keefer and peel learning goals and epe...

Balance and Motion 2nd Grade Unit

UNIT TITLEBalance and Motion If we are looking at two objects, how can we determine which object is bigger or smaller?

PERFORMANCE EXPECTATION11.A.1a Describe an observed event.11.A.1b Develop questions on scientific topics11.A.1c Collect data for investigations using measuring instruments and technologies. 11.A.1d Record and store data using available technologies11.A.1e Arrange data into logical patterns and describe the patterns.11.B.1d Test the device and record results using given instruments, techniques and measurement methods.11.B.1e Report the design of the device, the test process and the results in solving a given problem.12.C.1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor).13.B.1b Explain how using measuring tools improves the accuracy of estimates.

STUDENT OUTCOME STATEMENTS

While referencing the CPS Science Planning guide, we have created these outcomes to guide student achievement throughout our unit. These outcomes will be utilized throughout the entirety of the unit and will help determine student mastery.

Students will be able to:

Engage in argument from evidence about the location of balance points on various objects due to the proportions of the object. Carry out investigations of balance using various models to determine how objects can be weighed, using the three variables of weight, weight distribution, and the fulcrum. Perform experiments to develop patterns and prove the weight of an object is not determined by its size.Analyze and interpret collected data to determine equal weights do not have the same volume, and objects of the same volume do not have the same weight.Represent scientific findings using graphs and charts to create models and communicate data effectively. Discuss the importance of accurate measurement and how identical experiments have the same patterns conduct the same result.

Essential/Central QuestionIf we are looking at two objects, how can we determine which object is bigger or smaller?

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EPE Chart For Balance and Motion Unit

Experiences Patterns* Explanations*

Observing the interactions between weight and distance of unifix cubes on a balance beam using a fulcrum.

Conduct an investigation of balance by moving the fulcrum and denoting how balance can still be achieved.

Experiment with an equal arm balance to compare reactions when placing objects in pails.

Investigate an equal arm balance as a tool for measuring objects against a standard unit- unifix cubes.

Predicting the placement of objects in serial order from lightest to heaviest and then validating their predictions using the equal arm balance.

Compare one-cup measurements of four different foods to determine how they compare in weight.

Weight distribution (distance) interacts to affect how an object balances.

A beam can be balanced even though the weight it supports is uneven or may be unevenly distributed.

When one pail moves down the contents are heavier than the other object in the other (or lower) pail.

Even within variation of the student’s results, students will determine a single number of unifix cubes to represent a given object.

Even though an object is smaller in size it can still weigh more, vice versa.

The foods will vary in density (size), and the amount of space they take up does not determine how much the cup will weigh.

Balance is affected by three variables- the amount of weight, the position of weight, and the position of the fulcrum. When one of these variables is manipulated it will influence the balance.

Once students have achieved balance between the two pails, those objects have the same weight.

Weighing is the process of balancing an object against a certain number of standard units.

Weight is determined by density/mass, not by its size.

Equal volumes of different foods will not all have equal weights; equal weights of different foods will not all have equal volumes.

*

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Unit Central Question and Model Response

Central QuestionHow can we determine if an object is bigger or smaller?

Model Response

We cannot figure out which object is bigger by just looking at them- we will can use a scale to help us weigh an object. If the object is very small, we could use a balance beam and measure its weight with unifix cubes. If the object is larger we can also use the equal arm balance to balance a pail with unifix cubes to the object in the other pail to determine its weight. Once the object is balanced against a standard unit we can determine how much it weighs.

The density of an object will determine how much it weighs, some objects may take up lots of space (like an oat cereal) but are not very dense and therefore will not weigh very much. Even if we are weighing two objects with equal volumes they might not have the same weight, objects of the same weight won’t necessarily have the same volume. Using our scientific tools, we can have an informed discussion about which object is bigger.

Whole Class Assessment Task

Assessment Task:I am using a written pre-assessment to gauge students understanding of balance nad motion. Manipulatives such as unifix cubes and the cups of food will be provided for students to examine to answer the questions thoroughly.

Rationale:I created the pre-assessment based on my student outcome statements, and wanted to evaluate their understanding of these concepts before teaching our unit. We wanted to determine their strengths and weaknesses of balance, standard units of measurement, serial order, and the relationship between density and weight. I have anticipated that students will be able to list at least one example of balance and can use problem solving strategies to determine the serial order of the objects based on their weight. I think that student misconceptions may occur with the unifix cubes question, as they will think that weight can only be identified with pounds. I think that students will struggle to determine the order of the weight of the food, as many students will examine the amount of space the food takes up versus the density of the objects.

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Task:Balance and Motion Pre-Assessment

1. How would you define the word “balance?”

2. Could you use unifix cubes to weigh something? Why or why not?

3. You have three objects- a ball, a can, and a box. You know that the can is heavier than the ball and the ball is heavier than the box. Put them in order from lightest to heaviest, labeling 1 as the lightest and 3 as the heaviest.1.2.3.

4. On your table, you have three cups of food. One cup of Cheerios, one cup of pudding, and one cup of crackers. Put these in order from the lightest to heaviest, labeling 1 as the lightest and 3 as the heaviest.

1.2.3.

Science Talk

Question: What does it mean when two objects balance?

Rationale:Before I begin my unit, I will ask students to discuss why two objects balance. I believe that students will initially discuss that objects must be the same size, but other students may understand the relationship between balance and weight and will contribute their understanding of how two objects could balance based on their weight. If needed, I will facilitate the discussion by asking students if they always need to be the same size or weight, and begin to foster student responses about the three variables of balance (the amount and position of weight and the position of the fulcrum.) While students will likely not be able to explicitly identify the variables of balance, I believe that students real-life experience with balance will help them to begin to understand and organize their ideas. I believe this science talk will allow for students to define

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balance and how balance can be manipulated. The ideas of balance is incredibly important once we begin to utilize balance beams and equal arm scales, so I want out students to understand what balance is and how they can change the balance of an object.

Instructional Sequence for Unit

No. Activity Label Activity Functions Activity Description

1 Science Talk This activity works to “Elicit Students Initial Ideas” in which students are able to share their ideas and learn from their peers suggestions. This will serve as a pre-assessment to determine what the students know about the topic before instruction begins.

Students will hold a collaborative, whole class discussion to answer the question, “What does it mean when two objects balance?”

2 Whole Class Discussion

This activity works to “Elicit Students Initial Ideas” in which students can share their thinking and learn from their peers suggestions as they begin to think of the ways they can make the paper butterfly balance.

Students will engage in a whole discussion involving the different ways they could make a paper butterfly balance on a pencil.

3 Balancing a Paper Butterfly

This activity addresses the “Explore Phenomena For Patterns” function, as students can begin to conduct investigations to test out their initial ideas, as well as begin to look for patterns to achieve balance.

Students will practice making a butterfly balance on a pencil in as many ways as possible.

4 Turn and Talk This activity allows students to meet the“Explore Ideas About Patterns” function, as they share their successful attempts to balance the butterfly, and help to draw conclusions about why the butterfly was able to balance. Our students will be comparing their experiences and hopefully begin to come to an agreement about similar balance patterns.

Students will turn and talk to a neighbor to share how they balanced the butterfly and speculate as to why the butterfly was/was not able to balance.

5 Butterfly Balance Manipulation

Students will continue to build off their understanding of balance by “Exploring Phenomena For Patterns” by conducting

Students will be asked to attach a paper clip to various parts of the butterfly and find new ways to

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another investigation to see how a variable can change the balance of an object.

make the butterfly balance.

6 Group/Table Discussions

Students will complete the “Explain Patterns” to share their explanations for why balance is impacted with the addition of a variable (the paper clip) and can use those explanations to answer these questions.

Students will be encouraged to share their observations of how the butterfly balanced with the paperclip, and to describe why the paper clip changed how the butterfly balanced.

7 Science Journaling

This activity allows for students to complete the “Compare Student & Scientific Ideas” function. Students will use the explicit science concepts taught throughout the lesson and put into their own words to form their own conclusions. This journal exercise also provides an opportunity for us as educators to examine if our students have met the lesson objectives, and will help form our instruction for the following day. Additionally, student questions about balance can be examined and addressed for the following lesson.

Students will be asked to write their own response to the the question, “What I know about balancing after our investigation.” After several minutes of independent writing, students will write any questions they have about balancing.

8 Building Structures that Balance

Students will “Explore Phenomena For Patterns” by building on their knowledge of balance by creating a structure that balances. Students will begin to make patterns by manipulating the Unifix cubes to make the structure balance.

Students will apply their understanding of balance to create structures that balance using a beam, fulcrum, and Unifix cubes. We will monitor the room and ask students about how balance can be changed by moving the amount and distribution of the Unifix cubes.

9 Student Demonstration

Students will “Explore Ideas About Patterns” by sharing ideas about patterns and will provide evidence for their argument by demonstrating their findings.

Students who volunteer will use the ELMO to project and demonstrate their structure. They will be asked to discuss the ways they could make their structure balance.


Students will “Compare Student & Scientific Ideas” by synthesizing their patterns and findings to complete our

Students will discuss their balance findings and will add real-life responses to our “Ways

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anchor chart. This information can be used alongside the scientific principles taught by the teacher.

We Balance and Weigh” anchor chart displayed at the front of the room.

11 Building a Beam Balance

Students will “Apply To Near & Distant Contexts With Supports” as they will apply their understanding of balance structures to create a balance beam. Students will be asked to manipulate the principles of balance (the position and amount of weights) with Unifix cubes to form their own scientific conclusions about balance.

Students will use their prior knowledge of balance structures to create beam balances. Students will be given Unifix cubes and will be instructed to place the cubes in various positions on each side of the beam.

12 Recording Beam Balance Discoveries

Students will “Explore Phenomena For Patterns” by making and recording observations throughout this investigation. These notes will be used as a reference as students investigate how balance can be manipulated through multiple variables.

Students will use a Recording sheet to draw and write their balance beam discoveries with their partner.


Students will “Explain Patterns” in order to reach conclusions about how balance can be impacted and a fulcrum is any support on which an object balances.

Students will participate in a whole class discussion about how they were able to make the beam balance, and will discuss their findings when they put the Unifix cubes in different places on the beam. In order to reach conclusions about the fulcrum, they will answer the following questions

● Is a fulcrum more like the pencil or the butterfly? How?

● Is the beam more like the pencil or the butterfly? How?

● Describe the similarities/differences between balancing the butterfly by adding a paper clip and balancing the beam by adding the Unifix cubes.

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14 Reading of “Julie’s Balancing Act”

Students will “Introduce Scientific Ideas” to their families by reading the text and providing appropriate scientific explanations for the patterns described in the text.

Students will read the story “Julie’s Balancing Act” in order to read a real life example of balancing. This story will be taken home so the students can share it with their families and they can discuss what they have learned about balance thus far with their families.

15 Moving the Fulcrum Investigation

Students will “Explore Phenomena For Patterns” to balance seemingly uneven weights by moving the fulcrum. This experience will help students to explore how the position of the fulcrum is the third variable to achieve balance.

Students will view “The Fulcrum and Beam” chart at the front of the room and will work in pairs to place the Unifix Cubes on the beam in the ways shown on the record sheet. They will slide the beam across the fulcrum to find the spot where the beam becomes level and record the position of the fulcrum when they have successfully balanced the beam.


Students will “Explain Patterns” to share their responses with the class and to share their own explanations for why and how the fulcrum affects balance.

Students will share where they placed the fulcrum for each of the examples in order to discuss some of the students’ findings. The following questions will be used to guided our discussion:

● (Pointing to the chart) Why is the fulcrum in this spot? Why does the beam balance when the fulcrum is here?

● Why do you think the beam can balance with an uneven number of cubes on the ends?

● What did you discover today that could help explain why you had to move the pencil after you added a paper clip to the butterfly?

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17 Revisiting the “Ways We Balance and Weigh”

Students will “Compare Student & Scientific Ideas” by synthesizing their patterns and findings to complete our anchor chart. This information can be used alongside the scientific principles taught by the teacher.

Students will add additional examples to our pre-existing “Ways We Balance and Weigh” chart, focusing on examples where the balance is affected on the distribution of weight.

18 Making a Mobile

Students will “Explore Phenoma For Patterns” by creating mobiles with support beams, straws, paper clips, and construction paper.

Students will create their own mobiles in order to manipulate the variables of balance and will have several fulcrum points.


Students will “Explain Patterns” by providing their own explanations for how the mobiles were able to balance, using the three variables of weight (position and distribution of weight, and the position of the fulcrum).

Students will explain why and how their mobiles balance, identifying which part of the mobile is like the beam and fulcrum.

20 Turn and Talk This activity works to “Elicit Students’ Initial Ideas” as students use their prior knowledge to describe what they know about the beam balance.

The beam balance will be displayed, and in pairs students will write one thing they know about the beam balance on a Post-It and put it on the Venn Diagram comparing the Beam Balance and the Equal-Arm Balance.


Students will “Explain Patterns” to share their own observations to compare how the two tools are the same.

Students will compare their observations about the beam balance and the equal-arm balance and will complete the Venn Diagram, focusing on the characteristics that the two tools have in common.

22 Exploring the Beam Balance

Students will “Explore Phenoma For Patterns” by conducting an investigation to explore what happens when they place objects in the pails.

Students will place various combinations of objects in the pails and record the results, conducting this investigation with the purpose of determining how the two tools differ to complete the Venn Diagram.


Students will “Explain Patterns” to discuss their findings exploring the beam balance and look for patterns

Students will discuss their results of the investigation, explaining how they were able to make the

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when using this tool. pail move up or down, and what they were able to do to make the two pails level. Students will then add to the Venn Diagram to explain how the two tools are different.

24 Student Survey Students will write on an index card to “Explain Patterns” to explain with evidence what tool they prefer to use to achieve balance.

Students will use their scientific findings to list which tool they would prefer to use during our science investigations, using scientific evidence. This will determine if students understand how the tools are different and why one may be preferential to the other.


This activity addresses the “Explore Ideas About Patterns” and “Students Explain Patterns” functions by sharing ideas about their patterns and their own explanations for these patterns.

Students will engage in a whole class discussion involving the previous days lesson (lesson 6). They will discuss/describe what happened when they placed objects in the pails of the equal-arm balance.

26 Comparing Objects

This activity addresses the “Explore Phenomena For Patterns” function as the students will have to conduct an investigation, explore different strategies to compare the objects, and then look for patterns.

Students will be asked to select six different objects from their desk that they would like to compare using the equal-arm balance, being sure to only compare two objects at a time.

27 Recording Comparisons

This activity addresses the “Explore Phenomena For Patterns” function because as the students record their first hand observations, they will also be looking for patterns they see within the experiment.

Students will be asked to record their comparisons on the record sheets in their science journals.


This activity addresses the “Explore Ideas About Patterns” function as they share their findings and ideas with the class. Students will be able to compare their findings with their classmates and come to an agreement about comparing objects.

Students will select one comparison from their record sheet that he or she would like to share with the class. Their comparisons will go on the ‘Comparing Objects’ chart located in the front of the classroom. They will use binary

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symbols (<,>) to show these comparisons and will also be asked to state the comparison in two ways; for example, “the eraser > the paper” AND, “the paper < the eraser”.

29 Turn and Talk This activity addresses the “Students Explain Patterns” function of the I-AIM chart as they explain to their neighbor which object was lighter or heavier when comparing the two and how they recognized this difference.

Using the student observations recorded, students will discuss and answer the following questions with their neighbor; “Describe how you decided that ___ was lighter than/heavier than___. Describe what you observed on the equal-arm balance that helped you decided that ___ was heavier than/lighter than ___. Did you look at the cross beam? The pails?”

30 Group/Table Discussion

This activity addresses the “Students Explain Patterns” function as they review with their peers using scientific terms the strategies they’ve been using to compare objects.

Students will engage in a discussion amongst their table groups to review the strategies they’ve been using to compare objects.They will practice discussion strategies and build on each others ideas to have a meaningful discussion.

31 Eliciting Students Initial Ideas

This addresses the “Establish A Question” and “Elicit Students’ Initial Ideas” functions of the I-AIM chart as the students use their prior knowledge of comparing objects to come up with possible answers to the question being asked.

Students will use their previous knowledge about comparing objects to predict a serial order of four different objects (ping-pong ball, plastic spoon, wood block, and plastic cup) from lightest to heaviest and record their thinking.

32 Compare Objects

This addresses the and“Explore Phenomena For Patterns” “Apply To Near & Distant Contexts With Support” functions since the students will conduct a new investigation to test their predictions. As they use the equal-arm balance they will be looking for different patterns to compare the

Students will use the equal-arm balance to compare the four objects and arrange them in serial order on their desk.

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objects.

33 Turn and Talk This addresses the “Explore Ideas About Patterns” and “Establish A Question” functions as the students discuss their findings/patterns with their neighbor while comparing their results. The students will be asked questions by the teacher to further their thinking in a way that helps them explain why they found what they did.

Students will be asked to talk with other students about their serial ordering strategies.If help is needed teacher will monitor and ask prompting questions such as, “What do you know about the object if the pail moves down?”


This addresses the “Students Explain Patterns” function as the students explain their findings and discuss if their predictions were supported.

Students will describe the order of their objects and then discuss how their results are different or the same as their predictions. Using cutout replicas of the objects, their findings will be placed on the “From Lightest to Heaviest” chart in the front of the room which they will copy into their journal.

35 Eliciting Students Thinking

This addresses the “Establish A Question”, “Elicit Students’ Initial Ideas”, and “Students Explain Patterns” as the students answer the question being asked by the teacher based on patterns they already know about comparing the weight of objects. They will have to use this prior knowledge to properly place the two new objects in the correct serial order. “Explore Ideas About Patterns”

Using prior knowledge to compare objects, students will be asked to predict where a metal cube and acrylic cylinder will fit in their existing serial order of four objects (from lesson 8) and then record their predictions on writing paper.

36 Compare Objects

This activity addresses the “Explore Phenomena For Patterns” function of the I-AIM chart as the students use the equal arm balance to investigate and explore the scientific question being asked. They will record their observations in their science journals.

Students will use the equal arm balance to place the six objects in serial order. As they complete this activity, they will place the six objects on their desks, from left to right, in the serial order they determined.


This activity allows students to practice the and “Students Explain Patterns” functions as they express the patterns they found during the investigation.

Students will engage in a whole class discussion about their predictions and the results they obtained using the equal-arm

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They will compare their ideas with their classmates and come to an agreement about the patterns within the experiment.

balance. The teacher will place the two new cutouts of the objects onto the “From Lightest to Heaviest” chart in the order the students purpose.


This activity addresses the “Elicit Students’ Initial Ideas” and “Students Explain Patterns” as the students answer the question posed by the teacher along with reasons supporting their strategies for comparing objects.

Students will be asked to journal the different strategies they used to compare the six objects and why they think it might be important to know how to put things in serial order.

39 Turn and Talk Students will Explain Patterns as they express their ideas about using Unifix Cubes to balance the cross beam. They will use what they have learned thus far in the unit to help share their explanations and answer the question.

Students will use previous knowledge about balancing to discuss how they could use Unifix Cubes to balance the cross beam with their partners.

40 Exploring the Balance Beam

This activity address the “Explore Phenomena For Patterns” function on the I-AIM chart because students will be conducting an investigation as they practice weighing six different objects and look for patterns.

Using the equal-arm balance balance they created and the Unifix Cubes, students will weight six objects and place them in order from lightest and heaviest.


This activity addresses the “Explore Phenomena For Patterns” function as well because students will be recording their observations to help them recognize patterns.

Students will record their findings onto the worksheet given to them.

42 Class Discussion

Students will Explain Patterns with the class as they share their ideas about the serial order and patterns they recognized while weighing each object.

Students will share their results with the class and together we will place the objects in serial order from lightest to heaviest using cut outs of each object on the board.

43 Post-It Notes Students will Compare Student and Scientific Ideas as they share their ideas on the sticky notes and compare their results with the teachers and other classmates. During this activity they will be able to revise their answers and explanations.

Students use post-it notes to record the number of Unifix Cubes it took to balance each object using the beam. Again as a class, they will discuss their results and possible reasons for variations of Unifix Cubes used.

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44 Turn and Talk Students will be explaining patterns during this activity as they address the questions being asked by the teacher and their explanation for their answers.

Using the worksheet they developed the day before, students will answer the following questions with their partner: -How many Unifix Cubes does the cup (or any of the other objects) weigh? -Which object weighs the most Unifix Cubes? Which object weighs the fewest Unifix Cubes? -Do any two objects weigh the same?-What weighs more, the cylinder or the cup? -How much heavier is the metal cube than the wood block? - Does any object weigh almost two times as much as another object?

45 Creating a Bar Graph

Students will use the bar graph they created to explain the patterns they found when weighing each object. This graph will be a representation of what the students found as they order the objects on the graph according to their results (lightest to heaviest).

Students will use their data source to create a bar graph. Across the bottom line of the graph the students will place cutout pictures of the objects they measured in serial number (lightest to heaviest), and then they will cut out several cubes to create the ‘bar’ part of the graph.


This activity addresses the “Exploring Ideas About Patterns” as the students share their results with their classmates and explanations for these results.

Students will describe their graphs with the class and other students will be encouraged to ask them questions.

47 Table Discussion and Science Journaling

Students will be exploring phenomena for these patterns discovered throughout this lesson and a previous lesson to help answer the questions presented. Answering the questions will help the students discover new patterns about weighing and balancing.

Students will collect the data they gathered from lesson 9 and compare that with the information they learned from the bar graph by answering the following questions: -What information is the same on both the strip and the graph? What information is different -Is the serial order of the six

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objects the same on both the graph and the strip? Which gives you more information about the six objects, the strip or the graph? -What strategy is more helpful?

48 Reading Weighing Animals at the Zoo

Students will compare student and scientific ideas by reading the text and comparing it to scientific ideas learned throughout the unit to help explain patterns observed.

Students will read the story, Weighing Animals at the Zoo, in order to read a real life story about weighing.

49 Exit Slip Students will explain patterns during this activity as they journal their explanations for the patterns recognized in the story read.

After reading the story, they will answer the following questions on an index card and turn it in: -How might a zookeeper weigh other animals?-How much do you think a hippopotamus weighs? Do you think it weighs more or less than an elephant? How could you find out?


The students will be drawing from prior knowledge to discuss and explain why objects weigh different amounts, addressing the Students Explain Patterns function on the I-AIM chart.

The students will be asked to discuss why objects weigh different amounts. As students do this, the teacher will hold up the six objects they’ve been working with and measuring throughout the unit to guide them with a reference.

51 Group Work This activity addresses the Apply To Near & Distant Contexts with Support function as students will be applying their scientific knowledge in new contexts. Students will be asked to describe pieces of food as the teacher hopes to hear answers that also pertain to balance and weight, for instance, “this piece of food looks heavier than that piece because ...”

Working in their table groups, students will observe and describe each piece of food located in the cups in front of them.


Students will explain the questions being asked using patterns they are familiar with. Using these patterns they

Students will record what they observe into their science journal by including the four properties-

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will share ideas that support their answers to the questions in a scientific manner.

color, shape, size and texture into their description. They will also be asked to discuss and record; Which food is the biggest? Which food is the smallest? Which foods are alike? How are they alike? Which foods are different? How are they different? Which food do you think is heaviest? Lightest?

Assessment Plan

No. Assessment Assessment Rationale Assessment Description

Pre-Assessment

Written Individual Pre-Assessment

We created our pre-assessment based on our student outcome statements, and wanted to evaluate their understanding of these concepts before teaching our unit. We wanted to determine their strengths and weaknesses of balance, standard units of measurement, serial order, and the relationship between density and weight. We are hoping that students will be able to list at least one example of balance and can use problem solving strategies to determine the serial order of the objects based on their weight. We anticipate that student misconceptions will occur with unifix cubes, as they will think that weight can only be identified with pounds. We also are assuming that students will

We are using a written pre-assessment to gauge students understanding of balance and motion. Manipulatives such as unifix cubes and the cups of foods will be provided for students to examine to answer the questions thoroughly.

Balance and Motion Pre-Assessment

1. How would you define the word “balance?”

2. Could you use unifix cubes to weigh something? Why or why not?

3. You have three objects- a ball, a can, and a box. You know that the can is heavier than the ball and the ball is heavier than the box. Can you put them in order from lightest to heaviest, labeling 1 as the lightest and 3 as the heaviest.1.

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struggle to determine the order of the weight of food, as many students will examine the amount of space the food takes up the cup versus the density of the objects.

2.3.

4. On your table, you have three cups of food. One cup of Cheerios, one cup of pudding, and one cup of crackers. Put these in order from the lightest to heaviest, labeling 1 as the lightest and 3 as the heaviest. 1. 2. 3.

End of Lesson 1

Evaluating Student Responses in Science Journals

We will determine if students have met the lessons objectives to write their own understanding about the relationship between balance and weight. The remaining questions students have will help to inform the following day’s instruction.

Students should be able to list at least three things they have learned about balancing after the investigation. They will also list any questions they may have about balancing.

End of Lesson 2

Whole Class Discussion

We will evaluate student responses to determine if students understand the concept of balance, and can list examples of balance within their everyday lives. If students are unable to provide examples of balance within their daily lives, we will need to alter our instruction to make these lessons more relevant to ur students outside of the classroom.

Students will provide real-life examples about balancing and weighing for our anchor chart, “Ways we Balance and Weigh.”

End of Lesson 3

Exit Slip Following our Whole Class discussion, our students should be able to explain (in their own words) that a fulcrum is any support on

We will ask students to write their description of the function of a fulcrum on an index card.

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which an object balances. Although our tools may have different shapes or appearances, it performs the same function for an object to balance. We hope to gauge our students understanding of the tools of balance

End of Lesson 4


This task provides students the opportunity to explain their understanding of the variables of balance in their own words, and this understanding is very important before we integrate mobiles and the equal-arm balance. We want to be able to evaluate students understanding as a class before we continue to build on their understanding with the following lessons.

Students provide their own explanations for how the mobiles were able to balance, using the three variables of weight (position and distribution of weight, and the position of the fulcrum).

End of Lesson 5

Student Survey Students will use their scientific findings to list which tool they would prefer to use during our science investigations (either the beam balance or the equal-arm balance) using scientific evidence. This will determine if students understand how the tools are different and why one may be preferential to the other. Students will need to explain why they have chosen one tool or another applying their understanding of the functions of their chosen

Students will write on an index card to to explain with evidence what tool they prefer to use to achieve balance (thus far in the unit they have used the beam balance or the equal-arm balance).

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tool.

End of Lesson 6

Evaluating Student Responses on the Venn Diagram

This assessment will help determine if the students recognize and understand the difference between the beam balance and equal-arm balance. Students will be able to list characteristics that are common in both balances and characteristics that are unique/different to each balance according to where they place their Post-it note on the venn diagram. This will be the first lesson where students explore the equal-arm balance so it is important that they are able to identify the differences between this and the beam balance.

At the end of the lesson, the students will be asked to record one observation about the equal-arm balance on a Post-it note and place it on the venn diagram anchor chart. They then will be asked to move the appropriate Post-it notes to the area where the circles (beam balance and equal-arm balance) of the venn diagram overlap.

End of Lesson 7

Comment and Toss This tasks provides students the opportunity to discuss the concept of fair comparisons. We are hoping to find out that students understand if the equal-arm balances are level at the beginning of the activity, the results of comparisons of two objects will be the same, regardless of which balance you use. Also, if the cross beam of the balance is level, the pails are also level. The pails “start out even” just like runners who begin a race from the same starting line. As a result, a comparison of two objects will reflect the difference between them.

Students will answer the following question; “Why was it important to level the cross beam before making comparisons?” on a piece of paper, crumple the paper into a ball and, upon a signal from the teacher, toss the paper balls around the room until the teacher tells them to stop and pick up or hold on to one paper.

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End of Lesson 8


By answering these questions, the students will be thinking about and verbalizing the steps they took to compare the objects. A strategy will need to be devised by the students in order to place the four objects in serial order and this assessment will help them describe that strategy. This will help us gauge the students understanding of comparing objects, as they must recognize the relationship of each object to the others in order to place them in serial order.

Students will provide their own explanations for two questions: 1-How you decided which object of the series was the heaviest? 2- When you decided what object was the lightest, what was in the other pail?

End of Lesson 9

RERUN Exit Slip At this point in the lesson it’s important for students to have a strategy when comparing and showing a relationship between objects on a beam balance or equal-arm balance. This exit slip will help us decide if the students can describe their strategy or where they are struggling to develop one. It will also give us a better understanding of where the students are in the unit and where help is needed.

After a discussion about comparing their predictions with their results, the students will reflect on their laboratory experience as they complete a RERUN slip. RERUN is an acronym that stands for Recall (summarize what you did in the lab), Explain (the purpose of the lab), Results (describe the results and what they mean), Uncertainties (describe what you are still unsure about), and New learnings (write at least two new things that you learned from this lab).

End of Lesson 10

Evaluating Student Responses

When observing their placements of the Post-it notes, I will be able to determine how accurately the students can use the unifix cubes to create a particular weight and balance the beam. If

Each student will receive a Post-it note and will be asked to write the number of Unifix Cubes they needed to balance each object. Then they will place the notes on the appropriate spot on the data table located in the front of

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differences do occur on the chart, we will discuss the possible reasons for the variations and will hope to hear answers that recall knowledge gained from the previous lessons, such as; the equal-arm balances were not level in the beginning, or objects may differ in weight, even though they look quite similar. This assessment is important because the students will be introduced to weight during this lesson and it allows us to evaluate their understanding thus far.

the room.

End of Lesson 11

Exit Slip For this assessment, our students should be able to use the patterns, involving weight and quantifying weight, they’ve been recognizing/discovering in the unit to answer the questions on the index card. This will allow us to determine if students understand the idea that weighing enables us to quantify weight

After the students read Weighing Animals at the Zoo they will answer these questions on an index card to turn in; -How might a zookeeper weigh other animals? -How much do you think a hippopotamus weighs? Do you think it weighs more or less than an elephant? How could you find out?

End of Lesson 12

Evaluating Student Responses in Science Journal

This assessment will require the students to recall information learned throughout the unit. When observing the students journals, I will look for the ideas the students suggest to explain why the six objects weigh different amounts and try to determine if their ideas are

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based on their observations of and experiences with the objects. I am hoping that students will articulate their understanding that large objects are not always heavier than small ones based on their responses.

End of Lesson 12

Evaluating Student Responses in Science Journal

This assessment will require the students to recall information learned throughout the unit. When observing the students journals, I will look for the ideas the students suggest to explain why the six objects weigh different amounts and try to determine if their ideas are based on their observations of and experiences with the objects. I am hoping that students will articulate their understanding that large objects are not always heavier than small ones based on their responses.

After the lesson is complete, students will answer five questions in their science journals; -Which food is biggest? -Which food is smallest? -Which foods are alike and how? -Which foods are different and how? -Which food do you think is heaviest? Lightest?

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keefer and peel learning goals and epe...

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