A Little Bit of Balance and Motion

10/1

Our learning target is: I can balance a spinner.

Now that you are experts on balance and stability it is time to move on to the subject of motion. Today we will build something that moves. We are going to build spinners and use them to observe motion.

Each of you will get a shaft, two small disks, and two large disks. Your job is to find out how to put the materials together to make a balanced spinner. I want you to notice that the disks have little circular marks on one side. The shafts will be easier to push through the disks if you use this side.

You will work at your desk as you build your spinner. (Demonstrate) Are there any questions? (Dismiss)

(Call students back to carpet) Raise your hand if you made a spinner. What did you use to make your spinner? How did you get your spinner to start moving? How does a spinner move when it is working? What kind of motion does a spinner make when it is going? When something turns in circles or goes around and around and around a lot of times, we say it is spinning or rotating. The spinners you made rotate on an axis, which in this case is the shaft.

We need to write in our Balance and Motion journal. (Write as a group. Send students back to their desk to copy it in their journal.) 

10/2

Yesterday, we had the chance to create our own spinners. Today each of you is going to get a Spinning Design sheet. That is a sheet with three designs on it. First, you will cut them out. Next, you will try the first two and then you will design your own blank one using a pencil or crayons. Are there any questions? Your materials are already at your desk. When I tap you you may go back to your desk and get started.

It is time to put your materials away. Listen carefully to how we are going to do this. We are going to create one line and two students will put their materials away at a time. Once your materials are put away you will come to the carpet and sit down in your carpet spot.

Let’s talk about what we have learned over of the past two days.

-       What kind of motion does a spinner make when it is going? When something turns in circles or goes around and around and around a lot of times, we say it is spinning or rotating. The spinners you made rotate on an axis, which in this case is the shaft.

-       Is a spinner more stable when it’s going fast or when it slows down? Faster is more stable; when it slows down, it falls over so that is not stable or balanced. 

 

10/3

We spent the past two days experimenting with spinners. Spinners spin or rotate when they are in motion but they are not the only things that spin. Zoomers also spin when they are in motion. Today each of you is going to get a Zoomer. Your Zoomer is made with a string that runs through two holes in the large disk.

You will work the Zoomer as follows (Demonstrate):

1.     Stick your thumbs through the loops formed by the ends of the string

2.     Whirl the large disk around between your hands 15 or 20 times to twist the string

3.     Pull the string the string tight to start the disk spinning. Release.

Come to carpet and hand me their zoomer.

Ask:

-       How are spinners and zoomers the same?

-       How do you start the motion of zoomers?

-       How can you change the spinning motion of a zoomer?

10/7

We spent last week experimenting with spinners and zoomers. Raise your hand if you can tell me the kind of motion the spinners and zoomers made. Yes, they spin or rotate. How can you tell when something is spinning or rotating? That’s right, it goes around and around on an axis.

Today you are going to work with a partner to create cardboard ramps. You will use clothespins to prop up one end of the cardboard to make a ramp. You will clip two clothespins on one end of a cardboard rectangle. You will clip a second clothespin on each of the first two clothespins to make legs. You will use the (show) plastic disks like wheels. (Demonstrate) Do not lean on the ramps, they will crumple.

(Bring students back to the carpet) How did your wheels move? Right, they slide and roll. When wheels go around on their edge, it is called rolling. Raise your hand if you have any ideas for getting the wheels to roll better. I have an idea. A shaft can be used as an axle. An axle is a rod or shaft to which wheels can be attached. (Show) Each group is going to get a shaft. I want you to see if your wheels roll better or more efficiently with a shaft.

(Provide small wheels) Do small wheels roll the same as large wheels?

Describe, show and demonstrate some of the interesting wheel systems students created.

Today we learned that things roll down ramps. We used two wheels the same size on an axle to roll straight. We used wheels of different sizes to make a roller that turns.

10/8

Yesterday, we experimented with rolling wheels. What kind of motion do wheels make? That’s right, wheels roll when they are in motion. Wheels are not the only things that roll. Cups also roll. You are going to get one large and one small cup to investigate to see how they roll.

Review how to set up ramps.

(Call back) Are your cups rolling? I’m hearing that your cups don’t roll straight. Why did the cup roll in a circle? Right, there is a big circle (wheel) at one end and a small one at the other. What determines which direction the cup will roll? Yes , the cups roll in the direction of the bottom (smaller circle). Does the smaller cup roll in a bigger circle or a smaller circle than the larger cup? (Smaller)

Pretend that your cup is a car. You want to park your car in the parking garage under your ramp. Try to make your cup roll off the ramp and end up parked under the ramp.

Now try rolling the small cup across the ramp in such a way that it ends up face down on the table. It can be done.

(Call back) What can be done to get the cups to roll straight? Fabulous ideas! When I say go you will go back with your partner and put your idea into action.

Distribute tape.

Add weight to the straight rollers.

(Call back) We need to write in our journal. What did you learn today? Weights can slow down, speed up, or stop the rolling motion of a cup. To make a cup roll straight, tape another cup to it and let it roll on the large ends. A cup will roll in the direction of the smaller end.  

Writing- A Perfect Day

Our learning target in writing today is, "I can identify fall activities." We are going to read, "Clifford's First Autumn" which is another word for fall. As I read this, be looking at the pictures and listening for fall activities. (Read story) Now we are going to complete this circle map about fall activities. Raise your hand if you can think of a fall activity from the book or from your own experiences.

Fall activities:

Apple orchard

Scarecrow

Pumpkin Patch

Carving Pumpkins

Hayride

Raking leaves

Corn pit

Jumping in leaf piles

Football

Leaf collecting

Haunted House

Corn Maze

Today our learning target is, "I can write about fall using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Yesterday as a class, we identified fall activities. (Read chart) Today in our journal, we will write about our perfect fall day. My journal says, "On the perfect fall day I would do lots of things."

First _____________.

Next _____________.

Then _____________.

Last ______________.

When I say go you will turn and talk with your partner. The two of you will discuss what fall activities you would like to do first, next, then and last. (Demonstrate) Turn and talk. We are going to take four students to share. What fall activity would you like to do first, Jedida? So I would write first I would… What activity would you do next, Iris? Then what would you like to do, Varflay? What activity would you like to do last, Majesty?

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect fall day I would do lots of things. First, next, then and last. You will complete the sentences. I’ll read you my example. (Read it) You should have a different order of activities in your journal. If you want you write, “First I went to the pumpkin patch” you can but you should not have the exact same activities as me in the exact same order that I have them. We talked about lots of fall activities yesterday so be creative and journal the fall activities that you would want to do. Are there any questions?

Journal at desk

Come back together to read journals.

Put journal away and line up

Today our learning target is, "I can write about winter using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Today in your journal, you will write about your perfect winter day, but before we do that we are going to read a book called, “A Perfect Day.” As I read be listening for winter activities that you could write in your journal. (Read book)

When I say go you will turn and talk with your partner. The two of you will discuss winter activities from our book. Each group of partners should be able to come up with at least two activities from our book that they would like to do. Turn and talk. Come back together. We’ll take two students to share out.

If this was my journal I would write, "On the perfect winter day I would do many things."

First _________________________________________________.

Next ________________________________________________.

Then ________________________________________________.

Last _________________________________________________.

I’m going to share with you what I would write. (Fill in blanks) These are the activities I would choose to do but there are many other activities in the book that you could choose from.

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect winter day I would many things. First, next, then and last. You will complete the sentences with activities that you would like to do. Are there any questions?

Journal at desk

Come back together to read journals.

Put journal away and line up

Today our learning target is, "I can write about spring using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Today in your journal, you will write about your perfect spring day, but before we do that we are going to read a book called, “Spring Things.” As I read be listening for spring activities that you could write in your journal. (Read book)

When I say go you will turn and talk with your partner. The two of you will discuss spring activities from our book. Each group of partners should be able to come up with at least two activities from that they would like to do. Turn and talk. Come back together. We’ll take two students to share out.

If this was my journal I would write, "On the perfect spring day I would do many things."

First _________________________________________________.

Next ________________________________________________.

Then ________________________________________________.

Last _________________________________________________.

I’m going to share with you what I would write. (Fill in blanks) These are the activities I would choose to do but there are many other activities in the book that you could choose from.

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect spring day I would many things. First, next, then and last. You will complete the sentences with activities that you would like to do. Are there any questions?

Journal at desk

Come back together to share

Put away journal and line up

Today our learning target is, "I can write about summer using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Today in your journal, you will write about your perfect spring day, but before we do that we are going to read a book called, “I See Summer.” As I read be listening for summer activities that you could write in your journal. (Read book)

When I say go you will turn and talk with your partner. The two of you will discuss summer activities from our book. Each group of partners should be able to come up with at least two activities from that they would like to do. Turn and talk. Come back together. We’ll take two students to share out.

If this was my journal I would write, "On the perfect summer day I would do many things."

First _________________________________________________.

Next ________________________________________________.

Then ________________________________________________.

Last _________________________________________________.

I’m going to share with you what I would write. (Fill in blanks) These are the activities I would choose to do but there are many other activities in the book that you could choose from.

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect summer day I would many things. First, next, then and last. You will complete the sentences with activities that you would like to do. Are there any questions?

Journal at desk

Come back together to share

Put away journal and line up

Meet the Teacher

** Cut out personal information for safety

Student Teaching

I started student teaching in a 2nd grade classroom on Tuesday and my first day was a huge success!

Cloudy With a Chance of Meatballs

Back in the spring, I was planning to do a read aloud. I decided to use one of my favorite books, Cloudy With a Chance of Meatballs. I didn't want to just read a book, I wanted a fun activity too and thanks to Pinterest, I found this.

Ideas for my student example:

I wish it would rain Kit- Kats because I already own two kitty cats.

I wish it would rain Strawberries because I love them berry much.

I wish it would rain Snickers because then you could snicker at all my jokes. 

(Insert uncontrollable laughter) C'mon, this stuffs gold!!

I ended up going with the Strawberry one because I knew the 2nd graders would get that one however, I love the other two because they are so much more original.

2nd Grade Classroom (Practicum)

Non- Standard Measurement

Everything is prepped and ready for Marshall!

We are going to begin our math lesson by reading a story called Measuring Penny. Based on the title and picture on the cover, what do you think we will learn about today? That's right, measurement. Today, you are going to learn about standard and non- standard measurement. (Demonstrate) One way to measure is to use a standard unit of measure like inches on a ruler. The book is 11 inches tall.  If I don't have a ruler, I can measure it with a nonstandard unit. (Measure book with pencils) The book is about one and a half pencils tall. We will talk more about measurement in a few minutes, but first, let's read the story! (Read story)

1. Looking at the cover, who can tell me the name of the girl?
2. What is the name of her dog?
3. The story we read is called, Measuring Penny after reading, I want to know, why do you think that is?

(T- Chart on Standard and Non- Standard measurement) This is a T- Chart on Standard and Non- Standard measurement. I want us to create a list. Raise your hand, and tell me, what units did Lisa (the main character in the book) use to measure?

We are going to do some measuring using Non- Standard units of measurement just like Lisa. Each of you is going to get a mini- book that looks like this (show book). You will be asked to find the width, length, and height of objects. (Read chart) Wide= width, long= length, and tall= height. 

To find your measurement, you will use a Penny Ruler. This is your Non- Standard unity of measurement for this activity. Before I send you off to work through this booklet on your own, let's do a few examples together!

Does anyone have questions?

** Check out Simply Skilled in Second and her Measuring Penny activity here on Teachers Pay Teachers.

*** I was observed during this lesson and my professor provided me with some fabulous feedback. She wrote, "Good job at giving quick expecations: "Spread out a little not to the back of the room." I like the idea of getting the wiggles out. Good classroom management skills. :-) LOVE when lessons begin with a book. :-) Your students are good listeners. You read the book well with fun introduction, enthusiasm, etc. You did a nice job of explaining how the dogs ears were measured. Thank you for complimenting the student by saying, "That's a really good observation." :-) Nice work of explaining the difference between "standard and non standard measurement. Thank you for asking students to raise hands! Thank you for telling the girl who said pennies as a measurement why her answer was good yet incorrect. Questioning skills are good to have and you are doing a nice job of questioning your students and your students are excited about measuring. :-) Their hands shot up in excitement! Thank you for thanking others. :-) Great quick informal assessment to see if students understand and are ready to move on. You are a natural, Liz!! A school will be lucky to get you and so will your students. :-) Good luck to you!"

Sequencing

Today, we are going to learn about the beginning, middle, and end of a story. Let's take a minute to think of the beginning, middle, and end of our school day. (Write beginning, middle, and end on chart) Raise your hand if you can tell me one thing our class does in the morning. Great job! In the middle of the day, we eat lunch. What else happens in the middle of our school day? What happens at the end of the day?

As you can see, there may be more than one event that can be classified as the beginning, middle or end. That is okay, as long as the events are put in order. You wouldn't want to say you line up for the bus and then get ready to go home. That does not make sense. First, you need to get ready to go home, then you line up so you can be dismissed to catch your bus.

(Chart) Certain words and phrases in a story give clues about whether the event is at the beginning, middle or end of the story. 

Many stories have a sequence to them. Sequencing refers to putting events or actions in order. Let's take a minute to retell the story of the "3 Little Pigs" from memory. What happens first? In the middle? At the end? This is our sequence of events. First this happened, next this happened, and then this happened.

This morning, we are going to read my favorite story. It is about a boy named Alexander who has had a very bad day. What do you think I mean when I say, bad day? Raise your hand if you have ever had a bad day. (Call on a boy and one girl to explain why their day was so bad and how it made them feel.)

Over here, you'll see that I have some events from the story. I want you to really be listening to the order of these events because after we read, we are going to try and put them in the correct order. (Read events)

Read story and ask, "Why do you think Alexander's mom said, 'Some days are like that. Even in Australia.'" Can you avoid bad days by moving? 

Raise your hand if you can tell me what the word, "Sequence" means. That's right! Sequence refers to putting events or actions in order. As a class, we are going to recall the sequence of events in our story and work together to put them in order. (Recall 7 or 8 events)

I have a short sequencing worksheet for you to complete. I want you to write a sentence and draw a picture to show the correct order of events from the story. There were more than four events from the story but I only want you to write and draw four of them. It can be any four events that you remember, just make sure to put them in the right sequence. (Show my example)

Below are several of my students examples:

We also had enough time to play an Alexander board game which my 2nd graders loved. You can get your copy here.