Unit Plan: Introduction to Forces
Science / Grade K
The motion of objects depends on their properties.
- Push and Pull
Students will keep considering…
- Why do things move?
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.
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- And Everyone Shouted Pull by Claire Llewellyn
- Science Journal template
How will teachers and their students reflect on and evaluate the completed project?
- 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 2 – Evidence
Authentic Performance Tasks
AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:
- Student input to KWL chart
- Student input to their Science Journal – drawing something that is either pushed or pulled
What is a GRASPS task?
How does this task align with GRASPS tasks?
- Beginning to build student vocabulary so they can talk about the machines they build and how they work to push and pull.
OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
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.
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
The knowledge, skills and processes we associate with intellectual development
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
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.
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.