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Observe, Describe THE LOCATION OF AN OBJECT IN RELATION TO ANOTHER: Above, Below, Behind,
In front of, Beside, Beneath, Between, Up, Down, Left, Right
Purposeful Talk and Write Critically Prompt: Discuss in your group how you
recognized the difference between a push and a pull when you moved the
crank handle. Does everyone in your group agree?
TEKS/SE: K.2B: Plan and conduct simple descriptive investigations such as
ways objects move.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Grade: K
Grade: 1
Lesson: With teacher assistance student groups plan and conduct an
investigation to determine the effect of friction on the movement of an
object.
Scientific and Engineering Practices/DCIs:
Students determine why we call friction a force.
Students will verbally describe the group plan. They will need to identify any
problems in their prototype and design a new solution if needed.
Scientific and Engineering Practices: Planning and carrying out investigations;
analyzing and interpreting data; constructing explanations (for science) and designing
solutions (for engineering).
Crosscutting Concepts: Cause and effect, structure and function.
Disciplinary core idea: Motion and stability: Forces and interactions.
Formative Assessment or Launch:
Performance Assessment: Prepare a presentation of research results.
Materials: Wood blocks, smooth boards, metersticks, wide rubber bands (latex free),
metal thumbtacks, felt round pads, sand paper, wax paper, aluminum foil,
construction paper (black), masking tape.
Purposeful Talk and Write Critically Prompt: 1. Write a group report to present
the findings of your group to the class. After presentations, talk with your group to
compare results, and discuss any differences.
TEKS/SE: 1.4A Collect, record, and compare information using tools.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Lesson: Students discuss with teacher guide what is weather. Talks about things we
know about the weather: Rain, snow, hot, cold, sunny, cloudy, etc
Why is it important to know about the weather when we come to school? Will you
dress the same if it is a very hot day than if it is a cold and snowy day?
How and what can we measure about the weather?
What can we measure to describe the weather?
Formative Assessment or Launch: Describe three properties of weather we can
use to describe it.
Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will identify measurable properties of weather.
PRODUCT: I will create an interactive display to report the daily weather in my school.
air motion
Clear the appearance of the sky when no clouds are visible from the point of observation
Clouds a mass of water droplets or ice crystals that have clumped together (condensed) in the atmosphere
Cold a condition of the air when the temperature is low; lack of heat
Icy a condition in weather when the air temperature is bitterly cold; freezing
Precipitation water that falls to the Earths surface as rain, snow, sleet, or hail
Temperature a way of measuring how hot or cold something is; temperature is measured using either the Fahrenheit (F) or Celsius (C) scale
Weather the condition of the atmosphere at a place for a short period of time, including humidity, cloud cover, temperature, wind, and precipitation
Wind speed how fast the air is moving; wind speed is commonly measured with an anemometer
Purposeful Talk and Write Critically Prompt: Discuss with your group some of
the ways weather (precipitation, temperature, cloud cover, and wind speed) can be
described?
TEKS/SE: 1.8A Record weather information, including relative temperature,
such as hot or cold, clear or cloudy, calm or windy, and rainy or icy.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Grade: 1
Grade 2
Lesson: Students with help from teacher will describe the parts that make up a toy
car. We will describe the properties of each part and the roll of each part plays in the
system. Students should explain why if each part was designed differently, the whole
system will not work correctly.
What is a Scientist: Students discuss what a scientist does
Demonstrate safety
Make observations
Record data
Organize data
Think critically
Formative Assessment or Launch: Students will look around the room and
find some items that can be considered systems and some that are not
systems.
Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will identify the parts that make up a system using a model of a car.
PRODUCT: I will build a prototype of a car that has a part I have changed and present
evidence why car will still work.
Vocabulary: Classify, model, system, compare, measure,
Materials: Toy cars, rulers, science notebooks, pencils, KNEX 2nd Grade Kit
Purposeful Talk and Write Critically Prompt: Discuss in your group why some
attributes (like the color of a car) is not an essential attribute of the car.
TEKS/SE: 2.4A Collect, record, and compare information using tools, including
computers, hand lenses, rulers, primary balances, plastic beakers, magnets.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Grades 3, 4, 5
Part 4. Investigation Data Record data for each successful submarine below including
materials.
Floating Illustration
Sinking Illustration
Hovering Illustration
Floating Description
Sinking Description
Hovering Description
Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will determine what causes an object to sink or float?
PRODUCT: I will test how an object can be made to sink or float and describe how this
physical property depends on the mass and relative density of the object.
Vocabulary: Properties of matter, physical properties, sink, float, hover, mass,
volume, density, relative density, buoyancy.
Materials: Manila paper, pencils, crayons, scissors,
Purposeful Talk and Write Critically Prompt: Are the sun and the water cycle
part of the same system? Explain, why or why not.
TEKS/SE: 3.5A measure, test, and record physical properties of matter, including
temperature, mass, magnetism, and the ability to sink or float.
4.5A measure, compare, and contrast physical properties of matter, including size,
mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to
sink or float.
5.5A classify matter based on physical properties, including mass, magnetism,
physical state (solid, liquid, and gas), relative density (sinking and floating), solubility
in water, and the ability to conduct or insulate thermal energy or electric energy
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Grade 4
Formative Assessment or Launch: Can energy be changed into matter? Can life
exist without energy?
Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will analyze the relationship between matter and energy.
PRODUCT: I will design a project demonstrating relationship between the speed of an
object and its energy.
Vocabulary: Energy the ability to cause change or do work
Force a push or pull that can change the position or motion of an object/material
Friction a force that acts in an opposite direction to movement
Gravity the force that pulls objects toward each other
Mechanical energy energy of motion
Motion a change in the position of an object
Pull the act of applying force to move something toward or with you
Push the act of applying force in order to move something away
Transformation
Materials: Small model cars, cardboard, rulers, meter sticks, clay, manila paper,
paper, pencils, crayons.
Purposeful Talk and Write Critically Prompt: Cn you destroy the energy an object
has? Did the energy you were providing to change the speed of your object change?
TEKS/SE: 4.2A Plan and implement descriptive investigations, including asking welldefined questions, making inferences, and selecting and using appropriate equipment
or technology to answer his/her questions.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Grade 5
Formative Assessment or Launch: Can energy be changed into matter? Can life
exist without energy?
Performance Assessment:
Objective and Closing Product:
OBJECTIVE: We will analyze the relationship between matter and energy.
PRODUCT: I will design a project demonstrating relationship between the speed of an
object and its energy
Vocabulary: Energy the ability to cause change or do work
Force a push or pull that can change the position or motion of an object/material
Friction a force that acts in an opposite direction to movement
Gravity the force that pulls objects toward each other
Mechanical energy energy of motion
Motion a change in the position of an object
Pull the act of applying force to move something toward or with you
Push the act of applying force in order to move something away
Transformation
Materials: Small model cars, cardboard, rulers, meter sticks, clay, manila paper,
paper, pencils, crayons
Purposeful Talk and Write Critically Prompt: Cn you destroy the energy an object
has? Did the energy you were providing to change the speed of your object change?
TEKS/SE: 4.2A Plan and implement descriptive investigations, including asking welldefined questions, making inferences, and selecting and using appropriate equipment
or technology to answer his/her questions.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.