Grade 2: Balance and Motion Unit
Overview
The Balance and Motion unit is a Full Option Science
System (FOSS) kit created by the Lawrence Hall of Science at the University
of California, Berkeley. It is published by Delta Education. In the Balance
and Motion kit, students balance cardboard shapes and pencils, and make
mobiles to explore balance, counterbalance, and stability. They investigate
spinning motion with tops, zoomers, and whirlers, and rolling motion with
wheel-and-axle systems, rolling cups, and marbles in runways.
Building Successful Foundations in Science - Elementary science
integrates and organizes student scientific knowledge through a foundation
made up of 'Bricks" of Big Ideas put together with the "Mortar" of Unifying
Concepts. |
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
Scientific Process
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A
scientific vocabulary is needed to communicate about the scientific
procedure.
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A
hypothesis is a testable prediction as to the outcome of a scientific
investigation.
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A
well designed investigation involves the use of a written plan that
identifies the materials to be used, the procedure to follow, and the
variables. A plan needs to be followed to make sure all steps in an
investigation are completed.
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Scientists use many tools when conducting an investigation.
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Complete data makes it possible to explain the results of an investigation
and compare it with the prediction.
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When data is analyzed, the results can be communicated in a variety of ways.
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Many tools are available to help gather data.
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A
written plan must be followed in the correct sequence to make sure it is
done the same way each time. (Replication of results.) An
investigation should be done more than once to make sure data is accurate.
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Data is
only as reliable as the people conducting the experiment
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Errors
can be determined by comparing data with another student or by repeating the
investigation.
Movement
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Objects move as a
result of force such as pushing, pulling, or gravity. The amount and
location of the mass affects how the object in a system rolls.
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As the amount of
energy in a system changes, the outcome also changes.
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Objects are in
balance when they are part of a stable system. The position,
location, direction, and stability of the object will change as the
result of an outside force.
Technology
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Technology makes it
easier to find and communicate information.
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Many different
careers involve science or technology.
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Data can be visually
represented with labeled diagrams, charts, tables, or graphs. Data can be
graphically represented through bar graphs, line graphs, pictographs, or
pie charts. Graphs are pictures of numbers.
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Visual or graphic
data can be analyzed to predict further change.
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Models make it
possible to represent events or objects that cannot be duplicated.
Safety
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
Scientific Process
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What common vocabulary should be used when conducting an investigation?
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Why are predictions an important part of the scientific process? How can
we make better predictions?
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Why should we follow a plan when conducting an investigation? What tools are available to gather data when conducting an
investigation?
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How does data help us explain our investigation? What are some of the
ways we can collect data?
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How can we communicate the results of our investigation to others? How can we make sure an investigation is done the same way each time?
Movement
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How do objects move? How are objects able to roll? How do changes in energy input affect the outcome?
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How do objects and counterweights interact in a simple system to achieve
balance?
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What happens to the object when it experiences an outside force?
Technology
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How can you utilize technology to gain knowledge and, communicate
information?
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What careers use science and technology?
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How can data accuracy be determined?
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How is data gained and how are experiments replicated accurately?
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How can errors in data be discovered?
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How can data be visually represented?
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What is the best type of graph for specific data?
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How does data help make better predictions?
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How can models help complete a scientific investigation?
Safety
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What are safe laboratory techniques?
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What tools are needed to gather the data required, and how are they
appropriately used?
Standards
 Highest
Frequency Standards
 High
Frequency Standards
 Other
Standards & E-skills
Standard 1:
Students understand the processes of scientific investigations and design,
conduct, communicate about, and evaluate such investigation.
Standard
2:
Physical Science: Students know and understand common properties, forms, and
changes in matter and energy. Students know that matter has characteristic
properties which are related to its composition and structure. Students
understand that energy appears in different forms and can move (be
transferred) and change (be transformed). Students understand that
interactions can produce changes in a system, although the total quantities
of matter and energy remain unchanged.
Standard
5:
Students know and understand interrelationships among science, technology,
and human activity and how they affect the world.
Standard
6:
Students understand that science involves a particular way of knowing and
they understand common connections among scientific disciplines. |
