Teacher:

Courtney Murphy

Date:

Subject
Area:

Force and Motion

Grade Level:

November 3,
2015
5th Grade

District:

Northwest ISD

Unit
Title:

Force on an
Object

School: Prairie View

Elementary
Lesson Title: Forces in
Action

TEKS:
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The
student is expected to:
(D) Design an experiment that tests the effect of force on an object.
Big Ideas (Science Content: Definitions, Facts, Process/Integrated Skills, Explanations, etc.)
Essential Questions:
1. What is force?
2. How does force affect the motion of an object?
3. What is Newtons 1st Law of Motion?
Definitions:
1. Force: Is a push or pull upon an object resulting from the object's interaction with another object.
2. Motion: Change in position of an object with respect to time.
3. Distance: Is a scalar quantity that refers to "how much ground an object has covered" during its motion.
4. Momentum: Force of speed of movement.
5. Push: To use force to move (something or someone) away from you.
6. Pull: To move or haul something towards yourself.
7. Newtons First Law: An object at rest stays at rest, and an object in motion stays in motion with the same speed and in the
same direction unless acted upon by an unbalanced force.
Facts:
1. Any kind of force is really just a push or a pull.
2. Magnetism is a type of force. If you think about it a magnet can pull an object toward it or push it away from it.
3. Sir Isaac Newton was the first scientist to study force and gravity.
Process/Integrated Skills:
1. Math: The students will integrate math during the lab by using measurement skills. The students will also use addition and
subtraction to see which object went further.
2. English Language Arts: The students will use ELA to read the directions for the lab, and also using writing skills to answer
questions based from the lab.

Explanations:
This lesson is an introductory to Newtons First Law of Motion. The students will be actively engaged in various activities that will deepen their
understanding of force and motion. Students will learn about friction, push, pull, distance, momentum, force, and motion. The students will
learn and understand that an object in motion remains in motion unless acted upon by an unbalanced force, and an object at rest stays at rest.
Learning Objective(s):
1. The student will be able to apply knowledge of forces.

Reflection
After presenting my science micro-teach I was able to get some great feedback from my peers. I observed that my engage demo activity
Balloon Rockets really caught my students attention. However if I were to do this lesson again I would do the demo more than once. The balloon
moves really fast once it is let go not allowing all of my students to have a chance to see, and even more importantly grasp what was happening. I
would also have an attentive listener come up and participate in the activity.
I also believe the marshmallow shooter lab was another great part of the lesson that led to student engagement. However after reviewing my
feedback I agree that I could have had this lab in a more open space. I would not recommend this lab in the classroom, because it is hard to get a true
measurement when the marshmallows are bouncing off of the walls. If I could do this lesson again I would also do a demonstration allowing the
students to have a visual representation of what is expected from them. After doing this lesson I learned that a good detailed lesson takes time to
teach. I wish I had a little bit more time I started to feel rushed, which then messed me up a little during the explain. However I know it is going to
take time and practice to become better at teaching a great lesson. I learned and hope to apply in other lessons a good detailed engaging lesson plan
along with modifications for every student.

Engage:

- Balloon Rocket Activity

- Bubble Map as a Class to start discussing Force, and determine prior knowledge.

Explore:

Name: __________________________________
Force and Motion Lab
Objectives:
The student will be able to:
1. The student will be able to identify the relationship between force and motion.
2. The student will be able to apply knowledge of forces.
3. The student will be able to identify and apply Newtons 1 st Law of Motion.
TEKS:
Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is
expected to:
5.6(D) Design an experiment that tests the effect of force on an object.
MATERIALS:
1. Balloon
2. Paper cup
3. Meter stick
4. Scissors
5. Metric ruler
6. Transparent tape
7. Mini marshmallows

PROCEDURE:
1. Tie a knot in the end of the balloon, and then snip off about 2 cm from the top of the balloon.
2. Carefully cut the bottom out of the paper cup.
3. Stretch the balloon over the end of the cut off paper cup so that the knot is in the center of the cup.
4. Tape the stretched balloon securely onto the paper cup so that when you pull on the knot of the balloon it stretches with your pull, but does not
come off the paper cup.
5. Place one mini marshmallow inside the cup so that it rests on the center of the balloon covering the end of the cup.
6. Pointing the opening of the cup away from you and others pull the knot back and release it so that it snaps and shoots the mini marshmallow
out of the cup.
7. Repeat Step 6, but pull the knot a distance of 2 cm and release it. Record the distance the marshmallow lands from the edge of the cup. Record
your data in the chart on the next page.
8. Repeat Step 7 two more times. Record your data in the chart on the next page.
9. Repeat Steps 7 and 8, but this time pull the knot 4 cm and release it. Record your data in the chart on the next page.
10. Repeat Steps 7 and 8, using two marshmallows. Record your data in the chart on the next page.
11. Repeat Steps 7 and 8, using four marshmallows instead of two. Record your data in the chart on the next page.
12. Your ticket out of the door is to have all of the marshmallows picked up.

DATA:
VARIABLE

TRIAL 1 Distance
(cm)

TRIAL 2 Distance
(cm)

TRIAL 3 Distance
(cm)

AVERAGE
Distance (cm)

2 cm Pull
1 Marshmallow
4 cm Pull
1 Marshmallow
2 cm Pull
2 Marshmallows
2 cm Pull
4 Marshmallows
QUESTIONS:
1 What force causes the marshmallow to shoot out of the cup?
2

How does the distance the marshmallow flew when the balloon was pulled back 2 cm compare with how far it flew when the balloon was pulled
back 4 cm? Why? (Please use complete sentences.)

Why do the two marshmallows fly further than the 4 marshmallows? (Please use complete sentences.)

Name: _______________________________
Force and Motion Lab (ELL)
Objectives:
The student will be able to:
4. The student will be able to identify the relationship between force and motion.
5. The student will be able to apply knowledge of forces.
6. The student will be able to identify and apply Newtons 1 st Law of Motion.
TEKS:
Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is
expected to:
5.6(D) Design an experiment that tests the effect of force on an object.
MATERIALS:
1. Balloon
2. Paper cup
3. Meter stick
4. Scissors
5. Metric ruler
6. Transparent tape
7. Mini marshmallows

PROCEDURE:
13. Tie a knot in the end of the balloon, and then snip off about 2 cm from the top of the balloon.

14. Carefully cut the bottom out of the paper cup.

15. Stretch the balloon over the end of the cut off paper cup so that the knot is in the center of the cup.

16. Tape the stretched balloon securely onto the paper cup so that when you pull on the knot of the balloon it stretches with your pull, but does not

come off the paper cup.

17. Place one mini marshmallow inside the cup so that it rests on the center of the balloon covering the end of the cup.

18. Pointing the opening of the cup away from you and others pull the knot back and release it so that it snaps and shoots the mini marshmallow
out of the cup.

19. Repeat Step 6, but pull the knot a distance of 2 cm and release it. Record the distance the marshmallow lands from the edge of the cup. Record
your data in the chart provided down below.
20. Repeat Step 7 two more times. Record your data in the chart provided down below.
21. Repeat Steps 7 and 8, but this time pull the knot 4 cm and release it. Record your data in the chart provided down below.
22. Repeat Steps 7 and 8, using two marshmallows. Record your data in the chart provided down below.
23. Repeat Steps 7 and 8, using four marshmallows instead of two. Record your data in the chart provided down below.
24. Your ticket out of the door is to have all of the marshmallows picked up.

DATA:
VARIABLE

TRIAL 1 Distance
(cm)

TRIAL 2 Distance
(cm)

TRIAL 3 Distance
(cm)

AVERAGE
Distance (cm)

2 cm Pull
1 Marshmallow
4 cm Pull
1 Marshmallow
2 cm Pull
2 Marshmallows
2 cm Pull
4 Marshmallows
QUESTIONS:
4 What force causes the marshmallow to shoot out of the cup?

How does the distance the marshmallow flew when the balloon was pulled back 2 cm compare with how far it flew when the balloon was pulled
back 4 cm? Why? (Please use complete sentences.)

3. Why do the two marshmallows fly further than the 4 marshmallows? (Please use complete sentences.)

Name: _________________________
Force and Motion activity Worksheet
Match the words to their definitions. (For the ELL Worksheet I would highlight key words)
Force

A. To move something away from you.

Motion

B. To move or haul something towards yourself.

Pull

C. An object at rest will remain at rest, and an object in motion will remain in
motion
Unless acted on by an unbalanced force.

Push

D. The action of moving or changing a position.

Newtons First Law of Motion

E. A push or a pull.

Jessie and his friends are playing tug of war what types of forces are being applied?
Circle the answers and then explain:
Unbalanced
Balanced
Answers may vary.

Pull
Push

Explain:

- Concept Map: Class Discussion about their

learnings, and what they found about force.
Prezi: At the bottom of lesson plan.

Balanced vs. Unbalanced simulator.

Elaborate:

The teacher will present three pictures of real life connections pertaining to force.

- The students will create a doodle or drawing over their interpretation of Forces.

Name: _____________________
Force Quiz (For ELL quiz I would highlight key words)
Use the words from the word bank to complete each sentence. Each word may be used more than once.
Speed
Force

Unbalan
ced
Forces
Gravity

Motion

Rest

Push

Greate
r

Newto
ns
First
Law of
Motion

Mass

Less

Pull

1. Unless acted on by a force, objects in ___motion_______ tend to stay in motion, and objects at rest remains at
_rest_____. This law is known as _Newtons___ ____First____ ___Law____ _Of_ _____Motion_____.
2. A __Force____ is any push or ___Pull____ that causes objects to move, stop, or change speed or direction.
3. ___Motion_______ is the change in an objects location over time. _Unbalanced_______ ___Forces________, like
pushes or pulls, make objects move.
4. Name three real world examples where a force is being applied.
Answers may vary.
5. A ___push__________ is to use force to move (something or someone) away from
you.
6. A ___pull_________ is to use force to move (something or someone) towards
you.
7. Give an example of a force where a push is being applied.
Answers may vary.

8. Give an example of a force where a pull is being applied.

Answers may vary.

9. What was your favorite part from todays lesson, and what did you learn from that experience?
Answers may vary.
Evaluate:
Summative Assessment: The students will be asked to take pictures of three different real world situations that a force is being used, and create a Powerpoint or Prezi
that explains each force that is beng represented to the class.
Rubric For Summative Assessment: Real Life Forces
CATEGORY

4 (high)

1 (low)

Number of Slides

Student creates at least 5 slides

that contain a Title Slide, A slide
for each of the three pictures
where force is being applied along
with information over the force
being used, and a reflection slide.

Student creates at least 3 slides

that contain multiple pieces of
information. The student is missing
a real world picture where force is
being applied, introduction slide, or
reflection slide.

Student creates 2 slides

containing little
information or pictures
over real world forces.

Student creates 2 or fewer slides with

little to no information (a few words), or
pictures over real world forces.

Images on Slides

All slides created (at least 3) have

an image where force is being
applied as well as information
describing the forces being
presented in the image.

2 slides contain an image where

force is being applied as well as
information about Forces, but is
missing one real life connection
image.

Fewer than 2 slides

Fewer than 2 slides contain images
contain an image where a where force is being applied, and no
force is being applied; as information over Forces was present.
well as information about
Forces.

Use of Spelling
Feature

Demonstrates independent use of Uses spell check with support

spell check.

Student asks for support

to use spell check but
does not use it correctly

Student does not know how to use

spell check and does not ask for
assistance

Punctuation and
Grammar

Always uses correct punctuation,

capitals and complete sentences.
The student uses multiple
vocabulary words for each slide of
the presentation.

Mostly uses capitals and periods

correctly. The student uses some
vocabulary words throughout the
presentation.

Uses few capitals and

periods. The student uses
one or two vocabulary
words throughout the
presentation.

Omits capital letters completely or

rarely uses capital letters or
punctuates. The student uses no
vocabulary words throughout the
presentation.

Usually listened to directions and

was able to complete presentation
with mostly correct pictures and
information over forces in the real
world.

Somewhat listened to
directions and was able to
complete presentation
with mostly correct
pictures and information

Demonstrates no understanding of
technology content- did not listen to
directions and was not able to correctly
complete the presentation over forces
in the real world.

Listening and
Listened to directions and was
Project Completion able to complete the presentation
with correct pictures and
information over forces in the real
world.

over forces in the real

world.

Information was
Correct and
Understandable

All information over Forces was

correct and understandable. The
pictures represented were correct
and represented a force.

Prezi during Explain:

Most over the information was

correct and understandable. The
pictures represented were mostly
correct and represented force.

Half of the information

Did not present any correct information
was correct and
or pictures over forces in the real world.
understandable. Only one
picture represented was
correct and represented
force.