This document provides a unit plan for a science circus unit to be taught to a class of 22 second grade students from varied backgrounds. It includes analyzing the learners, setting the main objective of students demonstrating knowledge of balance, movement and motion, and a breakdown of activities planned for each of the 5 days. The activities involve hands-on experiments with balancing objects, pendulums, ball movement down ramps, and how speed affects motion. Videos will be used to demonstrate concepts on a larger scale.
2. I will be teaching this unit plan to a
classroom of 22 second graders. There
are 11 boys and 11 girls. There are 21
white students and 1 African American.
Most of my students come from middle
upper class families, however, there are
several students that come from families
of a lower socioeconomic status.
Analyzing the Learners
3. My students will demonstrate knowledge
of balance, movement, and motion after
participating in several hands-on science
activities and discussing their results by
the end of the week with 80% accuracy.
Main Objective
4. Day 1- Balance
a. Balance an object on different kinds of surfaces (flat, rounded, pointed). Discuss which
is easier. Does it change if we switch the items around (ex. balance a bear on a ball or
balance a ball on a bear)
b. Walking the tight rope with a broomstick. Use tape on the floor. Discuss why hand
placement makes it easier or harder to keep your balance.
Day 2- Pendulum
a. Have 3 sets of 3 different sizes of string (ex: 3 six inch, 3 twelve inch, 24 inch). One
string in each set will have the same object tied to it. (Ex. a bear, car, ring or clown).
Swing them by hand or have them tied to a post up high. Compare how the different sizes
of string affect the swing (if started at the same place) and also how the weight affects the
swing.
Day 3- Movement
a. Have three sizes of balls (each with a different weight) and roll them down a
ramp. Compare how far each ball goes and discuss why one may have went further
than the other.
Day 4- Motion and Balance
a. Notice how a top only balances when it is spinning? What else only has balance
when it is moving? (bike wheels, hula-hoop, coins, (round or pointy things).
b. Can you hula-hoop? Why do you have to move for the hula-hoop to stay on your
body?
Day 5- Motion and Speed
a. Place a weight at the end of a string and hold it so that the weight is pointing
straight down. Making a circle motion slowly, notice how speed affects where the
weight goes. Discuss and review.
General Breakdown
5. I will use Youtube and other web sites to
demonstrate balance, movement, and
motion on a larger scale. For example, I
plan on showing them actual circus
balancing acts in relation to the lesson.
As of right now, that is the only form of
technology that I would be comfortable
with using as an educational tool.
Use of technology
