Grade 2 Balls and Ramps Completer

Unit Title: Balls and Ramps
Developed by: Marie Sykes, Chaparral and Elisa Slee, TOSA

BACKGROUND
UNITS:
ON
CCSS-ALIGNED
This unit was designed by CUSD teachers to assist

teams in the integration of CCSS standards in
literacy within the content areas. Specifically, you
will see an emphasis on student reading and
analyzing informational text, including graphics.
They will be expected to support their oral and
written communication about the information by
referencing evidence from the text. Youll also note
the inclusion of SIOP strategies to support student
learning of concepts contained within the unit.
Additionally, youll find that the unit emphasizes
areas that we want to promote in all of our students
so they are prepared for college and career,
commonly called the 4 Cs:
Collaboration
Critical Thinking
Communication
Creativity
The unit plan was developed to provide teams with
an outline and suggested sequence of major learning
events; they do not provide every detailed lesson.
Your team has the flexibility to place its own
professional touch on the final design, resources,
and strategies that will be incorporated during the
delivery with students. Regardless of the details
within the unit, we suggest that teams incorporate
the following during its implementation:
Beginning:
An introduction to the unit goals and
purpose/value of learning them.
A hook to engage interest and focus
learning.
A preview of the evidence needed to
demonstrate learning, including a preview
of any rubrics used.
During:
Opportunities for active engagement of
students in a variety of learning structures.
Embedded formative assessments that
provide opportunities for feedback on the
learning targets.
Ending:
A return to the essential questions to
consider what has been learned and better
understood, and how they might use this
information.
An opportunity for students to self-assess
their performance.
Grade: Second
Unit Overview
Children come to school having played with balls of many

different kinds and in many different ways. They bring a
great deal of familiarity with balls and intuitive knowledge
of how balls roll and bounce; how easy they are to throw
and to catch; which are better for certain games and which
are worse. This module builds on those experiences by
asking children to extend their explorations of balls, how
they roll and bounce, and what they do on ramps.
The two major themes running throughout the unit include
the properties and characteristics of balls and the different
things that affect the way balls behave. Students observe,
use, and compare different balls noting the difference in
materials, size, and weight. They then explore how balls are
affected by gravity, inertia, momentum, and friction.
It is important to remember that a childs understanding is
facilitated by the teachers modeling, especially modeling of
the recording sheets. This modeling must be done for every
lesson and in fact approximates the real world of the
scientist, where a scientist is trained on collecting data
before a particular investigation.
Since the children will be working with Balls and Ramps,
management is especially important. This unit includes
Teachers Management Tools which will assist you in this
process. We have linked this unit to the
MacMillan/McGraw Hill Student Textbook, Interactive
Text, and Reading and Writing in Science Workbook. The
recommended cycle of learning is that students will explore
first using an inquiry based model of instruction followed
up by reading texts to confirm their learning.
The Balls and Ramps kit is available to order online from
the CUSD SMART Center through the Educator Support
Website. Additionally, there is a video that demonstrates
how to use the kit. Heres the link:
http://cusd.capousd.org/edusupport/Currinstruction/Science/ElemScienc
e.html
Capistrano Unified School District
CCSS Unit Template
GradeLevel:2ndTimePeriod:34weeksContentArea:STEMUnitName:BallsandRamps
Standardsaddressedinthisunit
HSSorScienceContentStandards:
CUSDScienceStandards:BasedonStandards1.ag
Themotionofobjectscanbeobservedandmeasured.
Students:
Describethepositionofanobjectbylocatingitinrelationtoanotherobjectorbackground.
Recordanddescribethechangeinpositionofanobjectovertime.
Concludetheamountofforceofapushorpullcanchangethemovementoftheobject.
Concludethattoolsandmachinescanapplypushesandpullstomakethingsmove.
Concludeobjectsfalltothegroundunlesssomethingholdsthemup.
Usemagnetstomakeobjectsmovewithoutbeingtouched.
Concludethatsoundismadebyvibratingobjectsandcanbedescribedbyitspitchandvolume.
EssentialQuestions:
BigIdeas:
Howdoyouknowsomethinghasmoved?
Themotionofobjectscanbeobservedandmeasured.
Thelocationofanobjectismeasuredbyitsdistanceanddirectioninrelation Howdoyoumakethingsgofartherinlesstime?
Howcanyouspeedsomethingup?Slowsomethingdown?
toanotherstationaryobject.
Howcanaforcehelpyouliftsomething?
Ittakeslesstimeforafastermovingobjecttotravelacertaindistancethan
foraslowermovingobjecttotravelthesamedistance.
Anobjectthatismovingwillkeepmovingunlessforceintheformofapush
orapullisapplied.
Allobjectsarepulledtowardallotherobjectsbyaforcecalledgravity.
Earthsgravitationalforce(pull)onanobjectiscalledtheobjectsweight.
ReadingStandardsforInformationalText:
RIRI1.Askandanswersuchquestionsaswho,
what,where,when,why,andhowtodemonstrate
understandingofkeydetailsinatext.
RI2.Identifythemaintopicofamultiparagraph
textaswellasthefocusofspecificparagraphs
withinthetext.
RI3.Describetheconnectionbetweenaseriesof
Writing/LanguageStandards:
WW2.Writeinformative/explanatorytextsin
whichtheyintroduceatopic,usefactsand
definitionstodeveloppoints,andprovidea
concludingstatementorsection.
W7.Participateinsharedresearchandwriting
projects.
W8.Recallinformationfromexperiencesorgather
Speaking&ListeningStandards:
SLSL1.Participateincollaborativeconversations
withdiversepartnersaboutgrade2topicsandtext
withpeersandadultsinsmallandlargergroups.
SL2.Recountordescribekeyideasordetailsfrom
atextreadaloudorinformationpresentedorallyor
throughothermedia.
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CCSS Unit Template
historicalevents,scientificideasorconcepts,or
stepsintechnicalproceduresinatext.
RI4.Determinethemeaningsof
wordsandphrasesinatextrelevanttoagrade2
topicorsubjectarea.(Seegrade2Language
standards46foradditionalexpectations.)
informationfromprovidedsourcestoanswera
question.
LL4.Determineorclarifythemeaningofunknown
andmultiplemeaningwordsandphrasesbasedon
grade2readingandcontent,choosingflexiblyfrom
arangeofstrategies.
L5.Demonstrateunderstandingofword
relationshipsandnuancesinwordmeanings.
a.Identifyreallifeconnectionsbetweenwords
andtheiruse(e.g.,describefoodsthatarespicyor
juicy).
b.Distinguishshadesofmeaningamongclosely
relatedverbs(e.g.,toss,throw,hurl)andclosely
relatedadjectives(e.g.,thin,slender,skinny,
scrawny).
AcademicLanguage/KeyVocabulary:
accelerate, data, change, energy, explore, force, slope, gravity, momentum, motion, movement, speed, property, energy, ramp, incline, position, distance, motion,
speed, distance, force, push, pull, friction, inertia, variables, obstacle, roll, slide, bounce, swerve, steep, less steep, smooth, bumpy, round, flat, heavy, light, hard,
more, fewer , soft, far, farther,watch, observe, predict, measure, count, compare, sort, describe, identify, share, notice, discover, question
SummativeAssessment/IntegratedPerformanceTask(Howwillstudentsdemonstratetheirunderstandingofthebigideas?):
Workingincollaborativeteams,studentswillplan,design,create,andrevisearampsystemandpresentthissystemtopeers,anotherclass,orparents.
StudentFriendlyLearningTargetStatements(e.g.,Icanorwewill)
FormativeAssessments
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CCSS Unit Template
Learnin
g
Targets
(Conten
tand
Languag
e
Objectiv
es)
Specific
Text&
Unit
Resource
s
Studentnotebooks,withobservations/diagrams
Icandescribethepositionofanobjectbylocatingitinrelationto
Teacherobservations
anotherobjectorbackground.
Teacheranecdotalnotes
Icanrecordanddescribethechangeinpositionofanobjectover
InteractiveTextbookAnswers
time.
ReadingandWritinginScienceworkbookpages
Icanconcludetheamountofforceofapushorpullcanchange
Oralpresentationoframpsystem
themovementoftheobject.
Icanconcludethattoolsandmachinescanapplypushesandpulls
tomakethingsmove.
Icanconcludeobjectsfalltothegroundunlesssomethingholds
themup.
Icanusemagnetstomakeobjectsmovewithoutbeingtouched.
Icanconcludethatsoundismadebyvibratingobjectsandcanbe
describedbyitspitchandvolume.
Texts/Passage Graphics/Charts/I
Videos
Websites
s
mages
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces
Game:usetherampstogettheballinthebucket[for
MacMillan/Mc
_movement.shtml
students]http://www.dopamyne.net/j216.html
GrawHill
BallsandRampsVideosinSpanish
http://www.exploratorium.edu/baseball/bouncing_ball
Student
nd
s.html
http://peepandthebigwideworld.com/videoes/
Textbook,2
BallsandRampsvideosinEnglish
grade
http://www.peepandthebigwideworld.com/guide/pdf/peep Whydoballsbounce?
guideramps.pdf
http://www.exploratorium.edu/sports/ball_bounces/b
MacMillan/Mc
BillNyeVideo:Momentum
allbounces1.html
GrawHill,
321ContactVideo:MotionandForces
Student
http://app.discoveryeducation.com/search?Ntt=32
Interactive
1+Motion+and+forces&N=18340
allbounces2.html
Text
TheMagicSchoolBusPlaysBall(mustasktobeplacedinto
allbounces3.html
MyBigCampus)
MacMillan/Mc
GrawHill
http://www.exploratorium.edu/sports/ball_bounces/in
Guided
dex.html
Reader,Push
Pull(camewith
EngineeringChallengeswithBallsandRamps
textbook)
http://sciencenetlinks.com/lessons/makingobjects
move/
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CCSS Unit Template
Other
Literatur
e
Connecti
ons
http://sciencenetlinks.com/lessons/ramps1letitroll/
http://sciencenetlinks.com/lessons/ramps2ramp
builder/
Dahl,Michael.Roll,Slope,andSlide:ABookaboutRamps.PictureWindowBooks,2006.Fromskateboardparkstohighwayramps,thisbooktakes alookatthe
manywaysweuserampseveryday.
Bradley,Kimberly.ForcesMakeThingsMove.HarperCollins,2005.Thisbookusesfamiliarexamples,suchasthrowingaball,pushingatoycaracrossthefloor,and
runningupstairstohelpchildrenexploreandunderstandtheconceptsofforces,friction,andgravity.
Whitehouse,Patricia.Rolling.HeinemannLibrary,2003.(AlsoavailableinSpanish.)Thisbookinvitesyourstudentstotryanumberofsimpleexperimentswith
everydayobjectsthatroll.
TheCreativeCurriculumStudyStarter:BallsAStepbyStepGuidetoProjectBasedInvestigationsinScience
http://www.teachingstrategies.com/content/pageDocs/StudyStarterBalls022012.pdf
Necessar TheBalls&RampskitfromtheCUSDSMARTCenterincludesallmaterialsneededforinvestigations.PleaseorderfromthislinkontheEducator
Supportwebsite:http://webapps.capousd.org/webforms/kitorder/kitorder.htm
y
Materials
or
MacMillan/McGrawHillSecondGradeScienceTextbook,InteractiveTextbook,andReadingandWritinginScienceWorkbook
equipme
nt
BallsandRampsStudentnotebooksforrecordingobservations(notebookcoverandworksheetsincludedinthisunit)
TeamNotes
LaunchLessonIdeas:ThisunitlauncheswithanExplorationLesson
SuggestedInstructionalSequence:(includingdirectinstruction,facilitation,andcoachingofstudents)
Days
Activities
Structure(grouping,
etc.)
Embeddedassessments
Ideasfordifferentiating
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CCSS Unit Template
2
Canbe
combined
withday1
Wholeclass
IntroduceBalls&RampsScienceNotebook
Checklist,vocabulary,rubric
Date&Time
PurposeorPlanoftheLesson
ListofMaterials
YourQuestionoftheDay
IllustrationandLabeltoShowWhatyoudidand
observed
Conclusion,whatyoulearned
TableofContents
Glossary
Sendhomeparentletter,sampleincludedinunit
Wholeclass
ExplorationLesson
CircleMaptocollectwhatyourstudentsalreadyknowabout
ballsandrampsorKWLChart,InquiryChart,Concept
AttainmentChart(selectone)anythingtoactivateprior
knowledge
Establishclassrulesforballs(SeeTeacherManagement
ToolsAttachedtothisunit)
Smallgroupsof2
LessonI:Studentsobserve,compare,andsortballs
Alwaysmodelthedatarecordingprocess,foreachlesson.
Studentscompletedatacollection
FocusQuestions:
Whatdoestheballfeellike?
Whatcanyoudowiththatball?
Istheresomethingspecialordifferentaboutthe
ball?
Whatdoyouthinkitsmadeof?
Whatdoyouthinkisinside?
Afterseeingtheball:
Whatdoestheballlooklike?
StudentsCompleteLineofLearning:
Weuseoursensestocompareandsortobjects
Buddyshareand
clarificationquestions
fromstudents
Introducepicturecards
forvocabularyand
CognitiveContent
Dictionaryifyouwillbe
usingone
InquiryChart,Circle
Map,KWLchartletsyou
knowwhatyourscholars
know
Usechantsandpoems
throughoutthisunitto
supportliteracyand
content.Theyare
includedasattachments.
Arestudentsableto
nametheattributesofa
ballusingtheirsenses?
(Studentsrecordon
Lesson1notebook
sheet)
Studentsreflectionin
conclusion
GLADStrategy,Farmerin
theDell
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CCSS Unit Template
Lesson2PropertiesofBalls
FocusQuestions:
Doestheballmovedifferentlyontherugthanon
thetile?
Whatwordscanyouusetodescribethetwoballs?
Howaretheydifferent?
Whatpropertiesdoyourballshave?
Whatkindoftexturedoesithave?
Howaretheythesame?
Isitholloworsolid?
Whatmakesaball,aball?

Ballshavepropertiesbywhichyoucandescribethem.Balls
havethepropertiesofsize,bounciness,weight,andability
toroll.
Lesson3:MovementwithStrawsandBalls
Studentsmovedifferentballsbyblowingthroughastraw.
FocusQuestions:
Whatmakestheballsmove?
Whataresomewaysthatballsmove(roll,spin,
bounce)?
Whatdidyounoticeabouttheballs?
Didtheygostraight?Slowly?Fast?
Howmucheffortdidittaketogettheballtogo?
Whydoyouthinkthatitwaseasier/hardertomove
certainballs?
Groupsof2
ComparingBalls
Worksheet
Lesson2Notebook
Sheet
conclusion
Usechantsandread
aloudstosupport
Language
Groupsof2
Lesson3Notebook
Sheet
conclusion
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CCSS Unit Template
Aresomeballshardertostopthanothers?
Whatdoyouthinkmakesthedifference?
TeachGravityPoem(includedinunit)
Forceistheamountofenergyittakestomoveanobject.
Forcecanpushanobject.Theheaviertheobject,themore
forceittakestomoveit.
Lesson4:ExploringandComparingBounciness
Studentstestsballstocomparebounciness.
FocusQuestions:
Whatisbounce?Howcanweexplainthatto
someone?
Whatkindsofobjectsbounce?
Whatbouncesthatisnotaball?
Whydoobjectsbounce?
Doallballsbouncethesame?
Whatdoesagoodbouncerdo?Whataboutabad
bouncer?
Canyoudoanythingtomakesomethingbounce
more?
Themotionofanobjectisaffectedbysize,weight,and
material.
Groupsof45
Lesson4Comparing
BouncinessWorksheet
Lesson4Notebook
Sheet
conclusion
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CCSS Unit Template
Groupsof45
Lesson5:MeasuringtheHeightoftheBounce
Studentsmeasuretheheightofthebounceandcompare
balls.
Studentscompletedatacollection.
Focusquestions:
Whichballdidyouthinkwouldbouncethehighest?
Doallballsbouncethesame?
Whatpropertiesdoesahighbouncerhave?
Whatpropertiesdoesalowbouncerhave?
Canyoudosomethingtomakeaballbounce
higher?
Thepropertiesofanobject(size,weight,andmaterial)can
affectthemotionofanobject.
Groupsof2
Lesson6:ExploringRamps
Studentsexploreramps
Focusquestions:
Howdoballsmoveonaramp?
Whatdoyouthinkmakestheballgo?
Whatkindsofballsaregoodrollers?
Didyoutrytoknockdownanotherobjectwithyour
rollingball?Whichballworkedbest?Why?
http://www.peepandthebigwideworld.com/guide/pdf/peep
guideramps.pdf
Inquiryofexploringrampsthereisnolineoflearning.Let
thekidswritetheirown.
Lesson5Comparingthe
HeightofBounces
Worksheet
Lesson5Notebook
Sheet
conclusion
Lesson6OurThinking
aboutballs,ramps,and
roadwayswritingsheet
(reflectionevidencedin
this)
Lesson6Notebooksheet
conclusion
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CCSS Unit Template
Lesson7:MeasuringandChartingtheRollingDistance
Studentscomparetwodifferentballs
Focusquestions:
Whathappenswiththedifferentslopedramps?
Dotheballsrollthesamedistance?
Whatdoyouthinkmakesitgofast,orgoalong
waywhenitleavesyourramp?
Whatmakesthemstop?
Thehighertheramp,thefarthertheballrollsbecauseit
gainsmomentum.
Lesson8:MeasuringandChartingtheTransferofEnergy
Studentsmeasureandchartthetransferofenergyfroma
balltoastillobject.
Focusquestions:
Whathappenstotheballinmotionwhenithitsthe
stillobject?
Didtherollingballalwayshittheobject?
Howcanyouchangethespeedoftheball?
Whatobjectwaseasy/hardtomove?Why?
Whatpropertiesmakeiteasier/hardertohitastill
object?
Energytransfersfromoneobjecttoanother.Theenergy
fromthemomentumofthefirstballtransferstotheobjects
Lesson9:ComparingBallsandDistanceTraveledUsing
WholeClass
Lesson7
DistanceoffRampdata
collectionsheet
conclusion
WholeClass
Lesson8
TransferofEnergy
Worksheet
conclusion
WholeClassorsmall
Lesson9Effectof
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CCSS Unit Template
groups
Ramps
Studentmeasureandcharttherollingdistanceofaheavy
ballversusalightballandalargeballversusasmallball.
Focusquestions:
Whatisthedifferencebetweenthetwoballsasthey
rolldowntherampandonthefloor?
Whatcanyousayabouthowfartheygo?
Whatdifferentpropertiesdotheseballshavethat
seemtoaffecttheirmovement?
Isweightimportantingettingballstorollfarther?
Orfaster?
Areyoutestingtheballsfairly?
Howdotheballsrolldifferently?Alike?
Issizeimportantingettingaballtorollfaster?Or
farther?
Weightandsizeaffectthedistanceanobjectmoves.
Groupsof45
Lessons10&11DesigningandCreatingaRampSystem
Studentsworkincollaborativegroupstoplan,design,and
createandrampsystem.Studentstesttheirrampsystem
andthenredesigntheirsystemtoimproveit.Students
createpresentationsoftheirrampsystem.
StudentswritetheirownLineofLearningsincethisactivity
isanapplicationoftheconceptslearnedinthisunit.
WeightandSize
Worksheet
conclusion
Evidenceofconcept
attainmentindesignof
system
Lesson10&11
Notebooksheet
conclusion
CreateaPresentation
rubric
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CCSS Unit Template
Lesson12:DesigningandCreatingaBall
FocusQuestions:
Whatpropertiesareimportanttoyou?
Howcanyoumakeyourballbounce?
Whatcanyoudotomakeaballthatrollsfast?
Whatchangesdoyouneedtomaketoyourball?
Whydiditturnoutlikeyouexpectedornot?
Groupsof4or5
MakingtheMostofText:READINGshouldfollowinquiry
Textselection
TextDependentQuestions
Therecommendedcycleoflearningisthat
studentswillexplorefirstusinganinquiry
basedmodelofinstructionfollowedupby
readingtextstoconfirmtheirlearning.
Pleaseselectthesetextstobeusedto
complementthehandsonactivities.
Studentsmayreadandcompletethesetext
dependentquestionsduringtheliteracy
block.
MacMillan/McGrawHillStudentTextbook
Pages270271
Whatismotion?
Pages264265and272
Whataresomewaystomeasuremotion?
Pages286289
Howcanwechangethemotionofanobject?
Pages278281
Whatisforce?
Pages286289and316319
Whatistheeffectoffrictionandgravityonmotion?
Pages308311
Describehowtwosimplemachinesuseforcetomakework
easier.
Pages324326
Describemagneticforce.
Pages337338
Howissoundrelatedtomotion?
Lesson12Notebook
sheet
conclusion
Evidencebasedanswers
Motionisachangeinposition.
Youcanmeasuremotionbymeasuringachangein
position.
Ifyouaddfriction,itwillslowsomethingdown.Ifyou
havelessfriction,itwillguidesmoothly.
Forceisapushorapullthatputssomethinginmotion.
Frictionisaforcethatslowsdownmovingthings.Gravity
isaforcethatpullsthingstowardeachother.
Asimplemachinemakestheforceofyourpushorpull
stronger.Forexample,alevelletsyouuselessforce.
Wheelsletpeoplerollobjectsinsteadofliftingthem.
Magnetscanpullorattractobjectsoritcanpushorrepel
objects.
Whensoundislow,thevibrationsareslow.Whenthe
soundishigh,thevibrationsarefast.
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CCSS Unit Template
MacMillan/McGrawHillStudentInteractive
Textbook
9597ObjectsinMotion:HowDoThingsMove?
(vocabulary)Whatworddescribestheplacewhere
somethingis?
Whataresomewordsyoucanusetocomparethe
positionofanobjecttosomethingthatdoesnt
move?
Whenanobjectmoves,whatdoesitchange?
9899Howdoyoumeasuredistance?
Whatworddescribeshowfarawayonethingisfrom
another?
Whatisonewaytomeasuredistance?
Whatissomethingyouseeonamap?
Whywouldyouwanttoreadamap?
Whataresomeunitsyoucanusetomeasure
distance?
Lesson2Motion
100101Howcanyoutellifsomethinghasmoved?
Wheredothingsmove?
Whensomethingismoving,howdowedescribeit?
Lookatthepicture.Whoisinmotion?
Howdoyouknow?
Lookatthelastpicture,howwouldyoudescribethe
diversposition?
102103Whatisspeed?
Position
In,on,under,nextto,left,right,above,below,near,
far
Itsposition
Distance
Usethescaleamap
Thescale
Todeterminethedistancebetweentwoplaces
Inches,feet,miles,centimeters,meters,kilometers
Allaroundyou
Wesayitisinmotion.
Thediver
Herpositionchanges.Shestartsatthetopofthe
divingboardandthenjumps.
Sheisfacingdown
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CCSS Unit Template
Whatdescribeshowfaryoumoveinacertain
amountoftime?
HowfastcananOlympicrunnerrun1mile?
Whichanimalrunsthefastestinthegraph?
Lesson3PushesandPulls
104105Whatareforces?
Whatdoyouhavetousetomakesomethingmove?
Whyisyourkickaforce?
Howisakickakindofpush?
Whatisapull?
Isopeningadrawerapushorapull?
Whataretwoforces?
Doyouthinkthemanpushingthewagonisexerting
aforce?
Giveanotherexampleofapush.
Giveanotherexampleofapull.
106107WhatHappenswhenaforcechanges?
Howcanyoumakeaballgofar?
Ifyoudonotusealotofforce,whathappenstothe
ball?
Whatiseasiertomove,somethinglightorsomething
speed
In5minutesorless
Thecheetah
Aforce
Youmaketheballmove
Whenyoukicktheball,itmovesawayfromyou
Somethingthatmovessomethingclosertoyou
Apullbecauseyouaremovingsomethingcloserto
you
Apushandapullarebothforces
Yes,heispushingthetwopeopleawayfromhim
(readingapicture)
Pushingadoor,pushingopenawindow
Pullingafriendtowardyou,pullingoffashirt
Usealotofforce
Itwillnotgoveryfar.
Somethinglightiseasiertomovebecauseyouneed
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CCSS Unit Template
MacMillan/McGrawReadingandWritingin
ScienceWorkbook
109ObjectsinMotion(excellentassessmentfor
endofunit)
heavy?Why?
Lesson4ChangingMotion
108109Whatslowsthingsdown?
Whenyourubtwothingstogether,whathappens?
Whatforceslowsthingsdown?
Whatmakesithardertomovesomethingonarough
surface?
Whatslowsdownarollerblade?
Howcanfrictionbehelpful?
Whatissomethingthataddsfriction?
Whymightweneedlessfriction?
Namesomethingwithlessfriction
lessforce
Friction
Friction
Thereismorefriction
Arubberstopperthatcausesfriction
Itcankeeparunnerfromslippingorfalling
Thetreadonshoes
Aballerinaneedslessfrictionsohershoescanslide
alongthefloor
.
Asurfboardissmooth
FieldTripConnections/Ideas:
ResourceInformation
Cost
7.009.00per
DiscoveryScienceCenter
http://www.discoverycube.org/education/ student
OptimalTimeframe(whenintheunit?Whenin
Preparation/Posttripideas
theyear?)
Thiscouldbeanexcellentfieldtripattheendof Studentscouldwriteabouttheirfieldtrip
anditsrelationshiptowhattheystudiedin
theunit.TheDiscoveryScienceCenteralso
theinvestigationsinthisunit.
travelstoschoolswithhandsonactivities.
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Teachers Management Tools
Most lessons take about 50 minutes.

Establish a home position for the balls to be in when the teacher needs to give
instructions. For example, when the teacher says, all balls in home position, students
respond by holding the ball still right by their side.
Students are given guidelines for handling the balls. Students may roll or bounce the
balls. Students may not throw the balls.
The unit can be introduced with a concept attainment chart introducing things that
move/things that dont move (depth and complexity: Rules)
Science textbook used during shared reading or as independent reading.
Students can use dictionary to write definition of vocabulary words or you can put up a
cognitive dictionary.
Write Line of Learning on the board AFTER students have completed their conclusions.
Students copy Line of Learning.
Lesson 1: Label one class set of bags with #1. Label second class set of bags #2. Put one
ping pong ball in each #1 bag. Put one rubber ball in each #2 bag. Fold top of bag down so
students can not see the balls. Students work with a partner. One partner takes bag #1.
The other partner takes bag #2. Each partner reaches in the bag and records properties
of balls through touch (THEY CANNOT SEE THE BALL). Switch with partner, do the
same. Discuss chart what they felt on class chart. Students return to seats. Do same as
before only this time they record properties they can see. Discuss/record on class chart.
Lesson 2: Students work with same partner. Suggested balls rubber and ping-pong
Lesson 3: Students work with same partner. Suggested balls rubber and ping-pong
Lesson 4 & 5: Students work in teams of 4 to 5 (teacher forms teams). Students will
work with same time through lesson 6. Suggested balls to use: large Styrofoam ball,
rubber ball, ping pong ball and large glass marble. The will use the same balls for the
remainder of the lessons. I suggest that you fill one ziplock bag with the four balls for
each team.
Lessons 6: Introduce ramps. Lesson is exploration. Teams come up with their own line of
learning. At end of lesson, chart each teams line oflearning.
Lessons 7, 8 & 9 whole class Ball A Styrofoam ball, Ball B rubber ball.
Lesson 9 can be divided into two days. Day 1 comparing heavy/light balls, day 2 comparing
big/small balls. Some lessons such as Lesson 9 can also be done whole class or in small
groups.
Lessons 10 11 are extensions and optional (create a ramp system, create a ball)
Dear Parents,
We are beginning a physical science investigation that supports the following grade
level standard: the motion of objects can be observed and measured. Through
inquiry based lessons the children will apply the following skills:
Make predictions based on patterns or observation rather than random
guessing
Formulate questions that relate to the lesson
Measure the distance an object has moved
Read time on a clock
Determine range and mode
Compare and sort common objects based on two or more physical attributes
Draw or write descriptions of observations
Gather and record data using graphs and tables
Draw conclusions based on evidence
We will be learning about this form of energy with balls! The ball is a universal toy
that delights children of all ages (even most adults). Second graders come to
school having a great deal of familiarity with balls. The children will be building on
their prior experiences with balls by exploring, in depth, how balls are affected by
gravity, inertia, momentum and friction. We will also use ramps to explore the
effect of different inclines on the motion of balls and the effect of weight and
size on the movement of balls. Sounds like a ball, doesnt it?
Thank you for your support,

The Second Grade Team
Balls and Ramps Lines of Learning

Give the students time to explore balls and ask questions before introducing Lesson 1.
Sample Lines of Learning

Lesson 1: We use our senses to compare and sort objects
Lesson 2: Balls have properties that affect their motion. Balls have the properties of size,
bounciness, weight, and ability to roll.
Lesson 3: Force is the amount of energy it takes to move an object. Force can push an object.
The heavier the object, the more force it takes to move it.
Lesson 4: We can observe the motion of an object. The motion of an object is affected by size,
weight, and material.
Lesson 5: The motion of an object is affected by size, weight, and material.
Lesson 6: Inquiry of exploring ramps there is no line of learning. Let the kids write their own.
Lesson 7: The higher the ramp, the farther the ball rolls. (Gravity and momentum)
Lesson 8: Energy transfers from one object to another. (The energy from the momentum of
the first ball transfers to the objects when it has contact.)
Lesson 9: Weight and size have an effect on the motion of an object and the distance it moves.
Lesson 10 & 11 are applications Students write their own Line of Learning.
Lesson 1 & 6 are investigations (exploring balls and exploring ramps)
Teachers Management Tools
Most lessons take about 50 minutes.

Establish a home position for the balls to be in when the teacher needs to give
instructions. For example, when the teacher says, all balls in home position, students
respond by holding the ball still right by their side.
Students are given guidelines for handling the balls. Students may roll or bounce the
balls. Students may not throw the balls.
The unit can be introduced with a concept attainment chart introducing things that
move/things that dont move (depth and complexity: Rules)
Science textbook used during shared reading or as independent reading.
Students can use dictionary to write definition of vocabulary words or you can put up a
cognitive dictionary.
Lessons 6 & 7 can be combined allowing 15 minutes of exploration in Lesson 6
Lessons 8 & 9 can be done whole class.
Lesson 9 can be divided into two days. Day 1 comparing heavy/light balls, day 2 comparing
big/small balls. Some lessons such as Lesson 9 can also be done whole class or in small
groups.
A Guide to Science Notebooks

Notebook or Journal?
It is best to refer to this record as a science notebook rather than a journal.
Journals are used in many different subject areas and are generally thought of as a
reflective account of student work. The notebook is an actual record of all student
work and thinking in science.
Steps For Each Day of Science Records in the Notebook

1. Date and Time: All entries begin with the students entering the date and time of
the lesson.
2. Questions: After a brief introduction and modeling several lessons by the
teacher, the students formulate a question in their own words about the days
lesson/purpose. After a few minutes have some students share their question so
that others can get ideas. It is important that this question is not just copies from
the board. Students need work on articulating ideas on their own.
3. Prediction: Students need to make an educated guess in the form of a
prediction in their notebooks. A hypothesis is more formal, and based on related
experience so call it a prediction for now. This prediction should also be in the
students own words. The prediction is what the student thinks is the answer to
his or her own question.
4. Procedure: All materials, steps, data, and observations should be recorded in
this section. Data should be organized into graphs or tables. Pictures and
diagrams can also be included. The idea is that this section is so clear that an
outsider could understand and repeat exactly what was done by the student.
5. Conclusions: This section can be titled What I learned. In this section,
students interpret data, reflect and consider future questions. Again, this topic
needs to be in the students own words.
6. Unanswered Questions: (Optional for students) Students write any questions
They have as a result of the investigation. If there are any unanswered
questions, have students share them with class. These unanswered questions
can stimulate investigations that can be used at centers or as differentiated
learning.
______________________Line of Learning (or LOL)_______________________
7. Line of Learning: After each student has written a conclusion, class discussion
should occur. The line of learning is a line drawn in the book. Under it, all ideas
that come out in discussion (that the student left out of his or her own
conclusion) are recorded. If students LOL do not reflect the enduring
understanding of the lesson, the teacher gives the information to the student.
Balls & Ramps Inventory
Straws (1 per student)

Small paper bags (1 per student)
Large rubber bands
Scale
2 boxes modeling clay
2 rolls aluminum foil
2 pkgs. tissue paper
1 roll masking tape
16 ramps
16 plastic cups
16 plastic rulers
balls & ramps TE
100 weights
4 whiffle balls
16 pingpong balls
16 rubber tennis balls
16 large Styrofoam balls
18 small wooden balls
18 small stryrofoam balls
17 large marbles
32 small rubber bouncy balls
1 beach ball
Scientific Vocabulary/Word Bank
accelerate
gravity
data
momentum
change
motion
energy
movement
explore
observe
force
speed
slope
Science Notebook Checklist

Date & Time
Purpose or Plan of the Lesson
List of Materials
Your Question of the Day
Illustration & label to show what you did, and what you observed.
Conclusion - What you learned
Balls and Ramps

Focus Questions: Lesson 1
What does the ball look like?
What does the ball feel like?
What can you do with that ball?
Is there something special or different about the ball?
What do you think its made of? What do you think is inside?
Does the ball move differently on the rug than on the tile?
What words can you use to describe the two balls?
How are they different?
What properties do your balls have?
What kind of texture does it have?
How are they the same?
Is it hollow or solid?
What makes a ball, a ball?
What makes the balls move?
What are some ways that balls move?
What did you notice about the balls?
Did they go straight? Slowly? Fast?
How much effort did it take to get the ball to go?
Why do you think that it was easier/harder to move certain balls?
Are some balls harder to stop than others?
What do you think makes the difference?
What is bounce? How can we explain that to someone?
What kinds of objects bounce?
What bounces that is not a ball?
Why do objects bounce?
Do all balls bounce the same?
What does a good bouncer do? What about a bad bouncer?
Can you do anything to make something bounce more? What?
What ball did you think would bounce the highest?

Do all balls bounce the same? Why? Why not?
What properties does a high bouncer have?
Can you do something to make a ball bounce higher?
How do balls move on a ramp?
What do you think makes the ball go?
What kinds of balls are good rollers?
Did you try to knock down another object with your rolling ball? Which ball
worked best? Why?
What happens with the different sloped ramps?
Do the balls roll the same distance?
What do you think makes it go fast, or go a long way when it leaves your
ramp?
What makes them stop?
What happens to the ball in motion when it hits the still object?
Did the rolling ball always hit the object?
How can you change the speed of the ball?
What object was easy/hard to move? Why?
What properties make it easier/harder to hit a still object?
What is the difference between the two balls as they roll down the ramp
and on the floor?
What can you say about how far they go?
What different properties do these balls have that seem to affect their
movement?
Is weight important in getting balls to roll farther? Faster?
Are you testing the balls fairly?
How do the balls roll differently? Alike?
Is size important in getting a ball to roll faster or farther?
How did you make your ball move?

What started the movement of your ball?
What stopped it?
How did the ball move at the top of the ramp? In the middle? At the end?
What would you like to get your ball to do?
Can you make the balls go up a hill or turn a corner?
What makes the balls stop quickly?

What changes did you make, and why?
What balls work best in your system?
What happens when you use a heavy/light ball?
What properties work best for a ball going through your system?

What properties are important to you?
How can you make your ball bounce?
What can you do to make a ball that rolls fast?
What changes do you need to make your ball?
Why did it turn out like you expected? Why not?
Balls & Ramps

2nd Grade
Hall of Fame
Date:
Lesson #1
Time:
Purpose of Lesson: To observe, compare, and sort different balls

Materials: 2 paper bags, one ball in each bag
Question:
Prediction:
Experiment (What did you observe?):
Conclusion (What did you learn?):
Unanswered Questions:
----------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #2
Time:
Purpose of Lesson: To list the properties of the balls, and to decide what
it is that defines a ball.
Materials: 2 balls (rubber/bouncy, and a ball not rubber/bouncy), scale
Question:
Prediction:
---------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #3
Time:
Purpose of Lesson: To observe and compare what 2 different balls do

when blown on through a straw.
Materials: 2 balls, straws
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #4
Time:
Purpose of Lesson: To explore and compare bounciness

Materials: 4 different balls (glass ball, rubber ball, pingpong ball, styrofoam
ball)
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #5
Time:
Purpose of Lesson: To measure the height of the bounce

Materials: measuring tape, glass ball, bouncy ball, pingpong ball,
styrofoam ball
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #6
Time:
Purpose of Lesson: To explore ramps

Materials: ramp, blocks, 1 ball
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #7
Time:
Purpose of Lesson: To measure and chart the rolling distance of two

different balls
Materials: ramp, blocks, measuring tape, 2 balls
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #8
Time:
Purpose of Lesson: To measure and chart the transfer of energy from a

ball to a still object
Materials: measuring tape, ramp, blocks, weights, paper cup , ball
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #9
Time:
Purpose of Lesson: To measure and chart the rolling distance of a heavy

ball versus a light ball and a large ball versus a small ball.
Materials: ramp, measuring tape, 2 balls (same size, different weight); 2
balls (same weight, different size)
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #10 & 11
Time:
Purpose of Lesson: To design and create a ramp system that 2 different

balls can roll through.
Materials: ramps, wooden blocks, balls
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Date:
Lesson #12
Time:
Purpose of Lesson: To design and create a ball

Materials: tissue paper, aluminum foil, rubber bands, masking tape, paper
bags, modeling clay
Question:
Prediction:
----------------------------------------------------------------------------------------------------Line of Learning
Balls
Balls are round, but balls aren't square
Balls can roll and bounce everywhere.
Balls bounce high and balls bounce low
Count the bounces as they go.
Bouncing 1,2 Bouncing 3,4 Bouncing 1,2,3,4 MOTION
Take a ball and toss it high,
Will it stay up in the sky?
Gravity pulls it down you know
Count the times it bounces low.
Bouncing 1,2 Bouncing 3,4 Bouncing 1,2,3,4 GRAVITY
Balls roll here and balls roll there
Measure distance everywhere.
Balls and ramps are fun and so
Roll them high and roll them low.
Rolling 1,2 Rolling 3,4 Rolling 1,2,3,4 ENERGY
Friction slows balls down you know
Will size make a ball roll slow?
Weight can sometimes measure in
Makes you lose or makes you win.
Rolling 1,2 Rolling 3,4 Rolling 1,2,3,4 FRICTION
Balls won't move without a force
This is called inertia of course.
Moving balls will go, go, go
Stand right there and watch them roll.
Movement 1,2 Movement 3,4 Movement 1,2,3,4 THE FORCE
- Anonymous
Balls and Ramps

Focus Questions
Created by Marie Sykes
What does the ball look like?

What does the ball feel like?
What can you do with that ball?
Is there something special or different about the
ball?
What do you think its made of?
What do you think is inside?
Lesson 1
Does the ball move differently on the rug than on the

tile?
What words can you use to describe the two balls?
How are they different?
What properties do your balls have?
What kind of texture does it have?
How are they the same?
Is it hollow or solid?
What makes a ball, a ball?
Lesson 2
Lesson 3
What makes the balls move?
What are some ways that balls move (roll, spin,
bounce) ?
What did you notice about the balls?
Did they go straight? Slowly? Fast?
How much effort did it take to get the ball to go?
Why do you think that it was easier/harder to move
certain balls?
Are some balls harder to stop than others?
What do you think makes the difference?
What is bounce? How can we explain that to

someone?
What kinds of objects bounce?
What bounces that is not a ball?
Why do objects bounce?
What does a good bouncer do? What about a bad
bouncer?
Can you do anything to make something bounce
more?
Lesson 4
Which ball did you think would bounce the

highest?
What properties does a high bouncer have?
What properties does a low bouncer have?
Can you do something to make a ball
bounce higher?
Lesson 5
How do balls move on a ramp?

What do you think makes the ball go?
What kinds of balls are good rollers?
Did you try to knock down another object
with your rolling ball? Which ball worked
best? Why?
Lesson 6
What happens with the different sloped

ramps?
Do the balls roll the same distance?
What do you think makes it go fast, or go a
long way when it leaves your ramp?
What makes them stop?
Lesson 7
What happens to the ball in motion when it hits

the still object?
Did the rolling ball always hit the object?
How can you change the speed of the ball?
What object was easy/hard to move? Why?
What properties make it easier/harder to hit a still
object?
Lesson 8
What is the difference between the two balls as they

roll down the ramp and on the floor?
What can you say about how far they go?
What different properties do these balls have that
seem to affect their movement?
Is weight important in getting balls to roll farther? Or
faster?
Are you testing the balls fairly?
How do the balls roll differently? Alike?
Is size important in getting a ball to roll faster? Or
farther?
Lesson 9
Name:___________________
Motion
1. What is motion? Read pages 270 - 271 to find the answer.

____________________________________________________________
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____________________________________________________________
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____________________________________________________________
____________________________________________________________
2. What are some ways to measure motion? Read pages 264 265 and
pages 272 272 to find the answer.
____________________________________________________________
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____________________________________________________________
____________________________________________________________
____________________________________________________________
3. How can we change the motion of an object? Read pages 286 - 289 to
find the answer.
____________________________________________________________
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____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. What is force? Read pages 278 - 281 to find the answer.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. What is the effect of friction and gravity on motion? Read pages 286 -289
and pages 316 - 319 to find the answer.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
6. Describe how two simple machines use force to make work easier?
Read pages 308 - 311 to find the answer.
____________________________________________________________
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____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
7. Describe magnetic force. Read pages 324 - 326 to find the answer.
____________________________________________________________
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____________________________________________________________
____________________________________________________________
____________________________________________________________
8. How is sound related to motion? Read pages 337 338 to find the
answer.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Grade 2 Balls and Ramps Completer

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Grade 2 Balls and Ramps Completer

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Unit Title: Balls and Ramps

Developed by: Marie Sykes, Chaparral and Elisa Slee, TOSA

This unit was designed by CUSD teachers to assist

Children come to school having played with balls of many

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Capistrano Unified School District

CCSS Unit Template

Teachers Management Tools

Most lessons take about 50 minutes.

Thank you for your support,

Balls and Ramps Lines of Learning

Sample Lines of Learning

Teachers Management Tools

Most lessons take about 50 minutes.

A Guide to Science Notebooks

Steps For Each Day of Science Records in the Notebook

Balls & Ramps Inventory

Straws (1 per student)

Scientific Vocabulary/Word Bank

Science Notebook Checklist

Balls and Ramps

What ball did you think would bounce the highest?

Focus Questions: Lesson 10

How did you make your ball move?

Focus Questions: Lesson 11

Focus Questions: Lesson 12

Balls & Ramps

Purpose of Lesson: To observe, compare, and sort different balls

Experiment (What did you observe?):

Conclusion (What did you learn?):

Experiment (What did you observe?):

Conclusion (What did you learn?):

Purpose of Lesson: To observe and compare what 2 different balls do

Experiment (What did you observe?):

Conclusion (What did you learn?):

Purpose of Lesson: To explore and compare bounciness

Experiment (What did you observe?):

Conclusion (What did you learn?):

Purpose of Lesson: To measure the height of the bounce