# Big Idea: Physical Science - Motion and Forces

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```					                                      Core Content/Program of Studies Curriculum Map
Bourbon County Schools
Level: Elementary                                                                           Bold & ( ) = Assessed
Updated: May 2007                                                                           Italics = Supporting
(Adapted from Fayette County Public Schools)                                                e.g. = Example only
Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)

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Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)
Big Idea: Physical Science - Motion and Forces
Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the
elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words
and pictures) motion, including factors (pushing and pulling) that affect motion.
2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect each other.
Content                                                                          Activities/Resources
What effective instructional
National, State and Local Standards                                                 Core Content for Assessment                                 activities and suggested
What skills, concepts, and understandings do students need                    What do students need to understand and be able to apply                materials could be used to
to learn and be able to do?                                                     to new situations?                                      teach this content?

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Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)
Primary Enduring Knowledge                         Magnets                                                 Observe and describe
Students will understand that                      SC-P-1.2.1 Students will describe the interactions       the interaction of
 things move in many different ways (e.g.,     of magnets with other magnets and other matter           magnets with different
fast and slow, back and forth, straight, zig (e.g., magnets can make some things move                 types of metals and
zag, etc.).                                  without touching them).                                  through different types
 forces (pushes or pulls) can cause objects                                                             of materials.
to start moving, go faster, slow down, or    Magnets have observable properties that allow           Use magnets to
change the direction they are going.         them to attract and repel each other and attract         explore interaction at a
 the position of an object can be described    certain kinds of other materials (e.g., iron). Based     distance (e.g., one
by locating it relative to another object or on the knowledge of the basic properties of              magnet on top of the
the background.                              magnets, conclusions can be drawn about their            table, another under
 magnetism is a force that can make some       interactions with other common objects.                  the table; magnets
things move without touching them.                                                                    moving a metal object
 discovering patterns through                                                                           without touching it;
investigation/observation allows                                                                      moving iron filling on
predictions, based on that evidence, to be                                                            top of a piece of paper
it).
 Classify objects by
their magnetic
Primary Skills and Concepts                                                                                  property. Describe the
Students will                                                                                                evidence of interaction.
 identify points of reference/reference                                                                 Observe and describe
objects in order to describe the position of                                                          the interaction
objects                                                                                               between two magnets,
 observe and describe the change in                                                                      using the terms,
position over time (motion) of an object                                                              “attract” and “repel”.
 make qualitative (e.g., hard, soft, fast,                                                              Explore magnetic force
slow) descriptions of pushes/pulls and                                                                by using a magnet to
motion                                                                                                “push” and “pull” metal
 use tools (e.g., timer, meter stick, balance)                                                           objects without
to collect data about the position and                                                                touching.
motion of objects in order to predict                                                                Compare the strength
changes resulting from pushes and pulls                                                               of different magnets by
 observe interactions of magnets with other                                                              calculating the number
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magnets and with other matter (e.g.,                                                                  of paper clips picked
magnets have a force that can make some                                                               up by each.
Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)
Relative Position                                       Describe where the
SC-P-1.2.4 Students should understand that the           teacher is relative to
position of an object can be described by locating       objects or students in
it relative to another object or the background.         the classroom using
The position can be described using phrases such         phrases like, “behind
as to the right, to the left, 50 cm from the other       Susan,” “one meter in
object.                                                  front of the desk,” and
“under the flag.”
Motion                                                Describe a new
SC-P-1.2.2 Students will describe the change in       relative position after
position over time (motion) of an object.             moving.
   Observe children
An object’s motion can be observed, described,        playing on the
and compared by measuring its change in               playground. Make a
position over time.                                   detailed list of things
that move. Describe
the change in position
over time (e.g., a child
starts at the top of the
slide and then moves
to the bottom of the
slide).
   Roll balls from different
heights along the
playground slide.
Measure the distance
the ball rolls away from
the slide from each
height. Record the
data in a class chart.
   Roll different sizes of
balls along the
playground slide.
Measure the distance
each of the balls roll
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Record data in a class
Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)
Motion and Forces                                          Use common sport
SC-P-1.2.3 Students will describe the position and          activities (e.g., tennis,
motion of objects as related to the strength of             kickball, soccer,
pushes and pulls.                                           baseball) to
demonstrate that the
The position and motion of objects can be                rate of motion is
changed by pushing or pulling and can be                 affected by the
explored in a variety of ways (such as rolling           strength of the push or
different objects down different ramps). The             pull (force).
amount of change in position and motion is              Using a playground
related to the strength of the push or pull (force).     swing, push students
The force with which a ball is hit illustrates this      using varying strength
principle.                                               of push. Observe the
change in position
when using a little
force and greater
amounts of force.
 Move identical objects
different distances
(e.g., box of copy
paper 1 meter and 10
meters). Discuss the
amount of force
needed.
 Move different objects
(box of reams of copy
paper and box of
sheets of paper)
identical distances.
Discuss the amount of
force needed to move
the objects.
Resources
 Magnets (DSM)
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(DSM)
Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)
Content Vocabulary:                          attract, forces (push, pull), magnet, matter, motion, object, position, repel
What terms could students use to clarify communication
Process Vocabulary:                                           classify, collect data, communicate, infer, measure, observe, organize data,
What terms could students use to clarify communication        predict
Assessment:
How will students be assessed to find out what they already
know and what they’ve learned?

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