2. Purpose

3. Mrs. Lesner’s First Grade

4. Spinning
top
1. Students will understand and be able to apply
appropriate science vocabulary.
2. Students will understand, describe and communicate
objects can be balanced in many ways and there is a
balancing point when an object is balanced.
3. Students will understand and demonstrate motion is a
change in position over time.
4. Students will understand, describe and communicate
objects can be in motion in different ways and a force is
needed to initiate the motion.
5. Students will understand the amount of force is related
to the objects amount of time in motion.

5. • Vocabulary (learning goal 1)
• Paper-and-pencil, informal observations in group discussions,
science journals
• Balance and balance point (learning goal 2)
• Paper-and-pencil, small group performance tasks, orally describe,
science journals
• Motion (learning goals 3, 4, 5)
• Paper-and-pencil, lesson observations, end of unit performance
task, science journals
Twirler we will make

6. K.W.L Chart
• You will be adding to this chart throughout the unit. Adding to
what you want to know, answering your questions, and adding
what you learned.
Student example of
KWL

7. Parent/Student Survey
• Questions asking parents about their understanding and
experience with balance and motion. If they have any work or
volunteer skills they could present to the class.
• Giving information about the learning goals and support/extension
ideas you can do at home.

8. • Exit Slips
• Write one key concept you learned, make up a test question, or
answer a question
• Observations
• Individually, small group, and whole group
• Science Journals
• Make predictions about what you think might happen, facts about
what you learned from the experiments, and adding new science
vocabulary with definitions
• You will write the learning goals in your journal connecting your
thinking and learning with the learning goals.
• Critically think and reflect about your learning and learning
behaviors. Write learning goals and self-assess if you have met
your goals.

9. • Pretending you are car engineers you are going to design
a new car for the company you work for.
• The goal for this task is to work cooperatively in small groups,
share ideas, problem solve, use scientific vocabulary, and transfer
knowledge. Based on the information and theories you learned in
the unit, in small groups you will design and create a car that will
roll to the bottom of a ramp without falling over.
• You will create a blueprint, follow the blueprint to create the car,
test drive the car, modify the car, and present your car to the
company persuading them to purchase your car while you use the
appropriate force to make your car down the ramp.
Blueprint Model Test Drive

10. Building A Structure : Designing and creating a car
Student Names/Group: ________________________________________
CATEGORY 3 2 1
Plan is neat with clear Plan provides clear Plan is not clearly drawn or is
Design
drawings and labeling for drawings and labeling for inadequately labeled
all car parts using all most parts using some
science terms science terms
Student work show Student work show some Student work lacks understanding or
Scientific
adequate understanding understanding and transfer no understanding is show
Knowledge and transfer of science of science terms and
terms and theories theories
Modification/ Clear evidence of testing Some evidence of testing Little evidence of testing the car is
the car is show. the car is show. show. Modifications are not based on
Testing Modifications are based Modifications are based on scientific principles or no
on scientific principles scientific principles modifications were made
Construction Great care was taken in Some care was taken in Construction of car appears careless.
construction process so construction process, car Many details are missing from design,
- Care Taken the car is neat, attractive is presentable. Car was or design was not followed
and follows design created with some use of
accurately the design
Used appropriate force to Used appropriate force, Did not use appropriate force and
Force and
start car in motion, was but had little explication or could not explain why force is needed
Motion able to explain why they used inappropriate force,
chose to use that amount but explained why force is
of force and why it was needed
effective

11. Building A Structure : Designing and creating a car (group assessment)
Name: ________________________________________
Members in group:________________________________
CATEGORY 3 2 1
I helped create a plan for I helped a little to design the I did not help very much. I did
Plan
designing the car. I added car. I added little details not add ideas. I need to work on
my ideas adding my ideas to group work
I helped my group and I helped my group a little. I I did not do my part. I could
Scientific
added to the conversation added to the conversation and have added more science
Knowledge and construction by using construction by using science vocabulary and made my
science vocabulary and vocabulary and transferring knowledge heard within the
transferring knowledge knowledge but I could have group
from class done more.
I helped my group change I helped my group a little. I I did not help change our
Modification
our car to make it better. I knew we had to change the car group’s car. I need to work on
/Testing used science vocabulary but I did not know why, or I did transfer of knowledge or ask my
and knew why we needed not add my ideas group members for help
to change the car
I tried my best to construct I helped with creating the car I helped with creating the car but
Constructio
the car according to the but I did not use the design plan I did not look at the plan or I
n - Care design plan. as much as I should have did not help very much in
creating the car
Taken
I used appropriate force to I used appropriate force, but I did not use appropriate force
Force and
start car into motion, was had little explication and could not explain why force
Motion able to explain why force I used inappropriate force, but is needed

12. Proposition:
If you want to make an object move there needs to be a force to start the object into motion such as a push or
pull. There are several factors that need to be considered when using the correct amount of force: the type of
surface, the balance of the object, and the distance the object needs to travel.
True True/False Item:
A force causes an object to go into motion.
False True/False Item:
You do not need a force to make an object move.
Short Answer or Fill-in-the-Blank Item:
What is one factor you need to consider when deciding the amount of force to use when putting an object into
motion? _______________________________________________________________
Multiple-Choice Item:
What is not considered a force?
a. Push
b. Pull
c. Balance
Essay Item:
If you wanted to push a car down a steep ramp explain how you would put your car into motion and tell how
you know what amount of force is needed.