We Set the Standards! EXEMPLARS Best of SCIENCE 1997-1999 Exemplars K-2 Tasks ✏ Exemplars What Can Motion Be? We are going to explore the many ways and the many places that motion and forces can be found. First, we will brainstorm ideas about “Things that Move” and “Things that Don’t Move.” We’ll include things that are indoors, outdoors, in school, and at home. Next, on your recording sheets, try to answer the question: “What can motion be?” by drawing and labeling your ideas. When we are all finished studying about motion and forces, we’ll look back at these ideas again and add new things to show what we’ve learned. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? - Page 3- Science Exemplars Grade Level K-2 What Can Motion Be? We are going to explore the many ways and the many places that motion and forces can be found. First, we will brainstorm ideas about “Things that Move” and “Things that Don’t Move.” We’ll include things that are indoors, outdoors, in school, and at home. Next, on your recording sheets, try to answer the question: “What can motion be?” by drawing and labeling your ideas. When we are all finished studying about motion and forces, we’ll look back at these ideas again and add new things to show what we’ve learned. Big Ideas and Unifying Concept(s) Cause – Effect Physical Science Motion and forces Properties of matter Time Required for the Task 30 minutes Context Before I began a new scientific theme with my first graders on Motion and Forces, I wanted to gather some pre-assessment data. This is valuable time spent gathering information on young children’s prior knowledge; and this information can be compared to their postassessment data/drawings. I began by having them brainstorm their ideas on chart paper under the categories: “Things that Move” and “Things that Don’t Move.” I asked them to include things indoors, outdoors, in school, and at home in their everyday environment. The next step was to provide them with a recording sheet that was divided into 4 boxes to answer the essential question: “What can motion be?” What the Task Accomplishes This drawing task demonstrates each child’s conceptual understanding and prior knowledge about motion; and it provides the teacher with directions to pursue in developing the groundwork for an appropriate sequence of investigation activities. The pre-assessment asks the child to draw something about themselves involved with motion – motion in school, Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 4- Science Exemplars motion at home, and motion outside. By asking for specific locations, it provides some thought structure for those children who might have a harder time coming up with ideas about motion for the first time. How the Student Will Investigate This task is a little different for an investigation, because I am not asking them to investigate and use tools to solve a problem yet. It is a pre-assessment tool. I am raising questions during this activity, and encouraging them to get up, move around the room, and look out the window to think about motion that is used every day in their environment. I will use a similar recording sheet as a post assessment to measure learning, although I will expect more than one example for each. Interdisciplinary Links and Extensions Science Observe and make a list of all the different motions involved in your day, from start to finish. Observe how the shapes and sizes of objects hinder/help their ability to move. Put those objects into categories that describe the differences. Try different investigations involving motion and inertia with starting and stopping such as: hitting the bottom block in a stack, fast or slow, with a table knife; or pushing a bowl or cup of liquid along a flat surface. Stack up some coins. What happens when you hit the bottom coin hard with another coin? What happens when you pull a book out slowly or quickly from a stack? Why can you shake water off an umbrella by twirling it? Why do runners keep on running past the finish line? Why do only the tops of trees move? Social Studies In cooperative groups, investigate how many different ways everyday motions can fit different categories related to: wellness, using tools, using toys, eating, inside chores, or outside chores. Research the motions that different cultures use in their dances to represent a story. Research sign language and other motion-related communications (such as for training animals). Make motion scrapbooks using pictures from newspapers, catalogs, and magazines. Language Arts/Art/Literacy Use different tools to write and illustrate stories such as colored pencils, crayons, markers, colored chalk, and paint brushes and compare the different motions needed for the task. Were some tools harder to make motions with than others were? Paint cooperative murals to show motion activity in more abstract ways, and write stories about them. Write directions about Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 5- Science Exemplars how to do something, with motion, to explain to someone who has never tried it before (e.g. jump rope, ride a bike, swing, use a fork). Write motion poems, using onomatopoeia (words that suggest sounds: thud, sizzle, hiss), about a variety of everyday motions we use. Movement/Music Learn dances and look for the patterns in the movements. Write songs that use a variety of body motions or create motions for songs that you know. Use guided imagery with movement for your current theme, whether it is space, the water cycle, dinosaurs hatching, frog or butterfly cycles, weather conditions, etc. Write motion rhymes or raps to jump rope or move to. Mathematics Graphing and Venn diagrams can be used to show data gathering for animal survival movements, choices in transportation, safety on the playground, etc. Time, distance traveled, and speed can be measured, graphed, and compared for different objects. Teaching Tips and Guiding Questions Some questions for the brainstorm/pre-writing activity might be: • • • • • • • • • • • • How do you get from your bed in the morning to school? What have you been doing in P.E. to move your body? What tools do we move in school? How do they move? What things do you move at home with/without help? Why/how do some things move fast or slow? How does weather cause motion? How does gravity cause motion? How do different things in nature show motion? How do you make wind-up toys show motion? How does your seatbelt help you with motion? Which motions are safe/unsafe on your bike? in a car? on skates? What do you play with outside that has motion? Concepts To Be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content). • Physical Science: Observing and comparing physical properties and characteristics to make predictions and classify materials; Using prior knowledge (of gravity, inertia, push and pull) to recognize that an unbalanced force acting on an object changes its speed or path of motion or both. • Observing and explaining reactions (Cause-Effect). Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 6- Science Exemplars Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies and Scientific Communication/Using Data). Observing, Recording data, Communicating, and Problem Solving Links to Science (and other) Standards Scientific Method: Students describe and explain phenomena. Physical Science – Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Physical Science – Motion and Forces: Students apply forces to objects (e.g. inertia, gravity, friction, push and pull), and observe objects in motion. Forces can act “at a distance” and can cause objects to be pushed or pulled. The Designed World: Tools extend the ability of people to make things, to move things, to shape materials. Communication/ Notation and Representation: Students express ideas in a variety of ways (e.g. words, numbers, symbols, pictures, charts, diagrams, models.) Suggested Materials Since this is a pre-assessment and not an active investigation, I just provide a simple, organized recording sheet for the children to record (4) different categories for motion: 1) draw motion you like doing; 2) draw something showing motion in the classroom; 3) draw something showing motion in your house; and 4) draw something you do or have observed with motion outdoors. You may want to use chart paper to initiate a classroom discussion about motion before providing the recording sheet. This often helps those children that might feel “stuck” with the new concept. You might ask a volunteer to find something in the classroom that demonstrates motion to start the thinking process or have students close their eyes for 1 minute and imagine all the ways that they move before brainstorming a class list. Possible Solutions Through the drawings, I was looking for a clear representation of the four different categories that were mentioned earlier (me, in school, in the house, and outside.) This pre-assessment demonstrates a child’s use of prior knowledge about the concept of motion. These drawings help the teacher plan the level of difficulty for beginning investigations to follow. I also find it helpful to use structured interviews with children’s drawings for clarification of ideas. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 7- Science Exemplars Rubrics and Benchmarks Novice This student was unable to complete the drawing task. There is no labeling to correspond to the drawings. The “me” drawing could be showing walking or running. The “in school” is unclear. The “at home” does show a rocking chair which shows some conceptual understanding. This child was unable to come up with an idea for “outside.” The drawings demonstrate a limited understanding of motion. Apprentice This student completed the task and labeled the drawings. The first two drawings, “jumping rope” and “writing” represent appropriate responses. The task that asked for “home” is supposed to be something used in the home, and the “tape player” is probably not the strongest example to represent something you do or have seen in motion outside. Most of the drawings do represent limited understanding and connections about the concept of motion. Practitioner This student’s solution is complete with appropriate drawings and labeling. Connections are shown by drawing the rain-stick that I use daily in the classroom for “in school.” The use of opening the door is accurate for school or home and the “swinging” representation clearly shows evidence of understanding. There is an appropriate use of motion in all four categories. Expert This student also has an accurate representation of motion in all 4 categories, but the drawings show more specific personal connections in this child’s daily environment. The pencil sharpener for school, toaster at home, and the movement of leaves being blown demonstrates strong evidence of prior knowledge and a broader conceptual thinking about the concept of motion. This child will need to be challenged beyond the early investigations. Author Sandy Haddock is a first grade teacher at Bristol Elementary School in Vermont. She has written K-2 math tasks, and this is her second year writing K-2 science tasks for Exemplars. Sandy recently completed her Masters in using the Constructivist Approach for science instruction and assessment. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 8- Science Exemplars Novice This student was unable to provide four clear examples. Exemplars None of the drawings are labeled or explained. TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 9- Science Exemplars Apprentice This student was able to give four examples and label each one. There is evidence of conceptual understanding. The first two examples are appropriate, however the last two are less clear. The “home” drawing was to show using something at home and the last was to depict an outside or nature activity. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 10- Science Exemplars Practitioner This student’s solution is complete and clearly labeled. Exemplars All examples are appropriate for the context given. TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 11- Science Exemplars Expert This student provides four appropriate responses with labels. Exemplars The examples show specific connections to this child’s individual experiences. TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Can Motion Be? (cont.) - Page 12- Science
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