Wheel and Axle Lesson 1- Math
Balls Vs. Wheels and Axles
During the hook lesson several students confused balls with wheels. For my first lesson I wanted to focus on the difference of balls and wheels, while also teaching about some of the attributes and characteristics of the wheel and axle. This lesson integrated math concepts.
In my lesson, Balls Vs. Wheels and Axles, the students explored the differences between balls and wheels and axles by first observing and listing qualities/ characteristics of a Styrofoam ball. The students were able to observe the rolling patterns of the Styrofoam ball. Then the students watched as I cut off two sides of the Styrofoam ball (I cut it myself for safety reasons), turning it from a ball into a wheel. The students then got to observe the newly created wheel and list qualities/ characteristics of that. We also used a pencil to stick through the middle of the wheel creating a wheel and axle. Like they did with the ball, the students were able to observe the rolling patterns of the wheel and axle. The students then compared rolling abilities of the balls to the wheel and axles.
The children did a great job participating and listening. They answered questions very well and had some great insights. One child saw how the completed wheel and axle (with 2 wheels and 1 axle) looks like the wheels under a car. This student grabbed a toy car that was in the classroom and brought it over to the rest of the small group, which lead to further understanding for the whole group. Here are some great quotes from the students from the lesson:
In my lesson, Balls Vs. Wheels and Axles, the students explored the differences between balls and wheels and axles by first observing and listing qualities/ characteristics of a Styrofoam ball. The students were able to observe the rolling patterns of the Styrofoam ball. Then the students watched as I cut off two sides of the Styrofoam ball (I cut it myself for safety reasons), turning it from a ball into a wheel. The students then got to observe the newly created wheel and list qualities/ characteristics of that. We also used a pencil to stick through the middle of the wheel creating a wheel and axle. Like they did with the ball, the students were able to observe the rolling patterns of the wheel and axle. The students then compared rolling abilities of the balls to the wheel and axles.
The children did a great job participating and listening. They answered questions very well and had some great insights. One child saw how the completed wheel and axle (with 2 wheels and 1 axle) looks like the wheels under a car. This student grabbed a toy car that was in the classroom and brought it over to the rest of the small group, which lead to further understanding for the whole group. Here are some great quotes from the students from the lesson:
"You can't use balls on cars!"
"Balls are round all over." "This makes so much sense!" "Axles go through the middle." |
"Sometimes I kick a ball and it doesn't go straight. It goes like this!" (uses hands to show curve motion)
"We can make wheels roll straight." "Balls roll all over" "They look like a car." |
After the lesson was complete I felt the students in my class had a good enough understanding of wheels and axles were to move onto the second lesson, which would be connecting the wheel and axle to health and wellness. You can find the post-assessment to this lesson here.
balls_vs._wheel_and_axle_lesson_plan.docx | |
File Size: | 21 kb |
File Type: | docx |