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Louis Liberatore

Leonard E. Burket School

C.S. 309
Mrs. Burket

4/1/2015
Grade: 5 Group Size: 12

Central Focus: Demonstrate an understanding of the terms force, motion, gravity, friction,
electricity and magnetism.
Learning Objective:

The students will understand how force and motion are directly related.
The students will understand that the greater the force, the greater the effect on motion
The students will understand that the larger the mass, the smaller the effect of a given
force.
The students will understand how electricity and magnetism are related.

NYS Common Core Learning Standards Addressed in this Lesson:

CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and


domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.

Rationale:

In the past the students have been given a brief overview of Newtons Laws of Motion
The students are currently focusing on understanding the key terms force, motion,
gravity, friction, electricity, and magnetism.
In the future, the students will learn about balanced forces, unbalanced forces along with
momentum, acceleration, and speed.

Materials:

Investigating Gods World Textbook


Newtons Cradle (Balance Balls Pendulum)
Magnets (12)
Energy Stick
Poster Board with Lesson Overview
White Board
Dry-Erase Marker

Development/Procedures:
Introduction:
The teacher begins the lesson by demonstrating to the class Newtons Cradle resulting in
the balls swinging when the one on the end is lifted and released. A force is transmitted
through the stationary spheres pushing the last one upward. The teacher will then ask the
class What causes the stationary spheres to move upward upon the release of the end
sphere? The answer is force and the teacher will ask the class Can anyone help us out
and explain to the class what force is?
Instructional Strategies:
1. The teacher will take out the poster board with the lesson overview of force, motion,
electricity and magnetism on it.
2. The teacher will explain to the class what causes an object to move and what force is.
3. The teacher will ask the class Do you think forces are visible or invisible? and go onto
explain to the class that forces cannot be smelled or tasted, they can only be felt.
4. The teacher explains to the class that friction is a force that opposes the motion of an
object. Its a contact force and can anyone explain to the class what a contact force is?
The teacher also explains that if there was no such thing as friction every surface would
be more slippery than the smoothest ice and you would not even be able to walk around,
drive our cars, and many other things.
5. The teacher explains the type of factors that can affect the amount of friction.
6. Moving to the next page on the poster board the teacher explains to the class without
gravity everything that is not fastened downair, rocks, oceans, cars, animals, and
people would float away into outer space. Gravity is the force of attraction between all
objects and the strength of the gravitational force between two objects is determined by
mass and the distance between two objects. The more mass an object has the greater the
downward pull on it that exists between the earth and that object (known as weight).
7. The teacher will then transition the students onto electricity and magnetism by asking the
class to stand in a large circle. The teacher explains to the class we want to see if
electricity will travel through our bodies all the way around the circle and light up the
energy stick.
8. The teacher states So we just found out that our bodies can conduct electricity right? so
what is electricity?
9. The teacher explains static electricity and gives everyday examples of static electricity.
10. The teacher flips to the next page on the poster board onto the topic of magnetism and
explains what magnetism is and how magnets work.
11. The teacher then hands out a plate of objects including a paper clip, piece of wood,
penny, key, steel wool, and a staple. The teacher asks the students which objects they
believe will be magnetic.

12. The teacher takes a class poll of each object on whether it will be magnetic or nonmagnetic.
13. The teacher hands out magnets to each student and lets them find out for themselves
which objects are magnetic.
14. Following the testing the class will discuss which objects were magnetic and which were
not and why.
Academic Language: Content literacy, Developing hypothesis and Interpreting results
Differentiation:
The students will engage in collaborative learning opportunities as throughout the lesson
the teacher asks questions and allows time for students to talk and discuss with their peers
at their desks. A majority of the review lesson is a whole class learning activity assisting
the lower level learners to stay on task and meet the learning objective at the same pace
as their peers
Make sure to ask questions and engage Student B throughout the reading to keep his
focus, otherwise he will lose track of what is taking place in the story.
For students with visual impairments, I will have them sit closer to the front to see the
boards better.
Closure:

Following the lesson activities that included the poster board lesson overview along with
the activities and experiment the students will complete worksheets to assess the
knowledge they have obtained throughout the course of the lesson. Upon completion of
the worksheets by all students the teacher will go over the correct answers to the
questions and answer any questions that follow going over the worksheet all worksheets
will then be in handed in to the teacher for final evaluation.

Assessment of Learning Standards Achieved:

The process of collaborating among classmates throughout experiments and discussions


that followed allowed the students to use their social skills to work with their classmates
to come up with explanations of why certain outcomes happened in the activities.
The worksheet on force, motion, electricity, and magnetism following the learning
activities was used as a summative assessment to determine if the learning objective was
met.

Re-Engagement:
For students who struggled to grasp the concepts of force, motion, electricity and
magnetism throughout the week the teacher will allow the students to use their textbooks
throughout the course of the week to complete assignments and worksheets to help the
students absorb the information more clearly
For those who are hearing impaired or are ELLS and had difficulty understanding the
information in the lesson the informational textbooks audio tape will be available in the
listening center in both English and Spanish for students to use during free time.