1st Grade Science in the Toy Box Unit
Section 1, Lesson 3: Wheel-a-Rama
Home | Toy Box Home | Set the Stage | Sect.1, Lesson 1 | Sect.1, Lesson 2 | Sect.1, Lesson 3 | Sect.2, Lesson 1 | Sect.2, Lesson 2 | Sect.2, Lesson 3 | Sect.3, Lesson 1 | Sect.3, Lesson 2 (Omit Lesson) | Sect.3, Lesson 3 (Omit Lesson) | Sect.4, Lesson 1 | Sect.4, Lesson 2 (Omit Lesson) | Sect.4, Lesson 3 | Sect.4, Lesson 4 (Omit Lesson) | Sect.5, Lesson 1-3 (Omit Lessons) | End of Unit Assessment
Essential & Unit Questions* 1 Benchmarks 2 Formative and Summative Assessments 3 Using Assessments to Monitor Student Learning
How can we make things easier to move? (add wheels) 3A(K-2) #1: Tools are used to do things better or more easily and to do things that could otherwise not be done at all. Class brainstorming list and class discussion of list (See Introduce and the last paragraph under Guide on page C16 in Teacher's Guide.)

Class discussion about results of student experiment with model wheels during Make it Roll activity and Reflect section (See pages C16-17 in Teacher's Guide.)
  • Do students know that adding wheels makes it easier for an object to move?
  • Can students explain how the pencils placed under the book in Step 2 of the activity are like wheels?
  • Do students conclude that without wheels it takes more force to push something?
  • Are students able to recognize that wheels are a tool used to move many things more easily?
How are model toys like the real thing? How are they different from the real thing?

Why are models helpful? (relate to the model car)

How do the parts of a system (toy) work together?

What are some ways to describe something?

Why is it helpful to work in groups?

11B(0-2)#1: Many of the toys children play with are like real things only in some ways. They are not the same size, are missing many details, or are not able to do all of the same things.

11B(0-2)#2: A model of something is different from the real thing but can be used to learn something about the real thing

11A(K-2)#1: Most things are made of parts.

11A(K-2)#2: Something may not work if some of its parts are missing.

11A(K-2)#3: When parts are put together, they can do things that they couldn't do by themselves.

11D(K-2)#1: Things in nature and things people make have very different sizes, weights, ages and speeds.

12D(K-2)#1 Describe and compare things in terms of number, shape, texture, size, weight, color and motion.

1C(K-2)#2: In doing science, it is often helpful to work with a team and to share findings with others. All teams members should reach their own individual conclusion, however, about what the findings mean.

1C(K-2): Everybody can do science and invent things and ideas.

 Performance Assessment: Drawing or plan of toy car student plans to build; building/construction of toy car; presentation and demonstration of toy to class

Note: Benchmarks not addressed in Teacher's Guide. Teachers must deliberately have a class discussion about the benchmarks and how they relate to the construction and functioning of the cars.
  • Can students use different materials to make a workable car?
  • Can students make model wheels that work like the real thing?
  • Do students know that certain parts must work together to make the car move? (Example: students need an axle and wheels)
  • Do students recognize that if they are missing essential parts of the car it will not operate properly?
  • Do students recognize groups made different types of workable cars (colors, sizes, speeds)?
  • Can students describe and compare each other's cars?
  • Do students recognize the value of working in a group?
Home | Toy Box Home | Set the Stage | Sect.1, Lesson 1 | Sect.1, Lesson 2 | Sect.1, Lesson 3 | Sect.2, Lesson 1 | Sect.2, Lesson 2 | Sect.2, Lesson 3 | Sect.3, Lesson 1 | Sect.3, Lesson 2 (Omit Lesson) | Sect.3, Lesson 3 (Omit Lesson) | Sect.4, Lesson 1 | Sect.4, Lesson 2 (Omit Lesson) | Sect.4, Lesson 3 | Sect.4, Lesson 4 (Omit Lesson) | Sect.5, Lesson 1-3 (Omit Lessons) | End of Unit Assessment
* Essential/Unit questions are major questions driving the unit. They are directly aligned with the benchmarks. No single lesson addresses each question in its entirety. By the end of the unit, students should be able to answer these core questions.

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.

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