Work in Progress
Please pardon our progress while we refine the look and functionality of our new ALEX site! You can still access the old ALEX site at alex.asc.edu. If you would like to share feedback or have a question for the ALEX Team, you can use the contact form here, or email us directly at administrator@alex.state.al.us.

Learning Resource Type

Classroom Resource

Motion!

Subject Area

English Language Arts
Science

Grade(s)

2, 3

Overview

Beware of squirrels! Experience the science of force and motion while learning that an author’s reason to write is either to inform or entertain the reader. In this interactive lesson, write a motion story and use motion words as you practice reading with a nutty squirrel.

    English Language Arts (2021) Grade(s): 2

    ELA21.2.22

    Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

    Unpacked Content

    UP:ELA21.2.22

    Vocabulary

    • Content knowledge
    • Read-alouds
    • Independent reading
    • Informational text
    • Literary Text
    • Content-specific discussions
    • Writing

    Knowledge

    Students know:
    • Content knowledge is information learned about a specific subject.
    • Content knowledge can be learned by listening to read-alouds or independently reading.
    • Informational text is nonfiction text, and literary text is fictional.

    Skills

    Students are able to:
    • Build content knowledge from listening to text read aloud and from independently reading.
    • Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
    • Use content knowledge learned from read-alouds and independent reading in writing.

    Understanding

    Students understand that:
    • Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
    • They can produce writings that demonstrate knowledge of content-specific information.
    English Language Arts (2021) Grade(s): 2

    ELA21.2.31

    Use information from a text to determine the author’s purpose in different forms of informational and literary texts.

    Unpacked Content

    UP:ELA21.2.31

    Vocabulary

    • Author's purpose
    • Informational texts
    • Literary texts

    Knowledge

    Students know:
    • Authors write for different reasons: to entertain, to persuade, to inform, to explain.

    Skills

    Students are able to:
    • Use text evidence to determine the author's purpose in different types of literary (fictional) and informational (nonfictional) texts.

    Understanding

    Students understand that:
    • Determining the author's purpose when reading allows them to strengthen their understanding and comprehension of the text.
    English Language Arts (2021) Grade(s): 3

    ELA21.3.18

    Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

    Unpacked Content

    UP:ELA21.3.18

    Vocabulary

    • Demonstrate
    • Content knowledge
    • Independent reading
    • Informational text
    • Literary text
    • Content-specific discussions

    Knowledge

    Students know:
    • Content knowledge is information learned about a specific subject.
    • Content knowledge can be learned by independently reading text.
    • Informational text is nonfiction text, and literary text is fictional.
    • Active listening skills.
    • Writing skills.

    Skills

    Students are able to:
    • Build content knowledge from independently reading informational or literary text.
    • Use content knowledge learned from independent reading in content-specific discussions with peers.
    • Use content knowledge learned from independent reading in writing.

    Understanding

    Students understand that:
    • Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
    • They can produce writings that demonstrate knowledge of content-specific information.
    English Language Arts (2021) Grade(s): 3

    ELA21.3.20

    Establish a purpose before reading literary and informational texts to enhance comprehension, including identifying background knowledge and generating questions about the topic or characters.

    Unpacked Content

    UP:ELA21.3.20

    Vocabulary

    • Establish
    • Purpose
    • Literary text
    • Informational text
    • Comprehension
    • Identify
    • Background knowledge
    • Generating questions
    • Topic
    • Characters

    Knowledge

    Students know:
    • There are different purposes for reading.
    • Authors write text for different purposes.

    Skills

    Students are able to:
    • Establish a purpose for reading literary and informational text, such as reading for pleasure, application, or information; to identify a theme or an author's purpose.
    • Establish a purpose for reading by identifying their current background knowledge and generating questions about the topic or characters in the text.

    Understanding

    Students understand that:
    • There are different purposes for reading, and establishing their purpose before engaging in reading can improve their overall comprehension of literary and informational text.
    • To establish a purpose for reading, they can reflect upon their current background knowledge of a topic or generate questions about the topic or characters in the text.
    Science (2015) Grade(s): 3

    SC15.3.1

    Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.

    Unpacked Content

    UP:SC15.3.1

    Vocabulary

    • Experiment
    • Variable
    • Motion
    • Force (push and pull)
    • Balanced forces
    • Unbalanced forces
    • Cause and effect
    • Number
    • Size
    • Direction
    • Position
    • Friction
    • Air resistance
    • Communicate
    • Graphically
    • Net force
    • Sum

    Knowledge

    Students know:
    • Each force acts on one particular object and has both strength and direction.
    • An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object.
    • Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
    • Objects in contact exert forces on each other.

    Skills

    Students are able to:
    • Collaboratively plan an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
    • Carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
    • Collect and record data from experiment.
    • Describe how the investigation plan addresses the purpose of the investigation.
    • Communicate findings graphically.

    Understanding

    Students understand that:
    • Cause and effect relationships provide evidence when investigating balanced and unbalanced forces.

    Scientific and Engineering Practices

    Planning and Carrying out Investigations

    Crosscutting Concepts

    Cause and Effect
    Link to Resource

    CR Resource Type

    Interactive/Game

    Resource Provider

    PBS
    Accessibility

    Accessibility

    Text Resources: Content is organized under headings and subheadings
    License

    License Type

    Custom
    ALSDE LOGO