1st Grade Science in the Toy Box Unit
Section 2, Lesson 2: Huff and Puff
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
What are the different ways things move?

How can we change the way something is moving?

How do the parts of a system (toy) work together?

 4F(K-2)#1: Things move in many different ways, such as straight, zigzag, round and round, back and forth, and fast and slow.

4F(K-2)#2: The way to change how something is moving is to give it a push or a pull.

9B(K-2)#2: Sometimes changing one thing causes a change in something else.

1A(K-2)#1: Most things are made of parts.

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

 Blowing Around activity and class discussion (See Guide on pages C24-25 in Teacher's Guide.)

Note: Many benchmarks are not addressed in Teacher's Guide. Teachers must deliberately have a class discussion about the benchmarks and how they relate to the pinwheels.
  • Do students know that different parts are needed to make a working pinwheel?
  • Do students recognize that if they are missing a part of the pinwheel it will not operate properly?
  • Do student know that moving air causes the pinwheel to turn?
  • Do students have some understanding of how changing the force of the blowing air changes the speed at which the pinwheel turns?
  • Do students understand that blowing in a different direction changes the direction the pinwheel is turning?
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.

Copyright © 2005 by Northbrook School District 27. All rights reserved.