November 3, 2014

Julia Giordano
Student Teaching
Emerson Elementary School
Mrs. Wenner-2nd Grade
Science Lesson Rollers: Rolling Spheres
Title: Rolling Spheres
Lesson Essential Questions: How does a sphere roll? How does the runway
Standards
S.K-2.A.2.1.2: Describe outcomes of an investigation.
S.K-2.A.2.1.1: Understand that making a change to an investigation may change the outcome(s)
of the investigation.
S.3.2.3.B1: Explain how movement can be described in many ways.
Learning Objectives & Assessments
Learning Objectives
Students will be able to describe how marbles
roll.
Students will be able to design runways for
marbles to roll down and land in cups.

Assessments
Students will roll marbles down runways. The
will record their findings in their science
journal.
Students will be given materials to make their
own roller coasters. The teacher will observe
student work. The students will record their

Materials
For each pair of students:
1 marble
1 runway
1 plastic cup
Science journal
Pre-lesson assignments & Prior Knowledge
Students have investigated motion. They have learned about spinning and rolling. The previous
lesson was rolling cups down a ramp, so they are familiar with slopes and rolling objects. They
have worked with materials to create their own models and recorded their findings in their
journal. They are familiar with building, testing, and recording.
Lesson Beginning
Students will come to the carpet. Review rolling with the students. Have students recall what
they learned about cups rolling down slopes. Remind students that cups only can roll on their
side.

November 3, 2014

Instructional Plan
1. Show the class a marble. Ask the students what they can tell you about this marble.
Ask them how they think this marble will roll and why.
2. Show students that the marble is completely round, which is called a sphere. Spheres
can roll in any direction. Ask students how this is different from the cups (the cups
can only roll on their sides).
3. Tell the class that today, we will be making roller coasters. Ask the students what
they know about roller coasters, and write responses on the chart paper (loops, turns,
high to low, drops, etc.).
4. Hold up a runway. Tell students they will be rolling a marble down this runway. The
marble will have to land and stay in the plastic cup that will be under the runway.
One partner will hold the runway, while the other partner will release the marble from
the top of the runway. Tell students they must find out how to hold the runway so
that the marble rolls down and lands in the cup. They can try many different
configurations, including loops, turns, and bumps.
5. Remind students how the room should look and sound while they are working.
Students will stay in one spot. They can talk with their partner, but there is no need
for screaming. If the marble rolls away, the student who released the marble will
walk, not run, to get it. If they need help or want to show a teacher their design, they
should raise their hand. Remind students that I will always be looking for models
who are working together and have great designs.
6. Look for students who are ready to begin. Pick partners to come to the back U table
to gather their materials.
7. Students will have 10 minutes to create runways and roll marbles down them. Walk
around and assist when needed. Find models for later sharing.
8. Call students back to the carpet. Discuss what they found by building their own roller
coasters. Have a few models share their designs.
9. Discuss that the marble will only roll into the cup if the starting point is higher than
the ending point. Discuss how the students found working loops and turns. The
slope needs to be steep in the beginning if there is a loop in the runway.
10. Call students back to their seats.
11. Tell the class that on Friday in the computer lab, they will be able to make their own
roller coasters on the computer. Project the website and show the class how to use
this roller coaster builder. Build a roller coaster and have students predict whether or
not the marble will reach the end. Build one successful and one unsuccessful.
12. Look for a model to try this at the computer. Students will watch what this student
does, and we will discuss afterwards why it worked or did not work.
13. Hand out journals.
14. Instruct students to answer the question, How does a marble roll down a runway? in
their journal. Write a sample answer and drawing on the chart paper on the board.

November 3, 2014
Differentiation
Students will build their roller coasters, allowing for individual hands-on learning.
During the investigation, I will walk around to assess students and help when necessary.
Students will see roller coasters built online.
Students will work in pairs, and I will make sure the pairs are appropriate to place lower
level students with higher level students.
Questions
What is rolling? How do marbles roll? What is a sphere? What does the runway have to have
to make the marble roll into the cup? How did you get the marble into the cup?
Classroom Management
I will have the materials ready to go for each group.
I will keep the students engaged and on task by asking for models.
I will explain in detail how the materials will be used.
Transitions
Before each different activity, explain fully what is expected of the students. Ask only table
captains to gather the materials.
Closure
The students will record their findings in their journal. They will draw a picture of their design
with labels.