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Element Description Grade & Content 10 Materials Needed For Each Group

This document outlines a 10th grade science workshop focused on the effects of balanced and unbalanced forces. The workshop includes the following activities: 1. Students explore materials to produce light and build the tallest standing tower. 2. The teacher gives a mini-lesson on light absorption, reflection, and transmission using a video. 3. Working in groups, students design and test flashlights, revising their designs based on results. 4. Students share their strategies with peers and the teacher receives feedback on understanding concepts like reflection and absorption.

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103 views2 pages

Element Description Grade & Content 10 Materials Needed For Each Group

This document outlines a 10th grade science workshop focused on the effects of balanced and unbalanced forces. The workshop includes the following activities: 1. Students explore materials to produce light and build the tallest standing tower. 2. The teacher gives a mini-lesson on light absorption, reflection, and transmission using a video. 3. Working in groups, students design and test flashlights, revising their designs based on results. 4. Students share their strategies with peers and the teacher receives feedback on understanding concepts like reflection and absorption.

Uploaded by

api-489739945
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Element Description

Grade & Content 10th grade science

Materials Needed - **what teacher has to show students**


For each group:
- Construction paper
- Tape
- Scissors

Thematic Unit Gravity: effects on balanced and unbalanced structures

Workshop 3-PS2-1
Learning Goals Plan and conduct investigations on the effects of balanced and unbalanced forces
(OAS Standards) on the motion of an object.

Free Time Explore given materials that help produce light (everything but tape and scissors).
Challenge students to figure out how to produce light with the materials they are
given. Once they get it, ask them to try to make the light brighter.

Explore materials given that are used to create tower. Challenge students to figure
out how to create the tallest tower, in competition with other groups in the class,
that can stand by itself for one minute

Mini-Lesson Teacher introduces the concept of light (including absorption, reflection, and
transmission) using part of the Light Absorption, Reflection, and Transmission
video (beginning to 1:07) and shares different forms of flashlights. The teacher
demonstrates how one flashlight works better/worse than another flashlight. After
the students explore different flashlights, they discuss how and why the various
flashlights work differently than one another.

Student-led Students work in an iterative process of:


Work Time
Questioning: Think about what makes a good tower/building stand on its own,
and how they can recreate that using only paper, scissors, and tape

Design: Using knowledge from the questioning, create the best design that will
accomplish the goal of creating the tallest structure that will stand on its own for
one minute

Testing: Apply concepts to test various materials for reflection, absorption, etc.

Revising: Revise the flashlight’s design based on results of testing.

Sharing Students share with peers and the teacher their strategies and thinking.

E.g., After the mini-lesson, students share their ideas for a ‘good’ flashlight with a
partner. Later in the lesson, they share with the teacher if, how, and why/why not
they incorporated their idea into the final product. When collaborating with peers,
students share their design thinking to gain feedback and mentor other makers.
Closing The class unpacks the lesson by discussing the various activities from the
workshop as they engage in a Gallery Walk. The teacher may explain a standard
and ask the students to identify connections to the standard within each product
(e.g., how reflection and absorption are/are not incorporated).

Assessment Teacher monitors groups to see how they are progressing with flashlight design
and development. Teacher has questions ready to assess student understanding of
concept (e.g., Will your light shine through cloth? What surfaces reflect or absorb
the light? Why? How can you make your light brighter?). Students might also
share or explain their thinking to others so that the teacher gains an understanding
of their learning from the activity.

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