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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Second Grade: Force - It’s Happening!
(Energy, Push and Pull) 9 Weeks
OVERVIEW: Children love to see things move, and better yet have the power to make things move. In order to explore movement and force,
inquiry and informal investigation can be powerful tools for the teacher. This unit is designed to help students understand energy. Energy is
defined as having the ability to move matter, solid, liquid, or gas. Different types of forces act on matter. Energy can be defined as the ability to
do work, and it can be stored for future work (potential energy). Energy can be waves (light), thermal (heat), and mechanical (movement),
even electrical, nuclear, and chemical. Light can be seen, heat can be felt, and movement can be measured. Scientists use tools to measure
forms and amounts of energy, such as thermometers, light meters, and scales. Students take on the role of scientists when they use their senses
to observe, use tools to measure and record and compile data, and communicate to others what they have learned.
Having the power to push or pull an object helps children understand force. Children can demonstrate how speed, direction, and resistance
affect how objects move. Grasping an understanding of force helps small children deal with power in their world. They are not
powerless…they can control how things move around them by grasping the concepts of push and pull using everyday objects. This unit
requires a collection of marbles, balls, toy cars, toys that move, and apparatus for measuring liquid and length (rulers, measuring tapes, meter
sticks), and a lamp.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S2P3. Students will demonstrate changes in speed and direction using pushes and pulls.
a. Demonstrate how pushing and pulling an object affects the motion of an object.
b. Demonstrate the effects of change of speed on an object.
S2P1. Students will identify sources of energy and how energy is used. Use tools and instruments for observing, measuring, and
manipulating objects in specific activities.
a. Identify sources of light energy, heat energy, and energy of motion.
b. Describe how light, heat, motion energy are used.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 1 of 12
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STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
ELA2LSV1. The student uses oral and visual strategies to communicate. The student
a. Interprets information presented and seeks clarification when needed.
b. Begins to use oral language for different purposes: to inform
d. Listens to and views a variety of media to acquire information.
e. Increases vocabulary to reflect a growing range of interest and knowledge.
ELA2R4. The student uses a variety of strategies to gain meaning from grade level text. The student
a. Reads a variety of texts for information and pleasure.
e. Summarizes text content.
h. Makes connections between text and/or personal experiences.
K. Identifies and infers cause and effect relationships.
ELA2W1 The student demonstrates competency in the writing process. The student
a. Writes text of a length appropriate to address a topic and tell a story
M2M1. Students will know the standard units of inch, foot, yard, and metric units of centimeter and meter measure length to the
nearest inch or centimeter.
a. Compare the relationship of one unit to another by measuring objects twice using different units each time.
b. Estimate lengths, and then measure to determine if estimations were reasonable.
c. Determine an appropriate tool and unit for measuring.
M2M3. Students will estimate, then measure, temperature and determine if estimates are reasonable
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 2 of 12
Copyright 2008 © All Rights Reserved
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LITERATURE SELECTIONS
Source of Recommendation
NSTA Outstanding Trade Book
NSTA Outstanding Trade Book
NSTA Outstanding Trade Book
NSTA Outstanding Trade Book
Title
Amazing Science: Energy: Heat,
Light, and Fuel
Amazing Science: Heating Up
and Cooling Down
I Fall Down
Amazing Science : Motion: Push
and Pull, Fast and Slow
Author
ISBN
Darlene Stille
1404802495
Darlene Stille
1404802479
Vicki Cobb
Darlene Stille
0688178421
1404802509
ENDURING UNDERSTANDINGS
Students will understand that:
The Sun gives the Earth energy in the form of light and heat.
Energy of motion can be observed and measured because an object is moved from one place to another.
A force is a push or pull that can make something move.
Heat is caused by friction.
You can measure force.
You can predict how far something will move, how fast it will move, and in what direction it will move.
An object will travel in a straight line, unless something changes its direction.
It is easier to move something across a smooth surface than a rough surface.
Movement can be caused by forces of nature, like wind or water.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 3 of 12
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ESSENTIAL QUESTIONS:
How do we use wind energy?
How do we use heat energy?
How does energy help us?
What makes things move?
When can wind help people/
When is wind a problem?
How is a push like a pull? Different?
What does speed have to do with push and pull?
What does gravity have to do with push and pull?
What does friction have to do with push and pull?
How do we use force?
MISCONCEPTIONS
PROPER CONCEPTIONS
Heat happens when you turn on the heater.
Heat happens when two things are rubbed together. The Earth
gets heat naturally from the sun.
A force makes something move.
Something can move all by itself.
Something moving always goes straight.
When something is moving it keeps going until it gets tired.
You cannot predict where something will stop.
A moving object will travel in a straight line unless another
force acts upon it.
Gravity and friction are two forces that cause an object to
stop.
You can predict where an object will stop.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 4 of 12
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CONCEPTS:
A push moves an object away.
A pull moves an object toward
something.
KNOW AND DO
Students will understand push
and pull and be able to
demonstrate, predict, and record
how a push moves an object
away, and a pull moves an object
toward something.
Heat and wind can cause
movement of objects.
Through observation. Students
will understand steam and wind
power and will observe, predict,
and keep a record of objects
moved by wind and heat.
Speed has to do with force.
An object will stay still unless a
force causes the object to move,
and that force can stop a moving
object.
Students will know controlling
force will determine speed.
The speed an object is moved is
determined by resistance.
Movement can be measured.
Students will use standard units
of inch, foot, yard, and metric
units of centimeter and meter and
measure the length of movement.
LANGUAGE
Motion, force, push, pull,
movement
Friction, gravity, fast, slow
EVIDENCE OF LEARNING
Recognize that motion is a type
of change by being able to
identify whether an observed
change involved motion.
Wind, heat, steam
speed
balance, stability, zigzag,
circular, rotation, back and forth
Be able to explain the
relationship between force and
motion. After observing motion,
identify the way it moved by
describing the motion to the
class or writing an explanation
in a science journal.
stopping, starting, vibrations,
straight, curved, measure, inch,
foot, yard, centimeter, meter
Measure motion using different
tools to indicate exactly how far
something moved.
Lever, ramp
Construct and draw levers and
ramps
Students will observe how
friction builds resistance which
causes a moving object to slow
down and stop.
Simple tools make moving things Students will demonstrate levers
easier.
and ramps to move objects.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 5 of 12
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Culminating Activity: GRASP activity
Students will set up and work through a movement obstacle course using what they know to show they have mastered objectives.
GRASP
Goal: To work your way through the movement maze
Role: Your team has been picked out of the audience to be participants on a new TV show called, ―May the Force Be With You!‖ When given
the signal, you must correctly work your way through the maze of activities, answering the questions along the way.
Audience: second grade classmates
Scenario: Your class is on a field trip to a TV station. The producers are in need of participants and stage hands to set up the activities before
the filming can begin for the new show, ―May the Force Be With You!‖ Your teacher has volunteered your class since you are all experts on
force and energy. You have a stack of dominoes, bag of marbles, lamp, two thermometers, paper plate, pieces of tissue paper, toy car, book,
pencil, and a ruler. Here are your challenges: line up the dominoes to show a chain reaction of push; use the marbles to show how a moving in a
straight line can be directed in a different direction; demonstrate how much heat a light bulb gives off; show how moving a plain paper plate
can move tissue without touching it; build a ramp for the car and predict and measure where the car will stop. Each team is given the
opportunity to set up the maze to meet each challenge. The audience can give encouragement and advice as each team meets their challenge.
Product: A maze will be constructed using only the materials provided. After completing the maze and participating in the activity, each
student will record in his/her science journal what objectives were demonstrated in each location- (One domino pushes the next one to make a
chain reaction. When a fast moving marble hits another marble it will change its direction. The light bulb gives off heat and this can be
measured by a thermometer. Waving a paper plate will produce wind and the wind will move the tissue paper. By putting the pencil under the
book, a ramp can be made for the car to travel down. When the pencil is down flat under one end of the book, the slope of the ramp is very
small and the car will not roll very far. When the pencil is made to stand up under the book, the ramp is steep and the car will roll a long way.
The distance the car travels can be measured in inches, feet, centimeters, meters, or yards.)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 6 of 12
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TASK 1
Lesson Title: Push and Pull
Essential Questions: What makes things move?
How are a push and a pull alike? How are they different? What does gravity have to do with push and pull?
Teacher Instructions: Read I Fall Down by Vicki Cobb
Sit on the floor in pairs. See how many ways you and your partner can make a ball move across the floor. Record your data on a chart and
describe what you did to cause the motion. (Write a word bank on a chart as the children verbalize the words –example: bounce, spin, curved,
straight, rotate, back and forth, etc.) Roll the ball across a table. What happens when it gets to the end? Drop big and small balls from the
same height and at the same time? Record your findings. Students construct a graphic organizer (Venn Diagram) to show how a push and pull
are alike (they are both forces) and different (one is the opposite of the other.)
Assessment: Children use balls to demonstrate push and pull
Progressing
________Student can show a push and pull but does not know the term.
________Student cannot show a push or a pull
________Student cannot verbalize how a push and pull are alike.
________Student cannot verbalize how a push and pull are different.
Mastered
________Student can demonstrate a push and pull and correctly puts the label on the motion.
________Student clearly tells how a push and pull are different.
________Student clearly explains how a push and pull are alike.
________Student recognizes a push and pull are opposites.
Enrichment/Extension/Homework:
Play a game of marbles. Divide the class up into groups of 5 and 6. Instruct the children to make a circle of marbles about 2 feet across. Take
turns ―shooting‖ by using the thumb and forefinger to supply the force. Any marble moved out of the circle can be picked up by the shooter.
Rotate around the circle until everyone gets a turn. Count to see who collected the most marbles.
Questions—What makes a moving marble change direction? How can you make a marble jump over another marble? Why do some marbles
go faster than others? Why do some roll farther?
Make word cards and define the vocabulary words lever motion position force friction gravity ruler ramp
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 7 of 12
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
TASK 2
Lesson Title: Wind and Heat are forces we can use!
Essential Questions: How do we use heat and light energy?
How can wind work for us?
Teacher Instructions: Read Amazing Science: Heating Up and Cooling Down by Darlene Stille. Open up a discussion of how we can use heat
and wind. Make a chart so the children have a visual to relate back to after the topic has been covered. Set pieces of chocolate in the window
sill where the sun will hit it. Have students measure and draw what the pieces look like when it is first set out. Set a thermometer next to the
chocolate pieces. Record the beginning temperature. Read Amazing Science Energy: Heat, Light and Fuel.
Student Instructions: Start a four square organizer. This is a piece of paper divided into four equal sections (fourths). In the first section list
materials: one section of an egg carton, a toothpick or straw piece, a piece of clay. Make sail boats out of sections of egg cartons. Cut each
section apart and put a small piece of clay in the bottom of each section. Cut squares, rectangles, and triangles in sails sizes. (A great
experiment is to see which sail will sail farther.) Secure a piece of straw or a toothpick to serve as a sail and stick it through the paper sail.
Stick the other end into the sail. Use a plastic tub or swim pool as your sea. First sail empty egg carton sections across the water surface and
record how many puffs of wind it took to complete the course. Add the sails and record how many puffs of wind it took to complete the
course. Discuss why the sail helped the boat sail. Where is the push and where is the pull? Record onto the foursquare in the second section
exactly what you did. In the third second, write what happen. Be sure to include the exact length the boat sailed before without the sail and
after, when the sail was added. Write your conclusion (what you have learned) in the fourth square.
Check on the chocolate. Measure and draw what it looks like after the sun has shown on it for a period of time. Record the length of time,
and the temperature in the window. Draw a picture and write descriptive words (adjectives) for the way the chocolate looks now.
(The chocolate activity could be conducted outdoors. Place chocolate on raised surface on foil. Make sure to avoid ants/other insects.)
Assessment: (Two part) # 1. Use your foursquare to write about how wind helped the sailboat travel across the water source. Use complete
sentences.
Rubric
_________Student states clearly and uses descriptive words to tell how wind helps the sailboat move across the water.
_________Student writing shows understanding of the part wind play to move the sailboat across the water.
_________Student knows some kind of force helps the sailboat move across the water.
_________Student shows no understanding of why the sailboat moves across the water.
_________Students does not put into writing understanding of why sailboat moves across the water.
_________Student states clearly and uses descriptive words to explain sequence used to conduct experiment.
_________Student writing shows understanding of the sequence used to conduct experiment.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 8 of 12
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
_________Student writing shows some order in the experiment.
_________Student shows no order in the steps of the experiment.
_________Student does not put into writing the sequence of the experiment.
_________Student lists all items needed for experiment and uses descriptive words to describe items.
_________Student lists all items needed for the experiment, but gives little detail or description
_________Student lists some of the items needed to do the experiment and gives some detail.
_________Student lists some of the items needed to conduct the experiment.
_________Student does not list items needed to do the experiment
#2. Use a graphic organizer to compare the chocolate before and after. What part did the sun play in its change? (Encourage the use of a two
column organizer or a Sequence diagram.)
Rubric for Graphic Organizer
_______________Graphic organizer is easy to read and concepts (3 or more) are clearly outlined.
_______________ Graphic organizer is easy to read and concepts (2) are clearly outlined.
_______________Graphic Organizer is clear and one concept is clearly outlined.
_______________Graphic Organizer is confusing and concepts are unclear.
_______________Graphic Organizer is not drawn and no understanding is shown
Enrichment/Extension/Homework:
Use a piece of 9 by 12 inch paper to cut a serpentine spiral. Start on the outside and cut until you reach the middle. Demonstrate first trying
to cut it as small as possible without cutting it off. It the children try to do this on their own. If necessary, draw the spiral so they can follow it.
When complete, suspend the best one over the lamp using a fish line. Leave it and wait until the heat rises to cause the spiral to move. What
would happen if you suspended it from the opposite end? Try this. Heat rises, and as it does, it causes the paper to move.
Make Jell-O as an example of heating up and cooling off. How do we use heat? Use a hot plate to heat water until it boils. Ask a volunteer
to read the directions on the back of the Jell-O package. Measure out the hot water and dissolve the Jell-O crystals. Add equal parts ice cubes
to cool it off. Note how the cold water changes the hot Jell-O mixture. Put it in the refrigerator to finish cooling off. Cut into cubes when solid
and eat. Read Amazing Science: Temperature :Heating Up and Cooling Down by Darlene Stille
We use wind to help us. Put pieces of tissue paper on a table top. Ask a group of children to clear the table. Time exactly how long it takes
to pick up the paper. Put the paper back. Blow (force) and discuss why wind helped clear the table top. When does wind help people?
When is wind a problem?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 9 of 12
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Put the tissue paper on the floor. Time exactly how long it takes to pick up every piece. Get out a vacuum cleaner. Time how long it takes
to vacuum up the paper. How does the vacuum use wind to help clean up the paper?
Make windmills from a square. You will need a square piece of paper, scissors to cut the paper, a straw or pencil, and a straight pin. Cut a
perfect square (geometry). Decorate the square in bright colors. Find the center point and draw four equal lines to the center point (fourthsfractions). Cut on the lines and fold the outside points to the center—secure them with the pin. Stick this into the straw or eraser of the pencil.
Where do you have to blow to make it move? Where is the push?
Where is the pull? How does wind make it move? People use windmills to power machines. Students may research windmills as enrichment.
TASK 3
Lesson Title: Make it move fast!
Essential Question: What does speed have to do with force?
Teacher Instructions: Get out all of the rolling cars, trucks, trains, and toys with wheels and allow the students to ―play‖ with them. Set out
flat items for ramp building like blocks, boards, and books. Post questions around the room or set the questions up charts and cards. As
children ask more questions, add their questions to the list. (What makes your toy roll? What components allow it to move? How does the
rolling system move on the floor, on a towel/rug, on a ramp? How does the slope of the ramp affect the way the system rolls? What happens
to the rolling system when you add weight? What if the weight is all on one side? What starts and stops the rolling system?) Set out the
measurement tools. Rulers, measuring tapes, meter sticks, yard sticks and have the children record exactly how far the rolling systems went
and how high were the ramps?
Discuss their answers to the questions and compile a question answer chart –Question/What I think/What I learned. Read the book
Amazing Science: Motion: Push and Pull, Fast and Slow by Darlene Stille, and have students watch related United Streaming videos or those
listed in teacher resources below. Play a game of catch and allow the children to demonstrate fast and slow pitch.
Assessment: Play ―sparkle‖ with vocabulary word. Ask the students to stand in a circle. Call out one motion vocabulary word and the first
child says the first letter, the second child says the second letter. This continues around the circle until the word is spelled correctly. When the
word is complete, the next child tells what it means or gives an example. This could also be a demonstration. The next child says sparkle and
a new word is chosen. Give assessment for task 3 after playing the game.
Enrichment/Extension/Homework: How do we use force? Build a marshmallow catapult out of a block and ruler. Send marshmallows
flying. Allow time to move the block forward and backward to see if the distance in flight is changed by height or length. Measure and record
findings in Science Journals. Discuss findings in small and large group settings.
Mastery of vocabulary (7-10)
progressing (6 or less)
Assessment for Task 3 (S2CS7a,c, S2P2, S2P3)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 10 of 12
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Movement Scientist___________________________________________Date___________________________________
Use the word bank to complete each sentence.
lever
motion
position
force friction gravity ruler ramp
1. ______________________ is the place where something is compared to other objects, like in a line.
2. A _______________ is a slanted tool used to move things from one level to another.
3. ____________________ is a push or a pull
4. A pull towards the center of earth is ________________________________.
5. An object that is in ___________________________ changes its position, or moves from one place to another.
6. _____________________ is a force that makes an object slow down when it rubs against another object.
7. An object in motion changes ___________________.
8. What causes a car to move slower on a towel or rug than on the floor or tile? ________________
9. A tool used to measure distance is a ____________________.
10. Resistance from moving back and forth is ____________________________.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 11 of 12
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TEACHER RESOURCES
Additional Children’s Literature:
Bernstein, Stan and Jan (1960) Bears on Wheels (push, pull, direction, gravity)
Cole, J. (1998) Magic School Bus Plays Ball (force, friction)
Frazee, M. (2003) Roller Coaster ( motion and force)
Freeman, Don (1968) Corduroy (pull the button)
McClintock, Mike (1959) Stop That Ball! (gravity, bounce, chain reaction)
Piper, Watty (1978) The Little Engine That Could (push and pull)
Pandell, Karen (1998) Animal Action ABC (relate to how animals move)
Stille Darlene (2004) Amazing Science: Temperature: Heating Up and Cooling Down
Stone, Rosetta (1973) Because a Little Bug Went Ka-choo! (wind power, push, bounce, chain reaction
Thomas, Patricia (1971) ―Stand Back, Said the Elephant, I’m Going to Sneeze.‖ (chain reaction—force of wind)
Zolotow, Charlotte (1994) The Seashore Book (push and pull and power of wind and water)
Wick, Walter, Marzollo, Jean (1997) I Spy (dominoes examples, movement)
Web Resources:
www.energy.gov/foreducators.htm (US Department of Energy)
Energy Efficiency from US DOE www.1.eere.energy.gov/education/lesson_plans.html
Georgia Science Links www.georgiascienceteacher.org/links.htm
―Let’s Get Moving with Force‖ Stacey Sparks www.successlink.org/great3/g1903.html
Additional Teacher Resources:
Videos available from www.unitedstreaming.com
*Blue Dragon Slipping and Sliding
*How things Move
*Magic School Bus Plays Ball
*Magic School Bus Gains Weight
*Getting to Know Gravity
*Roller Coaster Physics
Dispezio, Michael, Awesome Experiments in Force and Motion
Gibson, Gary, Pushing and Pulling (Science For Fun)
Marble Works Game, Discovery Toys, Inc. 6400 Brisa Street; Livermore, CA 94550 www.discoverytoysinc.com
www.eduplace.com/gascf (free internet resources for the family)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 2  Force
June 1, 2008 Page 12 of 12
Copyright 2008 © All Rights Reserved