Coconut Star

Guided Small Group

This game is introduced across several whole group and small group activities. Children also play the game independently or in pairs in the Learning Center. Prompts for each introductory activity as well as support for Learning Center play are described.

From the game home screen, tap the green arrow button to start at Level 1 , or tap All Levels to choose a specific level. In each level, select the starting height of the kicking boot and/or ramps and try to get the coconut to land on the star. The in-game character, Nico, provides detailed instructions and feedback as you play.

Levels 1–3: Force. Children explore the concept of force. They use a “kicking boot machine” to kick a coconut and observe how the amount of force they use (little, medium, or big) affects how far the coconut rolls. In a small group setting, hold the iPad in front of you, just as you would share a picture book with children.

1. Engage children in conversation as you explore Coconut Star, Levels 1–3, together. Listen and watch as Nico introduces the activity, then pause to discuss the elements on the screen with children. Possible discussion ideas:
   • What do you see on this screen? Tell me about the kicking boot machine. How does it work?
   • What choices can we make?
2. Put down the iPad and pretend that your arm is a kicking boot machine, and your fist is the boot. Demonstrate how to pull back your arm and then swing it to hit the coconut with your fist—first with a small amount of force, then with a medium amount of force, and finally with a big force. As you model the action, draw attention to how high you lift your arm in order to apply the appropriate amount of force. Let’s pretend!
   • I want to hit the coconut with just a little bit of force so it rolls a small distance. I’m going to lift my arm just a little bit, then swing and hit the coconut with a gentle tap using my fist.
   • Let’s pretend! Lift your arm just a little bit, then gently tap the coconut with your fist.
   • Repeat this think-aloud. Pull your arm back a little higher and swing it with a medium force as you pretend to give the coconut a medium kick. Then pull your arm back even more and swing it with a big force to give the coconut a big kick.
3. Return to the iPad and have children discuss the choices they can make with the kicking boot machine. Use discussion prompts to help children observe closely, think critically, and do cause-and-effect problem solving together. Possible discussion ideas:
   • (Level 1) How much force do you think we need to use to make the coconut roll to the star: a big force, a medium force, or a little force? Show me how high we should raise the boot. Did the coconut reach the star? Did we use the right amount of force?
   • If the choice was not correct, ask: Do you think we should use more force or less force? How high should we raise the kicking boot?
   • (Level 2) How much force do you think we need to use to make the coconut roll to the little stars: a big, medium, or little force? Show me how high we should raise the boot.
   • If the choice was not correct, try again: Do you think we need to use more force or less force? Show me how high we should raise the boot to kick the coconut with (more/less) force.
   • (Level 3) How much force do you think we need to use to make the coconut crash through the blocks and roll to the star? Show me how high we should raise the boot to kick the coconut with (a big/little) force.
4. After investigating and discussing Levels 1–3 as a small group, hand iPads out to pairs of children (or individual children). On the home page screen, tap All Levels (upper right corner) to return to Level 1. Then let children continue exploring the levels with more autonomy.
5. Encourage children to replay these levels in the Learning Center.

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in a discussion about force.
2. Invite children to show with their arms and fists a big, a medium, and a little force and to describe how each force affects how the coconut will move.
3. Support children in thinking about cause and effect as they solve each challenge in the levels of Coconut Star. Have them observe how far the coconut rolls and discuss how they can change the amount of force in order to make the coconut come to a stop exactly on the star.
4. Encourage children to listen to and build on each other’s ideas.

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in a discussion about force.
2. Invite children to show with their arms and fists a big, a medium, and a little force and to describe how each force affects how the coconut will move.
3. Support children in thinking about cause and effect as they solve each challenge in the levels of Coconut Star. Have them observe how far the coconut rolls and discuss how they can change the amount of force in order to make the coconut come to a stop exactly on the star.
4. Encourage children to listen to and build on each other’s ideas.

Circle Time: Introduction

Levels 4–6: Ramp Steepness. By adjusting the steepness of two ramps in the split-screen Explore level, the class can compare the movement of two identical coconuts as they simultaneously roll down the ramps. In Lesson 5, Explore: Which Rolls Farther? children compare the distance traveled by the coconuts and share ideas about why one coconut rolled farther.

1. To access the Explore level, tap All Levels in the upper right corner of the home screen. Tap the Explore button that appears before Level 4. In this lesson, you will only adjust the steepness of the ramps; keep the surface texture of both ramp setups the same. Start by setting both ramps to the same steepness.
2. Encourage children to share their observations. Possible discussion ideas:
   • Look! These two ramps have the same steepness. What do you predict will happen when we roll the coconuts down these two ramps? Will one coconut roll farther? Or will both coconuts roll the same distance? Why do you think that?
   • Release the coconuts and have children observe and announce the results.
   • Change the top ramp so that it is steeper than the bottom ramp. Let’s compare the steepness of the two ramps now. Are they the same or different? Which ramp is steeper?
   • Let’s try rolling coconuts down the two ramps again and observe what happens. Does anyone want to make a prediction?
   • Which coconut rolled farther? Why do you think that happened?
   • Change the ramp’s steepness according to the group’s suggestion a few more times. Each time, release the coconuts and observe what happens. Describe the two ramps for me. Which one is steeper? Which one is less steep? What do you predict will happen when we roll the coconuts down these two ramps?
   • Help children articulate their ideas, reinforcing vocabulary such as steep and less steep.

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in a discussion about steep and gentle ramps.
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the steepness will affect how far the coconuts roll. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconuts roll and discuss how to change the steepness of the ramps in order to make each coconut come to a stop exactly on the star.
3. Encourage children to listen to and build on each other’s ideas.

Circle Time: Introduction

Levels 4–6: Ramp Steepness. By adjusting the steepness of two ramps in the split-screen Explore level, the class can compare the movement of two identical coconuts as they simultaneously roll down the ramps. In Lesson 6, Explore: Which Rolls Farther? they focus on the distance traveled and discuss why one coconut rolls farther.

1. To access the Explore level, tap All Levels in the upper right corner of the home screen. Tap the Explore button that appears before Level 4. In this lesson, you will only adjust the steepness of the ramps; keep the surface texture of both ramp setups the same. Start by setting both ramps to the same steepness.
2. Encourage children to share their observations. Possible discussion prompts:
   • Look! These two ramps have the same steepness. What do you predict will happen when we roll the coconuts down these two ramps? Will one coconut roll farther? Or will both coconuts travel the same distance? Why do you think that?
   • Release the coconuts and have children observe and announce the results.
   • Change the top ramp so that it is steeper than the bottom ramp. Let’s compare the steepness of the two ramps now. Are they the same or different? Which ramp is steeper?
   • Let’s try rolling coconuts down the two ramps again and observe what happens. Does anyone want to make a prediction?
   • Which coconut rolled farther? Why do you think that happened? How can we change the bottom ramp to make the coconut roll as far as the coconut in the top ramp?
   • Change the ramp’s steepness according to the group’s suggestion. Release the coconuts and observe what happens.
   • How can we change the bottom ramp to make the coconut roll farther than the coconut in the top ramp?
   • Change the ramp’s steepness according to the group’s suggestion. Have children describe the two ramps. Which one is steeper? Which one is less steep? What do you predict will happen when we roll the coconuts down these two ramps?
   • Help children articulate their ideas, reinforcing vocabulary such as steep or less steep; farther or less far.

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game, and use prompts such as those used in previous Coconut Star activities to model for children and engage children in a discussion about steep and gentle ramps.
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the steepness will affect how far the coconuts roll. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconuts roll and discuss how to change the steepness of the ramps in order to make each coconut come to a stop exactly on the star.
3. Encourage children to listen to and build on each other’s ideas.

Circle Time: Wrap-Up

Levels 4–6: Ramp Steepness. Children continue to explore how a ramp’s steepness affects the distances the coconut rolls on the pathway.

1. Level 4. Listen to Nico’s introduction and watch the demonstration. Then draw children’s attention to the ramp on the left side of the screen. Encourage children’s participation with discussion ideas such as:
   • How can we make this ramp into a really steep ramp? Let a child tap the circle on the highest ledge.
   • Encourage children to describe the change with their words and bodies. What happened to the ramp when (child’s name) tapped the highest circle? Use your arm to show me. Did the ramp get steeper or less steep? How would you describe this ramp? Is it steep, medium, or gentle?
   • Let a child demonstrate how to change the ramp into a low, gentle ramp.
   • Remind children of the challenge: We want to make the coconut roll down the ramp and stop on the star. Which do you predict is the right ramp to use: the steep ramp, the medium ramp, or the gentle ramp? Why do you think so?
   • After a brief discussion, have children “vote” by putting their hands up high, in the middle, or down low. If you think that the steep ramp is the best prediction, hold your hands up high, etc.
   • Set the ramp to the level chosen by the most children and let a child tap the green arrow button to make the coconut roll.
   • If the gentle ramp is chosen, the coconut rolls exactly the right distance and lands on the star, and the game will advance to the second part of this level.
   • If the coconut rolled too far, have children discuss how to make a new choice based on the first result. Model some “think aloud” talk. For example, We chose the medium ramp and the coconut rolled too far, so we need to choose another ramp. Which ramp do you think we should choose? Why do you think that is a good choice? Raise your hand if you agree that the (gentle) ramp is the best choice. Put your hand on your head if you have a different idea. Let’s try out the solution that most of you think is the best choice.
2. Levels 5 and 6. These levels present more complex pathways, where children adjust two ramps to get the coconut to the star. If needed, you may guide children to solve the ramps in order, one at a time.
   • What kind of ramp do you think we need in order to make the coconut roll to the little stars on this trap door: a steep, medium, or gentle ramp? Why do you think so?
   • When the trap door opens, the coconut will fall straight down and then roll down this second ramp. How steep do you think this second ramp should be in order to make the coconut roll just the right distance to stop on the star? Why do you think so?
   • Let’s try it out and see what happens!
   • Do you think we chose the right steepness for the first ramp? Why do you think so?
   • Do you think we chose the right steepness for the second ramp? Why do you think so?
   • What do you think we need to change? How should we change the ramp? Should we make it steeper or less steep? Why do you think so?

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in a discussion about steep and gentle ramps.
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the steepness will affect how far the coconut rolls. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconut rolls and discuss how to change the steepness of the ramps in order to make the coconut come to a stop exactly on the star.
3. Encourage children to listen to and build on each other’s ideas.

Circle Time: Introduction

Levels 7–12: Surface Texture. A split screen with two ramps lets children explore and compare how surface texture (dirt, grass, metal) affects how far a coconut rolls. In your initial explorations, leave both ramps set at the same gentle steepness and choose two different textures for the top and the bottom screens—for example, dirt on the top screen and grass on the bottom screen.

1. To access the Explore Surface Textures level, tap All Levels in the upper right corner of the home screen. Tap the Explore button that appears before Level 8.
2. Pose questions such as the following:
   • How would you describe the texture of dirt? The texture of grass?
   • Do you predict the coconut will roll farther on the dirt or on the grass surface? Why do you think so? Let’s try and see. Was our prediction correct? If it was not correct, have children discuss the reasons why that might be so.
3. After exploring and comparing the distance a coconut rolls on all three pairs of textures (dirt vs. grass, dirt vs. metal, grass vs. metal) when the steepness of the ramp is the same, set some challenges in which children consider both the surface texture and ramp steepness. Possible discussion ideas:
   • In our last experiment, we rolled both coconuts down gentle ramps that were the same steepness. In the top screen, the coconut rolled on dirt; in the bottom screen, the coconut rolled on grass. Which coconut rolled farther? (the coconut on dirt) How could we change the ramp to make the coconut roll farther on the grass?
   • If we set the ramp in the bottom screen to be medium-steep, which coconut do you think will travel farther: the coconut that goes down a low, gentle ramp and then rolls across dirt, or the coconut that goes down a medium-steep ramp and then rolls across grass? Let’s experiment and see.
   • Which coconut rolled farther? (still the coconut on dirt)
   • What could we do to make the coconut on the grass roll even farther? (adjust that ramp to the steepest height) Let’s experiment and see which coconut rolls farthest this time: the coconut that goes down a gentle ramp and then rolls across dirt, or the coconut that goes down a steep ramp and then rolls across grass.
4. Try similar experiments with a metal surface vs. a dirt surface and a metal surface vs. a grass surface.

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in science talk.
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the surface textures would feel. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconuts roll and discuss how to change the variables (the amount of force, the steepness of the ramps, or the texture of the surfaces) in order to make the coconuts come to a stop exactly on the star.
3. Encourage children to listen to and build on each other’s ideas.

Circle Time: Introduction

Levels 7–12: Surface Textures. Children explore how different surface textures (dirt and grass) affect how far a coconut rolls.

1. Level 7. This level provides an opportunity to become familiar with the distances a coconut will roll in grass after traveling down a gentle, medium, and steep ramp. Ask children to imagine that they are a ball rolling down a smooth ramp and then over grass-covered ground. Possible discussion ideas:
   • How does it feel when you roll down the smooth ramp onto the soft, thick grass?
   • Does the grass slow you down or do you keep rolling fast?
2. Explain the challenge: to make the coconut roll down the ramp and stop on the star. Remind children that the coconut is going to need a little bit of extra force to roll through that soft, thick grass. Which do you predict is the right ramp to use: the gentle, medium, or steep ramp? Why do you think so? After a brief discussion, have children “vote.” Set the ramp to the level chosen by the most children and let a child tap the green arrow button to make the coconut roll.
3. Once the coconut successfully lands on the star, the star moves farther away. Which ramp do children think is the right one to use in order to make the coconut travel that additional distance?
4. Levels 8 and 9. These game levels offer multilevel pathways. Each pathway has a ramp and a connecting trap door. In Level 8, the upper surface is dirt, and the lower surface is grass. In Level 9, both pathways have a grass surface. As you explore the game levels through shared play, use prompts such as the following to engage children and to encourage them to listen to and build on each other’s ideas.
   • What kind of ramp do you think we need in order to make the coconut roll to the little stars on this trap door: a steep ramp, a medium ramp, or a gentle ramp? Why do you think so?
   • When the trap door opens, the coconut will fall straight down and then roll down this second ramp. How steep do you think this second ramp should be in order to make the coconut roll just the right distance to stop on the star? Why do you think so? Let’s try it out and see what happens!
   • Do you think we chose the right steepness for the first ramp? Why do you think so?
   • Do you think we chose the right steepness for the second ramp? Why do you think so?
   • What do you think we need to change? How should we change the ramp? Should we make it steeper or less steep? Why do you think so?
5. Level 10. This level provides an opportunity to become familiar with the distances a coconut will roll on smooth metal after traveling down a gentle, medium, and steep ramp. Ask children to imagine that they are a ball rolling down a ramp and then over a smooth metal surface. Possible discussion ideas:
   • How does it feel when you roll down the ramp onto a smooth, sleek metal surface?
   • Does the metal slow you down or do you keep rolling farther?
6. Explain the challenge: to make the coconut roll down the ramp and stop on the star. Remind children that the coconut is going to need a little less force to roll across the smooth metal surface. Which do you predict is the right ramp to use: the gentle, medium, or steep ramp? Why do you think so?
7. After a brief discussion, have children “vote.” Set the ramp to the level chosen by the most children and let a child tap the green arrow button.
8. Once the coconut successfully lands on the star, the star moves closer to the ramp. Which ramp do children think is the right one to use in order to make the coconut travel that shorter distance?
9. Levels 11 and 12. These game levels offer multilevel pathways. Each pathway has a ramp and a connecting trap door. In Level 11, the upper surface is dirt, and the lower surface is metal. In Level 12, all three pathways have metal surfaces. As you explore the game levels through shared play, use prompts such as the following to engage children in science talk and to encourage them to listen to and build on each other’s ideas.
   • What’s the surface on the (upper/lower) platform: metal or dirt? How much friction is there when a coconut rolls across (metal/dirt)? What kind of ramp do you think we need in order to make the coconut roll to the little stars on this trap door: a steep ramp, a medium ramp, or a gentle ramp? Why do you think so?
   • When the trap door opens, the coconut will fall straight down and then roll down the second ramp. How steep do you think this next ramp should be in order to make the coconut roll just the right distance? Why do you think so? Let’s try it out and see what happens!
   • Do you think we chose the right steepness for the first ramp? Why do you think so?
   • Do you think we chose the right steepness for the second ramp? The third ramp (for Level 12)? Why do you think so?
   • What do you think we need to change? How should we change the ramps? Should we make them steeper or less steep? Why do you think so?

Learning Center

1. Invite children to explore the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in a discussion about steep and gentle ramps. 
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the steepness will affect how far the coconut rolls. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconut rolls and discuss how to change the steepness of the ramps to make the coconut come to a stop exactly on the star. 
3. Encourage children to listen to and build on each other’s ideas.

Learning Center

1. Invite children to explore all levels of the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in science talk.
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the different textures would feel. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconut rolls and discuss how to change the variables (the amount of force, the steepness of the ramps, or the texture of the surfaces) in order to make the coconut come to a stop exactly on the star.
3. Encourage children to listen to and build on each other’s ideas.

Circle Time: Wrap-Up

Levels 13–16: Force, Ramp Steepness, and Surface Texture. The “challenge” levels combine variables of force, ramp steepness, and surface texture.

1. As you explore the levels, engage children in a discussion about force, ramp steepness, and surface texture. Use discussion prompts such as those above in the Circle Time: Introduction activities Encourage children to share ideas and listen to and build on each other’s ideas.

Learning Center

1. Invite children to explore all levels of the Coconut Star game in pairs or individually. Observe how children approach each level of the game and use prompts such as those used in previous Coconut Star activities to model for children and engage children in science talk.
2. Invite children to show with their hands the steepness of the ramps and to describe how they think the different textures would feel. Support children in thinking about cause and effect to solve each level’s challenge(s). Have them observe how far the coconut rolls and discuss how to change the variables (the amount of force, the steepness of the ramps, or the texture of the surfaces) in order to make the coconut come to a stop exactly on the star.
3. Encourage children to listen to and build on each other’s ideas.