implementation and planning guide for nyc department of...

Implementation and Planning GuideFor NYC Department of Education

Grade K

Grade KImplementation and Planning Guide

For NYC Department of Education 3© 2018 The Regents of the University of California

Overview: Amplify Science K-5 Course Structure

Planning your year

Implementation considerations:

• The lesson and activity sequence needs to be followed within a unit.

• Pacing in this guide assumes 3 lessons taught each week.

• Lessons can be taught either by a classroom teacher or through a collaboration between cluster teacher and classroom teacher.

Course structure notes:

• The order of units in Kindergarten and Grade 1 takes early literacy development into consideration. Reading, writing, and discourse routines in K-1 units build on one another from the beginning to the end of the year.

• Particular activities that are best suited for fall, winter, or spring are reflected in the unit order.

• In various instances, students engage in specific science and engineering practices, crosscutting concepts or disciplinary core ideas in increasingly complex ways over the course of a year.

All units have 22 lessons except Grade 5: The Earth System, which has 26 lessons.

5 Patterns of Earth and Sky Modeling Matter The Earth System

(26 lessons) Ecosystem Restoration

3 Balancing Forces Inheritance and Traits Environments and Survival Weather and Climate

4 Energy Conversions Vision and Light Earth’s Features Waves, Energy and Information

K Needs of Plants and Animals Pushes and Pulls Sunlight and Weather

1 Animal and Plant Defenses Light and Sound Spinning Earth

2 Plant and Animal Relationships Properties of Materials Changing Landforms

SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN Minutes per lesson

45

45

60

60

60

60

PRIMARILY LIFE SCIENCE PRIMARILY PHYSICAL SCIENCE PRIMARILY EARTH SCIENCE

4 Amplify Science © 2018 The Regents of the University of California

Kindergarten units:

Kindergarten Crosswalk: NYSSLS alignment to Amplify Science unitsThe NRC Framework for K-12 Science Education, the foundational document for both NGSS and the NYSSLS, lists standards in the form of student performance expectations (PEs). The PEs clarify the expectations of what students will know and be able to do by the end of the grade or grade band. Both the NYC DOE Units of Study and Amplify Science are examples of curriculum designed to create coherent instructional programs for achievement of these standards. (reference: NGSS Appendix A, page 2)

Amplify Science Units and associated PEs from NGSS

NYC DOE Units of Study and associated PEs from NYSSLS

Unit 1: Needs of Plants and Animals K-LS1-1K-ESS3-1K-ESS3-3K-ESS2-2K-2-ETS1-1K-2-ETS1-2

Our EnvironmentK-LS1-1K-ESS2-2K-ESS3-1

Unit 2: Pushes and Pulls K-PS2-1K-PS2-2K-2-ETS1-1K-2-ETS1-2K-2-ETS1-3

Push Me, Pull MeK-PS2-1K-PS2-2

Unit 3: Sunlight and Weather K-PS3-1K-PS3-2K-ESS2-1K-ESS3-2K-2-ETS1-1K-2-ETS1-2K-2-ETS1-3

Weather StudyK-ESS2-1

Our WeatherK-ESS2-1K-ESS3-2K-PS3-2

* Content in NYSSLS K-PS1-1 has an NGSS equivalent in grade 2 and appears in Amplify Science unit Properties of Materials

Solids and liquidsK-PS1-1*

Needs of Plants and Animals Pushes and Pulls Sunlight and Weather



Kindergarten Unit 1Needs of Plants and Animals: Milkweeds and Monarchs

Recommended time frame: 8 weeks

This Implementation and Planning Guide includes text from one of the Unit Overview Documents, Standards and Goals.

Please see the additional Unit Overview documents in the unit’s Teacher’s Guide for full reference and planning guidance.

Standards and Goals

Focal Performance Expectations• K-LS1-1. Use observations to describe patterns of what plants

and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]

• K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]

• K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

• K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

Unit-level 3-D Statement:Students carry out investigations to determine what plants and animals need to live and grow (systems and system models) in order to help a group of kids from the fictional town of Mariposa Grove solve the problem of why there are no longer monarch caterpillars living in a garden in their neighborhood (cause and effect). At the end of the unit, the class designs a solution to the problem by developing a model (scale, proportion, and quantity) for a garden that provides for both human and animal needs.

KeyPracticesDisciplinary Core IdeasCrosscutting Concepts

Kindergarten Unit 1 Needs of Plants and Animals


Connections to Other Performance Expectations

This unit supports students in making connections to the disciplinary core ideas represented in these additional Performance Expectations, which are also addressed in other Amplify Science units.

• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Note: Students focus on the disciplinary core ideas represented in this Performance Expectation in the Amplify Science Pushes and Pulls unit, and they make additional connections to these concepts in the Amplify Science Sunlight and Weather unit.

• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Note: Students also get experience with the disciplinary core ideas represented in this Performance Expectation in the Amplify Science Pushes and Pulls and Sunlight and Weather units.




Science and Engineering Practices

As with all Amplify Science units, the Needs of Plants and Animals unit provides students with exposure to all or most of the eight science and engineering practices described in the NGSS. This unit emphasizes the following practices (listed in order of particular emphasis), providing students with explicit instruction and expectations for increasing independence over the course of the unit.

• Practice 3: Planning and Carrying Out Investigations. Students conduct hands-on investigations to figure out what plants need in order to live and thrive. Students also investigate using secondhand data (photographs) to observe and explain where different animals live and why they live there. Over the course of the unit, students take on more of the planning of the investigations.

• Practice 1: Asking Questions and Defining Problems. In addition to their focus on setting a purpose for reading a text and firsthand investigations, students ask questions based on observations and work to define the problem they are tasked with solving—figuring out why there are no longer any monarch caterpillars in the Garden. Through investigating what animals need to live and then what plants need to live, students begin to understand the problem in the Garden and how they might go about solving it.

• Practice 4: Analyzing and Interpreting Data. Students have multiple opportunities to analyze the data they collect from firsthand investigations and from photographs in order to draw conclusions to the questions being asked.

• Practice 6: Constructing Explanations and Designing Solutions. Students gather evidence through their investigations across the unit and use that evidence to construct explanations. For instance, students investigate pictures of animals to figure out what those animals eat; students investigate photographs of habitats, including the available food that grows there, to figure out what animals could live there; and students conduct hands-on experiments to figure out what plants need in order to live. At the end of the unit, students apply what they have learned to redesign the Garden so it meets the needs of both the monarch caterpillars and humans.

• Practice 5: Using Mathematics and Computational Thinking. In interpreting data from plant-growth experiments, students figure out different ways of quantifying the growth of plants.

• Practice 2: Developing and Using Models. Students use a template of the Garden to make a plan for how they propose redesigning the Garden to meet the needs of both the monarch caterpillars and humans.

• Practice 8: Obtaining, Evaluating, and Communicating Information. Students receive explicit instruction and have multiple opportunities to use the strategy of setting a purpose as they engage with the books in the unit and as they conduct investigations. Setting a purpose before reading helps students focus on the illustrations and the text to find specific information and to answer specific questions about plant and animal needs. Setting a purpose before investigating guides the design of the investigation as well as what data to collect and analyze. Students regularly participate in constructing explanations and discourse routines that help them communicate about and make sense of science ideas by using key vocabulary.

• Practice 7: Engaging in Argument from Evidence. Students make claims about how to redesign the Garden so it meets the needs of both the monarch caterpillars and humans. Students support their claims by using ideas they have constructed over the course of the unit.

In all Amplify Science units, practices from the NYSSES, CCSS-ELA, and CCSS-Math are linked. For instance, when students construct explanations about what plants and animals need to live and grow, they are also engaging in CCSS- Math Practices 1 and 2 (Practice 1: Make Sense of Problems and Persevere in Solving Them, Practice 2: Reason Abstractly and Quantitatively). When students ask and answer questions about the investigations and/or the science text, and when they create and use drawings and models to support these investigations, they are developing the foundational capacity to build knowledge about a phenomenon through research and to respond analytically to informational sources, as called for by the CCSS-ELA Standards.

Standards & Goals


Disciplinary Core Ideas

Focal Disciplinary Core Ideas

This unit addresses the following core ideas:

LS1.C: Organization for Matter and Energy Flow in Organisms:• (NYSED): All animals need food, air, and water in order to live, grow and thrive. Animals obtain food from

plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1) in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)

ESS2.E: Biogeology:• Plants and animals can change their environment. (K-ESS2-1)

ESS3.A: Natural Resources:• Living things need water, air, and resources from the land, and they live in places that have the things they

need. Humans use natural resources for everything they do. (K-ESS3-1)

ESS3.C: Human Impacts on Earth Systems:• Things that people do to live comfortably can affect the world around them. But they can make choices

that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3)

Connections to Other Disciplinary Core Ideas

This unit provides opportunities to make connections to these core ideas, which are also addressed in other Amplify Science units.

ETS1.A: Defining and Delimiting an Engineering Problem:• Asking questions, making observations, and gathering information are helpful in thinking about problems.

(secondary to K-ESS3-2)

ETS1.B: Developing Possible Solutions:• Designs can be conveyed through sketches, drawings, or physical models. These representations are useful

in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)




Crosscutting Concepts

The crosscutting concept emphasized in the Needs of Plants and Animals unit is Systems and System Models. In their role as scientists, students use a systems lens as they investigate plants and animals and the place where they live.

Students have many opportunities to take a potentially complex phenomenon and break it down by looking at the parts of the whole (the system) and how they interact. Students return to the idea of systems and system models again and again throughout the unit, through a variety of modalities. By the end of the unit, students are looking at plants and animals as a system, with plants and animals as the interacting parts.

Do. Students observe different plant parts and consider how they work together as a system.

Talk. Students engage in student-to-student talk each time they gather evidence, either from hands-on investigations or text. Many of the prompts focus on providing time for students to discuss the relationship between plants and animals in their habitats, between plant parts and the whole plant, etc.

Read. In A Plant in the Desert, students read about how desert plants get the water they need. This helps students integrate the concept of dependencies that comprise a system of interacting parts—plant roots, water, the whole plant.

Write. Students connect causes and effects in oral and written explanations with the support of explanation language frames—sentence structures that support linking specific causes and mechanisms to effects by using the words so or because.

Visualize. The class watches time-lapse videos of plants growing and look through a reference book that shows many different plants and the different plant parts, including the shape of the roots. This is something that you can’t ordinarily see.

There are also opportunities to emphasize the crosscutting concepts of Patterns (e.g., students note the monarch life cycle, the timing of monarch migration, and the change of seasons); Scale, Proportion, and Quantity (e.g., students figure out ways to quantify plant growth); and Structure and Function (e.g., students investigate plant structures and their functions)

Standards & Goals


Background Knowledge and Alternate Conceptions

Needs of Plants and Animals includes a pre-unit assessment in lesson 1.1 in which students make a scientific explanation. The pre-unit assessment is an opportunity for students to reveal their initial ideas about how plants and animals get what they need to live, and for students to connect their’ background knowledge to some of the concepts they will be learning in this unit. This pre-unit-assessment discussion can provide insights into students’ thinking and will allow you to draw connections to students’ experiences and to watch for alternate conceptions so they can be addressed during instruction.

Note: For full details, see the assessment task and associated Assessment Guide in lesson 1.1, Interpreting Students’ Pre-Unit Explanations About the Needs of Living Things in the Field.

Connecting to students’ experiences. Examples of students’ experiences to which you can connect the content of specific lessons in the unit:

• being hungry and needing to eat food to satisfy that hunger

• feeding pets or other animals

• watching or helping family members care for houseplants or plants in a garden

Building on prior knowledge. Ideas about animals and plants on which you and students can build throughout the unit:

• People and animals eat food, but they may eat different foods.

• Animals and/or people need to eat food to live.

• Plants are usually in soil, regularly watered, and not kept in dark places.

• Plants sometimes droop or die.

• Plants need water and either sun, sunlight, or light to live.

• Plants get water from their roots or from the soil.

Gauging students’ facility with science practices. Since students provide oral explanations for this task, it offers an entry-level assessment of students’ facility with the science and engineering practice of Constructing Explanations.

Applying crosscutting concepts. Examples of ways students could demonstrate facility with the crosscutting concept of Systems and System Models:

• Plants use their parts (such as leaves or roots) to get the whole plant what it needs to live and grow. (Applying the idea that organisms can be described in terms of their parts, and these parts work together.)




Preconceptions about animals, plants, and their needs to watch out for over the course of the unit:

• All animate things are living. Students sometimes over classify things as living, including animate objects such as clouds, rivers, fire, and cars. Students are less likely to include man-made things (e.g., cars) than naturally occurring things (e.g., clouds). Often, this is because students are focusing on whether something appears to move under its own power. This unit helps students distinguish between living organisms and nonliving objects and to make observations about how the two are different.

• Plants are not living, or have a different kind of life. Students who are focusing on motion or eating as indicators of life often do not think of plants as living, or they may think of plants as having a different kind of life than animals. This unit supports students in thinking about plants and animals as different, but both as living things.

• Only leafy bushes are plants. Students sometimes classify only small, bushy, or leafy plants as plants, thinking things such as trees and cacti fall into a different category. This is likely because trees and cacti have different everyday names.

• Growth is general increase. Young students may have general ideas about growth as “getting larger,” but they often do not have more specific ideas about what is increasing, such as overall height, weight, or number of parts.

• Soil is a requisite for growth, just like water and light. Students sometimes think that plants need soil to grow in the same way that they need water and light. Plants do need nutrients from the soil to make the materials they cannot make from water and light alone, and soil provides a material in which they can root and draw water. However, as students will find in the unit, plants can grow in the absence of soil if water is present.

• Plants take in food that is similar to animals. Students sometimes think that plants take in food pre-made from their environment, similar to the food that animals eat. Plants do take in materials—water and air—but they use the energy from sunlight to make the materials into food that they use to live and grow. This unit helps students take a fundamental step toward the understanding that water and light are critical inputs for plants’ growth.

Standards & Goals


Kindergarten Unit 1 Pacing Guidance at-a-glanceNeeds of Plants and Animals: Milkweeds and Monarchs

Guidance for cluster teachers and classroom teachers: All lessons can be taught by either teacher. The lessons in bold include activities with a particular literacy emphasis and the the lessons with * include activities with a particular hands-on emphasis. Keep in mind that all Amplify Science lessons engage students in reading, writing, and/or discourse, as well as in scientific inquiry, so refer to the lesson-by-lesson guidance for details as you plan to teach.

Pacing assumes 1 lesson per day, 3 times per week. Lessons are each 45 minutes long. Occasional weeks with 2 lessons affords flex time, to make up instructional minutes and/or differentiate according to formative assessment.


September through early December

Week 1 1.1: Pre-Unit Assessment: Students’ Initial Explanations1.2: Science Walk

Week 2 1.3: Observing a Place1.4: Exploring Animal Needs1.5: Investigating Animal Habitats

Week 3 1.6: Explaining Why There Are No Caterpillars1.7: Setting Up an Investigation*

Week 4 2.1: Growing Seeds*2.2: Comparing Plant Growth2.3: Investigating Plant Needs

Week 5 2.4: A Plant in the Desert2.5: Observing Garlic Roots*2.6: Observing Radish Roots*

Week 6 2.7: Water for Milkweed3.1: Planning a Light Investigation*3.2: Observing Light Investigations

Week 7 3.3: Growing Toward the Light3.4: Above and Below4.1: Investigating Monarchs

Week 8 4.2: Investigating Human Needs4.3: Reflecting on Needs of Living Things4.4: End-of-Unit Assessment: Students’ Explanations




Needs of Plants and Animals Lesson Planning GuideLesson 1.1: Pre-Unit Assessment: Students’ Initial Explanations (45 minutes)

Guidance for cluster teachers and classroom teachers:

Classroom teacher may particularly want to listen in to Activity 2. Leading a Pre-Assessment Conversation.

Literacy: In Activity 2 students listen to a read-aloud of Science Walk.

Anchor Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since a vegetable garden was planted.

Students learn:• Scientists are people who

learn about the world around them by carefully observing it.

• Scientists observe using their senses

Alignment to NGSS and NYSSLSSEPs 1, 8DCIs ESS3.A, ETS1.ACCCs Systems and System models

3-D statement: Students read the book Science Walk and obtain information about what it means to observe by using all their senses. The book also models how to make and record scientific observations of the plants and animals that live in the neighborhood (systems and system models).

Key: Practices / Disciplinary Core Ideas / Crosscutting Concepts

Lesson at-a-Glance

1. Introducing Students’ Role as Scientists (15 min.)Students are introduced to their role as scientists who will help a group of children figure out why there are no monarch caterpillars in the Garden. This context provides motivation for students to learn about what living things need to live and grow, which is the focus of this unit.

2. Leading a Pre-Unit-Assessment Conversation (15 min.)Students are introduced to the Unit Question and the teacher conducts a Pre-Unit Assessment conversation to gather information about students’ understanding of what plants and animals need to live.

3. Reading: Science Walk (15 min.)Students are introduced to the strategy of setting a purpose for reading. Listening to a Read-Aloud of Science Walk helps students understand how scientists make observations.

Materials

For the classroom wall• Unit Question: What do living

things need to live and grow?

• Chapter 1 Question: Why are there no monarch caterpillars since the Field was made into the Garden?

• 1 vocabulary card: scientist

• section header: Vocabulary

For the class• Science Walk big book

• masking tape*

*supplied by teacher

Digital Resources

• Assessment Guide: Interpreting Students’ Pre-Unit Explanations About the Needs of Living Things in the Field

• Planting Guide

• Projections: Lesson 1.1

• Investigation Notebook

• Questioning Strategies for Grades K–1

Vocabulary

• observe

• record

• scientist

Needs of Plants and Animals: Lesson 1.1


Needs of Plants and Animals Lesson Planning Guide

Lesson 1.1: Alignment to NGSS and NYSSLS


• Practice 8: Obtaining, Evaluating, and Communicating Information

• Practice 1: Asking Questions and Defining Problems


ESS3.A: Natural Resources:• Living things need water, air, and

resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

ETS1.A: Defining and Delimiting Engineering Problems:

• Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-ESS3-2)


• Systems and System Models




Needs of Plants and Animals Lesson Planning GuideLesson 1.2: Science Walk (45 minutes)


Literacy: In Activity 2 students Partner Read Science Walk.


• Investigative Phenomenon: Some things are living, and some things are not.

Students learn:• Scientists sort things into

groups to help understand what they observe.

• Plants and animals are living things.

• Scientists use different ways to study the world.

• Scientists look for patterns when they make observations about the world.

Alignment to NGSS and NYSSLS SEPs 2, 4, 8 DCIs ESS3.A, ETS1.ACCCs Patterns, Systems and System models

3-D statement: Students observe and compare in the book Science Walk living things in the ecosystem that is their habitat (systems and system models) in preparation for their own science walk. They also sort cards of living and nonliving things and then progress to sorting cards of living things into categories of plants and animals to evaluate and explain similarities and differences in living and nonliving things (patterns).


Lesson at-a-Glance

1. Introduction to Observing (5 min)Students review what it means to observe as they prepare to work as scientists during the lesson. They also learn the Science Tool Kit movement routine to help them remember how scientists observe.

2. Partner Reading: Science Walk (15 min)

Students identify living things in a Partner Reading of Science Walk and practice using the strategy of setting a purpose when reading.

3. Comparing Living and Nonliving Things (10 min)The class collaboratively sorts a set of cards to explore the similarities and differences between living and nonliving things.

4. Discussing Plants and Animals (15 min)Students sort cards depicting living things in order to help them identify that both plants and animals are living things.



Materials

For the Class• Science Walk big book

• Living/Non-living Things Cards (16 cards/set)

• 2 index cards (3” x 5”)*

• pocket chart*

• 1 sheet of chart paper*

• marker*

• masking tape*


Materials, cont.

For the Classroom Wall• 1 vocabulary card: observe

For Each Pair of Students• 1 set of Living Things Student

Cards (11 cards/set)

• 1 copy of Science Walk book

Digital Resources• Partner Reading Guidelines

Vocabulary

• observe

• scientist




• Practice 2: Developing and Using Models

• Practice 4: Analyzing and Interpreting Data







• Asking questions, making observa-tions, and gathering information are helpful in thinking about problems. (K-ESS3-2)


• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 1.3: Observing a Place (45 minutes)

Guidance for cluster teachers and classroom teachers: Students make observations on a science walk around the school.


Everyday Phenomenon: There are living things around school.

Students learn:• Different kinds of plants and

animals live in different places.

• Scientists sometimes record what they observe to help them remember.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 8DCIs ESS3.A, ETS1.ACCCs Systems and System models

3-D statement: Students go on a science walk to make multisensory observations of their surroundings as scientists. The class then works together to record and analyze data collected on their walk as they consider the differences between living and nonliving things (systems and system models).


Lesson at-a-Glance

1. Preparing for the Walk (10 min.)Students are introduced to setting a purpose for scientific observations. To prepare for the science walk, they review the senses they can use to observe.

2. Going on a Walk (20 min.)Students observe living things on a walk around their school, using their senses of sight, hearing, smell, and, possibly, touch.

3. Debriefing the Walk (15 min.)The class shares and records what they observed on their walk and then sorts the observed items into living and nonliving things. Included in this activity is an On-the-Fly Assessment that provides an opportunity to assess students’ ability to justify their thinking.

4: Reflecting on Being a Scientist (5 min.)Students are introduced to the What Scientists Do chart, add the practices of observing and recording as ways that scientists answer questions, and reflect on their work as scientists.



Materials

For the Class• pocket chart with sorted

Living Things cards (from Living/Nonliving Things Cards set in Lesson 1.2)

• 2 sheets of chart paper*

• 1 sentence strip*

• marker*

• masking tape*

• Optional: Chapter 1 Home Investigation: Neighborhood Walk

• copymaster


Materials, cont.

For the Classroom Wall• 1 vocabulary card: record

• section header: Key Concepts

For Each Group of Four Students• clipboard or notebook*

Digital Resources• What Scientists Do Chart:

Completed

• Walk Observations Chart

• Optional: Chapter 1 Home Investigation: Neighborhood Walk copymaster

Vocabulary

• observe

• record

• scientist


Lesson 1.3 Alignment to NGSS and NYSSLS



• Practice 3: Planning and Car-rying Out Investigations







• Asking questions, making obser-vations, and gathering information are helpful in thinking about prob-lems. (K-ESS3-2)






Needs of Plants and Animals Lesson Planning GuideLesson 1.4: Exploring Animal Needs (45 minutes)

Guidance for cluster teachers and classroom teachers: Students investigate animal cards and food cards


Investigative Phenomenon: Animals eat different foods.

Students learn:• An animal needs to eat food to live

• Animals eat different foods

• Scientists compare what they have observed to help them see how things are alike and different

Alignment to NGSS and NYSSLS SEPs 1, 3, 4, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System Models, Patterns

3-D statement: As a class and in pairs, students analyze and interpret data from photographs that show animals eating in order to discover that different animals eat different foods (patterns) and that plants and animals are connected in the natural world (systems and system models).


Lesson at-a-Glance

1. Discovering Differences in the Garden (10 min.)Students compare the animals living in the Garden to animals in the Field in order to set the context for the Investigation Question: Why can an animal live where it does?

2. Discussing Animal Needs (10 min.)A partner discussion, followed by a whole-group discussion, activates students’ prior knowledge of what animals need to live.

3. Observing Animals and Their Food (15 min.)Pairs investigate pictures of animals eating in order to figure out what different animals eat. This activity leads students to conclude that food can be different for different animals, and provides experience with using observations to answer a question.

4. Reflecting on Animal Needs (10 min.)Students reflect on the previous activity, identify a new key concept, and make their first addition to the What Living Things Need chart.



Materials

For Classroom Wall• 1 vocabulary card: compare

• What Scientists Do chart

For the Class• Animals Eating Station

Cards (9 cards/set)

• Food Sorting Cards (17 cards/set)



• Pocket chart*

Materials, con’t

For the Class• marker*

• masking tape*


Digital Resources• What Living Things Need Chart: Completed


Vocabulary

• compare

• observe

• record

• scientist

Exploring Animal Needs Lesson Planning Guide



• Practice 1: Asking Questions and Defining Problems.

• Practice 3: Planning and Carrying Out Investigations.

• Practice 4: Analyzing and Interpreting Data.

• Practice 8: Obtaining, Evaluating, and Communicating Information.


LS1.C: Organization for Matter and Energy Flow in Organisms:

• (NYSED): All animals need food, air, and water in order to live, grow and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1)in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.






• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 1.5: Investigating Animal Habitats (45 minutes)

Guidance for cluster teachers and classroom teachers: Students use the reference book and make observations of animal, food, and habitat cards.


Investigative Phenomenon: Animals live in different habitats.

Students learn:• Animals can only live in a place

that has the food they need.

• Different animals eat different food, so they live in different places.

• Scientists read to find out more information and answer their questions.

Alignment to NGSS and NYSSLS SEPs 3, 4, 6, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System Models Patterns

3-D statement: Students analyze and interpret data from photographs and obtain information about the kinds of plants that are available as food for different animals in different habitats (patterns). They use that as evidence to explain in which habitat an animal could survive (systems and system models).


Lesson at-a-Glance

1. Exploring Different Habitats (10 min.) Students examine a series of habitat images in order to learn that different habitats are best suited for different animals. This activity reinforces students’ understanding that all animals need food, air, and water in order to live, grow and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1) to live.

2. Introducing the Reference Book (10 min.) Students participate in a Read-Aloud of the unit’s reference book, Handbook of Plants, looking for animals that eat the plants which grow in the forest habitat. This prepares students to use the book as a source of information, just as scientists do, throughout the unit.

3. Observing Animal Habitats (15 min.) Partners observe the food available in various animal habitats. This supports students’ understanding that different habitats provide different food sources and that an animal can only live where the food they eat is found. Included in this activity is an On-the-Fly Assessment that provides an opportunity to assess students’ understanding that animals can only live in a place with the food they need.

4. Explaining Where Animals Live (10 min.) Students are formally introduced to the key concept that animals can only live in a place that has the food that they need. The introduction of the Explanation Language Frame helps students explain why animals live in particular habitats, while a brief discussion on how they were scientists allows them to reflect on the skills they are developing.



Materials

For the Class• Habitat Pictures: Forest and

Field of Weeds Cards (2 cards/set)

• Animal Habitats Table Cards (8 cards/set)

• Animals and Their Foods Cards (9 cards/set)

• Food Sorting Cards (from Lesson 1.4)

Materials, con’t.

• Handbook of Plants big book

• 3 sentence strips*

• pocket chart*

• marker*

• masking tape*

For the Classroom Wall• What Scientist Do chart

• 1 vocabulary card: habitat

Digital Resources• Exploration Language

Frame: Lesson 1.5

• Projections: Lesson 1l5

• Chapter 1: Clipboard Assessment Tool

Vocabulary

• habitat

• observe

• scientist




• Practice 3: Planning and Carrying Out Investigations


• Practice 6: Constructing Explanations and Designing Solutions




• (NYSED): All animals need food, air, and water in order to live, grow and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1)








Needs of Plants and Animals Lesson Planning GuideLesson 1.6: Explaining Why There Are No Caterpillars (45 minutes)


Literacy: In Activity 2, students read about milkweed in the reference book and in Activity 3 they are introduced to the Explanation Language Frame.


Investigative Phenomenon: Monarch caterpillars eat a type of plant.

Students learn:• Monarch caterpillars can only live

where there are milkweed plants for them to eat.

Alignment to NGSS and NYSSLS SEPs 1, 3, 4, 5, 6, 7, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System Models, Patterns

3-D statement: Students gather evidence from a video and Handbook of Plants about what monarch caterpillars eat (systems and system models). Students observe and compare images of Mariposa Grove as a field a year ago to now as a vegetable garden to conclude that there are no milkweed plants in the new vegetable Garden (patterns).


Lesson at-a-Glance

(Teacher Only) : Searching for What Caterpillars Need (15 min) Students look for the kind of food a monarch caterpillar eats by watching a video and reading Handbook of Plants with a partner.

1. Discovering What Caterpillars Need (10 min)Students listen to the teacher read aloud the section on milkweed in Handbook of Plants. This enables students to conclude that monarch caterpillars need to eat milkweed plants to live.

2. Searching for Milkweed Plants (10 min)Students search for milkweed plants in pictures of the Field and the Garden, concluding that there are no milkweed plants in the new vegetable Garden. Included in this activity is an On-the-Fly Assessment that provides an opportunity to assess students’ understanding that animals can only live in a place that has the food they need.

3. Explaining Why There Are No Caterpillars (10 min.)Students use the Explanation Language Frames as a scaffold for explaining where the monarch caterpillars can or cannot live.



Materials

For the Class• Handbook of Plants

big book

• Habitat Pictures: Forest and Field of Weeds (from Lesson 1.5)

• Explanation Language Frame Cards: Set 1 (6 cards/set)

• Mariposa Grove Cards sets (2 cards/set)

For the Classroom Wall• Partner Reading Guidelines


• pocket chart*

• marker*


Materials, con’t

For Each Pair of Students• 1 copy of the Handbook of

Plants book

• 1 set of Mariposa Grove Cards (2 cards/set)

• Sticky note*

Digital Resources• Video: Caterpillar Eating

• Explanation Language Frame: Lesson 1.6

• Where is the Milkweed?



Vocabulary

• compare

• habitat

• observe

• scientist







• Practice 5: Using Mathematics and Computational Thinking


• Practice 7: Engaging in Argument from Evidence











• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 1.7: Setting Up an Investigation (45 minutes)


Literacy: In Activity 1 students are introduced to Shared Writing.

Hands-On: In Activity 2, students set up an investigation with garlic bulbs in cups of water.


Investigative Phenomenon: Plants live in different places.

Students learn:• Scientists investigate to answer

questions.

• Scientists sometimes record what they observe so they can remember it and communicate it to others.

• Like animals, plants have needs.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 5, 6, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System Models, Patterns, Cause and Effect

3-D statement: The class constructs a shared explanation that there are no caterpillars in Mariposa Grove this year because the milkweed plants—monarch caterpillars’ food—are gone (systems and system models), further defining the problem the class is working to solve. Students investigate whether plants need water by comparing garlic with and without water (cause and effect).


Lesson at-a-Glance

1. Writing About Caterpillars and the Garden (15 min.)The class uses the Explanation Language Frames to write an explanation about why monarch caterpillars cannot live in the Garden. The teacher uses this opportunity to assess students’ understanding for the Critical Juncture Assessment. The activity concludes with an opportunity to lead students in a self-assessment of their developing understanding.

2. Setting Up the Do Plants Need Water Investigation (15 min.)Partners set up the Do Plants Need Water Investigation, preparing to record their initial observations of the garlic in a cup with water and in a cup with no water.

3. Recording Garlic Observations (15 min.)Students record their initial observations of the garlic in their Investigation Notebooks as a first step for observing how the cloves change over time. They also continue to reflect on their work as scientists by adding to the What Scientists Do chart.



Materials For the Class


• 1 set of Mariposa Grove cards (from Lesson 1.6)

• Exploration Language Frames (from Lesson 1.6)

• potting soil

• Pitcher (or large bottle) of water*

• Large mixing bowl*

• Large spoon*

• 1 pair scissors*

• 2 index cards (3 x 5)*

• Pocket chart*

• 1 sheet chart paper*

• marker*

• Masking tape*

Materials con’t

• Packets of sunflower seeds

• 4 clear plastic cups, 9 oz

• Clamp lamp

• Grow light lightbulb

• Automatic light timer

• 1 large planter trays

• 1 intact garlic bulb*

For Each Pair of Students• 2 garlic cloves*

• 2 clear plastic cups, 9 oz.

For the Classroom Wall• What Scientists Do chart

• 1 vocabulary card: investigate

Digital Resources• Shared Writing: Lesson 1.7

• Do Plants Need Water Investigation Model Notebook, page 4-5

• Do Plants Need Water Investigation Model Notebook, pages 8-9

• Do Plants Need Water Investigation Model, pages 10-11

• What Scientists Do Chart: Completed

• Planting Guide


Vocabulary

• compare

• habitat

• investigate

• observe

• record

• scientist















• (NYSED): All animals need food, air, and water in order to live, grow and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1







• Patterns

• Cause and Effect



Needs of Plants and Animals Lesson Planning GuideLesson 2.1: Growing Seeds (45 minutes)


Hands-On: In Activity 1, students plant radish seeds in moist soil.

Literacy: In Activity 2, the teacher reads a section of the Handbook of Plants reference book.


Investigative Phenomenon: Seeds grow different amounts.

Students learn:• Plants grow from seeds.

• Plants have stems, leaves, flowers, and roots

• Scientists sometimes read things multiple times for different purposes.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 6, 8, 4DCIs LS1.C, ESSe.A, ETS1.ACCCs Systems and System Models, Patterns,Structure and Function

3-D statement: Students set up an investigation to observe the process of plant growth (systems and system models) by planting radish seeds. They obtain information by analyzing data from a time-lapse video and from Handbook of Plants to figure out that radish seedlings grow into plants with different parts (structure and function).


Lesson at-a-Glance

1. Introduction to Planting Seeds (15 min.)Students begin their investigation of why Ms. Ray’s plants are growing differently. As part of their investigation, students plant radish seeds, which they will observe growing throughout the chapter.

(Teacher Only) : Observing Plant Growth (15 min.)Students develop an initial understanding of what it means for a plant to grow by observing a video of radish seeds growing and discussing what plants look like when they grow. This activity provides an On-the-Fly Assessment of students’ understanding of growth.

2. Reading About Plant Growth (15 min.)Students listen to a Read-Aloud of a section of Handbook of Plants and then learn the Plant Growth movement routine to support their ability to describe plants as they grow.




Materials


big book

• Potting soil

• Packet of radish seeds

• 2 clear plastic cups. 9 oz.

• 1 small plastic cup

• Spray bottle for watering plants

• 2 large planter trays

• 1 pair scissors*

• Large mixing bowl*

• Pitcher or container of water*

• Large spoon*

• Masking tape*

*provided by teacher

Materials con’t

For Each Pair of Students• 2 plastic cups, 9 oz

• 2 small plastic cups

• 12 radish seeds

For the Classroom Wall• Chapter 2 Question: Why did two

milkweed seeds become plants, but the other did not?

• 2 vocabulary cards: grow, seed

• Shared Writing (from Lesson 1.7)

Digital Resources• Video: Radish Seeds

• Projections Lesson 2.1

• Radish Seeds Video Resource

• Planting Guide

Vocabulary

• grow

• investigate

• leaves

• observe

• roots

• scientist

• seed stem




















• System and System Models

• Patterns

• Structure and Function




Needs of Plants and Animals Lesson Planning GuideLesson 2.2: Comparing Plant Growth (45 minutes)

Guidance for cluster teachers and classroom teachers: Students watch a video, look at images of plant growth, and engage in Shared Listening.


Investigative Phenomenon: Seeds change as they grow into plants.

Students learn:• When plants grow, they get bigger

and have new parts that were not there before.

• Scientists sometimes record what they observe so they can compare how something has changed.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 5, 6, 7, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System ModelsScale, Proportion, and QuantityPatterns

3-D statement: Students use mathematics and computational thinking as they measure and compare the stem height and number of leaves visible in each of a series of plant growth images (scale, proportion, and quantity). They record data and use it to make the argument that plant growth means a plant is getting bigger or adding parts that were not there before (systems and system models).


Lesson at-a-Glance

(Teacher Only): Reviewing the Radish Seeds Video (5 min.)Students review the time-lapse video and are formally introduced to the words leaves and stem. This supports their ability to use science words to describe orally what it looks like when a seed grows into a plant.

1. Sequencing Plant Growth (15 min.)Partners sequence a series of plant growth images recorded by a scientist, reinforcing students’ understanding of what plant growth entails. Included in this activity is an On-the-Fly Assessment to assess students’ understanding of growth as increasing in size and developing new parts.2. Discussing Plant Growth (15 min.)

The class completes the How a Plant Grows chart to compare how a plant looks at various stages of the growth process and then concludes that plants get bigger and add new parts when they grow. They practice the Plant Growth movement routine to reinforce this idea.

3. Comparing Milkweed Plants (10 min.)The class participates in a Shared Listening routine to support students in describing differences between the milkweed plants in Ms. Ray’s garden and in explaining which plant grew more than the others. Included in this activity is the second Critical Juncture Assessment of the unit, which you will use to assess students’ understanding of growth, based on their explanation of which plant grew the most.



Materials

For the Class• Plant Growth Cards

copymaster

• Spray bottle for watering plants

• 2 index cards (3 x 5)*



• Masking tape*

• Markers: blue, black*

*provided by teacher

For the Classroom Wall• 2 vocabulary cards:

leaves, stem

Materials con’t

For Each Pair of Students• 1 set of Plant Growth Cards

(4 cards/set)

For Each Student• Needs of Plants and Animals

Investigation Notebook (page 6)

Digital Resources• Video: Radish Seeds

• How a Plant Grows Chart reference

• Posting Plant Vocabulary

• Projectrions: Lesson 2.2

• Plant Growth Cards copymaster

• Chapter 2a: clipboard Assessment Tool

Vocabulary

• compare

• grow

• investigate

• leaves

• observe

• record

• roots

• scientist

• seed

• stem




















• Scale, Proportion, and Quantity

• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 2.3: Investigating Plant Needs (45 minutes)


Hands-On: In Activity 2, students observe the growth of their garlic, and in Activity 4, the add water to one radish cup.


Investigative Phenomenon: Garlic without water doesn’t grow; garlic in water does grow.

Students learn:• Garlic plants need water to grow.

• Scientists often investigate one thing at a time to answer their questions

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 5, 6, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System ModelsScale, Proportion and Quantity,Patterns

3-D statement: Students investigate as they make and record observations of their garlic cloves that got water and those that did not. They analyze their data to determine that garlic needs water to grow (systems and system models, patterns).


Lesson at-a-Glance

1. Share Ideas About Plant Needs (10 min.)Students engage in a Shared Listening routine about what plants need to grow, which prepares them to investigate the impact of water on plant growth.

2. Observe the Do Plants Need Water Investigation (10 min.)Students observe and discuss changes to the garlic cloves with water and with no water as an initial investigation of the new Investigation Question.

3. Record Garlic Observations (15 min.)Students record their second observation of the garlic cloves with water and with no water and then compare their two recordings to draw conclusions about water and growth. Included in this activity is an On-the-Fly Assessment to assess student’ ability to record observations and recall the purpose of an investigation.

4. Extend the Do All Plants Need Water Investigation (10 min.Students move onto the next phase of the Do All Plants Need Water Investigation by watering one radish seed cup. This prepares students to record observations of growth in a subsequent lesson.



Materials

For the Class• 1 set of Do Plants Need Wa-

ter Investigation materials (from Lesson 1.7)

• 1 set of Do All Plants Need Water Investigation materi-als (from Lesson 2.1)

• Do Plants Need Water Investigation Model Note-book (from Lesson 1.7)

• spray bottle for watering plants


• masking tape*

• marker*

*teacher provided

Materials Con’t.

For Each Pair of Students• Do Plants Need Water Investiga-

tion materials (from Lesson 1.7)

• Do All Plants Need Water Investi-gation materials (from Lesson 2.1)

For Each Student• Needs of Plants and Animals Inves-

tigation Notebook (pages 8–9)

Digital Resources• Projections: Lesson 2.3

• Planting Guide

Vocabulary

• compare

• grow

• investigate

• observe

• record

• scientist

• seed



















• Scale, Proportion and Quantity

• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 2.4: A Plant in the Desert (45 minutes)


Literacy: In Activity 2, students engage in Shared Reading of A Plant in the Desert.


Investigative Phenomenon: Plants live in wet and dry places.

Students learn:• Plants need water from the

place where they are in order to live and grow

• Animals need water from where they are in order to live and grow.

Alignment to NGSS and NYSSLS SEPs 2, 4, 5, 6, 8DCIs LS1.C, ESS3.ACCCs System and System Models; Scale, Proportion, and Quantity; Patterns

3-D statement: Students obtain and evaluate information from the book A Plant in the Desert. They then construct explanations about how plants live in a habitat that provides what they need to live and grow, just as animals do (systems and system models).


Lesson at-a-Glance

1. Observing Habitats and Plants (15 min.)Partners observe plants living in both very wet and very dry habitats. This motivates students to want to find out whether all plants need water to live and grow.

2. Reading: A Plant in the Desert (15 min.)The class participates in a Shared Reading of A Plant in the Desert and practices reading for a specific purpose. They also record their learning on the What Living Things Need chart, which helps consolidate their understanding that all plants need water to live and grow, just as animals do. Included in this activity is an On-the-Fly Assessment to assess students’ ability to recall the purpose of reading.

3. Discussing Plant and Animal Habitats (5 min.)Students discuss the concept of habitats and conclude that plants and animals can only live in a place where they have the water they need to live and grow.4. Explaining What Plants Need (10 min.)Students use the Explanation Language Frame to explain why plants can live and grow in the places they do. This supports students in sharing their new knowledge orally with others.



Materials

For the Class• A Plant in the Desert

big book

• Explanation Language Frames Cards: Set 2 (5 cards/set)



• pocket chart*

• marker

• masking tape

*teacher provided

Materials Con’t.

For Each Pair of Students• Water in Habitats Cards set

(4 cards/set)

Digital Resources• What Living things Need

Chart: Completed

• Explanation Language Frames: Lesson 2.4


Vocabulary

• grow

• habitat

• investigate

• observe

• record

• scientist

• seed











• (NYSED): All animals need food, air, and water in order to live, grow and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1) in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)






• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 2.5: Observing Garlic Roots (45 minutes)


Hands-On: In Activity 2, students continue to observe garlic growth.

Literacy: In Activity 4, students re-read A Plant in the Desert and are introduced to the vocabulary routine.


Investigative Phenomenon: Plants live where they can get water.

Students learn:• Plants get the water they

need using their roots.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 4, 8DCIs LS1.C, ESS2.E, ESS3.A, ETS1.ACCCs Systems and System Models; Scale, Proportion, and Quantity; Patterns; Structure and Function

3-D statement: Students continue to investigate as they observe and record observations of their garlic to analyze any differences between growing garlic cloves with and without water (scale, proportion, and quantity) and consider how plants use their parts to get the water they need to live and grow (systems and system models).


Lesson at-a-Glance

1. Thinking About How Plants Get Water (5 min.)Students are introduced to a new Investigation Question and brainstorm how plants get the water they need to live and grow, which prepares them to investigate the role of roots in plants.

2. Observing Garlic Growth (15 min.)Students record their observations of garlic in cups with and with no water in their notebooks. They also think about how any of the new plant parts they observed might help the garlic get water.

3. Discussing the Do Plants Need Water Investigation (10 min.)Using their observations of the garlic as a starting point, students participate in a Shared Listening routine and discuss their preliminary ideas about how plants get the water they need to live and grow.

4, Reading About Roots (15 min.)Students engage in a second Shared Reading of A Plant in the Desert with the purpose of determining how one type of plant, the sage plant, gets the water it needs to live and grow.



Materials

For the Class• demonstration Do Plants

Need Water Investigation materials (from Lesson 2.3)

• Do Plants Need Water Investigation Model Notebook (from Lesson 2.3)


• A Plant in the Desert big book

• 1 index card (3” x 5”)*

• marker*

• masking tape*

• Optional: Chapter 2 Home Investigation: Growing Garlic copymaster

Materials Con’t

For Each Pair of Students• Do Plants Need Water

Investigation materials (from Lesson 2.3)

For Each Student• Optional: Chapter 2 Home

Investigation: Growing Garlic student sheet

• Optional: 1 clove of garlic for Home Investigation

• Needs of Plants and Animals Investigation Notebook (pages 10–11)

*teacher provided

Digital Resources• Posting Plant Vocabulary

• Optional: Chapter 2 Home investigation: Growing Garlic copymaster

Vocabulary

• grow

• investigate

• leaf

• observe

• record

• roots

• scientist

• seed

• stem















ESS2.E: Biogeology:• Plants and animals can change

their environment. (K-ESS2-2)








• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 2.6: Observing Radish Roots (45 minutes)


Hands-On: In Activity 1, students observe radish growth.

Literacy: In Activity 2, students use Explanation Language Frames and in Activity 3, students read two sections of Handbook of Plants.


Investigative Phenomenon: Radish Seeds without water don’t grow: radish seeds in water do grow.

Students learn:• Plants have roots that grow

underground.

• Plants get the water they need with their roots from the soil around them.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 5, 6, 8DCIs LS1.C, ESSe.A, ETS1.ACCCs Systems and System Models; Scale, Proportion, and Quantity; Patterns; Structure and Function

3-D statement: Students record and compare observations of radish seedlings that were watered to those that were not. They interpret their data to conclude that plants need water to live and grow (systems and system models). Students obtain information from Handbook of Plants about the function of a plant’s roots in obtaining water from soil (structure and function).


Lesson at-a-Glance

1. Observing Radish Growth (10 min.)Students compare radish seeds with water and with no water with the purpose of confirming that plants need water to grow and observing new plant parts in the growing plants. Included in this activity is an On-the-Fly Assessment to assess students’ understanding that plants need water to live and grow.

2. Explaining that Plants Need Water (10 min.) Students use a new Explanation Language Frame to explain what they learned in the Do Plants Need Water and the Do All Plants Need Water Investigations—that plants can live and grow only in places that have the water they need.

3. Reading More About Roots (10 min.)The teacher reads two new sections of the Handbook of Plants big book to provide students with additional information about how plants get the water they need to grow.

4. Observing Radish Roots (15 min.)Students record and discuss their observations of the radish seed that received water, and then conclude that plants use their roots to get the water they need from the soil around them.




Materials

For the Class• demonstration Do All Plants

Need Water Investigation materials (from Lesson 2.3)

• demonstration Do Plants Need Water Investigation materials (from Lesson 2.5)


• water cards from Explanation Language Frames Cards: Set 2 (from Lesson 2.4)



• pocket chart*


• marker*

• masking tape*

Materials, cont.

For Each Pair of Students• Do All Plants need Water

Investigation materials (from Lesson 2.3)

For Each Student• Needs of Plants and Animals:

Milkweed and Monarchs Investigation Notebook (page 12)

*teacher provided

Digital Resources


• Planting Guide

• Chapter 2b: Clipboard Assess-ment tool

Vocabulary

• compare

• grow

• investigate

• observe

• record

• roots

• scientist

• seed

• stem






















• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 2.7: Water for Milkweed (45 minutes)

Guidance for cluster teachers and classroom teachers: Literacy: In Activity 2 students do a Shared Writing with Explanation Language Frames. In Activity 3, students begin to make a mini-book.


Investigative Phenomenon: Milkweed seeds can grow differently.

Students learn:• Milkweed plants can only grow

in a place that has the water they need.

• Scientists talk and write about what they have learned so they can explain and communicate with others.

Alignment to NGSS and NYSSLSSEPs 1, 2, 3, 4, 6, 8DCIs LS!.C, ESS3.A, ETS1.A, ETS1.BCCCs Systems and System Models; Cause and Effect; Patterns; Scale, Proportion, and Quantity; Structure and Function

3-D statement: The class discusses and writes an explanation about why one milkweed plant did not grow (systems and system models). Students illustrate their mini-books to show how milkweed plants get the water they need to live and grow (structure and function).


Lesson at-a-Glance

1. Discuss the Milkweed Seeds (15 min.)Students observe differences between the milkweed seeds that Ms. Ray put into pots, and then engage in a Shared Listening routine about why some seeds grew whereas others did not. This allows students to articulate their understanding of the cause underlying growth variation. The teacher uses this opportunity to assess students’ understanding in the Critical Juncture Assessment.

2. Explain that Milkweed Plants Need Water (15 min.)Partners decide which milkweed plants are getting the water they need to live and grow. Then, the class explains through a Shared Writing why some of Ms. Ray’s milkweed seeds grew but some did not. This activity concludes with an opportunity to lead students in a self-assessment of their developing understanding.

3. Introduce the Mini-Book (15 min.The introduction of the mini-book, Milkweed for Monarchs, provides students with a resource to share their learning about how milkweed plants and monarchs get what they need to live. Reading and illustrating several pages of this mini-book helps consolidate students’ understanding of how milkweed plants get the water they need to live and grow.



Materials

For the Class• Explanation Language

Frames Cards: Set 4 (2 cards/set)

• water cards from Explanation Language Frames Cards: Set 2 (from Lesson 2.4)

• Milkweed for Monarchs Mini-Book copymaster


• 2 pads of blue sticky notes



• 2 pocket charts*

• marker*

• masking tape*

*teacher provided

Materials, cont.


For Each Student• 1 assembled mini-book

• Small pad of blue sticky notes

• Needs of Plants and Animals Investigation Notebook (page 13).


• Milkweed for Monarchs Mini-Book copymaster

• Milkweed Plant Pots


• Chapter 2b: Clipboard Assessment Tool

Vocabulary

• compare

• glow

• investigate

• leaves

• observe

• roots

• scientist

• seed

• stem




















ETS1.B: Developing Possible Solutions:

• Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-2)




• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 3.1: Planning a Light Investigation(45 minutes)


Hands-On: In Activity 3 students observe sunflower plants.


Investigative Phenomenon: Milkweed seeds with water can still grow differently.

Students learn:• Scientists use the results of

one investigation to plan other investigations.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 4, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System Models; Scale, Proportion, and Quantity, Patterns

3-D statement: The class conducts a new investigation to help answer the question of why three milkweed plants look different even though all have water (scale, proportion, and quantity; systems and system models). They collaboratively plan an investigation with sunflower seeds and a grow light to see if plants need light to grow (systems and system models).


Lesson at-a-Glance

1. Discussing Differences in Milkweed Plants (10 min.)Students receive a new message from the children of Mariposa Grove and learn that two of Ms. Ray’s milkweed plants look different despite having received the water they need to live and grow. This frames the question students will investigate throughout Chapter 3.

2. Planning a New Investigation (15 min.)Students are introduced to the new Investigation Question, which provides a new focus for investigating what plants need to live and grow. They engage in a Shared Listening routine, followed by a whole group discussion, to determine how they might construct the investigation. Included in this activity is an On-the-Fly Assessment to informally assess students’ ability to design investigations

3. Observing Sunflower Plants (20 min.)Students make observations of sunflower plants that have been growing in light and in no light, and then record their observations in their Investigation Notebooks. This allows students to consider, and begin to compare, how the plants in both conditions are growing. A review of the What Scientists Do chart further reinforces students’ work as scientists.




Materials

For the Class• several sunflower seeds

in 1 small plastic cup

• 1 plastic cup with a sunflower plant grown in the light (planted after Lesson 1.7)

• 1 plastic cup with a sunflower plant grown in the dark (planted after Lesson 1.7)

For Each Pair of Students• 1 plastic cup with sunflower

plant grown in the light (planted after Lesson 1.7)

• 1 plastic cup with sunflower plant grown in the dark (planted after Lesson 1.7)

*teacher provider

Materials cont.

For Each Student• 1 dark sticky note

• Needs of Plants and Animals Investigation Notebook (pages 14–15)

For the Classroom Wall• Chapter 3 Question: Why do

the milkweed plants that get water grow differently?



• Planting Guide

• Optional: Sunflower Growth Sequence Photos Reference

Vocabulary

• compare

• grow investigate

• leaves

• observe

• record

• roots

• scientist

• seed

• stem





















• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 3.2: Observing Light Investigations (45 minutes)


Literacy: In Activity 2, students read a section of Handbook of Plants. In Activity 4, students use a new set of Explanation Language Frames.


Investigative Phenomenon: Seeds with light grow well; seeds without light do not

Students learn:• Plants need light to live and grow.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 6, 7, 8DCIs LS1.C, ESS3.A, ETS1.ACCCs Systems and System Models; Scale, Proportion, and Quantity; Patterns; Structure and Function

3-D statement: Students review collected data to compare growth and analyze why sunflower plants grow differently in areas with and without light (patterns). Students construct explanations about plants needing sunlight to grow (systems and system models).


Lesson at-a-Glance

1. Discuss the Do All Plants Need Light Investigation (15 min.)Students review their recordings of sunflower plants that grew in light and in no light, and then engage in a Shared Listening routine with a partner. This allows students to make and articulate comparisons between how the sunflower plants are growing in the different light conditions.

2. Read About How Plants Need Light (10 min.)Students listen to a Read-Aloud of Handbook of Plants with the purpose of figuring out if plants need light to live and grow. A class discussion connects what students learn through the Read-Aloud to their Do All Plants Need Light Investigation.

3. Add to the Plant Growth Movement Routine (5 min.)Students review the Plant Growth movement routine and then act out their sunflowers growing with light and with no light. This provides students with a kinesthetic experience for thinking about the impact of light on plant growth.

4. Explain that Plants Need Light (15 min.)Students are introduced to a new key concept and use Explanation Language Frames to explain why plants can live and grow well in some places but not others, and then conclude the lesson by adding to the What Living Things Need chart. This consolidates students’ understanding, and their ability to communicate, that plants can only live and grow in places with the light they need.



Materials


big book

• Explanation Language Frames Cards Set 5 (4 cards/set)


• pocket chart*

• masking tape*

• marker*

Materials Cont.

For the Classroom Wall• What Living Things Need chart


Investigation Notebook (pages 14-15)

*teacher provided

Digital Resources• Explanation Language

Frames: Lesson 3.2

• What Living Things need Chart: Completed

Vocabulary

• compare

• grow

• investigate

• leaves

• observe

• record

• roots

• scientist

• seed

• stem




















• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 3.3: Growing Toward the Light (45 minutes)

Guidance for cluster teachers and classroom teachers: Students watch a video, read Handbook of Plants and revisit the Plant Growth movement routine.


Investigative Phenomenon: Seeds with light grow well; seeds without light do not

Students learn:• Plants get the light they need

with their leaves.

• Plants have different parts that work together to help the plant live and grow.

Alignment to NGSS and NYSSLS SEPs 1, 2, 4, 8, 6DCIs LS1.C, ESS3.ACCCs Systems and System Models, Patterns, Structure and Function

3-D statement: Students obtain and evaluate information from Handbook of Plants that plants use leaves to get the light they need to live and grow (structure and function). The class composes an oral and written explanation about why the milkweed plants in the neighbor’s garden are growing differently from one another (patterns, systems and system models).


Lesson at-a-Glance

(Teacher Only) : Observe Plants Growing Toward Light (10 min.) Students are introduced to a new Investigation Question that frames their work for the next two lessons — how plants get the light they need to live and grow. Then, they view the Plants Growing Toward Light video and use their observations to pose ideas about how plants get light.

1. Reading More About Light (5 min.) Students engage in a Shared Reading of Handbook of Plants and practice reading for a purpose. They obtain new information about how plants use their leaves to get the light they need to grow.

2. Revisiting the Plant Growth Movement Routine (5 min.) The class uses the Plant Growth movement routine to act out how plants move their stem to push their leaves toward a light source. This activity provides students with a kinesthetic experience to aid their thinking about how plants use their parts to get the light they need to live and grow.

3. Exploring Leaves (10 min.) Partners read Handbook of Plants with a new purpose—to observe variation in leaf types across different plants. The teacher posts a new key concept and revisits the What Scientists Do chart to consolidate students’ understanding of how plants get the light they need. Students also reflect on their work as scientists.

4. Explaining that Milkweed Plants Need Light (15 min.) Students revisit the Chapter 3 Question in order to review the overarching goal of helping the children in Mariposa Grove. Then, they use the Explanation Language Frames in a Shared Writing activity in which they explain why two of Ms. Ray’s milkweed plants look different even though they both received water. Included in this activity is an On-the-Fly Assessment that provides an opportunity to assess students’ understanding that plants need light to live and grow. The activity concludes with an opportunity to lead students in a self-assessment of their developing understanding.



Materials


big book

• grow light

• Explanation Language Frames (from Lesson 3.2

• 1 piece of chart paper*

• sentence strip*

• pocket chart*

• marker*

• masking tape*

*teacher provided

Materials Cont.

For Each Pair of Students• 1 copy of the Handbook of

Plants book



Digital Resources• Video: Plants Growing

Toward Light


• Shared Writing: Lesson 3.3


Vocabulary

• compare

• grow

• leaves

• observe

• record

• roots

• scientist

• seed

• stem
















• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 3.4: Above and Below (45 minutes)


Literacy: In Activity 1, students add to their mini-books. In Activities 2-3, they preview and then read Above and Below.


Investigative Phenomenon: Plants need light to help them live

Students learn:• Animals need to stay safe to live

Alignment to NGSS and NYSSLS SEPs 6, 8DCIs LS1.C, ESS2.E, ESS3.A, ETS1.ACCCs Systems and System Models, Patterns, Structure and Function

3-D statement: Students obtain and evaluate information from the book Above and Below about how plants and animals meet their needs (systems and system models) and how animals can change their environment by digging holes, eating grass, bringing seeds underground, etc. Students illustrate their mini-books to show how milkweed plants get the light they need to live and grow (structure and function).


Lesson at-a-Glance

1. Returning to the Mini-Books (15 min.) Students record in a new section in their mini-book, Milkweed for Monarchs, about how milkweed plants get the light they need to live and grow. This provides students with an opportunity to share what they are learning with others and helps consolidate their understanding of the role that leaves play in helping milkweed plants get light.

2. Previewing Above and Below (15 min.) Partners read Above and Below with the purpose of identifying examples in the illustrations of what plants and animals need to live and grow. This provides students an opportunity to read for a clearly defined purpose and to preview the book content prior to the Shared Reading in the next activity. Included in this activity is the fourth Critical Juncture Assessment, which provides an opportunity to assess students’ understanding that leaves help plants get the light they need to live and grow.

3. Reading: Above and Below (15 min.) Students engage in a Shared Reading of Above and Below and discuss examples they found in the book of what plants and animals need to live and grow. They add to the What Living Things Need chart to record their findings.



Materials

For the Class• Above and Below big book

• Demonstration copy of Milkweed for Monarchs mini-book (from Lesson 2.7)

• pocket chart*

*Teacher provided

For the Classroom Wall• What Living Things

Need chart

• Partner Reading Guidelines

Materials Cont.

For Each Pair of Students• 1 copy of Above and Below book

• 2 sticky notes*

For Each Student• Milkweed for Monarchs

mini-book (from Lesson 2.7)



Vocabulary

• grow

• leaves

• observe

• record

• roots

• scientist

• stem











• (NYSED): All animals need food, air, and water in order to live, grow and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow and thrive. (K-LS1-1

ESS2.E: Biogeology: • Plants and animals can

change their environment. (K-ESS2-2

ESS3.A: Natural Resources: • Living things need water, air,

and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)





• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 4.1: Investigating Monarchs (45 minutes)


Literacy: In Activity 1, students begin to read Investigating Monarchs. In Activity 3, students complete their mini-books.

Design Problem: Create a plan for a garden where monarch butterflies can live

Investigative Phenomenon: Monarch caterpillars eat milkweed and live in different habitats where they become butterflies

Students learn:• Monarch caterpillars grow

into monarch butterflies

• Monarchs have different habitats at different parts of their lives

Alignment to NGSS and NYSSLS SEPs 1, 2, 5, 6, 8DCIs LS1.C, ESS2.E, ESS3.A, ESS3.C, ETS1.ACCCs Systems and System Models; Scales, Proportion, and Quality; Patterns; Cause and Effect

3-D statement:The class gathers information from the book Investigating Monarchs about the life cycle of monarchs (patterns) and the decline of monarch populations due to disappearing milkweed habitats (cause and effect). Students illustrate their mini-books to show habitats of monarch caterpillars and butterflies (systems and system models).


Lesson at-a-Glance

1. Reading: Investigating Monarchs (15 min.)Students are introduced to the Chapter 4 Question about how to make the Garden a place where monarch caterpillars can live again. Then, they listen to a Read-Aloud of the first half of Investigating Monarchs. This frames the work students will do in this chapter and allows them to gather new information about the monarch life cycle and migration patterns.

2. Discussing Monarch Habitats (15 min.)The class reenacts the migration patterns of monarchs, helping students better comprehend the stages, and the habitats involved, in the monarch life cycle through a kinesthetic experience. They construct the Monarch Habitats chart to reinforce and record their learning about how the habitats of monarchs change during their life cycle.

3. Completing the Mini-Book (15 min.)Students complete the mini-book, Milkweed for Monarchs, which provides students with a resource about how milkweed plants and monarchs get what they need to live and grow. Included in this activity is an On-the-Fly Assessment to assess students’ understanding of what monarchs need to survive.




Materials

• Investigating Monarchs big book

• Monarch Habitat Chart Cards (6 cards/set) demonstration Milkweed and Monarchs mini-book (from Lessons 2.7 and 3.4)

• pocket chart


• masking tape*

• marker*

For the Classroom Wall• Chapter 4 Question: How do

we make the Garden a place where monarch caterpillars can live again?

• What Living Things Need chart

Materials Cont.

For Each Student• Milkweed and Monarchs

Mini-Book (from Lessons 2.7 and 3.4)

• Optional: Chapter 4 Investigation: Monarch Habitats student sheet

*teacher provide

Digital Resources• Monarch Habitats

Chart: Completed


Vocabulary

• grow

• habitat

• leaves

• record

• roots

• scientists


















ESS3.C: Human Impacts on Earth Systems:

• Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3)






• Patterns





Needs of Plants and Animals Lesson Planning GuideLesson 4.2: Investigating Human Needs (45 minutes)

Guidance for cluster teachers and classroom teachers: Students finish reading Investigating Monarchs and sort images.

Design Problem: Create a plan for a garden where monarch butterflies can live.

Investigative Phenomenon: Humans and monarchs are living things that have needs.

Students learn:• What scientists learn about living

things can help people make choices about what to do.

• Humans are animals that need to eat to live and grow.

• Humans rely on plants to get many of the things they need.

Alignment to NGSS and NYSSLS SEPs 6, 8DCIs LS1.C, ESS2.E, ESS3.A,ESS3.C, ETS1.A, ETS1.BCCCs Systems and System Models, Patterns

3-D statement: Students investigate the relationship between plant and human needs (patterns) by obtaining and evaluating information that many things we rely on are made from plants (systems and system models).


Lesson at-a-Glance

1. Reading: Investigating Monarchs (15 min.) Students are introduced to a new Investigation Question in order to establish the context for the remaining two lessons. They engage in a Read-Aloud of the second half of Investigating Monarchs with the purpose of identifying how scientists investigate to help others consider how their choices impact the environment.

2. Discussing Human Needs (15 min.) Partners match different human needs to their environmental origins in order to build students’ understanding that many human needs have plant-based sources. Included in this activity is an On-the-Fly Assessment to assess students’ ability to analyze patterns.

3. Reflecting on Human Needs (15 min.) Students compare human needs to those of other animals and identify the similarities and differences between human and animal needs. This supports students’ understanding of humans as a type of animal who have things they need to live and grow.

Materials

For the Class• Investigating Monarchs

big book

• Human Needs Cards— large (12 cards/set)


• pocket chart*

• marker*

• masking tape*

*teacher provided

Materials Cont.

For the Classroom Wall• Monarch Habitats Chart


For Each Pair of Students• 1 set of Human Needs Student

Cards (12 Cards/set)

Digital Resources• What Living Things Need

Chart: Completed

Vocabulary

• compare

• grow

• habitat

• investigate

• leaves

• observe

• record

• scientists























• Patterns




Needs of Plants and Animals Lesson Planning GuideLesson 4.3: Reflecting on Needs of Living Things (45 minutes)


Literacy: In Activity 3, the class constructs a Shared Writing Explanation.


Investigative Phenomenon: Humans and monarchs are living things that have needs.

Students learn:• Humans can make choices so

that other living things can get what they need.

• Scientists think back and describe new things they have learned so they can understand and remember them better.

Alignment to NGSS and NYSSLS SEPs 5, 6, 8, 7DCis LS1.C, ESS2.E, ESS3.A, ESS3.C, ETS1.A, ETS1.BCCCs Systems and System Models; Scale, Proportion, and Quantity, Patterns

3-D statement: Students design solutions to the problem—that both monarchs and humans have needs for plants—as they create a diagram model of the garden that proposes a new plan for replanting the Garden (scale, proportion, and quantity) to become a place where both monarchs and humans can get what they need to live and grow (patterns, systems and system models).


Lesson at-a-Glance

1. Making Choices for the Garden (15 min.) Partners design a Garden Planter Plan to decide which plants to include in the Garden. This provides students with the opportunity to consider how the the plants they select can impact which animals can live in the Garden. Included in this activity is an On-the-Fly Assessment to assess students’ understanding about how to meet the needs of living things.

2. Debriefing the New Garden (5 min.) Students share and discuss their Garden Planter Plan sheets with the class, the teacher reviews the concept of systems, and the teacher posts a new key concept. This helps students consolidate and reflect on their learning about how human choices can impact whether all living things can get what they need

3. Explaining What Plants to Put in the Garden (10 min.) The class uses an Explanation Language Frame to scaffold their Shared Writing explanation about how to make the Garden a place where monarch caterpillars can live again.

4: Reflecting on Their Learning (15 min.) Students reflect on various artifacts and learning activities from each chapter in an attempt to review their learning throughout the unit about what living things need to live and grow.



Materials

For the Class• Artifacts from the unit

• Science Walk big book

• A Plant in the Desert big book

• Above and Below big book

• Investigating Monarchs big book


• Needs of Plants and Animals Investigation Notebook

• demonstration Milkweed for Monarchs mini-book




• Living/Nonliving Things Cards set

• Living Things Student Cards set

• Animals Eating Station Cards set

• Food Sorting Cards set

• Habitat Pictures

• Animal Habitat Table Cards set

• Animals and Their Foods Cards set

• Mariposa Grove Cards set

• Plant Growth Cards set

• Water in Habitat Cards set

• Monarch Habitats Chart Cards set

• Human Needs Cards sets (large and student sets)

• sample plants from the Plant Investigations

• Garden Planter Plan copymaster

• Milkweed Plants Cards copymaster

• Vegetables Plants Cards copymaster

• Explanation Language Frame: ___ can live there because the ___ they need are there. (from Lesson 1.6)



• pocket chart*

• marker*

• masking tape*

Materials Cont.


• Walk Observations chart


• How a Plant Grows chart

For Each Pair of Students• 1 copy of the Garden Planter

Plan student sheet

• Milkweed Plants Cards

• Vegetables Plants Cards

• glue stick*

*teacher provided



• Milkweed Plants Cards copymaster

• Vegetable Plants Cards copymaster

Vocabulary

• compare

• grow

• habitat

• investigate

• leaves

• observe

• record

• roots

• scientists

• seed

• stem



























• Patterns



Needs of Plants and Animals Lesson Planning GuideLesson 4.4: End-of-Unit Assessment (45 minutes)


Assessment: The teacher meets with students individually


Predicted Phenomenon: Butterflies will return to Mariose Grove.

Students learn:• Animals can live and grow in a

place if the food they need is there.

• Plants can live and grow in a place if the water and light they need is there

• Scientists and engineers communi-cate their ideas to others.

Alignment to NGSS and NYSSLS SEPs 4, 6, 8DCIs LS1.C, ESS3.A, ESS3.CCCCs Systems and Models, Patterns

3-D statement: Based on the information and data students gathered by performing investigations throughout the unit, they construct explanations about how their newly designed Garden will allow caterpillars and milkweed plants to get what they need to live and grow (patterns, systems and system models).


Lesson at-a-Glance

1. Talking with Students About Their GardenThe teacher meets with students individually, and students explain how caterpillars and milkweed get what they need in order to live in the Garden.

Materials

For the Class• Garden Planter Plan

copymaster

• Milkweed Plants and Vegetable Plants Cards (from Lesson 4.3)

For Each Student• Completed Garden Planter

Plan student sheet (from Lesson 4.3)

Materials cont.

For the Classroom Wall• What Living Things Need chart

• What Do Scientists Do chart

Digital Resources• Assessment Guide: Assessing

Students’ End-of-Unit Explanations About How Plants and Animals Can Live in the Garden

• End-of-Unit Assessment Questions


Vocabulary

• grow

• leaves

• roots



















• Patterns



Kindergarten Unit 2Pushes and Pulls




Standards and Goals

Focal Performance Expectations• K-PS2-1. Plan and conduct an investigation to compare

the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

• 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. [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

Unit-level 3-D Statement:Students plan and carry out investigations to determine how force affects the movement of an object, its direction, and its distance (cause and effect; scale, proportion, and quantity; structure and function). They assume the role of engineer as they engage in the design process to develop models that test ideas and construct solutions with the goal of designing a Class Pinball Machine.

KeyPractices Disciplinary Core Ideas Crosscutting Concepts

Kindergarten Unit 2 Pushes and Pulls



• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Note: Students make additional connections to the disciplinary core ideas represented in this Performance Expectation in the Amplify Science Needs of Plants and Animals and Sunlight and Weather units.

• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Note: Students make additional connections to the disciplinary core ideas represented in this Performance Expectation in the Amplify Science Needs of Plants and Animals and Sunlight and Weather units.

• K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Connections to Other Performance ExpectationsThis unit supports students in making connections to the disciplinary core ideas represented in these additional Performance Expectations, which are also addressed in other Amplify Science units.


As with all Amplify Science units, the Pushes and Pulls unit provides students with exposure to most of the eight science and engineering practices described in the NGSS. This unit emphasizes the following practices (listed in order of particular emphasis), providing students with explicit instruction and expectations for increasing independence over the course of the unit.

• Practice 6: Constructing Explanations and Designing Solutions. Working as pinball engineers, students engage in all stages of an iterative cycle of design cycle as they learn, plan, make, and test. Then, based on the evidence they gather, they repeat the cycle. As students engage in these practices to design solutions for the Class Pinball Machine, they stop at various points throughout the unit to reflect on how they have participated in different engineering practices.

• Practice 8: Obtaining, Evaluating, and Communicating Information. Students read and search for evidence in a variety of books that are custom written for this unit. They receive explicit instruction and have multiple opportunities to use the reading comprehension strategy of visualizing as they engage with the texts in the unit. This strategy promotes active engagement with ideas in each book.

• Practice 4: Analyzing and Interpreting Data. Students have multiple opportunities to analyze the data they collect from firsthand investigations with their Box Models as they test their ideas about how to exert forces on the pinball to cause it to move a certain way.

• Practice 3: Planning and Carrying Out Investigations. Students carry out multiple investigations to determine how to exert forces on the pinball to cause it to move a certain way.

• Practice 2: Developing and Using Models. Students use their Box Models to test ideas.

• Practice 7: Engaging in Argument from Evidence. Students make claims about what will work best for the Class Pinball Machine. Students support their claims with evidence they got while working with their Box Models.

• Practice 1: Asking Questions and Defining Problems. As students work with their Box Models, they refine their understanding of what a good pinball machine would need.

Standards & Goals





PS2.A: Forces and Motion:• Pushes and pulls can have different strengths and directions. (K-PS2-1) (K-PS2-2)

• Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1) (K-PS2-2)

PS2.B: Types of Interactions:• When objects touch or collide, they push on one another and can change motion. (K-PS2-1)

PS3.C: Relationship Between Energy and Forces:• (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or

opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)

ETS1.A: Defining and Delimiting Engineering Problems:• A situation that people want to change or create can be approached as a problem to be solved through

engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2)

• Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)

• Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)


in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)

ETS1.C: Optimizing the Design Solution:• Because there is always more than one possible solution to a problem, it is useful to compare and test

designs. (K-2-ETS1-3)





The crosscutting concept emphasized in the Pushes and Pulls unit is Cause and Effect. In their role as pinball engineers, students delve deeply into investigating the relationship between force and motion and use that information to design and build a Class Pinball Machine. Students conduct simple tests to gather evidence to support or refute their ideas about causes. Students return to the idea of cause and effect again and again throughout the unit, through a variety of modalities.

Do. Students have multiple opportunities to investigate connections between observable causes and effects, such as seeing the effect of exerting a strong force or gentle force on a ball.

Talk. Each investigation is followed by opportunities for student-to-student talk through which students develop an understanding of the mechanisms that connect those causes to their effects—exerting a gentle force results in moving the ball a shorter distance than exerting a strong force.

Read. In Forces in Ball Games, the unit’s reference book, students read about forces in different games that involve balls. Students analyze what caused a force to be exerted and the effect of that force.

Write. Students write a mini-book that explains why the pinball moves the way it does. Students’ explanations include a description of the effect of a specific kind of force that is exerted.

Visualize. Throughout the unit, students focus on visualizing the movement that one might expect after a specific kind of force is exerted.

There are also opportunities to emphasize the crosscutting concepts of Structure and Function (e.g., students plan a pinball machine that will function in a certain way) and Scale, Proportion, and Quantity (e.g., students compare the strength of the force they exert on the pinball).

Standards & Goals




• play with balls or other moving objects like toy cars

• watching or participating in sports or ball games

• assisting family members in moving things like carts or strollers

Building on prior knowledge. Ideas about moving objects and forces on which you and students can build throughout the unit:

The same object can be made to move in different ways, depending on what you do to it.

• It can be made to start or stop moving.

• It can be made to move in different directions.

• It can be made to travel closer to or farther from where it started.

• When I push or pull, it can be bigger/harder or smaller/softer.

Gauging students’ facility with science practices. Since students provide oral explanations for this task, it offers an entry-level assessment of students’ facility with the science and engineering practice of Constructing Explanations.

Applying crosscutting concepts. Examples of ways students could demonstrate facility with the crosscutting concept of Cause and Effect

• The pinball moved in different ways in the video because something caused it to move in those different ways (applying the idea that events have causes that generate observable patterns).

Preconceptions about forces (pushes and pulls) to watch out for over the course of the unit:

• If an object is moving, force is currently being applied or is present. Students will sometimes think of and talk about force as necessary for continued motion or as a property that can be used up. This leads them to explain that an object moves as long as there is a force on it or while it has force, and that it stops moving when the force is removed or used up. These are sensible ideas, but not the way that scientists think about forces. When two objects interact, forces are applied and change the way an object moves; however, the object keeps moving after the force is no longer being applied. This unit supports scientific ways of thinking by focusing on situations where a force is initially exerted between two objects making contact, resulting in the first object moving away from the object that exerted the force.

• Forces are only applied with intention or by living agents. Students will sometimes think that forces are only exerted when a person does something intentional to make an object move or change how it moves. Or, they think that forces are only exerted by living things, such as people or animals. This unit incorporates examples of animals, tools, and machines making objects move to help students incorporate these scenarios into their thinking.

• Forces are only applied by animate objects. Students also sometimes think of forces as only exerted by animate or moving objects, or that nonmoving or rigid objects cannot exert forces. Forces are exerted in any interaction that changes motion, including interactions with objects that are not initially moving. This unit includes scenarios in which balls bounce off of motionless objects to support students’ understanding that forces can also be exerted in these scenarios.




Kindergarten Unit 2 Pacing Guidance at-a-glancePushes and Pulls

Guidance for cluster teachers and classroom teachers: All lessons can be taught by either teacher. The lessons in bold include activities with a particular literacy emphasis and the lessons with * include activities with a particular hands-on emphasis. Keep in mind that all Amplify Science lessons engage students in reading, writing, and/or discourse, as well as in scientific inquiry, so refer to the lesson-by-lesson guidance for details as you plan to teach.



December through March

Week 1 1.1: Pre-Unit assessment: Students’ Initial Explanations1.2: Talking About Forces

Week 2 1.3: Forces Happen Between Two Objects1.4: We are Engineers*1.5: Writing About Forces*

Week 3 2.1: Exploring Shorter and Longer Distances2.2: Strong and Gentle Forces2.3: Designing a New Launcher*

Week 4 3.1: Movement in Different Directions3.2: Building with Forces*

Week 5 3:3: Direction and Strength3.4: Targets in the Box Model*3.5: Applying Strength and Direction

Week 6 4.1: Changing Direction4.2: Forces Change an Object’s Direction4.3: Flippers and Bumpers*

Week 7 5.1: Room 4 Solves a Problem*5.2: Testing and Improving Our Box Models5.3: Showcasing Our Box Models

Week 8 6.1: Searching for Forces6.2: A Busy Day in Pushville6:3 End-of-Unit Assessment



Push and Pulls Lesson Planning GuideLesson 1.1: Pre-Unit Assessment: Students’ Initial Explanations (45 minutes)

Guidance for cluster teachers and classroom teachers: Classroom teacher may particularly want to listen in to the Activity, Leading a Pre-Assessment Conversation. Students explore objects around the classroom and participate in a discussion.

Anchor Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Everyday Phenomenon: Various objects in a classroom can move.

Students learn:• An object starts to move when

somebody pushes or pulls it.

• Scientists and engineers ask and answer questions to help them learn about problems.

Alignment to NGSS and NYSSLS SEPSs 1, 3, 4, 6DCIs PS2.A, ETS!.A, ETS1.A, ETS!,ACCCs Cause and Effect

3-D statement: Students begin to investigate the question of what makes a pinball start to move (cause and effect) by exploring the classroom to find objects they can move.


Lesson at-a-Glance

(Teacher Only): Leading a Pre-Unit-Assessment Conversation (15 min.) An introduction to the goal of designing a pinball machine for the class provides motivation for students to engage in working toward a solution to this problem. The teacher conducts a Pre-Unit Assessment discussion to gather information about students’ understanding of how objects move in different ways.

1. Introducing Students’ Role as Engineers (10 min.) Students are introduced to the chapter and investigation questions in order to focus their first investigation, the Movement Hunt. They learn that scientists and engineers ask questions as they work to solve problems.

2. Movement Hunt (10 min.) Students begin gathering information to answer the Investigation Question: What makes an object start to move? They engage in exploring the classroom for objects they can make start moving.

3. Discussing Movement (10 min.) Students start developing language to explain movement as they communicate and discuss, just as engineers do, how they made objects start to move during the Movement Hunt.




Materials

For the Class• 1 sheet of chart paper*

• marker*

• masking tape

• optional: Chapter 1 Home Investigation: Movement Hunt copymaster

For the Classroom Wall• Unit Question: Why do

things move in different ways?

• Chapter 1 Question: How do we make a pinball start to move?

• vocabulary: object

• section header: Vocabulary

Materials Cont.

For Each Student• Optional: Chapter 1

Home Investigation: Movement Hunt student sheet

*teacher provided

Digital Resources• Video: Pinball

• Assessment Guide: Interpreting Students’ Pre-Unit Explanation About Why the Pinball Moves in Different Ways

• What Engineers Do Chart: Completed

• Optional: Chapter 1 Home Investigation: Movement Hunt copymaster

• Pushes and Pulls Investigation Notebook

Vocabulary

• design

• engineer

• object

• problem

Pushes and Pulls: Lesson 1.1


Pushes and Pulls Lesson Planning Guide








PS2.A: Forces and Motion:

• Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1, K-PS2-2)


• A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)










Pushes and Pulls Lesson Planning GuideLesson 1.2: Talking About Forces (45 minutes)


Literacy: In Activity 3, students use a because language frame and in Activity 4, students visualize and use scientific language as they read Talking About Forces.


Investigative Phenomenon: The rugball moves in different ways.

Students learn:• An object starts to move when

another object exerts a force on it.

• Visualizing is making a picture in your mind and it can be used to notice forces.

• Scientists often talk about how things are connected.

• Scientists and engineers search for cause and effect relationships to explain natural events.

Alignment to NGSS and NYSSLS SEPs 3, 4, 6, 8DCIs PS2.A, ETS1.ACCCs Cause and Effect

3-D statement: Students observe ball movements to construct explanations through discussion, and by using a because Explanation Language Frame, to think about cause and effect. They obtain information from Talking About Forces about how scientists describe pushes and pulls using scientific language (cause and effect).


Lesson at-a-Glance

1. Exploring and Describing Movement (10 min.)Students play a game called Rugball to continue exploring ways in which to make an object start to move. To begin constructing an understanding of pushes and pulls, they describe the movement of the ball and of their bodies, using their own words.

2. Visualizing Movement (10 min.)Students learn that visualizing is a tool they can use to notice when movement is happening. They look at images of movement, including examples of animals and machines, and discuss what they visualize with a partner. Included in this activity is an On-the-Fly Assessment to informally assess students’ visualization.

3. Explaining with Because (10 min.)To practice speaking and writing about the relationship between force and motion, students engage in an activity where they look at everyday actions and note how they are connected to one another. They use a because Explanation Language Frame to talk about these actions.

4. Reading: Talking About Forces (15 min.)A Read-Aloud of Talking About Forces introduces students to scientific language regarding the movements they have been exploring. They practice discussing pushes and pulls in terms of exerting forces and note how the because language frame helps explain what they have noticed about starting movement.



Materials

For the Class• foam ball

• Talking About Forces big book

• cardboard box, 12” x 24”

• Pegboard

• 20 plastic cubes*


• pocket chart (or whiteboard)*

• marker*

• masking tape

Materials Cont.

For the Classroom Wall• vocabulary: visualize

• What Engineers Do chart

*teacher provided


• Class Pinball Machine Preparation: Lesson 1.2

• Explanation Language Frame: Lesson 1.2

Vocabulary

• engineer

• exert

• force

• object

• visualize





• Practice 4: Analyzing a nd Interpreting Data




PS2.A: Forces and Motion:• Pushing or pulling on an object

can change the speed or direction of its motion and can start or stop it. (K-PS2-1, K-PS2-2)








Pushes and Pulls Lesson Planning GuideLesson 1.3: Forces Happen between Two Objects (45 minutes)

Guidance for cluster teachers and classroom teachers: Students add to a chart, create forces with objects, and discuss forces.


Everyday Phenomenon: One object makes another object move.

Students learn:• Forces happen between

two objects.

• Scientists and engineers talk about pushes and pulls by saying “objects move because other objects exert forces on them.”

Alignment to NGSS and NYSSLS SEPs 3, 4, 6, 8DCIs PS2.A, PS2.B, ETS1.ACCCs Cause and Effect

3-D statement: Partners explore and investigate forces and movement (cause and effect) by using one object to make another object move, leading them to the idea that movement happens when one object exerts force on another (cause and effect).


Lesson at-a-Glance

1. Connecting Force and Movement (15 min.)The class creates the first section of the What We Know About Forces chart to help students focus on the science content ideas and words they will use throughout the unit. They are also formally introduced to the new vocabulary. This first activity helps students formalize their understanding of the concept that forces make things start to move.

2. Investigating Forces (15 min.)A hands-on investigation with various objects allows partners to engage in discovering what is needed to create a force between objects. This activity includes an On-the-Fly Assessment of students’ use of the words force and exert.

3. Explaining Force Between Two Objects (15 min.)Students are formally introduced to the key concept that a force happens between two objects. Students are also introduced to Explanation Language Frames, which provide them with a scaffold for explaining their developing understanding of how two objects interact to create a force.



Materials


Frame (from Lesson 1.2)


• What We Know About Forces Chart: Icon 1

• 1 plastic bag

• 1 shoelace

• 1 flat marble

• 1 large metal nut

• 1 wooden stick

• 1 pipe cleaner*

• 1 tissue or sheet of paper towel*1 plastic cube (or other small math manipulative)*




• marker*

• masking tape

Materials Cont.

For the Classroom Wall• vocabulary: force, exert

• section header: Key Concepts

For Each Pair of Students• 1 plastic bag

• 1 shoelace

• 1 flat marble

• 1 wooden stick

• 1 pipe cleaner

• 1 sheet of tissue or paper towel*

• 1 plastic cube (or other small manipulative)*

*teacher provided

Digital Resources• What We Know About Forces

Chart: completed

• Explanation Language Frames: Lessons 1.3

Vocabulary

• exert

• force

• object

• visualize










• Practice 8: Obtaining, Evaluating, and Communicating Information.




PS2.B: Types of Interactions• When objects touch or collide,

they push on one another and can change motion. (K-PS2-1)

ETS1.A: Defining and Delimiting Engineering Problems



• Cause and effect



Pushes and Pulls Lesson Planning GuideLesson 1.4: We Are Engineers (45 minutes)


Hands-On: Students begin to work on box models of pinball machines.


Design Problem: Design a pinball machine.

Everyday Phenomenon: A rubber band makes a table tennis ball start to move.

Students learn:• Engineers explain how things work

by saying how a cause made an effect happen.

• A model is something scientists and engineers make to answer questions about the real world.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 6, 8DCIs PS2.A, ETS1.BCCCs Cause and Effect, Structure and Function

3-D statement: Students use models, then draw diagrams of a pinball machine (their Box Models) and add a rubber band to help meet the first design goal of making the pinball start to move (cause and effect).


Lesson at-a-Glance

1. How We Are Like Engineers (10 min.)Students gain a sense that the work they are doing is similar to the practices of engineers by adding to the What Engineers Do chart. They add the Learn phase to a visual representation of the design cycle, connecting the phase to learning about causes and effects of forces.

2. Introducing the Box Model (5 min.)An introduction to the Pinball Machine Design Goals chart supports the engineering work students will do when designing a pinball machine. Students are introduced to the Box Model, which helps them understand the connection between scientific models and their real-world counterparts.

3. Designing the Launcher in the Box Model (15 min.)Students use the Box Model and a rubber band to meet the first design goal: Make the pinball start to move. They gain firsthand experience in the design cycle and apply what they have learned about exerting forces to make things move.

4. Drawing Diagrams of Our Box Models (15 min.)Students are introduced to the Investigation Notebook, a tool they will use to record important information, just like engineers do. Students make sense of forces in the model by creating a diagram of their Box Model. They also create a record of their initial design that they can refer to for later changes. This section provides an On-the-Fly Assessment to informally assess students’ understanding of movement as resulting from an exerted force.




Materials


Frames (from Lesson 1.2 and Lesson 1.3)

• 1 bag of Forces Investigation materials (from Lesson 1.3)

• Class Pinball Machine

• cardboard box, 11” x 17” with slots

• large rubber band

• table-tennis ball

• large binder clip

• 1 plastic bag

• orange crayon*


• markers (black and orange)*

• masking tape

*teacher provided

Materials Cont.

For the Classroom Wall• vocabulary: engineer


• What We Know About Forces chart

For Each Student• cardboard box, 11” x 17”

with slots



• large binder clip

• 1 plastic bag

• orange crayon*

• Pushes and Pulls Investigation Notebook (pages 4–5)

Digital Resources• Box Model Preparation:

Lesson 1.4

• Completed Box Model

• Pinball Machine Design Goals Chart: Completed



Vocabulary

• design

• engineer

• exert

• force

• object












PS2.A: Forces and Motion:• Pushing or pulling on an object can

change the speed or direction of its motion and can start or stop it. (K-PS2-1, K-PS2-2)

ETS1.B: Developing Possible Solutions: • Designs can be conveyed through

sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-2)







Pushes and Pulls Lesson Planning GuideLesson 1.5: Writing About Forces (45 minutes)


Hands-On: In Activity 2, students add to their Box Models.

Literacy: In Activity 3, students engage in Shared Writing. In Activity 4, students reread Talking About Forces.



Everyday Phenomenon: A pinball start to move.

Students learn:• Engineers make solutions to

problems—something that helps people do what they want or need to do.

• Engineers learn new ideas and make what they need to solve problems.

• Engineers talk and write to share their solutions with others.

Alignment to NGSS and NYSSLS SEPs 2, 2, 6, 8DCIs PS2.A, ETS1.B, ETS1.CCCCs Cause and Effect

3-D statement: Students communicate solutions they figured out in their Box Models, and the class decides to use a launcher to move the pinball in the Class Pinball Machine. Students then analyze their ideas and contribute to the creation of a class explanation describing why the pinball started to move (cause and effect).


Lesson at-a-Glance

1. Engineers Design Solutions (10 min.)Students reflect on their work so far as engineers by constructing a simple version of the design cycle to the What Engineers Do chart. They learn key engineering vocabulary and discuss their design process.

2. Adding a Launcher to the Class Pinball Machine (5 min.)Adding a launcher to the Class Pinball Machine provides a context for students to apply what they learned about objects starting to move when they worked with the Box Models. Students collectively decide how to add a launcher to the Class Pinball Machine in order to meet the first design goal: make the ball start to move.

3. Writing About Forces (15 min.)Students develop how to share their observations and explanations by engaging in a Shared Listening routine and then working with the class to construct sentences that describe how the pinball machine works. This provides an opportunity to practice the crosscutting concept of Cause and Effect, in conjunction with the explanation language frame for writing. The activity concludes with an opportunity to lead students in a self-assessment of their developing understanding.

4. Revisiting Talking About Forces (15 min.)Rereading Talking About Forces with a partner provides students with an opportunity to apply their understanding of the key concept introduced in Lesson 1.3—Forces happen between two objects. Included in this activity is the first Critical Juncture Assessment, which provides an opportunity to assess students’ understanding about forces.



Materials

For the Class• demonstration Box Model


• 2 dowels

• 1 large rubber band

• Talking About Forces big book

• Explanation Language Frame (from Lesson 1.3)


• marker*

• masking tape

*teacher provided

Materials Cont.

For the Classroom Wall• vocabulary: design, solution


• Pinball Machine Design Goals chart

• Pinball Machine Design Goals Chart: Diagrams 1 and 2

For Each Pair of Students• 1 copy of Talking About

Forces book

Digital Resources• Class Pinball Machine

Preparation: Lesson 1.5






Vocabulary

• design

• engineer

• exert

• force

• object

• solution

• visualize
















ETS1.C: Optimizing the Design Solution:

• Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (K-2-ETS1-3)





Pushes and Pulls Planning GuideLesson 2.1: Exploring Shorter and Longer Distances (45 minutes)

Guidance for cluster teachers and classroom teachers: Students watch a video, apply forces to a tennis ball, and play rugball.


Everyday Phenomenon: A tennis ball moves different distances

Students learn:• Things move a longer distance

when we push them harder.

• Things move a shorter distance when we do not push as hard.

Alignment to NGSS and NYSSLS SEPs 1, 3, 6, 8DCIs PS2.A, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.A, ETS1.ACCCs Cause and EffectScale, Proportion, and Quantity

3-D statement: Partners observe and analyze data from a video of a pinball machine and ask questions based on their observations to consider how the distance the ball travels is related to the amount of force exerted on it (cause and effect; scale, proportion, and quantity).


Lesson at-a-Glance

(Teacher Only): Identifying New Design Goals (10 min.)In order to provide context for the new chapter, students revisit the Pinball video. Their observations of the ball’s movement prompt their ongoing learning and conversations about objects moving different distances. They are introduced to the Chapter 2 Question about making the pinball move longer and shorter distances.

1. Introducing Distance (5 min.)Students are introduced to the new Investigation Question that will guide their explorations and to the word distance.

2. Exploring Distance (15 min.)Partners gain direct experience moving a ball short and long distances, allowing them to feel the difference in their own efforts as they work toward understanding how different amounts of force are required to move an object different distances. This activity includes an On-the-Fly Assessment of students’ intentional approach to exploration.

3. Talking About Force and Distance (15 min.)By playing Rugball, students practice the language they will need to talk about the difference between the forces necessary to move the ball short or long distances. They use their own words to describe what they are doing as they construct an understanding of the different types of forces it takes to change the distance an object travels.




Materials

For the Class• Rugball

• marker*

• masking tape

For the Class Wall• Chapter 2 Question:

How do we make a pinball move as far as we want?

• vocabulary: distance

Materials Cont.


For Each Pair of Students• 1 tennis ball

• 1 shoelace

* teacher provided


• Pinball Machine Design Goal Chart: Completed

Vocabulary

• design

• distance

• engineer

• exert

• force

• object









PS2.A: Forces and Motion:• Pushes and pulls can have

different strengths and directions. (K-PS2-1, K-PS2-2)

PS3.C: Relationship Between Energy and Forces:

• (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1):










Pushes and Pulls Lesson Planning GuideLesson 2.2: Strong and Gentle Forces (45 minutes)

Guidance for cluster teachers and classroom teachers: The teacher reads aloud from Forces in Ball Games and students sort cards about forces.


Everyday Phenomenon: The rugball moves different distances.

Students learn:• An object moves a long

distance when a strong force is exerted on it.

• An object moves a short distance when a gentle force is exerted on it.

Alignment to NGSS and NYSSLS SEPs 4, 6, 8DCIs PS2.A, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)CCCs Cause and EffectScale, Proportion, and Quantity

3-D statement: Students observe and compare images from Forces in Ball Games to visualize and later explain, using an Explanation Language Frame, how a strong or a gentle force causes objects to move different distances, depending on the amount of force exerted on the object (cause and effect; scale, proportion, and quantity).


Lesson at-a-Glance

1. Reading: Forces in Ball Games (15 min.)Students are introduced to the reference book, Forces in Ball Games, and connect their firsthand experience relating strength of force and distance to the ball games described in the book. By reading about soccer, baseball, and other ball games, students hear language describing how a strong force makes a ball move a farther distance and a gentle force makes a ball move a shorter distance.

2. Talking About Strong and Gentle Forces (10 min.)Students play Rugball—this time practicing new scientific language that connects how the reason the rugball moves longer or shorter distances is that a gentle force or a strong force is being exerted on it.

3. Sorting Strong and Gentle Forces (10 min.)Students sort a set of images showing objects moving different distances, including images of tossing a ball, throwing away trash, and pushing a toy car. This activity provides an opportunity for students to practice visualizing whether a strong or a gentle force is being used, based on evidence of the object’s distance. Included in this activity is an On-the-Fly Assessment to informally assess students’ understanding of how a stronger force moves an object a longer distance.

4. Explaining Strong and Gentle Forces (10 min.)Using the Explanation Language Frame and images from the Forces Cards they sorted, students talk like engineers about the cause–and–effect relationship between the distance traveled and the strength of the force exerted.




Materials

For the Class• Forces in Ball Games

big book

• rugball


• Forces Cards set (8 cards/set, large)



• marker*

• masking tape

• optional: Chapter 2 Home Investigation: Making a Forces Kit copymaster

Materials Cont.

For the Classroom Wall• What We Know About

Forces Chart

• What We Know About Forces Chart: Icon 2

For Each Pair of Students• Forces Cards set (8 cards/set

and 2 headers, small)

• Forces Cards Set: Headers (2cards/set)

For Each Student• Optional: Chapter 2 Home

Investigation: Making Forces Kit student sheet

*teacher provided

Digital Resources

• What We Know About Forces Chart: Completed



• Optional: Chapter 2 Home Investigation: making a Forces Kit copymaster

Vocabulary

• design

• distance

• engineer

• exert

• force

• solution

• visualize












PS3.C Relationship Between Energy and Forces:

• (K-(NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)







Push and Pulls Lesson Planning GuideLesson 2.3: Designing a New Launcher (45 minutes)


Hands-On: In Activity 1, students investigate with their Box Models.

Literacy: In Activity 4, students engage in Shared Writing to write a class explanation.


Design Problem: Design a pinball machine

Everyday Phenomenon: A pinball moves different distances

Students learn:• Engineers revise or add to their

designs as they learn more about how things work.

• Scientists and engineers use drawings, sketches, and models to record and communicate ideas.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 6, 7, 8DCIs PS2.A, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.B, ETS1.CCCCs Cause and EffectScale, Proportion, and QuantityStructure and Function

3-D statement: Students design and draw diagrams of solutions they figured out in their Box Models describing how to move their pinballs shorter and longer distances (cause and effect; scale, proportion, and quantity). They use these changes to make evidence-based arguments for modifications they think should be made to the Class Pinball Machine.


Lesson at-a-Glance

1. Trying Different Forces in the Box Model (15 min.)Students revisit the What We Know About Forces and Pinball Machine Design Goals charts to frame the engineering and design they will do this lesson. They work with new materials in their Box Models to apply what they have learned about strong and gentle forces to move their pinball shorter and longer distances. Included in this activity is a Critical Juncture Assessment, which provides an opportunity to assess students’ understanding of forces.

2. Drawing Diagrams of Our Box Models (10 min.)Students use the Investigation Notebook to create diagrams of the changes made to their Box Models. This helps students make sense of how they made the ball travel a short or long distance and provides a record of the changes for students to refer to later in the unit.

3. Modifying the Class Pinball Machine (5 min.)Students refer to the launcher designs in their Box Models to propose and make changes to the Class Pinball Machine. This activity concludes with an opportunity to lead students in a self-assessment of their developing understanding.

4. Writing About the Class Pinball Machine (15 min.)Students participate in a Shared Writing to answer the Chapter 2 Question by explaining how strong and gentle forces move the pinball different distances. They conclude the chapter by reflecting on the iterative nature of their work to design the Class Pinball Machine.



Materials

For the Class• Class Pinball Machine

• demonstration Box Model



• plastic bag

• Box Model Mat 1: Long/Short

• shoelace

• Explanation Language Frames Cards: Set 2 (from Lesson 2.2)



• markers (black and orange)*

• masking tape

Materials Cont.

For Each Student• Box Model



• shoelace

• plastic bag

• Box Model Mat 1: Long/Short

• 1 orange crayon*

• 1 black crayon*


For Classroom Wall• What We Know About

Forces chart




*teacher provided

Digital Resources




• Box Model Preparation: Lesson 2.3





Vocabulary

• design

• distance

• engineer

• exert

• force

• solution

• visualize

















• (K-(NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)











Pushes and Pulls Lesson Planning GuideLesson 3.1: Movement in different Directions (45 minutes)

Guidance for cluster teachers and classroom teachers: Students watch a video, apply forces to tennis balls and the rugball, and look through Building with Forces.

Anchor Phenomenon: Pinball machines allow people to control the direction of forces on a ball.

Everyday Phenomenon: A tennis ball moves in a certain direction.

Students learn:• Objects move in the direction

we push them.

Alignment to NGSS and NYSSLS SEPs 1, 3, 4, 6, 8DCIs PS2.A, ETS1.A, ETS1.ACCCs Cause and Effect

3-D statement: Students observe a video of a pinball machine and ask questions about how a ball moves in different directions (cause and effect). Students have the opportunity to begin to formulate initial explanations about directional forces (cause and effect).


Lesson at-a-Glance

(Teacher Only) : Setting the Context with the Pinball Video (5 min.)Students watch the Pinball video to discuss how the pinball moves to different places. This discussion provides the context for the Chapter 3 Question: How do we make a pinball move to a certain place? and for what students will work to figure out in the chapter: that exerting a force of a particular strength and direction will move objects to a specific location.

1. Exploring Direction (15 min.)Students start the investigation by focusing on direction, with a new question: What makes an object start moving in a certain direction? To start their exploration, groups of three students roll a tennis ball to one another as they discuss the different directions they are moving the ball.

2. Talking About Direction (10 min.)Students play Rugball with the whole class, passing the ball in different directions and describing what they notice. This activity helps students develop and use their own language about moving objects in different directions.

3. Visualizing Direction in Building with Forces (15 min.)Students expand their foundational understanding and basic language of how objects can be moved in different directions by visualizing and discussing the images of construction projects from the book Building with Forces. This activity provides an On-the-Fly Assessment to informally assess students’ visualizing movement in photographs.




Materials

For the Class• rugball

• Building with Forces big book

• marker*

• masking tape

*teacher provided

For Each Group of Three Students

• 1 tennis ball

For Each Pair of Students• 1 copy of Building with

Forces book

Materials Cont.

For the Classroom Wall• Vocabulary: direction

• Chapter 3 Question: How do we make a pinball move to a certain place?





Vocabulary

• design

• direction

• distance

• engineer

• exert

• object

• Solution

• visualize










PS2.A: Forces and Motion:• Pushes and pulls can have different

strengths and directions. (K-PS2-1, K-PS2-2)









Pushes and Pulls Lesson Planning GuideLesson 3.2: Building with Forces (45 minutes)


Literacy: In Activity 1, students engage in a Shared Reading of Building with Forces.

Hands-On: In Activity 3, students work with their Box Models.


Everyday Phenomenon: A pinball moves in a particular direction.

Students learn:• An object starts to move in the

same direction as the force that starts the motion.

Alignment to NGSS and NYSSLS SEPs 2, 4, 6, 8DCIsPS2.A, ETS1.BCCCs Cause and Effect

3-D statement: Students read to obtain information from Building with Forces and use an Explanation Language Frame containing the word because to scaffold students’ ability to construct a scientific explanation of the cause-and-effect relationship (cause and effect) of an object moving in same direction as the force exerted on it.


Lesson at-a-Glance

1: Shared Reading: Building with Forces (15 min.)The class does a Shared Reading of Building with Forces, which uses examples of movement in construction projects to help students learn that objects move in different directions because of the direction of the force exerted on them. The class adds to the What We Know About Forces chart and posts a new key concept to help synthesize this understanding.

2: Explaining Forces (15 min.)Students practice using a new Explanation Language Frame with examples of forces depicted in Building with Forces. Using the language that scientists and engineers use helps students develop fluency in attributing the direction an object travels to the direction of the force exerted.

3: Applying Directional Force in the Box Model (15 min.)Students make changes to their Box Models in order to apply what they have learned about using directional forces to move the pinball to the left and right. They also get ready to add features to their Class Pinball Machine. This activity provides an On-the-Fly Assessment to informally assess students’ understanding of the forces that cause movement in a certain direction.




Materials

For the Class• Building with Forces

big book



• Box Model Mat 2: Left/Right



• marker*

• masking tape

*teacher provided


• Box Model Mat 2: Left/Right


Materials Cont.


Forces chart

• What We Know About Forces Chart: Icons 3 and 4


Digital Resources• What We Know About

Forces Chart: Completed




Vocabulary

• direction

• distance

• engineer

• exert

• force

• object

• visualize

















Pushes and Pulls Lesson Planning GuideLesson 3.3: Direction and Strength (45 minutes)

Guidance for cluster teachers and classroom teachers: Students investigate forces with tennis balls and rugball.


Everyday Phenomenon: A tennis ball moves to a target.

Students learn:• Every force has a strength—

gentle or strong—and a direction.

• Evidence is information that helps you figure out an answer to a question.

Alignment to NGSS and NYSSLS SEPs 1, 3, 4, 6, 7DCIs PS2.A, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.ACCCs Cause and EffectScale, Proportion, and Quantity

3-D statement: Students explore with a tennis ball to investigate the question of how to move tennis balls to specific targets to determine how the movement of the tennis ball is related to two features of the force exerted on it: strength and direction (cause and effect; scale, proportion, and quantity).


Lesson at-a-Glance

1. Exploring Movement to a Target (15 min.)Students try to move a tennis ball to specific targets placed at varying distances and in varying directions. This exploration develops their understanding how they need to apply both a certain direction and strength of force to move an object to certain places.

2. Discussing Movement to a Certain Place (15 min.)Students play Rugball and use language about forces to describe moving a ball to a specific place, which is marked by a target. They learn to look for evidence of different kinds of forces by noticing how far and in what direction an object moved.

3. Predicting Forces (15 min.)Pairs with a tennis ball and a target in order to gain fluency discussing both direction and strength of forces. Included in this activity is a Critical Juncture Assessment, which provides an opportunity to assess students’ understanding of objects moving in the direction in which the force was exerted.




Materials


• 1 sheet of paper for target*


• marker*

• masking tape

For Each Pair of Students• 1 tennis ball

• 3 sheets of paper for targets*

*teacher provided

Digital Resources



• Chapter 3 Home Investigation 1: More Practice with a Forces Kit copymaster

Vocabulary

• direction

• distance

• engineer

• exert

• force

• object

Pushes Pull Lesson Planning Guide












• ( K-NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)








Pushes and Pulls Lesson Planning GuideLesson 3.4: Targets in the Box Model (45 minutes)


Literacy: In Activity 1, students use an Explanation Language Frame.

Hands-On: In Activity 2, students investigate with their Box Model.


Design Problem: Design a pinball machine. Everyday Phenomenon: A pinball moves to a target.

Students learn:• Every force has a strength—gentle

or strong—and a direction, which makes an object move a certain distance and direction.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 6, 8DCIs PS2.A, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion spewed up or slow down more quickly. (secondary to K-PS2-1), ETS1.BCCCs Cause and EffectScale, Proportion, and QuantityStructure and Function

3-D statement: Students revise their pinball machine designs with the goal of hitting specific targets. They then draw diagrams of their solutions and engage in Shared Listening to articulate the connection of direction and strength to forces and movement (cause and effect; scale, proportion, and quantity; structure and function).


Lesson at-a-Glance

1. Explaining Both Forces (10 min.)Students use a new Explanation Language Frame to talk about how different strengths and directions of force cause an object to move to a certain place.

2. Moving the Ball to Targets in the Box Model (15 min.)Students figure out how to move the ball in their Box Models so that it hits each of four different shaped targets on a new mat. This activity allows students to apply what they have learned about moving a ball a certain distance in a certain direction to hit a target. This activity includes an On-the-Fly Assessment of how students make modifications in response to what they observe.

3. Drawing Diagrams of the Ball’s Direction and Distance (10 min.)Students use the Investigation Notebook to create diagrams of their work with their Box Models in order to help them make sense of how they made the ball travel a certain distance in a certain direction to hit a target.

4. Reflecting on our Work as Engineers (10 min.)Students use the Shared Listening routine to articulate their understanding of how to make an object move to a certain place. The class spends time reflecting on their work in each phase of the design cycle as they continue developing their understanding of the cycle and of how they see themselves as engineers




Materials

For the Class• 1 tennis ball

• rugball


• Box Model Mat 3: Targets



• Explanation Language Frames Cards: Sets 2 and 3 (from Lessons 2.2 and 3.2)




• markers (black, orange, and red)*

• masking tape

• optional: Chapter 3 Home Investigation: Hitting Targets copymaster

For the Classroom Wall• What Engineers Do chart


Materials Cont.


• Box Model Mat 3: Targets



• 1 black crayon*

• 1 red crayon*


• optional: Chapter 3 Home Investigation: Hitting Targets student sheet

*teacher provided

Digital Resources


• Optional: Chapter 3 Home Investigation: Hitting Targets copymaster

Vocabulary

• design

• direction

• distance

• engineer

• exert

• force

• object

• solution

• visualize















• (K-NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)

ETS1.B: Developing Possible Solutions:• Designs can be conveyed through









Pushes and Pulls Lesson Planning GuideLesson 3.5: Applying Strength and Direction (45 minutes)


Literacy: In Activity 2, students engage in a Shared Writing and in Activity 3, students look at Forces in Ball Games.


Design Problem: Design a pinball machine.Everyday Phenomenon: A pinball moves to a target.

Students learn:• Engineers talk and write in order

to share their solutions and ideas.

• Engineers use evidence to explain their thinking.

Alignment to NGSS and NYSSLS SEPs 3, 4, 6, 7, 8DCIs PS2.A, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.CCCCs Cause and EffectScale, Proportion, and Quantity

3-D statement: Students analyze evidence from design changes to their Box Models and apply their solutions to the redesign of the Class Pinball Machine. Students write and discuss to explain their understanding of the connection between direction and strength to forces and movement (cause and effect; scale, proportion, and quantity).


Lesson at-a-Glance

1. Modifying the Class Pinball Machine (10 min.)Students apply what they have learned from working with their Box Models to the Class Pinball Machine. As they add and hit targets, students look for evidence of the direction and distance the ball moved to determine the kind of force exerted to move the ball to a certain location.

2. Writing About Forces to a Certain Place (15 min.)Students use a Shared Listening routine and Shared Writing to help them describe their observations and explain what kinds of forces caused the pinball to move to certain targets. This explanation answers the Chapter 3 Question: How do we make a pinball move to a certain place?

3. Visualizing Movement and Forces (15 min.)Students browse the photographs in the Forces in Ball Games book, giving them an opportunity to visualize the distance and direction of forces and movement and to apply what they have learned in this chapter to ball games, such as hockey and soccer.



Materials



• Forces in Ball Games big book


• 2 different color sticky notes, 3” x 3”*


• marker*

• masking tape

For the Classroom Wall• Pinball Machine

Design Goals chart

• Pinball Machine Design Goals Chart: Diagrams 5, 6, and 7



Materials Cont.

For Each Pair of Students• 1 copy of Forces in Ball Games book

*teacher provided




Vocabulary

• design

• direction

• distance

• engineer

• exert

• force

• object

• solution

• visualize















(PS3C): Relationship Between Energy and Forces:

• K-(NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1) ETS1.C: Optimizing the Design Solution:







Pushes and Pulls Lesson Planning GuideLesson 4.1: Changing Direction (45 minutes)

Guidance for cluster teachers and classroom teachers: Students explore with tennis balls and read Forces in Ball Games.


Design Problem: Design a pinball machine.Everyday Phenomenon: A moving ball changes direction.

Investigative Phenomenon: Moving objects change direction when you push them, or when they hit something.

Students learn:• Moving objects change direction

when you push them, or when they hit something.

Alignment to NGSS and NYSSLS SEPs 3, 4, 6, 7, 8DCIs PS2.A, PS2.B, ETS1.A, ETS1.ACCCs Cause and Effect

3-D statement: Students investigate how to make a moving ball change direction (cause and effect) through exploring and visualizing forces and playing games with balls.


Lesson at-a-Glance

(Teacher Only) : Framing the Chapter (10 min.)Students rewatch the Pinball video and make observations about what might cause a pinball to change direction. They begin considering the Chapter 4 Question.

1. Exploring Changing Direction (15 min.)Students develop their initial ideas about how to change the direction of a moving object by working in pairs to change the direction of a moving tennis ball with classroom objects and their bodies.

2. Discussing Changing Direction (10 min.)Students work to describe what they have figured out about how a ball changes direction by sharing their discoveries in a game of Rugball. The discussion highlights the variety of ways one can change a moving object’s direction, such as by pushing the object or making the object hit something.

3. Visualizing Changing Direction (10 min.)Students add to their understanding of how redirection happens by looking for examples of balls changing directions in the reference book, Forces in Ball Games.




Materials



• marker*

• masking tape

For Each Pair of Students• tennis ball

• 1 copy of Forces in Ball Games book

• classroom items (such as bean bags, wooden blocks, or books)*

For the Classroom Wall• Chapter 4 Question:

How do we make a moving pinball change direction?



*teacher provided

Digital Resources

• Video: Pinball


Vocabulary

• design

• direction

• distance

• engineer

• exert

• force

• object

• solution

• visualize














PS2.B: Types of Interactions: • When objects touch or collide,



• Asking questions, making observations, andgathering information are helpful in thinking about problems. (K-ESS3-2)








Pushes and Pulls Lesson Planning GuideLesson 4.2: Forces Change an Object’s Direction (45 minutes)


Literacy: In Activity 1, teachers reads aloud from Forces in Ball Games. In Activity 3, students use a new Explanation Language Frame.



Everyday Phenomenon: A moving rugball changes direction.

Students learn:• A moving object changes direction

when another moving object exerts a force on it.

• A moving object changes direction when a still object in its way exerts a force on it.

Alignment to NGSS and NYSSLS SEPs 4, 6, 7, 8DCIs PS2.A, PS2.B, ETS1.ACCCs Cause and Effect

3-D statement: Students communicate their ideas and record new information on their What We Know About Forces chart to explain that forces cause an object to change directions while moving (cause and effect).


Lesson at-a-Glance

1. Reading About Changing Direction (15 min.)Students connect their explorations to the ideas they are reading about, and interacting with, in the reference book. They learn more scientific language to describe how an object changes direction due to forces being exerted.

2. Changing Directions with Rugball (10 min.)The class engages in changing the direction of the rugball by rolling it toward objects that keep still and ones that move. They use their observations as evidence of a force being exerted on the ball by still and moving objects. This activity includes an On-the-Fly Assessment of how students are making connections between their reading and their observations from Rugball.

3. Explaining Changing Directions (10 min.)Students are introduced to a new explanation language frame that helps develop their fluency in talking about why a moving object changes direction. Students refer to objects in both Forces in Ball Games and from their class explorations as they discuss.

4. Reflecting on Changing an Object’s Direction (10 min.)Students synthesize and record what they’ve learned about the forces that cause a moving object to change direction by co-constructing a new section of the What We Know About Forces chart.



Materials


• classroom items for Rugball (from Lesson 4.1)*


• tennis ball




• marker*

• masking tape

• optional: Chapter 4 Home Investigation: Making Still Objects Move copymaster

*teacher provided

For Each Student• optional: Chapter 4

Home Investigation: Making Still Objects Move student sheet

Materials Cont.


Forces chart

• What We Know About Forces Chart: Icons 5 and 6


Digital Resources• Explanation Language Frames:

Lesson 4.2

• What We Know About Forces Chart: Completed

• Optional: Chapter 4 Home Investigation: Making Still Objects Move copymaster

Vocabulary

• design

• direction

• engineer

• exert

• force

• object

• solution

• visualize














PS2.B: Types of Interactions:• When objects touch or collide,








Pushes and Pulls Lesson Planning GuideLesson 4.3: Flippers and Bumpers (45 minutes)


Hands-On: In Activity 1, students add flippers and bumpers to their Box Models.

Literacy: In Activity 4, the class uses an Explanation Language Frame and does a Shared Writing.


Design Problem: Design a pinball machine.Everyday Phenomenon: A moving pinball changes direction.

Students learn:• Engineers explain their ideas and

solutions to share with others.

Alignment to NGSS and NYSSLS SEPs 2, 4, 6, 8DCIs PS2.A, PS2.B, ETS1.B, ETS1.CCCCs Cause and Effect, Structure and Function

3-D statement: Students redesign their Box Models and analyze solutions to inform changes to the Class Pinball Machine. Flippers are added as moving objects and a bumper is added as a still object to make the moving pinball change directions by hitting moving and still objects (cause and effect; scale, proportion, and quantity; structure and function).


Lesson at-a-Glance

1. Changing Direction in the Box Model (15 min.)Students make changes to their Box Models, adding flippers and a bumper to apply what they have learned about redirecting moving objects using still and moving objects.

2. Drawing a Diagram of Changing Direction (10 min.)Students create diagrams of their work on the Box Models in their Investigation Notebooks, which helps them make sense of how the ball changed direction in different ways. The teacher uses this opportunity to assess students’ understanding for the Critical Juncture.

3. Applying Ideas to the Class Pinball Machine (5 min.)Students add flippers and a bumper to the Class Pinball Machine in order to meet the design goal. This activity concludes with an opportunity to lead students in a self-assessment of their developing understanding.

4. Writing About Changing Direction (10 min.)Students use the evidence they have gathered throughout Chapter 4 to explain how to make a pinball change direction. They discuss changing direction using a Shared Listening routine, the Explanation Language Frame, and a Shared Writing activity.




Materials


• 5 wooden sticks

• 4 dowels

• 4 small rubber bands


• 1 plastic bag

• 1 medium rubber band


• markers (black, orange, brown, and blue)*

• masking tape


Forces chart



*teacher provided

Materials Cont.


• plastic bag

• 1 medium rubber band

• 2 wooden sticks

• 1 black crayon*


• 1 brown crayon*

• 1 blue crayon*







Vocabulary

• design

• direction

• engineer

• exert

• force

• object

• solution

• visualize




Pushes and Pulls Lesson Planning GuideLesson 5.1: Room 4 Solves a Problem (45 minutes)


Literacy: In Activity 1, the teacher reads aloud from Room 4 Solves a Problem.

Hands-On: In Activity 4, students use their diagrams to make their Box Models.



Students learn:• Sometimes engineers draw

diagrams to plan how they will make a solution.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 6DCIs PS2.A, PS2.A, PS2.B, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.A, ETS1.A, ETS1.CCCCs Cause and Effect, Scale, Proportion, and QuantityStructure and Function

3-D statement: Students are presented with the challenge of designing a solution to the problem of where to place the launcher, flippers, bumpers, and targets in their Box Models. They draw a diagram of their plan and apply ideas to their Box Model incorporating what they have learned about the effects of different strengths and directions of pushes and pulls on the motion of an object (cause and effect; scale, proportion, and quantity; structure and function).


Lesson at-a-Glance

1. Read-Aloud: Room 4 Solves a Problem (15 min.)Students are introduced to the new questions they will investigate in their roles as pinball engineers. Students learn how engineers learn about problems and plan solutions by listening to a Read-Aloud of the first half of the book Room 4 Solves a Problem. The story focuses on how a fictional class designs a solution to a problem.

2. Introducing Planning in the Design Cycle (5 min.)Students identify how the class in the book worked as engineers to solve the problem. They add “plan” to their What Engineers Do chart and learn that engineers often use diagrams to plan their solutions.

3. Planning Changes to the Box Model (10 min.)Students make plans for designing a pinball machine solution by using Investigation Notebooks to draw a diagram of where they plan to place the launcher, flippers, bumpers, and targets in their Box Models.

4. Making a Solution in the Box Model (15 min.)Students apply their ideas from their diagram by making the changes in their Box Models. This activity includes an On-the-Fly Assessment of how students make changes to their Box Models based on their plans.



Materials

For the Class• Room 4 Solves a Problem

Big Book


• demonstration Box Model materials bag

• 1 sheet of blank printer paper*

• markers (black, orange, brown, blue, and red)*

• masking tape

For the Classroom Wall• Chapter 5 Question: How

can we make the pinball machine do all the things we want it to do?



*teacher provided

Materials Cont.


• Box Model materials bag


• 1 black crayon*

• 1 blue crayon*

• 1 brown crayon*

• 1 red crayon*


Digital Resources• What Engineers Do Chart:

Completed


Vocabulary

• design

• direction

• distance

• engineer

• Solution























• (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)







ETS1.C: Optimizing the Design Solution:• Because there is always more than

one possible solution to a problem, it is useful to compare and test designs. (K-2-ETS1-3)



Pushes and Pulls Lesson Planning GuideLesson 5.2: Testing and Improving Our Box Models (45 minutes)


Literacy: In Activity 1, the class finishes reading Room 4 Solves a Problem. In Activity 4, students begin to write a mini-book.



Students learn:• Engineers test their solutions

to problems and make changes based on what happens.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 5, 6, 8DCIsnPS2.A, PS2.A, Ps2.B, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly.n(secondary to K-PS2-1), ETS1.B,nETS1.CCCCs Cause and EffectScale, Proportion, and QuantityStructure and Function

3-D statement: Students test modifications to their Box Models, and make additional modifications as necessary. They begin to create a how-to guide about how to play pinball and use their Box Models to demonstrate and communicate what they have learned about the different aspects of force and motion (cause and effect; scale, proportion, and quantity; structure and function).


Lesson at-a-Glance

1. Completing Read-Aloud: Room 4 Solves a Problem (15 min.)Students listen to a Read-Aloud of the second half of Room 4 Solves a Problem, which focuses on the process of students’ testing and improving their solutions.

2. Reflecting on Testing in the Design Cycle (5 min.)Students review the ideas in the book and classify what students in Room 4 did as they worked as engineers. Students learn how testing and making over and over again is a key part of engineers’ work in the design cycle.

3. Testing in the Box Model (15 min.)Students use a ball to test all the features they planned and made in their Box Model, making changes along the way. They make improvements so that their solution meets each goal on the Pinball Machine Design Goals chart. This activity includes an On-the-Fly Assessment of how students evaluate their solutions based on specific design goals.

4. Introducing the Mini-Book (10 min.)Students are guided through writing the first two sections of the How to Play Pinball with Forces mini-book, which will serve as a how-to guide for anyone who wants to play pinball using their Box Model. Writing this book provides students an opportunity to communicate in writing what they have learned about forces from their work in the Box Models.




Materials


• demonstration Box Model materials bag

• Room 4 Solves a Problem big book

• How to Play Pinball with Forces Mini-Book copymaster

• Pinball Machine Design Goals Checklist copymaster

• 1 sheet of blank printer paper*

• marker*

• masking tape

For the Classroom Wall• Pinball Machine Design

Goals chart



*teacher provided

Materials Cont.

For Each Student• Box Model (with materials from

previous lesson still attached)

• Box Model materials bag

• Pinball Machine Design Goals Checklist student sheet

• 1 assembled mini-book

• 1 sticky note, 3” x 3”*


Digital Resources• Digital Resources




• Sample Incorrect Box Model Diagram

• How to Play Pinball with Forces Mini-Book copymaster

• Pinball Machine Design Goals Checklist copymaster

Vocabulary

• design

• engineer

• solution




Pushes and Pulls Lesson Planning GuideLesson 5.3: Showcasing Our Box Models (45 minutes)

Guidance for cluster teachers and classroom teachers: Students show off their box models, work on their mini-books, and finish the class pinball machine.



Students learn:• Engineers communicate about the

solutions they have designed by talking and writing.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 6, 8DCIs PS2.A, PS2.A, PS2.B, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.B, ETS1.CCCCs Cause and EffectScale, Proportion, and Quantity

3-D statement: Students co-create and then test a final design of the Class Pinball Machine. They complete mini-books allowing each to explain orally and in writing how each feature of the pinball machine enables a force to control movement of the pinball—making it start to move, move short or long distances, move to the left or the right, and change direction (cause and effect; scale, proportion, and quantity; structure and function).


Lesson at-a-Glance

1. Showcasing the Box Model (20 min.)Students gain a sense of closure and accomplishment by sharing their Box Model with their peers. This activity includes an On-the-Fly Assessment of students’ respectful questions about and interactions with others’ work.

2. Completing the Mini-Book (15 min.)Writing the final section of the mini-book allows students to communicate, both orally and in writing, what they have learned about forces from their work in the Box Models.

3. Finishing the Class Pinball Machine (10 min.)Students complete the design cycle a final time by making and discussing changes to the Class Pinball Machine.



Materials

For the Classroom Wall• What Engineers Do chart



Materials Cont.

For Each Group of Three Students• table-tennis ball

For Each Student• Box Model (with modifications

made in Lesson 5.2)

• Pinball Machine Design Goals Checklist student sheet (from Lesson 5.2)

• How to Play Pinball with Forces mini-book



• Completed Class Pinball Machine

Vocabulary

• design

• distance

• engineer

• exert

• force



Pushes and Pulls Lesson Planning GuideLesson 6.1: Searching for Forces (45 minutes)

Guidance for cluster teachers and classroom teachers: Students look at A Busy Day in Pushville and walk through the school.

Everyday Phenomenon: Objects move in the town of Pushville and in school.

Students learn:• There are different forces in lots of

places around us every day.

• Whenever we see an object start to move, stop moving, or change direction, that is evidence that something exerted a force on it.

Alignment to NGSS and NYSSLS SEPs 1, 3, 6, 7, 8DCIs PS2.A, PS2.A, ETS1.ACCCs Cause and Effect

3-D statement: The class reads A Busy Day in Pushville and tours the school searching for evidence to answer the question of where else in the world types of force are being exerted (cause and effect).


Lesson at-a-Glance

1. Brainstorming Forces in the World (10 min.) Students deepen and apply what they have learned about forces in pinball machines to answer a new Investigation Question: Where are forces in the world? They activate prior knowledge about forces in the world by visualizing and brainstorming where forces exist.

2: Exploring A Busy Day in Pushville (15 min.) Students search for evidence of forces in a new book about people in the town of Pushville who do different jobs requiring forces. Students practice using a language frame to explain how the movement they observed is caused by a force.

3: Going on a School Forces Tour (20 min.) The class goes on a tour through the school in search of evidence of forces. During the tour, students apply their understanding that objects move because of forces. This activity provides an On-the-Fly Assessment to informally assess students’ understanding of movement as evidence of a force being exerted.




Materials

For the Class• A Busy Day in Pushville

big book



• masking tape

• optional: Chapter 6 Home Investigation: Home Forces Tour copymaster

For Each Pair of Students• 1 copy of A Busy Day in

Pushville book

Materials Cont.

For Each Student• optional: clipboard or hard

surface to write on

• optional: Chapter 6 Home Investigation: Home Forces Tour student sheet

• Pushes and Pulls Investigation Notebook (page 18)

*teacher provided

Digital Resources• Explanation Language Frames:

Lesson 6.1

• Optional: Chapter 6 Home Investigation: Home Forces Tour copymaster

Vocabulary

• direction

• distance

• engineer

• exert

• force

• object

• visualize




















Pushes and Pulls Lesson Planning GuideLesson 6.2: A Busy Day in Pushville (45 minutes)


Literacy: In Activity 2, students do a Shared Reading of A Busy Day in Pushville.

Everyday Phenomenon: Objects move in the town of Pushville and in school.

Students learn:• You cannot see forces, but you

can see evidence that they have been exerted

Alignment to NGSS and NYSSLS SEPs 6, 8DCIs PS2.A, PS2.A, ETS1.ACCCs Cause and Effect

3-D statement: Students share evidence and construct explanations of forces they found on their School Forces Tour. They do a shared read of A Busy Day in Pushville to identify, visualize, and describe additional evidence of the forces shown in the books’ illustrations in terms of strength, distance, and direction (cause and effect).


Lesson at-a-Glance

1. Discussing the School Forces Tour (15 min.)Students share the evidence of forces they observed and recorded during the School Forces Tour. They use an Explanation Language Frame to explain how those movements happened because of forces.

2. Shared Reading: A Busy Day in Pushville (15 min.)During a Shared Reading, partners describe the different kinds of forces—left, right, strong, and gentle—that they find in the book’s illustrations and text. Pulling together their ideas from the whole unit, students explain that objects started moving, moved a certain distance, or moved a certain direction because of the force exerted.

3. Reflecting on the Unit (15 min.)Students consolidate their understand of forces and motion by reflecting on artifacts and learning activities from each chapter of the unit. This activity includes an opportunity for students to self-assess their learning by talking with a partner.




Materials


• rugball

• tennis ball and target

• demonstration Box Model with materials (wooden stick bumpers, rubber bands, shoelace)

• Box Model Mats 1–3

• Talking about Forces big book

• F orces in Ball Games big book


• Room 4 Solves a Problem big book

• A Busy Day in Pushville big book

• Forces Cards set

• Force Investigation objects from Lesson 1.3 (e.g., a pipe cleaner, shoelace, sheet of tissue or paper towel, a small math manipulative, a flat marble, a large metal nut, and wooden stick, etc.)

• optional: completed Investigation Notebook diagram examples

Materials Cont.

For the Classroom Wall• What We Know About Forces chart



For Each Student• Pushes and Pulls

Investigation Notebook

Vocabulary

• direction

• distance

• exert

• force

• object




Pushes and Pulls Lesson Planning GuideLesson 6.3: End-of-Unit Assessment (45 minutes)

Guidance for cluster teachers and classroom teachers: Assessment: The teacher meets with students individually.


Students learn:• We can find evidence of a force

being exerted on an object by seeing if an object starts to move, stops moving, or changes direction.

• Scientists and engineers communicate their ideas to others.

Alignment to NGSS and NYSSLS SEPs 6, 8DCIs PS2.A, PS2.A, PS2.B, (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1), ETS1.ACCCs Cause and EffectScale, Proportion, And QuantityStructure and Function

3-D statement: The teacher plays the Class Pinball Machine with individual students, moving the ball in specific ways to assess each student’s ability to provide an example of cause and effect and construct explanations about the forces that made the pinball move, accounting for different directions, distances, and changes in direction (cause and effect; scale, proportion, and quantity; structure and function)


Lesson at-a-Glance

1. Talking with Students About the Pinball’s MovementThe teacher meets with students individually and plays the Class Pinball Machine. Students explain how the different movements are caused by different forces and then identify cause and effect.

Materials


Digital Resources

• Digital Resources

• Assessment Guide: Assessing Students’ End-of-Unit Explanations About the Movement of the Pinball in the Class Pinball Machine


• End-of-Unit Assessment Class Pinball Machine Setup

Vocabulary

• exert

• force

• direction

• distance
















• (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1))










Kindergarten Unit 3Sunlight and Weather




Standards and Goals

Focal Performance Expectations

• K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

• K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]

• K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]

• K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. [Clarification Statement: Emphasis is on local forms of severe weather.]

Unit-level 3-D Statement:

Students use models and collect and analyze data to determine the effect of sunlight on Earth’s surfaces. They do this to explain what is causing two school playgrounds to be different temperatures (cause and effect, energy and matter). Students also obtain information and communicate ideas about severe weather and ways to prepare for it (patterns).

KeyPractices Disciplinary Core Ideas Crosscutting Concepts

Kindergarten Unit 3 Sunlight and Weather


Connections to Other Performance Expectations

This unit supports students in making connections to the disciplinary core ideas represented in these additional Performance Expectations, which are also addressed in other Amplify Science units.

• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Note: Students focus on the disciplinary core ideas represented in this Performance Expectation in the Amplify Science Pushes and Pulls unit and they make additional connections to these concepts in the Amplify Science Needs of Plants and Animals unit.

• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.





As with all Amplify Science units, the Sunlight and Weather unit provides students with exposure to all eight science and engineering practices described in the NGSS. This unit emphasizes the following practices (listed in order of particular emphasis), providing students with explicit instruction and expectations for increasing independence over the course of the unit.

• Practice 2: Developing and Using Models. Students collect data from physical models representing sunlight shining for different amounts of time and on different surfaces. Students also use models to investigate which playground differences might be causing one school playground to flood during severe rain, and then students select a solution to the playground flooding problem.

• Practice 3: Planning and Carrying Out Investigations. Students conduct firsthand investigations to figure out what causes the playgrounds to warm over time and to warm differently. They then gather data from their own school site as they seek additional evidence to support their ideas. Students also conduct a firsthand investigation in which they work to figure out which differences might cause one playground to flood when the other playground does not. Over the course of the unit, students take on more of the planning of the investigations.

• Practice 4: Analyzing and Interpreting Data. Students have multiple opportunities to analyze the data they collect from firsthand investigations and from photographs in order to draw conclusions about the questions being asked.

• Practice 7: Engaging in Argument from Evidence. Students have multiple opportunities to use data from the graphs they construct as a class as evidence to support their ideas about how sunlight and color affect the warming of surfaces.

• Practice 6: Constructing Explanations. Students gather evidence through their investigations across the unit and use that evidence to construct explanations. Throughout the unit, students apply their new ideas as they construct scientific explanations for the principals of the fictional schools. Students apply what they have learned to propose modifications to the playgrounds that address the temperature and flooding problems.

• Practice 5: Using Mathematics and Computational Thinking. In collaboration with the teacher, students create and analyze graphs representing the frequency of different types of weather at the two fictional schools and the relative temperatures of the surfaces in their models.

• Practice 1: Asking Questions. As students read and approach each investigation, they make predictions, based on prior observations or data, about what they think will happen. By beginning an investigation with a prediction, students are ultimately asking questions. Generally speaking, the question is Does what I think will happen match what happens?

• Practice 8: Obtaining, Evaluating, and Communicating Information. Students receive explicit instruction and have multiple opportunities to use the strategy of making predictions as they engage with the books in the unit and as they conduct investigations. Making predictions before reading helps students reflect on their learning and apply it to new ideas. Students regularly participate in constructing explanations and in discourse routines that help them communicate about and make sense of science ideas by using key vocabulary.

Standards & Goals





PS3.B: Conservation of Energy and Energy Transfer:• Sunlight warms Earth’s surface. (K-PS3-1) (K-PS3-2)

ESS2.D: Weather and Climate:• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at

a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

ESS3.B: Natural Hazards:• Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast

severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2)

Connections to Other Disciplinary Core IdeasThis unit provides opportunities to make connections to these core ideas, which are also addressed in other Amplify Science units.

ETS1.A: Defining and Delimiting an Engineering Problems:• Asking questions, making observations, and gathering information are helpful in thinking about problems.

(secondary to K-ESS3-2)



in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)





The crosscutting concept emphasized in the Sunlight and Weather unit is Cause and Effect. In their role as weather scientists, students use a cause-and-effect lens as they investigate the relationship between sunlight and temperature and between severe weather and the people it impacts. Students have many opportunities to identify possible causes for observed effects and to seek evidence through investigation to support their ideas about causal relationships. Students return to the idea of cause and effect again and again throughout the unit, through a variety of modalities. By the end of the unit, students are applying their ideas about cause and effect to design investigations.

Do. With increasing independence, students apply their ideas about cause and effect to plan investigations.

Talk. Students engage in student-to-student talk when they gather evidence, either from firsthand investigations or from text. Many of the prompts focus on providing opportunities to discuss what has caused certain observed effects.

Read. In Getting Warm in the Sunlight, students read about the effects of sunlight on different desert surfaces throughout the course of a day. The book shows how, for much of the day, sunlight causes surfaces to get warmer over time. In addition, the book shows that the sunlight causes dark surfaces to get hotter than pale surfaces.

Write. Students connect causes and effects in oral and written explanations with the support of explanation language frames—sentence structures that support linking specific causes and mechanisms to effects by using the words so or because.

Visualize. Students use visualization as they think about how they might design investigations to find support for their ideas about causes for observed effects.

There are also opportunities to emphasize the crosscutting concepts of Energy and Matter (e.g., questions about thermal energy drive students’ investigations in Chapters 2 and 3); Patterns (e.g., students review data from investigations and, once patterns emerge, they draw conclusions about cause and effect); and Scale, Proportion, and Quantity (e.g., students tally and quantify numbers of days of particular kinds of weather or particular temperatures).

Standards & Goals




• experiences with various aspects of weather including sun, clouds, wind, rain, and snow

• surfaces such as rock, concrete, asphalt, or sand that feel warm in the sunlight

• areas in shade that feel cooler than areas in direct sunlight

• feeling warmer and warmer as one spends a longer time in the sunlight

• things that are darker colors (e.g., dark hair, dark clothes) that feel hot in the sunlight

• experience with strong or severe weather that noticeably impacts people’s daily lives

Building on prior knowledge. Ideas about sunlight and weather on which you and students can build throughout the unit:

• There are many different weather conditions.

• Sun or sunlight can make people, places, or the ground warm or hot.

• Weather can affect people in different ways.

Gauging students’ facility with science practices. Since students provide oral explanations for this task, it offers an entry-level assessment of students’ facility with the science and engineering practice of Constructing Equations.

Applying crosscutting concepts. Examples of ways students could demonstrate facility with the crosscutting concept of Cause and Effect:

• Something is causing the temperatures of the two playgrounds to be different. (Applying the idea that events have causes that generate observable patterns.)




Preconceptions about temperature and sunlight to watch out for over the course of the unit:

• Cold and heat are separate things. Children sometimes think of coldness as a distinct and separate thing and heat as another thing. This is possibly because cold and hot objects feel different, and heat and coldness can seem to move from one object to another. Scientists understand the cold as the absence of heat or thermal energy, rather than as a separate entity. In the unit, students use a single scale to measure temperature. By encouraging them to describe where an object falls on that scale, you support their understanding of hot and cold as part of a single dimension.

• Places or surfaces get warmer on their own. Due to the familiar regularity of temperatures rising over the course of a day, students may attribute higher temperatures to daytime or the afternoon without attending to the role of the sun. Students will have an opportunity in Chapter 2 to investigate the role of the sun and sunlight.

• The sun, as an object in the sky, makes places or surfaces warmer. Students may describe the sun as causing places or surfaces to get warmer when it is present in the sky without clearly attending to light from the sun shining on that place or surface. This is a productive initial conception, and in Chapter 2, students will have an opportunity to focus explicitly on the role of light as they investigate areas in sunlight and shade.

• A surface instantly changes temperature when sunlight shines on it. Students may make causal connections between the sun, sunlight, and surface temperature while thinking about sunlight as causing an instantaneous change, rather than gradually getting warmer. Students will have an opportunity in Chapter 3 to recognize and investigate the gradual increase in temperature with light exposure.

• Only external conditions affect how surfaces get warmer. Students may not think about properties of surfaces as causing differences in how the surfaces respond to sunlight shining on them. They may think that only differences in what is being done to the surfaces could cause them to heat differently. Students will have an opportunity in Chapter 4 to investigate different surfaces in identical conditions.

• Dark surfaces are inherently warmer than pale surfaces. Students may think about dark surfaces as always warmer than pale surfaces without clearly attending to whether light is shining on the surfaces. Students will have an opportunity in Chapter 4 to explicitly compare dark surfaces and pale surfaces without light.

Standards & Goals


Kindergarten Unit 3 Pacing Guidance at-a-glanceSunlight and Weather

Guidance for cluster teachers and classroom teachers: All lessons can be taught by either teacher. The lessons in bold include activities with a particular literacy emphasis and the lessons with * include activities with a particular hands-on emphasis. Keep in mind that all Amplify Science lessons engage students in reading, writing, and/or discourse, as well as in scientific inquiry, so refer to the lesson-by-lesson guidance for details as you plan to teach.



April to June

Week 1 1.1 What Is the Weather Like Today?1.2: Introducing Temperature*

Week 2 1.3: Pre-Unit Assessment: Students’ Initial Explorations*1.4: Weather and the Playgrounds2.1: Modeling the Sun Warming Earth’s Surface*

Week 3 2.2: Learning More about Models2.3: Investigating Sunlight on Earth’s Surface*2.4: Applying Sunlight Warming Earth’s Surface

Week 4 3.1: Getting Warm in the Sunlight3.2: Discussing Warming Over Time

Week 5 3.3: Showing Ideas About Warming Over Time3.4: Reflecting on Warming Through Time4.1: Modeling Warming of Different Surfaces*

Week 6 4.2: Reflecting on Warming of Different Surfaces*4.3: Cool People in Hot Places4.4: Revisiting Sunlight Warming Earth’s Surface

Week 7 5.1: Tornado! Predicting Severe Weather5.2: Investigating with the Flooding Model*5.3: Discussing the Flooding Models

Week 8 5.4: Investigating Flooding Solutions5.5: Reflecting on Weather and Sunlight5.6: End-of-Unit Assessment




Sunlight and Weather Lesson Planning GuideLesson 1.1: What Is the Weather Like Today? (45 minutes)


Literacy: In Activity 2, the teacher reads aloud What Is the Weather Like Today?

Investigative Phenomenon: Different types of weather

Students learn:• Weather can be sunny, cloudy,

windy, rainy, or snowy.

• Scientists often work together with other scientists.

• An important way that readers learn from a book is to make predictions.

Alignment to NGSS and NYSSLS SEPSs 1, 4, 8DCIs ESS2.DCCCs Patterns, Cause and Effect

3-D statement: Students communicate their initial ideas and obtain information from the book What Is The Weather Like Today? about different types of weather (cause and effect). They analyze data from illustrations of weather to describe the effects of weather (cause and effect).Key: Practices / Disciplinary Core Ideas / Crosscutting Concepts

Lesson at-a-Glance

1. Introducing the Unit (10 min.)Students are introduced to their role as weather scientists who will study sunlight and different types of weather. The teacher poses the Unit Question to frame the work students will do throughout the unit. To prepare to think about different types of weather, students use the Shared Listening routine to communicate their existing ideas about weather with peers.

2. Reading: What Is the Weather Like Today? (15 min.)Students are introduced to the strategy of making and checking predictions and then listen to a Read-Aloud of the first half of What Is the Weather Like Today? to become familiar with various types of weather.

3. Introducing Think and Walk (10 min.)Students are introduced to the Think and Walk activity in which they choose from a set of illustrations to name the types of weather depicted in a series of photographs. This activity enables students to apply their developing understanding about different types of weather and to practice using accompanying vocabulary. Students will engage in the Think and Walk activity in order to make sense of their ideas throughout the unit. The teacher introduces the Weather Types movement routine to support students’ understanding of different types of weather.

4. Recording New Ideas (10 min.)Students are introduced to the What We Know About Weather chart as a place to record what they learn about sunlight and weather throughout the unit. The teacher introduces the first key concept to consolidate what students have learned in the lesson.

Sunlight and Weather: Lesson 1.1


Materials

For the Class• What Is the Weather Like

Today? big book

• 5 Think and Walk Weather Cards

• 5 Types of Weather Icons



• marker*

• masking tape*

For the Classroom Wall• Unit Question: How do

sunlight and different types of weather affect places?

• 2 section headers: Vocabulary, Key Concepts

• 1 vocabulary card: predict

• 1 key concept: Weather can be sunny, cloudy, windy, rainy, or snowy.

*teacher provided

Digital Resources


• What We Know About Weather chart (Completed)

• Investigation Notebook

Vocabulary

• predict

• sunlight

• weather

Sunlight and Weather Lesson Planning Guide







ESS2.D: Weather and Climate:• Weather is the combination of

sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)


• Patterns





Sunlight and Weather Lesson Planning GuideLesson 1.2: Introducing Temperature (45 minutes)


Hands-On: In Activity 2, students observe the weather outside and in Activity 3, student use thermometers.

Everyday Phenomenon: The weather outside

Students learn:• Temperature is a measure of

how hot or cold something is.

• Weather can be sunny, cloudy, windy, rainy, snowy, and different temperatures.

• A thermometer is a tool that measures temperature.

• Thermometers can help people use the same words to describe temperature.

Alignment to NGSS and NYSSLS SEPs 1, 3, 4, 5, 8DCIs ESS2.DCCCs Patterns,; Cause and Effect; Scale, Proportion, and Quantity

3-D statement: Students make observations about weather outside their classroom and discover temperature as an aspect of weather (cause and effect). Students collect, interpret, and record temperature data and use patterns to predict temperatures (patterns).


Lesson at-a-Glance

1. Observing Local Weather (15 min.)Students go outside to make observations of the local weather to practice using new descriptive weather words.

2. Revisiting What Is the Weather Like Today? (10 min.)The teacher reads the second half of What Is the Weather Like Today? to introduce students to words that describe different temperatures. This activity includes an On-the-Fly Assessment to informally assess students’ initial predictions.

3. Measuring Temperature (15 min.)Students are introduced to thermometers as a tool to measure temperature and practice using them with warm and cold cups of water.

4. Recording Ideas About Temperature (5 min.)Students reflect on their learning as a class, and the teacher updates the What We Know About Weather chart and the key concept to reflect their new understanding of temperature. This activity includes an opportunity to lead students in a self-assessment of their developing understanding.



Materials

For the Class• What We Know About

Weather chart

• What Is the Weather Like Today? Big Book

• cups, small, clear, plastic

• Thermometer Color Strips

• thermometers

• ice*

• warm water*

• markers, wide tip: black, red, orange, yellow, green, blue, and purple*

• ruler*

• pitcher, large*

• Optional: Chapter 1 Home Investigation: Observing Weather copymaster

For the Classroom Wall• Vocabulary cards:

temperature, weather

*teacher provided

Materials Cont.

For Each Pair of Students• 1 tray*

• 1 cup of warm water

• 1 cup of ice water

• 1 thermometer with colored strips attached

• 1 set of crayons: purple, blue, green, yellow, orange, red*

For Each Student• Sunlight and Weather

Investigation Notebook (pages 1–3)

• Optional: Chapter 1 Home Investigation: Observing Weather student sheet


• Thermometer Assembly Guide

• What We Know About Weather Chart: Completed

• Optional: Chapter 1 Home Investigation: Observing Weather copymaster

Vocabulary

• predict

• prepare

• sunlight

• temperature

• weather
















• Patterns





Sunlight and Weather Lesson Planning GuideLesson 1.3: Pre-Unit Assessment (45 minutes)


Hands-On: In Activity 2, students observe the weather outside. Classroom teacher may particularly want to listen in to the pre-unit assessment activity, Introducing and Discussing the Playground Problem.

Anchor Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.

Everyday Phenomenon: the weather outside

Students learn:• Weather scientists observe and

record the type of weather and the temperature.

• Cause and effect is when one thing, the cause, makes another thing, the effect, happen.

Alignment to NGSS and NYSSLS SEPs 1, 3, 4, 6, 8DCIs ESS2.DCCCs Patterns; Cause and Effect; Scale, Proportion, and Quantity

3-D statement: Students observe and record the local weather and temperature (scale, proportion, and quantity). They ask questions and communicate their ideas about what causes different temperatures (cause and effect, patterns)


Lesson at-a-Glance

1. Observing Local Weather (15 min.)Students observe the weather outside their school to practice using weather and temperature words.

2. Recording Local Weather (10 min.)Students record their local weather and temperature in their notebooks to prepare them to analyze and understand the weather data from the two schools in the unit problem.

3, Introducing the What Scientists Do chart (10 min.)The teacher introduces the What Scientists Do chart, along with the two practices observe and record. Reflecting on what scientists do allows students to begin to notice how they too are engaging in the practices of science.

4. Introducing and Discussing the Playground Problem (10 min.)Students learn about two playgrounds that have different temperature patterns and talk in pairs about what might cause those differences.




Materials

For the Class• clipboard*

• notepaper*

For Each Pair of Students• 1 set of crayons: purple,

blue, green, yellow, orange, red*



Materials Cont.


Weather chart


• Chart paper*

• Marker, wide-tip*

*teacher provided


• Assessment Guide: Interpreting Students’ Pre-Unit Explanations About Why the Playgrounds Are Different Temperatures

• What Scientists Do chart (Completed)

Vocabulary

• temperature

• weather










ESS2.D: Weather and Climate:• Weather is the combination

of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)


• Patterns





Sunlight and Weather Lesson Planning GuideLesson 1.4: Weather and the Playgrounds (45 minutes)


Literacy: In Activity 3, the teacher leads students in Shared Writing.


Investigative Phenomenon: Weather on Carver and Woodland playgrounds

Students learn:• Scientists organize their data in

order to make sense of it.

• Scientists compare to notice how two or more things are alike or different.

• Scientists communicate to share what they learn with others.

Alignment to NGSS and NYSSLS SEPs 4, 5, 6, 8DCIs ESS2.DCCCs Patterns; Cause and Effect: Scale, Proportion, and Quantity

3-D statement: Students observe, analyze, and then compare weather data from the two playgrounds. They engage in a shared-writing activity to explain that the weather patterns on the two playgrounds are the same, even though temperatures are different (scale, proportion, and quantity; cause and effect; patterns).


Lesson at-a-Glance

1. Graphing Playground Weather Data (15 min.)The teacher introduces the Chapter 1 Question to frame the work students will do around describing the weather on the Carver and Woodland playgrounds. Students organize data from the Carver and Woodland weather calendars on graphs in order to make sense of the frequency with which each school has each type of weather.

2:.Discussing Playground Weather Graphs (15 min.)Students observe and compare the types of weather at Carver and Woodland to determine that the schools have comparable weather patterns. This comparison helps students conclude that the type of weather is not responsible for the temperature differences on the playgrounds. The teacher reviews the Weather Types movement routine to support students’ understanding of the different types of weather on the playgrounds.

3. Writing About Playground Weather (15 min.)Students participate in shared writing to describe the weather on Carver and Woodland playgrounds in response to the Chapter 1 Question. The teacher adds to the What Scientists Do chart to highlight how students




Materials

For the Class• Playground Weather

Calendars and Graphs Illustration card set



• marker, wide-tip*

• masking tape*

*teacher provided

For the Classroom Wall• Chapter 1 Question: What

is the weather like on the playgrounds?

• What We Know About Weather chart


Digital Resources

• Playground Weather Calendars

• Playground Weather Graphs (Completed)

• What Scientists Do chart (Completed)

• Shared Writing: Lesson 1.4 (Completed)

Vocabulary

• sunlight

• temperature

• weather












• Patterns





Sunlight and Weather Lesson Planning GuideLesson 2.1: Modeling the Sun Warming Earth’s Surface (45 minutes)


Hands-On: In Activity 2, students investigate with the Warming Model and in Activity 4, students record temperature.


Predicted Phenomenon: The effect of light on a piece of rubber

Students learn:• Surfaces with light shining on

them get warmer than surfaces without light shining on them.

• When scientists make models, they have to think carefully about how the model is like the real thing they are trying to learn about.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 4, 8DCIs ESS2.D, PS3.BCCCs Patterns; Cause and Effect; Scale, Proportion, and Quantity; Systems and System Models; Energy and Matter

3-D statement: Students ask questions about why Earth’s surface gets warm (energy and matter). They use the Lamp Model to investigate and record the effect of light on the temperature of a surface (scale, proportion, and quantity; cause and effect).


Lesson at-a-Glance

1. Returning to the Playground Problem (10 min.)Students are introduced to the Chapter 2 Question, and then the class reviews the playground problem and asks questions about why Earth’s surfaces get warm to guide their investigations.

2. Getting Started with the Warming Model (15 min.)Students are introduced to the Warming Model and predict whether the rubber surface will be warmer before or after the light has been shining. They begin the investigation by observing and recording the surface temperature of the rubber when the lamp is off. After recording their observations, they turn on the lamp so light is shining on the rubber.

3. Analyzing the Warming Model (10 min.)The teacher demonstrates how to compare a model to the situation it represents, in order to introduce students to the thinking that is part of the science practice of modeling.

4. Recording Model Results (10 min.)Students return to the Warming Model to observe and record the temperature of the rubber after the light has been shining. Students discuss their predictions and their findings with a partner. This activity includes an On-the-Fly Assessment to informally assess students’ careful recording of data.




Materials

For the Class• 2 index cards (4” x 6”)*

• extension cord (optional)

For Each Group of Four Students

• 1 clamp lamp

• 1 light bulb, 60 watt

For Each Pair of Students• 2 pieces of black rubber

(3” x 6”)



*teacher provided

Materials Cont.

For the Classroom Wall• Chapter 2 Question: Why do

the playgrounds get warm?

• vocabulary card: surface



• Lamp Models: Testing in Preparation for Use

Vocabulary

• model

• predict

• sunlight

• surface

• temperature

• weather









Disciplinary Core IdeasESS2.D: Weather and Climate:

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

PS3.B: Conservation of Energy and Energy Transfer:

• Sunlight warms Earth’s surface. (K-PS3-1, K-PS3-2)

Crosscutting Concepts• Patterns




• Energy and Matter



Sunlight and Weather Lesson Planning GuideLesson 2.2: Learning More About Models (45 minutes)


Literacy: In Activity 2, the teacher reads aloud from Handbook of Models.

Hands-On: In Activity 3, students measure the temperature of the school playground.


Investigative Phenomenon: A surface gets warmer when light is shining on it.

Students learn:• Scientists use models to

investigate things that are too big to study directly.

• Scientists use models to make predictions about the real world.

• Scientists use different ways to study the world.

• Scientists use drawings, sketches, and models as a way to communicate ideas.

• Men and women of diverse backgrounds are scientists and engineers.

• Scientists study the natural and material world.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 5, 8DCIs ESS2.D, PS3.BCCCs Cause and Effect; Scale, Proportion, and Quantity; Energy and Matter

3-D statement: Students analyze data from their Lamp Model investigation and obtain information from the reference book Handbook of Models to conclude that the light caused the surface to get warmer (energy and matter, cause and effect). Students use thermometers to measure temperature and record data on a class chart (scale, proportion, and quantity).


Lesson at-a-Glance

1, Graphing Results of the Warming Model (10 min.)Students share the Warming Model observations they recorded in the Investigation Notebook and the teacher combines these observations to create the Warming Graph. Students make observations of the Warming Graph to conclude that a surface gets warmer when light is shining on it.

2. Reading About Models of Big Things (15 min.)The teacher reads aloud the introductory sections of the reference book to support students’ understanding of what a model is, why models are used, and who uses models. The teacher also reads aloud a section on how models are used to investigate things that are too big to study, in order to build students’ understanding of the different ways in which scientists use models.

3. Measuring the Outside Temperature (15 min.)Students learn to use thermometers to measure the temperature of the surface of their school playground.

4. Recording Data on Class Temperature Chart (5 min.)Students record the temperature data they collected outside on the Class Playground Temperature chart. This measurement routine prepares students to measure the playground surface temperature independently for several days.




Materials

For the Class• 1 Warming Model:

1 clamp-on lamp, 1 60- watt light bulb, 2 pieces of black rubber (assembled in Lesson 2.1)

• 1 Handbook of Models big book

• 2 Warming Graph Labels



• colored markers (red, orange, yellow, green, blue, purple, black)*

• masking tape*

• Optional: Chapter 2 Home Investigation: Sunlight and Shade copymaster

For the Classroom Wall• 2 vocabulary cards:

model, sunlight


Materials Cont.

For Each Pair of Students• 1 thermometer

• 1 sheet of white paper (8.5” x 11”)*

For Each Student• Sunlight and Weather Investigation

Notebook (page 5)

• Optional: Chapter 2 Home Investigation: Sunlight and Shade student sheet

*Teacher provided

Digital Resources• Warming Graph (Completed)

• What Scientists Do Chart

• Class Playground Temperature Chart (Completed)

• Optional: Chapter 2 Home Investigation: Sunlight and Shade copymaster

Vocabulary

• model

• predict

• sunlight

• surface

• temperature

• weather




Sunlight and Weather Lesson Planning GuideLesson 2.3: Investigating Sunlight on Earth’s Surface (45 minutes)


Hands-On: In Activity 2, students measure the temperature of surfaces outside.


Investigative Phenomenon: Sunlight does not shine on all surfaces.

Students learn:• When light shines on a surface,

the surface gets warmer.

• Light from the sun causes Earth’s surface to get warm.

• Sometimes something can block sunlight from directly reaching a surface. This is called shade.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 4, 6DCIs ESS2.D, PS3.BCCCs Cause and Effect; Scale, Proportion, and Quantity, Energy and Matter

3-D statement: Students predict and investigate how shade affects the temperature of a surface (cause and effect; scale, proportion, and quantity). Students play the Sunlight Game to construct an explanation about how light warms surfaces (energy and matter).


Lesson at-a-Glance

1. Surfaces In and Out of Sunlight (5 min.)The teacher introduces situations where a surface is partially shaded and invites students to make predictions, creating a need to investigate.

2. Comparing Sun and Shade Outside (20 min.)To gather data to test their predictions, students go outside to measure the temperature of a surface both where the sun is shining on it and where it is in shade. This activity includes an On-the-Fly Assessment to informally assess students’ understanding of their predictions.

3. Playing the Sunlight Game (15 min.)Students act out the roles of sunlight and surface to support their understanding of light warming a surface.

4. Recording New Ideas (5 min.)With the support of the teacher, students reflect upon and document their new understanding.



Materials


Weather chart

• Sunlight Game card with sun image and no sun image

• chart paper*

• colored markers* (blue, yellow, black)


• masking tape*

For the Classroom Wall• Class Playground

Temperature chart

Materials Cont.

For Each Pair of Students• 1 thermometer

• 1 sheet of paper (8.5” x 11”)*




*teacher provided


• What We Know About Weather chart (Completed)


Vocabulary

• model

• predict

• sunlight

• surface

• temperature

• weather










• ESS2.D: Weather and Climate: Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

• PS3.B: Conservation of Energy and Energy Transfer: Sunlight warms Earth’s surface. (K-PS3-1, K-PS3-2)








Sunlight and Weather Lesson Planning GuideLesson 2.4: Applying Sunlight Warming Earth’s Surface (45 minutes)


Literacy: In Activity 1, students discuss using an Explanation Language Frame. In Activity 4, the teacher leads students in a Shared Writing.


Investigative Phenomenon: Earth’s surface is warmer during the day than at night.

Students learn:• Earth’s surface is warmer in the

daytime than in the nighttime because sunlight shines on it in the daytime.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 6, 7DCIs ESS2.D, PS3.BCCCs Patterns; Cause and Effect; Scale, Proportion, and Quantity; Energy and Matter

3-D statement: Students analyze data from pictures and make claims about relative temperatures of the different surfaces in the pictures (cause and effect). They interpret temperature data from the two playgrounds and explain the pattern of the surfaces getting warmer in the daytime than in the nighttime (patterns; energy and matter; scale, proportion, and quantity).


Lesson at-a-Glance

1. Think and Walk (15 min.)Students apply their understanding of light warming surfaces by choosing the relative temperature of a surface depicted in a pair of photographs. The teacher introduces the first Explanation Language Frame to help students articulate what happens to the temperature of a surface when light shines on it. This activity includes an On-the-Fly Assessment to informally assess students’ understanding of surfaces warming in sunlight.

2. Reflecting on Sunlight Warming Earth’s Surface (5 min.)Students respond to a series of questions to demonstrate their knowledge of the relationship between sunlight and the temperature of Earth’s surface. The teacher uses this opportunity to assess students’ understanding for the Critical Juncture Assessment.

3. Interpreting the Playground Temperature Data (10 min.)The teacher introduces temperature data from the Carver and Woodland playgrounds to support students in answering the Chapter 2 Question. Students compare the playgrounds’ nighttime and daytime data to observe a pattern of surfaces getting warmer in the daytime than in the nighttime.

4. Explaining Sunlight Warming Earth’s Surface (15 min.)Students participate in shared writing to explain why the Carver and Woodland playgrounds are warmer in the daytime than in the nighttime. The teacher introduces a new Explanation Language Frame to support students in articulating their explanation. This activity includes an opportunity to lead students in a self-assessment of their developing understanding.



Materials

For the Class• 2 Think and Walk

Temperature cards

• 2 Daytime and Nighttime Illustration cards

• Explanation Language Frame Cards: Set 1


• 1 sheet of blank chart paper*

• marker*

• masking tape*

• optional: pocket chart*

*teacher provided

Materials Cont.

For the Classroom Wall• Class Playground

Temperature chart






Vocabulary

• sunlight

• surface

• temperature

• weather















• Patterns







Sunlight and Weather Lesson Planning GuideLesson 3.1: Getting Warm in the Sunlight (45 minutes)


Literacy: In Activity 2, the class reads Getting Warm in the Sunlight.

Hands-On: In Activity 4, students return to their Warming over Time Models.


Investigative Phenomenon: The desert is cooler in the morning and warmer in the afternoon.

Students learn:• Throughout the day, Earth’s

surface can be many different temperatures.

• A surface gets warmer the longer a lamp shines on it.

• The temperature of Earth’s surfaces affects living things besides people.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 4, 8DCIs PS3BCCCs Patterns: Cause and Effect; Scale, Proportion, and Quantity; Energy and Matter

3-D statement: Students obtain additional information from Getting Warm In the Sunlight, a book about what might cause Earth’s surfaces to get warmer in the afternoon (cause and effect). They then use the Lamp Model to investigate why Earth’s surfaces are warmer in the afternoon than in the morning (energy and matter, cause and effect).


Lesson at-a-Glance

1. Returning to the Playground Problem (5 min.)The teacher introduces the Chapter and Investigation Questions to prepare students to begin to investigate what causes Earth’s surfaces to get warmer throughout the day.

2. Reading: Getting Warm in the Sunlight (15 min.)Shared Reading a book about a desert environment over the course of a day provides the class with new ideas about what might cause Earth’s surfaces to get warmer in the afternoon. This activity includes an On-the-Fly Assessment to informally assess students’ predictions while reading.

3. Discussing the Model Setup (10 min.)Students prepare for their investigation by making suggestions for how to model sunlight on Earth’s surface over the day and analyzing the model plan.

4. Gathering Data From the Warming Over Time Model (15 min.)Students gather data from the lamp model at multiple time points to test their idea about why surfaces on Earth are warmer in the afternoon. The data that students gather will be synthesized and placed in a class graph the following day.



Materials

For the Class• 1 Getting Warm in the

Sunlight big book

• 1 stopwatch or clock*

• optional: Chapter 3 Home Investigation: Time in the Sunlight copymaster


• 1 clamp lamp


For Each Pair of Students• 2 pieces of black rubber



*teacher provided

Materials Cont.



• optional: Chapter 3 Home Investigation: Time in the Sunlight student sheet

For the Classroom Wall• Chapter 3 Question: Why are

the playgrounds warmer in the afternoon?


• Timeline

• Optional: Chapter 3 Home Investigation: Time in the Sunlight copymaster

Vocabulary

• dark

• model

• pale

• predict

• sunlight

• surface

• temperature

• weather













• Patterns







Sunlight and Weather Lesson Planning GuideLesson 3.2: Discussing Warming Over Time (45 minutes)

Guidance for cluster teachers and classroom teachers: Students work with graphs and revisit Handbook of Models.


Investigative Phenomenon: A rubber surface gets warmer the longer a lamp shines on it.

Students learn:• Models help scientists investigate

fast and slow things.

• Scientists look for patterns and order when making observations about the world.

Alignment to NGSS and NYSSLS SEPs 1, 2, 4, 5, 8DCIs ESS2.D, PS3.BCCCs Patterns; Cause and Effect; Scale, Proportion, and Quantity

3-D statement: Students analyze and interpret data and communicate ideas from their Lamp Model investigation about why light shining on a surface for longer causes the surface to increase in temperature (patterns; cause and effect; scale, proportion, and quantity), and they reflect on the usefulness of models.


Lesson at-a-Glance

1. Graphing the Warming Over Time Model Results (10 min.)Students share the Warming Over Time Model data they recorded during the previous lesson. The teacher combines the data into the Warming Over Time chart so that students can begin to see a pattern in their data.

2. Discussing the Warming Over Time Graph (15 min.)Students use the Shared Listening routine to communicate their developing understanding that a surface gets warmer the longer light is shining on it. The teacher connects this pattern to the real world to build students’ understanding that Earth’s surface gets warmer the longer sunlight shines on it.

3. Exploring the Playground Temperature Chart (10 min.)Students make and check predictions about the temperature data collected from the surface of their school playground. This serves as additional evidence to support their understanding that a surface gets warmer the longer light is shining on it. This activity includes an On-the-Fly Assessment to informally assess students’ abilities with analyzing data.

4. Reading About Models of Fast and Slow Things (10 min.)The teacher reads aloud a section of Handbook of Models about how models are used to investigate things that are too fast or slow to study all at once. This section of the reference book helps students to understand that the Warming Over Time Model helped them to study something that was too slow to observe in a short amount of time.



Materials

For the Class• 1 Warming Over Time Model

(1 clamp-on lamp, 1 60-watt light bulb, 2 pieces of black rubber, 1 thermometer)

• Handbook of Models big book

• 3 Warming Over Time graph labels


• colored markers, wide-tip (red, orange, yellow, green, blue, purple, black)*

• masking tape*



*teacher provided

Materials Cont.

For the Classroom Wall• Playground Temperature chart


Digital Resources• Warming Over Time Graph

(Completed)

Vocabulary

• model

• predict

• sunlight

• surface

• temperature

• weather















• Patterns






Sunlight and Weather Lesson Planning GuideLesson 3.3: Showing Ideas About Warming Over Time (45 minutes)


Literacy; In Activity 3, students begin writing a mini-book. In Activity 4, students read Playground in the Sunlight with a partner.

3-D statement: Students engage in the Sunlight Game to investigate the phenomenon of gradual warming and sunlight warming Earth’s surface over time (patterns, cause and effect, energy and matter), and they create and read a mini-book to communicate their understanding.


Lesson at-a-Glance

1. Playing the Sunlight Over Time Game (15 min.)Students act out sunlight shining on a surface over multiple times of the day to support their understanding of the chapter content.

2. Recording New Ideas About Warming Over Time (5 min.)The teacher and students document their new knowledge on the class chart and as a key concept.3.Introducing the Mini-Book (15 min.)The first mini-book of the unit, Playground in the Sunlight, provides students with a resource for consolidating their understanding of the pattern of sunlight warming Earth’s surface over time. The teacher guides students to complete the mini-book to support connections between oral language and the text and illustrations of this book.

4. Partner Reading (10 min.)Partners read Playground in the Sunlight to practice communicating what they have learned about the pattern of sunlight warming Earth’s surface over time. This activity includes an On-the-Fly Assessment to informally assess students’ understanding of surfaces warming over time.

Materials

For the Class• Playground in the Sunlight

Mini-Book 1 copymaster


• Sunlight Game card



• markers, wide-tip: black and yellow*

• masking tape*



*teacher provided

Digital Resources




• Playground in the Sunlight Mini-Book 1 copymaster


Vocabulary

• model

• sunlight

• surface

• temperature

• weather













• Patterns






Sunlight and Weather Lesson Planning GuideLesson 3.4: Reflecting on Warming Through Time (45 minutes)


Literacy: In Activity 4, the teacher leads a Shared Writing.


Investigative Phenomenon: The playgrounds at Carver Elementary School and Woodland Elementary School are warmer in the morning than at night, and they are warmer in the afternoon than in the morning.

Students learn:• Surfaces are warmer when light

shines on them for a long time.

Alignment to NGSS and NYSSLS SEPs 4, 6, 7, 8DCIs ESS2.D, PS3.BCCCs Cause and Effect, Patterns, Energy and Matter

3-D statement: Through a Think and Walk activity, students apply new understanding to make claims about warmer and cooler locations (energy and matter). They interpret new temperature data from the two playgrounds, find a pattern of surfaces getting warmer over the course of a day (cause and effect, patterns, energy and matter), and use the Explanation Language Frames to help them explain the differences.


Lesson at-a-Glance

1. Think and Walk: Longer or Shorter Time (15 min.)Students are presented with images of a surface when it is warmer and cooler and apply their new understanding by walking to show which has had sunlight shining on it for longer. This activity includes an On-the-Fly Assessment which offers an opportunity to assess students’ understanding of surfaces warming over time.

2. Reflecting on Warming Over Time (5 min.)The teacher assesses student understanding by providing descriptions of surface temperature or the length of time that sunlight has been shining and inviting students to walk to the appropriate time of day on a timeline. The teacher uses this opportunity to assess students’ understanding for the Critical Juncture Assessment.

3. Interpreting the New Playground Data (10 min.)The teacher introduces new temperature data from the Carver and Woodland playgrounds to support students in answering the Chapter 3 Question. Students compare the playgrounds’ night, morning, and afternoon data to observe a pattern of surfaces getting warmer over the course of a day.

4: Explaining Warming Over Time (15 min.)Students participate in shared writing to explain why the Carver and Woodland playgrounds are warmer in the morning than in the afternoon. The teacher introduces a new Explanation Language Frame to support students in articulating their explanation. This activity includes an opportunity to lead students in a self-assessment of their developing understanding.



Materials


Weather chart


• Explanation Language Frame Cards: Set 2

• 3 Time of Day Illustration cards



• 2 sheets of paper (8.5” X 11”)*


• marker*

• masking tape*

*teacher provided

Digital Resources




• Think and Walk Time Cards


Vocabulary

• predict

• sunlight

• surface

• temperature

• weather















• Patterns





Sunlight and Weather Lesson Planning GuideLesson 4.1: Modeling Warming of Different Surfaces (45 minutes)


Hands-On: In Activity 4, students engage with the Colored Surfaces Model.


Investigative Phenomenon: In the desert, the rocks are warmer than the sand.

Students learn:• Pale and dark surfaces heat

up differently when light shines on them.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 6, 7, 8DCIs PS3.BCCCs Cause and Effect; Energy and Matter; Patterns; Scale, Proportion, and Quantity; Systems and System Models

3-D statement: Students make predictions about the effect of a surface’s color on its temperature as light shines on it (cause and effect; energy and matter; scale, proportion, and quantity). They make claims based on observations gathered from the model and from reading the book Getting Warm in the Sunlight.


Lesson at-a-Glance

1. Returning to the Playground Problem (15 min.)Revisiting the playground problem presents students with a new idea to investigate.

2. Revisiting Getting Warm in the Sunlight (20 min.)Returning to Getting Warm in the Sunlight a second time allows students to make predictions about the temperature of differently colored surfaces over time. Students are introduced to the idea that surfaces can be pale or dark and that the color of a surface may affect how it warms.

3. Planning to Investigate (10 min.)Students make suggestions for how to model sunlight on Earth’s surface over the day. Students reflect on how aspects of the model are similar to and different from what they represent. This activity includes an On-the-Fly Assessment which offers an opportunity to assess students’ thinking about models as representing key aspects of real situations. Student work in this activity and the next activity may be summatively assessed by referring to Assessment Guide: Assessing Students’ Investigations of Warming of Different Surfaces (in Digital Resources).

4. Gathering Data from the Colored Surfaces Model (10 min.)Students gather data from the model at multiple times to look for evidence to support their ideas that the differences in temperature are caused by the different colors of surfaces. The data students collect will be graphed and analyzed during the following lesson.



Materials

For the Class• Getting Warm in the

Sunlight big book




• 1 clamp lam


• 2 pieces of black rubber (3” x 6”)

• 2 pieces of white rubber (3” x 6”)

For Each Pair of Students• 1 thermometer with

colored strips attached


Materials Cont.



*teacher provided

For the Classroom Wall• Chapter Question:

Why is Woodland Elementary School’s playground always warmer during recess?

• 2 vocabulary cards: dark, pale


• Assessment Guide: Assessing Students’ Investigations of Warming of Different Surfaces

Vocabulary

• dark

• model

• pale

• predict

• sunlight

• surface

• temperature

• weather
















• Patterns






Sunlight and Weather Lesson Planning GuideLesson 4.2: Reflecting on Warming of Different Surfaces (45 minutes)


Hands-On: In Activity 3, students go outside to investigate the temperatures of different surfaces.


Investigative Phenomenon: One rubber surface gets warmer than another when a lamp is shining on them.

Everyday Phenomenon: Different surfaces at school are different temperatures.

Students learn:• Dark surfaces get warmer

than pale surfaces when light shines on them.

• Scientists use models to investigate just one thing at a time.

Alignment to NGSS and NYSSLS SEPs 2, 3, 4, 5, 8DCIs PS3.BCCCs Cause and Effect; Energy and Matter; Patterns; Scale, Proportion, and Quantity

3-D statement: Students analyze data from their Lamp Models and then investigate the temperature of surfaces outside to construct an understanding that color affects the temperature of a surface throughout the day—dark surfaces get warmer than pale surfaces when light shines on them (cause and effect; scale, proportion, and quantity; energy and matter).


Lesson at-a-Glance

1. Graphing the Colored Surfaces Model Results (15 min.)Students share the observations they recorded from the Colored Surfaces Model. The teacher combines the data onto the Colored Surfaces Graph so that students can compare temperature data for dark and pale surfaces. This activity includes an On-the-Fly Assessment which offers an opportunity to assess students’ ability to analyze graphs.

2. Returning to the Reference Book (10 min.)The teacher reads aloud a section of Handbook of Models about how models are used to investigate one thing at a time. This is intended to help students to recognize their work with the Colored Surfaces Model as similar to that of practicing scientists and to support their developing understanding of scientific models more generally.

3. Investigating Dark and Pale Surfaces Outside (15 min.)To check their model results against the real world, students make predictions about the temperature of a dark and a pale surface outside and test them by feeling and comparing their temperatures. This activity includes an On-the-Fly Assessment which offers an opportunity to assess students’ understanding that dark surfaces get warmer than pale surfaces when light shines on them.

4. Recording New Ideas About Different Surfaces (5 min.)The teacher and students document their new knowledge about the effects of surface color on the class chart.



Materials


Weather chart

• 1 Colored Surfaces Model (1 clamp lamp, 1 60-watt light bulb, 2 pieces of black rubber, 2 pieces of pale rubber)


• 6 Colored Surfaces Graphs Labels



• colored markers: red, orange, yellow, green, blue, purple, black*

• masking tape*

• Optional: Chapter 4 Home Investigation: Dark and Pale Surfaces copymaster


Notebook (pages 8–9)

*teacher provided

Digital Resources

• Colored Surfaces Graphs


• Optional: Chapter 4 Home Investigation: Dark and Pale Surfaces copymaster


Vocabulary

• dark

• model

• pale

• predict

• sunlight

• surface

• temperature

• weather















• Patterns





Sunlight and Weather Planning GuideLesson 4.3: Cool People in Hot Places (45 minutes)


Literacy: In Activity 1, the teacher introduces a new Explanation Language Frame. In Activity 2, the teacher leads students in Shared Writing. In Activity 3, the class reads Cool People in Hot Places.


Students learn:• Different surfaces warm differently

under the same light conditions.

• People use various strategies to stay cool when Earth’s surface gets hot.

Alignment to NGSS and NYSSLS SEPs 4, 6, 7, 8DCIs PS3.BCCCs Cause and Effect, Energy and Matter

3-D statement: Through a Think and Walk activity, students apply their understanding to make claims about what causes the surface of Woodland’s playground to always be warmer than the surface of Carver’s playground (cause and effect, energy and matter). Students obtain information through reading Cool People in Hot Places, a book about how people around the world stay cool when the weather in their region gets hot (cause and effect).


Lesson at-a-Glance

1. Think and Walk (15 min.)Students apply their understanding of light warming different colored surfaces by choosing the relative temperature of surfaces depicted in pairs of photographs. Introduction of a new Explanation Language Frame helps students articulate what happens to different surfaces when light shines on them for the same amount of time. The teacher uses this opportunity to assess students’ understanding for the Critical Juncture Assessment.

2. Explaining Warming of Different Surfaces (15 min.)Students engage in shared writing to explain why Woodland’s playground surface is always warmer than Carver’s playground surface. The teacher revisits a familiar Explanation Language Frame to support students in articulating their explanation.

3. Reading: Cool People in Hot Places (15 min.)The teacher leads a shared reading of Cool People in Hot Places to introduce students to the varied strategies that people on Earth use to stay cool when the weather in their region gets hot. As an application of their growing understanding of the effect of sunlight on Earth’s surface, students make and check predictions about these cooling strategies. This activity includes an On-the-Fly Assessment which offers an opportunity to assess students’ predictions. This activity includes an opportunity to lead students in a self-assessment of their developing understanding.



Materials

For the Class• 2 Think and Walk

Temperature Cards (from Lesson 2.4)

• Cool People in Hot Places big book



• marker*

• masking tape*


Digital Resources





Vocabulary

• dark

• pale

• predict

• sunlight

• surface

• temperature

• weather

















Sunlight and Weather Lesson Planning GuideLesson 4.4: Revisiting Sunlight Warming Earth’s Surface (45 minutes)


Literacy: In Activity 2, the teacher leads students in Shared Writing. In Activity 3, the students read and complete a mini-book. In Activity 3, students Partner Read Getting Warmer or Cooler at the Beach.


Students learn:• One way scientists share ideas

is through writing a book.

Alignment to NGSS and NYSSLS SEPs 2, 6, 7, 8DCIs ETS1.B, PS3.BCCCs Cause and Effect, Energy and Matter

3-D statement: Students communicate ideas and then make claims about solutions and possible modifications—through shared listening and writing mini-books—to the different playgrounds, based on evidence from investigations about the relative temperatures of different surfaces when exposed to or blocked from sunlight (cause and effect, energy and matter).


Lesson at-a-Glance

1. Discussing Changes to the Playgrounds (15 min.)Students observe potential modifications to the Carver and Woodland playgrounds to consider how these changes might impact the temperature on each playground. Partners use the Shared Listening routine to discuss which changes would help solve the problem of students being uncomfortable at each playground. This activity includes an On-the-Fly Assessment which offers an opportunity to assess students’ predictions based on their understanding of cause and effect.

2. Writing About Changes to the Playground (10 min.)Students participate in shared writing to suggest changes that the principals of Carver and Woodland can implement so that students there will feel more comfortable on their playgrounds during recess. This activity provides students the opportunity to apply what they’ve learned to the fictional unit problem.

3. Mini-Book 2: Getting Warmer or Cooler at the Beach (15 min.)The second mini-book of the unit, Getting Warmer or Cooler at the Beach, provides students with a resource for consolidating their understanding of the relative temperatures of different surfaces when exposed to or blocked from sunlight. The teacher guides students to complete the mini-book to support connections between oral language and the text and illustrations of this book.

4. Reading: Getting Warmer or Cooler at the Beach (5 min.)Partners read Getting Warmer or Cooler at the Beach to practice communicating what they have learned about the relative temperatures of different surfaces when exposed to or blocked from sunlight.



Materials

For the Class• Getting Warmer or Cooler

at the Beach Mini-Book 2 copymaster


• marker*

• masking tape*

*teacher provided


Materials Cont.

For the Classroom Wall• Partner Reading Guidelines



• Getting Warmer or Cooler at the Beach Mini-Book 2 copymaster

Vocabulary

• dark

• pale

• predict

• sunlight

• surface

• temperature

• weather



















Sunlight and Weather Lesson Planning GuideLesson 5.1: Tornado! Predicting Severe Weather (45 minutes)


Literacy: In Activity 1, the teacher reads aloud Tornado! Predicting Severe Weather.

Anchor Phenomenon: Both the Carver and Woodland playgrounds experienced severe rain, but only Woodland’s playground floods.

Investigative Phenomenon: The Carver and Woodland playgrounds have the same weather.

Students learn:• Weather affects people most

when it is severe.

• Weather is different, depending on where you live.

• Weather scientists make predictions.

• Scientists look for patterns and order when making observations about the world.

• Science assumes natural events happen today as they happened in the past.

Alignment to NGSS and NYSSLS SEPs 1, 4, 8DCIs ESS2.D, ESS3.B, ETS1.ACCCs Patterns, Cause and Effect

3-D statement: Students obtain information from Tornado! Predicting Severe Weather, a book about severe weather and how it can affect people’s daily lives and from photos of the Woodland and Carver playgrounds to better define the problem of severe flooding on Woodland’s playground (cause and effect).


Lesson at-a-Glance

1. Reading: Tornado! Predicting Severe Weather (15 min.)The teacher introduces a new Investigation Question to frame the work that students will do in this lesson and to highlight the idea that the type of weather in a place affects people’s daily lives. The teacher reads aloud Tornado! Predicting Severe Weather to introduce students to the concept of severe weather.

2. Think and Walk (10 min.)Students choose the relative severity of weather events depicted in a pair of photographs to support their developing understanding of severe weather and its impact on people. The teacher introduces a new key concept to consolidate students’ understanding of when weather affects people the most.

3. Introducing the New Playground Problem (10 min.)The teacher introduces a new problem on Woodland’s playground, and the corresponding Chapter 5 Question, to frame the investigation that students will do in this chapter. Students compare weather data at Carver and Woodland and observe that they have the same amount of rainy days, and therefore Woodland having more rain is not a cause for that school’s flooding.

4. Identifying Differences Between the Playgrounds (10 min.)Students identify differences between the Carver and Woodland playgrounds that may cause only Woodland’s playground to flood during severe rain. Identification of these differences prepares students to make and test physical models of these differences in the next lesson.



Materials

For the Class• Tornado! Predicting

Severe Weather big book

• 2 Think and Walk Severe Weather Cards


• marker*

• masking tape*

*teacher provided



Materials Cont.

For the Classroom Wall• Chapter 5 Question: Why does

only Woodland Elementary School’s playground flood?

• 1 vocabulary card: severe


Vocabulary

• predict

• prepare

• severe

• sunlight

• surface

• temperature

• weather













ESS3.B: Natural Hazards:• Some kinds of severe weather

are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2)






• Patterns




Sunlight and Weather Lesson Planning GuideLesson 5.2: Investigating with the Flooding Model (45 minutes)


Hands-On: In Activities 2-4, students work with Flooding Models.

Anchor Phenomenon: Both the Carver and Woodland playgrounds experienced severe rain, but only Woodland’s playground floods.

Students learn:• Models can be used to represent

and investigate differences in the real world.

• Scientists test different possible causes for an effect, even if they are fairly certain that something was not the cause of the effect they have observed.

Alignment to NGSS and NYSSLS SEPs 1, 2, 3, 6, 7DCIs ESS3.B, ETS1.ACCCs Cause and Effect; Scale, Proportion, and Quantity

3-D statement: Students investigate the problem of flooding by sprinkling water on physical models with different surfaces to make claims about what might cause flooding on Woodland’s playground (scale, proportion, and quantity; cause and effect).


Lesson at-a-Glance

1. Discussing Playground Differences (10 min.)Students review the differences between the Carver and Woodland playgrounds. The teacher compiles them on a chart to identify four possible causes of flooding that students will investigate.

2. Setting Up the Flooding Models (15 min.)The teacher introduces the models to the class to prepare them for their investigation. Students analyze their models and make predictions about what they will observe.

3. Investigating the Flooding Models (10 min.)Students drip water on their models to simulate rain and observe and record the resulting water levels to gather data.

4. Observing the Flooding Models (10 min.)Students rotate to each of the other three model types to observe and record the results. Students will discuss their findings during the following lesson. This lesson includes an On-the-Fly Assessment that provides an opportunity to informally assess students’ developing ability to identify examples of science practices.




Materials

For the Class• plasticine, 1 block (1 lb)

• 1 ½ cups of gravel

• 4 small containers with lids

• 4 small containers without lids

• 4 plastic bottle caps

• super glue


• markers, wide tip*

• 1 sheet of white paper*

• 1 sheet of black paper*

• utility knife or other sharp tool*

• waterproof glue*

• water pitcher*

• 1 small plastic or paper cup filled with water (for teacher demo)

• 2 empty small plastic cups (for teacher demo)

• 1 small plastic cup with holes (for teacher demo)

*teacher provided

Materials Cont.


For Each Pair of Students• 1 tray (for carrying models)*

• 1 prepared model with 3 small plastic cups (2 for modeling a playground difference, 1 for modeling rain)

• 2 small plastic or paper cups

• colored pencils*

For Each Student• Sunlight and Weather Investigation Notebook (pages 12–15)

*teacher provided


• Playground Differences poster

• Flooding Models Data poster

Vocabulary

• dark

• model

• pale

• predict

• severe

• surface

• weather




Sunlight and Weather Lesson Planning GuideLesson 5.3: Discussing the Flooding Models (45 minutes)


Literacy: In Activity 3, the teacher leads a Shared Writing routine. In Activity 4, students revisit Handbook of Models.

Anchor Phenomenon: Both the Carver and Woodland playgrounds experienced severe rain, but only Woodland’s playground flooded.

Investigative Phenomenon: Some models flooded more than others.

Students learn:• The type of material a surface is

made of affects whether water soaks into it or collects on top of it.

• Scientists use models to investigate the past and the future.

Alignment to NGSS and NYSSLS SEPs 1, 2, 4, 6, 8DCIs ESSe.B, ETS1.A, ETS1.BCCCs Cause and Effect: Scale, Proportion, and Quantity

3-D statement: Students collect, analyze, and interpret data from each pair’s Flooding Model to explain, through shared writing, that the cause of flooding at Woodland’s playground is its hard surface (cause and effect; scale, proportion, and quantity).


Lesson at-a-Glance

1. Discussing Flooding Models in Pairs (10 min.)Students examine and discuss the data from each Flooding Model in pairs in order to decide whether their results indicate that a difference causes flooding.

2. Discussing Flooding Models as a Class (10 min.)The teacher compiles the data from the Flooding Models on a poster and students discuss it as a class to determine which differences might have caused the flooding at Woodland.

3. Shared Writing About the Flooding Playgrounds (10 min.)Students participate in shared writing to explain what causes Woodland’s playground to flood after severe rain, but not Carver’s playground. The teacher guides a discussion to support students in articulating their explanation.

4. Returning to the Handbook of Models (10 min.)The teacher reads aloud a section of Handbook of Models about how models are used to investigate the past and future. This invites students to recognize their work with the Flooding Models as similar to that of practicing scientists and supports their developing understanding of scientific models more generally.



Materials

For the Class• 1 Trash Can Flooding

Model from Lesson 5.2 (for demonstration)


• Flooding Models copymaster

• 2 sheets of blank chart paper*

• marker, wide-tip*

For the Classroom Wall• Playground Differences

poster from Lesson 5.2.

Materials Cont.


Notebook (pages 12–15.

*teacher provided

Digital Resources• Flooding Models Data poster


• Flooding Models copymaster

Vocabulary

• dark

• model

• pale

• predict

• prepare

• severe

• surface

• weather






















Sunlight and Weather Lesson Planning GuideLesson 5.4: Investigating Flooding Solutions(45 minutes)


Literacy: In Activity 2, students revisit Tornado! Predicting Severe Weather. In Activity 4, the class engages in a Shared Writing routine.

Anchor Phenomenon: Both the Carver and Woodland playgrounds experienced severe rain, but only Woodland’s playground flooded.

Students learn:• Weather can be predicted.

• Predicting weather helps people prepare for it.

Alignment to NGSS and NYSSLS SEPs 1, 4, 6, 8DCIs ESS3.B, ETS1.A, ETS1.BCCCs Cause and Effect

3-D statement: Students gather information about severe weather by reading the book Tornado! Predicting Severe Weather. They then design and communicate their ideas to the principal of the Woodland Elementary School for modifications to Woodland’s playground that could have the effect of preventing flooding (cause and effect).


Lesson at-a-Glance

1. Revisiting Tornado! Predicting Severe Weather (15 min.)The teacher introduces a new Investigation Question to frame the work that students will do in this lesson. The teacher leads a shared reading of Tornado! Predicting Severe Weather to catalyze students’ thinking about how to prepare for severe weather.

2. Brainstorming Flooding Solutions (5 min.)Partners use the Shared Listening routine to discuss their ideas about changes to Woodland’s playground that might prevent flooding during severe rain. Students will further explore these ideas during the following activity.

3. Investigating Flooding Solutions (15 min.)Students make predictions about modifications that could prevent Woodland’s playground from flooding during severe rain. Students observe a series of images of Woodland’s playground after severe rain to check their predictions and to identify which changes might effectively prevent flooding.

4. Writing About Flooding Solutions (10 min.)As they engage in shared writing to the Woodland principal, students apply their ideas about what changes to the Woodland playground could prevent flooding.



Materials

For the Class• Tornado! Predicting Severe

Weather big book



• marker*

• masking tape*

• Shared Writing chart from Lesson 5.3

• optional: Chapter 5 Home Investigation: Preparing for Severe Weather Where You Live copymaster



• optional: Chapter 5 Home Investigation: Preparing for Severe Weather Where You Live student sheet

*teacher provided

Materials Cont.


Notebook (pages 16–17)

• optional: Chapter 5 Home Investigation: Preparing for Severe Weather Where You Live student sheet



• Optional: Chapter 5 Home Investigation: Preparing for Severe Weather Where You Live copymaster

Vocabulary

• model

• predict

• prepare

• severe

• surface

• temperature



Sunlight and Weather Lesson Planning GuideLesson 5.5: Reflecting on Weather and Sunlight (45 minutes)

Guidance for cluster teachers and classroom teachers: Students think about severe weather, create and present posters, and reflect on the unit.

Investigative Phenomenon: People can prepare to stay safe during severe weather.

Students learn:• People can prepare for severe

weather in their local community.

• Predicting and preparing for severe weather can help people stay safe.

Alignment to NGSS and NYSSLS SEPs 4, 6, 8DCIs ESS3.B, ETS1.BCCCs Cause and Effect

3-D statement: Students analyze data from photographs to determine ways people prepare for severe weather (cause and effect). They consolidate understanding from the unit by viewing artifacts from different chapters about causes and effects of weather and sunlight (cause and effect).


Lesson at-a-Glance

1. Preparing for Severe Weather (5 min.)The teacher projects several slides that show ways people prepare for different types of severe weather. This introduction provides students with some ideas about how to prepare for severe weather before they create posters in the next activity.

2. Creating Weather Preparation Posters (20 min.)Students work with partners to create posters that illustrate how to prepare for a particular type of severe weather. The posters allow students to apply their understanding of how to prepare for severe weather in order to stay safe. This lesson includes an On-the-Fly Assessment that provides an opportunity to informally assess students’ ability to select preparations appropriate to a particular type of severe weather.

3. Presenting Weather Preparation Posters (5 min.)Partners share their Weather Preparation posters with other pairs of students to learn about how to prepare for additional types of severe weather. The teacher synthesizes common themes across students’ posters to consolidate students’ understanding of how people can prepare for severe weather in order to stay safe.

4. Reflecting on the Unit (15 min.)Students discuss artifacts and activities from each chapter to help them remember and consolidate what they have learned about weather and sunlight. Included in this activity is an opportunity to lead students in a self-assessment of their developing understanding.




Materials

For the Class• Artifacts (e.g., class

charts, books, models) from each chapter (see Preparation steps)

For Each Pair of Students• 1 sheet of white

construction paper, 11” x 17”*

• crayons/colored pencils/markers

*teacher provided

Digital Resources


• Severe Weather Preparation poster

Vocabulary

• Model

• Predict

• Prepare

• Severe

• Surface

• Sunlight

• Temperature

• weather
















Sunlight and Weather Lesson Planning GuideLesson 5.6: End-of-Unit Assessment (45 minutes)


Assessment: The teacher meets with students individually.


Students learn:• We can explain the differences

in surfaces’ temperatures by the presence or absence of sunlight, the time that sunlight has been shining, and the color of the surfaces.

• Scientists communicate their ideas to others.

Alignment to NGSS and NYSSLS SEPs 6DCIs PS3.BCCCs Cause and Effect, Energy and Matter

3-D statement: Based on the information and data that students gather by developing and using models throughout the unit, students construct explanations about the way that sunlight and surface color cause different temperatures on Carver and Woodland’s playgrounds (cause and effect, energy and matter).


Lesson at-a-Glance

1. Talking About the Playgrounds’ TemperaturesThe teacher meets with students individually and reviews the playground scenario. Students explain how the different temperatures are caused by sunlight and surface color and then identify cause and effect.

Materials

For the Class• Playground and

Temperature Data Images

• 1 Lamp Model

• clamp lamp

• 2 pieces of black rubber

• 2 pieces of white rubber

• 2 thermometers

*Teacher provided

Digital Resources

• Assessment Guide: Assessing Students’ End-of-Unit Explanations About the Temperatures of the Playgrounds


Vocabulary

• dark

• pale

• sunlight

• surface

• temperature
