Planning and Preparation for Learning | Backwards Mapping

3rd Grade, Science

Topic: Changes of the Earth and Sky, Concepts of Energy and Motion

Standards: Archdiocese of Washington 3rd Grade Science Standards

Source: adw.org/wp-content/uploads/2014/04/ScienceStandards-3rdGrade.pdf

Standard: Standard 3 – The Physical Setting: Students observe changes of Earth and the sky. They continue to explore the concepts of energy and motion.

I chose this standard because Science is a subject I can improve on the most. The students have an opportunity to complete hands on activities to better understand energy in motion. Students will be engaged with this standard and it makes me excited to teach it.

Screenshot 2016-01-24 11.35.26

 

Activity 1: Exploring Motion

Objective: Students will understand that a force, such as a push or a pull, puts objects and/or people into motion.

This lesson will allow students to learn outside on the playground. This activity will connect the concept of force and motion to their everyday lives.

Activity:

As a class we will study the playground  and discuss each piece of playground equipment. We will discuss our new vocabulary , “push” and “pull.” We will observe students on the swings and act out motion of “push” and “pull.” Students will then have the opportunity to take their understanding and explore other playground equipment. 

Vocabulary:

push:exert force on (someone or something), typically with one’s hand, in order to move them away from oneself or the origin of the force.

pull: exert force on (someone or something), typically by taking hold of them, in order to move or try to move them toward oneself or the origin of the force.

energy: what is needed to make things move

motion: the change in position of an object in a certain amount of time

Informal Assessment: Observe students as they work in groups. Ask questions..

Why  have  you circled push on the see-saw?

What action do you complete on the see-saw to move?

Does it take energy to push your feet on the group?

Are you exerting force on the see-saw or ground?

Do you move when you exert force?

Activity 2: Observing Motion

Objective:Screenshot 2016-01-24 11.53.20 Students will gain an understanding of force, energy, motion, friction, and work as they manipulate objects. Students will think about the causes and effects of the motion created while completing “Motion Mission” tasks.

Activity: Students complete each mission task using the objects provided with a group. Students then use their critical thinking skills to record their thoughts and answers to the questions in their Motion Mission Notebook.

Students will have the opportunity to discover the different kinds of force. Students will observe how items move differently and react to different kinds of force.

Vocabulary:

push:exert force on (someone or something), typically with one’s hand, in order to move them away from oneself or the origin of the force.

energy: what is needed to make things move

motion: the change in position of an object in a certain amount of time

Force: strength or energy as an attribute of physical action or movement.

Friction: strength or energy as an attribute of physical action or movement.

Assessment: After completing this activity students will complete a reflection. Students will demonstrate their understand on the vocabulary terms above. Example questions below.

This slideshow requires JavaScript.

Activity 3: Friction and Force

Screenshot 2016-01-24 12.21.59.pngObjective:Students will participate in a science experiment and complete a lab report on the effect of friction. Students will gain understanding that friction is a force that can slow down objects in motion.

Activity: Students will create a construction paper “road” and sandpaper “road.” Students will observe how far the toy go with the same amount of force. Students will complete this science experiment and gain understanding of how friction plays a part in motion.

Formal Assessment: Students will take a written assessment to scope their progress on completing the standard. In addition to below I can ask the students more in depth questions. Students could write when “friction” could be helpful or when on they playground they used “force.”

Screenshot 2016-01-24 12.36.52

Sources:

edglossery.org/backwardmapping

secondgradesugar&spice.com

hotwheels.com/stem

thirdgradethought.com

 

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s