Problem-Based / Inquiry Instruction Lesson Plan

Your Name: Lindsey Vande Wall

Grade Level: 4

Subject: Science
Lesson Title: What Makes Things Move? Simple Machines Day 1-3
Materials Needed: ball, toy car, book, magnets, dominoes, rolling chair, cabinet door, and cards,
student lab sheets (included) report out/analyze sheet for all students (included)
Logistics: Spread out 6 stations around the room with a number labeling them and supplies at
each.
Lesson Goal (not measurable objectives): After this lesson and inquiry stations students will be
scaffolded to see and explore that all things move by either a push or pull force, the different
kinds of forces (gravity, magnetism, wind, and forces you touch), and that different objects take
different amounts of force to me moved.
1. Quick Write/Brainstorm:
-Make a list of things that move (3 mins)
-share with partner and add to your list
-make big list on the board with all groups
2. Orient students to the problem or dilemma?
What makes things move?
-Look around the room. There are 6 stations set up. You are all going to get into groups that are
at your table spots and you will have to chance to go to each station. At each station I will give
you some supplies that you need to figure out how to move.
Station 1: Toy car on a ramp
Station 2: Magnet
Station 3: Dominoes
Station 4: Rolling chair
Station 5: Door
Station 6: House of cards
3. Organize students for study:
Groups of 3 according to assigned table groups.
I will assign tables to start at specific stations and help them rotate each time when I see they are
ready to switch.
3. Assist independent and group investigation: (Input/Modeling)
Before we start, I will model an example station using a ball. Students will help me fill out an
example station form on the board, so they can see and hear what they need to do. I will walk
students through their first station rotation before moving on to make sure they filled out their lab
sheets.
Before we start: write station name and hypothesis; what do you predict will make it move?
After station: materials you used and what did you do to make the object move? Draw a picture.

4. Analyze and evaluate the problem-solving process: Analysis and Evaluation of Questions
Discuss as a whole class what they did. Use questions below to help guide the discussion.
Force, push/pull
Does anyone know what makes things move? I heard some of you say this word during
your stations. Talk with your table to see if you know what this word is.
o Force.
How did you get the objects to move? (Expected response: touched it by pushing it)
You told me that it takes force to move something. All of you pushed something to make
it move, some of you said you pulled the chair. Those are the two types of force, push
and pull. Practice saying those aloud.
o What are the two types of force?
Different kinds of force, forces you cannot see.
Did you always have to touch the object to make it move?
Wind
o Show examples by blowing over the dominoes and house of cards. What made
those move? Why was that force? That is force because something moved.
o Did I have to touch it to make it move?
o Wind is a force. We cannot see it, but we can feel it. Wind makes things move.
o Have you ever been outside on a windy day? What happened to objects you were
holding in your hands? Was it harder to run?
Magnets
o Show the magnets and how they do not have to touch. Why can magnets have
force?
o Did you feel the force when you held them together? How?
Gravity
Have everyone stand up. I want to see if you can jump through the ceiling. (Students
jump a few times). I didnt see anyone float away. Why might that be?
o Why did you come back down? The answer is gravity. Gravity is the pull of
objects back to Earth. It keeps us on the ground, so we cannot float away or jump
through the ceiling.
o How is gravity a force? It is a pulling force back to Earth.
Can you show me some examples of forces that you cannot see? Application.

You all made six different objects move during your stations. Did they all take the same
force? (No, the heavier the object the more force it will take to make it move.) What was
easier? Harder?
o Show an example of blowing on something hanging from a ceiling and trying to
blow the chair to make it move. Why did the ceiling decoration move and not the
chair?
o Have student come and stand next to teacher. Which one of us is going to take
more force to move?
o Application. I have a basketball and a bowling ball. They look like they are the
same size. Which one will take more force to move? Talk with your table.

5. Assessment / Closure:
Discussion and wrap up. Each student will complete a report out sheet to show what they

learned. Included below.

As a closure activity play the F-O-R-C-E song. Students can dance to this clip several times.
Each time it is played, they are to show a different example of a force. Song can be found at:
http://www.songsforteaching.com/science/physics/forcejackhartmann.htm
7. Plans for differentiation:
Students might need help writing in their form, which will be provided if necessary. I will also
create groups for students who work well together and be aware of which groups need more
help. Others will not be able to write in full sentences, which will be accepted.
TOTAL LESSON TIME: 3-4 days of 30 minute time periods

Name:_________________________

What Makes Things Move?

Station 1: ____________________________
1. Hypothesis (what do you predict will make this object move?
__________________________________________________________________
__________________________________________________________________
2. Materials you used:________________________________________________
__________________________________________________________________
3. What I did to make the object move:___________________________________
__________________________________________________________________
__________________________________________________________________

Station 2: ____________________________
1. Hypothesis (what do you predict will make this object move?
__________________________________________________________________
__________________________________________________________________
2. Materials you used:________________________________________________
__________________________________________________________________
3. What I did to make the object move:___________________________________
__________________________________________________________________
__________________________________________________________________

Station 3: ____________________________
1. Hypothesis (what do you predict will make this object move?
__________________________________________________________________
__________________________________________________________________
2. Materials you used:________________________________________________
__________________________________________________________________
3. What I did to make the object move:___________________________________
__________________________________________________________________
__________________________________________________________________

Station 4: ____________________________
1. Hypothesis (what do you predict will make this object move?
__________________________________________________________________
__________________________________________________________________
2. Materials you used:________________________________________________
__________________________________________________________________
3. What I did to make the object move:___________________________________
__________________________________________________________________
__________________________________________________________________

Station 5: ____________________________
1. Hypothesis (what do you predict will make this object move?
__________________________________________________________________
__________________________________________________________________
2. Materials you used:________________________________________________
__________________________________________________________________
3. What I did to make the object move:___________________________________
__________________________________________________________________
__________________________________________________________________

Station 6: ____________________________
1. Hypothesis (what do you predict will make this object move?
__________________________________________________________________
__________________________________________________________________
2. Materials you used:________________________________________________
__________________________________________________________________
3. What I did to make the object move:___________________________________
__________________________________________________________________
__________________________________________________________________

Name _______________

Analyze and Report on Results

Good scientists use evidence to explain the results of experiments! (Infer)

1. Analyze: Look over your data from the What Makes Things Move?
Experiment.
a. What is one thing that surprised you?
_______________________________________________________
_______________________________________________________
b. What is one thing you learned?
_______________________________________________________
_______________________________________________________
2. Explanation: Report on your experiment results. You will need to infer! Use
the following frame to plan.
a. (My Explanation) I believe a bowling ball will/will not (circle one) use
more force to move than a basketball.
b.

(Evidence) My evidence is that during my experiment

___________________________ was harder to move than
_________________________________

c. The reason I think a bowling ball will/will not (circle one) use more
force to move than a basketball is because
____________________________________________________
____________________________________________________.