Grade 2

Science

Unit: 03

Lesson: 01

Suggested Duration: 7 days

Science Grade 02 Unit 03 Exemplar Lesson 01: Comparing Motion: Patterns of MovementScience Grade 02 Unit 03 Exemplar Lesson 01: Comparing Motion: Patterns of Movement

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 examine a variety of objects and will compare patterns of movement of objects such as sliding, rolling, and spinning. In addition,

they will observe, compare, and trace the changes in the position of an object over time.

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.

2.6 Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The

student is expected to:

2.6C Trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling

down a ramp.

2.6D Compare patterns of movement of objects such as sliding, rolling, and spinning.

Scientific Process TEKS

2.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in

classroom and outdoor investigations. The student is expected to:

2.2D Record and organize data using pictures, numbers, and words.

2.2E Communicate observations and justify explanations using student-generated data from simple descriptive

investigations.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Science Unit 03 PI 01

Create a three-flap organizer to compare the patterns of movement, such as sliding, rolling, and spinning. Record and organize the data of the changes in position

of the object over time using pictures, numbers, and words.

Standard(s): 2.2D , 2.6C , 2.6D

ELPS ELPS.c.1C , ELPS.c.5B

Key Understandings

Objects can move in various ways.

— How can the position of an object change due to movement?— How will the amount of force applied to an object affect the time it takes the object to change position?Motion can be recorded.

— What are some ways the motion of an object can be traced?Objects have patterns of movements based on their shape.

— How does shape affect movement?Data can be recorded and organized using charts, graphs, numbers, pictures, and words

— What are some ways movement can be recorded?

Vocabulary of Instruction

roll

slide

trace

movement

fast

slow

Last Updated 05/13/13 page 1 of 13

spin

classify

change

pattern

shape

texture

Materials

car (toy, such as a Hot Wheel ™ or Matchbox™, 1 per group)cardboard or wood (sturdy, for ramp, see Advance Preparation, 1 per group)

chart paper (per class)

colored pencils (per group)

lid (shoebox, or tray, for ramp, 1 per group)

lids (copy paper box or other box with about a 2” lip, 1 per group)marbles (1 per group)

materials for students to use to test their ideas for tracing the changes in position of a car on a ramp

objects (to test their ideas, per group)

objects (variety, to observe, see Advance Preparation, 5–6 per group)paint (tempera, in several colors, per group)

paper (drawing)

staplers (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: Force Causes Change (1 per student)

Teacher Resource: Instructions for the Vocabulary Direct-Teach Activity

Teacher Resource: Instructions for Creating the Three-Flap Flip Book for the Performance Indicator

Teacher Resource: Sample Performance Indicator

Teacher Resource: Instructions for Performance Indicator

Teacher Resoure: Vocabulary: Roll SAMPLE

Teacher Resoure: Vocabulary: Slide SAMPLE

Teacher Resource: Vocabulary: Spin SAMPLE

Resources

None Identified

Advance Preparation

Prior to Day 1, collect a variety of objects to observe such as a toy car, a small ball, an eraser, a pinecone, a seashell, a rock, a wood

block, small plastic toys, a pencil, a crayon, a spork, or any other objects you may have available (5-6 items per group). Shoebox lids or

trays will be needed for students to use as ramps in their groups. They will test out the objects to see how they move down the ramp.

Prior to Day 3, gather drawing paper, 1 marble per group, box lids, and tempera paint.

Prior to Day 3, collect some toy cars, such as a Hot Wheel ™ or Matchbox™; materials to make the ramps (This could be pieces ofsturdy cardboard or wood or whatever material you have available.); and materials for students to use to test out their ideas.

Prior to Day 7, gather drawing paper for Performance Indicator.

Prepare attachment(s) as necessary.

Background Information

This lesson bundles student expectations that address the process skills of communication, observation, and measurement with the concepts of motion (pushes

and pulls).

Prior to this lesson, students have described and demonstrated how objects can move. During this lesson, students will compare patterns of movement of objects,

such as sliding, rolling, and spinning, and they will observe, compare, and trace the changes in the position of an object over time. Learning about these movements

serves as the introduction to the concept of friction introduced in Grade 4.

INSTRUCTIONAL PROCEDURES

Grade 2

Science

Unit: 03

Lesson: 01

Suggested Duration: 7 days

Last Updated 05/13/13 page 2 of 13

Instructional Procedures

ENGAGE – Observing Motion

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1

1. Provide groups of students with a variety of materials such as a toy car, a small

ball, an eraser, a pinecone, a seashell, a rock, a wood block, small plastic toys,

a pencil, a crayon, a spork, or any other objects you may have available that

rolls, slides, or spins. Place the items on a tray or in a box lid.

2. Ask:

In what ways can you make these objects move? Allow about 15

minutes for students to investigate the ways the different objects can move.

How will the amount of force applied to an object affect the time it

takes the object to change position? Answers will vary depending on

students’ background knowledge, but generally the harder the push the

faster or farther the object will move.

3. Ask:

Does anyone know what a ”ramp” looks like? Call on a few students who

may indicate they know how to describe a ramp.

4. Hold up the tray or box lid.

Ask:

How might we use this to create a ramp? Take suggestions from a few

students on how to use the tray or box lid to create a ramp.

5. Students will now explore how the objects move when placed on the ramp. As

students are exploring the movement you could ask questions such as:

What happens to the movement when the ramp is steeper?

How could you change the position or direction of the object going down the

ramp?

How can the position of an object change due to movement?

6. Instruct one student to bring the materials back to the materials table (or

wherever you collect and store materials).

7. Have a discussion about how the objects move. Students should be able to

articulate that objects could roll, slide, spin, or other descriptions (such as

flipped or tumbled). Students should also be able to associate a type of

movement with the word used to describe it.

8. Record student responses on the board or on chart paper. This information will

later go into the student’s science notebook.

9. Examples: A roll is when an object turns over and over in a smooth motion. This

could be demonstrated kinesthetically by holding your hands in front of you, the

right palm facing the top of the left hand. Rotate the left hand over the right

hand in a smooth motion so that now the left palm is facing the top of the right

hand. Continue the motion by bringing the right hand up and over the left hand.

A “spin” is when an object revolves quickly and repeatedly around its axis. Thiscould be demonstrated kinesthetically by spinning in a circle while standing on

one foot.

A “slide” is when an object moves smoothly along a surface while remaining incontact with it. This could be demonstrated kinesthetically by placing the

fingertips of the right hand on the heel of the left hand and moving the right

hand smoothly along the palm of the left hand until the fingertips of the left hand

are resting on the heel of the right hand.

Materials:

objects (variety, to observe, see Advance

Preparation, 5–6 per group)lid (shoebox, or tray, for ramp, 1 per group)

chart paper (per class)

Safety Note:

If there are small objects, remind students that the objects do

not go in their mouths, noses, or ears.

Instructional Notes:

The first activity should take about 15 minutes. Students should

have the opportunity to explore the various ways an object can

move. Students should gain the concept that certain

movements can be associated with specific words. After the

“ramp” has been introduced, allow students about 15 minutes

to discover how a ramp can affect motion. There should be

about 15 minutes in the 50 minute lessons to discuss the

information students have gained.

Science Notebooks:

Record student responses about the movement of objects on

the board or on chart paper. This information will later go into

the student’s science notebook.

EXPLORE – Classifying by Types of Movement Suggested Day 2

1. Instroduce the lesson:

Now that you have explored how objects move, you will classify the

Materials:

Grade 2

Science

Unit: 03

Lesson: 01

Suggested Duration: 7 days

Last Updated 05/13/13 page 3 of 13

objects by the way they move. Be prepared to communicate your

observations and justify your explanations.

2. Allow time for students to sort their objects according to the way they move. It

might be helpful for students to use a graphic organizer to record their data.

(See the Sample Graphic Organizers below.)

3. Each group should present their classifications including a justification for the

classification. As students are describing the categories, record their responses

on chart paper or the board. Students will record this in their notebooks later.

4. Optional: Create a graph to record the number of objects under each category.

(See the example below.)

Ask:

In what ways does the shape of the object affect the way it moves?

In what ways does the texture of the object affect how it moves?

What are some of the properties that allow an object to move as a

slide, spin, or roll? Students should have the opportunity to record their

reflections/answers in their science notebook.

objects – from previous activity (variety, toobserve, see Advance Preparation, 5–6 pergroup)

chart paper (per class)

Instructional Notes:

Students should have the opportunity to describe their

categories of movement. They should have noticed that objects

can roll, slide, and spin. They may come up with other

categories, such as “tumble”.

Science Notebooks:

Students should have the opportunity to record their

reflections/answers in their science notebook.

EXPLORE/EXPLAIN/ELABORATE – Tracing the Change in the Position of an Object Suggested Days 3 and 4

1. Ask:

If you had to draw a picture to show the changes in the position of an

object, such as a marble rolling, how might you do this?

2. Allow students time to brainstorm with a partner or in a small group and share

their thinking. Students should record their ideas in their science notebook.

Ideas may include tracing with a pencil or marker, kinesthetically, marble dipped

in paint, then rolled on paper, and making dotted lines on paper to show the

movement.

3. Ask:

What are some ways movement can be recorded? Answers will vary

depending on ideas generated by student groups.

Materials:

lids (copy paper box or other box with about a 2”lip, 1 per group)

paint (tempera, in several colors, per group)

paper (drawing, to put inside the box, 1 sheet

per group)

marbles (1 per group)

materials for students to use to test their ideas

for tracing the changes in position of a car on a

ramp

car (toy, such as a Hot Wheel ™ or Matchbox™,1 per group)

cardboard or wood (sturdy, for ramp, see

Grade 2

Science

Unit: 03

Lesson: 01

Suggested Duration: 7 days

Last Updated 05/13/13 page 4 of 13

4. Each group of students should explain how they would show the changes in the

position of an object. The teacher will record all the groups’ ideas for reference.

5. For the next activity, students will work in groups of 3–4. They will place a pieceof drawing paper in the lid of the box (with a 2” lip), and then they will listen to allthe instructions before beginning.

6. Say:

Two students will stand holding opposite ends of the box lid.

A marble will be dipped in tempera paint (by the teacher) and

carefully set in the box lid.

You will trace the changes in the position of the marble by moving

the box lid in different directions.

7. Each student should have the opportunity to make a tracing picture.

8. Set each picture in an undisturbed area to dry. Debrief the activity:

How were you able to trace the changes in the position of the

marble? Answers should reflect the idea that the paint left a mark following

the path of the marble’s movement.

9. Say:

Now that you have experienced one way to trace the changes in the

position of the marble, what are some ways you could trace the

movement of a car going down a ramp other than using paint? Allow

students to brainstorm with their group.

10. Students should draw a solution for the problem (2.3A). In the next day’s lesson,they will test their ideas.

11. After students have drawn their solution, collect the papers so that you will know

what other supplies will be needed. The car and the ramp are the same for each

group.

12. During the ‘Day 4’ of this lesson, allow students to test their plan for tracing thechanges in the position of the car rolling down a ramp.

13. After student groups have had time to try their plan, discuss the ideas that

worked and any ways to improve their ideas.

Advance Preparation, 1 per group)

objects (to test their ideas, per group)

colored pencils (per group)

Science Notebooks:

Students should have the opportunity to record their ideas in

their science notebook.

EXPLAIN – Literature Connection Suggested Day 5

1. Distribute copies of the Handout: Force Causes Change. Read the booklet

together.

2. Guide students during the reading of each page. Some suggested questions

follow:

Page 1:

What are some motions that would make an object move?

throwing (a push), kicking (a push), rolling (a push), sliding (a push or

a pull)

In what ways can you make an object stop? Catching an

object; the object bumps into something; the surface is bumpy

and stops the object.

Describe a time when you gave an object a push or a pull.

Answers will vary.

Page 2: When reading this page, a suggestion is to have students

kinesthetically act out each motion.

Page 3: When reading this page, a suggestion is to have students

kinesthetically act out each motion.

Page 4: Have students draw (their tracing of) the changes in the position of

an object (over time) based on the results of their experiment and the results

of others’. You may wish to distribute an abject, such as a penny or plasticpenny, so students can manipulate the object and closely observe the

motion.

Attachments:

Handout: Force Causes Change (1 per

student)

Grade 2

Science

Unit: 03

Lesson: 01

Suggested Duration: 7 days

Last Updated 05/13/13 page 5 of 13

EXPLAIN – Vocabulary Instruction Suggested Day 6

1. Using the Teacher Resource: Instructions for the Vocabulary Direct-teach

Activity (or other methods you are currently using to explicitly teach

vocabulary), teach the words ‘roll’ slide’ and ‘spin.

2. Vocabulary can be recorded in the science notebook, either in a glossary in the

back or alongside the content as it is being taught.

Attachments:

Teacher Resource: Vocabulary: Roll SAMPLE

Teacher Resource: Vocabulary: Slide SAMPLE

Teacher Resource: Vocabulary: Spin SAMPLE

Teacher Resource: Instructions for the

Vocabulary Direct-Teach Activity

Instructional Notes:

There are many ways to explicitly teach vocabulary. The

template provided in this lesson is one way to teach vocabulary.

Science Notebooks:

Vocabulary can be recorded in the science notebook either in a

glossary in the back or alongside the content as it is being

taught

EVALUATE – Performance Indicator Suggested Day 7

Grade 02 Science Unit 03 PI 01

Create a three-flap organizer to compare the patterns of movement, such as sliding, rolling,

and spinning. Record and organize the data of the changes in position of the object over time

using pictures, numbers, and words.

Standard(s): 2.2D , 2.6C , 2.6D

ELPS ELPS.c.1C , ELPS.c.5B

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

information on administering the performance assessment.

Materials:

paper (drawing, for making three-flap flip book, 2

sheets per student)

staplers (per group)

colored pencils (per group)

Attachments:

Teacher Resource: Instructions for Creating

the Three-Flap Flip Book for the

Performance Indicator

Teacher Resource: Sample Performance

Indicator

Teacher Resource: Instructions for

Performance Indicator

Grade 2

Science

Unit: 03

Lesson: 01

Suggested Duration: 7 days

Last Updated 05/13/13 page 6 of 13

Force Causes Change

Forces get things to move. Forces make things stop. Forces are pushes or pulls.

Objects can move: in straight lines, zig-zag,

up-and-down,

back-and-forth, or round-and round.

Objects can: spin, slide, or

roll.

They can go fast or slow.

We can trace the motion of an object.

Grade 2 Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/17/13 page 1 of 1

Instructions for the Vocabulary Direct-Teach Activity

(A process for teaching new terms)

Write the word in the center of the template so students know what they are defining.

Students need some information about the term they are learning. Vocabulary instruction generally takes place after students have explored the concept.

Ask students to share their thinking about the word being discussed

Using small groups, have each group come up with a definition of the word, using the facts they have discussed.

Allow every group to share their definition, refining the words in the definition until all groups have had a say.

Ask students to provide examples of the word being defined. Record these in a location where they are visible to students.

Ask students to construct a picture, a symbol, or a graphic that is a visual representation of the term.

This may take some modeling, as not all students feel comfortable drawing.

Provide time during the week for students to “play” with the terms. This could include creating a personal word wall, a

picture dictionary, a card game, or reading books that include the terms.

Games can often keep the terms at the forefront of a student’s mind.

Attributes, characteristics, facts, or properties of

the word:

Class definition:

Examples:

Pictures:

Students should draw these and not

copy what the teacher draws. This is a

visual representation of what the word

means to the student.

Word being

defined

Grade 2 Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/17/13 page 1 of 1

Instructions for Creating the Three-Flap Flip Book

1. Use two pieces of paper per student.

2. The top piece of paper is placed about one inch from the edge of the bottom piece of paper.

Fold

3. Fold the two pieces of paper so that the edge from the folded piece is about one inch from the next piece. Each of the three flaps should be about one inch apart.

Staples

4. Staple the top edge at the right and left corners.

Grade 2 Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/17/13 page 1 of 1

Sample Performance Indicator

A spin is when an object goes round-and-round

with only one small part in contact with the

surface it is on. It is in constant contact with the

surface, like a slide.

The pattern of an object that spins can look like

this.

Spin

A roll is when an object turns over and over in a

smooth motion. It is kind of like a spin, but the

whole object goes round-and-round, and the

whole object will touch the surface it is rolling

on.

The pattern of an object that rolls can look like

this.

Roll

A slide is when an object moves smoothly along

a surface while remaining in contact with it. It

doesn’t go end-over-end like a flip or a roll.

When I pushed the object harder, it went

farther. A little push went about 2 feet, and a

harder push went 4 feet.

The pattern of an object that slides can look like

this.

Slide

Grade 2 Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/17/13 page 1 of 1

Instructions for Performance Indicator Performance Indicator

Create a three-flap organizer to compare the patterns of movement, such as sliding, rolling, and spinning. Record and organize the data of the changes in position of the object over time using pictures, numbers, and words. (2.2D; 2.6C, 2.6D)

1C; 5B

1. Use the Teacher Resource: Instructions for Creating the Three-Flap Flip Book for the Performance Indicator. You will need two sheets of paper per student.

2. Instruct students to label the four flaps: Top Flap: Comparing the patterns of movement spin roll slide

Instruct students to use pictures, numbers, and words to record and organize the data of the changes in position of

the object over time.

Attachments: Teacher Resource: Instructions for Creating the Three-Flap Flip Book for the Performance Indicator Teacher Resource: Sample Performance Indicator Teacher Resource: Instructions for Performance Indicator

Grade 2 Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/09/13 page 1 of 1

Vocabulary: Roll SAMPLE

Attributes, characteristics, facts, or

properties:

Smooth movement, not a flipping

motion or a tumble

Shape matters- Object needs to be

round (or cylindrical).

Can be fast or slow

Class Definition:

Using the six step

Examples:

Ball

Wheels on a bike

Wheels on a skateboard

Pictures:

Roll

Grade 2 Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/09/13 page 1 of 1

Vocabulary: Spin SAMPLE

Attributes, characteristics, facts, or

properties:

Turns around a central point

Texture of the surface matters.

Can be fast or slow

Class Definition:

Using the six step method

Examples:

Top

Spinning on ice (a figure skater)

A ballet dancer doing turns

A spinning wheel- such as “Wheel of

Fortune”

Pictures:

Spin