Grade 2: Feeling the Motion Through Force
Unit Description
In this unit, students will obtain, evaluate, and communicate information to explain the effect of a force in the movement of an object. Students will use visual arts, music, and theater to investigate force and motion. There will also be an opportunity for cross curricular connections in the Social Studies classroom. Students will explore how famous historical figures used their own force to set change into motion. Students explore the literal force of their voices and the figurative voice by studying their words. This unit also invites students to participate in writing activities to synthesize their learning.
Unit Essential Question
How can various forms of the arts be used to explore forces and motion?
How can we identify force and motion throughout everyday living?
Real World Context
Students can identify force and motion throughout everyday living by building a foundation for their understanding of systems and simple machines, which will be taught in future grade level standards. This project also has a real world connection to famous historical figures who used their voices to be a “force” of change.
Cross-Cutting Interdisciplinary Concepts
Cause/Effect
Pattern
Repetition
Projects
Project 1: Painting to the Beat
Who doesn’t love creating an abstract painting using water balloons and all while simultaneously learning about the science topic: forces and motion? In this project, students will immerse in a visual arts activity that explores force and motion. This will be done by using dynamics and tempo to create some messy wild art. This project may be messy but it will create a clear connection between visual art, music and the science topic: forces and motion!
Project 2: Peace in Motion
Students explore the impact of leaders in history by examining their voices and the force behind them. In this project, students will research important Georgia Leaders to discover how they used force in their actions and voices to make a difference in the world. This project uniquely fuses together concepts in social studies as well as science and this project also integrates high yield ELA writing strategies. Students will have the opportunity to explore their own vocal force by practicing public speaking and presenting their speeches to an audience.
Project 3: Rolling into Art
In this project, students will use force and motion to create a visual art piece using marbles and paint. The students will investigate how the size of marbles will affect the speed of the marbles when rolled through paint. The students will then compare and contrast their artwork to the work of Jackson Pollock.
Project Essential Questions
PROJECT 1:
How could the force of applying paint to paper change when painting to different musical dynamics and tempos?
PROJECT 2:
How did famous Georgians: Martin Luther King, Jackie Robinson, and Rosa Parks use their voice to show feeling through force?
- How did each civil rights leader use force in their voice to make a difference?
- How can I use a strong voice to perform my speech?
PROJECT 3:
How does the size of the marble effect the speed of the marble through the paint and the thickness of the paint line when creating a painting?
Standards
Curriculum Standards
S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).
- Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
- Design a device to change the speed or direction of an object.
- Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
- Identify the contributions made by these historic figures: Jackie Robinson (sports) and Martin Luther King, Jr. (civil rights.
ELAGSE2RL3: Describe how characters in a story respond to major events and challenges
ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.
ELAGSE2W7: Participate in shared research and writing projects.
ELAGSE2W8: Recall information from experiences or gather information from provided sources to answer a question.
Arts Standards
VA2MC.2 Formulates personal responses.
- Produces multiple interpretations for an object or image.
VA2CU.2 Views and discusses selected artworks.
VA2PR.1 Creates artworks based on personal experience and selected themes.
- Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition).
- Combines materials in new and inventive ways to make a finished work of art.
VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
- Creates paintings with a variety of media (e.g., tempera, watercolor).
VA2PR.4 Participates in appropriate exhibition(s) of artworks.
- Writes a title that describes his or her finished work of art.
- Writes an artist’s statement by reflecting on finished artwork.
VA2AR.1 Discusses his or her artwork and the artwork of others.
MGGM.6 Listening to, analyzing, and describing music
TAES2.3 Acting by developing, communicating and sustaining roles within a variety of situations and environments
- Communicates a characters actions, motives, emotions and traits, through voice, speech, and language
- Communicates a characters though, emotions and actions through movements
Character Education
Components
Pair with a 4th grade Science class to assist in the real world application of forces and motion.
Summative Assessments
- Pre/ Post Test
- Project 1 Rubric (Painting to the Beat)
- Project 2 Rubric (Peace in Motion)
- Project 3 Rubric (Rolling into Art)
Partnering with Fine Arts Teachers
Music Teacher:
- The music teacher can assist in teaching of music terminology for Project 1.
Visual Arts Teacher:
- The visual arts teacher can assist in teaching of art vocabulary for Project 1 and 3.
Physical Education Teacher:
- The physical education teacher can assist in the teaching of throwing objects with and without force in Project 1.
Appendix (See Additional Resources)
- Pre/Post-Test
Credits
Grade 2: Feeling the Motion Through Force
Additional Resources
Websites
- https://musiclab.chromeexperiments.com/Spectrogram
- https://www.moma.org/multimedia/video/123/687
- https://www.ducksters.com/history/civil_rights/ruby_bridges.php
- https://www.pebblego.com/
- https://jr.brainpop.com/
Virtual Fieldtrips