Week #3: Jet Toy/Force and Motion Questions
The math involved in the World in Motion Jet Toy curriculum is graphing distance traveled vs. weight carried. Is this activity appropriate for the level of student you have been researching? Describe exactly what you would have a class do? In other words, what mathematics are they learning or are you teaching?
The science concepts involved in the curriculum include Newton's Laws of Motion. What force and motion concepts would you want students in the 3-4 band to know before exploring factors which can affect the distance traveled by the Jet Toy constructed in math methods? How did you decide this? (Hint: NSES). How would you adapt the learning episodes we explored in science methods to develop these force and motion concepts?
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2 comments:
I would pass out the cars to the children and have a big piece of paper on the floor that is marked with inches. I would let each child take a turn with his car and have him see how many inches it went.Then,I would let each child come up to a big chart on the board that is marked off by inches and let that child color in as many squares as their car went. After all the children have recorded their distance we could discuss probablity and comparison.
I would be teaching graphing, measurement, compare/contrast, and probabilty.
Because I am researching grades 4-6, I think that this is an appropriate activity for that grade level. While i think that the concept of graphic distance vs. weight would be confusing for younger grades, I think the activity itself could help them understand some of the concepts if accomodations were made. before the activity, the students should be aware of the properties of objects and materials as well as the position and motion of the object, through the physical science standards. I liked Deb's idea about having them color in grid's to show the distance their car traveled. I think this would be a great way to learn about probability.
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