The rationale for this lesson is to engage students in a hands-on, inquiry-based learning experience that incorporates problem-solving, creativity, and collaboration. By introducing the problem of creating a small maze on a paper plate without breaking, students are challenged to think critically and apply their knowledge of forces, motion, stability, and balance.
The lesson begins with a class discussion on the concept of mazes and the different paths we take in our daily lives. This discussion helps to spark students’ interest and provide context for the project. By showing pictures or videos of mazes, students are further engaged and motivated to create their own maze.
The documentation aspect of the lesson allows for the teacher to assess students’ understanding and thought processes. By asking students to share their requirements for creating a maze and explaining their reasoning, the teacher can gauge their understanding of the scientific concepts involved. This also encourages students to think critically and justify their ideas.
The individual and group work portions of the lesson allow students to apply their knowledge and creativity to design and build their own marble mazes. By providing materials and encouraging collaboration and discussion among peers, students are able to problem-solve and test their designs. This hands-on experience allows for a deeper understanding of the scientific concepts involved.
The drawing of evidence-based conclusions and the presentation of their maze designs and findings allows students to communicate their ideas and receive feedback from their peers. This promotes critical thinking and reflection on their designs and encourages them to consider improvements and modifications.
Overall, this lesson provides a meaningful and engaging learning experience that incorporates problem-solving, creativity, collaboration, and scientific concepts. It allows students to apply their knowledge in a practical way and encourages critical thinking and reflection.