Instructor Names:


Grade Level: 5th and 6th


Anchoring Question/Phenomena for the unit: How does gravity affect objects on Earth and other planets?


Lesson Number: 1


Desired Results

Driving Question for this week’s lesson:

  • Does weight affect how fast things fall?

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:

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS2-3), (MS-PS2-5)

Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (MS-PS2-1), (MS-PS2-4)


recorded, and how many data are needed to support a claim. (MS-PS2-2)

  • Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. (MS- PS2-5)


Engineering Connections Addressed in this Lesson:

  • The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-PS2-1)

Nature of Science Connections Addressed in this Lesson:

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS2-2), (MS-PS2-4)

Other STEM Connections

  • Math because they are averaging their times

  • Technology because we will be watching a video as a group (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).

  • Students will be able to explain why and understand that weight doesn’t affect how fast something falls.

Timeline of Activities

  • Provide a breakdown of how long each activity will take, who will lead each segment, scheduled breaks, transitions, etc.

  • Highlight which time period should be recorded (~30-40 minutes total).

  • Add more rows as needed

Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes






9:00-9:10

Introduce themselves to

Introduce themselves to

Introduce themselves to

Tell them your name, age,



others and teachers; listen to others

students; listen to others

students; listen to others

and one of your favorite movies

9:10-9:20

Situating the anchoring phenomenon

Lead a short discussion on how gravity affects objects on earth? Use a few classroom objects for examples such as a pen, pencil, marker, etc. in order to show students a good example demonstration of gravity affecting objects.

Go over Vocab list

Support main teacher in carrying out discussion


9:20-9:25

Watch MythBusters penny video

Watch MythBusters penny video with students and ask questions along the way

Watch MythBusters penny video with students and ask questions along the way


9:25-9:35

Think about what they watched in the video and talk about it with groupmates

Listen to conversation and help lead discussion if needed

Listen to conversation and help lead discussion if needed


9:35-10:00

Bathroom break/Snack break


Make graphs together/Head Outside to side of building closest to the parking garage

Bathroom break/Snack break

Bathroom break/Snack break







10:00-10:30

Activity exploring how fast things fall

Guide the students’ activity

Guide activity


image




Do 3 trials per object and find the average for each object

Help them find the averages if needed

Help them find the averages if needed


10:30-10:35

Students will head back inside to the classroom

Lead teacher will lead students inside

Other teachers will make sure all students are together and heading in


10:35-10:50

Get into a group and write/draw/explain on a piece of paper the top things that they learned in the lesson


Questions to ask to guide student thinking:

  • What is one thing important you learned about how gravity affects (ALL) objects? Was it the same or different?

  • What did you notice from the data you collected from our activity?

  • What is something you learned that you

Work with 1 of the groups to help lead discussion and see what all the students took/understand from the lesson

Work with 1 of the groups to help lead discussion and see what all the students took/understand from the lesson

Split the kids up into groups of 4


Each of the student teachers will go with one group and help lead the discussion

image



didn’t know before?




10:50-11:00

Share poster with the rest of the class through a gallery walk and have an open discussion about what they agree/disagree with (discuss what people put on the post it notes)

Help lead an effective and purposeful discussion; understand what the students took from the lesson

Help lead an effective and purposeful discussion; understand what the students took from the lesson







image

Learning Plan


not affect how fast things drop due to gravity, and thus show if they learned the objective of the lesson.

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Most students will need help finding the average of their times, so we will make ourselves very available to go around and help each individual student

  • Some students might need help with the scales and stop watches

  • Some students might need help creating the graph that we model for them.

Materials

  • 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

Stopwatches


4

Small scales


4

Paper


20 pieces of blank paper

Assortment of heavy and light random


4 tennis balls

materials

4 ping pong balls


4 golf balls


4 softballs


4 wiffle balls


Big pieces of paper


4 pieces

Yard Sticks


4

Bucket of markers


A lot


Instructor Names: Grade Level: 5th and 6th


Anchoring Question/Phenomena for the unit: How does air resistance affect the way objects fall regardless of gravity?


Lesson Number: 2


Desired Results

Driving Question for this week’s lesson:

  • How does air resistance affect the way objects fall regardless of gravity?

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:

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS2-3), (MS-PS2-5)

Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (MS-PS2-1), (MS-PS2-4)


  • Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. (MS- PS2-5)


Engineering Connections Addressed in this Lesson:

  • The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-PS2-1)

Nature of Science Connections Addressed in this Lesson:

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS2-2), (MS-PS2-4)

Other STEM Connections

  • Engineering because they will be designing their own parachutes

  • Math because they will be measuring distances

(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).

  • Students will be able to explain how air resistance affects gravity on an object both vertically and horizontally

Timeline of Activities

  • Provide a breakdown of how long each activity will take, who will lead each segment, scheduled breaks, transitions, etc.

  • Highlight which time period should be recorded (~30-40 minutes total).

  • Add more rows as needed

Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes


QUICK RECAP OF LAST WEEK!!!




9:30-9:40

Watch a video of drag racing cars slowing down because

Watches video with student and ask questions

Same as lead teacher

After the drag car video, ask, “what would happen to



of parachutes



the car without a parachute?”

Watch a video of people

skydiving


Answer questions asked by the IU students

After the skydiving video ask, “what would happen to those people if they didn’t have a parachute?”


After both videos/questions, ask, “what would happen to a car if it was dropped from an airplane with a parachute? Give us an example of wind resistance in real life?”

9:40-10:10

Listen to IU students about what the activity is


Design a parachute after listening to instructions

Explain to the students what the activity is for the day


Help students if needed with designing parachutes

Help lead teacher explain activity


Help students if needed with designing parachutes

Explain that the goal is to see who can build a parachute that allows their object to fall the slowest vertically and horizontally

10:10-10:20

Make chart

Help students make their chart

Help students make their chart



Use bathroom if needed




Head outside to side of building closest to the parking garage

Lead students outside to side of building closest to the parking garage

Lead students outside to side of building closest to the parking garage

10:20-10:50

Throw the group’s tennis

Help attach parachute and

Help lead teacher with

Make sure students are

image



ball without the parachute and measure how far it goes and then attach the parachute and see how far it goes

help measure how far it goes with and without the parachute

measuring and attaching parachutes

writing down their data as it happens

10:50-10:55

Head back inside to the balcony by the classroom

Lead students back inside and to the balcony near the classroom

Help lead students back inside and to the balcony near the classroom


10:55-11:20

Go up with an IU student to the balcony right by our classroom when it’s your groups time to drop the tennis ball


Drop it without the parachute and measure how long it took to fall and then attach the parachute and drop it again and measure how long it takes to fall

Bring one group up at a time to the balcony and help measure how long it takes for their tennis ball to drop with and without a parachute


Make sure kids are safe

Make sure the kids on the ground are safe and won’t get hit with the tennis ball


Throw the tennis ball back up for each group so they can drop it with their parachute

Make sure kids are writing down their data as it is happening

11:20-11:30

Go over data sheet and discuss what you found

Lead a discussion about what the students found

Help lead discussion about what students found

Questions to ask:

  • What designs worked best?

  • Why did they work best?

  • How could you have improved your parachute?

  • We see gravity affect a tennis ball


Answer questions that IU students ask




Here are those simulations:https://physics.w eber.edu/schroeder/fluids/



image



https://www.simscale.com/si gnin/



with and without a parachute so why did one take longer than the other? (air resistance)

  • Here is a list of 4 different cars (race car, school bus, 4 door sedan, and a mom van), list these cars from most air resistant to least air resistant.

image

Learning Plan



5-E Learning Cycle

Engage

  • Video (Mars Pathfinder)

  • Reflection of what we’ve done in the past weeks

-Week One Reflection Question: Do objects fall at the same rate?

-week 2 question: How does air resistance affect falling objects?

-week 3: How does mass affect gravitational pull?

-week 4: how does force affect your body as you move up and down?

Explore

  • EGG DROP EXPERIMENT

-Students will create in partnerships a mechanism to try and protect their egg from cracking

-students will use two liter bottles as their encasing of the egg

-they will then have access to an assortment of materials to then help better cushion their egg to keep it from cracking


Explain

  • Discussion

    • How did you utilize your understanding of air resistance?

    • The force on the egg is what causes it to break. How did you minimize force?

    • Not worrying about how long you shoot the egg, will it always fall back down?

    • What did the successful contraptions have?

      • What strategies did they use

      • How does that tie in with your understanding of gravity?

Extend

  • We will talk about what they found worked best and what didn’t work well in the creation of their

image

mechanisms and why Evaluate

  • Explicit reflection on everything that has happened over the 5 weeks

-How did you use previous learning to today?

-How can you use what we’ve learned in everyday life?

Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

  • we will assess their answers to the reflection and final wrap up questions

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Some students might need help staying on task or including their partner in the process; we will then give them guidance to stay on task, or instruct them to include their partner in the planning and creation of the egg drop mechanism

Materials


  • 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

Egg launcher


1

air pump


1

2-liter bottles


8

eggs


2 dozen

Egg drop crap


a lot

Scale


1

white printer Paper


15 pieces

scissors


3 pairs

Markers


a lot

water jug


1