Reflection: High Quality Task Building a Racetrack to learn about Push and Pull Forces - Section 3: Engage


Just like in literacy and math, it is really important in science to make sure that the individual lessons really connect with each other and make sense  to students. In this lesson, I used our journals to look back to the vocabulary words we did in the introductory force and motion lesson about 10 days (or more!) before--before a break--and the students picked right up where we left off! This is another great reason to use science journals in daily practice, but also to consider science instruction as fully as literacy and math and not as isolated pockets of activities on separate days. Rather, students need to continue to construct meaning as we move along. It takes me purposefully planning to return to anchor charts and journals in order to weave the different objectives together in order to build that understanding.

Connecting Background Knowledge

  High Quality Task: Connecting Background Knowledge to Today's Task
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Building a Racetrack to learn about Push and Pull Forces

Unit 9: Forces and Motion: Push, Pull, and Movement
Lesson 2 of 6

Objective: SWBAT design a racetrack to test push and pull forces of a variety of objects to determine which objects move faster when pushed versus pulled.

Big Idea: Students engage in designing and building a racetrack.

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2 teachers like this lesson
Science, First Days of School, Motion, friction, Forces, Push and Pull, 1.P.1.1. Explain the importance of a push or pull to changing the motion of an object., Forces and Motion, motions
  40 minutes
pushing a
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