overview Balance and Motion Grade 2 Overview CONTENTS

Transcription

1 Grade 2 overview Balance and Motion Content goals We live in a dynamic world where everything is in motion, or so it seems. But not everything is moving the same way. Some things move from one place to another. Other things rotate around and around. Still other things are stationary, stable for a time, balanced on a thin line between stop and go. These are the global phenomena that students experience in the Balance and Motion Module. FOSS expects students to Measure linear distance using standard metric units. Explore concepts of position, balance, counterweight, and stability. Observe and describe systems that are unstable and modify them to reach equilibrium by changing the position of counterweights. Observe that objects fall to the ground due to the force of gravity unless something holds them up. Discover different ways to produce rotational motion using forces (pushes and pulls). Construct and observe toys that spin, and explore and describe some of the variables that influence the spinning of objects. Observe and compare rolling systems with different-size wheels. Explore and describe the motion of rolling spheres. Investigate sound pitch and volume in terms of vibration. Investigate magnetic force and observe how it can make things move at a distance. Know examples of how tools and machines are used to make things move. Predict motion based on patterns. MAGNETISM balance and AND motion ELECTRICITY Overview CONTENTS Content Goals 1 FOSS and California Standards 2 Balance and Motion Module Matrix 4 Science Background 6 FOSS Components 10 FOSS Teacher Guide Organization 12 FOSS Investigation Organization 13 Science for Young Children 14 Assessing Progress 16 FOSS for All Students 17 Safety in the Classroom 19 Connecting the Experience 20 Organizing the Classroom 22 Scheduling the Module 24 FOSS K 5 Scope and Sequence 26

2 balance and motion overview FOSS and California Standards The Balance and Motion Module supports the following Physical Sciences Content Standards for grade 2.* PS1 The motion of objects can be observed and measured. As a basis for understanding this concept: PS1a Students know the position of an object can be described by locating it in relation to another object or to the background. PS1b Students know an object s motion can be described by recording the change in position of the object over time. PS1c Students know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull. PS1d Students know tools and machines are used to apply pushes and pulls (forces) to make things move. PS1e Students know objects fall to the ground unless something holds them up. PS1f Students know magnets can be used to make some objects move without being touched. PS1g Students know sound is made by vibrating objects and can be described by its pitch and volume. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). full Earth option Materials science system

3 The Balance and Motion Module supports the following Investigation and Experimentation Content Standards for grade 2.* Investigation and Experimentation I&E4 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: I&E4a Make predictions based on observed patterns and not random guessing. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. I&E4d Write or draw descriptions of a sequence of steps, events, and observations. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). MAGNETISM balance and AND motion ELECTRICITY

4 balance and motion Module Matrix Synopsis CA science content standards 1. The first Straw Students learn the need for standard units of linear measurement. They measure objects with nonstandard units (straws), and then use a meter tape to measure objects in meters and centimeters. Later they apply linear metric measures to study motion. 2. Balance Students explore numerous ways to balance two-dimensional shapes made out of tagboard by positioning counterweights (clothespins) in strategic locations. They make mobiles to apply their understanding of a stable position. 3. Spinners Students explore the variables that influence the spinning of a top, a zoomer, and twirlers (flying spinners). They explore the forces (pushes and pulls) that make tops and zoomers move. They observe the force of gravity causing objects to fall (twirlers). 4. Rollers Students investigate rolling objects wheels, cups, and spheres and describe change in position over time. They gain more experience with gravity causing objects to fall to the ground. Students use flexible marble runways to observe an object s change of position. 5. back and forth Students explore the production of sound with a door fiddle, tuning forks, xylophones, kalimbas, spoons, and gongs. Students look for vibrations at the sound source and explore how to change pitch and volume of sound. 6. Magnets and tools Students work with magnets and find that two magnets will either attract or repel one another, depending on their orientation (force at a distance). They read about and view a video on how tools and machines make things move. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. PS1a PS1b PS1c PS1e Students know an object s motion can be described by recording the change in position of the object over time. Students know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull. Students know objects fall to the ground unless something holds them up. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. PS1a PS1b PS1c PS1e Students know the position of an object can be described by locating it in relation to another object or to the background. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. I&E4d Write or draw descriptions of a sequence of steps, events, and observations. Students know the position of an object can be described by locating it in relation to another object or to the background. Students know an object s motion can be described by recording the change in position of the object over time. Students know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull. Students know objects fall to the ground unless something holds them up. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. PS1g PS1d PS1f Students know sound is made by vibrating objects and can be described by its pitch and volume. Students know tools and machines are used to apply pushes and pulls (forces) to make things move. Students know magnets can be used to make some objects move without being touched. full option science system

5 Concepts Reading and Writing Assessment The meter is the standard metric unit of linear measurement; 100 centimeters make a meter. Length is how far it is from one point to another. Science Notebook: Students measure and record lengths in metric units. They make their own meter tape. Estimates, measures, and records linear metric measurements. Objects can be balanced in many ways. A stable position is one that is steady; the object is not falling over. Counterweights positioned in certain ways can help balance an object. A mobile is a system of balanced beams and objects. A force is a push or pull; gravity is a pulling force. Objects and systems that turn on a central axis exhibit rotational motion. The amount and position of mass affect how an object rotates. The motion of an object can be changed by pushing or pulling. Wheels and spheres roll down a slope because of gravity. Wheel-and-axle systems with wheels of different sizes roll toward the smaller wheel. The amount and location of mass can change the way a system rolls. Motion, Make It Balance! Science Notebook: Students draw and write a how-to guide describing the sequence of steps to balance a shape. They respond to questions on a reading about balance. Motion, Push or Pull? and Things That Spin Science Notebook: Students respond to questions about pushes and pulls. Motion, Rolling, Rolling, Rolling! Science Notebook: Students analyze drawings to describe the outcome of a rolling-marble event. Predicts which shapes will balance in a stable position. Teacher Observation Understands that a push or a pull can change the way things move. Understands that speed and mass can affect how an object spins. Observes, describes, and compares motion of rolling objects. Predicts the motion of cups rolling down slopes. Understands that a sphere rolls from a higher to a lower position. Sound is caused by vibrations. Pitch is how high or low a sound is; differences in pitch are caused by differences in the rate at which objects vibrate. Volume is how loud or soft a sound is. Two magnets attract or repel when they come together. The magnetic force (push or pull) acts through space and most materials. Tools and machines can apply forces to make things move. balance and motion Motion, Strings in Motion Science Notebook: Students observe and describe what is vibrating to make a sound. Motion, Move It, But Don t Touch It and Tools and Machines Science Notebook: Students describe what happens when two magnets come together. Understands that the source of sound is a vibrating object. Demonstrates understanding of the role length plays in the change of pitch. Describes examples of how magnets interact and how tools apply forces (push or pull) to make things move. End-of-Module Assessment 5

6 safety in the classroom Young children must be allowed to demonstrate that they can act responsibly with materials, but they must be given guidelines for safe and appropriate use of materials. Work with students to develop those guidelines so they participate in making behavior rules and understand the rationale for the rules. Encourage responsible actions toward other students. Look for the safety-note icon in the Getting Ready section, which will alert you to safety concerns throughout the module. General classroom safety rules to share with students include 1. Listen carefully to your teacher s instructions. Follow all directions. Ask questions if you don t know what to do. 2. Tell your teacher if you have any allergies. 3. Never put any materials in your mouth. Do not taste anything unless your teacher tells you to do so. 4. Never smell any unknown material. If your teacher asks you to smell something, wave your hand over the material to draw the smell toward your nose. 5. Do not touch your face, mouth, ears, nose, or eyes while working with chemicals, plants, or animals. 6. Always protect your eyes. Wear safety goggles when necessary. Tell your teacher if you wear contact lenses. 7. Always wash your hands with soap and warm water after handling chemicals, plants, or animals. 8. Never mix any chemicals unless your teacher tells you to do so. 9. Report all spills, accidents, and injuries to your teacher. 10. Treat animals with respect, caution, and consideration. 11. Clean up your work space after each investigation. 12. Act responsibly during science investigations. These safety rules are on the FOSS safety poster. Materials Safety Data Sheets (MSDS) for materials used in the FOSS program can be found on the Delta Education website. If you have questions regarding any MSDS, call Delta Education toll free at (Monday Friday 8 a.m. to 6 p.m. EST). MAGNETISM AND ELECTRICITY 19 balance and motion

7 balance and motion overview scheduling the module The Getting Ready section for each part of the investigation helps you prepare. It provides information on scheduling the investigations and introduces the tools and techniques used in the investigation. Be prepared read the Getting Ready section first. The first item in the Getting Ready section gives an estimated amount of time the part should take. Parts generally take one class session of minutes. Plan ahead for the scheduling of the parts. Below is a teaching schedule for the module. The investigations are numbered, and we suggest that they be conducted in that order, as the concepts build upon each other from investigation to investigation. A minimum of 9 weeks should be devoted to this module. Take your time and explore the subject thoroughly. 9-Week Teaching Schedule for Guiding the Investigations Week The First Straw Balance 3 sessions 3 sessions 3 sessions Spinners 3 sessions 4 sessions Rollers 3 sessions 2 sessions Back and Forth 3 sessions magnets and Tools 4 sessions 24 full Earth option Materials science system

8 balance and motion overview Scope and Sequence for FOSS California 2007 Edition grade Physical Sciences Life Sciences Earth Sciences 5 Mixtures and Solutions Living Systems Water Planet 4 Magnetism and Electricity Environments Solid Earth 3 Matter and Energy Structures of Life Sun, Moon, and Stars 2 Balance and Motion Insects and Plants Pebbles, Sand, and Silt 1 Solids and Liquids Air and Weather Plants and Animals Air and Weather K Wood and Paper Animals Two by Two Trees Wood and Paper Trees 26 Published and distributed by P.O. Box Northwest Boulevard Nashua, NH The FOSS program was developed with the support of National Science Foundation grants nos. MDR and MDR However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF. Developed by Full Option Science System Lawrence Hall of Science University of California Berkeley, CA full Earth option Materials science system