Grade Level: 4th
Anchoring Question/Phenomena for the unit: How does the balloon car move forward and stop, and why does it do that?
Desired Results  
Driving Question for this week’s lesson:
 
Connections to the Standards  
Disciplinary Core Idea(s) Addressed in this Lesson:  Science and Engineering Practices Addressed in this Lesson:  Crosscutting Concepts Addressed in this Lesson: 
Engineering Connections Addressed in this Lesson:
 Nature of Science Connections Addressed in this Lesson:

for new and improved technologies. Engineers improve existing technologies.
 events. 
Other STEM Connections
(Highlight or comment below which sections have specific connections)  
Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).
 
Timeline of Activities  

Time  Students Do  Lead Teacher Does  Other Teachers Do  Notes 
9:009:15  Arrive  Greet/Get to know Do you have a specific set of questions or prompts?  Greet/Get to know  
9:159:30  Get to know each other and  Get to know you questions  Facilitate discussion among 
instructors  students groups  
9:359:55  Go outside to the ramp, observe and practice sending objects down the ramp *Use the ramp inside because its really cold outside  Demonstrates sending objects down the ramp outside, asking students to think about why and how the objects are moving in relation to the objects around them.  Facilitate observations about objects on the ramp  
9:559:10  Watch video about unbalanced and balanced forces.  Play videos, let students fill out the  
!0:0010:30  Discuss as a class how and why the objects move. Students can work in groups to make posters presenting the characteristics of unbalanced forces.  Inside the classroom, ask students questions about how the motion of the object (speed, direction) and how the motion changes. In relation to objects that are sitting still (ie. a book on the table) ask students to think about if any forces are acting on those objects.  Help facilitate discussion 

5. What makes a force unbalanced? What are some characteristics of unbalanced forces?  
10:3011:00  Students will use the multiple objects they have access to and compare their descent down the wind tunnel. Using the nose cones, they can compare the speed that the cars move at. After looking at the nose cone differences, students can explore the differences between wind speeds on the fan. Lastly, students can test the height of the ramp and how that impacts the speed of the cars.  Set up the wind tunnel. Demonstrate a few objects moving down the ramp while asking about the motion of the object, allow students to try moving objects down the ramp.  Set up the wind tunnel.  
11:0011:30  Using the information they learned from the wind tunnel, think about how you could modify these nose cones to move differently still. Give students desk/office supplies to test what they think might make the car move.  Allow time for students to think about their designs. Walk around and observe students, give access to materials such as index cards, erasers, pipe cleaners, pens and pencils,  Walk around and observe students, help students use wind tunnel 
Learning Plan 

Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above?

5E Learning Cycle 
Engage 

Explore 

Explain

Extend

Evaluate

class. 
Accommodations and Modifications 
What needs do you anticipate students might have based on prior experiences? 
Materials 

Item(s)  Source (including links, even if the link is just a picture)  Quantity 
Balloon car  From Maker Space  1, with 4 different nose cones 
Small toy car  2  
Poster paper  5  
Writing utensils for poster  At least 5 markers (1 for each group)  
Table for windtunnel  2 tables  
Textbooks  A stack 34  
Box fan  1  
Pack of index cards  A pack 
Balloons  A pack 
Grade Level: 4th
Anchoring Question/Phenomena for the unit: Balloon Car
Desired Results  
Driving Question for this week’s lesson:
 
Connections to the Standards  
Disciplinary Core Idea(s) Addressed in this Lesson:  Science and Engineering Practices Addressed in this Lesson:  Crosscutting Concepts Addressed in this Lesson: 
Engineering Connections Addressed in this Lesson:
 Nature of Science Connections Addressed in this Lesson:

 
Other STEM Connections
 
Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).
 
Timeline of Activities  

Time  Students Do  Lead Teacher Does  Other Teachers Do  Notes 
9:159:30  Students are arriving  Leads getting to know you questions (written on the board)  Greet/ sign in sheet  
9:309:40  Review unbalanced forces  Ask students what the characteristics of unbalanced forces are. What are some examples of unbalanced  …Now we are going to look at balanced forces! What do you think is going to happen? 
forces?  
9:4010:00  Demonstrations/observations  Attempt to rolling things down the ramp: roll the squishy and the car (they won’t roll because we will set the ramp up in a way where it exhibits balanced forces) Short ramp, high fan speed, close speed to get the car to stop on the ramp. Use the right nose cone Ask about observation and WHY after each object Wall sits: how are you staying up? Is this unbalanced or balanced?  Walk around and encourage students to make observations or think about why object did not move  Students will make observations about the objects on the ramp and WHY they did not move 
10:0010:30  Video and powerpoint, followed by discussion about the demonstration and video  Pause and talk about portions of the video that pertain to the main point. Ask questions to check for understanding, go over the main points of the video when it's done. Lead discussion about the characteristics of balanced  Control video  pausing and starting Walk around and listen to discussion students are having, keeping students on track with discussion  https://www.youtube.com/w atch?v=_ yzCNniwuw&t=237s 
forces.  
10:3010:35  Bathroom/Water Break  
10:3510:50  Review the video, review last week's video about unbalanced forces. Discuss the differences between the two  Review the main points of the video, make sure to tie the points of the video to the characteristics of unbalanced forces. Remind students about unbalanced forces. Ask them what they remember and remind them of the main points. After discussing both types of forces, ask students to compare and contrast them.  Walk around & keep students on task  Venn diagram on whiteboards as a table 
10:5011:00  PhET simulator, students work in groups to think about different ways to move the tugofwar players  Show students how the simulation works (changing forces, adding members, looking at the net force, etc) ask them to work in their groups to come up with a certain condition for their tug of war simulation. Test each group’s simulation on the projector.  
11:0011:10  Students work in groups to discuss the characteristics of balanced forces and come up with an example to share.  Encourages students to think about the demonstration and videos together, ask them to show what forces are acting  Walk around & keep students on task, encourage them to think about characteristics & thinking  Groups of two Provide students with printer paper to make an example 
on the example they are showing and why it displays balanced forces.  deeper if they finish early  One example or two  
11:1011:15  Gallery walk to see the other group’s examples. Students will write comments and questions on sticky notes on their peers’ posters.  Facilitate gallery walk and offer help with sticky notes if needed.  
11:1511:30  Students work to construct paper cantilevers that support the weight of one small stuffed animal. If they finish early and their design works, ask them to add on to it. How much weight can it hold?  Explain directions, then walk around the classroom offering advice or help when needed, making sure students stay on task.  
BRAIN BREAKS   Build a tower with a deck of cards/bathroom break 
These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.
Add more rows as needed
5E Learning Cycle 
Engage 
Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications 
What needs do you anticipate students might need based on prior experiences? Students may need repeated directions or extra time to complete activities. 
Materials 


Explore 

Explain

Extend

Evaluate

Item(s)  Source (including links, even if the link is just a picture)  Quantity 
Cardboard ramp  1  
Balloon car  2  
Balloon  2  
Toy Car  1  
Pencils  20  
Whiteboards  8  
Dry erase markers  14  
Dry erase erasers  8  
Sticky notes  A pack 
Grade Level: 4th
Anchoring Question/Phenomena for the unit: How does the balloon car move forward and stop, and why does it do that?
Desired Results  
Driving Question for this week’s lesson:
 
Connections to the Standards  
Disciplinary Core Idea(s) Addressed in this Lesson:  Science and Engineering Practices Addressed in this Lesson:  Crosscutting Concepts Addressed in this Lesson: 
Engineering Connections Addressed in this Lesson:
 Nature of Science Connections Addressed in this Lesson:

technologies.
 
Other STEM Connections
 
Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).
 
Timeline of Activities  

Time  Students Do  Lead Teacher Does  Other Teachers Do  Notes 
9:309:35  Answer get to know you questions  Ask each student to share an answer to their get to know you question  Ask students questions and make engaging comments.  
9:359:50  Work with the person next to them to complete the KWL chart. They will do the first  Students work with the person next to them to create a KWL chart with at least  Ask questions and help students with their KWL charts when necessary. 
two sections of what they already know and what they wonder.  two items in the first two categories. Write students' answers to the KWL chart on the board. Ask questions to get them to think about balanced vs. unbalanced forces. Write misconceptions in the ‘K’ category and discuss them during review on slides.  
9:5010:00  Watch video of the worlds strongest man pulling the plane and  Compare the videos: “What is different about the forces used for each video?” “Which type of force are these videos an example of?” Ask students to think about these ideas compared to a game of tug of war. Which person would you want on your team?  Ask questions and play video.  2017 World's Strongest Man  Mateusz Kieliszkowski's Powerful Plane Pull Spongebob Squarepants Spongebob Lifting Weights HD 
10:00 10:45  Random name generator to make teams.  Tell students to cheer whenever they get a new teammate chosen. Students will move to somewhere else in the School of Education (or outside) and participate in a few rounds of tugof war. For the first round,  Time students and measure how far they went 
students will be in their assigned groups and they should win slowly. After that, we will change the groups to make one side win quickly. Time their runs and encourage students to “beat” their previous times in the same challenge. The class should be working together on these. They should also try to tie the game. Lastly, they will do a regular round again to see who wins.  
10:4510:55  Bathroom/water break/brain break  
10:5511:10  Continue working on the KWL chart. Fill out the “L” section on the worksheet.  Once the students finish doing their worksheet, we will continue our group KWL chart. We will ask what students wrote for the “L” section and record it on our group chart.  Walk around the classroom and help students with the KWL chart when necessary.  
11:1011:30  Fill out worksheet  Use 3D printed cars with a fan and a ramp, along with a sail on the car. Compare to our last car activity and the tugofwar activity 
Learning Plan 

Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications 
What needs do you anticipate students might need based on prior experiences? 
5E Learning Cycle 
Engage 

Explore 

Explain

Extend

Evaluate

N/A 
Materials 
Sail 
Item(s)  Source (including links, even if the link is just a picture)  Quantity 
Tug of war rope  1  
Pencils  15  
Cars and ramp 
Grade Level: 4th
Anchoring Question/Phenomena for the unit: How does the balloon car move forward and stop, and why does it do that?
Desired Results  
Driving Question for this week’s lesson:
 
Connections to the Standards  
Disciplinary Core Idea(s) Addressed in this Lesson:  Science and Engineering Practices Addressed in this Lesson:  Crosscutting Concepts Addressed in this Lesson: 
Engineering Connections Addressed in this Lesson:
 Nature of Science Connections Addressed in this Lesson:

for new and improved technologies. Engineers improve existing technologies.
 events. 
Other STEM Connections
(Highlight or comment below which sections have specific connections)  
Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).
 
Timeline of Activities  

Time  Students Do  Lead Teacher Does  Other Teachers Do  Notes 
9:009:30  Arrive  Greet/Get to know  Greet/Get to know  
9:3010:30  Observe and make their own  Demonstrations:  Help with demonstrations 
demonstrations. Students will drop two objects (one coffee filter and one variable object) and compare their speeds. Students will crumple up coffee filters and test their falling speeds in comparison to the other objects.  Drop two balls (stress ball and baseball) and show how things drop at the same speed because the force pulling down on them is the same. Show students how to record the experiment. Demonstrate how to drop and record the speed of drops. Drop a coffee filter next to a heavier item such as a baseball. Set up three stations with two different objects each (one coffee filter and one variable object per station). Crumple up a coffee filter and drop it with the baseball, ask students why the objects move at the same speed now.  
10:3010:45  Contribute measurements to classroom data  Put students data on the board  Help look at students’ data to share with teacher that is writing  
10:4511:15  Coffee Filter Lab: Students will drop coffee filters from the height of a meter stick, the goal is to reach a terminal velocity with the coffee filter moving  Coffee Filter Lab: Give students coffee filters, tape measures, and stopwatches. Using the coffee filters and stopwatches, students will  Walk around and make sure students stay on task and know what they are doing 
at the same rate. Students will take turns dropping their coffee filters off of the balcony.  work with partners and take turns dropping their coffee filters off the balcony.  
11:1511:25  Watch as teacher plays video  Play video of coffee filter lab and pause every few seconds and make dots  Walk around and make sure students are on task  
11:2511:45  Watch demonstration  Air Resistance Demonstration: Tube with vacuum pump, show the tube with air in it first then vacuum the air out, show how objects move at the same speed.  Help with demonstration  
11:4512:00  Pickup 
These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.
Add more rows as needed
5E Learning Cycle 
Engage 

Explore 
Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications 
What needs do you anticipate students might have based on prior experiences? None 
Materials 


Explain

Extend

Evaluate

Item(s)  Source (including links, even if the link is just a picture)  Quantity 
Stop watches  5 
Coffee filters  1 package (at least 1520)  
Stress ball  1  
Tennis ball  1  
Basketball/soccer ball/volleyball/baseball  Whatever you can find  
Pencils  20  
Meter sticks  5  
White board markers  1 pack  
Vacuum pump and tube 
Grade Level: 4th
Anchoring Question/Phenomena for the unit: How does the balloon car move forward and stop, and why does it do that?
Desired Results  
Driving Question for this week’s lesson:
 
Connections to the Standards  
Disciplinary Core Idea(s) Addressed in this Lesson:  Science and Engineering Practices Addressed in this Lesson:  Crosscutting Concepts Addressed in this Lesson: 
Engineering Connections Addressed in this Lesson:
 Nature of Science Connections Addressed in this Lesson:

 
Other STEM Connections
(Highlight or comment below which sections have specific connections)  
Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).
 
Timeline of Activities  

Time  Students Do  Lead Teacher Does  Other Teachers Do  Notes 
9:009:30  Answer Get to know you questions  Greet/Get to know  Greet/Get to know  
9:309:40  Review Balanced and Unbalanced forces  Use slides to review balanced and unbalanced forces. Ask students to recall 
the demonstrations and definitions of balanced and unbalanced forces from week 1, reiterate the connection. Ask students to recall how air resistance and gravity impact an object  
9:409:50  Watch video, discuss  Play a video about race cars, have a discussion  What Makes Formula 1 Cars Go So Fast?  BYJU’S Fun Facts  
9:5010:05  Experiment with nose cones. Send each type down the ramp three times and take the averages of the times (or just record times if they don't know averages). They will record averages in charts on their worksheets and write about the differences in times based on the nosecones used. (ie. What was the fastest? Why do you think so?)  Demonstrate to students how to change the nose cone on the balloon cars, explain the experiment of sending cars down a ramp and timing the car to see which nose cone is most effective  
10:0510:15  Share findings with the class  Put class data on the chart, discuss students’ written responses  
10:1510:25  Introduce the car building project to students. Explain 
what the materials are (cardboard circles, wooden sticks, straws, etc). Tell students their goal is to create the fastest car using their knowledge about balanced and unbalanced forces and air resistance.  
10:2511:00  Building cardboard cars  Answer questions, make sure students are on track, help with struggling students  Answer questions, make sure students are on track, help with struggling students  
11:0011:10  First round of car testing, observe and think about revisions to make based on observations  Help students test their cars, address common problems (expecting wobbly wheels and problems connecting things)  
11:1011:20  Make revisions on cardboard cars  Help with revisions on cars. Help students test their cars again when they are finished revising until the cars are complete.  
11:2011:35  Bracket competition  Using a bracket, students race cars against each other until there is a winner. Discuss the properties that made this car the fastest  
11:3511:45  Review Game  Review Game 
Learning Plan 

Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications 
What needs do you anticipate students might have based on prior experiences? None 
5E Learning Cycle 
Engage 

Explore 

Explain

Extend

Evaluate

Reminder that these need to be emailed to Spencer by each Wednesday at 5:00 pm.
Please send as a separate email in addition to submitting this lesson plan.
Add more rows as needed
Item(s)  Source (including links, even if the link is just a picture)  Quantity 
Blank Paper  At least 20  
Cardboard rectangles  Can be varying sizes, at least 3x5 inches  16 
Cardboard circles  64  
Skewers  32  
Masking Tape  Two rolls  
Balloon Cars and Nose cones  6 cars, all the nose cones  
Stop watches  5  
Hot Glue Gun and Sticks  One gun, five sticks  
Paper Clips  20  
Rubberbands  50 rubberbands  
Paper cutter  1  
Ramp Cardboard (the cardboard we used to make our wind tunnel ramp)  4 
Box Fan  1 