finish for a sphere to roll the complete length. Knowledge: Skills: Student will Know…. Students will be able to… A force is push or pull. Create and use representational models to A force, push, or pull can change the motion of an demonstrate stable balanced systems. object in 3 ways: o go faster or start. o go slower or Construct and evaluate toys that stop. o change the direction of the motion. demonstrate spinning, and explain how Magnets make things move by an unseen force (push or pull). they operate. Magnets have poles that attract or repel each other. Design runways to control or change the The amount of (little or big) applied to an motion of marbles. object directly affects the amount of change in Communicate observations and compare motion. stability an motion, using precise Balance is associated with position and weight. vocabulary. Plan and carry out investigations with sound and with magnetic force. Analyze and interpret observational data. Ask and answer questions. Plan and conduct simple investigations. Employ tools and techniques to gather data. Use data to construct reasonable explanations. Communicate investigations and explanations. Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge. Evidence of Understanding: Assessments Data to Genesis –Propagated Pre- Assessment Investigation 1 Notebook and Journal Entries Pre Assessment Performance Assessments Notebook Assessment- Summative Reading Prompt I-Check 1 Student Observation/Anecdotal Notes I-Check 2 Homework I-Check 3 Checkpoint Assessments I-Check 4 Assessments Unit Post Assessment Unit Assessments Preconception /Misconceptions Balance and Motion
finish for a sphere to roll the complete length. Knowledge: Skills: Student will Know…. A force is push or pull. A force, push, or pull can change the motion of an object in 3 ways: o go faster or start. o go slower or stop. o change the direction of the motion. Magnets make things move by an unseen force (push or pull). Magnets have poles that attract or repel each other. The amount of (little or big) applied to an object directly affects the amount of change in motion. Balance is associated with position and weight. Students will be able to… Create and use representational models to demonstrate stable balanced systems. Construct and evaluate toys that demonstrate spinning, and explain how they operate. Design runways to control or change the motion of marbles. Communicate observations and compare stability an motion, using precise vocabulary. Plan and carry out investigations with sound and with magnetic force. Analyze and interpret observational data. Ask and answer questions. Plan and conduct simple investigations. Employ tools and techniques to gather data. Use data to construct reasonable explanations. Communicate investigations and explanations. Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge. Evidence of Understanding: Pre- Assessment Notebook and Journal Entries Performance Assessments Reading Prompt Student Observation/Anecdotal Notes Homework Checkpoint Assessments Assessments Unit Assessments Assessments Data –Propagated to Genesis Investigation 1 Pre Assessment Notebook Assessment- Summative I-Check 1 I-Check 2 I-Check 3 I-Check 4 Unit Post Assessment Preconception /Misconceptions Balance and Motion
UNIT%202.%202nd%20Grade.%20Balance%20and%20Motion%20unit%20f.docx