TEACHING Forces and Motion

TEACHING GUIDE TEACHING Forces and Motion 1st Grade Reading Level ISBN 978-0-8225-1757-3 Green

2 TEACHING FORCES AND MOTION Standards Language Arts Demonstrates competence in the general skills and strategies of the writing process. Writing Demonstrates competence in the stylistic and rhetorical aspects of writing. Uses grammatical and mechanical conventions in written compositions. Gathers and uses information for research purposes. Language Arts Demonstrates competence in the general skills and strategies of the reading process. Reading Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Language Arts Demonstrates competence in speaking and listening as tools for learning. Listening and Speaking Science Understands forces and motion. Understands the nature of scientific inquiry. Multiple Intelligences Utilized Linguistic, logical, spatial, bodily-kinesthetic, naturalistic, intrapersonal, and interpersonal Copyright 2004 by Lerner Publishing Group, Inc. All rights reserved. International copyright secured. Student pages may be reproduced by the classroom teacher for classroom use only, not for commercial resale. No other part of this teaching guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of Lerner Publishing Group, Inc., except for the inclusion of brief quotations in an acknowledged review. Books in the Forces and Motion series: Float and Sink Gravity Magnets Push and Pull Ways Things Move LernerClassroom A division of Lerner Publishing Group, Inc. 241 First Avenue North Minneapolis, MN 55401 U.S.A. 800-328-4929 Website address: www.lernerclassroom.com Manufactured in the United States of America 3 4 5 6 7 8 IG 12 11 10 09 08 07

TEACHING FORCES AND MOTION 3 Lesson 1 Reading First Step Nonfiction with Your Class Purpose: Students will learn how to read and gather information from First Step Nonfiction books independently and with others. Materials First Step Nonfiction Forces and Motion series Objectives Recall information from a text. Restate information in one s own words. Apply prior knowledge while reading. Demonstrate emergent reading skills. Analyze concepts from a text. Evaluate reading comprehension. Activity Procedures Reading Skills Checklist p. 10 Prepare Copy Reading Skills Checklist p. 10. (Some skills are provided on the reproducible. You may fill in the blank spaces with additional reading skills. Use the checklist throughout the unit.) Select four to six students for a reading group based on instructional needs and interests. Select and preview a text. Predict areas where students may need help. Choose a reading skill or strategy to focus on, such as decoding and comprehending unknown words, restating information, reading aloud, or using an index or glossary. Pretest (teacher, student, class) Students preview the text independently. Teacher explains the purpose for reading. Teacher assesses students prior knowledge by discussing what the class already knows about forces and motion. Teacher previews the text with the class. Discuss the pictures and what can be learned from each one. Teacher introduces challenging vocabulary, language structures, or concepts. Teacher discusses reading skills or strategies the class may use. Explain how they help to gain understanding. Model (teacher, class) Read the text as a class, or teacher may read it aloud. Read (partner, small group) Students read the text with a partner or in a small group. Teacher observes and helps students as needed. Practice (teacher, student) Have students complete skills activities or participate in a skills discussion using ideas from Reading Skills Checklist p. 10 or based on the specific needs of individual students. Discuss (teacher, class) Discuss and clarify points of confusion. Teacher questions students to check for understanding. Evaluate (teacher, student) Students read the text again independently. Students take the text home to share with an adult. Students complete lessons and activities in the Forces and Motion teaching guide. Use the Reading Skills Checklist p. 10 to evaluate each student s reading proficiency.

4 TEACHING FORCES AND MOTION Lesson 2 How to Use a Glossary Purpose: Students will learn how to use a glossary. Materials Forces and Motion series Glossary Search p. 11 Objectives Define the words dictionary and glossary. Describe how to use a dictionary and a glossary. Practice using a glossary. Identify boldfaced words in a text. Explain the meaning of a word. Compare a glossary and a dictionary. Activity Procedures Reading Skills Checklist p. 10 pencils crayons Prepare Copy Glossary Search p. 11 for each student. Pretest What is a dictionary? Why do you use a dictionary? How do you find words in a dictionary? Read Read one book from the Forces and Motion series. Model Turn to page 22 in the Forces and Motion book chosen. Explain to students that this is the glossary. Tell students that the glossary has a list of important words from the book and it explains what the words mean. Point out the boldfaced words. Tell students that you know these are important words because they are thicker and darker than the other words on the page. Demonstrate how to find the words in the glossary: Step 1 While reading the text, stop at a boldfaced word. Step 2 Ask the class what they think the word means. Step 3 Look at the first letter of the boldfaced word. Step 4 Turn to the glossary on page 22. Step 5 In the glossary, find a boldfaced word that begins with the same letter as the boldfaced word from the text. Then look for the word from the text. Step 6 Read the definition to the class and discuss it. Practice (student) Students complete Glossary Search p. 11. As students read, have them write any boldfaced words that they find in the column labeled Boldfaced Word. Then, have them look for the word in the glossary on page 22. Students should read the definition or look at the picture. On Glossary Search p. 11, students draw a picture or write their own definition next to the word. Discuss What is a glossary? How are a glossary and a dictionary the same? Evaluate Use Glossary Search p. 11 and Reading Skills Checklist p. 10 to evaluate student understanding.

TEACHING FORCES AND MOTION 5 Lesson 3 How to Use an Index Purpose: Students will learn how to use an index. Materials Forces and Motion series Index Search p. 12 Objectives Define the word index. Describe how to use an index. Practice using an index. Identify words or ideas in a text. Explain the meanings of specific words. Compare indexes from different books. Activity Procedures Reading Skills Checklist p. 10 pencils crayons Prepare Copy Index Search p. 12 for each student. Pretest What is an index? Why do you use an index? How do you find words in an index? Read Read one book from the Forces and Motion series. Model Turn to page 23 in the Forces and Motion book chosen. Explain to students that this is the index. Tell students that the index has a list of the book s important words and ideas and that it gives you the page number(s) where they can be found. Point out that the words are listed in alphabetical order. Demonstrate how to find the words listed in the index in the text: Step 1 Find the first word in the index. Step 2 Ask the class what they think the word means. Step 3 Look at the page number(s) after the word. Step 4 Turn to the page listed. Step 5 Read that page and look at the picture to find that word or idea. Practice (student) Students complete Index Search p. 12: Step 1 Turn to the index on page 23. Choose five words and write them in the column labeled Word. Step 2 In the column labeled Page #, write the page number where the word is found. Step 3 In the column labeled My Picture or Words, students describe in their own words the idea found on that page. Students may draw a picture to explain the word. Discuss Using a reference book or textbook, discuss how an index can help you find things. How does an index make it easier to find things? Evaluate Use Index Search p. 12 and Reading Skills Checklist p. 10 to evaluate student understanding.

6 TEACHING FORCES AND MOTION Lesson 4 Minibooks Purpose: Students will create their own nonfiction books about forces and motion. Materials Forces and Motion series minibook templates pp. 13 14 Objectives Recall information from Forces and Motion books. Identify words that relate to a given topic. Through photographs or drawings, illustrate concepts. Explain word choices and illustrations. Compile information into a book. Compare information from two books. Activity Procedures magazines and/or photographs pencils crayons stapler glue Prepare Copy the minibook template pp. 13 14 for one minibook for each student. Each student needs one complete book of eight minipages. Complete an entire minibook with text and illustrations or photographs. Collect magazines or photos from home. Pretest Brainstorm a list of words that remind you of forces and motion. Write these words on the chalkboard or in a place where students can refer to them later. Read Read books in the Forces and Motion series. Model Demonstrate how to fold the minibook template. First, fold it in half horizontally. Then, fold it in half vertically with the cover on the outside. Do this with the second minibook template, keeping page three on the outside. Match the templates so that the page numbers are in the correct order. Staple them to bind them together. Demonstrate how to complete the minibook. Step 1 Complete a sentence on one of the minipages. You may use a word from the list or one of your own. Step 2 Paste a photograph or draw a picture explaining the sentence. Display your completed minibook for the class. Practice (student) Each student completes an entire minibook of their own. Discuss Students share their minibooks with the class. Discuss similarities and differences between the minibooks. Evaluate (teacher, students) Display minibooks and evaluate for understanding. Students may take their minibooks home to share with their families.

TEACHING FORCES AND MOTION 7 Lesson 5 Science Experiment Purpose: Students will conduct experiments to show fundamental concepts related to forces and motion. Materials Forces and Motion series My Experiment p. 15 My Data p. 16 sugar cubes Objectives Recall information. Explain what an experiment is. Record data. Compare data. Organize data. Evaluate results. Activity Procedures dice grapes marbles small buckets or tubs magnets pencils Prepare Copy My Experiment p. 15 for each student. Copy My Data p. 16 for each student. Pretest What does a scientist do? What is a science experiment? What is data? Read (teacher, class) Read Float and Sink, Gravity, or Magnets. Model Explain that scientists work by doing experiments. Tell students that they are going to be scientists today. Explain that an experiment tries to answer a question. Choose one of the following questions and write it on the board so the class can see it. 1. What objects float and what objects sink? (Float and Sink) 2. Do all objects fall at the same speed? (Gravity) 3. What objects are attracted to a magnet? (Magnets) Ask students for ideas about how to answer the question. Demonstrate how to perform the experiment. (See below.) Practice (small group) Copy the question on the board onto My Experiment p. 15. Students should make a guess to answer the question and record their prediction on My Experiment p. 15. Students complete one of the following experiments and record data on My Data p. 16. 1. What objects float and what objects sink? (Float and Sink) Fill a bucket or tub with water. Using objects from around the classroom, see which objects float and which objects sink. On My Data p. 16, first record the name of the object and predict whether you think it will float or sink. Then record whether it floats or sinks. 2. Do all objects fall at the same speed? (Gravity) One student should kneel on a chair with their arms resting on the back of the chair. In one hand, the student should hold a sugar cube. In the other hand, the student should hold a die. Another student should lie on the floor so they can see which object lands on the floor first. On My Data p. 16, a third student should record the objects being dropped and the group s prediction of which will land first. The student on the chair should drop both objects at the same time. Record results. Repeat with the grape and marble.

8 TEACHING FORCES AND MOTION 3. What objects are attracted to a magnet? (Magnets) Using objects from around the classroom, see which objects will stick to a magnet. On My Data p. 16, first record the name of the object and predict whether or not you think it will stick to the magnet. Then record whether or not it was actually attracted to the magnet. Students should record what they observed in their experiments on My Experiment p. 15. Discuss Discuss the class s experiment results. What did you guess would happen? Were you correct? Did anything surprise you? Evaluate Review My Data p. 16 and My Experiment p. 15 for understanding. * Repeat the entire lesson two more times, answering a different question each time.

TEACHING FORCES AND MOTION 9 Additional Resources BOOKS Angliss, Sarah. Forces and Motion. Boston: Houghton Mifflin Company, 2001. Explore science in action with a wide variety of experiments. This book brings scientific principles and fascinating facts to life using everyday materials. Angliss, Sarah, and John Graham. Hands-on Science. Boston: Houghton Mifflin Company, 2002. Science takes a hands-on approach in this book of projects and experiments. All the essential subjects are covered electricity and magnets, forces and motion, sound and light, and matter and materials. Hundreds of simple, easy-to-do experiments explore various scientific principles. Bradley, Kimberly Brubaker. Energy Makes Things Happen. New York: HarperCollins, 2003. This illustrated book offers young children a general introduction to energy forms and sources. Branley, Franklyn Mansfield. What Makes a Magnet? New York: HarperCollins Children s Books, 1996. This book describes how magnets work and includes instructions for making a magnet and a compass. Cole, Joanna, et al. Magic School Bus Ups and Downs: A Book about Floating and Sinking. New York: Scholastic, Inc., 1996. Is there a water monster living in Walkerville Lake? To find out, Ms. Frizzle turns the Magic School Bus into the Magic Bus-Boat, which sinks to the bottom of the lake and gets to the bottom of the mystery. Dalton, Cindy Divine, Ed Sikora, and Teresa Sikora. Gravity. Vero Beach, FL: Rourke Publishing, LLC, 2001. Simple language and colorful photos accompany experiments to teach young readers about gravity. Riley, Peter. Forces and Movement. New York: Franklin Watts, Inc., 1999. Introduces the basic science behind forces and movement and presents experiments to show how they work. Robinson, Tom Mark. The Everything Kids Science Experiment Book: Boil Ice, Float Water, Measure Gravity Challenge the World around You! Cincinnati, OH: Adams Media Corporation, 2001. This fun book includes experiments related to forces and motion, and other science topics. Tocci, Salvadore. Experiments with Gravity. New York: Scholastic Library Publishing, 2001. Experiments introduce and explain the concept of gravity. Walker, Sally M., and Roseann Feldmann. Early Bird Physics series. Minneapolis: Lerner Publications Company, 2002. This series highlights six simple machines, making difficult physics concepts such as work, force, gravity, and friction easy to understand. White, Larry B. Energy: Simple Experiments for Young Scientists. Brookfield, CT: Millbrook Press, 1996.. Gravity: Simple Experiments for Young Scientists. Brookfield, CT: Millbrook Press, 1996. Students can do hands-on experiments to learn about gravity and other energy concepts. The books answer related questions in a clear, chatty format. WEBSITES Reeko s Mad Scientist Lab http://www.spartechsoftware.com/reeko/ Your source for free science experiments for parents, teachers, and children of all ages. Scholastic s The Magic School Bus: Forces and Motion http://www.scholastic.com/magicschoolbus/ theme/forces.htm This site is based on the popular books. It features ideas and printable activities about floating and sinking, forces, and gravity, along with other topics. Science Exploration for Kids http://www.kidszine.co.uk/forces%20and %20Motion.htm This interactive site has online activities kids can do to learn about forces such as pushes, pulls, and magnetism, as well as at-home experiments to try.

10 Reading Skills Checklist Name Skill previews pictures previews captions uses prior knowledge identifies main idea glossary use index use Mastered Developing Needs Improvement A B C D F comprehends written directions Teaching Forces and Motion

Glossary Search 11 Name Boldfaced Word My Definition or Picture Teaching Forces and Motion

12 Index Search Name Word Page # My Picture or Words Teaching Forces and Motion

A force is a push some or a. 2 things away. 7 Forces and Motion by Forces make things move in different ways. 8

Forces make things Forces make things in water. 4 in water. 5 pull some things to them. 6 pulls things to Earth. 3

My Experiment Name 15 Date Question: I predict: I saw: Teaching Forces and Motion

16 My Data Name Date Object We predict We found out Teaching Forces and Motion