GEMS project

5E Lesson Plan # 1 (Activity#4)

AUTHOR: Hyunjee (Alicia) Kim

TITLE OF LESSON:>Roll, roll, roll your eggs!

DATE OF LESSON:2^nd week of March (Wednesday – Friday)

LENGTH OF LESSON: 40-45 min

NAME OF COURSE:Kindergarten, Science.

SOURCE OF THE LESSON:Activity 4, pg40-44; Eggs, Eggs Everywhere, GEMS teacher’s guide, by Echols J.C., Hosoume, K., & Kopp, J..

TEKS ADDRESSED:

§112.2. Science, Kindergarten.

(5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to:

§111.12. Mathematics, Kindergarten.

(K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:

(A) construct graphs using real objects or pictures in order to answer questions.

CONCEPT STATEMENT:

Physical science

In physics, force is something that causes a change in the motion of an object. Isaac Newton establishes the modern definition of force in the 1700’s. In Newton’s three Laws of Motion, it was stated that an object at rest remains at rest unless a force acts on it to move it. Acceleration, according to the Second Law of Motion, is any increase or decrease in the speed or direction of an object, which is related to the mass and force. (F = ma) The Third Law of Motion states that for every action, there is an equal and opposite reaction.

(The New Dictionary of Cultural Literacy by E. D. Hirsch, JR., Joseph F. Kett, and James Trefil)

PERFORMANCE OBJECTIVES:

Students will be able to:

Share what they discovered about what and how the various objects rolled.
Sort the objects into groups that rolled, those that did not roll, and those that sometimes rolled
Make a bar graph of rolling objects

RESOURCES:

Materials for the lesson: plastic eggs; large blocks, small blocks; a collection of objects that always roll, a collection of objects that usually don’t roll, a collection of objects that sometimes roll, a collection of objects that roll in a circle; containers to hold the objects; several cardboard boxes; several cookie sheets, cafeteria trays, or other flat surfaces that can be inclined
For each child: 1 plastic egg

For the group:

Large blocks, about 3”square
Small blocks, about 1”square
A collection of objects that always roll, such as balls—large, small, heavy, light
A collection of objects that usually don’t roll, such as a small cardboard box
A collection of objects that sometimes roll, such as an empty spool, a button, a cork, a plastic cup, a paper tube, and a pinecone
A collection of objects that roll in a circle, such as a Styrofoam cone, plastic funnel, plastic cup, or a plastic toy pear
Several cardboard boxes, about 12” square
Several cookie sheets, cafeteria trays, or other flat surfaces that can be inclined

SAFETY CONSIDERATIONS:

There will be no safety issue for this activity but the children might become too active and noisy. Having extra numbers of adult volunteers, children will work in groups of four. Also, the children might begin throwing the eggs when asked to roll them on the floor toward a wall. If children do so, teacher or adult volunteer can encourage and redirect children rolling the eggs by showing them how to roll them and explain to them what it means to roll.

SUPPLEMENTARY MATERIALS, HANDOUTS:

No handouts needed for this lesson plan.

Engagement		Time: _5 min__
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Gather students together on the floor. Hold up a plastic egg and ask a question.	“What do you think will happen if someone gives this egg a push?”	“The egg breaks,” “I don’t know,” “Nothing happens.” [The egg will roll, move, spin, or wobble.]
Read a short story, The Missing Piece Meets the Big O, to introduce and explain about the word “roll”	“What is this shape?” “How did it move?” “What happened to the missing piece at the end?” “How did it move?”	“It’s running.” “It’s moving very fast.” [The missing piece was rolling!]

Exploration		Time: _10 min_
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce the activity of rolling eggs and other objects.
Ask two students to try rolling eggs. Have them roll them on the floor toward a wall. Have the students practice rolling the eggs. Ask questions to encourage observations.	“How do the eggs move when you give a gentle push?”	“It’s spinning.” [The egg is rolling.]
Let children freely explore the movement of plastic eggs.

Explanation		Time: __5 min___
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Gather the group in a circle on the floor, and ask questions to encourage the students to share their discoveries. Share what they discovered about what and how the various objects rolled.	“Which objects rolled like an egg?” “What shapes were the ones that rolled?” “Which ones didn’t roll?” “Did they roll all the time?”
Have students sort the objects into a group of things that roll, a group of things that do not roll, and a group of things that sometimes roll.

Elaboration		Time: 15 min_
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce other materials by putting them on the floor.
Encourage the students to find items that roll across the room. Allow plenty of time for the students to freely explore the materials.
Let them compare the movements of the eggs with a variety of other objects as they roll them on the floor, into a box, and down a ramp.	“Which objects rolled farther?” “Which one rolls faster?” “Do they all roll straight?”	“Cork” “paper tube” “cup” “toy pear” [Heavy object, such as a golf ball] “They all rolled straight.” [Some of them curve or spin.]

Evaluation		Time: __5-10 min__
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Come back as a group and ask questions to encourage students to compare the experiments.	“Which object made a circle when it rolled?” “Which rolls faster?” “Which rolled furthest?”
Encourage students to make a bar graph of one of the sorts. Assess the students sorting the objects and making a bar graph of one of the sorts.	“Is there any other way to sort the objects?”

Eggs Eggs Everywhere