1st Grade Science in the Toy Box Unit
Section 1, Lesson 2: Gentle Push, Hard Push
Home | Toy Box Home | Set the Stage | Sect.1, Lesson 1 | Sect.1, Lesson 2 | Sect.1, Lesson 3 | Sect.2, Lesson 1 | Sect.2, Lesson 2 | Sect.2, Lesson 3 | Sect.3, Lesson 1 | Sect.3, Lesson 2 (Omit Lesson) | Sect.3, Lesson 3 (Omit Lesson) | Sect.4, Lesson 1 | Sect.4, Lesson 2 (Omit Lesson) | Sect.4, Lesson 3 | Sect.4, Lesson 4 (Omit Lesson) | Sect.5, Lesson 1-3 (Omit Lessons) | End of Unit Assessment
Essential & Unit Questions* 1 Benchmarks 2 Formative and Summative Assessments 3 Using Assessments to Monitor Student Learning
How do the parts of a system (toy) work together? 1A(K-2)#1: Most things are made of parts.

11A(K-2)#2: Something may not work if some of its parts are missing.

11A(K-2)#3: When parts are put together, they can do things that they couldn't do by themselves.

12C(K-2)#3: Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.

 Construction, discussion and demonstration of Go for the Gold game

Note: Benchmarks not addressed in Teacher's Guide. Teachers must deliberately have a class discussion about the benchmarks and how they relate to the construction and playing of Go for the Gold game.
  • Can students list the different parts that make up the Go for the Gold game?
  • Do students recognize that if they were missing a part of the game (the cap, the pencil, the colored target) they could not play it correctly?
  • Are students able to use the parts correctly to make the game?
How can we change the way something is moving? 4F(K-2)#2: The way to change how something is moving is to give it a push or a pull.

11C(K-2)#3: Things can change in different ways such as size weight, color and movement. Some small things can be detected by taking measurements.

 Class discussion and playing of Go for the Gold game
  • Can students explain how they change the movement of the cap (gentle or hard push)?
  • Are students able to predict about how much of a push they will need to make the cap move to the gold area of the game?
Home | Toy Box Home | Set the Stage | Sect.1, Lesson 1 | Sect.1, Lesson 2 | Sect.1, Lesson 3 | Sect.2, Lesson 1 | Sect.2, Lesson 2 | Sect.2, Lesson 3 | Sect.3, Lesson 1 | Sect.3, Lesson 2 (Omit Lesson) | Sect.3, Lesson 3 (Omit Lesson) | Sect.4, Lesson 1 | Sect.4, Lesson 2 (Omit Lesson) | Sect.4, Lesson 3 | Sect.4, Lesson 4 (Omit Lesson) | Sect.5, Lesson 1-3 (Omit Lessons) | End of Unit Assessment
* Essential/Unit questions are major questions driving the unit. They are directly aligned with the benchmarks. No single lesson addresses each question in its entirety. By the end of the unit, students should be able to answer these core questions.

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.

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