“Let's Take A Ride” - Polk County Public Schools

“Let’s Take A Ride”

n PROGRAM OVERVIEW Let’s Take a Ride is a hands-on, fun

and engaging approach to teaching the concept of force and motion in science. These three lessons have excited students in my classroom for years. I love that the three science lessons directly teach force and motion in a fun way, but also offer a way to address the very difficult and confusing strand of Nature of Science. All students love roller coasters and this gives them an opportunity to build their own.

Let’s Take a Ride offers a variety of ways to alter the lessons as needed by the students. Specifically, “Curves and Dips” is written as a STEM lesson to teach force and motion. This lesson could be implemented during energy as an engagement to teach mechanical energy. It can also easily be adapted as an experiment.

“Roll, Baby, Roll” is a simple experiment that is quick and easy, but offers a great hands-on way to teach force, motion and the very difficult concept of mass. Students of all modalities are thoroughly engaged with the hands-on learning.

These lessons offer the teacher a way to assess the understanding of these concepts along the way with constant formative assessments and a follow up summative assessment.

For further information contact…

Jan Pittman MayBerkley Charter Elementary

5240 Berkley RoadAuburndale, FL 33823

Route B863-968-5024

[email protected]

2019 - 2020 IDEA CATALOG OF EXCELLENCE

n OVERALL VALUE Studen t s a re l ea r n ing and

experiencing science while having fun! They are mastering difficult Sunshine State Standards while utilizing higher level thinking in creation of design. Ease of adaptability by the teacher to meet the needs of individual classes is also something that helps build success for all students, at all levels of knowledge.

T ime!! ! T ime in the sc ience classroom is of ten limited. These lessons offer high impact learning in a short time. You get the bang for your buck!

n LESSON PLAN TITLES• Curves and Dip• Roll Baby Roll• Watch it Fly!

n MATERIALS See individual lesson plans.

n ABOUT THE DEVELOPERJan May has been an educator for

22 years. Currently she is a 5th grade teacher of science and language arts at Berkley Elementary Charter School in Auburndale, Florida.

She graduated from Georgia Southern University with a MBA in marketing. After working in the business sector for several years, she decided to pursue a second degree in elementary education at Mercer University.

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n SUBJECTS COVEREDScience

n GRADESFifth

n OBJECTIVES Students will identify familiar forces

that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

n STANDARDS FSS / NGSSS

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method but that science does involve the use of observations and empirical evidence.

SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”

SC.3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.

SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.

n MATERIALS• Foam piping tubes (found at Lowes

or Home Depot)• Marbles• Measuring tape• Masking tape• Timers and calculators - I use

IPADs

n VOCABULARY• Force• Push• Pull• Friction• Gravity• STEM• Investigation• Experiment• Mechanical energy

n DIRECTIONS 1. Introduce students to the concept

of STEM investigations, reviewingsteps of STEM.

2. Review mechanical energy as theenergy of motion. (Remember thatthe terms potential and kinetic havebeen moved out of the elementarystandards.)

3. Engagement: Show a clip of a rollercoaster and lead a discussion ofhow much science is used in theconstruction of and ride of a rollercoaster. How did the roller coasterdemonstrate mechanical energy?What forces can they identify fromtheir observations?h t t p s : / / w w w . y o u t u b e . c o m /watch?v=oAJLKDMihnU (Watch 2:32)

“Let’s Take A Ride” Jan Pittman MayLesson Plan No 1: Curves and Dips


4. Introduce the task - ask a question.“Who can design the fastest rollercoaster?” (Step one of STEM)

5. Def ine key vocabulary terms:gravity, friction (students will wantto make sure the tape does notincrease the amount of friction intheir designs)

6. Show Discovery Educations’ 1:05min clip “A Class Fieldtrip to anAmusement Park” to explain howgravity is demonstrated in a rollercoaster. (Also builds excitement)or refer to previous video if youdo not have access to DiscoveryEducation.

7. Introduce supplies and allowstudents time to research rollercoaster designs using an IPad.(Step 2 of STEM process.)

8. STEM step 3, students will sketchtheir design.

9. STEM step 4, build and test.10.11.

STEM step 5, reflect and modify. Stop students and teach speed and motion. Students will collect data on the speed of their roller coasters using a timer, calculator and tape measure. (Distance divided by time = speed.)

12. Summary:Whole class discussion.

“How did the design of your coaster affect the speed of the rider? (The marble acts as the rider) What forces were active in your coaster?”

“Let’s Take A Ride” Jan Pittman MayLesson Plan No 1: Curves and Dips (cont.)


n ACCOMMODATIONSELL students with limited English

will work with their partners to record observations. Those students and ESE students who have difficulty with completing tasks or writing may share their ideas orally and through pictures.

n EVALUATION/ASSESSMENT

1. Formative discussions with teacher.2. Rubric based on participation and

STEM steps.Summative force and motion test at the end of all lessons.

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“Let’s Take A Ride” Jan Pittman MayLesson Plan No 2: Roll, Baby, Roll


n GRADESFifth

n OBJECTIVES Students will…

… compare and contrast methods of “doing” science.

… measure distance and object travels.

… accurately records and graph data collected.

… write a conclusion following the steps of the scientific method.


SC.5.N.1.2 Recognize and exp la in that science is grounded in empirical observations that are testable; explanations must always be linked with evidence.

SC.4.N.1.7 Recognize and exp la in that scientists base their explanations on evidence.

SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. Students will identify the difference between an experiment and other types of scientific investigation.

SC.5.P.13.3 Investigate and describe that the speed of an object is determined

by the distance it travels in a unit of time and that objects can move at different speeds.

n MATERIALS• Rulers with grooves• CM rulers for measuring• Marbles of varying masses

(5gr and 7gr)• Balance scales• Gram weights• Calculator (iPad app)• Small paper cups with prepared

square cut out of one side for the marble to enter.

• 2 text books to build ramp.

n VOCABULARY• Force• Mass• Distance• Gravity• STEM• Experiment• Investigation

n DIRECTIONS 1. Refer to the STEM project of Curves

and Dips. Compare/contrast varyingways of “doing” science. Explainthat science doesn’t always parallelscientific method.

2. Introduce the purpose of Roll BabyRoll, explaining that this will be anexperiment. “Does the mass of anobject affect the distance something will travel?” Students will use aprepared ramp to roll marbles ofdifferent masses (variable) into apaper cup. Students will measurethe distance the cup traveled.

3. Review the steps of scientif icmethod: Discuss why one variableand the purpose of comparisonused.


Title, purpose, variable, constants, control, material list, step-by-step directions, data chart, graph, and conclusion. Discuss each step as needed in whole group discussion. (Formative assessments) utilizing pair share, random selection, round table discussions. Discuss the importance of more than one trial. (Reliable data)

4. Students record information andprepare for testing.

5. Hand-out supplies. (1’s gather thetextbooks, 2’s the rulers, etc.)

6. Have students use the balancescale and gram weights to measurethe mass of their marbles to verifythey are testing the correct marbles.

7. Students test with 3 trials. (Review:“Why do we do multiple trials?”)Students record data onto theircharts, and average using IPadcalculators.

8. Students graph results and writea conclusion following the stepsof scientific method. (Nature ofScience standard that scientistsshare results with other scientists sothat they can repeat their experiment to see if the results are trustworthy.)



n EVALUATION/ASSESSMENT Writ ten graph and conclusion

submitted for a grade. Conclusion will show how students interpreted data and used the variable for a comparison to master the standard that the greater mass will move the cup a greater distance.

Force and Motion summative test. (See attached)

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“Let’s Take A Ride” Jan Pittman MayLesson Plan No 3: Watch it Fly


n GRADESFifth

n OBJECTIVES Students will observe that the

greater the force the greater an object will travel.


SC.5.N.1.2 Recognize and exp la in that science is grounded in empirical observations that are testable; explanations must always be linked with evidence.

SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

SC.3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.

n MATERIALS• Rubber band cannons• Rubber bands• Tape measures

n VOCABULARY• Force• Motion• Friction• Scientific method - all the steps• Repeated trials• Constants• Newton

n DIRECTIONS 1. Review terms for force, motion, and

scientific method.2. Explain to the students that they will

conduct an experiment to determineif the amount of force used ona cannon with rubber bands willlaunch the rubber band a greaterdistance.

3. Demonstrate the cannon and teachthat force is measured in newton’s.(Refer to Isaac Newton.)

4. Review steps of scientific method.- discuss each step as needed per

class.- Identify the purpose of Watch it

Fly. Does the force applied on arubber band cannon affect thedistance a rubber band will fly?

- Hypothesis I hypothesize thatthe force will/will not affect thedistance a rubber band willtravel. (Allow time for studentsto make hypothesis and discusswith a partner.)

- Var iable: Force (show oncannon) 20N, 30N and 40N

- Constants: angle of cannon,same rubber band, location

- Control: none- Material list: 3 partners, cannon,

rubber band, tape measure, datachart

- Step-by-step directions- Data Chart: Make sure students

conduct a minimum of 3 trials(Discuss why.) Teach/reviewaveraging at the end.

- Graph (Used as an assessment)- C o nc lus i o n (use d as an

assessment)5. Take the time to discuss the nature

of science standards as each stepis reviewed. Ex. “Why do we haveonly one variable? Why do scientists have to write everything down


exactly?” “Do scientists always use scientific method to conduct science?” “Why do scientists do multiple trials?”

6. Teach how to use the cannonexplaining that the angle will be aconstant, location a constant. Ifyou have a hallway to reduce wind,that will be helping to eliminate anadditional variable.

7. Put students in groups of 3.8. Find a good location and allow time

for students to conduct experimentwith a minimum of 3 trials.

9. Teach averaging.10. Students graph and write a conclu-

sion. (Formative assessments)11. Review standard. In order to move

an object of greater mass, a greaterforce is needed. The more forceapplied, the greater the movement.Relate to real life: soccer, kick ballare examples. Discuss differentways this experiment could bealtered. (Change the angle, changethe width of the rubber band)



n EVALUATION/ASSESSMENT Graph, conclusion, and end of unit

Summative Assessment.

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“Let’s Take A Ride” Jan Pittman May

Lesson Plans Materials Budget


Home Depot 6’ Foam Pipe Insulation $1.64 2 per student $72.16

Amazon 500 Assorted Marbles 29.99 1 29.99

EAI Education Yellow Measuring Tape Set of 10 3.29 2 6.58

Polk County Warehouse Masking Tape 5.94 4 23.76

EAI EducationI Basic Calculator Kit Set of 10 49.60 1 49.60

Amazon Small Dixie paper cups 15.99 1 (300 cups) 15.99

EAI Education balance scales 7.95 11 87.45

EAI Education hexagram metric weight set 9.50 11 104.50

EAI Education 12’’ ruler set of 36 4.72 1 4.72

Barnes and Noble Force and Motion Non Fiction texts varies varies 155.82

EAI Education Primary Timer Set of 6 24.79 2 24.79

Nasco Art Supplies Rubber Band Cannons kit (include supplies for 10 cannons.) 219.95 1 219.95

Amazon Rubber Bands 4.69 1 (150) 4.69

Jan Pittman MayBerkley Academy Elementary

800.00

$800.00

“Let’s Take A Ride” Jan Pittman MayRoller Coaster Scoring Rubric


Student Name _______________________________________________________________

Creativity PointsPoints are awarded for each of the following items included in a group’s roller coaster.

Every 50 cm of height ............................................................. 1 point90º turn ................................................................................... 1 point180º turn ................................................................................. 2 points270º turn ................................................................................. 3 pointsLoop ........................................................................................ 3 pointsCorkscrew ............................................................................... 4 points

Performance PointsPoints are awarded for each type of marble that successfully completes the roller coaster and lands in the paper cup.

Wooden marble ....................................................................... 3 pointsGlass marble ........................................................................... 3 pointsSteel marble ............................................................................ 3 points

“Let’s Take A Ride” Jan Pittman MayAdditional Information - Force and Motion Ticket


Choose the best answer and then explain your thinking.

1. How will increasing the mass of an object affect its movement?A. The object will not move.B. Less force is needed to move it.C. More force is needed to move it.D. No change in force is needed.

2. The greater the mass an object has, the more ______________ is needed to move it.A. movementB. motionC. massD. force

“Let’s Take A Ride” Jan Pittman MayAdditional Information - Force and Motion Test


Force and Motion Test

1. Frank uses a bowling ball to demonstrate how energy can cause changes. Which of the following actions would NOT demonstrate a change caused by applying energy to the ball? a. He holds the bowling ball in both hands. b. He spins the bowling ball with one hand. c. He rolls the bowling ball across the floor. d. He lifts the bowling ball to place it on a shelf

2. Stephanie started pushing a bookcase across the room. Then she removed the books and continued pushing with the same force and direction.

How does removing the books affect the motion of the bookcase?

a. The mass is decreased, making the bookcase move faster. b. The gravity is increased, making the bookcase move slower. c. The friction is increased, making the bookcase move slower. d. The mechanical energy is decreased, making the bookcase move faster.

3. _______________ of an object makes the object resist movement.

a. Friction c. force b. Mass d. incline

4. An object is pulled to Earth by _____________, an attraction between the mass of Earth and the mass

of an object. a. Reaction c. force b. Gravity d. mass

5. Why does it take more force to move a heavy box up a ramp than to move the same box down the

ramp? a. There is more friction on the bottom of the box when going up a ramp. b. Gravity is pushing the box up the ramp at the same time you are pushing the box up the ramp. c. You are exerting force from both your arms and legs when you are pushing the box up the ramp. d. When you push an object up a ramp, you are working against gravity which pulls the box towards

the ground.

6. Which sentence is NOT a true description of the effect of Earth’s gravity on objects? a. Only objects with mass are affected by Earth’s gravity. b. Only objects that touch Earth are affected by Earth’s gravity. c. The farther away objects are from Earth, the less affected they are by Earth’s gravity. d. The closer objects are to Earth, the more affected they are by Earth’s gravity.

Force and Motion Test

1. Frank uses a bowling ball to demonstrate how energy can cause changes. Which of the following actions would NOT demonstrate a change caused by applying energy to the ball? a. He holds the bowling ball in both hands. b. He spins the bowling ball with one hand. c. He rolls the bowling ball across the floor. d. He lifts the bowling ball to place it on a shelf

2. Stephanie started pushing a bookcase across the room. Then she removed the books and continued pushing with the same force and direction.

How does removing the books affect the motion of the bookcase?

a. The mass is decreased, making the bookcase move faster. b. The gravity is increased, making the bookcase move slower. c. The friction is increased, making the bookcase move slower. d. The mechanical energy is decreased, making the bookcase move faster.

3. _______________ of an object makes the object resist movement.

a. Friction c. force b. Mass d. incline

4. An object is pulled to Earth by _____________, an attraction between the mass of Earth and the mass

of an object. a. Reaction c. force b. Gravity d. mass

5. Why does it take more force to move a heavy box up a ramp than to move the same box down the

ramp? a. There is more friction on the bottom of the box when going up a ramp. b. Gravity is pushing the box up the ramp at the same time you are pushing the box up the ramp. c. You are exerting force from both your arms and legs when you are pushing the box up the ramp. d. When you push an object up a ramp, you are working against gravity which pulls the box towards

the ground.

6. Which sentence is NOT a true description of the effect of Earth’s gravity on objects? a. Only objects with mass are affected by Earth’s gravity. b. Only objects that touch Earth are affected by Earth’s gravity. c. The farther away objects are from Earth, the less affected they are by Earth’s gravity. d. The closer objects are to Earth, the more affected they are by Earth’s gravity.



7. Forces that are balanced _______________________. a. Cause a change in motion. b. Cause a change in direction c. Do not cause a change in motion. d. Do not cause stability.

8.

If the slope, or steepness of this ramp increased, how will that affect the speed of the model car?

a. The car’s speed will increase. b. The car’s speed will decrease. c. The car will completely stop once it gets to the ramp. d. The car’s speed will not change.

9. Which statement is true about balanced forces?

a. Balanced forces are equal and opposite. b. Balanced forces cause a change in motion. c. Balanced forces cause a change in direction. d. Balanced forces do not cancel each other out.

10. Delilah followed these steps of an investigation: collect five objects made of different types of

material, place them on a large laboratory table, touch each metal object with a magnet and then lift slowly, and record each observation.

Which of the following statements is Delilah most likely testing?

a. All types of material are attracted to magnets. b. Each magnet can lift the metal to the same height. c. Larger magnets can pick up heavier metal objects than smaller magnets can. d. Heavier metal objects are more attracted to magnets than lighter metal objects.

11. Because she felt sick when she ate a carrot one day, your teacher thinks that all vegetables make her sick. DO you think this is a reasonable assumption? Of course not! Explain to your teacher why this is not a scientific assumption. a. She did not complete an adequate number of trials to test accuracy. b. Vegetables are always healthy, therefore could not make you sick. c. She must eat a carrot for 365 days in order to conduct a science experiment. d. Carrots are healthy and eating them could not make you sick.


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12. Lana conducted an experiment to test the effect of friction on the motion of a toy car. She placed a

ramp on a surface and let the car go from the top of the ramp. She then measured the distance traveled by the car in centimeters (cm). Her results are recorded in the table below.

Why should she repeat her experiment?

A. To test different surfaces B. To try to get different results. C. To confirm that her results are trustworthy. D. To find out why friction changes the car’s motion.

13. Sheila wants to ski down the mountain really fast. What forces are affecting Sheila as she skis down

the mountain? A. Gravity and solar energy. B. Gravity and a great amount of friction. C. Gravity and a low amount of friction. D. Gravity and inertia.

14. Draw a diagram to show balanced and unbalanced forces.

15. Which type of force causes a boy jumping off a chair to move toward Earth? A. buoyant B. electrical C. gravitational D. magnetic

16. William used a hammer to pound a nail into a wooded board. When the nail was about halfway through the board, he stopped and turned the board upside down. The nail stayed in place in the board. Which of the following acts on the nail to keep it in place in the board? A. friction B. gravity C. magnetism D. weight

17. Mr. Elgin loaded boxes with different masses into the back of a truck. He used about 1 Newton of force to move a 1-‐kilogram box a distance of 1 meter. Which of the following describes the force he used to move a 2-‐kilogram box the same distance?

A. Less force was used to move the 2-‐kilogram box than the 1-‐kilogram box. B. More force was used to move the 2-‐kilogram box than the 1-‐kilogram box. C. The same force was used to move the 2-‐kilogram box as the 1-‐kilogram box. D. The force used to move the 2-‐kilogram box and the 1-‐kilogram box cannot be compared.

























18. Alex needs to move a small toy box. Which action could NOT provide a force that would move the box? A. bracing B. lifting C. pulling D. pushing

19. Tanya and Clayton have a water rocket that is launched by pressure inside a plastic bottle.

A pressure of 45 pounds per square inch inside the bottle launches the rocket about 35 feet straight up into the air.

If the pressure inside the bottle were increased to 60 pounds per square inch, how would the motion of the water rocket be affected?

A. The water rocket would be likely to remain on the ground. B. The water rocket would be likely to travel exactly 35 feet. C. The water rocket would be likely to travel less than 35 feet. D. The water rocket would be likely to travel more than 35 feet.

18. Alex needs to move a small toy box. Which action could NOT provide a force that would move the box? A. bracing B. lifting C. pulling D. pushing

19. Tanya and Clayton have a water rocket that is launched by pressure inside a plastic bottle.

A pressure of 45 pounds per square inch inside the bottle launches the rocket about 35 feet straight up into the air.

If the pressure inside the bottle were increased to 60 pounds per square inch, how would the motion of the water rocket be affected?

A. The water rocket would be likely to remain on the ground. B. The water rocket would be likely to travel exactly 35 feet. C. The water rocket would be likely to travel less than 35 feet. D. The water rocket would be likely to travel more than 35 feet.

“Let's Take A Ride” - Polk County Public Schools

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