Reflection: Performance Tasks Turn, Turn, Turn-A Simple Assessment - Section 2: Assessment Activity

This was a great activity to bring our unit on movement to a close.  The students were so excited to apply their knowledge.  The whole room was buzzing!

It was interesting to observe the students and their thinking.  I was able to witness some misunderstandings and talk through them with the students.  One thing that I noticed was that the students thought that just because something was large, it was something good to add to the structure.  They were confusing the size of the object with the weight of the object.  If you watch the video of the students selecting objects to add to their structure, you will notice a discussion I had with some students who selected  a plastic chair to add.  Even though the chair was lighter than the bowling ball, because it was "big" the students were convinced it was heavier.  The students incorporated the ball into the structure and were very surprised when it did not cause the ball to change direction (see video).  I then had a discussion with the students after the test about the size of the chair compared to its weight.  It was a great teachable moment.

I learned a lot about the knowledge of my students from this assessment.  But for me, by far, the biggest payoff was observing the students work together to create their structure.  The students played off each others' knowledge and demonstrated their understanding of the engineering and design process.  I am very proud of them!

Applying What We Learned
Performance Tasks: Applying What We Learned

Turn, Turn, Turn-A Simple Assessment

Unit 4: Fast or Slow
Lesson 9 of 9

Big Idea: The students have been exploring all different aspects of movement, including pushes from outside forces. Now they will apply this knowledge in a fun assessment activity.

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12 teachers like this lesson
Standards:
Subject(s):
Science, Science Skills, speed (Motion), engineering, inquiry, movement, weight, force
45 minutes

Joyce Baumann

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