Today's class will again start in with the students gathering in a circle. They will review their work from Day 1 and then get to work with their investigation. Students will work with their teammate but fill out their own investigation packet.
Assessment from yesterday, 3 different sized balls to choose from (for each team of two), race car tracks and 2 blocks per team (for ramps), masking tape (to mark where ball landed), tape measure (to measure distance ball traveled in inches). The students will get right to work on their tests. Each team will need some space to work. Using the gym or cafeteria would be ideal.
NOTE: Our district in transitioning to the NGSS. Although we are implementing some of the units this year, I am still required to teach units that have now been assigned to other grade levels. This unit is one of those units that has been affected by the shifts in grade levels. I continue to teach this unit because it focuses on the National Science Standard (K-4) B. "As students describe and manipulate objects by pushing or pulling, throwing, dropping, and rolling, they also begin to focus on the the position and movement of objects."
It is also important that students learn that pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion to start or sot it. It is important that students understand that "the position and motion of an object can be changed by pushing or pulling. In this case gravity is the force that is pulling on the object. The size of the change is related to the strength of the push or pull." Establishing this knowledge base will prepare them for 3rd grade when the NGSS requires them to apply concepts of force and motion into their learning (3-PS2).
Before I start, I have all of the materials laid out for students to easily access. I gather the students on the carpet and ask them to sit in a circle with their teammate from the previous day's lesson. I introduce today's lesson.
"Yesterday you worked as a team to create a plan and make a hypothesis. Today, you will build your ramp and conduct your test. You can use the masking tape to mark the roll of each ball. You can place the tape right on the floor. You should label the tape as roll 1 or roll 2. Then you can use the tape measure to measure the distance of the roll. As you conduct your investigation, you will need to record what happened in Task #3. Then you will answer the rest of the questions with your partner."
Once you are done, you should clean up your stuff and then turn in your report.
I circulate amongst the students to help them with the measurement portion of this task. I am not assessing their ability to measure in this task. I also check in with the teams and ask them to explain what they are working on. This way I can make sure that each team is on task and focused on their work.
I use the Scoring Rubric to assess each student's knowledge and ability with the assessment task. The rubric is set up so that you can score each Task # from the assessment. The scores of 1, 2, 3, or 4 align with our report card and you could change them to align with your scoring system.