Plan for Learning for Students and Teachers

Teacher: Kienitz Frame: 90 minutes Big Idea/Theme: Motion and Gravity Grade Level/Subject: 5th grade Science Time

By the end of fifth grade the student will be able to discuss the following: The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph. An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion.
Resources Needed: student copies of Chapter 10 Motion and Momentum Established Goal(s):

Science

5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. Technology

5.TT.1.1 - Use a variety of technology tools to gather data and information (e.g., Webbased resources, e-books, online communication tools, etc.). 5.TT.1.2 - Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 5.TT.1.3 - Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).

Essential Questions:

What is the origin of motion? How are motion and gravity connected? What is gravity? How does gravity work? How are gravity and mass connected? How are force and motion connected?

How can we describe their relationship? How can we model the relationship of position, motion, direction and speed?
Aligned Learning Activities: (RBT Tags, Thinking Maps, Differentiation, Technology Standards, Integration, Formative Assessment)

Students should know: What is motion? (something is in motion if it is changing position) (Students should be told Why its important to know about motion: the different motions of objects you see every day can be described in the same way) How can motion of different objects be described? (An object changes position if it moves relative to a reference point) *Use Figure 2 page 282 as a visual example Vocabulary: Acceleration, force, friction, gravity, speed, velocity, motion, average speed, instantaneous speed, mass, inertia, momentum, position, potential energy, gravitational potential energy, kinetic energy, mechanical energy, balanced force, unbalanced force, net force, Newtons Laws of Motion, displacement, distance, pint of reference

Hook: Writing Prompts: 1. There are many kinds of rides in the amusement park, and they move in many different ways. Describe your favorite amusement park ride, and explain how it moves. (Paragraph must include at least 8 to 10 sentences, IEP will have at least 5 sentences)
Create Vocabulary Foldables Study Organizer (students will need 4 each to hold all vocabulary terms) Write all words on flaps (see vocabulary list for unit) Students will define terms as they are encountered in activities. *Allow 15 minutes for this activity. Students that do not complete all 4 study organizers can complete as part of homework.

Students should understand: When an object moves from one location to another, it is changing position. Determining whether something changes position required a point of reference. Final position depends on both the distance traveled and the direction. Displacement includes the distance between the starting point and ending point and the direction in which you travel. Speed is the distance traveled divided by the time it takes to travel the distance. Students should do (apply): Speed can be calculated by dividing distance by time S=d/t

Formative Assessment: Exit ticket: How can you know if an object has moved? Write this on the board. Students must answer in the last five minutes of class and hand in before changing classes. Aligned Learning Activities: (RBT Tags, Thinking Maps, Differentiation, Technology Standards, Integration, Formative Assessment) Students will read pages 282 284 (teacher may read to whole group, teacher may select students to read aloud sections)

Formative Assessments: Define these terms using the text as a reference: Motion, position, point of reference, distance, displacement, speed

Aligned Learning Activities: (RBT Tags, Thinking Maps, Differentiation, Technology Standards, Integration, Formative Assessment) Teacher will Model steps #1-4 for solving a simple equation. Then, give students a guided practice problem:

Calculate the speed of a racecar that circles a 500 m track in 8 seconds. (Answer: 62.5 m/s) Students will complete the Applying Math Practice Problems # 1 & 2 on page 284

Formative Assessments: Homework: Student will complete 3 problems using the speed equation. 1. What is the speed of a sailboat that is traveling 100 meters in 120 seconds? 2. If a cyclist in the Tour de France traveled southwest a distance of 12,250 meters in one hour, what would the velocity of the cyclist be? 3. Calculate the speed of a dog running through a field if he is covering 23.7 meters in 54 seconds.