Forces and Motion, Measurement

West Haven Public Schools

Unit Planning Organizer

Subject:  Science

Grade:  1

Unit-:  Forces & Motion, Measurement GLE # 6 (temperature)               

Pacing:  September - November

Essential Question(s):

1.      How can you make an object move? (push, pull)

2.      Tell 3 possible ways an object can move. (roll, spin, bounce)

3.      What are the 3 things needed to make a shadow? (object, light source, surface)

4.      Why does your shadow move?

5.      What is the sun’s position when we get to school? Have lunch, Go home?

6.      What would you use to tell the temperature on your birthday?


Big Idea(s):

1.     Motion of an object can be changed by pushing or pulling.

2.     Shadows change as the position of the sun appears to change or artificial light source changes.

3.     Temperature of air and water can be measured with a thermometer.


CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

Priority Standard

Science 1.1:  The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.

#2  Apply direct and indirect pushes and pulls to cause objects to move (change position) in different ways (e.g. straight line, forward, backward, zigzag, in a circle)

#1  Compare/Contrast the relative positions of objects in words, (in front of, behind, next to , inside of, above, or below) and numbers (by measuring its distance from another object)

#3  Classify objects by the way they move (e.g. spinning, rolling, bouncing)

#4  conduct simple experiments and evaluate different ways to change the speed and direction of an object’s motion

#5  Conduct simple investigations of shadows and analyze how shadows change as the position of the sun (or artificial light source) change

#6  Observe, record, and predict the sun’s position at different times of day (morning, noon, afternoon, or night)


Science 1.4:  The properties of materials and organisms can be described more accurately through the use of standard measuring units.

#6  Use thermometers to measure air and water temperature in degrees Celsius and degrees Fahrenheit

#7  Make bar graphs to identify patterns in recorded measurements or growth of temperature over time.



“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)



1.     The sun’s position appears to change with the time of day.


2.     Shadows –

      *How they are made

      *How they change


3.     Movement of objects changes by pushing and pulling.


Compare & Contrast position of objects


Apply direct and indirect pushes and pulls


Classify objects by movement; spinning rolling, bouncing


Conduct experiments and investigations of shadows


Observe/Record/Predict the sun’s position in the morning, at noon, and in the afternoon


Analyze how shadows change as position of sun appears to change or artificial light source changes


























Common Formative Pre- Assessment (Followed by Data Team Analysis):

Use a KWL chart (Know, Want to know, Learned) for movement of objects and shadows, and temperature of water and air.

“Dipsticks” (Informal Progress Monitoring Checks):

1.      Observations of student progress

2.      Oral assessments

3.      Informal questions and answers

4.      Supplemental worksheets


Common Formative Post- Assessment (Followed by Data Team Analysis):

Post Test (attached)


Instructional Planning

Suggested Resources/Materials:

Foss Kit – Balance and Motion 1.1 GLE #2

              -Big Book Balance & Motion

               Investigation 2 – Spinners (Choose at least 1 lesson)

               Investigation 3 – Rollers (Choose at least 1 lesson)

Delta Science Module Kit Sunshine and Shadows 1.1 GLE #5 (see above)

Suggested Activities:

                                             #1  What is a shadow?

                                     #3  What makes a shadow?

                                     #4  Shadows Change places

                                      #8  Shadows Big and Small

                                      #9  Shadows Long and Short


Worksheets and class thermometers         1.4 GLE #6 (see above)


Suggested Research-based Effective Instructional Strategies:

1.      Whole group instruction

2.      Small group and/or partner experimentation

3.      One on one instruction and reinforcement by paraprofessional

4.      Science manipulatives

Vocabulary/Word Wall


Interdisciplinary Connections



Push – Pull – Force

Position words

·        in front of

·        behind

·        next to

·        inside of

·        above

·        below



Light sources










Fahrenheit thermometer

Celsius thermometer

Foss Website for motion of objects

Foss Resources pg 1-4

Delta Kit – References and resources pg 113-114

BBC website www.BBCSchools science clips/light-shadows

See Student and teacher references and resources in Foss kit and Delta kit



















Saxon Math Lesson #128