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
  Science Curriculum Framework: Grade 2
  Topics: Magnets, Motion and Forces, and Sound Vibrations (Instructional Days 127 - 151)




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 Science Curriculum Framework: Grade 2
 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.
 Academic Expectations
 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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  Science Curriculum Framework: Grade 2
  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
        made about future events.                                                                             with a magnet under
                                                                                                              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.
 Science Curriculum Framework: Grade 2
 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
 Science Curriculum Framework: Grade 2
 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
                                                                                                          lightly waded single
                                                                                                          sheets of paper)
                                                                                                          identical distances.
                                                                                                          Discuss the amount of
                                                                                                          force needed to move
                                                                                                          the objects.
                                                                                                        Resources
                                                                                                         Magnets (DSM)
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                                                                                                          (DSM)
 Science Curriculum Framework: Grade 2
 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
 about this content?
 Process Vocabulary:                                           classify, collect data, communicate, infer, measure, observe, organize data,
 What terms could students use to clarify communication        predict
 about scientific skills and concepts?
 Assessment:
 How will students be assessed to find out what they already
 know and what they’ve learned?




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posted:9/12/2012
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