesson 3 to explore the result of force transferred from one object to another. Student Activity Sheet 3: Dominos
and a Push provides students with another opportunity to describe their setup and the motion of the system they build.
Lesson 4: Push, Pull, Spin
In Lesson 4, students explore force further as they build a toy top that spins and use the top to investigate spinning motion. Student Activity
Sheet 4: Spinning Tops helps students record their ideas about the motion of spinning and how the top moves.
Lesson 5: Push, Pull, Invent
In Lesson 5, students have access to all the materials used in previous lessons to construct a model (an invention, Rube Goldberg–style)
that is set in motion with a push or a pull. Students complete Student Activity Sheet 5A: My Invention, which documents the order of the
steps they followed to design and build their invention. Student Activity Sheet 5B: Forces and Motion allows students to link a specific
motion with one of the objects that they built during the unit. Both sheets are helpful assessment tools in this concluding lesson.
PUSH, PULL, GO
xv
Lesson Overview Charts
Lesson 1: Push, Pull, Roll
Lesson and Time
Considerations
Time Requirements:
Lesson
Part A: 1 class session
Part B: 0.5 class session
Part C: 0.5 class session
Part D: 1.5 class sessions
Part E: 1 class session
Sessions for kindergarten
units are based on
20-minute time
increments. Additional
time may be required
for students to complete
Student Activity
Sheets and/or science
notebook entries. Adjust
accordingly to meet the
needs of your class.
Lesson Objectives
• Begin building an age-appropriate
understanding of force and motion.
• Observe, measure, and record the change in the
position of an object over time.
• Explore the movement of a rolling ball and
begin to build an understanding that motion is
predictable; the ball travels in a straight line until
a force stops it or changes its direction.
Systems:
Students begin building an understanding of how the
building pieces in the ramp are part of a system.
Order, Organization:
Students order the distance the ball travels off the ramp
(e.g., longest, shortest, middle).
Evidence, Explanation:
Students roll the ball off the ramp many times to begin
building an explanation of how the ball moves and the
pattern of movement (e.g., in a straight line until another
force acts on it).
Models:
Students build a ramp to explore the motion of a ball rolling
off a ramp.
Constancy, Change:
Students explore change in position and movement as a
push or pull is applied to a ball.
Measurement:
Students record the distance a ball travels using
nonstandard measurement. Students compare distances the
ball traveled (e.g., farthest, shortest, longest).
Teacher Preparation
Part A : 20 minutes
Part B: 5 minutes or less
Part C: 5 minutes
Part D: 5 minutes
Part E: 5 minutes
xvi
Science Process Skills
and Unifying Concepts
Science Tools:
Measuring cubes
BUILDING BLOCKS OF SCIENCE
Vocabulary
Unit Resources
Describing Science
• Ball
• Bounce
• Color words
• Fast
• Move
• Ramp
• Roll
• Round
• Shape words
• Slow
Suggested Reading
• Forces Make Things Move (Let's-Read-andFind-Out Science 2) by Kimberly Brubaker
Bradley
• Milo Educational Books and Resources:
Wheels and Engines (Science Topic: Systems)
Guided Reading Level – C
Lesson Resources
• Learning Cycle Letter
Cross-Curricular Extensions
Curriculum Area
Number of Activities
Science Notebooks
3
Language Arts
1
Math
8
Science
1
Technology
Art/Music
Science Words
• Force
• Measure
• Motion
• Pull
• Push
Movement Education
1
LESSON NOTES
PUSH, PULL, GO
xvii
Lesson 2: Push, Pull, Swing
Lesson and Time
Considerations
Time Requirements:
Lesson
Lesson Objectives
• Explore changes in position and motion by
pushing and pulling.
Part A: 1 class session
• Demonstrate that the greater the force (push
or pull), the greater the change in motion.
Teacher Preparation
• Begin to collect evidence about the invisible
force of gravity.
Part A: 5 minutes
Science Process Skills
and Unifying Concepts
Systems:
Students continue building an understanding of systems
using the swing set. Students continue to gather evidence to
build an age-appropriate working explanation of systems.
Evidence, Explanation:
Students look for evidence that gravity is a push or a pull
that we can’t see.
Models:
Students build a model of a swing set to explore force,
motion, and patterns of movement.
Constancy, Change:
Students explore change in position and movement as a
push or pull is applied to the swing set (e.g., a greater force
makes the swing move faster, higher, etc.).
Lesson 3: Push, Pull, Tumble
Lesson and Time
Considerations
Lesson Objectives
Time Requirements:
• Demonstrate that a force is any push or pull.
Lesson
Part A: 1 class session
Part B: 1 class session
• Investigate and demonstrate that force causes
an object to start moving, stop moving, and/or
change direction.
Teacher Preparation
• Predict and explore what happens if a
component of a system set in motion is missing
or not working properly.
Part A : 10 minutes
Part B: No preparation
• Build on the understanding that position and
motion can be changed by pushing and pulling
objects.
• Gather evidence that it takes energy (understood
in terms of forces—pushes or pulls) to change
the motion of objects.
• Build an understanding that objects move in
different patterns (e.g., straight line, zigzag,
curved line, etc.).
xviii
BUILDING BLOCKS OF SCIENCE
Science Process Skills
and Unifying Concepts
Systems:
Students explore change in a system as pieces are taken
away or not working properly.
Order, Organization:
Students arrange/organize the dominos into a line and
name the order of the position in line (e.g., first, second,
third, behind, in front of, etc.).
Evidence, Explanation:
Students record evidence that force, a push or a pull, can
move through a system in a predictable pattern.
Constancy, Change:
Students explore change in position and movement as a
push (force) is applied to several dominos set in a line.
Vocabulary
Describing Science
• Back
• Forward
• Swing
• Up
Unit Resources
Family Science Activity
• Family Science General Letter
• Family Science Activity A: Finding
Things That Move
Science Words
• Force
• Motion
Cross-Curricular Extensions
Curriculum Area
Number of Activities
Science Notebooks
2
Language Arts
1
Math
1
Science
Technology
Art/Music
Movement Education
Vocabulary
Describing Science
• Directional words (in
front of, behind, beside,
etc.)
• Domino words (four
sides, long side, short
side, etc.)
• Motion pattern words
(zigzag, circle, snake,
etc.)
• Ordinal words (first, last,
etc.)
• Shape words (rectangle,
square, circle, dot, etc.)
Unit Resources
Internet Resource
• Domino rally video:
http://www.youtube.com/
watch?v=OEJdeOdY0Lo&NR=1
1
Cross-Curricular Extensions
Curriculum Area
Number of Activities
Science Notebooks
4
Language Arts
Math
1
Science
1
Technology
2
Art/Music
Movement Education
Science Words
• Force
• Gravity
• Motion
PUSH, PULL, GO
xix
Lesson 4: Push, Pull, Spin
Lesson and Time
Considerations
Time Requirements:
Lesson
Part A: 0.5 class session
Part B: 1 class session
Part C: 0.5 class session
Teacher Preparation
Part A : 10 minutes
Part B: No preparation
Part C: 5 minutes
Lesson Objectives
• Build on the concept that the greater the force
applied to an object, the greater the change in
the object’s motion.
• Describe motion over time by exploring the
motion—the slowing and the stopping—of a
spinning top.
• Continue to compare patterns of movement such
as sliding, rolling, and spinning.
• Begin building an understanding that it takes
energy to change the motion of objects and
that energy change is understood in terms of
forces—pushes or pulls.
Science Process Skills
and Unifying Concepts
Systems:
Students observe and recognize that the building pieces
needed to build the toy top are part of the system and the
student applying the force to start the motion is part of
the system too.
Order, Organization:
After many times of setting the top in motion and
watching it stop, students predict the pattern of motion
and the predictable order of events as the top stops
spinning (e.g., spins, balances, slows, wobbles, topples,
and stops).
Evidence, Explanation:
Students continue to gather evidence that builds an
understanding of objects in motion and the patterns of
their movement.
Form and Function:
In looking at the parts of this system, students begin
building an awareness of how the shape and position
of the pieces of this toy enable the toy to spin (e.g., the
top rod sticks up to give the student a surface to twist
to set the toy in motion, the top is spinning on a small,
flat surface, and the body of the top is flat to balance and
spin easily).
Constancy, Change:
Students explore change in position and movement as
the top spins, slows, and topples over.
xx
BUILDING BLOCKS OF SCIENCE
Vocabulary
Unit Resources
Describing Science
• Balance
• Change
• Dizzy
• Tilt
• Twirl
• Twist
• Wobble
Family Science Activity
• Push, Pull, Go—Activity B: Finding Pushes
and Pulls
Science Vocabulary
• Force
• Gravity
• Spin
Suggested Reading
• Milo Educational Books and Resources
Wheels and Engines by E. Cardenas and P.
Saavedra (Science Topic: Systems (Guided
Reading Level C)
Cross-Curricular Extensions
Curriculum Area
Number of Activities
Science Notebooks
7
Language Arts
1
Math
1
Science
Technology
Art/Music
Movement Education
LESSON NOTES
PUSH, PULL, GO
xxi
Lesson 5: Push, Pull, Invent
Lesson and Time
Considerations
Time Requirements:
Lesson
Part A : 1 class session
Part B: 1 class session
Part C: 1 class session
Part D: 1 class session
Lesson Objectives
• Apply concepts explored in Lessons 1–4 to
build a motion invention (model) that works.
• Describe how force and motion work together
in the model.
• Demonstrate the effect of missing or
nonworking parts of a system.
Science Process Skills
and Unifying Concepts
Systems:
Students build an invention using their understanding of how
the parts of systems work together.
Order, Organization:
Students predict how patterns of motion affect the system they
are building. Students organize moving parts and complete a
task.
Evidence, Explanation:
Students continue to gather evidence that builds an
understanding of objects in motion and the patterns of their
movement.
Teacher Preparation
Part A: 10 minutes
Part B: 5 minutes
Part C: 5 minutes
Part D: 5 minutes
Form and Function:
In building a working motion invention, students build on a
growing awareness of how the shape and position of parts
within the system allow the system to function.
Constancy, Change:
Students explore change in position and trace the motion
of moving parts as they explore how and where to place the
components so that the invention moves and works.
xxii
BUILDING BLOCKS OF SCIENCE
Vocabulary
Describing Science
• First, second, third
• Next, then
• Plan
• Try
Unit Resources
Cross-Curricular Extensions
Curriculum Area
Number of Activities
Science Notebooks
8
Language Arts
Math
Science Words
• Invention
Science
1
Technology
1
Art/Music
1
Movement Education
1
LESSON NOTES
PUSH, PULL, GO
xxiii
Push, Pull, Go
Unit Overview
The Building Blocks of Science® unit Push, Pull, Go
explores motion and the forces that make things
move. Students build toys that move and investigate
the forces that move them. Student-constructed
toys are utilized to explore systems, how parts of
a system interact, and how missing parts change
a system. Students track the path of a moving ball
and measure distance traveled with nonstandard
measurement. Lessons link the invisible force of
gravity to moving objects.
Content Standards
National Science Education
Standards
• The position of an object can be described
by locating it relative to another object or the
background.
• An object’s motion can be described by tracing
and measuring its position over time.
• 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.
AAAS Benchmarks
The Physical Setting—Motion
• Things move in many different ways, such as
straight, zigzag, round and round, back and forth,
and fast and slow.
• The way to change how something is moving is
to give it a push or a pull.
Systems
• Most things are made of parts.
• Something may not work if some of its parts are
missing.
• When parts are put together, they can do things
that they couldn’t do by themselves.
Lessons
Push, Pull, Roll ..................................................................................... 1
Push, Pull, Swing................................................................................ 17
Push, Pull, Tumble .............................................................................. 27
Push, Pull, Spin .................................................................................. 35
Push, Pull, Invent ................................................................................ 45
xxiv
BUILDING BLOCKS OF SCIENCE
Models
• Many toys are like real things in some ways but
not others.
• They may not be the same size, are missing
many details, or are not able to do all of the same
things.
• A model of something is different from the real
thing but can be used to learn something about
the real thing.
• One way to describe something is to say how it is
and isn’t like something else.
Constancy and Change
• People can keep track of some things, seeing
where they come from and where they go.
®
Building Blocks of Science® was developed to help teachers and students establish
a solid foundation in elementary science, integrating process skills as defined by the
National Science Education Standards and the American Association for the Advancement of Science. Building Blocks of Science® units foster cooperative learning and
critical thinking as students work collaboratively through inquiry-based activities and
explore science concepts and phenomena firsthand through direct observation and
experimentation. Building Blocks of Science® Teacher’s Guides support the teacher
with ongoing embedded professional development, classroom management tips, and
preparation and planning suggestions. Carolina™ Curriculum is committed to providing
relevant educational resources to teachers committed to providing their students with
good science.
I SBN
978-1-4350-0834- 2
90000
9
781435
008342