Author:
Carrie Robledo, ANGELA EMERY
Subject:
English Language Arts, Science
Material Type:
Activity/Lab
Level:
Lower Primary
Tags:
  • Kindergarten
  • NCEngineers
  • Stem
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Force and Motion Maze

    Force and Motion Maze

    Overview

    Students will listen to a close reading of Harry the Dirty Dog  over the course of 3 days.  (The book is accessible via NC Kids Digital Library.   Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a maze using various materials to construct different ways for Harry to move through the maze .  Students will write to tell about their maze using sentence frames and an anchor chart for support.  Finally, students will present their maze and read their informational writing to reflect their knowledge of the Force and Motion standard, specifically the different ways objects move.  Maze creation and student informational writing should reflect multiple modes of movement per the NC Kindergarten Science Standards.

    Instructor Directions

    Force and Motion Maze

    Submitted by Angela Emery

    Charlotte-Mecklenburg Schools

     

     

    Driving Question / ScenarioHelp Harry the Dirty Dog find his hidden dog bone by creating a maze through which he will move in different ways.  How many different ways of movement can you incorporate in your maze construction?
    Project SummaryStudents will listen to a close reading of Harry the Dirty Dog  over the course of 3 days.  (The book is accessible via NC Kids Digital Library.   Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a maze using various materials to construct different ways for Harry to move through the maze .  Students will write to tell about their maze using sentence frames and an anchor chart for support.  Finally, students will present their maze and read their informational writing to reflect their knowledge of the Force and Motion standard, specifically the different ways objects move.  Maze creation and student informational writing should reflect multiple modes of movement per the NC Kindergarten Science Standards.
    Estimated Time3 hours over the course of 3 days as follows:Day 1:  Teacher will spend 15 minutes on read aloud while asking and answering questions with key details from text.  Examples, “Who are the main characters?  What is the setting?  What are the main events in the story from the beginning, middle and end (RETELL).  How do the characters’ feelings change from the beginning to the end of the story?  What are some ways Harry moved in the story?Teacher will spend 15 minutes presenting the Ways Objects Move anchor chart  describing each category with given examples.  Teacher will show materials students may choose to use to create their maze and encourage exploration before creating and improving.Students will spend 30 minutes exploring the various items for maze construction and completing the Ask, Imagine and Plan components within their Engineering Design Process Journals.Day 2:  Teacher will spend 15 minutes on read aloud while asking and answering questions with key details from text.  Examples, “Who are the main characters?  What is the setting?  What are the main events in the story from the beginning, middle and end (RETELL).  How do the characters’ feelings change from the beginning to the end of the story?  What are some ways Harry moved in the story?Teacher will spend 15 minutes reviewing the Ways Objects Move anchor chart and share the Sentence Starters anchor chart.  Teacher will model completing a sentence starter.Students will spend 30 minutes creating their maze and writing to describe their maze.  They will also reflect on how to improve their design.  Students will use the Engineering Design Process Journal to record their thinking.  The Ways Objects Move anchor chart and Sentence Starters chart should be displayed for student reference during writing.Day 3:  Teacher will spend  15 minutes on read aloud with asking and answering of questions with key details from text.  Examples, “Who are the main characters?  What is the setting?  What are the main events in the story from the beginning, middle and end (RETELL).  How do the characters’ feelings change from the beginning to the end of the story?  What are some ways Harry moved in the story?  Teacher will spend 15 minutes reviewing the Ways Objects Move anchor chart and the Sentence Starters anchor chart.  Teacher will model completing a sentence starter.Students will spend 30 minutes completing design details, journal editing/revising and finally sharing their completed maze.
    Materials / Resources-Teacher personal copy of Harry the Dirty Dog or online version via NC Kids Digital Library. -Student copy of The Engineering Design Process Journal-Ways Objects Move Anchor Chart-Sentence Starters Anchor Chart-Various objects for use in maze creation, including but not limited to, recycled cardboard for base of maze, flexible straws, popsicle sticks, toothpicks, pipe cleaners, assortment of thick and thin paper material for bending/constructing, wiki-stix, modeling clay or playdough, etc.  -marble for testing maze design by dropping into maze.
    GradeKindergarten
    Subject(s)Literacy and Science
    Educational StandardsRL.K.1 With prompting and support, ask and answer questions about key details in a text.RL.K.2 With prompting and support, retell familiar stories, including key details.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.RL.K.4 With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.SL.K.4 Speak audibly and express thoughts, feelings, and ideas clearly.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.NC.K.P.1 Understand the positions and motions of objects and organisms observed in the environment.
    • K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped ): • Straight • Zigzag • Round and round • Back and forth • Fast and slow
    Classifying ObjectiveCognitive DomainUsing Bloom’s Taxonomy, students will CREATE by designing and building a maze  for Harry the Dirty Dog.  A marble will be used to model how Harry would travel through the maze to reach his bone.  Students will also ANALYZE by writing to classify the different ways in which the marble (Harry) moves:  straight, zigzag, fast, slow, round and round, etc.  During the improve phase of the engineering design process, students will EVALUATE by deciding how to improve their design and explaining how they might make changes.
    Project Outline
    AskTeacher will ask the following question after the read aloud to introduce The Engineering Design Process Project:  Can you think of a way to build a maze that will allow Harry the Dirty Dog to move in different ways to find his hidden bone? Students will record the question in the EDP journal.
    ImagineTeacher will refer students to The Engineering Design Process journal to complete the imagine component of the process.Students will brainstorm and make a list of ideas after exploring the various available materials for use in creating a maze.  Students will choose one idea to pursue. (See detailed directions in previous Estimated Time Component above-Day 1.)
    PlanUsing the EDP journal, students will draw a picture of their maze and use words from the Ways Objects Move anchor chart to label their design.  (See detailed directions in previous Estimated Time Component above-Day 1.)
    CreateStudents will use physical items to design a maze for the Harry the Dirty Dog.  Students will utilize the The Engineering Design Process Journal as they write to describe their maze. Students should refer to the Ways Objects Move anchor chart as a vocabulary resource and the Sentence Starters anchor chart for support in writing sentences.(See detailed directions in previous Estimated Time Component above-Day 2 and 3.)
    ImproveStudents will reflect on their maze and complete the sentence frame to discuss what might work better or how to improve their maze.(See detailed directions in previous Estimated Time Component above-Day 2 and 3.)
    Closure / Student ReflectionsStudents will share their maze and read their sentence frames to practice speaking skills. (See detailed directions in previous Estimated Time Component above-Day 3.)
    Possible Modifications / ExtensionsThe project can be modified for group collaboration or with student partnerships.