GRASPS Title: Get in Motion: Our Class Book

Kindergarten Physical Science

Submitted by: Karen Crosta

Summer 2008

Performance Task – GRASPS
Goal – The students will work together to create a text book on the different types of motion which will be put in the library to share with other students.
Role – The students will be the authors of the book. They will also be scientists who have to explain and illustrate the different types of motion.

Audience – The audience will be the other students in the school who need to learn about motion. The parents will also be invited, along with other Kindergarten classes, to a book dedication ceremony.

Situation – A science book thief has struck the school library. He has stolen many of the science books, and the students of the school decide to make their own books to refurnish their library shelves. They will write a book by creating a chapter on each type of motion which will include a definition and examples of each.

Product/Performance – To create their own chapter in the class motion book, each student will select their favorite type of motion. Each chapter will be designed by an individual student and will consist of the following:

• motion word (written by student)

• definition of motion word (written and/or drawn by students

• example of this type of motion (written and/or drawn by student)

• whether each example is found in nature or is created by humans.

The teacher will ensure that each type of motion the class studied is presented in a chapter by at least one student.

The chapters may vary based on the student’s ability level. For example, the most basic chapter may be a single piece of paper divided into 4 sections. The students put one component of their chapter in each of the sections of their paper: write the word, write/draw the definition, draw the example, and where this type of motion is found (some students may choose to draw a person to indicate human-made or a picture of the earth to indicate naturally occurring). For students who have more developed writing, grammar, and drawing skills, they may chose to do a page for each part of their chapter (word, definition, where found, example). They may also choose to include multiple examples and to accompany their drawings with words and or sentences. All of these student made pages will be compiled into a ‘textbook’ on motion for the school library. Based on the developing reading/writing levels of the students, the teacher will be available to help with the book making as needed.

The class will invite parents and other Kindergarten classes to a book dedication celebration in the library. Each student will have a chance to present his or her chapter. They will tell the audience what their favorite type of motion is and why they chose that type of motion. They will give examples and may physically act out that type of motion, and will give examples of things that move this way. They will also tell whether their type of motion or the examples they gave are naturally occurring or made by humans.

Standard/Criteria for Success – please see rubric

	I understand!	I think I understand…	I don’t Understand…
Definition of Motion Words – Student is able to clearly define each type of motion	I can do this consistently with very few errors.	I can do this some of the time, but I still get confused occasionally.	I cannot do this consistently and reliably.
Recognition of Motion Words – Student is able to identify and write each different motion word	I can do this consistently with very few errors.	I can do this some of the time, but I still get confused occasionally.	I cannot do this consistently and reliably.
Examples of each type of motion- Student can give examples of each type of motion	I can do this consistently with very few errors.	I can do this some of the time, but I still get confused occasionally.	I cannot do this consistently and reliably.
Illustrating Motion – Student is able to draw examples of each type of motion	I can do this consistently with very few errors.	I can do this some of the time, but I still get confused occasionally.	I cannot do this consistently and reliably.
Acting out Motion – Student is able to act out each type of motion or make another object move in that way	I can do this consistently with very few errors.	I can do this some of the time, but I still get confused occasionally.	I cannot do this consistently and reliably.
Natural or Human Made? Student can tell you if each type of motion (or an example of each) is found in nature or human made	I can do this consistently with very few errors.	I can do this some of the time, but I still get confused occasionally.	I cannot do this consistently and reliably.