Essential Knowledge

for

Balance and Motion

1-5 The student will demonstrate an understanding of the positions and motions of objects. (Physical Science)

1.5.1 Identify the location of an object relative to another object.

Taxonomy level: 1.1-A Remember Factual Knowledge

It is essential for students to identify the location of an object relative to another object using appropriate terms. Examples of descriptive words include:

· In front of

· Behind

· Between

· On top of

· Under

· Above

· Below

· Beside

Assessment Guidelines:

The objective of this indicator is to identify the location of an object relative to another object; therefore, the primary focus of assessment should be to locate knowledge about an object’s position. However, appropriate assessments should also require students to identify the location of an object through descriptive words.

1-5.2 Explain the importance of pushing and pulling to the motion of an object. Taxonomy level: 2.7-B Understand Conceptual Knowledge

It is essential for a student to know an object that is not moving will only move if it is pushed or pulled. A push or a pull can affect the motion of an object in three ways:

· It can make it go faster.

· It can make it slow down.

· It can change the direction of the motion.

Assessment Guidelines:

The objective of this indicator is to explain the importance of pushing and pulling on an object’s motion; therefore; the primary focus of assessment should be to construct a cause-and-effect model of the various ways that an object’s motion is affected by pushing and pulling. However, appropriate assessments should also require students to recall that the motion of an object is changed if it is pushed or pulled; or infer what would happen if a certain object was pushed or pulled.

1.5.3 Illustrate the fact that sound is produced by vibrating objects.

Taxonomy level: 2.2-B Understand Conceptual Knowledge

It is essential for students to know that sound is made when an object vibrates. Vibrate means that an object moves back and forth. Examples of some ways that sound vibration can be illustrated are:

· Putting your hands on your throat and speaking

· Plucking a rubber band

· Strumming a guitar string

· Hitting a ruler on a desk

Assessment Guidelines:

The objective of this indicator is to illustrate how sound is produced; therefore; the primary focus of assessment should be to give a specific examples of ways that sound can be produced. However, appropriate assessments should also require students to exemplify objects that will vibrate; or recognize from pictures or diagrams when an object is vibrating.

1-5.4 Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular). Taxonomy level: 2.2-B Understand Conceptual Knowledge

It is essential for students to know how objects can move. The movement can be illustrated in terms of:

Direction

· The way or path that an object takes as it moves, such as straight forward, back and forth, zigzag, and circular.

Speed

· The pace or rate in which an object moves, such as fast or slow These movements are compared to the starting position before the object is moved.

Assessment Guidelines:

The objective of this indicator is to illustrate ways in which objects can move in terms of direction and speed; therefore, the primary focus of assessment should be to give specific examples through the use of pictures or words. However, appropriate assessment should also require students to recall how objects can move; or compare the movement of one object with another object.