Grade 2 Balls and Ramps Completer

Unit Title: Balls and Ramps Developed by: Marie Sykes, Chaparral and Elisa Slee, TOSA Grade: Second

BACKGROUND ON CCSS-ALIGNED UNITS:

This unit was designed by CUSD teachers to assist teams in the integration of CCSS standards in literacy within the content areas. Specifically, you will see an emphasis on student reading and analyzing informational text, including graphics. They will be expected to support their oral and written communication about the information by referencing evidence from the text. Youll also note the inclusion of SIOP strategies to support student learning of concepts contained within the unit.

Additionally, youll find that the unit emphasizes areas that we want to promote in all of our students so they are prepared for college and career, commonly called the 4 Cs:

Collaboration Critical Thinking Communication Creativity

The unit plan was developed to provide teams with an outline and suggested sequence of major learning events; they do not provide every detailed lesson. Your team has the flexibility to place its own professional touch on the final design, resources, and strategies that will be incorporated during the delivery with students. Regardless of the details within the unit, we suggest that teams incorporate the following during its implementation: Beginning:

An introduction to the unit goals and purpose/value of learning them.

A hook to engage interest and focus learning.

A preview of the evidence needed to demonstrate learning, including a preview of any rubrics used.

During: Opportunities for active engagement of

students in a variety of learning structures. Embedded formative assessments that

provide opportunities for feedback on the learning targets.

Ending: A return to the essential questions to

consider what has been learned and better understood, and how they might use this information.

An opportunity for students to self-assess their performance.

Unit Overview

Children come to school having played with balls of many different kinds and in many different ways. They bring a great deal of familiarity with balls and intuitive knowledge of how balls roll and bounce; how easy they are to throw and to catch; which are better for certain games and which are worse. This module builds on those experiences by asking children to extend their explorations of balls, how they roll and bounce, and what they do on ramps.

The two major themes running throughout the unit include the properties and characteristics of balls and the different things that affect the way balls behave. Students observe, use, and compare different balls noting the difference in materials, size, and weight. They then explore how balls are affected by gravity, inertia, momentum, and friction.

It is important to remember that a childs understanding is facilitated by the teachers modeling, especially modeling of the recording sheets. This modeling must be done for every lesson and in fact approximates the real world of the scientist, where a scientist is trained on collecting data before a particular investigation.

Since the children will be working with Balls and Ramps, management is especially important. This unit includes Teachers Management Tools which will assist you in this process. We have linked this unit to the MacMillan/McGraw Hill Student Textbook, Interactive Text, and Reading and Writing in Science Workbook. The recommended cycle of learning is that students will explore first using an inquiry based model of instruction followed up by reading texts to confirm their learning.

The Balls and Ramps kit is available to order online from the CUSD SMART Center through the Educator Support Website. Additionally, there is a video that demonstrates how to use the kit. Heres the link: http://cusd.capousd.org/edusupport/Currinstruction/Science/ElemScience.html

Capistrano Unified School District CCSS Unit Template

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GradeLevel:2ndTimePeriod:34weeksContentArea:STEMUnitName:BallsandRamps

StandardsaddressedinthisunitHSSorScienceContentStandards:CUSDScienceStandards:BasedonStandards1.agThemotionofobjectscanbeobservedandmeasured.Students: Describethepositionofanobjectbylocatingitinrelationtoanotherobjectorbackground. Recordanddescribethechangeinpositionofanobjectovertime. Concludetheamountofforceofapushorpullcanchangethemovementoftheobject. Concludethattoolsandmachinescanapplypushesandpullstomakethingsmove. Concludeobjectsfalltothegroundunlesssomethingholdsthemup. Usemagnetstomakeobjectsmovewithoutbeingtouched. Concludethatsoundismadebyvibratingobjectsandcanbedescribedbyitspitchandvolume.

BigIdeas: Themotionofobjectscanbeobservedandmeasured. Thelocationofanobjectismeasuredbyitsdistanceanddirectioninrelationtoanotherstationaryobject.

Ittakeslesstimeforafastermovingobjecttotravelacertaindistancethanforaslowermovingobjecttotravelthesamedistance.

Anobjectthatismovingwillkeepmovingunlessforceintheformofapushorapullisapplied.

Allobjectsarepulledtowardallotherobjectsbyaforcecalledgravity. Earthsgravitationalforce(pull)onanobjectiscalledtheobjectsweight.

EssentialQuestions: Howdoyouknowsomethinghasmoved? Howdoyoumakethingsgofartherinlesstime? Howcanyouspeedsomethingup?Slowsomethingdown? Howcanaforcehelpyouliftsomething?

ReadingStandardsforInformationalText: Writing/LanguageStandards: Speaking&ListeningStandards:RIRI1.Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RI2.Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.RI3.Describetheconnectionbetweenaseriesof

WW2.Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.W7.Participateinsharedresearchandwritingprojects.W8.Recallinformationfromexperiencesorgather

SLSL1.Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextwithpeersandadultsinsmallandlargergroups.SL2.Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.


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historicalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.RI4.Determinethemeaningsofwordsandphrasesinatextrelevanttoagrade2topicorsubjectarea.(Seegrade2Languagestandards46foradditionalexpectations.)

informationfromprovidedsourcestoansweraquestion.LL4.Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrade2readingandcontent,choosingflexiblyfromarangeofstrategies.L5.Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.a.Identifyreallifeconnectionsbetweenwordsandtheiruse(e.g.,describefoodsthatarespicyorjuicy).b.Distinguishshadesofmeaningamongcloselyrelatedverbs(e.g.,toss,throw,hurl)andcloselyrelatedadjectives(e.g.,thin,slender,skinny,scrawny).

AcademicLanguage/KeyVocabulary:accelerate, data, change, energy, explore, force, slope, gravity, momentum, motion, movement, speed, property, energy, ramp, incline, position, distance, motion, speed, distance, force, push, pull, friction, inertia, variables, obstacle, roll, slide, bounce, swerve, steep, less steep, smooth, bumpy, round, flat, heavy, light, hard, more, fewer , soft, far, farther,watch, observe, predict, measure, count, compare, sort, describe, identify, share, notice, discover, question SummativeAssessment/IntegratedPerformanceTask(Howwillstudentsdemonstratetheirunderstandingofthebigideas?):Workingincollaborativeteams,studentswillplan,design,create,andrevisearampsystemandpresentthissystemtopeers,anotherclass,orparents.

StudentFriendlyLearningTargetStatements(e.g.,Icanorwewill) FormativeAssessments


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Learning

Targets(Contentand

Language

Objectives)

Icandescribethepositionofanobjectbylocatingitinrelationtoanotherobjectorbackground.

Icanrecordanddescribethechangeinpositionofanobjectovertime.

Icanconcludetheamountofforceofapushorpullcanchangethemovementoftheobject.

Icanconcludethattoolsandmachinescanapplypushesandpullstomakethingsmove.

Icanconcludeobjectsfalltothegroundunlesssomethingholdsthemup.

Icanusemagnetstomakeobjectsmovewithoutbeingtouched. Icanconcludethatsoundismadebyvibratingobjectsandcanbedescribedbyitspitchandvolume.

Studentnotebooks,withobservations/diagrams Teacherobservations Teacheranecdotalnotes InteractiveTextbookAnswers ReadingandWritinginScienceworkbookpages Oralpresentationoframpsystem

SpecificText&UnitResources

Texts/Passages

Graphics/Charts/Images

Videos Websites

MacMillan/McGrawHillStudentTextbook,2ndgradeMacMillan/McGrawHill,StudentInteractiveTextMacMillan/McGrawHillGuidedReader,PushPull(camewithtextbook)

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlBallsandRampsVideosinSpanishhttp://peepandthebigwideworld.com/videoes/BallsandRampsvideosinEnglishhttp://www.peepandthebigwideworld.com/guide/pdf/peepguideramps.pdfBillNyeVideo:Momentum321ContactVideo:MotionandForceshttp://app.discoveryeducation.com/search?Ntt=321+Motion+and+forces&N=18340TheMagicSchoolBusPlaysBall(mustasktobeplacedintoMyBigCampus)

Game:usetherampstogettheballinthebucket[forstudents]http://www.dopamyne.net/j216.htmlhttp://www.exploratorium.edu/baseball/bouncing_balls.htmlWhydoballsbounce?http://www.exploratorium.edu/sports/ball_bounces/ballbounces1.htmlhttp://www.exploratorium.edu/sports/ball_bounces/ballbounces2.htmlhttp://www.exploratorium.edu/sports/ball_bounces/ballbounces3.htmlhttp://www.exploratorium.edu/sports/ball_bounces/index.htmlEngineeringChallengeswithBallsandRampshttp://sciencenetlinks.com/lessons/makingobjectsmove/


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http://sciencenetlinks.com/lessons/ramps1letitroll/http://sciencenetlinks.com/lessons/ramps2rampbuilder/

OtherLiteratureConnections

Dahl,Michael.Roll,Slope,andSlide:ABookaboutRamps.PictureWindowBooks,2006.Fromskateboardparkstohighwayramps,thisbooktakes alookatthemanywaysweuserampseveryday.Bradley,Kimberly.ForcesMakeThingsMove.HarperCollins,2005.Thisbookusesfamiliarexamples,suchasthrowingaball,pushingatoycaracrossthefloor,andrunningupstairstohelpchildrenexploreandunderstandtheconceptsofforces,friction,andgravity.Whitehouse,Patricia.Rolling.HeinemannLibrary,2003.(AlsoavailableinSpanish.)Thisbookinvitesyourstudentstotryanumberofsimpleexperimentswitheverydayobjectsthatroll.TheCreativeCurriculumStudyStarter:BallsAStepbyStepGuidetoProjectBasedInvestigationsinSciencehttp://www.teachingstrategies.com/content/pageDocs/StudyStarterBalls022012.pdf

NecessaryMaterialsorequipment

TheBalls&RampskitfromtheCUSDSMARTCenterincludesallmaterialsneededforinvestigations.PleaseorderfromthislinkontheEducatorSupportwebsite:http://webapps.capousd.org/webforms/kitorder/kitorder.htmMacMillan/McGrawHillSecondGradeScienceTextbook,InteractiveTextbook,andReadingandWritinginScienceWorkbookBallsandRampsStudentnotebooksforrecordingobservations(notebookcoverandworksheetsincludedinthisunit)

TeamNotesLaunchLessonIdeas:ThisunitlauncheswithanExplorationLesson

SuggestedInstructionalSequence:(includingdirectinstruction,facilitation,andcoachingofstudents)Days Activities Structure(grouping,

etc.)Embeddedassessments Ideasfordifferentiating


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1 IntroduceBalls&RampsScienceNotebook Checklist,vocabulary,rubric Date&Time PurposeorPlanoftheLesson ListofMaterials YourQuestionoftheDay IllustrationandLabeltoShowWhatyoudidand

observed Conclusion,whatyoulearned TableofContents Glossary

Sendhomeparentletter,sampleincludedinunit

Wholeclass Buddyshareandclarificationquestionsfromstudents

IntroducepicturecardsforvocabularyandCognitiveContentDictionaryifyouwillbeusingone

2Canbecombinedwithday1

ExplorationLessonCircleMaptocollectwhatyourstudentsalreadyknowaboutballsandrampsorKWLChart,InquiryChart,ConceptAttainmentChart(selectone)anythingtoactivatepriorknowledgeEstablishclassrulesforballs(SeeTeacherManagementToolsAttachedtothisunit)

Wholeclass InquiryChart,CircleMap,KWLchartletsyouknowwhatyourscholarsknow

Usechantsandpoemsthroughoutthisunittosupportliteracyandcontent.Theyareincludedasattachments.

1 LessonI:Studentsobserve,compare,andsortballsAlwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:

Whatdoestheballfeellike? Whatcanyoudowiththatball? Istheresomethingspecialordifferentaboutthe

ball? Whatdoyouthinkitsmadeof? Whatdoyouthinkisinside?

Afterseeingtheball: Whatdoestheballlooklike?

StudentsCompleteLineofLearning:Weuseoursensestocompareandsortobjects

Smallgroupsof2 Arestudentsabletonametheattributesofaballusingtheirsenses?(StudentsrecordonLesson1notebooksheet)Studentsreflectioninconclusion

GLADStrategy,FarmerintheDell


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1 Lesson2PropertiesofBalls

Alwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:

Doestheballmovedifferentlyontherugthanonthetile?

Whatwordscanyouusetodescribethetwoballs? Howaretheydifferent? Whatpropertiesdoyourballshave? Whatkindoftexturedoesithave? Howaretheythesame? Isitholloworsolid? Whatmakesaball,aball?

StudentsCompleteLineofLearning:Ballshavepropertiesbywhichyoucandescribethem.Ballshavethepropertiesofsize,bounciness,weight,andabilitytoroll.

Groupsof2 ComparingBallsWorksheetLesson2NotebookSheetStudentsreflectioninconclusion

UsechantsandreadaloudstosupportLanguage

1 Lesson3:MovementwithStrawsandBallsStudentsmovedifferentballsbyblowingthroughastraw.Alwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:

Whatmakestheballsmove? Whataresomewaysthatballsmove(roll,spin,

bounce)? Whatdidyounoticeabouttheballs? Didtheygostraight?Slowly?Fast? Howmucheffortdidittaketogettheballtogo? Whydoyouthinkthatitwaseasier/hardertomove

certainballs?

Groupsof2 Lesson3NotebookSheetStudentsreflectioninconclusion


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Aresomeballshardertostopthanothers? Whatdoyouthinkmakesthedifference?

TeachGravityPoem(includedinunit)StudentsCompleteLineofLearning:Forceistheamountofenergyittakestomoveanobject.Forcecanpushanobject.Theheaviertheobject,themoreforceittakestomoveit.

1 Lesson4:ExploringandComparingBouncinessStudentstestsballstocomparebounciness.Alwaysmodelthedatarecordingprocess,foreachlesson.StudentscompletedatacollectionFocusQuestions:

Whatisbounce?Howcanweexplainthattosomeone?

Whatkindsofobjectsbounce? Whatbouncesthatisnotaball? Whydoobjectsbounce? Doallballsbouncethesame? Whatdoesagoodbouncerdo?Whataboutabad

bouncer? Canyoudoanythingtomakesomethingbounce

more?StudentsCompleteLineofLearning:Themotionofanobjectisaffectedbysize,weight,andmaterial.

Groupsof45

Lesson4ComparingBouncinessWorksheetLesson4NotebookSheetStudentsreflectioninconclusion


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1

Lesson5:MeasuringtheHeightoftheBounceStudentsmeasuretheheightofthebounceandcompareballs.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:

Whichballdidyouthinkwouldbouncethehighest? Doallballsbouncethesame? Whatpropertiesdoesahighbouncerhave? Whatpropertiesdoesalowbouncerhave? Canyoudosomethingtomakeaballbounce

higher?StudentsCompleteLineofLearning:Thepropertiesofanobject(size,weight,andmaterial)canaffectthemotionofanobject.

Groupsof45 Lesson5ComparingtheHeightofBouncesWorksheetLesson5NotebookSheetStudentsreflectioninconclusion

1 Lesson6:ExploringRampsStudentsexplorerampsAlwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:

Howdoballsmoveonaramp? Whatdoyouthinkmakestheballgo? Whatkindsofballsaregoodrollers? Didyoutrytoknockdownanotherobjectwithyour

rollingball?Whichballworkedbest?Why?http://www.peepandthebigwideworld.com/guide/pdf/peepguideramps.pdfStudentsCompleteLineofLearning:Inquiryofexploringrampsthereisnolineoflearning.Letthekidswritetheirown.

Groupsof2 Lesson6OurThinkingaboutballs,ramps,androadwayswritingsheet(reflectionevidencedinthis)Lesson6NotebooksheetStudentsreflectioninconclusion


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1 Lesson7:MeasuringandChartingtheRollingDistance

StudentscomparetwodifferentballsAlwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:

Whathappenswiththedifferentslopedramps? Dotheballsrollthesamedistance? Whatdoyouthinkmakesitgofast,orgoalong

waywhenitleavesyourramp? Whatmakesthemstop?

StudentsCompleteLineofLearning:Thehighertheramp,thefarthertheballrollsbecauseitgainsmomentum.

WholeClass Lesson7DistanceoffRampdatacollectionsheetLesson7NotebooksheetStudentsreflectioninconclusion

1 Lesson8:MeasuringandChartingtheTransferofEnergyStudentsmeasureandchartthetransferofenergyfromaballtoastillobject.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:

Whathappenstotheballinmotionwhenithitsthestillobject?

Didtherollingballalwayshittheobject? Howcanyouchangethespeedoftheball? Whatobjectwaseasy/hardtomove?Why? Whatpropertiesmakeiteasier/hardertohitastill

object?StudentsCompleteLineofLearning:Energytransfersfromoneobjecttoanother.Theenergyfromthemomentumofthefirstballtransferstotheobjects

WholeClass Lesson8TransferofEnergyWorksheetLesson8NotebooksheetStudentsreflectioninconclusion

1 Lesson9:ComparingBallsandDistanceTraveledUsing WholeClassorsmall Lesson9Effectof


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RampsStudentmeasureandcharttherollingdistanceofaheavyballversusalightballandalargeballversusasmallball.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.Focusquestions:

Whatisthedifferencebetweenthetwoballsastheyrolldowntherampandonthefloor?

Whatcanyousayabouthowfartheygo? Whatdifferentpropertiesdotheseballshavethat

seemtoaffecttheirmovement? Isweightimportantingettingballstorollfarther?

Orfaster? Areyoutestingtheballsfairly?

Howdotheballsrolldifferently?Alike? Issizeimportantingettingaballtorollfaster?Or

farther?StudentsCompleteLineofLearning:Weightandsizeaffectthedistanceanobjectmoves.

groups WeightandSizeWorksheetLesson9NotebooksheetStudentsreflectioninconclusion

2 Lessons10&11DesigningandCreatingaRampSystemStudentsworkincollaborativegroupstoplan,design,andcreateandrampsystem.Studentstesttheirrampsystemandthenredesigntheirsystemtoimproveit.Studentscreatepresentationsoftheirrampsystem.Alwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.StudentswritetheirownLineofLearningsincethisactivityisanapplicationoftheconceptslearnedinthisunit.

Groupsof45 EvidenceofconceptattainmentindesignofsystemLesson10&11NotebooksheetStudentsreflectioninconclusionCreateaPresentationrubric


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1 Lesson12:DesigningandCreatingaBallAlwaysmodelthedatarecordingprocess,foreachlesson.Studentscompletedatacollection.FocusQuestions:Whatpropertiesareimportanttoyou?Howcanyoumakeyourballbounce?Whatcanyoudotomakeaballthatrollsfast?Whatchangesdoyouneedtomaketoyourball?Whydiditturnoutlikeyouexpectedornot?

Groupsof4or5 Lesson12NotebooksheetStudentsreflectioninconclusion

MakingtheMostofText:READINGshouldfollowinquiryTextselection TextDependentQuestions EvidencebasedanswersTherecommendedcycleoflearningisthatstudentswillexplorefirstusinganinquirybasedmodelofinstructionfollowedupbyreadingtextstoconfirmtheirlearning.Pleaseselectthesetextstobeusedtocomplementthehandsonactivities.Studentsmayreadandcompletethesetextdependentquestionsduringtheliteracyblock.

MacMillan/McGrawHillStudentTextbook

Pages270271Whatismotion?Pages264265and272Whataresomewaystomeasuremotion?Pages286289Howcanwechangethemotionofanobject?Pages278281Whatisforce?Pages286289and316319Whatistheeffectoffrictionandgravityonmotion?Pages308311Describehowtwosimplemachinesuseforcetomakeworkeasier.Pages324326Describemagneticforce.Pages337338Howissoundrelatedtomotion?

Motionisachangeinposition.Youcanmeasuremotionbymeasuringachangeinposition.Ifyouaddfriction,itwillslowsomethingdown.Ifyouhavelessfriction,itwillguidesmoothly.Forceisapushorapullthatputssomethinginmotion.Frictionisaforcethatslowsdownmovingthings.Gravityisaforcethatpullsthingstowardeachother.Asimplemachinemakestheforceofyourpushorpullstronger.Forexample,alevelletsyouuselessforce.Wheelsletpeoplerollobjectsinsteadofliftingthem.Magnetscanpullorattractobjectsoritcanpushorrepelobjects.Whensoundislow,thevibrationsareslow.Whenthesoundishigh,thevibrationsarefast.


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MacMillan/McGrawHillStudentInteractiveTextbook

9597ObjectsinMotion:HowDoThingsMove?(vocabulary)Whatworddescribestheplacewheresomethingis?Whataresomewordsyoucanusetocomparethepositionofanobjecttosomethingthatdoesntmove?Whenanobjectmoves,whatdoesitchange?9899Howdoyoumeasuredistance?Whatworddescribeshowfarawayonethingisfromanother?Whatisonewaytomeasuredistance?Whatissomethingyouseeonamap?Whywouldyouwanttoreadamap?Whataresomeunitsyoucanusetomeasuredistance?Lesson2Motion100101Howcanyoutellifsomethinghasmoved?Wheredothingsmove?Whensomethingismoving,howdowedescribeit?Lookatthepicture.Whoisinmotion?Howdoyouknow?Lookatthelastpicture,howwouldyoudescribethediversposition?102103Whatisspeed?

PositionIn,on,under,nextto,left,right,above,below,near,farItspositionDistanceUsethescaleamapThescaleTodeterminethedistancebetweentwoplacesInches,feet,miles,centimeters,meters,kilometersAllaroundyouWesayitisinmotion.ThediverHerpositionchanges.Shestartsatthetopofthedivingboardandthenjumps.Sheisfacingdown


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Whatdescribeshowfaryoumoveinacertainamountoftime?HowfastcananOlympicrunnerrun1mile?Whichanimalrunsthefastestinthegraph?Lesson3PushesandPulls104105Whatareforces?Whatdoyouhavetousetomakesomethingmove?Whyisyourkickaforce?Howisakickakindofpush?Whatisapull?Isopeningadrawerapushorapull?Whataretwoforces?Doyouthinkthemanpushingthewagonisexertingaforce?Giveanotherexampleofapush.Giveanotherexampleofapull.106107WhatHappenswhenaforcechanges?Howcanyoumakeaballgofar?Ifyoudonotusealotofforce,whathappenstotheball?Whatiseasiertomove,somethinglightorsomething

speedIn5minutesorlessThecheetahAforceYoumaketheballmoveWhenyoukicktheball,itmovesawayfromyouSomethingthatmovessomethingclosertoyouApullbecauseyouaremovingsomethingclosertoyouApushandapullarebothforcesYes,heispushingthetwopeopleawayfromhim(readingapicture)Pushingadoor,pushingopenawindowPullingafriendtowardyou,pullingoffashirtUsealotofforceItwillnotgoveryfar.Somethinglightiseasiertomovebecauseyouneed


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MacMillan/McGrawReadingandWritinginScienceWorkbook109ObjectsinMotion(excellentassessmentforendofunit)

heavy?Why?Lesson4ChangingMotion108109Whatslowsthingsdown?Whenyourubtwothingstogether,whathappens?Whatforceslowsthingsdown?Whatmakesithardertomovesomethingonaroughsurface?Whatslowsdownarollerblade?Howcanfrictionbehelpful?Whatissomethingthataddsfriction?Whymightweneedlessfriction?Namesomethingwithlessfriction

lessforceFrictionFrictionThereismorefrictionArubberstopperthatcausesfrictionItcankeeparunnerfromslippingorfallingThetreadonshoesAballerinaneedslessfrictionsohershoescanslidealongthefloor.Asurfboardissmooth

FieldTripConnections/Ideas:

ResourceInformation Cost OptimalTimeframe(whenintheunit?Whenintheyear?)Preparation/Posttripideas

DiscoveryScienceCenterhttp://www.discoverycube.org/education/

7.009.00perstudent

Thiscouldbeanexcellentfieldtripattheendoftheunit.TheDiscoveryScienceCenteralsotravelstoschoolswithhandsonactivities.

Studentscouldwriteabouttheirfieldtripanditsrelationshiptowhattheystudiedintheinvestigationsinthisunit.

Teachers Management Tools

Most lessons take about 50 minutes. Establish a home position for the balls to be in when the teacher needs to give

instructions. For example, when the teacher says, all balls in home position, students respond by holding the ball still right by their side.

Students are given guidelines for handling the balls. Students may roll or bounce the balls. Students may not throw the balls.

The unit can be introduced with a concept attainment chart introducing things that move/things that dont move (depth and complexity: Rules)

Science textbook used during shared reading or as independent reading. Students can use dictionary to write definition of vocabulary words or you can put up a

cognitive dictionary. Write Line of Learning on the board AFTER students have completed their conclusions.

Students copy Line of Learning. Lesson 1: Label one class set of bags with #1. Label second class set of bags #2. Put one

ping pong ball in each #1 bag. Put one rubber ball in each #2 bag. Fold top of bag down so students can not see the balls. Students work with a partner. One partner takes bag #1. The other partner takes bag #2. Each partner reaches in the bag and records properties of balls through touch (THEY CANNOT SEE THE BALL). Switch with partner, do the same. Discuss chart what they felt on class chart. Students return to seats. Do same as before only this time they record properties they can see. Discuss/record on class chart.

Lesson 2: Students work with same partner. Suggested balls rubber and ping-pong Lesson 3: Students work with same partner. Suggested balls rubber and ping-pong Lesson 4 & 5: Students work in teams of 4 to 5 (teacher forms teams). Students will

work with same time through lesson 6. Suggested balls to use: large Styrofoam ball, rubber ball, ping pong ball and large glass marble. The will use the same balls for the remainder of the lessons. I suggest that you fill one ziplock bag with the four balls for each team.

Lessons 6: Introduce ramps. Lesson is exploration. Teams come up with their own line of learning. At end of lesson, chart each teams line oflearning.

Lessons 7, 8 & 9 whole class Ball A Styrofoam ball, Ball B rubber ball. Lesson 9 can be divided into two days. Day 1 comparing heavy/light balls, day 2 comparing

big/small balls. Some lessons such as Lesson 9 can also be done whole class or in small groups.

Lessons 10 11 are extensions and optional (create a ramp system, create a ball)

Dear Parents, We are beginning a physical science investigation that supports the following grade level standard: the motion of objects can be observed and measured. Through inquiry based lessons the children will apply the following skills: Make predictions based on patterns or observation rather than random

guessing Formulate questions that relate to the lesson Measure the distance an object has moved Read time on a clock Determine range and mode Compare and sort common objects based on two or more physical attributes Draw or write descriptions of observations Gather and record data using graphs and tables Draw conclusions based on evidence

We will be learning about this form of energy with balls! The ball is a universal toy that delights children of all ages (even most adults). Second graders come to school having a great deal of familiarity with balls. The children will be building on their prior experiences with balls by exploring, in depth, how balls are affected by gravity, inertia, momentum and friction. We will also use ramps to explore the effect of different inclines on the motion of balls and the effect of weight and size on the movement of balls. Sounds like a ball, doesnt it?

Thank you for your support,

The Second Grade Team

Balls and Ramps Lines of Learning Give the students time to explore balls and ask questions before introducing Lesson 1.

Sample Lines of Learning Lesson 1: We use our senses to compare and sort objects Lesson 2: Balls have properties that affect their motion. Balls have the properties of size, bounciness, weight, and ability to roll. Lesson 3: Force is the amount of energy it takes to move an object. Force can push an object. The heavier the object, the more force it takes to move it. Lesson 4: We can observe the motion of an object. The motion of an object is affected by size, weight, and material. Lesson 5: The motion of an object is affected by size, weight, and material. Lesson 6: Inquiry of exploring ramps there is no line of learning. Let the kids write their own. Lesson 7: The higher the ramp, the farther the ball rolls. (Gravity and momentum) Lesson 8: Energy transfers from one object to another. (The energy from the momentum of the first ball transfers to the objects when it has contact.) Lesson 9: Weight and size have an effect on the motion of an object and the distance it moves. Lesson 10 & 11 are applications Students write their own Line of Learning. Lesson 1 & 6 are investigations (exploring balls and exploring ramps)

Teachers Management Tools

Most lessons take about 50 minutes. Establish a home position for the balls to be in when the teacher needs to give

instructions. For example, when the teacher says, all balls in home position, students respond by holding the ball still right by their side.

Students are given guidelines for handling the balls. Students may roll or bounce the balls. Students may not throw the balls.

The unit can be introduced with a concept attainment chart introducing things that move/things that dont move (depth and complexity: Rules)

Science textbook used during shared reading or as independent reading. Students can use dictionary to write definition of vocabulary words or you can put up a

cognitive dictionary. Lessons 6 & 7 can be combined allowing 15 minutes of exploration in Lesson 6 Lessons 8 & 9 can be done whole class. Lesson 9 can be divided into two days. Day 1 comparing heavy/light balls, day 2 comparing

big/small balls. Some lessons such as Lesson 9 can also be done whole class or in small groups.

w

A Guide to Science Notebooks

Notebook or Journal? It is best to refer to this record as a science notebook rather than a journal. Journals are used in many different subject areas and are generally thought of as a reflective account of student work. The notebook is an actual record of all student work and thinking in science.

Steps For Each Day of Science Records in the Notebook

1. Date and Time: All entries begin with the students entering the date and time of the lesson.

2. Questions: After a brief introduction and modeling several lessons by the teacher, the students formulate a question in their own words about the days lesson/purpose. After a few minutes have some students share their question so that others can get ideas. It is important that this question is not just copies from the board. Students need work on articulating ideas on their own.

3. Prediction: Students need to make an educated guess in the form of a prediction in their notebooks. A hypothesis is more formal, and based on related experience so call it a prediction for now. This prediction should also be in the students own words. The prediction is what the student thinks is the answer to his or her own question.

4. Procedure: All materials, steps, data, and observations should be recorded in this section. Data should be organized into graphs or tables. Pictures and diagrams can also be included. The idea is that this section is so clear that an outsider could understand and repeat exactly what was done by the student.

5. Conclusions: This section can be titled What I learned. In this section, students interpret data, reflect and consider future questions. Again, this topic needs to be in the students own words.

6. Unanswered Questions: (Optional for students) Students write any questions They have as a result of the investigation. If there are any unanswered questions, have students share them with class. These unanswered questions can stimulate investigations that can be used at centers or as differentiated learning.

______________________Line of Learning (or LOL)_______________________ 7. Line of Learning: After each student has written a conclusion, class discussion should occur. The line of learning is a line drawn in the book. Under it, all ideas that come out in discussion (that the student left out of his or her own conclusion) are recorded. If students LOL do not reflect the enduring understanding of the lesson, the teacher gives the information to the student.

Balls & Ramps Inventory

Straws (1 per student) Small paper bags (1 per student) Large rubber bands Scale 2 boxes modeling clay 2 rolls aluminum foil 2 pkgs. tissue paper 1 roll masking tape 16 ramps 16 plastic cups 16 plastic rulers balls & ramps TE 100 weights 4 whiffle balls 16 pingpong balls 16 rubber tennis balls 16 large Styrofoam balls 18 small wooden balls 18 small stryrofoam balls 17 large marbles 32 small rubber bouncy balls 1 beach ball

Scientific Vocabulary/Word Bank

accelerate gravity data momentum change motion energy movement explore observe force speed slope

Science Notebook Checklist

Date & Time

Purpose or Plan of the Lesson

List of Materials

Your Question of the Day

Illustration & label to show what you did, and what you observed.

Conclusion - What you learned

Balls and Ramps

Focus Questions: Lesson 1 What does the ball look like? What does the ball feel like? What can you do with that ball? Is there something special or different about the ball? What do you think its made of? What do you think is inside? Focus Questions: Lesson 2 Does the ball move differently on the rug than on the tile? What words can you use to describe the two balls? How are they different? What properties do your balls have? What kind of texture does it have? How are they the same? Is it hollow or solid? What makes a ball, a ball? Focus Questions: Lesson 3 What makes the balls move? What are some ways that balls move? What did you notice about the balls? Did they go straight? Slowly? Fast? How much effort did it take to get the ball to go? Why do you think that it was easier/harder to move certain balls? Are some balls harder to stop than others? What do you think makes the difference? Focus Questions: Lesson 4 What is bounce? How can we explain that to someone? What kinds of objects bounce? What bounces that is not a ball? Why do objects bounce? Do all balls bounce the same? What does a good bouncer do? What about a bad bouncer? Can you do anything to make something bounce more? What? Focus Questions: Lesson 5

What ball did you think would bounce the highest? Do all balls bounce the same? Why? Why not? What properties does a high bouncer have? Can you do something to make a ball bounce higher? Focus Questions: Lesson 6 How do balls move on a ramp? What do you think makes the ball go? What kinds of balls are good rollers? Did you try to knock down another object with your rolling ball? Which ball worked best? Why? Focus Questions: Lesson 7 What happens with the different sloped ramps? Do the balls roll the same distance? What do you think makes it go fast, or go a long way when it leaves your ramp? What makes them stop? Focus Questions: Lesson 8 What happens to the ball in motion when it hits the still object? Did the rolling ball always hit the object? How can you change the speed of the ball? What object was easy/hard to move? Why? What properties make it easier/harder to hit a still object? Focus Questions: Lesson 9 What is the difference between the two balls as they roll down the ramp and on the floor? What can you say about how far they go? What different properties do these balls have that seem to affect their movement? Is weight important in getting balls to roll farther? Faster? Are you testing the balls fairly? How do the balls roll differently? Alike? Is size important in getting a ball to roll faster or farther? Focus Questions: Lesson 10

How did you make your ball move? What started the movement of your ball? What stopped it? How did the ball move at the top of the ramp? In the middle? At the end? What would you like to get your ball to do? Can you make the balls go up a hill or turn a corner? What makes the balls stop quickly? Focus Questions: Lesson 11 What changes did you make, and why? What balls work best in your system? What happens when you use a heavy/light ball? What properties work best for a ball going through your system? Focus Questions: Lesson 12 What properties are important to you? How can you make your ball bounce? What can you do to make a ball that rolls fast? What changes do you need to make your ball? Why did it turn out like you expected? Why not?

Balls & Ramps 2nd Grade

Hall of Fame

Date: Lesson #1 Time: Purpose of Lesson: To observe, compare, and sort different balls Materials: 2 paper bags, one ball in each bag Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #2 Time: Purpose of Lesson: To list the properties of the balls, and to decide what it is that defines a ball. Materials: 2 balls (rubber/bouncy, and a ball not rubber/bouncy), scale Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: ----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #3 Time: Purpose of Lesson: To observe and compare what 2 different balls do when blown on through a straw. Materials: 2 balls, straws Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #4 Time: Purpose of Lesson: To explore and compare bounciness Materials: 4 different balls (glass ball, rubber ball, pingpong ball, styrofoam ball) Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #5 Time: Purpose of Lesson: To measure the height of the bounce Materials: measuring tape, glass ball, bouncy ball, pingpong ball, styrofoam ball Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #6 Time: Purpose of Lesson: To explore ramps Materials: ramp, blocks, 1 ball Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #7 Time: Purpose of Lesson: To measure and chart the rolling distance of two different balls Materials: ramp, blocks, measuring tape, 2 balls Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #8 Time: Purpose of Lesson: To measure and chart the transfer of energy from a ball to a still object Materials: measuring tape, ramp, blocks, weights, paper cup , ball Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #9 Time: Purpose of Lesson: To measure and chart the rolling distance of a heavy ball versus a light ball and a large ball versus a small ball. Materials: ramp, measuring tape, 2 balls (same size, different weight); 2 balls (same weight, different size) Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #10 & 11 Time: Purpose of Lesson: To design and create a ramp system that 2 different balls can roll through. Materials: ramps, wooden blocks, balls Question: Prediction: Experiment (What did you observe?): Conclusion (What did you learn?): Unanswered Questions: -----------------------------------------------------------------------------------------------------

Line of Learning

Date: Lesson #12 Time: Purpose of Lesson: To design and create a ball Materials: tissue paper, aluminum foil, rubber bands, masking tape, paper bags, modeling clay Question: Prediction: Experiment (What did you observe?): Unanswered Questions: Conclusion (What did you learn?): -----------------------------------------------------------------------------------------------------

Line of Learning

Balls

Balls are round, but balls aren't square Balls can roll and bounce everywhere. Balls bounce high and balls bounce low Count the bounces as they go. Bouncing 1,2 Bouncing 3,4 Bouncing 1,2,3,4 MOTION Take a ball and toss it high, Will it stay up in the sky? Gravity pulls it down you know Count the times it bounces low. Bouncing 1,2 Bouncing 3,4 Bouncing 1,2,3,4 GRAVITY Balls roll here and balls roll there Measure distance everywhere. Balls and ramps are fun and so Roll them high and roll them low. Rolling 1,2 Rolling 3,4 Rolling 1,2,3,4 ENERGY Friction slows balls down you know Will size make a ball roll slow? Weight can sometimes measure in Makes you lose or makes you win.

Rolling 1,2 Rolling 3,4 Rolling 1,2,3,4 FRICTION

Balls won't move without a force This is called inertia of course. Moving balls will go, go, go Stand right there and watch them roll. Movement 1,2 Movement 3,4 Movement 1,2,3,4 THE FORCE

- Anonymous

Balls and RampsFocus Questions

Created by Marie Sykes

Lesson 1

What does the ball look like? What does the ball feel like? What can you do with that ball? Is there something special or different about the

ball? What do you think its made of? What do you think is inside?


Lesson 2

Does the ball move differently on the rug than on the tile?

What words can you use to describe the two balls? How are they different? What properties do your balls have? What kind of texture does it have? How are they the same? Is it hollow or solid? What makes a ball, a ball?


Lesson 3 What makes the balls move? What are some ways that balls move (roll, spin,

bounce) ? What did you notice about the balls? Did they go straight? Slowly? Fast? How much effort did it take to get the ball to go? Why do you think that it was easier/harder to move

certain balls? Are some balls harder to stop than others? What do you think makes the difference?


Lesson 4

What is bounce? How can we explain that to someone?

What kinds of objects bounce? What bounces that is not a ball? Why do objects bounce? Do all balls bounce the same? What does a good bouncer do? What about a bad

bouncer? Can you do anything to make something bounce

more?


Lesson 5

Which ball did you think would bounce the highest?

Do all balls bounce the same? What properties does a high bouncer have? What properties does a low bouncer have? Can you do something to make a ball

bounce higher?


Lesson 6

How do balls move on a ramp? What do you think makes the ball go? What kinds of balls are good rollers? Did you try to knock down another object

with your rolling ball? Which ball worked best? Why?


Lesson 7

What happens with the different sloped ramps?

Do the balls roll the same distance? What do you think makes it go fast, or go a

long way when it leaves your ramp? What makes them stop?


Lesson 8

What happens to the ball in motion when it hits the still object?

Did the rolling ball always hit the object? How can you change the speed of the ball? What object was easy/hard to move? Why? What properties make it easier/harder to hit a still

object?


Lesson 9

What is the difference between the two balls as they roll down the ramp and on the floor?

What can you say about how far they go? What different properties do these balls have that

seem to affect their movement? Is weight important in getting balls to roll farther? Or

faster? Are you testing the balls fairly?

How do the balls roll differently? Alike? Is size important in getting a ball to roll faster? Or

farther?


Name:___________________

Motion

1. What is motion? Read pages 270 - 271 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What are some ways to measure motion? Read pages 264 265 and pages 272 272 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________

3. How can we change the motion of an object? Read pages 286 - 289 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________ 4. What is force? Read pages 278 - 281 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________

5. What is the effect of friction and gravity on motion? Read pages 286 -289 and pages 316 - 319 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________ 6. Describe how two simple machines use force to make work easier? Read pages 308 - 311 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________

7. Describe magnetic force. Read pages 324 - 326 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________ 8. How is sound related to motion? Read pages 337 338 to find the answer. ____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________

3REVballs & Ramps LOL.pdfSample Lines of Learning

Balls chant.pdfBalls are round, but balls aren't squareGravity pulls it down you know

Grade 2 Balls and Ramps Completer

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Transcript of Grade 2 Balls and Ramps Completer