Unit Plan: Introduction to Forces

Science / Grade K

Big Ideas

The motion of objects depends on their properties.

Concepts

  • Push and Pull

Essential Questions

Students will keep considering…

  • Why do things move?

Evaluative Criteria

Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.

  • N/A

Monitoring Progress

Teacher will monitor progress:

Teachers can monitor progress through ongoing formative assessment including but not limited to:

  • N/A

Resources

TEXTS

  • And Everyone Shouted Pull by Claire Llewellyn
  • Science Journal template

Reflection

How will teachers and their students reflect on and evaluate the completed project?

Teacher Reflection

  • What aspects of the unit went well
  • What did students struggle with
  • What did you struggle with?
  • What would you add/revise the next time you taught this unit?
  • Were there any unintended outcomes?
  • Were students engaged?

Stage 3 – Learning Plan

EXECUTE THE LEARNING PLAN

LEARNING EVENTS:

  • These learning events/activities are suggested activities only. 
  • In some cases the plans are not fully completed lesson plans. 
  • The teacher may choose some lessons/activities to span over several lessons. 
  • Teachers may add, revise and adapt these lessons based on the needs of their students, their personal preferences for resources, and the use of a variety of instructional techniques.

Learning events are enriched for students when teachers consider the “WHERE TO” acronym and guiding organizer by Wiggins and McTighe.

> Click here for more information on WHERETO

<h2>Where To</h2>
<table style=”height: 1175px;” border=”2″ width=”813″ cellpadding=”8″>
<tbody>
<tr>
<td width=”67″><strong>W</strong>here:</td>
<td width=”212″>Where are we going in this lesson Why? What is expected of my students during and after this lesson?</td>
<td width=”378″>• Present the performance task to students early in the unit • Post essential questions; students can generate their own questions as well • Check for  misconceptions</td>
</tr>
<tr>
<td width=”67″><strong>H</strong>ow:</td>
<td width=”212″>How will I hook and hold student interest during this lesson?</td>
<td width=”378″>• Use a provocation as an entry point • Present students with a mystery or challenge</td>
</tr>
<tr>
<td width=”67″><strong>E</strong>quip:</td>
<td width=”212″>How will I equip students for expected performances? How will I make sure to teach the foundational skills so that they can understand and complete tasks?</td>
<td width=”378″>• Access understandings and experience with solid instructional practices • Consider strategies that work for divers e learners • Incorporate literacy 44 strategies</td>
</tr>
<tr>
<td width=”67″><strong>R</strong>ethink and Revise:</td>
<td width=”212″>How will I help students reflect, rethink and revise their ideas, writing, and tasks?</td>
<td width=”378″>• Have students rethink the big idea • Have students reflect on  their learning  to build understanding</td>
</tr>
<tr>
<td width=”67″><strong>E</strong>valuate:</td>
<td width=”212″>How will students self-evaluate and reflect on their learning after each lesson/task?</td>
<td width=”378″>Some ideas for self-evaluation include:
<p style=”padding-left: 30px;”>• Ticket out the door • Rubrics and checklists • Formative assessments and feedback</p>
</td>
</tr>
<tr>
<td width=”67″><strong>T</strong>ailor:</td>
<td width=”212″>How will I tailor learning to varied needs, interests and styles? (refer to the NVSD Adaptations Checklist).</td>
<td width=”378″>• Differentiate to your students with the product, the process and the content</td>
</tr>
<tr>
<td width=”67″><strong>O</strong>rganize: <strong> </strong></td>
<td width=”212″>How will I organize and sequence the learning in each lesson and transition to a new lesson?</td>
<td width=”378″>• Start with the end in mind</td>
</tr>
<tr>
<td colspan=”3″ width=”657″>Please note that the order in which teachers present this to their students is not mandated to the order of the acronym.</td>
</tr>
</tbody>
</table>
<p style=”text-align: justify;”>

The Learning Events should always be prefaced by focusing on the essential questions:

  • Why do things move?

    Lesson - Introduction to Forces

    The Learning Events should always be prefaced by focusing on the essential questions:

    • Why do things move?

    Introduction to Forces (Lesson)

    1) Read the story “And Everyone Shouted Pull” and discuss the vocabulary that was introduced. 

    2) Build a word bank of related science vocabulary.

    3) Concept Attainment – create a class T-chart of objects that can be pushed and objects that can be pulled.

    4) Students then work in their Science Journals to draw item(s) that can be pushed and/or pulled. Teacher can scribe any associated language. Have students title each page push or pull. 

    5) Adaptations: Students could draw only one item for each category.

    6) Adaptations: Can tell teacher what they want to draw and teacher could scribe.

    7) Extension: Think of an item(s) that could be both pushed AND pulled.

    8) Extension: Capable students could write their own descriptions using the word bank to copy from.

    9) Extension: Draw an object from your imagination that could be pushed or pulled or both.

    The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.

     

    Big Ideas

    The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.


    Visit the Ministry of Education for more information

    Core Competencies

    orangecommunicationCommunications Competency

    The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

    bluethinkingThinking Competency

    The knowledge, skills and processes we associate with intellectual development

    greensocialSocial Competency

    The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society


    Visit the Ministry of Education for more information

    Curricular Competencies & Content

    Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.


    Visit the Ministry of Education for more information

    Additional Resources

    First People's Principles of Learning

    To read more about First People’s Principles of Learning, please click here.

    For classroom resources, please visit the First Nations Education Steering Committee.