Diocese of Wheeling-Charleston
Unit Planner
Name of Teacher: Amy Hammerquist	Grade Level: Grade 1
Subject Area: Science	Cross Curricular Opportunities: Math, Language Arts
Unit Title: Force/Energy	Estimated Duration of Unit: 5 days
Overview of Unit: Students will learn about energy, where it comes from and how it is used. Students will learn how and why objects move the way they do and if an object is magnetic or non magnetic.
Forms of Text (non fiction/fiction): Knee-High Man (Reading story for the week), Science textbook, The Wind Blew (Religion), Science Workbook	Teaching Strategies: large and small group instruction, experiment with a partner, teacher-guided activities, co-op learning.
Catholic Identity Connections: Wind – Holy Spirit, effecting change. Read The Wind Blew by Pat Hutchins
Assessment (authentic/published - summative/formative): Oral questioning, Observation and the Think, Pair, Share methods will assess most of the activities in this unit. Students will work together in groups and independently to collect data on pre-made worksheets and share their data with their teacher and classmates.
Standard Number	Standards	Description of Activity	Resources	Date of Completion
SC.O.1.1.1	Ask questions about themselves and our world	Gravity and how objects move. -Ask students “What makes things move?” Read Unit F in Science book. Read F-5-F7. Go outside on the playground with toy balls. Discuss and show push and pull by using the balls. Let students work with partners to apply push and pull. When finished- fill out the push and pull worksheet- describing what happened outside and the difference between push and pull.	Science Book Playground balls Push and Pull Worksheet	Day 1
SC.O.1.1.2	Discuss the lives and discoveries of scientists after listening to stories about their lives and discoveries.	Famous scientists – Isaac Newton – gravity Laws of motion -Watch the short YouTube video about Isaac Newton and Gravity. (https://www.youtube.com/watch?v=h48BWDeBLno) -Perform the “What Goes Up Must Come Down” Experiment. Students will toss up two objects (paper clip and a book) at the same time and chart which object lands first. This data worksheet can be found on Teacherspayteachers.com when searching “gravity”. -When finished with experiment discuss the data collected as a class and ask students to explain why it happened. (Gravity).	Internet SmartBoard Books Data Worksheet	Day 2
SC.O.1.1.4	Use scientific instruments and everyday materials to investigate the natural world	Ramps, gravity and the effect on speed investigation -Using rulers, ramps, and matchbox cars to measure distance traveled depending on the height of the ramp. - Students will work in groups to perform this experiment. -Each group will set the height of their ramp different from others and measure with their rulers the distance the matchbox car traveled. Each group will experiment with at least two different heights. - When groups are finished- have a class discussion about the results of each matchbox car and why some went further than others.	Science textbook Investigation worksheet	Day 3
SC.O.1.2.10	Classify objects as magnetic or non-magnetic	Sorting activity – metals v. non-metals, thus magnetic or non-magnetic Forces reacting to one another. Read Unit F- Lesson 1 What Are Magnets?- How do they work? -Use the Magnetic VS. Non- Magnetic worksheet (from teacherspayteachers.com) to collect data. -Students will work independently to look for the items on the worksheet and use a magnet to test whether or not the items are magnetic. -Once the data is collected, students will share with one another to make sure they understand the difference between magnetic/non-magnetic.	Magnets Science text Various classroom objects Magnetic/Non-Magnetic Worksheet	Day 4
SC.O.1.1.12	Describe the changes in the motion of objects (slowing down, speeding up, curving)	Surface, friction, and speed all covered in the speed investigation. Discuss ways objects can move (directions, zig zag, rocking, swinging, etc.) Read Unit F – Lesson 2 Co-op: build paths to test the different ways things move. -When finished, write a few sentences describing the different ways things move.	Investigation worksheet From science workbook Items from classroom	Day 5
Differentiated Instruction Opportunities/Overview: Students who are not finished before others will explore other materials related to that topic. Example: If student is finished with collecting data with magnets, he/she will test other objects around the classroom or in the hallway to see if they are magnetic until all students are finished.
Cross Curricular Opportunities level:
Standard Number	Standards	Description of Activity	Resources	Date
M.1.MD.2	express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end and understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. (CCSS Math.1.MD.2)	See Day 3- Rulers, Ramps and Matchbox Cars.
ELA.1.W.C11.2	with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS W.1.8)	See Day 5- Writing prompt after building paths.
ELA.1.SL.C13.2	ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS SL.1.2)	See Day 1-5
Common Core Checklist
Writing
Paragraph
Essay (narratives, fairy tales, realistic fiction)
Summary
Research
X	Detailed answers (text supported)
Notes (note taking skills, outlines)
X	Complete sentences
Reading
X	Informational text
Lexile
Complex literature
X	Speaking
X	Listening
X	Varied strategies and instructional methods
X	Critical thinking in whole class discussion
Student led activities
common core standards (literature circles)
Technology
X	Smartboard
Computers
iPads
Powerpoint, Elmo etc.
Differentiated Instruction
X	Used multiple resources
Domain Vocabulary
X	Cross-Curricular
Collaborative engagement (meaningful feedback)
X	Higher level learning and teaching
Assessment
X	Project based
Writing prompt
Portfolio
X	Observation
Quiz
Technology based
Test
Student created test
Presentation
Journal
X	Think, pair, share
Summary
X	Oral questioning
Analogy
Powerpoint, or movie maker
Authenticity
X	Various activities
X	Inquiry, research and evidence
X	Evidence of time management and planning
X	Problem solving strategies
Summary of Unit:
This unit has not yet been taught. It will be taught at the end of the school year.