![]() ![]() Our voices produce sound when air from the lungs passes over our vocal cords and makes them vibrate. Students know parts of the body vibrate in order to produce and receive sound.Students also know that the longer the air column is, the lower the pitch.Ģ.P.1.2 Summarize the relationship between sound and objects of the body that vibrate – eardrum and vocal cords.Students know that the shorter the air column is, the higher the pitch is.Students know that the length of an air column determines if its pitch is high or low.Students know that sound can be described in terms of pitch, which may be higher or lower.Students know that vibrating objects produce sound.( NCDPI 2nd Grade Science Unpacking Documents: PDF) 2.P.1 Understand the relationship between sound and vibrating objects.Ģ.P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. Students know that balance is associated with position and weight.Students know the size of the change in motion of an object is based on the amount of force applied to the object.Students know magnets have poles that attract or repel each other.ġ.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.Students know magnets exert an unseen force that makes some things move without touching them.Students know a force (push or pull) is needed to start objects moving, keep objects moving or stop objects that are moving.ġ.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.Students know a force, a push or a pull, can change the motion of an object in three ways: go faster, slower or change the direction of the motion.Students know a force is a push or pull.( NCDPI 1st Grade Science Unpacking Documents, PDF) 1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.ġ.P.1.1 Explain the importance of a push or pull to changing the motion of an object. #Survey of the science lab 2 gravity lab how toStudents know how to raise questions about the movement of various organisms to include: Do they move in a straight line or zigzag? Is their motion fast or slow? How can you tell? How many ways does an organism move?įORCES AND MOTION: PUSHES, PULLS & MAGNETS.Students know how to observe, describe, and discuss all kinds of moving things-themselves, insects, birds, trees, doors, rain, fans, swings, volleyballs, wagons, etc.-keeping notes, drawing pictures to suggest their.Students know that earth pulls down on all objects.Students know the various ways that living and nonliving things can move, to include falling to the ground when dropped unless something holds them up.K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped): Students know the difference between words used to describe the location of an object such as: (in front of, behind, between, on top of, under, above, below, beside) and can communicate using oral language so that all observers can agree on the position of an object in relation to another object.Students know that the position of an object can be described by locating the object relative to another object, fixed point, or background. ![]() ![]()
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