Unit+3+Energy,+Force,+and+Motion

= Unit 3: Force, Motion, and Energy =
 * __TEKS__ **
 * 1.6A ** Identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life.
 * 1.6B ** Predict and describe how a magnet can be used to push or pull an object.
 * 1.6C ** Describe the change in the location of an object such as closer to, nearer to, and farther from.
 * 1.6D ** Demonstrate and recordthe ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

= Assessment: = Record pre-assessment and post-assessment data into common assessment chart.
 * [|Details]
 * [[file:tvefirstscience/Assesment.docx|Download ]]
 * 12 KB

Magnets Assessment:
 * [|Details]
 * [[file:tvefirstscience/Assesment.docx|Download ]]
 * 12 KB

= Unit Vocabulary: = = = Forces.doc  Details  Download  394 KB
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 * [[file:tvefirstscience/energy.doc|Download ]]
 * 613 KB
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 * [[file:tvefirstscience/Movement.doc|Download ]]
 * 723 KB
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 * [[file:tvefirstscience/Movement2.doc|Download ]]
 * 90 KB
 * [|Details]
 * [[file:tvefirstscience/Magnets.doc|Download ]]
 * 1 MB

= Weeks 1, 2, and 3  Week One: What is Energy? = Objective  The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. F u n d a m e n t a l Q u e s t i o n s The student is expected to identiy and discuss how different forms of energy such as light, heat, and sound are important to  everyday life. Concepts: 1. Different forms of energy give us the power and ability we need to do different things. 2. There are different forms of energy including light, heat, and sound. 3. Humans use light, heat, and sound energy in everyday life. 4. There are many common everyday objects that produce light, heat, or sound energy. Light bulbs help us see, stove tops allow us to cook and heat objects, and televisions give off sound, light, and heat energy. Questons: 1. What are some different forms of energy? 2. How do we use the different forms of energy in everyday life? 3. What are some common everyday objects that produce energy and 4. How do they help us? Day 1: October 15-19
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Lesson One: Compose an anchor chart with class on the different forms of energy that they can think of (light, heat, sound).

Day Will Post Example  of Anchor Chart
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Lesson 2: Engage: In this Engage activity, students will identify forms of energy observed using a flashlight.  Monica Lara will have flashlights checked out (with batteries) from the science lab.

Preparation

 * 1) Gather the materials ahead of time. Provide one flashlight per group.

Background for Teacher
We use different forms of energy in our daily lives. Light energy allows us to see and navigate both during the day and at night. Sound energy is useful to communicate. Heat energy is useful to cook food and stay warm in the winter. A flashlight produces light energy, and may also produce a small amount of heat energy. Be sure students are identifying how different forms of energy are used.

Procedure

 * 1) Provide each group with a disassembled flashlight. Have each group assemble the flashlight such that it works.
 * 2) Have each group identify which forms of energy they can observe.
 * 3) Student can then answer the questions in the ‘Show What You Know’ portion of the activity. Allow multiple correct responses with supportive reasoning.
 * 4) After reviewing responses lead into the Reflection questions.
 * 5) Introduce the Explore activity.

Day 3: Optional Extensions: Follett and Lerner  None at this Time

Lesson Three: Explore: === In this explore activity, students will identify heat, light, and sound energy in everyday objects, and describe how their favorite items produce some or all of these forms of energy. Each teacher will need to bring their We will do our best to supply these materials, but the team will share as best as we can from the closet. Please bring your own camera, hair dryer and irons if possible. possible.Please see lesson for additional materials needed and safety considerations. ===

Materials

 * //Alarm clock, mechanical / Monica purchased one for the team. Can be found in the team closet.( Please return when done so that others may use it) //
 * //Toy car (per group)//
 * //Hair blower (per group)//
 * //Camera (per group)//
 * //Iron, electric (per group)//
 * //Power strip// * //Crayons or markers- Check out from K-2 science lab. //

Preparation

 * Gather examples of everyday objects that make or use light, heat, or sound energy. Include objects that do not use electricity. Plug electrical devices into a power strip and position near outlet.

Facilitation points

 * Provide a scenario. Tell the students that today they will be Energy Detectives, trying to find sources of light, heat, and sound energy. Provide ** a badge **to students and reinforce the idea that they are ‘searching’ for these forms of energy and must identify them!
 * First, have students examine everyday objects and identify the ways the objects make or use those forms of energy. Next, allow students to search through the classroom for additional objects that make one of those forms of energy. Encourage the students to find objects that do not use electricity. Finally, challenge the students to identify one of their favorite objects, and describe which forms of energy they see.
 * __** SAFETY  **__
 * Warn the students to use caution when examining the objects. Turn devices on lowest settings that will still allow for observing the forms of energy. Do not touch hot objects or look directly at bright lights. Keep the volume low on objects that produce sound.
 * Plug electrical devices into a power strip so students only need to use on/off switches. Position the strip near outlets to avoid extension cord hazards.
 * ESL Please note there are two ways to talk about heat and light energy in Spanish. Light energy is “energía de luz”, and also “energía luminosa” (luminous energy). Heat energy is “energía de calor”, and also “energía térmica” (thermal energy). Because students will encounter both versions in books, some tests, and other materials, we encourage you to explain and frequently use these alternate Spanish translations of heat and light energy with 1st grade students
 * __** Journal page for this activity has been sent to print services. (Attach Here)  **__

Day 4: Light, Heat, and Sound Books from Amazon - (additional books located in the closet)
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Leadership Link: Thomas Edison, Alexander Graham Bell
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Heat:
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Sound Books


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Follett: None for Sound or Alexander Graham Bell or Helen Keller

Teacher demostartions demonstrations slide show, under "Explain" on Stemscopes. Then follow up with studnets students doing the liquid, solid, heat and sound cards to be put in their science journals. ** __ Copies have been sent to print __ ** services. services. Watch KLRU/Discovery Education video: "Getting to Know Energy" (22 minutes). Fill out response in science journals.  There are also KLRU videos about Thomas Edison, Alexander Graham Bell, or Helen Keller and there are rookie readers in the leadership kit. Ask Lara, she has many resources if you want to study a leader in energy science.
 * Day 5 ** :

Week of Energy: MAGNETIC FORCE 25th, 2011 22-26 Book Titles from Amazon (additional books located in closet)
 * October  **
 * [[image:http://ecx.images-amazon.com/images/I/41PFXTUIqHL._SL160_PIsitb-sticker-arrow-dp,TopRight,12,-18_SH30_OU01_AA160_.jpg caption="Product Details"]] ||
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Continue Unit 3: Force Energy and Motion Focus: MAGNETS  1.6A  Identify and discuss how differentforms of energy such as light, heat, and sound are important to everyday life. 1.6B Predict and describe how a magnet can be used to push or pull an object. 1.6C Describe the change in the location of an object such as closer to, nearer to, and farther from. 1.6D Demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. Student Expectation The student is expected to explore interactions between magnets and various materials. Key Concepts Key Concept 1:  Magnets can be used to explore the properties of materials. Key Concept 2: Magnets will be attracted to magnetic materials such as iron, which is made of metal. Key Concept 3: Magnets will not be attracted to nonmagnetic materials such as plastic, rubber, or wood. Key Concept 4: Magnets can join together or push each other apart. Fundamental Questions What kinds of objects are attracted to a magnet and what kinds of objects are not attracted to a magnet? What are the properties of objects that are attracted to a magnet? What happens when two magnets are place next to one another? Teacher Overview of Magnets: Teacher Overview.docx  Details  Download  146 KB  Magnet Books:  Mighty Magnets (Science Rocks!)  By:  Nadia Higgins  Magnet Magic (Read All About It - Science and Social Studies)  By:  Michael Herschell  Imanes/Magnets: Atraen Y Rechazan/ Pulling Together, Pushing Apart (Ciencia Asombrosa) (Spanish Edition)  By:  Natalie M. Rosinsky  The Magnet (Wrigley Books)  By:  Dennis Wrigley  Magnetism (Blastoff! Readers) (First Science) (Blastoff! Readers: First Science)  By:  Mari Schuh  What Makes a Magnet? (Let's-Read-and-Find-Out Science 2) By:  Franklyn M. Branley  Day 1:  Lesson One: Engage

__ Introduce students to the concept of magnets. __ (Check our closet for a few books to help you introduce magnets to your students). Demonstrate to students what a magnet does when put against the board or another metal object in your room. Pass around the magnets to let the students explore what they do. You will begin introducing the following key concepts:
 * Key concepts **
 * Magnets have two poles: a north pole and a south pole.
 * Magnets attract, or pull, magnetic materials, such as iron and also attract the opposite pole of another magnet.
 * Magnets repel, or push, the same pole of another magnet.
 * We can predict whether magnets push, pull, or have no effect on objects.

Here is a quick magnet video to help give an overview to your students: [|http://www.harcourtschool.com/activity/science_up_close/316/deploy/interface.html]

Day 2: Lesson Two: Explore __ Send students on a __ magnet magnetism hunt. Background for Teacher Magnets stick to objects containing iron, nickel, or copper but not to other metals. Magnets will not stick to fabric, wood, or plastic. Warning: Magnets can damage computers and cards with magnetic strips! Magnet kits can will be checked out in from the K-2 Science Lab.  Lara has additional magnets :)

Procedure

 * First, have students write a note to a friend or draw a picture on an index card. They may also just write their name.
 * Next, tell students to explore the classroom/hallway seeking a place to post the note using their magnet.  Discuss  magnet.(They can use their lunch magnets to start - poles can be discussed in a later lesson)
 * Make a T- chart with the words Magnetic: Holds the Paper (with cute graphic - maybe a happy magnet bar) and Non-magnetic (with cute graphic - maybe a sad horseshoe magnet) have students list which surfaces held the notes and which did not.
 * Finally, tell students that today they will be exploring the types of materials that magnets will stick to and those that will not attract a magnet.
 * Follow up with the following reflection questions:  questions. Explain that students may have to use indirect evidence or draw conclusions about why items do or do not hold the magnet.

// Magnets do not stick to paper, crayon, wooden or rubber part of pencil, plastic handle on scissors, and objects made from aluminum. // What can you infer about those objects that held the magnet? (That they are made of copper, iron, or steel)
 * Which classroom objects did not stick to the magnet? **
 * What did you observe about all the objects that stuck to the magnet? **// All of the magnetic objects are made of metal. //
 * Which classroom objects did the magnet stick to? **// Magnets stick to things that are made of iron, nickel, or metal such as a metal paperclip. //
 * Did all the metal objects stick to the magnet? **// No, objects made from aluminum will not stick to the magnet. //
 * Magnets can hurt electronic devices. Which things in the room should you take special care not to touch with a magnet? **// Magnets can harm a computer, telephone, school ID card (magnetic strip), and credit cards. //

Day 3: Lesson Three: Introduce Students to the Following Vocab: You can even demonstrate how aluminum, copper and iron are or are not magnet... please bring in your own pots and pans :) Fun interactive magnet game: [|http://www.sciencekids.co.nz/gamesactivities/magnetssprings.html]
 * [|Details]
 * [[file:tvefirstscience/MAGNET VOCAB.docx|Download ]]
 * 1 MB


 * Enrichment Activities for higher level thinkers: Go to **** [|**www.brainpop.com**] **** Username: teravista Password: teravista **


 * Go to energy, force and motion, then go to Magnetism...there is a good video to review how magnets work. There is a Review quiz to take whole class to further challenge your class. **

Day 4 :  What will my magnet stick to? Experiment. Lesson Four: Group Magnetism Exploration Give each table the following items:

Scissors (their own), penny, paper, paperclip, pencil, crayon, nickel and two extra objects (your choice…dry erase board, teachers desk, lunch bucket, spoons, bobby pin, etc.)

The students will then use their magnets to determine what is magnetic or not. Students will record their findings in the following journal sheet “What Will Stick to my Magnet?” Sent to Print Services as half sheets to glue into journals.
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 * [[file:tvefirstscience/What will my magnet.pdf|Download ]]
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**Week of October ** 31th, 2011 29-November 2  Continue Unit 3: Force  Pumpkin Investigation: Matter and Properties; Adjectives;Poetry  or  Magnetic Energy and Motion **Focus: MAGNETS**

1.6A Identify and discuss how differentforms of energy such as light, heat, and sound are important to everyday life. 1.6B Predict and describe how a magnet can be used to push or pull an object. 1.6C Describe the change in the location of an object such as closer to, nearer to, and farther from. 1.6D Demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. Student Expectation The student is expected to explore interactions between magnets and various materials. Key Concepts Key Concept 1:  Magnets can be used to explore the properties of materials. Key Concept 2: Magnets will be attracted to magnetic materials such as iron, which is made of metal. Key Concept 3: Magnets will not be attracted to nonmagnetic materials such as plastic, rubber, or wood. Key Concept 4: Magnets can join together or push each other apart. Fundamental Questions What kinds of objects are attracted to a magnet and what kinds of objects are not attracted to a magnet? What are the properties of objects that are attracted to a magnet? What happens when two magnets are place next to one another? Day 1:

Lesson One:
Review what we've learned about magnets. Remind students what // "attract", "repel", "push" and "pull" means. //
 * Review the following concepts: **
 * Magnets have a power that enables them to attract other magnetic things such as iron, steel, cobalt and nickel.
 * Magnets have two main forces - push and pull.
 * Magnetism (the invisible force) can push and pull through some materials such as paper and plastic.
 * Paper clips are made of steel. If you hold a paper clip close to a magnet, you can feel the magnet pulling on the paper clip with an invisible force called magnetism.
 * All magnets have two ends or poles (North & South). If you put the poles of two magnets together, they will either pull together or push apart. They will pull (attract) each other if the poles are different. They will push (repel) each other if the poles are the same.

Explore the difference between the north and south poles on the magnet. Have students see if they can "pull" a paper clip with their magnet and also "push" the paperclip with the magnet.  Introduce the concept of a diagram by making a large diagram of a bar magnet with the North and South poles labeled. Record their exploration findings in their journal and have a sharing circle to talk about what they observed.

Day 2:

** Lesson Two: The Mystery Force (is with you) **
Give students some paperclips, magnets, and paper. Allow the children to explore how they can make the paperclip move on the surface of the paper by moving the magnet underneath it. Next, you will demonstrate the same concept but will use a piece of cardboard (or a book/notebook) rather than the paper...before demonstrating have the students predict whether or not the paperclip will move (depending on the strength of your particular magnet it may not). If it does not move, talk about why this may be happening, what are the differences between the paper and the cardboard. Have students record their findings in their science journals.
 * Explore: **
 * What does the size of the magnet have to do with the way the magnet moves or does not move?
 * What type of magnet is stronger - a bar magnet, a horseshoe magnet, or other available magnets?
 * How does the thickness of the paper effect how the paperclip moves?


 * MATH/SCIENCE CONNECTIONS: ** If you'd like to incorporate math, you can conduct a survey prior to using the magnet on the cardboard. Graph their predictions on a chart to see who if correct and then analyze their results. The survey question can be simple, such as "Can we make the paperclip move on the cardboard using our magnet?"

Day 3:

Lesson Three:
Play the __ hidden magnet game __ using magnets hidden inside a kleenex box (or paper towel roll/milk carton). Students will explore finding the magnets using their own magnets. Each table will get a box to explore and record how many magnets they think are hidden in the box and what shape their think the magnet is. After recording their prediction, you can reveal how many magnets there were to see if their predictions were correct.
 * Engage and Explore: **

The hidden magnet game is an interesting way to show students that a magnet can exert a force at a distance, acting through a material like paper. Tape magnets inside empty milk cartons, or use boxes having different shapes. Use different types of magnets placed in different places in each carton. Tape the cartons shut once the magnets have been secured inside. If the tape does not adhere well to the surface, other adhesives such as FunTac (tm), or other types of containers, such as shoe boxes, could be used. Alternatively, wrap the containers like presents. The point of concealing the magnets is to develop the idea that knowledge can be gathered from indirect evidence.Number the cartons. Have groups try to find where the magnet is located in each carton. Also, have them try to determine the shape of the magnet. Once a group has finished with a carton, they can pass it on to another group. Day 4:
 * Detailed Instructions: **

Lesson Four:
Pick up paperclips using various magnets. **INVESTIGATION:** Choose one magnet and slowly move it closer and closer to the paper clips. Once you have used the magnet to gather as many paper clips as it can, pull off all of the paperclips and count how many your magnet picked up. Try this with magnets that are different sizes and shapes. How many paper clips did the other magnets pick up? Also try to pick up the paperclips without touching them with the magnet by holding the magnet slightly above the paperclips. paperclips.Nove Did you know that magnet strength is not determined by size alone? It’s true. The materials that a magnet is made from will also determine the magnet’s strength. Could a magnet the size of a pencil eraser be stronger than a magnet the size of a chicken’s egg, or even the size of your hand? **EXPLANATION:** The strength of a magnet is determined by both its size and its composition (what it is made from).
 * Explore: **

Have students discuss and record their findings in their science journals.

Day 5: Day 5:  Magnet Video  Lesson Five:
 * __KLRU:__ **

A first look: Magnets (17 minutes) The Magic School Bus Magnetism Book or Video

= November 5-9  =

October 31, 2011 Unit 3 Continued: Force Energy and Motion  Focus: PATTERNS OF MOVEMENT

1.6B Predict and describe how a magnet can be used to push or pull an object. 1.6C Describe the change in the location of an object such as closer to, nearer to, and farther from. 1.6D Demonstrate and recordthe ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. Student Expectation The student is expected to describe the change in location of an object such as closer to, nearer to, and farther from; AND demonstrate and record ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. Key Concepts Key Concept 1:  Objects change location in various ways, such as closer to or farther from other objects. Key Concept 2: Objects move from one location to another in different ways and patterns, such as straight lines, zigzags, up and down, back and forth, round and round, and fast and slow. Key Concept 3: We can describe, demonstrate, and record changes in position and patterns of movement of objects. Fundamental Questions How can we explore how objects change location? How can we explore the different ways and patterns objects move? How can we describe and record changes and patterns of movement? Teacher Overview of Patterns of Movement: Teacher Overview Patterns of Movement.docx  Details  Download  150 KB  Day 1:  Lesson One: Introduce students to concept of changes in locations. Talk about objects in room that are "closer to", "nearer to", and "farther from". Use everyday objects to demonstrate positional concepts (inside, outside, next to, far, near, behind, in front)

Teach and Practice this movement song (to the tune of The Bear Song):
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Day 2: Lesson Two: Introduce student to the vocabulary:
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 * [[file:tvefirstscience/Picture Vocabulary Cards.docx|Download ]]
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Have students fill out vocabulary cards with pictures/labels, put in science journal. Students may take turns sharing their ideas.
 * [|Details]
 * [[file:tvefirstscience/1_6C-1_6D_Explain_Student_Vocabulary_Cards.pdf|Download ]]
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Day 3: Lesson Three: Scarf Activity Students will identify the pattern of motion and model the type of motion using a scarf.

Materials Introduce the types of movement that will be used during the activity using the Anchor Chart with the motions that were introduced

Scarf or piece of fabric (per group) Index cards with movement types written down (or slideshow in presentation)

Preparation
Background for Teacher Objects can move in a variety of ways. We can describe these patterns of movement and model how each type of movement looks using an item such as a scarf. Here, students will model up and down, left and right, fast and slow, zigzags, back and forth, round and round, as well as a straight line. (Examples are under "engage", "demonstartion presentation" in Stemscopes)
 * 1) Gather a piece of material or a scarf for each group. Students will pass the scarf taking turns to model the type of movement listed during the activity.

Procedure

 * 1) Ask students which items they have seen today that move. How did those objects move?
 * 2) Have each group use a scarf or other rag, and taking turns model each of the movements when you call them out loud to the class.
 * 3)  Hold the cards or project them on the screen to familiarize  Use an anchor chart to introduce your students  with  to each  word.  pattern of movement.
 * 4) Have students answer the questions in the ‘Jigsaw’ portion of the activity either with their current group or regrouping with other groups.
 * 5) After reviewing responses lead into the Reflection questions.
 * 6) Introduce the Explore activity.

Day 4: Lesson Four: Wind-up toy activity

Students will observe, record, and track the path of windup toys to determine different ways objects can move.

Materials

 * //Windup toys (per group)//
 * //Pencil (per student)//
 * //Crayons (per student)//
 * //String (per student)//
 * //Scissors (per group)//
 * //Ruler (per group)//

Preparation
Gather the required materials. Windup toys that have straight paths as well as those with winding or jumping paths can be used. It is useful to have various types of windup toys as students will be able to see differences in the motion paths of the toys.

Facilitation points

 * Students will be observing and recording the motion paths of various windup toys. Explain to students that they will be scientists out in the wild today, and will be tracking their animals to find out more about them. This means that students will need to watch how they move and write down what they see.
 * Hand out the windup toys. Students will observe at least two in order to compare different types of movement. To begin have students draw the windup toy before it has moved. Then have students wind up the toys, and set them in the corner of their student journal. Students will trace the movement path of the toy with their pencil, then draw a picture of the toy. Have students repeat with a different toy.
 * Once students have traced the paths of the toys, have students put string along the path and cut to the correct size. Then students can stretch the string out to measure how far the windup toy moved.
 * Be sure students are describing the motion of the toys as the toys change position. Students are recording what they see in their Student Journals. Journal page sent to print services: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="wind up toy download.pdf" link="file:tvefirstscience/wind up toy download.pdf"]]
 * [|Details]
 * [[file:tvefirstscience/wind up toy download.pdf|Download ]]
 * 344 KB

Day 5: Video (Coming soon)

Day 1

November 12-16 Lesson One : Review Positional Concepts and vocab from last week. Students further investigate the concept by conducting another hands-on activity. Integration of Map Skills, Position, and Motion Ask students: Can you describe the location of objects in your classroom? Incorporate this activity with your previous map lessons/knowledge. Create a map of the classroom with various objects and items that the students can readily identify. Be sure to use science vocab: closer to, nearer to, and further from.

Students may want to use social studies vocab learned from the Compass Rose assignment (North, East, South, West) to describe the location of the objects pictured on your map.

Review or introduce map skills and create a class size map of the classroom using an anchor chart. Lesson Two Map books; describe position of Texas to the rest of the United States Lesson Three Map Skills N,E,S,W - Simon Says with movement cues

November 19-23 Unit 3 Continued: Force Energy and Motion integrated with Map Skills

Lesson One (Two Day 2:  Lesson): Engage students by having each table group work on creating a "treasure map" that they will "follow" using magnets to push or pull a paperclip from underneath (using a magnet). Spiral in previous magnet concepts and vocabulary (push, pull, etc.) be sure each table experiments with different movement paths such as a straight line, zig zag, up and down, back and forth, round and round, alternating between fast and slow movements. Discuss which ways were the fastest, and which ways were more difficult. Why were some ways easier than others?

Day 3: Lesson Two: Students will watch KLRU: How things move. (16 min.) Have students discuss and respond to the video. Fill out video response sheet and place in Science notebooks.  Day 4 and 5 : Science Catch up Days. Reteach any concepts as necessary. Unit 3 Continued: Force Energy and Motion Focus: PATTERNS OF MOVEMENT  Force, Motion and Energy Continued:  Day 1:

Lesson Three: Engage Students with "Pushed Around" Activity. Full lesson attached here: Overview: Children will start off by moving chairs in the room into a different configuration. As they are doing this, point out the pushing and pulling of the chairs. Discuss how by making the chairs move they are demonstarting force and motions. Be sure to have students demonstrate a pull and a push (ways to make things move and examples of force). Create an anchor chart detailing push and pull and what these terms mean. Have students record these different forces in their science journals. Be sure to use position vocabulary (closer, nearer, further, and other position words) when discussing how different items move when pushed or pulled. Day 2: Continuation of the "Push Around" Activity from yesterday. Have students brainstorm real-world examples of when something is pulled or pushed at home, grocery store, school, etc. Challenge students to find things that are pushed or pulled inside the classroom. Give students post- it notes to label the various things they can "push' or "pull". Regroup and complete a class findings chart of the items in the room that are pushed or pulled. Be sure to use pattern of movement vocabulary and position words when discussing how different items move when pushed or pulled. Day 3:  Lesson 4:  Review what you have learned about push and pull with students. Conduct Part 2 of the "Pushed Around" activity. This is an experiment in push and pull using a tennis ball and a 3 feet pieces of yarn. Students will record the three different ways they moved the ball on the "Pushed Around" record sheet... this has been sent to print services Detailed lessons are attached under the "Pushed Around" activity, listed under PART 2.  Day 4:  As a post assessment , have students independently complete the push and pull picture sort to make sure students are fully understanding these concepts. This has been sent to print services for you. There are two pictures that may be challenging...."pulling out a weed" which may need further explaining for some students (because it looks like a carrot) and the buttons are apartment "doorbells" so you may want to clarify for these with students.
 * [|Details]
 * [[file:tvefirstscience/Pushed Around Exp.pdf|Download ]]
 * 3 MB

Additional Lessons if time:

Finding Forces: "Finding Forces" Experiment: Conduct "Part 1" of the experiment. Give each group a bag of objects and a copy of the "finding forces" student page (sent to print services). Explain to students that they will list the objects from their bag on the student "finding forces" page by name or by drawing pictures of the objects. Tell students that they will move each object and observe how the object was moved. Then they will record if the object is moved by a push or a pull or by both a push and a pull, Faciliate a group discussion about their results.
 * [|Details]
 * [[file:tvefirstscience/Finding Forces.pdf|Download ]]
 * 2 MB

Day 5: Brain Pop: Watch the Brain Pop Jr. Push and Pull Video with students. Go to science and forces. It has a GREAT 5 minute video review important forces and movement vocabulary. [|www.brainpopjr.com] Username: teravista Password: Teravista

As a post assessment, have students independently complete the push and pull picture sort to make sure students are fully understanding these concepts. This has been sent to print services for you. There are two pictures that may be challenging...."pulling out a weed" which may need further explaining for some students (because it looks like a carrot) and the buttons are apartment "doorbells" so you may want to clarify for these with students. Friday fun science game:

Haves students play "Simon Says" calling out different motions they can do (move hands ** round and round **, jump ** up and down ** ). You can also use positional words to faciliate and reinforce student understanding of vocab (stand next to  a chair, sit  behind  the table, etc).
 * "Simon Says" **