push pull 1 lesson

Grade 1ScienceUnit: 03

Lesson: 02Suggested Duration: 10 days

Science Grade 01 Unit 03 Exemlar Lesson 02: Investigating How Objects Move Science Grade 01 Unit 03 Lesson 02: Investigating How Objects Move

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is

only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may beimplementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List ofState Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students will predict and describe how a magnet can be used to push or pull an object, describe the change in the location of an object such

as closer to, nearer, and farther from and demonstrate and record the ways that objects can move such as in a straight line, zigzag, up and

down, back and forth, round and round, and fast and slow.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required

by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or

subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

1.6 Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of

everyday life. The student is expected to:

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.

Scientific Process TEKS

1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in

classroom and outdoor investigations. The student is expected to:

1.2B Plan and conduct simple descriptive investigations such as ways objects move.

1.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standardmeasurement tools.

1.2D Record and organize data using pictures, numbers, and words.

1.2E Communicate observations and provide reasons for explanations using student-generated data fromsimple descriptive investigations.

1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the

natural world. The student is expected to:

1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets,collecting nets, notebooks, and safety goggles timing devices, including clocks and timers non-standard measuring items such aspaper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks materials tosupport observations of habitats of organisms such as aquariums and terrariums.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 01 Science Unit 03 PI 02Create a four-page booklet to teach another student about force and motion. Include pages on how a magnet can be used to push an object and pull an object,

and describe an object’s location, such as closer to, nearer to, and farther from.

AND

Create a page for a class book that records the ways that objects can move, such as straight, zigzag, up and down, round and round, back and forth, and fast and

slow. Use labels to show the motion of the object.

Standard(s): 1.2C , 1.2D , 1.2E , 1.6B , 1.6C , 1.6D

ELPS ELPS.c.1E , ELPS.c.5B

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http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039

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http://www.tea.state.tx.us/index2.aspx?id=6148

about:/module/standards/Tools/Browse?StandardId=108179











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Key Understandings

Magnets can be used to make some things move without being touched.

— What do you use a magnet for?The way to change how something is moving is to give it a push or a pull.

— In what ways do you think a magnet can move objects? Things move in many different ways, such as straight, zigzag, round and round, back and forth, and fast and slow.

— In what ways can you change the position of an object?The location of an object can be described as closer to, nearer to, and farther from.

— What are ways the location of an object can be described?

Vocabulary of Instruction

force

motion

push

pull

magnetism

magnet

location

position

speed

motion

Materials

book (about magnets, for Station 5, 1)

book (any, for demonstration, 1 per class)

chairs (student, in classroom, per class)

chart paper (per class)

crayons or colored pencils (per class)

lid (of shoebox or paper plate instead, see Advance Preparation, 1 per group)

magnets (bar ,with clearly marked poles (S,N), for Station 3, 2)

magnets (different sizes, for Station 4, variety)

magnets (ring, for Station 1, 2 or more)

marker (for demonstration, 1 per class)

markers (dry erase, per group) – Optionalobjects (“movement”, see Advance Preparation, 1 of each per group)objects (from classroom that students can observe pushes and pulls, see Advance Preparation, 1 per group)

objects (magnetic and non-magnetic)

objects (small, classroom object, see Advance Preparation, 1 per 2 students)

paper (drawing, 1 sheet per student) – Optionalpaper clips (large or small, for Station 2, several - at least 5)

pencil

resealable plastic bags (gallon-size, to hold materials, see Advance Preparation, 1 per group>

resealable plastic bags (gallonsize, to hold “movement” objects, 1 bag per group)sticky notes

T-chart (on chart paper or classroom science notebook, 1 per class)

yarn (to make circles, see Advance Preparation, 2 pieces per group)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student

assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are

not accessible on the public website.

Handout: Card Sort: Push or Pull? (1 set per group)

Teacher Resource: Card Sort: Push or Pull? KEY

Handout: Magnetic or Non-Magnetic (1 per student)

Teacher Resource: Instructions for Magnet Stations KEY

Handout: Explore Station Cards (1 per student)

Handout: Movement Cards for Performance Indicator (1 set per class)

Handout: How Objects Move: Performance Indicator (1 per student)

Handout: How Things Move, Class Book: Performance Indicator (1 per student)

Teacher Resource: Instructions for Performance Indicator



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Resources

None Identified

Advance Preparation

1. Prior to Day 1, create a Push and Pull T-chart for the Engage activity. Draw this on chart paper or in the classroom science notebook.

2. Gather objects that students can explore that have pushes and/or pulls (1 per table group) for the Engage activity. These should be

objects from the classroom such as, but not limited to, a pencil, glue stick, paper clip, etc.

3. Make copies of the Push or Pull? Card Sort. Cut the cards out (laminate if possible). Create one set per group of four students. For

each set, cut two pieces of yarn and tie the ends to create two circles large enough to create a Venn diagram (to place the cards inside

of).

4. Prior to Day 2, locate a video about pushes and pulls. It might be helpful to use these key words in your search: videos for children,

pushes, and pulls.

5. Prior to the lesson, find 10 objects total, per group of four students. Five of the objects will need to be magnetic, and five objects will

need to be non-magnetic.

6. For the Explore – Magnetic Objects Are All Around Us section, find objects that are magnetic and nonmagnetic. (Each group of fourstudents will need five of each type of object – magnetic and nonmagnetic, 10 items total.) Some objects can include, but are notlimited to: a pencil, an eraser, a paper clip, a butter knife, keys, coins, a piece of cloth, a piece of paper, a small comb or other plastic

object, a nail, an aluminum can, a tin can, and a marble. Place these items in a bag (Gallon-size, plastic, storage bags work well.) along

with a shoebox lid or paper plate to place the items on. Bar magnets will need to be collected for several activities throughout this

lesson. Horseshoe magnets are an alternative that can be used, as they work well too.

7. As a time saver, you can fill out these object’s names in the blank word bank box on the Handout: Magnetic or Non-Magnetic?8. Prior to Day 5, set up the stations for the Explore/Explain – Magnets Can Push or Pull. The stations are for students to explore the ways

magnets can be used to push and pull. Print the Handout: Explore Station Cards, and place the cards at the five stations.

9. Prior to Day 5, locate an appropriate book on magnets and magnetism.

10. For the Explore/Explain – How Objects Move section, prepare the bags for the group activity where students will explore movement attheir tables/desks. In each gallon-size, plastic bag, include one of each of the following: plastic linking cubes, golf balls, cone-shape

object (geometric wooden shape or paper cones), pencils, toy cars, or yoyo’s.11. Gather objects for the Elaborate activity – a book, pencil, marker, and small classroom objects of your choice (such as paperclips,

pennies, plastic linking cubes, etc.).

12. Make copies of the Handout: Performance Indicator: Movement Cards. Cut into individual pieces, fold, and place in a container for

students to draw from. There should be one set for the class.

13. Prepare attachment(s) as necessary.

Background Information

According to the TEKS introductory materials for Grade 1, students should explore the world by using their senses to investigate the properties of everyday objects. In

this lesson, students investigate the motion and location of objects in addition to how magnets and various materials interact.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are

one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel

may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tabwithin the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional ProceduresENGAGE – Pushes and Pulls

Notes for TeacherNOTE: 1 Day = 30 minutesSuggested Day 1

1. In order to gain an understanding of how a magnet can push and pull an object,

the student must first understand the concepts of ‘push’ and ‘pull’.

2. Instruct students to stand up by their chair. Ask them to copy your motions.

Push your chair.

Ask:

Was the movement I used a push or a pull? (A push)

3. Now, pull the chair toward you (have students copy your action).

Ask:

Was the movement I used to move the chair a push or a pull? (A pull)

Materials:

T-chart (on chart paper or classroom science

notebook, 1 per class)

chart paper (per class) – Optionalobjects (from classroom that students can

observe pushes and pulls, see Advance

Preparation, 1 per group)

chairs (student, in classroom, per class)



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4. Distribute an object from the classroom on each groups’ table, such as but notlimited to a pencil, glue stick, or paper clip.

5. Allow 1–2 minutes for students to explore how they can push or pull their object(discuss classroom expectations as needed).

6. Create a Tchart. Label the Tchart with “Pushes” and “Pulls” (see below).

7. Record findings on the T-chart. Save the T-chart throughout this lesson as new

understandings are gained.

Safety Note:

Discuss classroom safety as appropriate.

Instructional Notes:As students go to lunch or walk outside to recess, have them

observe evidence of pushes and pulls on the playground.

Extend this activity to P.E. work along with your school’s P.E.

coach to emphasize the importance of forces in his/her

lessons.

Science Notebooks:

The T-chart could be placed in the interactive classroom

notebook.

ENGAGE – Push or Pull Card Sort Suggested Day 2

1. Review important ideas from the previous section. Discuss what pushes and

pulls are. Some key concepts:

Push – move objects away (farther)Pulls – move objects closer (nearer)

2. Students can share ideas they added to the T-Chart.

3. Students will work in small groups (3–4 students).

4. Set behavior expectations and group member roles (see instructional notes).

5. Distribute Push or Pull? Card Sort (1 card set per group) and two yarn circles

per group. (See instructional notes for guidance and time saving alternatives.)

6. Model the following procedures for the card sort:

Overlap the yarn circles creating a Venn diagram. Place the labels on the

Venn Diagram:

on the left hand side – Pushin the middle where the circles intersect – Bothon the righthand side – Pull

Shuffle the cards.

Place cards face down on the table top. (not inside the Venn)

Spread cards out on the table keeping the cards face down.

The student, who is first, will draw a card. Explain and model to students that

for each card, they will cooperatively “read it, act it, place it” together.

The student will show the card to the team.

The team will say the name of the action on the card.

For example: “Mowing the lawn”The team will “act it out” holding out their hands like they were mowingthe lawn. In order to make the lawnmower to move, students must

decide if a push, pull or both is being used.

A Push and a Pull can be used to move the lawn mower.

The student will place the lawn mower card inside the circle

labeled Both on the Venn diagram.

The next student will repeat the procedures, taking turns in the group

until all the cards are placed. Each student will have three turns.

7. Close the activity by discussing the big ideas learned about pushes and pulls.

Materials:

yarn (to make circles, see Advance Preparation,

2 pieces per group)

markers (dry erase, per group) – Optional

Attachments:

Handout: Card Sort: Push or Pull? (1 set per

group)

Teacher Resource: Card Sort: Push or Pull? KEY

Instructional Notes:Who goes first? Establishing group roles and behavior

expectations is essential for effective group work. Prior to the

activity, take time to set up norms. For example, student with the

longest hair will go first, and then students will rotate turns in a

clockwise motion. Students can also have group roles such as

the encourager, team leader, materials manager, and time

keeper.

Card sets can be laminated for reuse. For each card set, two

pieces of yarn will be needed. If available, two different colors of

yarn could be utilized. Cut the yarn long enough so that each

piece can be tied at the ends to create a circle. The two circles

will create the Venn diagram. Place the cards and the yarn

circles in a plastic bag.

A time saver and alternative to using yarn is to use low-odor dry

erase makers. Simply have students draw two circles directly

on the desk. You can easily wipe it off at the end of the lesson

with wet-wipes or paper towels.

Through interpreting the card, “saying”, “acting” and “placing”

students will experience verbal and kinesthetic learning to help

internalize knowledge.



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8. Optional: If a computer and projector are available, show students a video about

pushes and pulls.(see Advance Preparation)

EXPLORE – Push and Pull Classroom Scavenger Hunt Suggested Day 3

1. Review the previous lesson’s main concepts. (pushes and pulls)

2. Inform students that they will be participating in a scavenger hunt.

3. Introduce the activity:

Does anyone know what a scavenger hunt is? Allow for various

responses and explain to students what a scavenger hunt is. For example; a

scavenger hunt is an activity where we use our eyes to look for different

things around the room.

4. Students will be working in groups of two. Explain to students that they will be

working with their partner to find objects that can be pushed or pulled.

5. For the scavenger hunt activity, each pair of students will need two different

color sticky notes.

6. Decide prior to the lesson which color will represent a push and which color will

represent a pull.

7. Explain to the students the color coding (which color represents a push and

which color represents a pull) and that they will travel around the classroom

together looking for evidence of objects that can be pushed or pulled.

8. Groups will place the notes on objects as appropriate.

9. Guide the class in making observations of the sticky notes placed around the

room. Students will be able to quickly gain a sense of objects that can be

pushed or pulled. Discuss with students if there was an object that could be

pushed or pulled in order to be used. Objects might include, but are not limited

to; doors, cabinets, drawers, staplers, chairs, books on a shelf, etc.

10. In this part of the 5E Instructional Model, students should feel safe to share any

ideas. The teacher can guide understandings of pushes and pulls and address

any major misconceptions.

11. Add the objects discussed on the classroom T-Chart, under the Push and Pull

categories. If they are both, circle the object with a different colored marker.

12. Close the activity with the ticket-out-the door strategy. (See the Check for

Understanding for detailed instructions.)

Materials:

sticky notes (2 different colors,1 color of each

per group)

Tchart – from previous activity (on chart paperor classroom science notebook, 1 per class)

Check For Understanding:

Use the strategy “ticket out the door” as a formative

assessment and gain an understanding of what students have

learned from the activity. As each student leaves the room, ask

the question “What is one thing you learned about pushes and

pulls today?” Accept all responses, but listen for any

misconceptions.

This strategy was also referenced in Unit 03 Lesson 01 so that

students will be familiar with the steps.

Misconception:

Students may think an object either has a push

or a pull, it cannot have both.

EXPLORE – Magnetic Objects are All Around Us Suggested Day 4

1. The study of magnets will begin with an open exploration of magnetic and non-

magnetic objects.

2. Explain to students that they will be exploring magnets today by observing

objects in the classroom. Some objects will be magnetic, meaning they attract to

the magnet, and some objects will be non-magnet, meaning the magnet will not

pick up (or attract) the object.

3. Ask :

What is a magnet? Answers will vary, accept all answers.

What do you use a magnet for? Answers will vary, accept all answers.

4. In this lesson, the teacher can choose if this will be a cooperative group activity

or an individual activity followed by a whole-group discussion. If students work

individually first, they will need to share the materials at their tables.

5. Set expectations of how to work cooperatively and how to share materials. If

working in small groups of 4, set roles of group members, such as, team leader,

materials manager, encourager, time keeper.

6. Give each group one bar magnet (horseshoe magnets also work well). Each

student should have a turn to hold the bar magnet and then pass to the next

student in the group.

Materials:

objects (magnetic and non-magnetic, see

Advance Preparation, 5 of each per group)

resealable plastic bags (gallon-size, to hold

materials, see Advance Preparation, 1 per

group)

lid (of shoebox or paper plate instead, see

Advance Preparation, 1 per group)

magnets (bar, see Advance Preparation, 1 per

group)

Attachments:

Handout: Magnetic or Non-Magnetic? (1 per

student)

Instructional Notes:If time allows, students can extend the hunt around the room,

looking for magnetic objects.



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7. When all students have experienced the bar magnet;

Ask:

In what ways do you think a magnet can move objects? Answers will

vary, accept all answers.

8. Have a variety of objects in a large gallon sized plastic bag, with the lid of a

shoebox (or similar lid), or a paper plate can be substituted for the lid for each

group. Some objects should be attracted to a magnet, some should not. Objects

can include but are not limited to: a pencil, eraser, paper clip, butter knife, keys,

coins, piece of cloth, piece of paper, small comb or other plastic object, nail, an

aluminum can, tin can, and a marble.

9. Ask each table group’s materials manager to collect the bag of objects.Say:

Your team will be “searching” for objects that magnets can pick up.

10. Allow time for students to place the lid, or plate, on the desk. Each student in the

group will have a turn to pull one of the objects out of the bag and place it on

the plate. As students observe the materials,

Ask:

As you look at the objects from the bag, as a group, predict whatobjects the magnet will “pick up” and which objects the magnet willnot.” When an object can be picked up – we call that objectmagnetic.

11. If time allows, record predictions in classroom science notebook.

12. Model the steps for this activity:

— Students will take turns testing objects to see if they are magnetic or not.— Students will record their findings on the Handout: Magnetic or NonMagnetic?

13. When students have completed the activity. Lead a classroom discussion on

which objects they found to be magnetic and which ones were not magnetic.

Say:

In what ways can you use the magnet to push or pull the objects inthe box? Allow time to investigate this question.

14. After students have had time to explore this question, lead a class discussion

and allow students to share their thoughts.

Safety Note: Share with students objects they should not test

with magnets, i.e. computer screens, computer disks, audio

cassette tapes, etc.

Magnets are attracted to three types of metals only – nickel,

iron, and cobalt. Magnets are present in most electronic

devices. Motors, televisions, computers, fax machines and

microwave ovens all operate with magnets. Magnets are used

to keep refrigerator doors closed, are mounted on trucks that

clean roadways, and are even placed in the stomachs of cows

to catch metals! You’ll also find magnets in medical devices to

create a magnetic picture, in trains, and in the systems used to

slow down roller coasters and subways.

Science Notebooks:

Record student predictions and ideas in the classroom

science notebook.

EXPLORE/EXPLAIN – Magnets Can Push and Pull Suggested Days 5 and 6

1. Divide the lcass into groups of 3–4. Students are expected to work cooperativelyat the stations. Set behavior expectations, and model the stations for students.

The Teacher Resource: Instructions for Magnet Station KEY includes

information on each station.

2. After students have had time to explore at each of the stations, discuss and

record their observations.

4. Facilitate a class discussion about the push and pull of magnets, and include

the following:

Magnets can pull objects that have iron in them.

The poles are where the pull of the magnet is strongest. (Show students

where the poles of a magnet are, north and south.) It might be helpful to

provide the opportunity for students to look at the poles of the magnets.

Magnets can move things without touching them.

Materials:

magnets (ring, for Station 1, 2 or more)

pencil (dull or unsharpened, for Station 1, 1)

magnets (bar, for Station 2, 2 or more)

paper clips (large or small, for Station 2, several

- at least 5)

magnets (bar ,with clearly marked poles (S,N),

for Station 3, 2)

magnets (different sizes, for Station 4, variety)

objects (magnetic and non-magnetic, for Station

4, variety)

book (about magnets, for Station 5, 1)

Attachments:

Teacher Resource: Instructions for MagnetStations KEY



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Instructional Notes: This discussion covers a very important concept that magnets

can push and pull objects. Emphasize this concept, as

students will continue to build on this understanding.

EXPLORE/EXPLAIN – How Objects Move Suggested Day 7

1. In this activity, students will gain an understanding of how objects move and can

change in position or location. Students will also describe the movement.

2. Stand in front of the class, and ask students to observe as you move.

Demonstrate moving back and forth, zigzag, straight line, fast, and slow. As the

teacher models this movement, have students describe the movement they see.

3. Introduce the lesson:

Today, we will explore how objects move and how to describe theirmovement. Let’s start by learning how you can move.

4. Have students stand up, and find a space near their desk that will allow for room

to move.

5. Explain to students that you will call out directions on how to move. Each student

will act out these motions. Review behavior expectations and safety procedures

before students start moving.

6. Have students:

Walk straight forward

Walk back and forth

Walk around in a circular pattern (round and round)

Walk in a zigzag pattern (Explain to students that a zigzag is movement from

side to side with sharp turns such as this pattern:

7. Instruct students to go back to their tables so they can explore how various

objects move.

8. Elicit prior knowledge:

In what ways can you change the position and location of theseobjects? Allow for various responses.

9. Explain to students that they will explore how objects move. Give each group a

bag of the “movement” objects. Provide time for one student to place the objectson the table. As he/she places objects, group members will make predictions on

how these objects will move.

Say:

As a table group, you will test these objects by gently pushing themon the tabletop.

10. Model to students how to “gently” push an object. Set roles of group members,and behavior expectations prior to groups starting the activity.

11. Provide time for groups to explore with the materials and discuss observations.

12. Draw a large circle, with a small circle in the center on the chalkboard, an

interactive whiteboard, chart paper, or in the classroom notebook.

Label the inner circle “Ways Objects Move”.Leave the outer (larger circle) for recording student responses.

13. Discuss the ways an object can move: straight, zigzag, up and down, round and

round, back and forth, and fast and slow. Record descriptions of how the

objects moved on the chart. If objects did not “zigzag”, refer to when you asked

Materials:

resealable plastic bags (gallon-size, to hold

“movement” objects, 1 bag per group)objects (“movement”, see Advance Preparation,1 of each per group)


Instructional Notes:

Position is the location of an object.

Motion is the change in position.

Speed is how fast or slow an object is moving

The objects used in this activity could also be the same objects

from the previous Engage lesson. Students will be working with

the materials in table groups, set behavior expectations as well

as group member roles prior to exploration.

Circle Maps (a form of graphic organizer) are effective learning

tools and can be utilized in brainstorming ideas or fostering

idea generation from exploration of lesson activities

experienced.



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students to move around the room in order to have all examples of movements

for the Circle Map. (see instructional notes.)

14. Lead students in a group discussion. Allow students time to communicate their

observations and provide reasons for their explanations on how they were able

to move their objects in those ways. (straight, zigzag, up and down, round and

round, back and forth, and fast and slow).

15. Ask:

Is it important that we are able to move objects in differentdirections? Why? Allow for responses.

What kind of objects move in a zigzag pattern? Allow for various

responses. Responses may include: people can zigzag when dancing.

Drawings can have zigzag lines. People can ski in zigzag patterns. Sewing

machines can create zigzags. Boats can move in zigzags.

Which direction are humans most likely to move the most? straight

forward

What are objects that move back and forth? Allow for various

responses.

What are objects that move up and down? Allow for various responses

such as yo-yos or a bouncing ball.

What are objects that move fast? What are objects that move slowly?Allow for various responses.

16. Explain to students that we use direction (straight, zigzag, up and down, back

and forth, etc.) and speed (slow, fast) to describe the motion of an object.

ELABORATE – Simon Says Change That Location Suggested Day 8

1. Review pervious lesson about movement.

2. In front of the class, or at a location that students can observe from, place a

book on top of a table. Then, place a pencil on top of the book. Put a marker on

the table to the right of the book. And an object of your choice to the left of the

book. Facilitate a discussion:

Can you describe the location of the book? Allow for responses. A

typical response would be “ on top of the desk”Can you describe the location of the pencil? Allow for responses.

Responses could include: on top of the book. On top of the table and book,

etc.

Which object, the pencil or the book is closer, or nearer, to the tabletop? (The book)

That would make the pencil farther from the tabletop than the book.

3. Repeat the same questions for the marker and object of your choice.

4. Review words that describe location such as; right, left, above, below, under,

over, etc. Write these words in the classroom interactive science notebook.

5. Push the pencil off the book so that it rolls on to the tabletop. Flick (thump) the

marker so that it moves on the tabletop as well.

6. Say:

Materials:

book (any, for demonstration, 1 per class)

pencil (for demonstration, 1 per class)

marker (for demonstration, 1 per class)

objects (small, classroom object, see Advance

Preparation, 1 per 2 students)

Instructional Notes:In this activity, students will extend their learning of the position

of objects. The position of an object is also called location.

In kindergarten, the location words included: above, below,

behind, in front of, and beside.

Science Notebooks:

As the teacher guides students in whole group discussion on

the position of objects, record findings in the classroom

science notebook.



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How would you describe how the pencil moved? Allow for responses.

Describe the change in location of the pencil.” Allow for responses.

Now describe the change in location of the pencil and marker inrelation to the book. Answers will vary depending on the position of the

marker and pencil, responses might include – the pencil is now farther awaythan the marker to the book. The marker is closer or nearer to the book

than the pencil, etc. Guide students with this question, the abstractness

could call for assistance in formulating ideas.

7. Explain to students that they will play “Simon Says” as a whole group. Go overexpectations and procedures of the game.

8. The teacher will call out sets of instructions such as:

Stand to the left of your desk.Sit under your desk.

9. After each movement allow students to formulate a statement to describe the

change in location. For example, with “stand to the left of your desk”, anexample of a student response might be “I am now closer to the white board, butfarther away from the door”.

10. Call out several rounds of instructions. Then ask if some of the students would

like to be Simon and call out a change in location.

11. To close this activity, ask students to “sit on top of their chairs” (to sit down).

12. Distribute a small object (such as a paperclip, a penny, a plastic linking cube- 1

per student). Inform students they will be working in pairs. Safety Note: Remind

students of safety rules, such as keeping small items out of their mouths.

13. Students will take turns moving the object on the desktop, and asking their

partner to describe the change in location of the object

EVALUATE – Performance Indicator Suggested Days 9 and 10

Grade 01 Science Unit 03 PI 02Create a four-page booklet to teach another student about force and motion. Include pages on

how a magnet can be used to push an object and pull an object, and describe an object’s

location, such as closer to, nearer to, and farther from.

AND

Create a page for a class book that records the ways that objects can move, such as straight,

zigzag, up and down, round and round, back and forth, and fast and slow. Use labels to show

the motion of the object.

Standard(s): 1.2C , 1.2D , 1.2E , 1.6B , 1.6C , 1.6D

ELPS ELPS.c.1E , ELPS.c.5B

1. Refer to the Teacher Resource: Instructions for Performance Indicator for

information on administering the performance assessment.

Materials:

sticky notes (if not using Handout: MovementCards for Performance Indicator, per class)

– Optionalpaper (drawing, 1 sheet per student) – Optionalcrayons or colored pencils (per class)


Attachments:

Handout: Movement Cards for PerformanceIndicator (1 set per class)

Handout: How Objects Move: PerformanceIndicator (1 per student)

Handout: How Things Move, Class Book:Performance Indicator (1 per student)

Teacher Resource: Instructions forPerformance Indicator



page 9 of 25









Grade 1 Science

Unit: 03 Lesson: 02

Card Sort: Push or Pull?

Grade 1 Science

Unit: 03 Lesson: 02

Grade 1 Science

Unit: 03 Lesson: 02

push

pull both

Microsoft. (Designer). (2010). Doorbell [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.

Grade 1 Science

Unit: 03 Lesson: 02

Card Sort: Push or Pull KEY

Pull

Push

Push and Pull

Push

Pull

Pull or Push

Pull

Pull

Push

Push

Push

Pull

Microsoft. (Designer). (2010). Doorbell [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.

Grade 1 Science

Unit: 03 Lesson: 02

page 1 of 1

Magnetic or Non-Magnetic

Name:_______________________ Today’s Date: _________________

1. Test the objects to see whether they are magnetic or non-magnetic.

2. Use the word bank to write the name of the object in the chart below.

Magnetic Non-Magnetic

Word Bank:

Grade 1 Science

Unit: 03 Lesson: 02

Instructions for Magnet Stations KEY Station 1 - Floating Magnets Materials: circular (ring) magnets (2 or more) and a pencil (dull or unsharpened). Purpose: Students will discover the different poles on the magnet.

Hold the pencil upright, and place one of the ring magnets onto the pencil. Follow the first magnet with the second one, until the two magnets attract or repel.

If the magnet repelled when pushed towards the other, remove fingers and the magnet will float above the bottom magnet. If the magnet does not repel, slide it off the pencil, flip it, and place it back on to the pencil, sliding it down until the repel is felt.

Hold the pencil steady, and the bottom magnet in place with your finger, remove your hand from the top magnet. The top magnet will “float” above the bottom magnet. * Ring magnets look similar to washers.

Station 2 Materials: bar magnets and paper clips. Purpose: Students will explore how magnets can attract objects such as paperclips. Station 3 Materials: bar magnets (2) with clearly marked poles (S, N) Purpose: Students will practice putting the poles of each magnet together, to experience attracting and repelling. Station 4 Materials: Different sizes of magnets and a variety of objects. (some attracted to a magnet, some not) Purpose: Students will explore different kinds of magnets and strengths of magnets. Station 5 - Teacher Guided Station Materials: a book about magnets and magnetism Purpose: The teacher reads a book about magnets/magnetism in order to enhance student knowledge. It might be helpful to preview a book:

Model a “think aloud” starting with the cover, title page, and turning the pages one by one. Have students observe the bold text, titles, and pictures in the book. Students can predict what content will be covered in the book.

Grade 1 Science

Unit: 03 Lesson: 02

page 1 of 5

--------------------------------------------------------------------fold here-------------------------------------------------------------------

Station 1 – “Floating Magnets”

pencil

Materials

ring magnets

1. Follow teacher directions.

2. Test your materials.

3. Talk about what you saw (observed).

Grade 1 Science

Unit: 03 Lesson: 02

page 2 of 5

--------------------------------------------------------------------fold here-------------------------------------------------------------------

Station 2- Measuring Magnets

paperclips

Materials

bar magnets

1. Follow teacher directions. How long is the bar

magnet? Measure the length with paperclips.

2. How many paperclips can the magnet hold?

Test your materials.


Grade 1 Science

Unit: 03 Lesson: 02

page 3 of 5

--------------------------------------------------------------------fold here-------------------------------------------------------------------

Station 3 – Exploring with Bar Magnets

Materials

bar magnets




Grade 1 Science

Unit: 03 Lesson: 02

page 4 of 5

--------------------------------------------------------------------fold here-------------------------------------------------------------------

Station 4 – Testing Magnets

and other objects

Materials

magnets




Grade 1 Science

Unit: 03 Lesson: 02

page 5 of 5

--------------------------------------------------------------------fold here-------------------------------------------------------------------

Station 5 – Reading About Magnets

Materials

book on magnets

1. The teacher will read a book on magnets.

2. Discuss the big ideas from the book.

3. What questions do you have? What do you wonder about?

Grade 1 Science

Unit: 03 Lesson: 02

Movement Cards for Performance Indicator

straight zigzag back and forth

up and

down

round and

round fast nearer slow farther


up and

down

round and



up and

down

round and



up and

down

round and



up and

down

round and



up and

down

round and


Describe the movement.

How Objects Move PI

Name:

Complete the picture. Have objects

that are: under, above, closer,

farther, right, and left of the desk.

Label these objects.

Draw a picture of an object

being pushed.

Draw a picture of an object

being pulled.

Grade 1 Science

Unit: 03 Lesson: 02

How Things Move, Class Book Performance Indicator

This is a picture of ___________________________________, and it moves ________________________________________.

Written and Illustrated by:

Grade 1 Science

Unit: 03 Lesson: 02

Instructions for Performance Indicator

Students will create individual four-page booklets. Performance Indicator

Create a four-page booklet to teach another student about force and motion. Include pages on how a magnet can be used to push an object, pull an object, and describe an object’s location, such as closer to, nearer to, and farther from. (1.2C, 1.2D, 1.2E; 1.6B, 1.6C)

1. Distribute the Handout: How Objects Move Performance Indicator, a four-page booklet, to each student. 2. Explain to students they will be working on this individually. 3. Model, through a “talk aloud”, the instructions on each page of the booklet. 4. When students complete their four-page book, have them pair up and share their book with each other.

AND

Performance Indicator

Create a page for a class book that records the ways objects can move (such as straight, zigzag, up and down, round and round, back and forth, and fast and slow). Use labels to show the motion of the object. (1.2D; 1.6D)

1E; 5B

1. Either pass out cards from the Handout: Movement Cards for Performance Indicator, (or) write on sticky-notes the following movements: straight, zigzag, up and down, round and round, back and forth, fast, and slow. Create several sticky-notes with the same movement.

2. Copy the Handout: How Objects Move Performance Indicator, or gather drawing paper (1 per student). 3. Place movement cards or sticky notes in a container so that students can draw a card. 4. Instruct students that the word on the card they picked will be the movement they will draw and label to create a class

book. 5. Distribute the Handout: How Things Move Class Book: Performance Indicator or a piece of drawing paper to

students. 6. Write the following sentence stems on an overhead, chart paper, an interactive white board, or the chalkboard:

This is a picture of ______ and it moves _______. (This sentence stem is also on the Handout: Class Book Performance Indicator.

7. Sketch a quick picture of a snail, or show a picture you sketched prior to the activity. Guide students to fill out the sentence stem. The stem could include a response such as: “This is a picture of a snail and it moves slowly.”

8. Provide time for students to create their page for the book. The page will contain the picture, and the sentence stem filled in by the student. Remind students that they are illustrators/authors and will need to sign their name to their page.

9. When students complete their work. Put together the pages according to movement categories. For example, all of the “round and round” pages will be in a section (chapter) of the book, and then follow with another movement such as “back and forth”.

10. When the book is completed, share with students by reading to the class Attachments:

Handout: Movement Cards for Performance Indicator (1 set per class) Handout: How Objects Move Performance Indicator (1 per student) Handout: How Things Move, Class Book: Performance Indicator (1 per student)

Instructional Notes: To save on copying, students could create a four page book from folding drawing paper.

Do you have a big buddy program with another grade level? The book your class creates is great for sharing knowledge

with others. The class could also share the class book with your school librarian. As the class builds the book, add a title

page, table of contents (chapters are sectioned by the type of movement), and any other pages that personalize the book

for your class.

push pull 1 lesson

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