Week 2: Building Ramps

Learning Goals


Children will:

  • Describe the way objects move when they are placed on ramps
  • Understand that the shape of an object affects whether it will roll or slide or stay put
  • Predict the behavior of objects that roll versus objects that slide
  • Observe that objects move in different ways when placed on ramps of different steepness, when they leave the ramps, and when they hit other objects
  • Understand that objects that slide are more likely to move on steeper inclines, and both rolling and sliding objects move faster down steeper inclines
  • Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever
  • Begin to understand that tools and machines help people do things faster or more easily
  • Recognize that the motion and speed of a rolling or sliding object is affected by the texture of the object and the texture of the surface on which it is rolling or sliding
  • Compare the attributes of length and weight for two objects, including longer/shorter, same length, heavier/lighter, same weight; holds more/less, holds the same amount
  • Recognize that under some conditions, objects can be balanced
  • Begin to measure things using nonstandard measurement tools
  • Record observations and share observations


Children will:

  • Recognize, match, and form uppercase and lowercase “Uu” (Alphabet Knowledge)
  • Begin to understand sentences are made up of words and word spaces (Concepts of Print)
  • Understand directionality in print (Concepts of Print)
  • Begin to recognize environmental print (Concepts of Print)
  • Understand that print carries meaning (Concepts of Print)
  • Build understanding through text-to-self and text-to-world connections (Comprehension)
  • Make predictions about a story (Comprehension)
  • Recall and retell story details (Comprehension)
  • Engage in active viewing and listening (Listening and Speaking)
  • Follow directions (Listening and Speaking)
  • Listen for initial sounds in words (/u/) (Phonological Awareness)
  • Identify and produce rhyming words (Phonological Awareness)
  • Be introduced to frequently used prepositions (Vocabulary)
  • Listen to, develop understanding of meaning, and use new concept vocabulary words about ramps: fast, faster, inclined plane, opposite, ramp, roll, slanted, slide, slow, and slower (Vocabulary)


Children will:

  • Participate in one-on-one, small-group, and large-group conversations/discussions
  • Show understanding of group roles, rules, and expectations
  • Begin to understand how one’s actions affects others
  • Express his or her own needs, wants, feelings, thoughts, ideas, and opinions
  • Begin to initiate, organize, and participate in independent activities
  • Seek answers to questions
  • Begin to sustain attention to personally chosen or routine tasks until they are completed
  • Show improvement in taking care of and managing shared materials
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