Activity Template - SIUE



Activity Draft Template

Teaching with Primary Sources

Southern Illinois University Edwardsville

The purpose of this template is to: 1) make filling out the template easier for you as the participant and 2) gather information using the same headings to allow for possible future publishing.

Using Microsoft Word, edit this template and save this file.

When activity is completed:

1. Print a copy of the activity attaching any images and resources to be used within the activity. Give this to workshop facilitator upon completion.

2. Email the lesson template to your workshop facilitator, amwilki@siue.edu or have facilitator save the lesson onto their flash drive.

|Author(s): |Kelly Jo Sonneborn and Donalyn Vinlove |

|School Name: |Girard Schools |

|Lesson Title: |May You Sort the Force |

|TPS Consortium: |Southern Illinois University Edwardsville |

|Grade Level:- |4-8 |

|Subject: |Science |

|Time Frame: |One class period |

|Overview |

|This activity will be used within a larger unit of Forces and Motion. It will be an introductory activity. Students will study different types of |

|force through actual photographs in a historical perspective. They will determine through studying the photo whether the motion is pushing or |

|pulling. |

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|Goal of Activity |

|Students will increase their schema of force by looking at real life situations through photographs. |

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|Objectives |

|Perform source analysis |

|Interpret push or pull activities through photographs |

|Apply past experiences to determine movement |

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|Investigative Question |

|What do the photographs tell us about the forces and motion? |

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|IL Standards- Essential Knowledge and Skills |

|Science |

|Standard 12.D.2b Demonstrate and explain ways that forces cause actions and reactions ( e.g. Magnets attracting and repelling: objects falling, |

|rolling and bouncing). |

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|Library of Congress Resources |

|See attached |

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|Resources and Materials |

|Analysis Tool: See attached |

|Print one copy of each photograph per pair of students |

|Pencil and paper to analyze photo and for extension |

|Prepared slips of paper with different acts of force. |

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|Background Information |

|Student needs to be familiar with the terms pushing and pulling. |

|Student needs to understand the process of pushing and pulling. |

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|Procedure |

|Before pairing up the students, discuss the students’ prior knowledge of forces and motion. |

|What is a force? |

|What is a motion? |

|Give an example of each. |

|After the students are in pairs, explain that in this activity they will study photographs that will display different forces. Hand out copies to |

|each pair. |

|They are then to analyze whether it represents a push or a pull. They should be able to explain why that term was chosen. |

|After a substantial amount of time, come together as a group and review students responses for each photo. |

|Have each pair draw a force from a container. They will then get 5 minutes to discuss how they could act it out. |

|After 5, give each pair the opportunity to act out the predetermined task. Upon completion of role play, the remainder of the class will determine |

|the task and whether it was a push or a pull. |

|Do extension |

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|Evaluation |

|Teacher observation of collaborative work. |

|Evaluation of performing the different acts of motion. |

|Evaluation of the student’s new schema through analyzing photographs. |

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|Extensions |

|The students will come up with their own real life situations that will display their knowledge of force and motion. |

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