MAT-E LESSON TEMPLATE

Lesson Overview
Title:

Marshmallow Catapult Lesson 4

Date:

Thursday, March 26, 2015

Author:

Brian Schultheis

Subject:

Potential and Kinetic Energy

Grade Level(s):

Fifth

Duration:

1 Hour

Subject Area(s):

Math, Science

State Standards:

Math 5.NBT.3b: Compare two decimals to thousandths

based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
Math 5.NBT. 7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction.
Science 5.0.A.4: Cite evidence that energy in various
forms exists in mechanical systems.

Goals
Unit Goals (enduring
understandings):

Lesson Goals:

The students will be able to apply their understanding of

potential and kinetic energy to a real-life situation in which
they use a catapult to launch marshmallows. Additionally,
the students will put to use the concepts learned during the
decimals unit in order to determine the winners for the
farthest average launch distance and the distance of the
farthest single launch.
1. We can compare two decimals to thousandths.
2. We can add and divide decimals to hundredths.
3. We can provide evidence that energy in various forms
exists in mechanical systems, including distinguishing
between potential and kinetic energy.

Methods
Anticipatory Set:

CAST 2006

1. The teacher will have the daily warm-up displayed on

the projector as the students enter the classroom.
2. Once settled, the students will begin to work on the
warm-up using their whiteboards and markers to show their
work.
3. The teacher will move around the room, checking the
students work for accuracy.
Adapted from http://lessonbuilder.cast.org

4. The teacher will call upon the students to share their

answers to the warm-up.
Introduce and Model New
Knowledge:
I DO

Provide Guided Practice:

WE DO

Provide Independent
Practice:
YOU DO

5. The teacher will review the standards and objectives for

todays lesson.
6. Together, the teacher and students will review the trial
launch results and first round of modifications that were
made during the first part of the experiment.
7. The teacher will review the procedures for the
experiment, including the modification process and the
rewards that can be obtained based upon the results of the
experiment.
8. For review, the teacher will model how to launch the
catapult.
9. The teacher will remind the students of their group
assignments and the roles for each student within the group.
10. The students will assemble in their groups.
11. The teacher will have the Materials Gatherers collect
the materials for their respective groups.
12. The students will be given two minutes to finalize their
catapults for the first official launch.
13. As the students are finalizing their modifications, the
teacher will display the focus questions on the projector.
14. The students will gather for their first launch.
15. One-by-one, each group will make their first launch. If
the group cannot conduct their launch within 1 minute, they
will forfeit that launch.
16. In order to ensure accuracy of the measurements, the
teacher will measure the distance for each launch.
17. Once the distance of the launch is measured, the
teacher will record the results on the chart paper, and the
students will record their distance on the recording sheet.
18. Each respective group will follow the same procedures.
19. After all of the groups have completed their first
launch, they will be dismissed to make any modifications to
their catapults that they believe will result in farther launch
distances.
20. The students will be given 5 minutes to make
modifications. If the students are not ready for their launch
after the 5-minute modification period, they will not be
permitted to make their next launch.
21. After the modification period ends, the students will
gather to make their second launch.
22. The students will follow the same procedures as the
first launch for their second launch.

CAST 2006

Adapted from http://lessonbuilder.cast.org

23. After the second launch sequence comes to an end, the

students will be dismissed for another 5-minute
modification period, which will follow the same procedures
as the prior modification period.
24. After the second modification period, the students will
gather for their third, and final, launch.
25. Once all groups have completed their third launch, the
students will instructed to return to their seats to sit with
their groups and clean up all of the materials. The Materials
Gatherers will return all supplies to the teacher.
26. The students will be given a maximum of 5 minutes to
calculate their average launch distance. Once the average is
calculated, the teacher will check for accuracy.
27. The teacher will call upon each groups Spokesperson
to provide the average launch distance. The teacher will
record the data on the chart paper.
28. Once all averages have been recorded, the students will
order the average distances from shortest to farthest in order
to declare the winning group based on average, as well as
the winning group based on the farthest single distance.
29. The winning group based on average will receive 10
Tiger Tokens for each student, while the winning group for
farthest single distance will receive 5 Tiger Tokens for each
student.
30. As closure, for the lesson, the teacher will ask each
group to review its hypothesis in order to determine if it
was correct.
31. To assess their understanding, the teacher will
distribute an index card on which the students will briefly
describe what they learned from the todays lesson by
answering the takeaway questions.
32. Once the students are finished, they will place their
card in the completed work basket.
33. The teacher will have the students check their baskets
for the correct number of makers and dismiss each table one
at a time.
34. Table winners will not be rewarded for the day as the
table winners will be the group that wins the Marshmallow
Catapult experiment.

Assessment
Formative/Ongoing
Assessment:
CAST 2006

The students understanding of the concepts included in this

lesson will be assessed during the warm-up. The teacher
will use observation techniques throughout the lesson to
Adapted from http://lessonbuilder.cast.org

assess the students understanding. The teacher will

provide any necessary support if he witnesses a student
struggling in any way. The focus questions posed
throughout the lesson will be used to assess the students
understanding of potential and kinetic energy. The
students interaction with the data collected will determine
their ability to add, divide, compare, and order decimals.
The students discussion of their hypotheses and the exit
ticket will be used to determine what they gained from the
experiment, as well as the teachers ability to convey the
concepts covered.
Summative/End Of Lesson
Assessment:

This lesson is part of the decimals unit. A summative

assessment will be provided at the end of the unit once all
concepts and standards have been covered. Instruction will
be adjusted accordingly based upon formative assessments
throughout the unit. The science component of this lesson
was implemented to serve as additional review for the
upcoming science MSA testing, which will serve as the
summative assessment for the science component.

Materials (including technology, texts, manipulatives, audio-visual)

Marshmallow Catapult PowerPoint presentation
Whiteboards
Markers
Recording sheet
Pencils
Experiment supplies for assembly: Mini marshmallows, craft sticks, and rubber bands
Arms with bottle cap buckets attached
Ziploc bags
Chart paper displaying distance conversions
Chart paper to record distances for each launch, including the trial launch
Index cards for exit ticket
Group Assignments:
Group 1:
Payton Leader
Joey L. Recorder
Finn Spokesperson
Charlie Materials Gatherer
Group 2:
Brooke Leader
Drew Recorder
Joey P. Spokesperson
Nathan Materials Gatherer
Group 3:
Summer Leader
Mikey Recorder
CAST 2006

Adapted from http://lessonbuilder.cast.org

Dominic Spokesperson
Nina Materials Gatherer
Ryley Encourager
Group 4:
Brady Leader
Madison Recorder
Mackenzie Spokesperson
Dylan Materials Gatherer
Group 5:
Gavin Leader
Merrit Recorder
Courtney Spokesperson
Jake Materials Gatherer
Leon Encourager
Group 6:
Connor Leader
Jenny Recorder
Kennadi Spokesperson
Dakarai Materials Gatherer

Reflection (include discussion on time management, engagement, assessment

data outcomes)
Learning from my experience in conducting the experiment with Mrs. Bickers homeroom class
last week, I decided to teach this lesson to Ms. Skeweris homeroom class over a two-day period
right from the start this time around. During the first lesson, we reviewed the concepts of
potential and kinetic energy, as well as comparing, ordering, adding, and dividing decimals.
Then, I provided the instructions for the experiment and modeled how the experiment would be
conducted. During the first lesson of the experiment, the students made their catapults,
conducted their trial launches, and began making modifications to their catapults.
This lesson began with a review of the standards being addressed and the objectives to be
achieved by the end of the lesson. Afterward, I gave the students two minutes to finalize their
modifications before making their first true launch. I walked around the room and visited with
each group while they were making their modifications to see what modifications they were
making and why they were making them. This gave me the ability to check the students
understanding of potential and kinetic energy and how they relate to the catapult. I did this
during each of the modification periods.
It was very interesting to see how this class related to Mrs. Bickers class because this class
consists of students who are primarily above grade level, while Mrs. Bickers class consists of
mostly students who are on grade level. It seemed to me that the students in this class really over
thought the design of their catapults. Overall, Mrs. Bickers homeroom class achieved a longer
average distance over their three launches, and each of the groups in that class stuck pretty much
to the original design of the catapult. On the other hand, most of the groups in Ms. Skeweris
homeroom made really unique changes to the catapult. In the end, these changes did not help
them beat Mrs. Bickers class in terms of longer distances, but it was clear the students
understood the concepts. There was one group in particular that was on its way to achieving the
farthest launch in either class, but their launch hit the ceiling. Otherwise, it would have been by
far the longest launch in either class.
CAST 2006

Adapted from http://lessonbuilder.cast.org

Once again, engagement throughout the lesson was outstanding. The students remained on task
throughout the modification and launch periods; they were extremely excited to see how their
modifications after each launch would impact the distance they were able to achieve in the
proceeding launch. The students did an excellent job of making connections to the sources of
potential and kinetic energy, which serves as proof that they were engaged throughout the
beginning part of this lesson, as well as the previous lessons.
From a time management standpoint, the lesson could not have gone any better. Seeing that time
could potentially get away from me while conducting the experiment with Mrs. Bickers
homeroom, I actually implemented time limits to the modification and launch processes and
stuck to those limits, which really helped keep the lesson flowing at a good pace and enabled us
to achieve completing everything that was planned for this lesson. The students exhibited a
wonderful understanding of the concepts of potential and kinetic energy by their answers on the
assessment, and I can safely say that all of the students met each of the lessons objectives.

CAST 2006

Adapted from http://lessonbuilder.cast.org