The focus of this lesson was over the idea of friction and how friction causes moving objects to slow down. The objectives of this lesson were that students would be able to identify which surface the cars moves easiest on and be able to explain why the car stops at different lengths on different surfaces. To start the lesson off, we did a vocabulary matching game to review the vocabulary words from the week before that the students needed to review for the rest of the lesson. The vocabulary words were speed, friction, and air resistance. Students were supplied with three different surfaces (carpet, aluminum foil, and sandpaper) and a little toy car. Students built a ramp for the cars to go down and were to measure how far each car would go
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The focus question of the activity was What surface causes the car to travel the shortest distance?. After the discussion and CER framework, we were going to do a small activity over air resistance since air resistance is a form of friction. However, we did not have time so we did this activity during another day.
Assessment of Students’ Learning
To assess the students’ learning, we had a discussion over the three questions, listed above, as the whole class. We also collected the worksheets so that we could see what each group wrote as their answers and compare them amongst the others. For example, student A answered the first question by saying “no bumps”. The second question he answered “bumps,” and the third question he answered aluminum foil. These answers are correct according to his data for this activity. This student achieved the objectives of the lesson because he was able to identify which surface the cars traveled easiest on and why the car stops at different lengths on different surfaces. Student B had the answers 1) “Some are smoother than others”, 2) “Some are bumpier than others”, and 3) …show more content…
Student C included the term “traction” in her answers. This student explained the more traction a surface has, will allow the tires to have more grip, thus making it travel further. This student met the objectives because she was able to determine why cars travel different distances on different surfaces (ie. how much traction there is between the tires and surface). Student D talked about because of the surfaces being “ruf and suf” (rough and soft) influenced how far the car would travel. I assessed this of knowing what is going on because she provided two textures that can affect the distance travelled. This answer met the first objective but I am not sure if she thinks a car would travel further on a rough surface or a soft surface based on her answering of just saying rough and soft. Student E has similar answers to student B. However, there was only one difference and it was a good difference. This student identified a real life example of a surface for question number three. He said “a basketball court.” The first two questions supported that he met the second
The focus question of the activity was What surface causes the car to travel the shortest distance?. After the discussion and CER framework, we were going to do a small activity over air resistance since air resistance is a form of friction. However, we did not have time so we did this activity during another day.
Assessment of Students’ Learning
To assess the students’ learning, we had a discussion over the three questions, listed above, as the whole class. We also collected the worksheets so that we could see what each group wrote as their answers and compare them amongst the others. For example, student A answered the first question by saying “no bumps”. The second question he answered “bumps,” and the third question he answered aluminum foil. These answers are correct according to his data for this activity. This student achieved the objectives of the lesson because he was able to identify which surface the cars traveled easiest on and why the car stops at different lengths on different surfaces. Student B had the answers 1) “Some are smoother than others”, 2) “Some are bumpier than others”, and 3) …show more content…
Student C included the term “traction” in her answers. This student explained the more traction a surface has, will allow the tires to have more grip, thus making it travel further. This student met the objectives because she was able to determine why cars travel different distances on different surfaces (ie. how much traction there is between the tires and surface). Student D talked about because of the surfaces being “ruf and suf” (rough and soft) influenced how far the car would travel. I assessed this of knowing what is going on because she provided two textures that can affect the distance travelled. This answer met the first objective but I am not sure if she thinks a car would travel further on a rough surface or a soft surface based on her answering of just saying rough and soft. Student E has similar answers to student B. However, there was only one difference and it was a good difference. This student identified a real life example of a surface for question number three. He said “a basketball court.” The first two questions supported that he met the second