Science Unit 2- Plan

Unit Length: 9 weeks

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Balance and Motion - FOSS

Big Idea:Our physical world is governed by properties and interaction of matter and energy. There are different forms of energy. Each has its own characteristics and properties.

NGSS Core Idea:Pushes and pulls can have different strengths and directions. Pushing and pulling on an object can change the speed or direction of its motion and can start or stop it.

Crosscutting concepts that unify the study of science and engineering through their common application across fields:

Systems: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

Structure and Function: The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

Cause and Effect, Mechanism and Explanation: Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

Energy and Matter: Flows, cycles, and conservation:. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations

Science and Engineering Practices: Planning and Carrying out investigations to answer questions or test solutions to problems in K-2 builds

on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Analyzing and interpreting data from tests of an object or tool to determine if it works as intended. Asking Questions and Defining Problems builds on K-2 experiences and progresses to specifying

qualitative relationships. Ask questions that can be investigated based on patterns such as cause and effect relationships. Define a simple problem that can be solved through the development of a new or improved

object or tool

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New Jersey Common Core Standards:5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.Who, what, when, where, why, and how questions form the basis for young learners’ investigations during sensory explorations, experimentation, and focused inquiry.B. Generate Scientific Evidence Through Active Investigations:Observations and investigations form young learners’ understandings of science concepts.C. Reflect on Scientific KnowledgeInteracting with peers and adults to share questions and explorations about the natural world builds young learners’ scientific knowledge.D. Participate Productively in Science:Science practices include drawing or “writing” on observation clipboards, making rubbings, or charting the growth of plants.5.2.E. Forces and Motion:  It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and back and forth).

A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment

Some forces act by touching, while other forces can act without touching.

NGSSK-PS2-1 Plan and conduct an investigation to compare the different strengths or different directions of pushes and pulls on the motion of an object.K-PS2.2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.3-PS2.1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Common Core State Standards:ELA-Reading Informational Text RI.2.10 By the end of the year, read and comprehend informational texts, including science and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.Writing- W.1.8 With guidance and support from adults, recall information from the experiences to gather information from provided sources to answer a question.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.Speaking and Listening:SL.1.5. Add drawing or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups.MATHEMATICS-Measurement and data: Represent and interpret data:2.MD.10 Draw a picture graph and a bar graph (with single unit scale) to represent a data set with up to four categories.

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Grade 2Balance and Motion

Table of Contents

Conceptual Flow Page 5

Unit Overview Page 6

Preconception and Misconceptions Page 5

Materials Sheet Page 6

New Jersey Common Core Standards in Science Page 7

Next Generation State Standards Page 8

Common Core State Standards Page 9

Investigation 1 Pages 10-14

Investigation 2 Pages 15-19

Investigation 3

Investigation 4

Investigation 5

Pages 20-23

Pages 24-27

Pages 28-32

Writing Prompts Overview Page 33

Resources Page 34

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Balance and Motion

BalanceCenter of gravity

MotionChange of position over time

Rotational(Spin) motion around a

point or line

Linear(roll) motion in a

straight line

UNIT OVERVIEWBalance and Motion

SummaryWe live in a dynamic world where everything is in motion, or so it seems. But not everything is moving the same way. Some things move from one place to another. Other things rotate around and around. Still other things are stationary, stable for a time, balanced on a thin line between stop and go. Other objects move back and forth or vibrate. These are the global phenomena that students experience in the Balance and Motion Module.Enduring Understanding: Essential Questions: Overarching

The motion of an object is determined by the sum of the forces (pushes and pulls) acting on it.

You need a force to start moving, change the direction of, or stop an object.

Force creates change in motion A force can be seen or unseen. Objects and systems that turn on a central axis

exhibit rotational motion. Balance is a result of equal effort. Stability or instability in a system depends on

the balance of competing interactions (forces). A stable position is one that is steady; the object

is not falling over. The way an object balances can be changed by

counterweighting; counterweights should be placed low or below an object in relation to the balance point.

A runway must be high at the start and low at the finish for a sphere to roll the complete length.

How do balance and motion affect our daily lives?

Why do things move? How does force create and influence move-

ment? How can an object be balanced? How can an object stop/go?

Knowledge: Skills:

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Student will Know….

A force is push or pull. A force, push, or pull can change the motion of

an object in 3 ways: o go faster or start. o go slower or stop. o change the direction of the mo-tion.

Magnets make things move by an unseen force (push or pull).

Magnets have poles that attract or repel each other.

The amount of force (little or big) applied to an object directly affects the amount of change in motion.

Balance is associated with position and weight.

Students will be able to…

Create and use representational models to demonstrate stable balanced systems.

Construct and evaluate toys that demon-strate spinning, and explain how they operate.

Design runways to control or change the motion of marbles.

Communicate observations and com-pare stability an motion, using precise vocabulary.

Plan and carry out investigations with sound and with magnetic force.

Analyze and interpret observational data.

Ask and answer questions. Plan and conduct simple investigations. Employ tools and techniques to gather

data. Use data to construct reasonable expla-

nations. Communicate investigations and expla-

nations. Understand that scientists use different

kinds of investigations and tools to de-velop explanations using evidence and knowledge.

Evidence of Understanding:

Pre- AssessmentNotebook and Journal EntriesPerformance AssessmentsReading PromptStudent Observation/Anecdotal NotesHomework Checkpoint AssessmentsI-Check AssessmentsUnit Assessments

Assessments Data –Propagated to Genesis Investigation 1Pre AssessmentNotebook Assessment- SummativeI-Check 1I-Check 2I-Check 3I-Check 4Unit Post Assessment

Preconception /Misconceptions

Balance and Motion

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Children often know what to do to make things move or change shape but are not able to de-scribe how the size or direction of the push, pull, squeeze, or hit relate to the subsequent movement of the object. Stopping movement is usually attributed to the lack of action to keep the object moving: 'The push wore off.'

Children usually know how to stop something moving but do not attribute the stopping ac-tion to a Force in the opposite direction of the movement. They think that things that re-cover their shape do so of their own accord, not because of a force coming from the 'springi-ness' of the material. Children do not have a problem recognizing movement but think the moving object, or specific parts of the object (the wheels for instance) have an in-built abil-ity to move. Another example would be that: 'people move because they have legs.'

Similarly, children might be said to have a 'simplistic' view of the reason for things falling. Things fall because you let them go and they do not need a force, whereas you need a force to make things 'go up'.

When thinking about friction children tend to relate their ideas to how they feel: 'It stops be-cause it gets tired', 'It's run out of energy'. Other reasons could be because the car is no longer on the slope, or because the toy is heavy.

List other that you discover in your class:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Materials Sheet

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Investigations:Inv. Part

Activity Description Teacher Requirement Student Requirements

Tine Frame

Sub-Concept: Investigation 1Balance is when an object or system has a point around which the mass of the system is evenly distributedNew Vocabulary: Investigation 1Balance, crayfish, counterweight, stable, balance point, center of gravity

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1.1 Trick Crayfish. Students discover different ways to balance a paper crayfish, use counterweights, and discover center of gravity

Check that all materials are available, usable, and ready

Read (From FOSS TE)-Background for Teachers, -Teaching Children about Balance - Getting Ready-Guiding Investigation

View Teacher Prep video

Prepare materials

Assessment Probe

Notebook Investigation Entry

Word Wall UpdatesContent Reading(Foss, Mags, Book, Article)

Homework

1 sessions

*1 session = 45 minutes

1.2Triangle and Arch. Students discover how to balance new shapes on popsicle sticks taped to their desks

Prepare materials. Read -Getting Ready -Guiding the investigation.View Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent ReadingHomework

2 sessions

1.3 Pencil Trick. Students discover how to use a piece of wire to help balance a pencil on a popsicle stick

Prepare materials Read -Getting Ready -Guiding the Investigation View Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

Homework

1 session

1.4 Lesson Mobiles. Students experiment with spinning by making tops and finding the arrangements of parts that produces the best tops.

Prepare materials Read -Getting Ready -Guiding the Investigation

View Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

HomeworkCHECKPOINT ASSESSMENT 1

2 sessions

Sub-Concept: Investigation 2An object or system that moves in a circle around a center axis is called rotational motion or “spinning”New Vocabulary Investigation 2motion, tops, spin, axis, rotate, zoomers, twirlers2.1 Tops. Students experiment with spinning

by making tops and finding the arrangement of parts that produces the best tops.

Read:-Background For Teachers -Teaching Children About Motion- Getting Ready -Guiding Investigation Prepare Materials View Teacher Prep video

Notebook Investigation Entry

Word Wall Updates

Content Reading

Homework

2 sessions

2.2 Zoomers. Students make zoomers, an example of spinning caused by pulling on two strings

Prepare materials Review activity. Read :-Getting Ready -Guiding Investigation View Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

Homework

1 session

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2.3 Twirlers. Students are challenged to build a twirler, a spinner designed to rotate by itself.

Prepare materials Read -Getting Ready -Guiding Investigation View Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

HomeworkCHECKPOINT ASSESSMENT 2

2 sessions

Sub-Concept: Investigation 3Rolling systems include wheel-and-axel systems, systems with wheels of different size, wheel systems that are weighted in strange ways, and rolling sphere systemsNew Vocabulary: Investigation 3wheels, axels, rolling, sphere, runways, loop, spiral3.1 Students construct different wheel and axel

systems in an effort to perform a variety of tricks on an inclined plane.

Prepare materials Read -Getting Ready -Guiding InvestigationView Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

Homework

1 session

3.2 Rolling Cups. Students discover how cups roll and are challenged to make modifications to make the cups roll a certain way.

Prepare materials Read -Getting Ready -Guiding InvestigationView Teacher Prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

Homework

1 session

3.3 Rolling Spheres: Short RunwaysStudents spin a sphere in a closed cup. They are challenged to roll a sphere on a short runway.

Prepare materials Read - Background For Teachers - Teaching Children About Rollers -Getting Ready - Guiding Investigation View Teacher prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

Homework

2 sessions

3.4 Rolling Spheres: Long Runways (optional)Students create a class runway that will permit a sphere to roll the entire length.

Prepare materials Read -Getting Ready -Guiding View Teacher prep video

Notebook Investigation Entry

Word Wall UpdatesContent Reading

HomeworkEND OF UNIT ASSESSMENT

2 sessions

Weekly Planning:

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Week 1: Investigation 1, Part 1 Trick CrayfishFocus Question: How many ways can the crayfish (shape) be balanced?

Students will discover numerous ways to balance a two dimensional tag board shape of a crayfish on their finger tips. After finding the balance point, students will be challenged to balance the crayfish on its edge, its tail and its nose, sing clothespins as counterweights. Students will use illustrations and sentences to record their observation in the science notebook. Students will create word wall to add vocabulary as they discover it.

1st Science Class Investigation 1. Part 12nd Science Class Investigation 1. Part 1

3rd Science Class Time for content review, content reading and notebook entry completion and reflections

Homework Complete ‘Balance New Creations’ page (located on curriculum page)

Suggested Center Activities Investigation 1: Bottom of pg 30. Explore a Balanced Scale Used for Weighing. Provide Students with balance scale, gram weights and small objects of different weights. Challenge students to balance scale using weights and record their data.

Week 2- Investigation 1, Part II Triangle and ArchStudents will balance tag board geometric shapes in a variety of ways on the end of a craft stick, using clothespins as counterweights. They will try to find as many ways as possible to establish stable positions, so that a push on the object will make it wobble but not fall.1st Science Class - Complete steps 1-72nd Science Class – Complete steps 8-11Homework- Math Extension pg 30. Problem A

Week 3- Investigation I, Part III The Pencil TrickFocus Question: How can we balance a pencil on its point on a craft stick?Students will balance a pencil on its points. They will practice this trick first with a tag board shape of an arm holding a pencil. They will then use soft wire and counterweights to balance their pencils on their points in stable positions. 1st Science Class – Steps 1-112nd Science Class – Step 12-15 Homework- Math Extension pg 30. Problem B

Week 4- Investigation I, Part IV MobilesStudents will construct mobiles to confirm developing concepts of balance, counterbalance, and stability. 1st Science Class – Steps 1-8

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2nd Science Class – Review words form Word Bank and Content Chart entriesHomework- Writing Prompt- write about the balance in objects that you see in your home.

CHECKPOINT ASSESSMENT 1- Have students complete first assessment

Week 5- Investigation II, Part I TopsFocus Question: How can we use the straw and the disks to make a top?Focus Question: Students will make tops from plastic disk and shafts, and make them spin. They will find different arrangements to make the tops spin in different ways. After finding the arrangement of parts that produces the best top, they will make tops from other materials. 1st Science Class – Steps 1-62nd Science Class – Steps 7-15Homework- Math Extension pg 26. Problem A- Student Sheet #14

Week 6- Investigation II, Part II ZoomersFocus Question: How can we make a zoomer that spins?Student will investigate other objects that spin. They will use disk and lengths of string to make zoomers. They will practice putting and keeping the zoomers in motion.1st Science Class – Steps 1-102nd Science Class – Investigation II, Part III Twirler Steps 1-9 Focus Question: How can we make straws that are spinning tops when they are dropped?Students will make twirlers (flying spinners) that rotate by air resistance. They will modify soda straws and attach wings to them. Student will set the twirlers into motion. They will also make twirly birds from paper and paper clips.Homework- Math Extension pg 26. Problem B- Student Sheet #15

Week 7- Investigation II, Part III Twirler (Continued- Steps 10-15)Students will make Twirly birds from paper and paper clips and will set the twirlers in motion.

Add twirler to the word wall. Homework- Math Extension pg 26. Problem B- Student Sheet #15

CHECKPOINT ASSESSMENT 2- Have students complete second checkpoint assessment

Week 8- Investigation III, Part I Rolling Wheels Focus Question: How can we make a roller that wobbles?Students set up cardboard ramps in which they roll plastic disk down. They put the disk on slim shaft to make wheel-and –axle systems. They try all kinds of configurations of wheel size, axle length, and axle

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position to get the rolling system to perform a variety of tricks. 1st Science Class – Steps 1-152nd Science Class – Investigation III, Part II Rolling Cups Steps 1-16Focus Question: How can we make the cups roll straight?Students roll paper cups down ramps. They observe the way cups roll and use the predictable curve rolling path to meet various challenges. They put cups together to make them roll straight and weight them in various ways to see how weight affects rolling. Homework- Study

Week 9- Investigation III, Part III Rolling Spheres Focus Question: How can we make a roller coaster that…?

Goes up and down Spirals Loops Goes around in a circle

Students roll marbles in cups and down runways to observe spheres as rollers. They work with the flexible runways to make the rolling marbles do tricks. As a culminating experience, students work together as a class to connect the runways sections to make one ling runway through which a marble can roll nonstop.1st Science Class – Steps 1-82nd Science Class – Unit AssessmentHomework- Write a story about an adventure on a rollercoaster.

END OF UNIT ASSESSMENT- Have students complete end of unit assessment.

Interactive Word Wall

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