Christina Lassalle

ET610
June 16, 2009

Curricular Related Technology Unit

Third grade Science: Unit 1. Physics: Mechanics

Day(s) Objective/ Activity Website Productivity

Lesson/ MD Software
VSC
1 SWBAT describe - Read “How do you Review/Quiz Smartboard
the position of an know something has
object by locating moved?” E6-7 location.notebook
it in relationship (science text)
to other objects
or its -Have students pick
background. an image and move
it (flip, slide, put
5.3.A.1.a, 1.B.1.a underneath, or
overtop of box).
Using the
Smartboard’s
screen shade
option, have
students describe
the change of the
object. (Whole
class)

-Read “How do you

measure motion?”
E8-9

-Take online review/

quiz from
Macmillian/McGraw.
(Individually)
2-3 SWBAT compare -Complete Explore N/A Use Excel to
the speeds of Activity, “How Fast model class graph
objects that travel Do You Move?” E5 and students fill in
the same information in
distance in -Use recording excel document to
different amounts sheet to write create a graph.
of time by using predictions and
information from actual time for
multiple trials. walking and running
 10 meters.
5.3.A.1.b,
1.A.1.b, 1.A.1.e -From the recording
sheet, the students
will fill in excel
document. Teacher
will need to model
using the entire
class’s data.

-From the excel

document, students
will create a graph
of their data.

EXTENSION:
Compare classes’
data to find out
which class is the
fastest?
4 SWBAT identify - Complete Starter Push/Pull Microsoft Word
what may have Activity as a class to
caused a change discuss on the
in motion by SmartBoard, Part 2:
observing and Discuss (optional-
describing the handout for
way an object’s students to
motion changes a complete), Part 3
variety of (optional for
situations. students to
complete)
5.3.A.2.a, 1.B.1.a
- Students can
complete main
session
independently or
complete on
Smartboard as a
class.

- Students will
complete plenary
activity
independently.
Also, the word
document, Pushes
 and Pulls2.

5 SWBAT identify - Complete _Experiment/Quiz Kidspiration

what may have pushes/pulls
caused a change experiment on
in motion by website. Students
observing and will follow directions
describing the to find out what
way an object’s happens when an
motion changes a object is pushed
variety of softly/hardly, pulled
situations. softly/hardly, and
what happens if an
5.3.A.2.a, 1.B.1.a object is in its path.
Students will use
recording sheet to
show what
happened to the
horse.

-In completion of
the experiment, the
student will
complete the quiz.

- Pair up students
and have them
answer questions
from the experiment
in Kidspiration using
their recording
sheets.
6 SWBAT identify - Read “What N/A Kidspiration
what may have Causes a Change
caused a change in Motion” E24-E25
in motion by
observing and -Give students a
describing the variety of objects
way an object’s (such as ball’s,
motion changes a wind-up toys, yo-
variety of yo’s,etc...) Allow
situations. students to work in
pairs to experiment
5.3.A.2.a, 1.B.1.a with each item to
make the object
change its motion.
 -Students will fill out
organizer in
Kidspiration to
explain the possibly
changes in motion.
7-8 SWBAT identify -Complete Explore Force N/A
what may have Activity, “What
caused a change Causes a Change Edublog.com
in motion by in Motion?” as a
observing and class. Students will
describing the complete recording
way an object’s sheet.
motion changes a
variety of -Visit website and
situations. check out video clip
to learn about Force
5.3.A.2.a, 1.B.1.a from NASA.

-Students will
answer questions
from website in a
handout.

-Students will
discuss what they
learned in a class
Edublog.

9-10 SWBAT suggest -Complete Quick Edublog.com SmartBoard

possible causes Lab “Marbles in
for the change in Motion” E27. friction.notebook
motion by -Students will use
describing recording sheet to
changes in the record
motion of an observations.
object as it
passes over Explore how-
different textured different variables
surfaces. on the road can
effect drivers by
5.3.A.2.b, 1.B.1.a using the
Smartboard’s
Interactive
Skool.com
“Stopping
 Distances” Activity

- Read “How Can

You Control
Friction?” E26-27.
-Students can
answer journal
questions from the
class Edublog
about friction.
11-12 SWBAT describe -Complete gravity E-Journal Gravity N/A
that objects fall to demonstration with
the ground the feather and a
unless something heavier object.
holds them up Lead a discussion
(gravity) by about why the
observing and objects did not fly
discussing up towards the
objects that drop ceiling.
to the floor.
-Students will
complete an e-
journal about
Gravity. Students
will explore various
websites (one
where you create a
rollercoaster!) and
write a brief
description about
what they learned.
Students will just
complete Step 1
and press print.

- Discuss as a class
what was found
about Gravity.

13 SWBAT design -Review all possibly Playhouse_Tinker Kid Pix

and build a game reasons why
that uses forces object’s move. Tell
and changes in students they are
motion. going to create a
game at which the
5.3.A.2.a-c ball needs to land in
 a certain place. The
students will use
Playhouse_Tinker
to help them design
their game.

-Students will be
able to manipulative
and make changes
to experiment
based on force,
friction, and gravity.

-Optional: Once
students have been
successful have
them draw out their
designs and label
for the class to see.
(Could use KidPix
for these designs as
well)

When developing an add-on technology component to an already existing

science curriculum, it was my priority to keep hands on learning such as quick

labs and explore activities. The science labs are what make science so much fun

to complete and teach! It was not difficult to add on technology to Anne Arundel

County’s third grade science pacing guide. I found activities that could introduce

concepts better such as videos and interactive stimulations, and activities that

give students an opportunity to show what they know and apply what they saw in

the labs and what they read in class. I was pleasantly surprised that the textbook

company, Macmillan McGraw-Hill had infused technology lessons on their

website. Students would be able to explore online and be able to synthesis

information from various websites to explain a concept such as gravity through

an e-journal. The culminating activity, Playhouse Tinker gives students an

opportunity to use all the concepts they learned in this unit to develop a game at

which uses motion. Students even need to evaluate their decisions and make

changes which require the highest level of thinking. I believe that this unit will

challenge students but keep them engaged. Whether it is completed as a class,

in a pair, or individually, all the activities require the student to learn from

technology or use technology to show what they know.