Vous êtes sur la page 1sur 4

OTTAWA UNIVERSITY TEACHER EDUCATION DEPARTMENT LESSON PLAN OUTLINE Level 1 Name: Joel McGhee Date: 11/11/12 School:

BES Title: Heavy Duty Hot Wheels Unit Goal: Mass and Acceleration STANDARD, BENCHMARK, INDICATOR(S): Kansas - Grade 4 Science Standards 1.1.1 - The student asks questions that he/she can answer by investigating. 1.1.3 - The student employs appropriate equipment, tools, and safety procedures to gather data. 2.2 - The student will describe the motion of objects. 2.2.1 - The student moves objects by pushing, pulling, throwing, spinning, dropping, and rolling; and describes the motion. WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON? After completing the lesson the student will be able to describe and discuss the affects of mass on acceleration with 85% accuracy. During the experiment the student will collect, record, interpret, and support findings with 85% accuracy. HOW WILL YOU ASSESS STUDENT LEARNING? Formal Assessment: Experiment Results - Data Collection Sheet Final Quiz over Force and Simple Machines Informal Assessment: Observation Discussion WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS LESSON? Materials: - 25 copies of Heavy Duty Hot Wheels Packet - Computer - Projector - Force and Acceleration Power Point - 5 Plywood Ramps - Text books - Yard sticks/measuring tape
Rev 11-2-07

Grade Level: 4th Approximate length of time: 45 mins Subject: Science

- 5 Toy cars - 10, 20, and 50 gram weights 5 of each Prepare questions to check for understanding: Does the mass of an object affect how far it will roll? What will happen if we increase the mass of the object? reduce the mass of the object? If two forces are unequal, in which direction will the object travel? If force is equal on an object, what will take place? How would you describe mass? force? acceleration? Explain what is happening to the car as it travels down the ramp? How might this experiment be changed? What is the relationship between mass and acceleration? How did your data affect your conclusion? Where did you get the ideas, information and materials for this lesson? - observations done in a fourth grade classroom - state standards - creating background knowledge for use of simple machines WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED? Students could work in cooperative groups. Students could receive additional assistance from teacher or paraprofessional. Student could conduct the experiment while others record the data. Student may be responsible for laying yard stick down for measurements. Student might work with the educator during demonstration for participation in experiment. Student may be given a time extension to complete experiment. WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED? Cooperative Learning - students will complete experiment trials and collect data in groups Graphic Organizers - students will use a graphic organizer for data collection Kinesthetic Activities - students will participate in a hands on experiment WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON? What pre-requisite skills and/or knowledge are required for this lesson? Scientific Method Measurement Follow written and verbal directions How will you check for understanding throughout this lesson? Observation of Experiment Data Collected during Experiment Class Discussion
Rev 11-2-07

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE) Explain Newtons Laws of Motion with an example of each. - 1st - object at rest stays at rest, object in motion stays in motion - 2nd - acceleration is dependent on force and mass - 3rd - for every action there is an equal and opposite reaction PURPOSE (THE WHY OF THE LESSON) Tell the students what they are about to learn and/or do and WHY this is important. Refer to displayed learning objectives. Today we are going to focus on Newtons Second Law. Newtons Second Law states that an objects acceleration depends upon the force applied to the object and the objects mass. This is something that is important to many race car drivers and athletes. The best way I can think of to describe this law to you is in the scenario of a linebacker tackling someone. If an athlete has a greater mass and hits someone while they are accelerating the more powerful the tackle will be. The tackle will involve greater force. However sometime the force is constant (like gravity) and the mass of an object is changed. Like a pine car derby. The only force involved is gravity and the mass of the cars is all that can be changed. By altering the mass of the object, the builder can increase or decrease the cars acceleration. DELIVERY OF INFORMATION Pass out and read the Science Scoop - during reading of stop and provide students with more information as being read Pass out Heavy Duty Hot Wheels Packet - review the problem and how it relates to science scoop MODELING/DEMONSTRATION/SKILL CUES Demonstrate how to set up the experiment - complete one trial of the experiment and how to change the weights on the cars - show students how to input information on data chart GUIDED PRACTICE Guide students through set up of experiment Have students complete several trial runs before they begin collecting data - make sure that students are not interfering with the results - show teach students how to complete experiment without skewing results INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS Students will complete experiment trials as a group and discuss their results As a group you will need to complete 3 trials with the each weight. Make sure that you follow the procedures listed on the handout. Once you have completed the measurements and all trials for each weight you are to calculate the average (mean) distance that the car traveled in each scenario.
Rev 11-2-07

Discuss and fill in your results section of the packet. CLOSURE/WRAP-UP (ENDING THE LESSON) Complete the conclusion sections and future study sections as a class. Discuss as a class how mass affected acceleration in the experiment. Make sure that everything is picked up and returned to the front table. Please place the objects in like piles. Make sure that your name and number are on the top of your paper and turn your completed packet into the mailbox. REVIEW, EVALUATE, AND REFLECT Based on the information obtained from planning, teaching and assessing this lesson, respond to the following questions: What data do you have to support the instruction? What indications do you have, in addition to the data, that your instruction was successful? What do you perceive as the strengths of your instruction? What would you change when teaching this lesson again? What have you learned about content, teaching and learning from teaching this lesson?

Rev 11-2-07