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Eanes ISD

First Grade Energy and Force & Motion

 

Understandings:

  • Energy comes in many forms and is important to everyday life.
  • Magnets can be used to push or pull objects.
  • Objects can move in different ways.

TEKS:
Content Standards:

  • 1.6A (R) identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life.
  • 1.6B (S) predict and describe how a magnet can be used to push or pull an object
  • 1.6C (S) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow
Process Standards (ongoing):
  • 1.1A identify, discuss, and demonstrate safe and healthy practices as outlined in Texas Education Agency‐approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately
  • 1.1B identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals
  • 1.2A ask questions about organisms, objects, and events observed in the natural world
  • 1.2B plan and conduct simple descriptive investigations
  • 1.2C collect data and make observations using simple tools
  • 1.2D record and organize data using pictures, numbers, and words
  • 1.2E communicate observations and provide reasons for explanations using student‐generated data from simple descriptive investigations
  • 1.3A identify and explain a problem and propose a solution
  • 1.3B make predictions based on observable patterns
  • 1.3C describe what scientists do
  • 1.4A collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles or chemical splash goggles, as appropriate; timing devices; non‐standard measuring items; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums
  • 1.4B measure and compare organisms and objects using non‐standard units

Learning Targets:

  • I can describe how we use light, heat, and sound energy.
  • I can identify different forms of energy.
  • I can use a magnet to push and pull objects.
  • I can predict how a magnet can be used to push and pull objects.
  • I can make objects move in different ways.
  • I can describe how objects move in different ways

Essential Questions:

  • How do people use energy?
  • How can a magnet make an object move?
  • How do objects move?

Misconceptions:

  • If an object is at rest, no forces are acting on it.
  • All metals are magnetic.
  • Magnetism is a form of energy (it is actually a force).
  • Larger magnets are stronger than smaller magnets.
  • Sound can be produced without the object vibrating.
  • Many students think that even when there is no available light source such as in a dark cave their eyes will “adjust” so they can see the object. (Light must be reflected off of objects or produced by the object to be seen.)
  • Students also think that light is only reflected off of shiny objects like mirrors. (All objects that you see are reflecting light, producing light, or both.)
  • Many students believe that light travels from our eyes so we can see (when light must actually travel form the object to our eyes).

Vocabulary:
Previously Introduced:
Forms of Energy:  energy, light energy, sound energy, thermal energy
Magnets:  magnet, pull
Motion:  back and forth, fast and slow, location, motion (move), round and round, straight line, up and down, zig zag
New to Grade Level:
Magnets:  force, magnetism, push
Motion:  force

Assessment: