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Experience Science A-Z - Part 2 - Learning A-Z

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Harold Fernando Montealegre Gonzalez
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55 views

Experience Science A-Z - Part 2 - Learning A-Z

Uploaded by

Harold Fernando Montealegre Gonzalez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Experience Science A-Z: Part


2
Process Activities: Guided Science Experiments for Hands-On Learning

In our Experience Science A-Z series, we show you what it’s like to use Science A-Z to
teach science through reading and reading through science. In Part 2, we put you in the
shoes of a teacher facilitating a Process Activity, a guided experiment in which students
apply science and engineering practices while reading, writing, thinking, and behaving
like real scientists.

Preparing to Design Machines


Before students enter class, you have already printed copies of data sheets for the
students and arranged the materials: Design Machines Data Sheets 1 & 2 for each student,
12 strips of tagboard or card stock, 12 empty toilet paper rolls, scissors, yarn, roll of masking
tape or clear tape, lightweight ball, and a meter stick.

When students come in, you greet them and explain that today’s activity is a hands-on
extension of the Machines investigation they completed yesterday: experimenting with
simple machines (inclined plane, screw, wedge, lever, wheel and axle, pulley, and gear) to
design a complex machine that can make a ball travel the farthest distance.

Experiment Activities
First, you demonstrate how to build the six simple machines that students will be using in
their experiment. Using the cardboard, toilet paper roll, string, masking tape, scissors, yarn
and a meter stick, you model how students can assemble simple machines before they
build on their own.

Then, you ask students to work in groups to build their own simple machines and test
their effectiveness in making a ball move the farthest distance. As students experiment
with their simple machines, remind them to record and discuss their results in Data Sheet
1.

When students have completed their simple machine experiments, you ask them to
construct a complex machine from combining any three of their simple machines. Guide
students in testing their complex machine’s effectiveness in moving a ball the farthest
distance, and remind them to record and discuss their results in Data Sheet 2, including
answering in their own words how a complex machine works.

Wrap-up and Reading Preparation


Before concluding the lesson, you ask a few students to share what they learned about
how complex machines work, and you let students know to check their Kids A-Z portal for
Science A-Z readings to complete by the next day. While students were designing their
machines, you digitally assigned FOCUS Books to them based on their level. You found
the FOCUS Books on Science A-Z under the Physical science category: The Mole Machine;
Let’s Ride a Bike!; Spaceship Motions and Deep, Deep Oceans; Wrecking Ball vs. Strong
Wall; and Waterwheels and Windmills.

You also let students know that they will be doing an experiment included in the “Be an
Engineer” section of their digital FOCUS Book, which encourages them to apply what
they learned about building their complex machine.

Stay tuned for Part 3


In part 3 you will see how Science A-Z blends independent reading practice and
assessment with digital FOCUS Books.

Want to try Science A-Z in your classroom?


Get a closer look at Science A-Z’s printable, projectable, and digital STEM resources with a
free trial today!

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