Unit Overview
Content Area: Science
Unit Title: Matter, Motion and Force
Target Course/Grade Level: Kindergarten
Timeline: Embedded into curricula; ongoing
Unit Summary
It takes energy to change the motion of objects. The energy change is understood in terms of forces. All
objects and substances in the natural world are composed of matter. Matter has two fundamental
properties: matter takes up space and has mass. In this unit, students will investigate these science
principals through hands-on demonstrations, experiments, and activities.
Primary interdisciplinary connections: Math, Language Arts, Technology, Visual Arts, Physical
Education
21st century themes and skills: Critical Thinking and Problem Solving, Creativity and Innovation
Collaboration, Teamwork, and Leadership, Cross-Cultural Understanding and Interpersonal
Communication.
Unit Rationale
To develop an understanding of the student’s natural world. To provide opportunities for investigation and
the acquisition of scientific knowledge.
Learning Targets
Standards
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, model
building enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
A. Understand Scientific Explanations: Students understand core concepts and principals of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science
Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter.
Matter has two fundamental properties: matter takes up space, and matter has inertia.
B. Changes in Matter: Substances can undergo Physical or Chemical changes to form new
substances. Each change involves energy.
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential
and kinetic energy, is useful in coming to the understanding that, for the most part, the natural
world can be explained and is predictable.
E. Force and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of force.
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9.1 21 Century Life and Career Skills
All students will demonstrate the creative, critical thinking, collaboration and problem solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Observations and investigations form a basis for young learners’ understanding of the properties
of matter.
 Observations and investigations form a basis for young learners’ understanding of changes in
matter.
 Observations and investigations form a basis for young learners’ understanding of forms of
energy.
 Observations and investigations form a basis for young learners’ understanding of motion.
 Who, what, when, where, why, and how questions form the basis for young learners’
investigations during sensory explorations, experimentation, and focused inquiry.
 Observations and investigations form young learners’ understanding of science concepts.
 Experiment and explorations provide opportunity for young learners to use science vocabulary and
scientific terms.
 Experiments and explorations give young learners opportunities to use science tools and
technology.
 Interacting with peers and adults to share questions and explorations about the natural world builds
young learners’ scientific knowledge.
 Scientific practices include drawing or “writing” on observation clipboards, making rubbings, or
charting the growth of plants.
 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve
the problem is a lifelong skill that develops over time.
CPI #
5.1.P.A.1
5.1.P.B.1
5.1.P.B.2
5.1.P.B.3
5.1.P.C.1
5.1.P.D.1
5.2.P.A.1
5.2.P.B.1
Cumulative Progress Indicator (CPI)
Display curiosity about science objects, materials, activities, and longer-term
investigations in progress.
Observe, question, predict, and investigate materials, objects, and phenomena (e.g., using
simple tools to crack a nut and look inside) during indoor and outdoor classroom activities
and during any longer-term investigations.
Use basic science terms and topic-related science vocabulary.
Identify and use basic tools and technology to extend exploration in conjunction with
science investigation.
Communication with other children and adults to share observations, pursue questions, and
make predictions and/or conclusions.
Represent observations and work through drawing, recording data, and “writing.”
Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay,
paint, glue, various types of blocks, collections of objects, simple household items that can
be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor
environment based on size, shape, color, texture, and weight.
Explore changes in liquids and solids when substances are combined, heated, or cooled
(e.g., mix sand or clay with various amounts of water; mix different colors of tempera
paints; freeze and melt water and other liquids).
5.2.P.C.1
5.2.P.E.1
9.1.4.A.1
9.1.4.A.5
Investigate sound, heat, and light energy (e.g., the pitch and volume of sound made by
commercially made and homemade instruments, looking for shadows on the playground
over time and under different weather conditions) through one or more of the senses.
Investigate how and why things move (e.g., slide blocks, balance structures, push
structures over, use ramps to explore how far and how fast different objects move or roll).
Recognize a problem and brainstorm ways to solve the problem individually or
collaboratively.
Apply critical thinking and problem-solving skills in classroom and family setting.
Unit Essential Questions
 What are things made of?
 What happens when we mix things?
 How do objects move?
 How can we communicate the results of our
experiments to other people?
 Why are safety rules important in science?
 How do we organize our work to behave like a
scientist?
Unit Enduring Understandings
 All objects and substances in the world are
composed of matter.
 Observations and investigations form a basis to
understanding changes in matter.
 Force can make things move.
 Objects can move in different ways. Pushes and
pulls can cause objects to change speed, direction,
and position.
 Scientists ask questions and then investigate to
find answers.
 Scientists use the world around them to explore
and observe to learn.
 Science tools can help us investigate.
Unit Learning Targets
Students will ...
 Know that matter exists in different states: solids, liquids, and gases.
 Identify and describe solids and liquids.
 Identify that water can exist as a solid (ice) and liquid.
 Observe and describe how water can change from one state to another.
 Observe, measure, and record the physical properties of matter.
 Measure the mass of matter.
 Describe, compare, sort, and group objects by shape, color, size, and weight (observable properties).
 Determine all matter has mass, occupies space, and commonly exists in three states: solids, liquids, and
gases.
 Know that objects have many observable forms, textures, and positions.
 Observe that an object makes a shadow when it blocks light.
 Recognize that light can pass through only some objects.
 Move objects applying different amounts of force and note the distance the objects move.
 Move objects and note the effect force has on an object’s motion.
 Identify objects in their environment that are moved by pushing or pulling.
 Determine whether pushing or pulling is more effective for moving particular objects.
 Observe various objects, predict if they are magnetic, and then test predictions.
 Identify objects that make certain sounds.
Evidence of Learning
Summative Assessment (suggestions)
Students classify items/pictures by their state: solid, liquid, and gas
Students will classify objects by their attribute
Motion All Around Us: students will identify objects in their environment, illustrate the object, then
identify how the object moves (push, pull, etc.)
Equipment needed: SMARTBoard, laptop computer, DVD/VHS player
Teacher Instructional Resources:
FOSS Science Kit
Trade books:
What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Zoehfeld
Drop of Water, A Book of Science and Wonder by Walter Wick
The Popcorn Book by Tomie dePaola
Welcome to the Ice House by Jane Yolen
Touch it, Matter and You by Adrienne Mason
Exactly the Opposite by Tana Hoban
Grandma’s Button Box by Linda Williams Aber
Guess Who’s Shadow? by Stephen R. Swinburne
My Shadow by Robert Louis Stevenson
Push and Pull by Patricia J. Murphy
Sounds All Around by Wendy Pfeffer
What Makes a Magnet by Franklyn M. Branley
Sid the Science Kid videos
Formative Assessments (suggestions)
 “I Spy” matter: identify/describe objects by their
characteristics
 Investigate matter: students will explore and sort
various objects according to their
attributes/properties (texture, size, shape, color)
 “How Matter Changes”: students record through
illustrations and writing the changing of water, and
also the melting of a crayon
 “Motion”: through observation, students will identify
the movement of various objects (fast, slow)
 Measuring Matter: students will explore with
various types of matter by measuring with
various measurement tools (cups, spoons)
 Observe how colored paper can be changed
by the sun (lay objects on the paper)
 “My Shadow”: play Simon Says outside
Integration of Technology: SMARTBoard, laptop, ELMO projector, Flip camera
Technology Resources
Click the links below to access additional resources used to design this unit:
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
http://www.cape.k12.mo.us/blanchard/hicks/news%20pages/scienceforce.htm#Lessons
http://www.meptc.org/forsciencedocents/SD1st%206%20Matter.pdf
http://www.brickschools.org/resources/curriculum/elementary/Science/Ocean%20County%20Science%20
Curriculum%20-%20Grade%203.pdf
http://kids.aol.com/KOL/2/HomeworkHelp/archive/homework-help-jr-science
The Hammer and Feather video is available at:
http://www.youtube.com/watch?v=4mTsrRZEMwA
Opportunities for Differentiation
 utilizing pairing and grouping of activities
 deliver instruction in a variety of modalities
 opportunities provided to express learning through written assignments and art
 express understanding through role playing scenarios
 express understanding through the use of problem solving situations
Teacher Notes:
Vocabulary for Matter: gas, liquid, matter, solid, evaporation, color, shape, size, weight
Vocabulary for Force and Motion: speed, force, pull, push, attract, magnet, sound, vibration
Force: a push or a pull-makes objects move.
Three basic kinds of motion: Straight-line motion (cars, skates), periodic or back-and-forth (swings),
rotary or continuously spinning (merry-go-round or washing machine).