Locate motion
Point out where the ball starts and stops.
CLASSROOM PROJECT · EARLY LEARNING · ENGINEERING
Roll to the Target
Build a short path for a ball. Students watch how a ball moves after a gentle push, then adjust paperboard boundaries to help it reach a target.
Teacher-prepared materials. Students explore, build, test, and share.
What students will show:
Describe a path
Use everyday words to describe the direction the ball moves.
Make a change
Identify one change made to the path.
See the standards connection in Resources.
BEFORE CLASS
Set the table. Start the thinking.
Materials and preparation for 3 students.
What to put in each kit
| Material | Quantity | Class total |
|---|---|---|
| shallow tray or large paperboard base | 1 shallow tray or large paperboard base | — |
| lightweight, large ball | 1 lightweight, large ball | — |
| teacher-prepared paperboard strips | 4 teacher-prepared paperboard strips | — |
| Masking tape | Masking tape | — |
| large target marker | 1 large target marker | — |
| picture observation cards | 3 picture observation cards | — |
Vocabulary: push, roll, path, start, target, turn.
03 / THE TEACHING FLOW
A clear next step. Every step.
Use the timed sequence below. Make time to test, share, and reset.
Step
Lesson · 35 min 0–6 min
Notice the roll
Teacher says
Roll the ball on an open tray; students point to where it stops.
Students do
Roll the ball on an open tray; students point to where it stops.
Look for
Point out where the ball starts and stops.
Lesson · 35 min 6–11 min
Plan a path
Teacher says
Students place the target marker and predict a path.
Students do
Students place the target marker and predict a path.
Look for
Use everyday words to describe the direction the ball moves.
Lesson · 35 min 11–22 min
Build boundaries
Teacher says
Groups arrange two to four paperboard boundaries.
Students do
Groups arrange two to four paperboard boundaries.
Look for
Identify one change made to the path.
Lesson · 35 min 22–29 min
Test in turns
Teacher says
Each student gently pushes the ball from the start.
Students do
Each student gently pushes the ball from the start.
Look for
Identify one change made to the path.
Lesson · 35 min 29–35 min
Change and share
Teacher says
Groups move one boundary, test again, and share what changed.
Students do
Groups move one boundary, test again, and share what changed.
Look for
Identify one change made to the path.
STEP TIMER
Design, test, and improve: The goal is for the ball to enter the designated area. Use the same starting point for both tests and change only one boundary between tests.
04 / CHECK LEARNING
Notice the evidence. Choose a next move.
<p>Students point to or mark where the ball stopped, then complete: “We moved ___. The ball went ___.”</p>
Assessment evidence
Students point to or mark where the ball stopped, then complete: “We moved ___. The ball went ___.”
| Focus | Observation 1 | Observation 2 | Observation 3 |
|---|---|---|---|
|
Design, test, and improve
The goal is for the ball to enter the designated area. Use the same starting point for both tests and change only one boundary between tests. |
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Extension activity
Add a second target and let students choose which target they want the ball to reach. |
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Swipe the table sideways to see every trial.
The goal is for the ball to enter the designated area. Use the same starting point for both tests and change only one boundary between tests.
05 / RESOURCES
Take the lesson with you.
Printable resources will be added here when the files are available.
CLASSROOM RESOURCES
Suggested printables · Coming soon
Start and target markers; picture observation cards; teacher lesson chart; motion-word cards
