Materials INTRODUCTION BALANCE AND MOTION

Transcription

1 BALANCE AND MOTION Materials Contents Introduction Kit Inventory List Materials Supplied by the Teacher Preparing a New Kit Preparing the Kit for Your Classroom Care, Reuse, and Recycling INTRODUCTION The Balance and Motion kit contains Teacher Toolkit: Balance and Motion 1 Investigations Guide: Balance and Motion 1 Teacher Resources: Balance and Motion 1 FOSS Science Resources: Balance and Motion FOSS Science Resources: Balance and Motion (1 big book and class set of student books) Equipment for 32 students A new kit contains enough consumable items for at least two classroom uses before you need to restock. FOSS modules use central materials distribution. You organize all the materials for an investigation on a single table called the materials station. As the investigation progresses, one member of each group gets materials as they are needed, and another returns the materials when the investigation is completed. You place items at the station students do the rest. Individual photos of each piece of FOSS equipment are available online for printing. For updates to information on materials used in this module and access to the Materials Safety Data Sheets (MSDS), go to Links to replacement-part lists and customer service are also available on NOTE Delta Education Customer Service can be reached at

2 Balance and motion Materials * The student books are shipped separately in one box of 32 soft-cover books. Kit Inventory List Drawer 1 permanent equipment 1 Teacher Toolkit: Balance and Motion (1 Investigations Guide, 1 Teacher Resources, and 1 FOSS Science Resources: Balance and Motion) 32 FOSS Science Resources: Balance and Motion, student books* 1 FOSS Science Resources: Balance and Motion, big book 84 Clothespins 1 Compass, drawing 50 Craft sticks 50 Craft sticks, notched 100 Cups, paper, 90 ml (3 oz.) 100 Cups, paper, 150 ml (5 oz.) 36 Cup lids, plastic, for 250 ml (9 oz.) 50 Cups, plastic, 250 ml (9 oz.) 16 Disks, cardboard, slits in center, 12 cm (4.7") 75 Disks, plastic, 5 cm (2") 75 Disks, plastic, 2.8 cm (1 1/8") 4 Drawing tops 50 Marbles, 1.6 cm (5/8") 2 Posters, Science Safety and Outdoor Safety 20 Pushpins 100 Shafts, green, 14.6 cm (5 3/4") 16 Squares, cardboard, 2 holes, 6 cm (2.4") 40 Tagboard shapes, sets, 4 shapes/set 40 Wires, aluminum, 45 cm (18") 20 Zip bags, 4 L (1 gal.) Equipment Condition These items might occasionally need replacement. 34

3 Drawer 1 consumable equipment 64 Disks, cardboard, 2 holes, 7 cm (2.8") 100 Index cards, plain, 3" 5" 6 Paper clips, regular, boxes, 100/box 500 Rubber bands, # Straws, jumbo 1 String, thin, ball, 292 m (960') 2 Tape, masking, rolls, 55 m (180')/roll 4 Tape, transparent, rolls, in dispenser Equipment Condition Drawer 2 permanent equipment 1 Ball, table-tennis 2 Blocks, wood 1 Cord with bead 2 Foam pieces 2 Kalimba bases 36 Magnets, doughnut-shaped 2 Mallets 8 Meter tapes 2 Pinwheels 16 Ramps, Cardboard, 30 cm 45 cm (12" 18") 8 Spoons, metal 2 Springs, flat, steel, sets, 5/set 100 Tongue depressors 1 Tuning forks, set, 2/set 2 Xylophone tubes, set, 5/set Separate shipper permanent equipment 20 Runways, foam These items might occasionally need replacement. Balance and Motion Module 35

4 BALANCE AND MOTION Materials MATERIALS Supplied by the Teacher Each part of each investigation has a Materials section that describes the materials required for that part. It lists materials needed for each student or group of students and for the class. Be aware that you must supply some items. These are indicated with an asterisk (*) in the Materials list for each part of the investigation. Here is a summary list of those items by investigation. For all investigations Chart paper and marking pen Drawing utensils (pencils, crayons, colored pencils, marking pens) Glue sticks 1 Projection system Science notebooks (composition books) For outdoor investigations 1 Bag for carrying materials Investigation 1: Balance Cardboard 1 Clothesline Index cards (optional) 1 Pliers (optional) 8 Scissors Investigation 2: Spinners Card stock (optional) Felt-tip pens 1 Jump rope or other rope 32 Ropes or cords (optional) 32 Scissors 36

5 Investigation 3: Rollers 4 Balls of different sizes 8 Empty water or soft-drink bottles, plastic, 1-2 L 1 Piece of chalk 50 Pennies Investigation 4: Back and Forth 1 Musical instrument (optional) Paper towels 1 Penny 1 Scissors 1 Table (optional) 1 Timer or watch Investigation 5: Magnets and Tools 1 Chair with steel legs Balance and Motion Module 37

6 BALANCE AND MOTION Materials PREPARING a New Kit If you are preparing a new kit for classroom use, you can do several things initially that will save time during routine preparation for instruction. 1. Prepare balance shapes The four balance shapes for Investigation 1 come on one tagboard die-cut sheet. There are 40 sheets in the kit. The first time the kit is used, punch out all the crayfish shapes and put them in a large zip bag for Part 1. Put the arches and triangles in a bag for Part 2. Put the hand-and-pencil pieces in a third bag for Part 3. These four shapes are not consumable but will need to be replaced after many class uses. 2. Plan for wire safety The aluminum wire used in Investigation 1 can be dangerous if used in an irresponsible manner, like poking at another student. You can minimize any potential problems by turning back the tips of each wire to produce blunt, round ends. Use pliers to make this modification to each end of each wire. 3. Collect 50 pennies In Investigation 3, Part 2, students use pennies as weights in rolling paper cups. Gather 50 pennies to use for this investigation. Put them in a bag and keep them in the kit. 4. Assemble musical instruments Gather the materials to make two kalimbas and two xylophones. 2 Kalimba bases 2 Sets of xylophone tubes 2 Sets of steel springs 2 Foam pieces 4 Craft sticks 2 Mallets The Kalimba. Loosen the wing nuts, and slide the five steel springs under the dowel. Adjust the springs so that each is a different length, and tighten the wing nuts to hold the springs securely. The lengths should not end up in order. Place a kalimba and two craft sticks in two plastic bags and label them Kalimba. The Xylophone. Place one set of five different lengths of aluminum tube, a foam piece, and a mallet in two plastic bags. Label them Xylophone. 38

7 PREPARING the Kit for Your Classroom Some preparation is required each time you use the kit. Doing these things before beginning the module will make daily setup quicker and easier. 1. Check consumables A number of items in the kit are listed as consumable and will be used up during the investigations (straws, string, index cards, rubber bands, small cardboard disks). Some permanent items will wear out (paper cups, sets of tagboard shapes, wires, drawing tops, glue sticks). Items that cannot be reused for the particular FOSS investigation may be usable in another part of the curriculum. Before throwing items out, consider ways to recycle them and get your students involved in this process. Check the condition of these items to make sure that you have enough for your class. For each student 1 Cardboard disk, 7 cm 1 Large paper cup 1 Small paper cup 1 Index card 8 Paper clips 5 Rubber bands 3 Straws 1 Green shaft For the class At least half a ball of string 1 Roll of masking tape 2 Rolls of transparent tape 2. Check tagboard shapes Check the condition of the tagboard shapes to make sure there are four usable shapes for each student. 3. Check aluminum wires The aluminum wire was selected because it is very pliable and durable. During the investigation, the wires will get bent up, and occasionally a wire will break. Check the condition of the aluminum wires and straighten them out as much as possible. Make sure you have one for each student. Save the broken pieces for extensions. Balance and Motion Module 39

8 BALANCE AND MOTION Materials E L N O T E You might want to print out the FOSS equipment photo cards (from FOSSweb) to add to the word wall to help students with vocabulary. 4. Check cardboard ramps Check the cardboard ramps to make sure they are fl at and usable. 5. Collect cardboard Cereal and cracker boxes provide good lightweight cardboard for students to create their own balance shapes. Start collecting cardboard if you plan to do this extension in Investigation Start a top collection Students make tops using shafts and disks in Investigation 2. Additional tops will enrich their experiences with rotational motion. Start a top collection for this module. 7. Look for balancing, spinning, and rolling toys Keep your eyes open for examples of toys that demonstrate the concepts developed in this module. 8. Photocopy notebook sheets You will need to make copies of science notebook sheets before each investigation. See Getting Ready for Investigation 1, Part 1, for ways to organize the notebook sheets for this module. If you use a projection system, you can download electronic copies of the sheets from 9. Plan for word wall and pocket chart As the module progresses, you will add new vocabulary words to a word wall or pocket chart and model writing and responding to focus questions. See Investigation 1, Part 1, for suggestions about how to do this in your classroom. 10. Review indoor and outdoor safety rules Two safety posters are included in the kit Science Safety and Outdoor Safety. You should review the guidelines with students and hang the posters in the room as a reminder. Getting Ready for Investigation 1, Part 1, offers suggestions for this discussion. Emphasize that materials do not go in mouths, ears, noses, or eyes. Encourage responsible actions toward other students. Also be aware of any allergies that students in your class might have. Students with latex allergies should not handle the rubber bands. 40

9 11. Plan for letter home and home/school connections Teacher master 1, Letter to Family, is a letter you can use to inform families about this module. The letter states the goals of the module and suggests some home experiences that can contribute to students learning. Space is left at the top so you can copy the letter onto your school letterhead. NOTE The Letter to Family and Home/School Connections are also available electronically on FOSSweb. There is a home/school connection for most investigations. Check the last page of each investigation for details, and plan when to make copies and send them home with students. 12. Obtain books from library Check your local library for books related to this module. Visit FOSSweb for a list of appropriate trade books. 13. Check FOSSweb for resources Go to FOSSweb to review the print and digital resources available for this module. Balance and Motion Module 41

10 BALANCE AND MOTION Materials CARE, Reuse, and Recycling When you finish teaching the module, inventory the kit carefully. Note the items that were used up, lost, or broken, and immediately arrange to replace the items. Use a photocopy of the Kit Inventory List and put your marks in the Equipment Condition column. Refill packages and replacement parts are available for FOSS by calling Delta Education at or by using the online replacement-part catalog ( Standard refill packages of consumable items are available from Delta Education. A refill package for a module includes sufficient quantities of all consumable materials (except those provided by the teacher) to use the kit with two classes of 32 students. Here are a few tips on storing the equipment after use. Sort and inventory small items and secure them in plastic bags. Small cardboard pieces should be bagged for the next class. Put all crayfish shapes in one large zip bag, the hand and pencils in a second, and the arches and triangles in a third. Keep the 50 pennies in the kit. Bundle all the wires (straighten them as much as possible). Keep any wire pieces in a bag. Use the zip bags to hold zoomers made by teachers or students that might be helpful for the next class. Remove tape from foam runways and store them in the box. The items in the kit have been selected for their ease of use and durability. Small items should be inventoried (a good job for students under your supervision) and put into zip bags for storage. Any items that are no longer useful for science should be properly recycled. 42