Uni t Sum m ar y: T abl e of C ont ent s : W e e k 5: St r ...

Unit Summary: Students will explore what causes objects to move or change direction.They will learn that a force is required. They will explore push and pull forces. The greaterthe force, the greater the change in speed or direction. Students will compare thestrengths of different pushes and pulls and collect data to evaluate a design that usespushes and pulls.

Table of Contents:Week 5: Structure and FunctionWeek 6: MotionWeek 7: What Is a Push?Week 8: What Is a Pull?Week 9: Engineering: Push and Pull

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Week 5 Storyline: The anchoring phenomenon for this week is a picture of anunusual-looking tool. Students will learn about structure and function and how the shapeof a living thing or the parts of a designed object affect what they do. This will help themto understand and explain the tool and make predictions for its purpose.

Science Standards:Nature of Science

Science and Engineering Practices: N/A

Disciplinary Core Ideas: N/A

Crosscutting Concepts:Structure and Function

Integrated Standard Connections:ELA:RI.K.1: With prompting and support, ask and answer questions about key details in a text.SL.K.3: Ask and answer questions in order to seek help, get information, or clarifysomething that is not understood.

Math:MP.2: Reason abstractly and quantitatively.MP.5: Use appropriate tools strategically.

Weekly Phenomenon: What does this tool do?

Vocabulary:structure: how something is shapedfunction: what something does

Let’s Write: Write about some of the things your hands can do.

Structure and Function | Week 5

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Weekly Assessment Questions:1. What helps a knife cut?

a. It is long.b. It is shiny.c. It is sharp.d. It is round.

2. Why is a table useful?

a. It is tall.b. It is flat.c. It is shiny.d. It is sharp.

Assessment Guide:

Well-Being Questions:● Can you cut a string with a pencil?● How important is it to have the right tool for a job?● How do your ears help you?● What can your eyes do?● How do your hands help you?● How do your feet help you?● What can your nose do?


https://studiesweekly.merlinone.net/mx/?path=%2Fcimageid%2F105652

https://studiesweekly.merlinone.net/mx/?path=%2Fcimageid%2F293964

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Student Edition Week 5


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Article Background Information: N/A

Article 1: Structure and FunctionLexile® measure: 210L-400LWord Count: 10Everything has a shape. The shape affects what something does.

Phenomenon Lesson Plan (15 minutes):1. Engage: Read the phenomenon to the students. Direct the students’ attention to

the image of the tool in their student edition and show the students the image ofthe Hand Plane from related media. Invite the students to think about the parts ofthe tool and predict how the tool is used. (Answers will vary.)

2. Watch Video: View the phenomenon video “Carpenter Planed Wood.” Ask thestudents to describe what they see. (The tool is being used to shape and shave thewood.)

3. Read “Structure and Function” to the students as they follow along by pointing tothe words. Ask the students what shape affects. (what something does)

4. Explore: Draw an outline of a person on the board or a large sheet of chart paper.Label where the eyes, ears, mouth, nose, hands, and feet should go. Ask thestudents how these body parts are shaped. (Answers will vary.) Add detail to theoutline to show the shape of these parts. Ask the students what these body partsdo. (Answers will vary.) Ask the students how the shapes of these body parts helpsthem to do their jobs. (Answers will vary.)

5. Explain: Return the students’ attention to the weekly phenomenon. Ask the studentsto describe how the tool is shaped. (Answers will vary but should includediscussions about the tool’s handle and blade.) Ask the students if the shape of thetool helps it shave wood. (Answers will vary but should include discussions abouthow the handle lets you move the tool across the wood and how the blade is sharpto shave the wood.)

Vocabulary: N/A

Materials/Kit Needed: N/A

Online Related Media (Explore More):Video “Carpenter Planed Wood”Images: Hand Plane


Article 2: Structure (taught with “Function”)Lexile measure: 210L-400LWord Count: 12Structure is how something is shaped. Ears are shaped to catch sound.

Lesson Plan (30 minutes):1. Engage: Point to the external portion of your ear. Ask your students what you are

pointing to. (your ear) Ask the students to feel their own external ear. How would


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they describe its shape? (Answers will vary.)2. Read “Structure” and “Function” to the students as they point to the words. Write

the word “Structure” on the board and ask the students what it means. (howsomething is shaped) Write the word “Function” on the board and ask the studentswhat it means. (what something does) Ask a student to draw the shape of an earunder the word “Structure.” Ask another student to draw what ears do under theword “Function.” Tell the students they are learning about the crosscutting conceptof Structure and Function.

3. Explore: Ask the students to predict why ears are shaped the way that they are.(Answers will vary.) Tell the students that they are going to try an experiment to seehow the structure of an ear helps it accomplish its function. Sing a song to thestudents in a quiet voice. Ask the students how well they could hear the song.(Answers will vary.) Give each student a piece of construction paper and tell themto wrap it into a cone shape and place it next to, but not inside, their ear. Tell thestudents to point the cone in your direction as you sing quietly one more time. Didthe cone change how well they could hear the sound? (Answers will vary.)

4. Explain: Ask the students to explain how the shape of the cone is like the shape oftheir ear. (Answers will vary.)

Vocabulary:structure: how something is shaped

Materials/Kit Needed:Construction paper

Online Related Media (Explore More): N/A


Article 3: Function (taught with “Structure”)Lexile measure: 210L-400LWord Count: 8Function is what something does. Ears can hear.

Lesson Plan: N/A

Vocabulary:function: what something does



Article Background Information: N/AArticle 4: Ball (taught with “Hammer,” “Marker,” and “Bike”)Lexile measure: 10L-200L


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Word Count: 10A ball is round. It rolls. Some balls can bounce.Lesson Plan (30 minutes):

1. Engage: Show the students a ball, a hammer, a marker, and a picture of a bike. Tellthe students to describe the structure and function of each object. (Answers willvary.) Pull the cap off the back of the marker or break a marker before the lessonto show the students what is inside. How do the parts of the marker help itaccomplish its function? (Answers will vary.)

2. Explore: Read “Ball,” “Hammer,” “Marker,” and “Bike” to the students as they pointto the words in the student edition.

3. Explain: Ask the students how what they have learned is similar or different to theirdiscussion about each object. (Answers will vary.)

4. Elaborate: Set up an area for scientific exploration. Place classroom objects in thearea that have specific functions such as cutting, drawing, writing on, painting, etc.Invite the students to explore the objects and sort them into groups based on whatthey are used for.

5. Evaluate: Discuss how to sort the objects as a whole class. Discuss the items thathave similar functions. Do they also have similar shapes? (Answers will vary.)

Vocabulary: N/A

Materials/Kit Needed:Ball, hammer, marker, classroom objects with specific functions

Online Related Media (Explore More):Images: Child Bike, Adult Bike


Article 5: Hammer (taught with “Ball,” “Marker,” and “Bike”)Lexile measure: 10L-200LWord Count: 16A hammer has a heavy end. It has a handle. You can pound things with it.

Lesson Plan: N/A

Vocabulary: N/A




Article 6: Marker (taught with “Ball,” “Hammer,” and “Bike”)Lexile measure: 10L-200LWord Count: 14A marker is a tube. It has ink inside. You can color with it.


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Lesson Plan: N/A

Vocabulary: N/A




Article 7: Bike (taught with “Ball,” “Hammer,” and “Marker”)Lexile measure: 10L-200LWord Count: 11A bike has wheels. It has pedals. You can ride it.

Lesson Plan: N/A

Vocabulary: N/A




Article 8: What Can It Do?Lexile measure: 10L-200LWord Count: 23Look at this toy. Look at its shape. Imagine what it can do. Draw a picture of what youthink it can do.

Lesson Plan (30 minutes):1. Read the phenomenon to the students. Discuss the image of the top in the student

edition. What have they learned about structure and function that might help themexplain what it does. (Answers will vary but should include a discussion of theobject’s shape and how that affects what it can do.)

2. Elaborate: Bring in an old-fashioned or unusual tool for the students to observe.Encourage the students to draw what they think this object might be used for.

3. Evaluate: Instruct the students to look at the activity on the back of the studentedition. Instruct the students to draw what they think the top does. Make sure thatthe students understand that there are no right or wrong ideas. Encourage them touse their imaginations.

Vocabulary: N/A

Materials/Kit Needed:Old-fashioned or unusual tool



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Name ___________________________________________________________ Date _____________

Studies Weekly Science – Kindergarten

Structure and Function

Week 5 Assessment

1. What helps a knife cut?

a. It is long.

b. It is shiny.

c. It is sharp.

d. It is round.

2. Why is a table useful?

a. It is tall.

b. It is flat.

c. It is shiny.

d. It is sharp.


Uni t Sum m ar y: T abl e of C ont ent s : W e e k 5: St r ...

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