University of West Alabama

COE
5E Lesson Plan
RAMP EXPLORATION

Teacher: Roberta Robison

Date: 11/ 08/2023
Subject Area / English Language Arts,
Course / Science
Grade Level: Grade(s) K
Materials: Student Materials: (for each group of 4 children)
-2 ramp pieces of the same length (can be made from molding, scrap wood, or old car race tracks)
-2 rubber balls
-6 two-inch blocks
-2 empty soup cans (without sharp edges)
-6 pieces of masking tape (approx. 2 inches long)
Technology Resources Needed
-Interactive whiteboard
-Teacher computer
-Chromebooks or iPads for students to play Kahoot! quiz
-Kahoot! quiz: https://play.kahoot.it/#/k/61dd4ebe-724d-418f-b92e-b4c57563fef4
Standards: ELA21.K.R1 Utilize active listening skills during discussion and conversation in pairs, small groups,
or whole-class settings, following agreed-upon rules for participation.
ELA21.K.1 Actively listen and speak using agreed-upon rules for discussion, with guidance and
support.
SC15.K.2 Use observations and data from investigations to determine if a design solution (e.g.,
designing a ramp to increase the speed of an object in order to move a stationary object) solves
the problem of using force to change the speed or direction of an object.*
Objectives: Primary Learning Objectives
Students will:
-design ramps of different heights.
-investigate how the height of a ramp changes the speed of a ball rolling down it.
-participate in a think-pair-share activity to discuss the lesson's vocabulary words.
Additional Learning Objective(s)
I can:
-design a ramp to make an object move.
-observe characteristics of a moving object.
Differentiation The teacher will ask questions to activate prior knowledge.
Strategies: The teacher will ask the students to describe what it is like to go down a slide.
What would happen if you put some of the pieces together?

ENGAGEMENT:
To begin the lesson, the teacher will ask students if they have ever rolled down a hill or rode a roller coaster. The teacher will
allow students to answer the question of prior experiences with their classmates. After sharing their prior experiences with
their classmates the teacher will explain what a ramp is and that they are going to get to crate one.

Approved January, 2013

Assessment: while the class is sharing their experiences the teacher will observe who is familiar with ramps and who is not. The
teacher will use this information to pair students accordingly.
EXPLORATION:
Students will be given sets of materials to explore and brainstorm what can be done with it to create a ramp.
2 ramp pieces of the same length (can be made from molding, scrap wood, or old car racetracks), 2 rubber balls,
6 two-inch blocks, 2 empty soup cans (without sharp edges), 6 pieces of masking tape (approx. 2 inches long)

Assessment: The teacher will move around the classroom and observe whether the students understand what the materials are
and how they will be used.
EXPLANATION:
Divide students into science investigation groups (of 2 students) and use the "Think-Pair-Share" Method.
The students will sit crisscrossed and look eye-to-eye with their partner, one friend will talk, and the other friend will listen.
Show the students all the materials in the group boxes. (Students should have had some free exploration time with these
materials prior to this lesson.)

Assessment: The teacher will ask the following questions (and walk around the room to listen to discussions): Ask:
How can you change the way a ball rolls down a ramp? How do you think you could change a ramp to make the ball go further?
ELABORATION:
Have students discuss their findings with their groups.
Have groups present findings with the rest of the class.

Assessment: Check for understanding through observation and inquiry.

EVALUATION: Grading Rubric for: RAMP EXPLORATION

Expectations Approaching Expectations Expectations were met Exceeding Expectations

5 10 15
The student created an The student created a project The student did not explore
Creativity original idea in a unique way. based on an object that any new ideas.
exists.

The student worked hard to
Effort create their project and used
time efficiently. Student also
showed problem-solving
skills.
The student showed new
Learning skills and understanding
while creating their project.
The student used most time
wisely and worked to
problem-solve with some
frustration.
The student showed some
understanding of new ideas
and their project.
The student did not use time
wisely and/or did not
complete a project using
problem solving when
necessary.
The student did not attempt
understanding or problem-
solving for the content or
their project.

Approved January, 2013

Total /45

References:
https://alex.state.al.us/LR/LP1/56409

Approved January, 2013