Download Casie Antony SCIENCE DAILY LESSON PLAN TEMPLATE

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SCIENCE DAILY LESSON PLAN TEMPLATE
LESSON #3
NATIONAL SCIENCE CONTENT STANDARDS and BENCHMARKS:
Science as Inquiry
1. Abilities necessary to do scientific inquiry:
a. Develop descriptions, explanations, predictions, and models using
evidence
b. Communicate scientific procedures and explanations
2. Understandings about scientific inquiry
a. Central role of mathematics
Physical Science
1. Motion and Forces
a. Constant speed and pathway
History and Nature of Science
a. History of Science
i. Many individuals have contributed to the traditions of science
STUDENT OBJECTIVES:
Students will to the best of their abilities:
1. Create a rocket using a balloon, 2 feet of Scotch tape, fishing line, and a straw
that travels 5 meters.
2. Draw a diagram of their rocket in their science journal with a pencil, making
sure to label its parts and how it works.
3. Write down 2 examples of causes and effects for each of Newton’s 3 Laws on
their cause/effect organizer with a pencil in their group.
4. Write an example of one of Newton’s laws assigned to them on a notecard to
place in the correlating pocket on the bulletin board with a pencil.
VARYING OBJECTIVES FOR LEARNERS WHO:
a) Do not understand
1. Assist their group in creating a rocket using a balloon, 2 feet of
Scotch tape, fishing line, and a straw that travels 5 meters.
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2. Draw a picture of their rocket and label the parts. Respond to
teacher questions about how the rocket worked.
3. Write down one example of a cause and effect for each law on
their graphic organizer with assistance from group members.
4. Use their graphic organizer to write down an example of their
assigned law on a notecard to contribute to the bulletin board.
b) Have already mastered the concept
1. Create a rocket using a balloon, 2 feet of Scotch tape, fishing line,
and a straw that travels 5 meters and can carry weight (can be
pencil, erasers, etc.)
2. Draw a colored diagram of their rocket explaining how they made
it work.
3. Show a demonstration of an assigned law in cause and effect form.
4. Write down an example they have not used previously in the
lesson to contribute to the bulletin board.
c) Are learning English
1. Assist their group in creating a rocket using a balloon, 2 feet of
Scotch tape, fishing line, and a straw that travels 5 meters.
2. Draw a picture of their rocket and describe the parts to the teacher
orally. Respond to probing questions orally about how it worked.
3. Explain orally a cause and effect representing each law.
4. Draw a picture of an example to contribute to the bulletin board.
MATERIALS NEEDED:
-science journals (each student)
-pencil (each student)
-Cause/Effect organizer (3 per student, stapled together beforehand)
-computer with internet
-projector
-whiteboard/blackboard/overhead to write examples
-Laws of Motion poster
-sticky notes (6 per group)
-Cause/Effect anchor chart
-foldables (each student, created in lesson 1)
-fishing line (5 meters per group)
-Scotch tape (2 feet per group)
-scissors (1 per group)
-straw (1 per group)
-balloon (1 per group)
-stopwatch (teacher)
-notecards labeled either 1, 2, or 3 (1 per student, assigned randomly)
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ACADEMIC LANGUAGE:
-law: general rule in science; no exceptions have been found
-Newton’s First Law: with no force acting on an object, it will stay at rest. An
object in motion tends to stay in motion
-Newton’s Second Law: the acceleration of an object depends on how much force
is being used and the mass of the object
-Newton’s Third Law: or every action, there is an equal and opposite reaction
ALTERNATIVE ACADEMIC LANGUAGE
Refer to Newton’s 3 Laws as
1. Law of Inertia
a. Objects at rest stay that way unless something else moves it.
b. Objects will stay moving unless something moves it a different
direction or stops it.
2. Law of Acceleration
a. An object’s speed depends on how much force someone is using and
how big it is.
3. Law of Action/Reaction
a. If you push something, it pushes back with the same amount of force
TEACHER INFORMATION
-Inflating the balloon before taping it to the straw will likely be easier and will be
less likely to leak air
-May need to move tables to create enough space for trials
-If time, you could have students go through a ‘re-design’ process to improve
their rocket
SAFETY CONSIDERATIONS
-Proper use of scissors (5th graders SHOULD know this)
-No running with scissors
-No pointing scissors at other people
-Balloons
-Make sure students are not chewing on balloons (choking)
-Mylar balloons are safe alternative to latex balloons (allergies)
ENGAGE:
1. Have students sitting in their desks/tables.
2. Ask: What was the first activity we did in science yesterday? (ENGAGE)
a. Possible answers: timed ourselves walking; compared our times
walking at different paces; figured out our speed
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3. Ask: What materials did we use to conduct this experiment? (ENGAGE)
a. Possible answers: meter stick, stopwatch, tape, ourselves
4. Tell students to take out their vocabulary foldables.
5. Ask: What do you remember about reference points? (ENGAGE)
a. Possible answers: something you use to determine position of object;
something that doesn’t move; important to be able to describe motion
of an object
6. Ask: What is an object’s position? (ENGAGE)
a. Possible answers: place where something or someone is compared to
other people or things; described by choosing reference point; where
something is
7. Ask: What is an object’s speed? (ENGAGE)
a. Possible answers: how fast an object moves; how fast an object moves
a certain distance
8. Ask: What is the formula to figure out an object’s speed that we used in
our activities yesterday? (ENGAGE)
a. Possible answers: distance/time; how far the object traveled/the time it
took to travel that distance
9. Tell students: “With your elbow buddy, I would like you to come up with
a scenario where you have to find the speed of an object or person on a
piece of notebook paper.” (ELABORATE)
10. “Once you have written out your problem, write the answer on the back.”
11. “Once everyone at the table is done writing their problems you are to switch
with the elbow buddies sitting across from you.”
12. “When you have the problem written by the people across from you, without
looking at the answer on the back, figure out the problem with your elbow
buddy.”
13. Allow students about 5 minutes for writing the problem, switching, and
solving.
14. Once students have solved their problems ask for 2 sets of partners to share
their problem with the class.
15. Students presenting their problems should read their story out loud while
writing the important numbers needed for the problem on the board. They
should label these numbers as ‘distance’ and ‘time’.
16. Ask for student volunteers to solve the two problems.
EXPLORE:
1. Tell students they are going to be learning about Isaac Newton’s 3 Laws of
Motion.
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2. Tell students: “Sir Isaac Newton was a scientist from England who was very
influential in the world of forces and motion.”
3. “He came up with the theory of gravity and said that he was inspired by
watching an apple fall from a tree”
4. “Isaac Newton also discovered three laws about motion. In other words, these
ideas have been proven to always be true.”
5. Have students write down “law” on the next available flap on their vocabulary
foldable.
6. Have students write down, “Explains observations; no exceptions have been
found; a general rule”
7. Show students the Laws of Motion poster. Read through each of the three
laws.
8. Point out the examples shown in the pictures.
9. Have students watch video about Newton’s 3 Laws of motion (about 6 min):
http://www.youtube.com/watch?v=mn34mnnDnKU
10. Have students write down “Newton’s 1st Law of Motion” on the next available
flap in the vocabulary foldable.
11. Have students write down, “Law of Inertia: with no force acting on an object,
it will stay at rest. An object in motion tends to stay in motion”
12. Ask: What are some examples of this you can think of? (EXPLAIN)
a. Possible answers: desk is not moving because no force is acting on it;
soccer ball continues to move at same speed if no force acts against it,
etc.
13. Have students write down “Newton’s 2nd Law of Motion” on the next
available flap in the vocabulary foldable.
14. Have students write down, “Law of Force = mass x acceleration. The
acceleration of an object depends on how much force is being used and the
mass of the object”
15. Ask: What are some examples we could use to show this? (EXPLAIN)
a. Possible answers: A baseball hit by a player and a bat moves at a much
different speed and travels a different distance than if the same player
hit a bowling ball; it is much harder to move a large boulder than a
small rock, etc.
16. Have students write down, “Newton’s 3rd Law of Motion” on the next
available flap in the vocabulary foldable.
17. Have the students write down, “Law of Action & Reaction: For every action,
there is an equal and opposite reaction.”
18. Ask: What are some examples of this law? (EXPLAIN)
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a. Possible answers: skateboarders colliding, bird flying (air pushing
wings), car wheels (pushing road backwards, road pushing forwards),
sitting on a chair (otherwise you would be in the air or on the ground)
EXPLAIN:
1. Tell the students to keep in mind some examples of each law and to think of
other ways these laws are represented.
2. Pass out the ‘Cause and Effect’ graphic organizers. Each student should have
3 copies stapled together to create a page for each law.
3. Tell the students they are going to be writing two cause/effect scenarios for
each law, working with their entire group.
4. Show them example for law of inertia.
a. Cause: Because you left your book on the table…
b. Effect: the book is still there then next day.
5. Give students about 5 minutes to come up with their causes and effects.
6. Once groups are done, hand out 6 sticky notes to each group.
7. Tell groups to write their favorite cause/effect scenario for each law on the
stickies.
8. Tell the students to post their stickies on the cause/effect anchor chart on the
board
9. Ask: What are some of the examples you came up with for the first law?
(EXPLAIN)
a. Possible answers: Because you kicked a football it went flying into the
air; Because the biker wasn’t looking he crashed into a tree, etc.
10. Ask: What are some examples for the second law? (EXPLAIN)
a. Possible answers: because someone was sitting in the chair it was
harder to move; if you kick a bowling ball it won’t travel very far, etc.
11. Ask: What are some examples for the third law? (EXPLAIN)
a. Possible answers: If you throw a ball at a wall it will bounce back; If a
car hits another car it will bounce back
ELABORATE:
1. Tell students they are going to be demonstrating Newton’s 3rd Law of Motion
(action & reaction) by completing a task.
2. Tell students they will be creating a balloon rocket that will travel 5 meters
across the room quickly using the supplies in the front of the room.
3. The students will be working in their groups of 4 at their tables/clusters.
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4. Have the items set out ‘buffet style’ at the front table in the classroom, 1 item
per group.
a. 5 meter long fishing line
b. A straw
c. A scissors
d. 2 feet of Scotch tape
e. 1 balloon
5. Tell the students that whoever has the closest upcoming birthday will collect
the materials for the group. Tell the students they may not start building until
everyone has supplies.
6. Once everyone has the supplies at their tables, tell the students to begin
building.
7. Allow for about 10 minutes of building time.
8. Ask: How did your group build your balloon rocket? (ELABORATE)
a. Possible answer: Taped balloon to straw, put fishing line through
straw, blew air into balloon and released
9. Have groups test their rocket one at a time while the whole class is watching.
Time each run with a stopwatch. Mark the times on the board.
10. Ask: What do you think affected the speed of your balloon?
(ELABORATE)
a. Possible answers: the weight, how much air was inside, etc.
11. Ask: How did your rocket work? (EXPLAIN)
a. Possible answers: Air being released propelled the balloon forward;
pushed balloon with hand as it was released, etc.
12. Have students take out science journals.
13. Ask students to draw a diagram of how they built their rocket, making
sure to label how it worked. They may use colored utensils for the
diagram if they wish. (EXPLAIN)
a. Possible answers: ball taped to straw, used string to guide; escaping air
made balloon move forward, etc.
14. On the next page, ask students to write down why they think this activity
represented Newton’s Third Law (for every action there is an equal
reaction) (ELABORATE)
a. Possible answers: Air being forced backwards from balloon causes the
balloon to be pushed forward at the same speed, etc.
15. Ask: What would you have done differently to make your balloon move
faster or for your rocket to work better? (ELABORATE)
a. Possible answers: blow more air into balloon; add more weight so it
would push it further, etc.
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EVALUATE:
1. Have one person from each group collect the science journals and hand them
into the science assignment tray.
2. Tell students this activity shows them the 3rd Law of Motion because the air
blown into the balloon that is released backwards also creates the reaction of
pushing the balloon forward at the same speed.
3. Ask: How could we have changed things slightly in this activity to also
represent the first law of motion? (ELABORATE)
a. Possible answers: place an obstacle in the way at certain points to
make the balloon stop; have some balloons running against the ground
(it would go slower)
4. Ask: How could we have changed things to represent the second law of
motion? (ELABORATE)
a. Possible answers: added weight; used different sized balloons, etc.
5. Pass out 1 notecard (each notecard has either 1, 2, or 3 on it) randomly to each
student.
6. Tell the students to write down an example of whichever number law they
have received. They may check their foldable or graphic organizer for help.
7. Tell the students to put their notecard in the corresponding pocket on the
interactive bulletin board. This will be their exit ticket.
8. Tell the students that tomorrow they will be learning more about motion,
forces, and friction.
CLEAN UP:
1. Tell the groups whoever is the oldest will be in charge of throwing away used
materials and bringing the scissors back to the front table.
2. Tell students to make sure all tape and materials are off of the desks and are not on
the floor. If there are any scraps they should throw them away.
3. Pencils and other writing utensils should be put in desks.
DIAGRAMS, PICTURES, WORKSHEETS, ANSWER KEYS:
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Laws of Motion Poster
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Cause and Effect Graphic Organizer
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Cause/Effect Anchor Chart Example
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Cause and Effect Organizer
Student Answer Example
Balloon Design Example
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Science Journal
Diagram Example
Bulletin
Board