Professional Documents
Culture Documents
Materials
Per class Per student Per group of students
As many different types 1 of each of the following • Sled for every two students
of tires as possible. worksheets: #i,ii,iii,iv,v,vi (or more than two students
per sled depending on the
availability of sleds)
• A brick and substances
having different surfaces,
such as glass, sand, wood,
and sandpaper.
Constructivist Activity Steps
Role of Teacher Role of Student
Engage For Activity A, have students bring in one sled for Bring in sleds.
each group.
ACTIVITY B
(Complete after doing
Activity A). With the
knowledge gained
from Activity A, predict
the effect of surface on
the movement of a brick
across that surface.
See worksheet #iv.
Group Listen to reports. Using questioning techniques, have Activity A See worksheet #iii.
reports students correct their own misconceptions, if any are
why identified. Provide students with the appropriate
predictions terminology as needed. Have students fill out
were worksheets for activity B throughout the experiment. Activity B Share results using
accurate If students are of high ability, consider having them worksheets provided or student-made
or create their own worksheets worksheets
inaccurate
Short Help students use scientific terminology and apply Children should be able to conclude
explanation their understanding to their own type of bicycles. that the more grip there is on a
surface (adherence, “stick-to-
ittiveness”), the more friction there
is.
Apply to Lead discussion through key questions so that students • See worksheet #v. Discuss
a new can link this information to how their why people need different
types of tires for different
situation
bicycle tires differ depending on the surface on which surfaces (i.e. race cars,
the bicycle is ridden (i.e. Race bike = thin tires for tractors, motorcycles, race
velodrome; mountain bike tires = thick tires to grip bikes, etc.).
• Have students examine the
gravel and go up hills;etc.).
tires that were brought in.
• Students should be able to
conclude that the less contact with
the surface there is, the more grip
one needs. If possible, ride
bicycles on different types of
surfaces.
• Role play: Imagine you are the safety
representative of your school. Your
task is to inform your classmates of
cautions they should take when riding
on specific surfaces. Include in your
report how to ride in various
conditions (braking, speed, types of
tires, etc.).
Vocabulary List
Friction: the force that resists the rolling or Surface: the external part of anything
sliding of one object on another. that has length and breadth (smooth,
Grip: adherence; “stick-to-it-tiveness” rough,icy,slippery)
Evaluation Ideas
• Evaluate student observations and their ability to draw conclusions using their observations.
• Evaluate work sheets, making particular note of student explanations
Extensions
• Discuss how animals use their paws and claws to help them manage movement and grip various surfaces. Give
students worksheet #vi and have them work in small groups and share their results.
• Review descriptions of different types of surfaces. Have the students use paper and charcoal or pencil to
make rubbings of different surfaces. Have the students exchange papers, label each surface, and justify
their predictions (e.g., Why do you think this is a smooth surface? What is special about the drawing?)
Teacher Comments from Field Testing
• materials may be scarce (other resources include kindergarten, daycare, … to get the sleds needed)
• students very motivated because it was a new teaching strategy and they got to go outside and be active
learners
• everyone was successful and was able to participate
• all students were inclined to draw scientific conclusions
• interest level was high for everyone (boys and girls)