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Curriculum Organizing Questions
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- How does the object move?
- Is the motion in a straight line, zigzag, round and
round, back in forth, etc?
- What is making this object move?
- How can you change the motion of the object?
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Elaboration
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Students should gain varied experiences in getting things
to move or not to move and in changing the direction or
speed of things that are already in motion. Benchmarks
pg.89.
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Specific Ideas
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- Presumably students will start "making music" from
the first day in school, and this provides an opportunity
to introduce vibrations as a phenomenon rather than a
theory. With the drums, bells, stringed and other
instruments they use, including their own voices, they
can feel the vibrations on the instruments as they hear
the sounds. Benchmarks pg. 89.
- Things move in many different ways, such as straight,
zigzag, round and round, back and forth, and fast and
slow. Benchmarks 4F1.
- Things that make sound vibrate. Benchmarks 4F3.
- The way to change how something is moving is to give
it a push or a pull. Benchmarks 4F2.
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Developmental & Instructional
Implications
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At this level, the questions that students raise are more
important than an elaboration of the answers.
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Examples
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- Use lots of toys as examples of movement.
- Use different shaped objects for students to push
etc..
- Continue musical instrument exploration.
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