Investigation 2 - FOSS Motion and Matter Remote-Learning Navigation Matrix

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1	2020/2021 Module Navigation Matrix—Motion and Matter Do not distribute without prior permission from the FOSS Project. Copyright © The Regents of the University of California						Find an error? Let us know.
2			In-Person Learning Resources	Synchronous Resources			Asynchronous resources (Links to FOSSweb resources coming soon)
3			In-Person Learning Resources	Modified Instruction	Teacher materials needed for remote learning	Optional consumable materials for students to use for remote learning

4		Description of columns	Specific modifications for teaching lessons when materials cannot be shared. In-Person Learning Recommendations	Recommendations for teachers providing instruction using video instruction. The sections are divided up into Introduction, activity, and discussion (sense-making). This provides some flexibility for blended learning opportunities. Synchronous Learning Recommendations	Materials teacher need to get from kits/home for remote learning.	Optional materials for students to use for remote learning. These should be considered consumable. Please check with district guidelines regarding allergies and sending home materials.	Recommended resources. While the content of these resources is similar to those provided in the Investigations Guide, the experiences differ. Note: The resources below are recommended for use during this modified instructional time. Many of these are available now by logging into Resources by Investigations on FOSSweb. Asynchronous Learning Recommendations
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6	Investigation 2	Part 1: Wheel-and-Axle Systems	Step 3. Each students has their own ramp and materials 4. New distribution system 13. Sense-making in a big circle, indoors or outdoors or sitting at desks 16. New clean up systems	Have several systems already ready prepped and ready to go. Introduction Steps 1-2 Let them know you will use the plastic disks like wheels. Show them the ramp you are making Activity Steps 5.-12 Rolls initial wheels down the ramp. Throughout this section your will be exploring and discussing results with students and posing questions to students. 10. Have students make suggestions of designs and teacher builds and explores discussing cause and effect with each design. 11. Build each design and have students describe. 12. Have students suggest other designs that you build and test. Have students describe additional changes and make predictions. Discussion Steps 13-15 13. Have students describe changes you made. 15. Have students record a system in their notebooks and draw the pattern of motion.	From Kit 8 Large plastic disks 8 Small plastic disks 8 Plastic shafts 2 Cardboard ramps 8 Clothespins		Link to Resources by Investigation Other at-home activities Inv. 2—Motion in Outdoor Events Inv. 2.1 Wheel-and-Axle System (New student video)
7		Part 2: Predicting Motion of New Systems	Step 3. Each students has their own ramp and materials and distribution system 7. Teacher distributes tape 8. Show and tell from students desks	Have several cups already ready prepared with and without weight. Introduction Steps 1-2 Activity Steps 4-8 Plan on pausing now and then so students can record observations. 3. Explore rolling cups. 5. Tell students you are going to try this change. 6. Ask students for ideas on how to roll cups in a straight line. 7. Tell them now you are adding tape. 8. Maybe a student has suggested weight already, if not ask what they think and tell them you will use pennies for weight and continue to have them draw systems and describe so that teacher can try their designs. Discussion Steps 9,11-12,14-16 9,11. Have students share their observations and describe their systems they drew in their notebook.	From Kit Paper cups 150 ml Materials from Inv. Part 1 - cardboard ramps , clothespins and a roll of transparent tape From Home 4 Pennies		Link to Resources by Investigation Notebook Sheets (English and Spanish) No. 6—Response Sheet A No. 7—Response Sheet B Reading (See interactive eBook) Patterns of Motion, see step 15 for questions Multimedia Online activity: Roller Coaster Builder Home/School Connection Teacher Master 14—Patterns of Motion
8		Part 3: Twirly Birds	Step 3. Each students has their own ramp and materials and new distribution system 7. Teacher distributes tape 14. Share outcomes from their own spot with a partner or spread out outdoors or share whole group and teacher records 15. Sense-making in a big circle, indoors or outdoors or sitting at desks 23. Share methods from their own desks with a partner or spread out outdoors	Have several twirly birds already ready to fly when the time comes. Introduction Steps 1-4 Tell students that that you will be investigating a new system. 3. If students have the materials at home you can walk them through this part. Activity Steps 6-12 If students to not have materials: Students can share design ideas, teacher constructs students suggestions and students make predictions and records. Test and discuss vairables make one change and test and fly again. Students record oucomes. discuss outcomes , have students make predictions before testing again. If students do that the materials: have them construct, test and fly and then record results. Pause and listen to a few students outcomes before going one to investigating variables. Discussion Steps 15-16 Pose some questions and have students respond. Ask if anyone can build on one students idea or paraphrase. Activity and Discussion 18-22 Continue investigating and discussing but outdoors. You can have students do this on their own, record in their notebook and report back next class.	From Kit Paper clips From Home Scissors	Very easy activity for students to do at home Twirly Bird Notebook sheet a few paperclips students provide scissors	Link to Resources by Investigation Notebook Sheet (English and Spanish) No. 8—Twirly Bird Investigations Teacher Master 10—Twirly Bird
9		Part 4: Tops	Step 3. Each student has their own materials and identify a new distribution system 7. Teacher distributes spinning design. 12. Teacher distributes diesgn sheets. 14. New clean-up procedure	Have several designs of tops premade before working with students. Introduction Steps 1-2 Activity Steps 5-7 explores ways to move tops and students watch. Students can give teacher design ideas that teacher tries. Discussion Steps 8-10, & 15-19 Send Spinning Design Sheet to students and have them cut and color on sheet and get a pencil and poke a hole in the center and try at home.	From Kit Paperclips and Materials for Inv. 2.1 8 Large plastic disks 8 Small plastic disks 8 Plastic shafts From Home scissors	pencils scissors colored pencils tape	Link to Resources by Investigation Teacher Master Teacher Master 11—Spinning Designs Reading (See Interactive eBook) What Goes Around, see step 17 for questions Other at-home activities Inv. 2—Motion in Tops Inv. 2— Spinning Art Project
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