Science 1st Grade

The Bruins I.C.E. School

Lesson 1: Introduction to motion

Lesson 2: Keep moving!

Lesson 3: States and properties of matter

Lesson 4: Changing states of matter – Molecules

Lesson 5: A Bruin is a Bear Worksheets/Book Included:

• Scientist Observation Sheet • Scientist Observation Chart • Keep It Moving- Scientist Observation Sheet • What Side Will I Hit the Puck?-Scientist Observation Sheet • Surface Predictions-Scientist Observations Sheet • Bears a Non Fiction Book by: Heidi Mason

Please see each lesson for frameworks applied to that lesson Suggested Book List Horton Hears a Who by Dr. Seuss Blueberries for Sal by Robert McCloskey The Little Mouse, the Red Ripe Strawberry and the Big Hungry Bear by Don Wood

Science 1st Grade

Lesson 1: Introduction to Motion Concept/Topic to Teach: Everything is constantly moving; motion is relative, but the motion of an object can be described and predicted by tracing and measuring its position over time. Standards Addressed: MA Frameworks: Science PreK-2 Strand: Physical Sciences (Introductory Physics) Motion and position of objects: 3. Objects can move in various ways. 4. Change the motion of an object by applying force. The greater the force, the greater the change in motion. 5. Objects can be balanced under some conditions. General Goal(s) – Expected Outcome: Students can describe movement from the perspective of speed Specific Objectives: Students can describe the movement of an object in terms of its speed using terms such as fast, slow, speeding up or slowing down. Required Materials: • Scientist Observation Sheet • Pencil • Stopwatch • Clock with a second hand or a stopwatch • Clipboards for students • Pencils • Whiteboard Vocabulary:

• fast • slow • compare • relative • predict • hypothesis

Science 1st Grade

Science 1st Grade

Introduction: Everything is constantly moving; motion is relative, but the motion of an object can be described and predicted by tracing and measuring its position over time.

• Ask students what they know about what is slow. Let them first use words, and then let them show what they know.

• Ask students what they know about what is fast. Let them first use words, and then let them show what they know.

• Ask them how they can tell when someone is going fast or slow. • Discuss ways we measure speed – time and distance traveled. • Discuss how skaters are able to skate fast and slow.

Modeling/Explanation:

• The teacher explains that they will be doing some experiments and observations to see what kinds of things change when an object is moving at different speeds.

• The teacher will put students in pairs • Each pair will get a clipboard and a Scientist Observation Sheet • The teacher will explain that each student will take turns being the “Subject” of the

experiment – one student does the activity or test, and the other student is the observer of the experiment.

• The teacher will ask each pair to take a clip-board and a Scientist Observation Sheet and find a place in the classroom where they can move comfortably.

• The teacher will have a stopwatch and will tell the students that she is going to ask them to walk/run in place for 30 seconds using her stopwatch. The “subject” is the one being studied. The Observer is the one watching.

• The teacher explains that each student will be asked to step in place slowly, and to walk in place fast for thirty seconds using a stopwatch. The subject will be told whether they need to walk in place fast or slow

• The role of the observer is to count how many steps the subject is able to take in the time allowed.

• Before they start, the teacher asks the students to discuss with their partner their prediction about which will have more steps – stepping slowly or stepping fast. Write the prediction down on the Scientist Observation Sheet where it says First Prediction.

• The teacher demonstrates what she wants the students to do, showing slow walking in place or a normal pace and then running in place. The teacher will tell the students to start walking slowly. The teacher should then say “ready, set, go.” After they say go, the subject can start and the observer should start counting. When the teacher says stop, have the kids stop right away. Check for understanding.

Science 1st Grade

• Next, say “go.” When the teacher says, “stop”, both students should stop and the observer should write down the number of steps the sample student took.

• Repeat the process, telling subject to go fast and have the observer count the number of steps again (If you have a mix of students who can count to higher numbers and those who cannot you might want to adjust the experiment by having each pair just do one slow and one fast session. Have the better counter be the subject for the slow steps, and the observer for the fast steps.)

• Once the slow and fast observations have been recorded, students should come back together in a group.

• Use the white board to record the number of steps taken doing slow and fast steps by each pair in a table with two columns - Slow Steps, Fast Steps.

• Have the class look at the table. Was their prediction correct? Have the class look to see if there were any pairs that had “fast” steps that were close to a different pair’s “slow” steps? Introduce the idea that what we think of a speed is usually in comparison to something else, or relative to how fast something else moves.

• The teacher will then ask the students to predict whether going slow or fast will change the distance that can be traveled. The students will then be asked to work with their partners to see which distance is longer by walking the number of steps they counted in the first exercise. This may require that they work in the hall, outdoors or in the gym in order to get in the number of steps that they counted when going fast.

• The students should refer to their team’s observation sheet for the number of steps they need to count out for distance.

• One student should take the steps while the other student counts out the number they recorded earlier for the slow step trial. Have them place a marker of some sort (a piece of paper, index card or some other piece).

• Students should switch roles and repeat the process, counting out the number of steps they counted in the fast step trial and marking the distance traveled when taking the steps when going fast.

• Students should then record their observation about which resulted in the greater distance – the steps taken when going fast, or when going slow.

• Students should gather again at the circle area for the wrap up/conclusion of the lesson to compare results.

Science 1st Grade

Differentiated Instruction: Adaptations: If you have a mix of students who can count to higher numbers and those who cannot, adjust the experiment by having each pair just do one slow and one fast session. Have the better counter be the subject for the slow steps, and the observer for the fast steps. Extensions: Have students look at the table they made in their pair or the whole class and consider the question, “How are speed and distance related?” “What term might we use to express speed that also includes distance?” Check for Understanding/ Closure/Wrap-Up: Wrap up the class by having students compile the “rules” they can see about motion. That speed is often related to the motion around the thing moving. A faster speed can result in a longer distance. Evaluation: Scientist Observation Sheets for each team – visual of thumbs as speedometers.

Science

Grade 1 Science

1st Grade

Lesson 2: Keep moving!

Concept/Topic to Teach: Everything is constantly moving; motion is relative, but the motion of an object can be described and predicted by tracing and measuring its position over time. Standards Addressed: MA Frameworks: Science PreK-2 Strand: Physical Sciences (Introductory Physics) Motion and position of objects: 3. Objects can move in various ways. 4. Change the motion of an object by applying force. The greater the force, the greater the change in motion. General Goal(s) – Expected Outcome: • Students understand the difference between pushing and pulling in. • Students understand that force impacts the manner (speed and direction) in which an object

moves. Specific Objectives: Students can describe the movement of an object in terms of how speed and force change the motion of an object. Required Materials:

• Scientist Observation Sheet • Clipboards for students • Pencils • Whiteboard • Hockey Pucks (20-30 depending on the number of students in the classroom) • Rulers • Poster board or paper • Pieces of different surfaces – pieces of carpet, piece of fleece, very rough

sandpaper, wood, vinyl Vocabulary:

• force • push • pull • friction • resistance • direction • gravity

Science

1st Grade Introduction: The teacher should ask the students whether they think the following might change the way a puck would move: how hard the force is, the direction of the force, or the surface that the puck has to move across.

• The teacher will introduce the terms “push and pull,” demonstrating both actions. o The force called push comes from behind or on the side of an object, a push can

involve a hit, or holding the object while pushing. (Teacher should demonstrate with a puck.)

o The force called pull is from the front or side of and object and one has to hold on to the object longer (Teacher should demonstrate with a puck )

• The teacher introduces the idea of gravity as a force, dropping a puck to show how things fall because of the invisible force.

• The teacher introduces the idea of resistance or friction – that which slows down motion. Activity: This exercise will involve several stations and students should be in groups of no less than two and no more than four. All students should have a Scientist Observation Sheet – Keep Moving.

Science

1st Grade Station One: Station should have a puck that has been divided into quarters with paint or white-out. The teacher should number each quadrant 1-4. The station should have a large poster board that is also marked in quarters with a circle in the middle for where the puck should be placed. The circle in the middle of the poster should be numbered so that the students can line the puck up the same way each time. (The teacher could also choose to color the poster and puck quadrants in the same way for students to match up).

The object of this experiment is to watch the direction the puck travels when student hits or pushes the puck from one number. For example, the student should predict where the puck will go if he/she hits it on the side of number 2. If the student hits it close to the middle of that quadrant, the puck should end up in the number 4 quadrant. (Students can mark on the pictures, drawing an arrow showing the direction of the puck). They should try this activity 4 times.

Have them ask these questions after each attempt:

• What side will hit the puck? • Where do you predict the puck will go? • Where did the puck go?

Science 1st Grade Station 2: The teacher will have tied two pucks with a light cord or strong string on the edges of the puck. Use tape to hold the string in place if necessary. The string should be long enough to be able to extend across the surface area and over the edge of the table. There will be three surfaces – a cookie sheet filled with a full sheet of ice or the surface of a wooden desk or table, a very low pile (commercial grade) carpet, and a thick carpet or piece of fleece. Students should make a prediction about which surface the puck will travel easiest. Students will be asked to place the pucks so that one puck rests on the top of the surface and the other puck is just over the edge of the table. They should then let go of the puck to observe what happens. The deeper surface should result in the puck not moving. Students should make a prediction about what it would take to make the puck move, if it does not move at all during the experiment.

Station 3: (Teachers should test their surfaces to insure that one puck will not pull another puck over a rough surface area but will work to pull a puck across a smooth area.)

The teacher will have tied three pucks with two on one end, and one on the other end. Students should repeat the test that they did in Station 2, one puck on either end of a light cord or strong string. The surface of the puck should be clear. The edges of the puck can be used to tie the pucks by tying them on the edge. Use tape to hold the string in place if necessary. The string should be long enough to be able to extend across the surface area and over the edge of the table.

Repeat the surfaces – a cookie sheet filled with a full sheet of ice or the surface of a wood desk or table, a very low pile (commercial grade) carpet, and a thick carpet or piece of fleece.

Students should make a prediction about which surface the puck will travel easiest. Students will be asked to place the pucks so that one puck rests on the top of the surface and the other puck is just over the edge of the table. They should then let go of the puck to observe what happens. Students should gather again at the circle area for the wrap up/conclusion of the lesson to compare results.

Science 1st Grade

Check for Understanding/ Closure/Wrap-Up: Teacher should have the students compare their observations. • Can students find where there was resistance? • Can the students identify where gravity helped move the pucks? • What can the students tell about how force changes the direction of an object? Evaluation: Scientist Observation Sheets for each team – discussion. Differentiated Instruction: Adaptations: Have students visit one out of the three stations. Teacher redirects as needed. Extensions: Students give examples of pushing and pulling within a Bruins game.

Science 1st Grade

Lesson 3: States and properties of Matter Standards: MA Frameworks Grades PreK-3 Strand: Physical Science (Introductory Physics) States of Matter 2. Objects and materials are solid, liquid, or gas. Solids have a definite shape; liquids and gases take the shape of their container. General Goals– Expected outcomes:

• Students will be able to determine that objects are made from one or more materials such as paper, wood, metal, or cloth.

• Students will be able to identify and describe similarities and differences in physical properties.

Specific Objectives:

• Students will learn that matter is anything that has weight and takes up space • Students will learn that matter comes in many forms and has various properties. It

can be described by weight, color, temperature, texture, hardness, etc. • Students will be able to categorize objects by their properties and be able to share

their thinking with their classmates. Vocabulary

• matter • properties • texture

Introduction

• The teacher will have a white board and markers available, or a Smart Board, and will have selected 7-10 items with different properties for the purpose of discussion and have those objects available for all students to see.

• Ask students about the objects – What makes them similar? What makes them different? Write the words used to describe the similarities and differences on the board.

• The teacher will go on to define matter as anything that can take up space and has weight and properties as the words that scientists use to describe matter that tell us something about the way the matter is made. The teacher will select words from the student list that are examples of properties such as a color, weight, hardness, texture (smooth or rough), ability to melt or freeze, the ability to change or move.

• The teacher will model the Scientists Observation Chart and the teacher and students will practice identifying whether or not an object has the properties on the chart.

Science 1st Grade

Modeling/Explanation The teacher will model the Scientists Observation Chart and the teacher and students will practice identifying whether or not an object has the properties on the chart.

Activity

• Objects are arranged at stations around the room. The teacher will put students in groups of no more than four students and assign them to stations.

• Students will work together to discuss the various properties of each object and mark off their chart.

• The teacher has students shift to next station after sufficient time has passed (5-7 minutes) and repeat until each group has had an opportunity to observe and review each item.

• Once students have completed discussing and recording their observations, students will return to the large group

Independent Practice

• Students are asked to write down an example of a solid, a liquid and a gas. • Students cut out pictures of solids, liquids and gases for homework and bring them in the

next day. Differentiated Instruction: Adaptations: Reduce the number of items to observe as appropriate. Make sure students are in heterogenous groups. Extensions: Students identify and categorize 4-5 other objects concerning hockey. Check for Understanding The teacher will circulate during the small group observation phase and listen to conversations, checking for understanding, clarifying and answering questions when appropriate. Closure/Wrap-Up

• The whole class compares their observations to see whether there is agreement and if there is not, to discuss reasoning using the scientific terms.

• Complete the Large Scientist Observation Chart based upon the agreement of the class.

Evaluation The teacher will evaluate the student Scientist Observation Charts for accuracy and understanding.

Science 1st Grade

Lesson 4: Changing states of matter - Molecules Standards Addressed: MA Frameworks: Science PreK-2 Strand: Physical Sciences (Chemistry) States of Matter, Kinetic Molecular Theory, and Thermochemistry Strand: Physical Science (Introductory Physics) 2. Objects and materials are solid, liquid, or gas. Solids have definite shape; liquids and gases take the shape of their container. General Goal: They will know that the way molecules behave is different when the matter is solid, liquid, and gas. Vocabulary:

• molecule • compress • pressure • attract • repel

Required Materials

• Hockey pucks for teacher demonstration (8-10) • 2 cookie sheets • Checkers, poker chips, bingo markers for small groups or individuals to each have

10 or so. • Balloons • 2 containers with different size and shape. • Fill the larger container with water. • Pin or scissors • Create a deck of matter cards with pictures of solids, liquids and some gases.

(Use examples from the student work from day before.)

Science

Grade 1

Science

1st Grade

Science Concepts:

• Matter is made up of small parts that are called molecules • The level of attraction that molecules have for each other is different depending on

whether the matter is a solid, liquid or gas. • Molecules in solids are strongly attracted to each other and are close together to hold the

shape of the solid object. • Molecules in liquids are not as strongly attracted to each other, and move around more

freely. As a result, liquids can move more freely. They take the shape of their container. • Molecules in gas move around freely. They can move away or they can be made to be in

smaller spaces (like a balloon, soda bottle or a tire). Instruction:

• The teacher should have the materials readily available in group work area with table that all students can see

• Students should be able to access an area where they can move freely • The teacher will introduce the concept of molecules by first talking about what students

know about the ingredients that their parents would put in chocolate chip cookies, or what might go into the perfect hot dog at a Bruins hockey game.

• Student responses form the basis for helping them to understand that all matter has ingredients that are very small and cannot be seen with our eyes, and they are called molecules.

• The teacher will demonstrate the concepts listed above as follows: o Molecules in solids fit closely together in a pattern, and while they move back and

forth and spin, they are packed so tightly they don’t change their shape. Picture of the Bruins in a team shot with all players packed tightly together – like molecules in a solid.

o Hockey pucks can be arranged in rows and columns to represent this on a cookie sheet. The teacher can jiggle the cookie sheet a little to represent how the molecules move.

o Molecules in liquids are farther apart and can move around more. This allows liquids to move and to take the shape of the liquid’s container.

o Using the cookie sheet again, the teacher should move the hockey pucks away from each other and move the cookie sheet more so the “molecules” move around more.

Science 1st Grade

• Place the container with water and the smaller container on the second cookie sheet. Have students predict what will happen to the shape of the liquid or water when it is poured from one container to the other.

• Demonstrate how the liquid takes the shape of the smaller container, and overflows to take the shape of the cookie sheet or simply pools on the cookie sheet.

• Molecules in gas move around freely and will move to wherever they are able. Think about how hockey players move around on the ice. It can represent the way gas molecules move around.

• We usually can’t see gas, like we can’t see the air we breathe. However, we might be able to smell it. The molecules can be compressed (forced closer together) by putting them together in a container that is smaller than the gas molecules would want to be in. This is done by using pressure.

• Using the cookie sheet and hockey pucks, the teacher can shake the sheet so that pucks can move around. Some should fall off the cookie sheet.

• The teacher then takes three balloons – the first one will be barely blown up and tied off, the next blown up about half way and tied off. The last blown up as far as it will go without popping but held shut. Teacher should ask students when they think she is working harder to blow up the balloon which is putting pressure on the gas that is air. The balloon is acting to compress the gas.

• Once the balloons are blown up, the teacher will tell students that they are going to let the gas out of the balloons and ask the students what they think will happen before they put a hole in the first balloon. Repeat the process for the second and third balloon, releasing gas for the second with a pin hole and the third by letting it go.

Science

1st Grade

Activity

The teacher tells the students that they are going to pretend to be molecules. When the teacher names something that is a solid, they should gather very close together, not necessarily touching each other, but very close. Students can wiggle a little, but that’s all.

If the teacher names a liquid, they can move around, but only within the area that is pointed out by the teacher.

If the teacher names a gas, they can move around in the whole classroom. There should be a signal to help them understand that it is time to listen for the next matter.

Use the list of solids, liquids and gases that the students generated, call out a matter and ask the students to be the molecules for that state.

Matching molecules – Students will each be given three pictures of matter. They will glue them on a piece of paper and draw how the molecules would look based on whether the matter is solid, liquid or gas.

Differentiated Instruction Adaptations:

• Keep matching molecules sheet to liquid and solids. • Use heterogeneous groupings. Make sure that they have sufficient time to respond to the

questions and target questions about liquids and solids. Enhancement: Students try to figure out where they would find solid, liquid and gas molecules in the Bruins home arena and give them a riddle to find one thing that has all three (Zamboni machine – the machine is a solid, that uses hot water, and there is air in the tires). Check for Understanding The teacher will observe students’ understanding in the kinesthetic representation of solids, liquids and gas.

Science

1st Grade

Closure/Wrap-Up – Review – Use this song and motions to reinforce concepts:

“Matter Song” ( tune of “Oh Dear What Can the Matter Be”)

Oh dear, what can this matter be? Oh dear, what can this matter be? Oh dear, what can this matter be? Solid, liquid or gas. The molecules of solids fit closely together. (Motion is student hugging self tightly) The molecules of solids fit closely together.

The molecules of solids fit closely together. Solids do not change their shape. The molecules of liquids move slightly apart. (Motion is student swinging arms) The molecules of liquids move slightly apart. The molecules of liquids move slightly apart. Liquids are shaped like their containers. The molecules of gases move freely about. (Motion is more exaggerated swinging) The molecules of gases move freely about. The molecules of gases move freely about.

Most gases are not visible.

Evaluation Teacher will evaluate the student Molecule Match for accuracy and understanding.

Science 1st Grade

Lesson 5: A Bruin is a Bear Concept/Topic to Teach Students will know the characteristics, habitat and heredity of a bear. Standards Addressed: MA Standards for Science PreK-2 Strand: Life Science (Biology) Characteristics of Living Things

1. Animals are living things that grow, reproduce, and need food, air and water. 2. Characteristics of living/nonliving things. 3. Plants and animals have life cycles that vary.

Heredity 4. Plants and animals closely resemble their parents in observed appearance.

Ecology 6. People and other animals interact with the environment through their senses. 7. Animals and plants go through changes in appearance as the seasons change. 8. An organism’s habitat provides for its basic needs.

General Goals: Expected Outcomes

• Students will understand that cubs resemble parents. • Students will learn that bears interact with their environment through their senses. • Students will understand that bears go through changes through the seasons. • Students will understand that a bear’s habitat provides its basic needs for survival.

Vocabulary

• omnivore • habitat • hibernation • mammal • cub

Science 1st Grade

Required Materials

• Bear (Non-fiction) Book By: Heidi Mason • Any non-fiction books about bears from classroom library. • Chart paper for K-W-L (Know-Want to Know-Learned) • Various Items needed for a diorama (i.e. shoebox for each student, construction paper,

markers, crayons, etc…) Instruction

• The teacher talks about how the Boston Bruins have a mascot. He is Blades the Bear. • Teacher explains that a “Bruin” is a nickname for a type of bear. • Teacher introduces the lesson by asking students what they “KNOW” about bears, and

records it on the K-W-L chart. • Teacher then asks students what they “WANT to LEARN” about bears and records

responses on the K-W-L chart. • Teacher then reads the non-fiction book Bears by Heidi Mason. • Discuss information found on each page of the book. • After reading the book (and others if available), teacher fills in the last part of the K-W-L

chart after soliciting responses from students. • Teacher tells the students they will be making a diorama of a bear and its habitat.

Activity Students will work in pairs. Students reread the non-fiction books about bears. Students use various materials to construct their bear dioramas. (This may take 2-3 days (40 minute sessions) to complete. This project may also be given as a homework assignment.) After the dioramas are complete, students have a chance to present theirs to the class. Check for Understanding: Ask students questions about the bear and its habitat. Observe how the students are putting the diorama together. Differentiated Instruction Adaptations: Redirect students as needed. Monitor the peers that are working together. Extensions: Students will write 3 or more facts about bears. They paste these facts onto the diorama. Closure/Wrap-Up: Sing the traditional song “Going on a Bear Hunt”. Evaluation: Students present their dioramas and are able to give three specific facts about bears.

Scientist Observation Chart (should be based on objects teacher selects):

Object Color Weight Hardness Changes with heat or cold Shape can change

Ice

Science 1st Grade

Scientists Observation Chart Name:_____________________________ Prediction about how many steps we can take in 10 seconds going slow or fast: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Number of steps in 10 seconds: Slow Fast Predict distance going slow or fast: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Observation – Write a sentence that tells us which is the furthest distance, the slow steps or the fast steps. ____________________________________________________________________________________________________________________________________________________________

Science 1st Grade

Keep it Moving

Scientist Observation Sheet Name:___________________ Station 1: Trial 1 – What side will I hit the puck?

Where do we predict the puck will go? Where did the puck go?

Trial 2 – What side will I hit the puck?

Science 1st Grade

Where do we predict the puck will go? Where did the puck go?

Trial 3 – What side will I hit the puck?

Where do we predict the puck will go? Where did the puck go?

Trial 4 – What side will I hit the puck?

Where do we predict the puck will go? Where did the puck go?

Station 3 –

Prediction: Will the weight on the string give enough force to pull the puck?

Surface 1 –

Surface 2

Surface 3

Station 3 –

Prediction: Will the weight of the 2 pucks on the string give enough force to pull the puck?

Surface 1 –

Surface 2

Surface 3

Do 2 pucks change the way the one puck moves?

________________________________________________________________

How?

________________________________________________________________