UNIT OVERVIEW
CONTENT AREA:
Unit Title
Forces/Motion in comparison to one another
Duration
IA #
6
Weeks
2
STANDARDS:
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Compare and contrast the relative positions of objects using words (in front of, behind, next
to, inside of, above or below) and numbers (by measuring its distance from another object)
Apply direct and indirect pushes and pulls to cause objects to move (change positions) in
different ways (e.g. straight line, forward and backward, zigzag, in a circle).
Classify objects by the way they move (e.g., spinning, rolling, bouncing).
Conduct simple experiments and evaluate different ways to change the speed and direction
of an object’s motion.
Observe, record, and predict the sun’s position at different times of day (morning, noon,
afternoon or night).
o Use the senses to observe daily weather conditions and record data systematically
using organizers such as tables, charts, picture graphs or calendars.
o Analyze weather data collected over time (during the day, from day to day, and from
season to season) to identify patterns and make comparisons and predictions
Conduct simple investigations of shadows and analyze how shadows change as the relative
position of the sun (or an artificial light source) changes.
ASSESSMENTS
SUMMATIVE
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Final assessment/IA
Example questions from IA or F&P
Unit 1: Assessment
At the end of the unit, scholars will choose a science
topic which we studied and create a poster for a
“museum walk-through.” The poster will include
four new facts with illustrations to support the facts.
FORMATIVE
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Checks for understanding
Quizzes
Exit tickets
Work products
 Check for understanding-verbal
 Exit tickets-written
 Work Products
BIG IDEAS
Essential Questions: What questions will guide this unit and focus learning and thinking?
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How do objects move in comparison to one another?
How does measurement help us make educated guesses?
How do experiments help us learn?
Why do we do experiments?
How can we record data from an experiment?
AIMS SEQUENCE:
Sequence aims into an Excel Document, your favorite planning calendar, or below.
WEEK #1
 Standard: Compare and contrast the relative positions of objects using words (in front of,
behind, next to, inside of, above or below) and numbers (by measuring its distance from
another object)
1
2
3
4
SWBAT identify the objects around them by using scientific vocabulary such as in front of,
behind, next to, inside of, above or below.
SWBAT compare and contrast the positions of objects in the classroom using scientific
vocabulary (in front of, behind, next to, inside of, above or below)
SWBAT identify the distance between classroom objects using scientific vocabulary
SWBAT compare and contrast the distance between classroom objects using scientific
vocabulary
5
WEEK #2
 Standard:
Apply direct and indirect pushes and pulls to cause objects to move (change
positions) in different ways (e.g. straight line, forward and backward, zigzag, in a circle).
1
2
3
4
5
SWBAT understand that a push or a pull is used to initiate movement by moving different
objects
SWBAT identify different objects that need to be pushed or pulled to work
SWBAT brainstorm a list of activities where pushing and pulling forces are used
SWBAT identify the different ways to generate the push or pull
WEEK #3
 Standard: Classify objects by the way they move (e.g., spinning, rolling, bouncing).
1
SWBAT understand the different ways objects move-spinning, rolling and bouncing by
experimenting with spinners, bouncy balls and cups
SWBAT identify objects that roll and bounce by rolling and bouncing different objects
SWBAT identify objects that spin by experimenting with spinners
SWBAT observe what happens to colors and designs when they spin while experimenting
with spinners
2
3
4
5
WEEK #4
 Standard:
Conduct simple experiments and evaluate different ways to change the speed
and direction of an object’s motion.
1
2
SWBAT compare and contrast the speed of different objects by experimenting with zoomers
SWBAT evaluate the different speeds and directions objects move in by experimenting with
twirlers
SWBAT understand how different objects move at different speeds by reading books about
different things that move
SWBAT understand how different objects move at different speeds
3
4
5
WEEK #5
 Standard:
Observe, record, and predict the sun’s position at different times of day
(morning, noon, afternoon or night).
o Use the senses to observe daily weather conditions and record data systematically
using organizers such as tables, charts, picture graphs or calendars.
o Analyze weather data collected over time (during the day, from day to day, and from
season to season) to identify patterns and make comparisons and predictions

1
2
3
4
5
Conduct simple investigations of shadows and analyze how shadows change as
the relative position of the sun (or an artificial light source) changes.
Standard:
SWBAT understand that the sun’s position moves throughout the day
SWBAT observe daily weather conditions and record on a graph
SWBAT investigate shadows and how they change because of light
SWBAT analyze how shadows change based on light
CONTENT AREA
UNIT
LESSON #
DATE
STANDARD
AIM
Teacher Says/Does
OPENING
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QQ/Do Now
Preview Agenda
Preview Agenda
HOOK
How will I capture the class’s
interest/ motivate them to learn?
Intro New Material (I)
 Mini Lesson
Guided Practice (We)
How will students actively
engage with the material with
my guidance?
Independent Practice (You)
How will students practice
independently?
Exit Ticket:
How will I ensure student
mastery of aim and check for
understanding?
CLOSING
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Sharing work
Top Quality work
Students Are
Materials