Unit Lesson Plans

FORCE AND MOTION UNIT
May the Force Be With You
Force and Motion

Third Grade
Created by: Abby Johnson and
Rebecca Hastings
Force and Motion
Grade Level: Third Grade

Subject Area: Science
Standard:
1.) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces
on the motion of an object using one variable at a time, including number, size, direction, speed,
position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object,
such as a box, producing no motion; unbalanced force on one side of an object, such as a ball,
producing motion), and communicate these findings graphically.
Unit Objective:
When given a summative assessment, students will be able to identify force and motion,
distinguish between balanced and unbalanced forces, describe how the variables of direction,
size, friction, and air resistance affect the motion of an object, apply knowledge of force and
motion to real life examples, and design an experiment to test the effects of friction with at least
70% accuracy.
Lesson 1
Design for Learning

Instructor: Abby Johnson, Rebecca Hastings
Lesson Title: What is Motion and Force?
Curriculum Area: Science
Grade Level/Cooperating Teacher: 3rd

Date:
Estimated Time: 4 hours
Standards Connection:
1.) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the
motion of an object using one variable at a time, including number, size, direction, speed, position,
friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box,
producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and
communicate these findings graphically.
Learning Objective(s):
When given a lab report, students will distinguish the difference between balanced and unbalanced forces
in motion, scoring a 10 out of 12 according to a teacher-made rubric.
Learning Objective(s) stated in kid-friendly language:
Today, students, you will be able to find the difference between balanced and unbalanced forces in motion
and will write what you find in a lab report.
Evaluation of Learning Objective(s):
Students will distinguish the difference between balanced and unbalanced forces through participation in
an experiment. After making their observations from the experiment, students will record their findings in
a lab report. They will identify their hypothesis based off of the given question, list the materials and
procedures used, record their observations, and develop their conclusion using the guided format. The
teacher will assess the students using a teacher-made rubric and will be required to make a 75% or above.
Engagement:
The teacher will begin the lesson by showing the students the balancing bird discrepant event. The teacher
will show the balancing bird to the students to begin. Class, to begin today I need all eyes and ears up
here. I have a question for you. Do you think that this bird could sit on the tip of my finger without falling
off? If I placed the bird on my fingertip, what do you think would happen? I want you to turn and talk to
your neighbor about these questions. Discuss what you think would happen to the bird if I were to place it
on the tip of my finger. The teacher will allow the students to turn and talk to discuss their predictions.
After sharing with their partner for a minute, she will allow the students to share some of their predictions
with the class. Who would like to share their predictions with the class? Students will share. All of your
predictions seem pretty accurate dont they? When I first looked at this bird, I did not think it would stay
on my fingertip either. I believed it would fall to the floor immediately. Lets try to make this bird stay on
my fingertip without falling and see what will happen. The teacher will balance the bird on the tip of her
finger. She will also spin the bird to show that it can move in circles while balancing. The teacher will
allow her students to make comments about the discrepant event as it is occurring. Were our predictions
about the bird correct? Did it fall off of my finger or did it stay on there without falling? Students
respond. It stayed didnt it? We did not expect the bird to stay on my finger. Does anyone have an idea of
why it may do this? I want you to turn and talk with your neighbor and discuss why the bird is able to
stay balanced on my finger. The teacher will have the students turn and talk with their neighbor, and then
they will share their thinking with the class. Would anyone like to share what you discussed with your
partner? Students respond. You all had very good ideas as to why the bird was able to stay on my finger.
The bird is able to stay on my finger because of how the weight is spread throughout the bird. Have you
ever tried to place a pencil on your finger without holding it with your other hand? I know that some of
you have, because I see you do it in class. Where do you have to place the pencil on your finger in order
for it to remain floating on your finger? The teacher will allow the students to share their answers. Thats
right! You have to place your finger in the middle of the pencil. It sits on your finger at this point, because
the weight is spread out evenly on both sides. The teacher will demonstrate this example. The
demonstrations that we have seen today all showed us objects that are balancing. As we go further in our
lesson today, we are going to learn more in depth about what balance is! Before we learn more about
balance, I want you to have the opportunity to try balancing an object on your own finger. I am going to
give you a paper acrobat cutout that looks like this and some paper clips. If you hold the acrobat upside
down, you can try to place him on your finger and make him stay still by placing the top of his head on
your finger. You will use the paper clips to spread the weight out in different places. You may not be able
to get the acrobat to stay on your first try, but do not let that discourage you. Continue trying to make him
stay by moving the paper clips to different places on the man. I am going to give you a couple of minutes
to experiment with the acrobat and paper clips. After you have a chance to figure out how to get him to
stay on your finger without holding him there, we are going to share what we find as a class. Does
anyone have any questions? Great! Table 1, you may come and get your materials from the front of the
classroom. The teacher will distribute the materials to the class table by table. She will then give the class
time to experiment with balancing the bird. After they have had enough time to practice on their own,
they will come back together as a class and demonstrate what they have learned. Okay boys and girls,
now I would like for everyone to share what you discovered with the class. Was anyone able to get the
acrobat to stay on their finger? Wow, a lot of you were able to find the special point that made him stay
still! When you were trying to do this, where did you need to place the paper clips in order for it to get to
a stable position? Students respond. You are right. If we place one paper clip on one hand and another
paper clip on the other hand, the acrobat will find a steady position on your finger! As we learn more
about balance today, I want you to think about the balancing bird and acrobat that we have just
experimented with and apply anything you learn to what we have just done! I want you to see if there are
any connections.
Learning Design:
I. Teaching:
The teacher will begin the lesson and have the students remain in their seats at their tables. Today, class,
we are going to learn about motion and force. When I say the word motion, what do you think of? Teacher
gives the students time to think. Turn and talk with your neighbor about what you think of. Teacher gives
the students time to talk to their partner. Can some people share their ideas with the class? The teacher
calls on several students. You all showed some great thinking! For some, you thought of something
moving like a car going down the street or a ball rolling. Motion is when something moves from one place
to another. Would someone like to add the word motion to our science word wall? The teacher calls on
one of the students to write the word motion and put it on the wall. Now, how can we know if an object is
moving? Teacher listens to student responses. We can tell if an object moves based on its position.
Position is where something is located compared to another object. For example, I could say if I was
trying to describe that backpacks position, I would say, The backpack is under the table. The teacher
puts a pencil on top of a desk at the front of the classroom. I could also say, The pencil is on top of the
desk. The teacher pushes the pencil off of the table. If the pencil rolls off the table, how would I describe
the pencils new position? Teacher lets students respond. Correct! I could say, The pencil is under the
desk. What did we use to compare the pencils position? Student responds. Very good! We used the desk.
Teacher calls on one of the students to come to the front of the classroom. Think for just a moment about
how you could describe his position. Teacher gives students time to think. Who can describe his position?
Teacher calls on student. She says, He is standing behind the desk. Give me a thumbs up if you agree
and a thumbs down if you disagree. If you disagree, why did you say that? Teacher listens to student
response. If you agree, why do you say that? Teacher listens to student response. Does anyone want to
change their thinking? Why? Teacher calls on students. I think that is a great statement! We are
comparing his position to the desk. The teacher asks the student to move. Now, I want you to think for just
a moment and decide if he moved. Then support that answer with a statement about his position. Teacher
gives students time to think. If you think that he moved, give me a thumbs up. If you think he did not
move, give me a thumbs down. Can someone give me their statement about his position to support your
answer? Teacher listens to responses. She responds based on their answer. If there is something missing
from the students statement, she will ask the class if anything is missing and why. If the student has the
correct statement, she will continue. Do you all think that this statement about his position supports the
fact that he moved? Teacher listens to student response. Why do you think that? Very good! She said, He
is standing in front of the desk. We know he moved, because we looked at where he is standing based on
the desk. Teacher dismisses the student back to his seat. If I set this book on the table, is it in motion? No,
it is not. Can anyone tell me why? Teacher listens to responses. Lets add the word position to our science
word wall. Teacher calls on a student to write the word and post it to the word wall. We learned that we
can describe motion based on position, and another way we can describe motion is based on the
direction. Direction is the course on which something moves. This can be in a straight line, in a circle, or
even zig-zaged. I want you to pay attention carefully as I move and tell me what direction I am moving in.
Teacher moves in a zigzag pattern towards the back of the classroom. The teacher calls on one of the
students to answer. Great! I moved towards the back of the room in a zigzag pattern. Can someone come
to the front and move in a different direction? The teacher calls on a student to come to the front of the
classroom. What direction did she move? Students respond. Great job! Lets add the word direction to our
word wall. Teacher calls on a student to post the word. For this unit, we will be keeping a vocabulary
journal. I am going to pass out these folders. Teacher passes out vocabulary journals. Each day, we will
be filling out a chart for our new vocabulary words! This will be a great tool that you can use as you
study for your test at the end. We are going to do our first word together, which is motion. As you can see,
there are four boxes with a circle in the middle. The middle circle is for you to write your vocabulary
word. In this case, we will write the word motion. Teacher gives students time to write the word motion.
Now, in the top, left box, we are going to write the definition. This is when something moves from one
place to another. Teacher gives student time to write the definition. In the next box, we are going to
write a sentence. Who can give me a sentence with the word motion in it? Teacher lets student respond.
Very good! We are going to write the sentence, The baseball was in motion during the game. Take some
time to write that sentence. Teacher gives students time to write. The next box is for examples. What are
some examples of motion? Teacher listens to student responses. Write two of these examples that we just
talked about. I am going to write down a runner and a car driving. For the next box, you are going
to draw something that represents motion. I am going to draw an airplane! You may draw the same thing
or something different. Does anyone else have ideas? Teacher listens to student responses. She gives
students time to draw a picture. Now, I would like for you to pull out a blank chart. On this one, we are
going to write the word position. I am going to give you five minutes to complete it before we discuss the
boxes. Teacher gives students time to complete the chart. Okay, class, what did you write as the
definition? Teacher listens and responds. Correct - position is where something is located compared to
another object. Who would like to share their sentence? Those are some great sentences! Now, I would
like for some people to share their examples. Teacher allows students time to share. Great! Finally, who
has a drawing they would like to share with the class? Great job! How did you choose that picture and
what does it represent? Teacher allows student responses. Now, I would like for you to do the same thing
for the word direction. I am going to give you five minutes to complete it before we discuss the boxes.
Teacher gives students time to complete the chart. Okay, class, what did you write as the definition?
Teacher listens and responds. Correct - direction is the course on which something moves. Who would
like to share their sentence? Those are some great sentences! Now, I would like for some people to share
their examples. Teacher allows students time to share. Great! Finally, who has a drawing they would like
to share with the class? Great job! How did you choose that picture and what does it represent? Teacher
allows student responses. You all have done a great job starting your journals! You may put them away in
your desk.
Now, we are going to go outside to the playground and look for ways that we see motion. This is not your
time to play on the playground. There are other classes outside right now. Youre job is to watch and
investigate. We are going to be detectives looking for motion. While you are out there, you have a graphic
organizer you can use to record these observations. The worksheet has several boxes to fill in. The first
column says, Object Moving. In this box, you will record where you saw motion. The next column is
Changing Position. This is where you will record how the position of the object changed. The third
column is Reference Point. This is talking about the object you used to compare the moving objects
position. Finally, the last column is Direction of Movement. You will record the direction of the moving
object. You will need one of these worksheets, a clipboard, and a pencil. Once we return to the classroom,
we will all have the opportunity to share what we found. I am going to call you up one table at a time to
get a clipboard and a worksheet. Get a pencil from your desk. Once you get these materials, you may line
up by the door in a single file line. Remember that when we are in our line and walking somewhere we
are not talking. The teacher dismisses students one table at a time. Once all the students have lined up, the
teacher will give more instructions about conduct in the hallway. Can anyone tell me how we are suppose
to behave as we walk down the hallway? Teacher lets students respond, making sure that the students talk
about being quiet, keeping their hands to themselves, and walking to points in the hallway so that the
class stays together. While we are outside, you may walk around the playground, but do not play or run.
Remember, we need to set an example for the younger students, and your job right now is being a
detective! When it is time to come in, I will blow my whistle three times. We will line up in a straight line
beside the door. You may now walk down the hallway. Once the students get outside, the teacher monitors
student behavior. After the students have gathered four examples, the teacher will blow her whistle three
times. You all did a great job being detectives. Remember as we walk back to the classroom, you all
should behave the same way as you did walking out. When you get back in the classroom, you may put
your clipboard away, and then you may return to your seat with your paper. Teacher follows students to
the classroom. Once they are all settled, the teacher will begin the discussion. The teacher pulls up a
graphic organizer that is similar to the one that the students had. I would like for us to discuss all of the
examples we have gathered. As you speak, I will fill in the answers on this chart. Then you will get a
chance to vote if it is motion or not. Who would like to begin? Teacher calls on the student. What did you
see move? How did the position change? What did you use to compare its motion? What direction was it
moving in? Great job! Now, thumbs up if you think it is motion. Thumbs down if you think it is not motion.
Why? Are all of the elements of motion present? Teacher will lead a discussion based on the responses.
She will continue this process until all of the examples are given. You all can see that there are things all
around us every day that are in motion! Now, I want you all to be detectives in the classroom. We gave a
lot of examples about objects in motion. I want you to stay in your seats and look around you to find
objects that are not in motion. Take just a minute to look around you. When you have examples, I want
you to hold up a finger for each example and hold your hand on your chest. Teacher monitors student
responses. What are some examples? When you give your answer, give me a reason for your thinking.
Teacher generates a list on the board of non-examples. You all did a great job being detectives!
Now that you know what motion is, we can learn about force! Motion is determined by force. This is very
important for us to remember. The teacher writes this concept on a sheet of butcher paper in the form of a
graphic organizer. (See attached resource for the design.) The teacher posts it on the classrooms science
wall. Lets say it together, Motion is affected by force. There are many things that we can think of when
we hear the word force. What are some things you can think of? When have you heard the word force?
Teacher allows students time to answer. She writes these responses on the board. Thank you for all of
those responses. Like you all said, the word force is used in a lot of different places. We say things like,
He forced me to do it. In Star Wars, it says, May the force be with you. Force is something we can
see in social studies, but we also find it in science! Force is a push or pull. Who would like to add this
word to our science word wall? The word is posted to the word wall. When I take this hockey stick and
move the puck forward, I am using force to make it move. I am pushing against it. Many times when a
force pushes an object, the object moves away from the force. Another example of force is when I take this
magnet and hold it above a paperclip. The paper clip moves up to the magnet because the magnet has a
force that is pulling it up. When a force pulls an object, the object will often times move towards the force.
I need one volunteer to come to the front. Teacher calls on a student. Here is an empty box. I would like
for you to move this box. You can move it any way you would like. The student pulls the box towards him.
If you think that he just used a force to move the box, give me a thumbs up. Thumbs down if you do not
think a force was present. Why do you say that? Teacher calls on students for answers. There was a force
because he was pulling the box. Teacher speaks to the volunteer. Great job! You may be seated. Can I
have another volunteer? Teacher calls on a student. Move this box in a different way than the last person
did. The student moves it in a different way. If you think that he just used a force to move the box, give me
a thumbs up. Thumbs down if you do not think a force was present. Why do you say that? Teacher calls on
students for answers. There was a force because he was pushing the box. Teacher speaks to the volunteer.
Great job! You may be seated. This pattern of calling students up to move the box and discussing why the
movement involves a force continues until the box has been moved as many ways as it can be. Now, I
want you to watch me carefully. Think about if there is a force present in what I am doing. The teacher
places the box against the wall. She pushes against the box, but it does not move. Is there a force present?
Thumbs up for yes. Thumbs down for no. Teacher calls on explanations from students on why they gave a
certain answer. Lets think again about the definition of force. A force is a push or pull. Was I pushing or
pulling on the object? Yes, I was so there was force even if the object wasnt moving. When forces are
balanced, there is no change in motion. Balanced forces are present when there are two equal and
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opposite forces acting on an object. Lets add this word to our word wall. We can also add this to our
graphic organizer. Under force, we will put Force can be balanced. When balanced forces are
present, the object will either remain in motion or remain at rest. This book is sitting on the table. The
book is not moving so the forces are balanced. Gravity is pulling down on the object while the table is
pushing up on the object. The teacher calls two people up who have the same strength. Stand on each end
of the box. On the count of three, I want you to push against the box. One, two, three. The students push
against the box, and the box doesnt move. Are these forces balanced? Teacher listens to student
responses. You are correct! The forces are balanced because the object remains in the same spot. The
teacher whispers to one student to push against the box less. I want you to watch them again and see if the
forces are still balanced. One, two, three. The box moves. Were the forces balanced? Thumbs up if yes.
Thumbs down if your answer is no. Why do you say that? Teacher listens to student responses. The forces
are not balanced because the objects motion changes. This shows that unbalanced forces are present.
Unbalanced forces are two forces acting on an object that are not equal in strength. The teacher calls on a
student to put the word on the word wall. We can also add this to our graphic organizer. Beside
balanced, we will put Force can be unbalanced. When the two students pushed against the box, one
of them was not pushing as hard as the other one so the box moved. Now, watch what happens when I
kick this soccer ball. Teacher kicks the soccer ball. Thumbs up if you think it is unbalanced forces.
Thumbs down if you think it is balanced forces. Why do you think that? Teacher listens to student
responses. These forces are unbalanced. The object was at rest. When I kicked the ball, I was pushing
against it, and the object began moving. Its state of motion changed. I would like for you all to get out
your vocabulary journals again. Now, I would like for you to fill in a chart for the word force. I am going
to give you five minutes to complete it before we discuss the boxes. Teacher gives students time to
complete the chart. Okay, class, what did you write as the definition? Teacher listens and responds.
Correct - force is a push or pull. Who would like to share their sentence? Those are some great sentences!
Now, I would like for some people to share their examples. Teacher allows students time to share. Great!
Finally, who has a drawing they would like to share with the class? Great job! How did you choose that
picture and what does it represent? Teacher allows student responses. Now, I would like for you to fill in a
chart for the word unbalanced forces. I am going to give you five minutes to complete it before we discuss
the boxes. Teacher gives students time to complete the chart. Okay, class, what did you write as the
definition? Teacher listens and responds. Correct - unbalanced forces are two forces acting on an object
that are not equal in strength. Who would like to share their sentence? Those are some great sentences!
Now, I would like for some people to share their examples. Teacher allows students time to share. Great!
Finally, who has a drawing they would like to share with the class? Great job! How did you choose that
picture and what does it represent? Teacher allows student responses. Now, I would like for you to fill in a
chart for the word balanced forces. I am going to give you five minutes to complete it before we discuss
the boxes. Teacher gives students time to complete the chart. Okay, class, what did you write as the
definition? Teacher listens and responds. Correct - balanced forces are present when there are two equal
and opposite forces acting on an object. Who would like to share their sentence? Those are some great
sentences! Now, I would like for some people to share their examples. Teacher allows students time to
share. Great! Finally, who has a drawing they would like to share with the class? Great job! How did you
choose that picture and what does it represent? Teacher allows student responses. You all have done a
great job with adding to your journals!
Now that you know the difference between balanced and unbalanced forces, we are going to go
outside to play a game of tug of war. As we play tug of war, I want you to watch for examples of balanced
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and unbalanced forces. This is not your time to play on the playground alone. While we are outside, we
will be discussing what we are seeing. It is important that you pay attention so you can participate. If I
clap three times, that means that you need to look at me, being quiet and ready to discuss. I am going to
call you one table at a time to line up by the door in a single file line. Remember that when we are in our
line and walking somewhere we are not talking. The teacher dismisses students one table at a time. Once
all the students have lined up, the teacher will give more instructions about conduct in the hallway. Can
anyone tell me how we are supposed to behave as we walk down the hallway? Teacher lets students
respond, making sure that the students talk about being quiet, keeping their hands to themselves, and
walking to points in the hallway so that the class stays together. When we get outside, I want you to
remain in your line until we are in the field. Then you will have a seat so I can give further instructions.
You may now walk down the hallway. Once the students get outside and are seated, the teacher begins.
The teacher places a rope out and has the midway marked with a cone. For our first group, I would like
two students on one side and one student on the other. Pick up the rope. On the count of three, I would
like you all to begin pulling. Ready? One, two, three. The students watch. Did this show balanced or
unbalanced forces? Make sure that you support your response with a reason. Teacher listens to student
responses. Good job! The forces were unbalanced because the side with two people had greater force
than the side with one student did. Teacher allows students to sit down. Now, I would like eight students
to stand up. Four of you will be on one side, and the Four will be on the opposite side. Pick up the rope.
On the count of three, I would like you all to begin pulling. Ready? One, two, three. The students watch.
You may stop, put the rope down, and be seated. Did this show balanced or unbalanced forces? Make
sure that you support your response with a reason. Teacher listens to student responses. Good job! The
forces were balanced because both groups were pulling with the same amount of force, which means the
rope didnt move. Now, I would like everyone to stand up. You all did a great job identifying unbalanced
and balanced forces! Remember as we walk back to the classroom, you all should behave the same way
as you did walking out. When you get back in the classroom, return to your seat and wait for my
instructions. You may stand up and line up in a single file line. Teacher follows students to the classroom
and lets them get settled.
II. Opportunity for Practice:
Now that we have learned all about balanced and unbalanced forces, we are going to put our
learning to practice. Just like we have done in our other units, we are going to be conducting an
experiment! You are going to work with a partner on this experiment. The question for this experiment is
How do you determine the difference between balanced and unbalanced forces? Your first job is to
create a hypothesis to answer this question. Every pair is going to get a ball and a ruler. You are also
going to get a worksheet that guides you through this experiment. It is going to have questions for you to
think about when doing different tasks with the ball. I want you to discuss these questions with your
partner. This is the worksheet you are going to be given. The teacher will show the students the
worksheet. The first step you are going to do in this experiment is to place the ball on the floor. You are
going to ask yourself what happens to the ball when you do this. Then you will ask what forces are acting
on the ball, and you will determine if they are balanced or unbalanced. The next step of this experiment is
for you to push on the ball with one finger from one side and your partner will push on the ball with one
finger from the other side. Then you will ask yourself the same questions that were asked in step 1. Next,
you will push the ball gently without your partner pushing back, and you will ask the same questions as
before. Finally, you will try to balance the ball on a ruler, and you will ask yourself the same question.
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Then you will tilt the ruler and determine what happens when this change in position occurs. All of these
instructions are found on your lab procedure worksheets. Does anyone have any questions? The teacher
will allow the students to ask questions and will clarify any uncertainties. Now that we all understand
what we are going to be doing, we are going to get started! Can I get one person from each partner pair
to come and get your ball, ruler, and worksheet from the front of the classroom? After you have your
materials, your first job is to create a hypothesis. Remember, a hypothesis is your prediction! Next, I
would like for you to list your materials and procedures. Once you have done that, you may turn to your
procedure worksheet and begin exploring the balance of the ball! The teacher will walk around the room
listening to the students discussions. After the students have completed the experiment, they will come
together as a class to discuss what they discovered. The teacher will walk through the worksheet with the
students allowing them to explain their findings. Has everyone completed the experiment? Great! Lets
regroup and discuss what we discovered when playing with the balls. When the ball was sitting on the
floor, what happened? Thats right! It didnt move at all. What forces did you determine were acting on it?
Was it balanced or unbalanced? You all have some very good thinking taking place right now. The ball
was balanced, because the floor was pushing up on the ball, and ball was pushing back on the floor. What
happened when you and your partner both pushed on the ball from opposite directions? It did not move
did it? It may have moved slightly if you pushed harder than your partner, but if both of you pushed with
the same force, or strength, it did not move. Why was this the case? You are correct! Because you were
pushing the ball with the same strength, the forces were equal. Because they were equal, the forces were
balanced resulting in no movement. What happened when you pushed the ball by yourself and there was
nothing pushing back? It moved in that direction didnt it? Why did this happen? Was it a balanced or
unbalanced force? It was unbalanced, because there was nothing to balance out your push. Because
nothing pushed back on the ball, it moved in the direction of your push. The movement meant that it was
an unbalanced force! What happened when you placed the ball on the ruler? Was it hard to balance it?
Were you able to balance it? It was difficult to find a balanced point, but it was possible. Why was it able
to balance? When the ruler was flat, the ball did not have anywhere else to move. What happened when
you tilted the ruler? It moved in the direction of the lower side of the tilt. This occurred because the ruler
was no longer balanced. Because the ruler was not balanced, the ball could not balance either. The force
was pulling it downwards. When the ruler is flat, the force was pulling it downwards, but that downwards
force resulted in it not moving. Do you all feel more confident about balanced and unbalanced forces
now? All of you worked very hard on this experiment and seem to have a good understanding of why the
ball did what it did!
III. Assessment
To end our lesson and show our understanding of what happened during the experiment, you are
going to individually fill out the conclusion journal part of your lab report. On this lab report, you are
going to see a question that says How can you determine the difference between balanced and
unbalanced forces? I want you to think about this question. Think through what did you noticed about
the ball in different situations. What made it balanced? What made it unbalanced? Did anything surprise
you? What did you observe throughout this process? Finally, you are going to connect what you saw in
the experiment to force and motion. Then you are going to answer the question When did you see motion
in the lab? Finally, you will answer When did you see force in the lab? Make sure that you include
specific examples to support your answers! Okay class, I think we are ready to complete our lab reports!
I am going to pass out the conclusion journal portion, and then I want you to begin filling them out with
13
your own thinking! The teacher will pass out the lab reports to the students. She will walk around the
classroom while they are working, observing what is taking place. She will collect the reports when
everyone has finished.
IV. Closure:
Class, you have worked very hard learning about forces! To close our time together , you are going to
create your own skit! You are going to work in small groups creating a skit that talks about force in our
world today. I want you to imagine a world that does not have any force in it. What would it be like to live
in a world that did not have any force? Use your imagination and your creativity to create a skit that
shows us your understanding of force and what the world would be like without it! I want you to use this
skit to show your classmates and myself what you have learned. We are going to work in our small groups
to create our skits. When I tell you to get with your group, you are going to first have a discussion with
one another about force. I want you to talk to each other about what the world would be like if we did not
have any forces. After you have talked about this with one another, you are going to begin designing your
skit. This skit needs to show us your understanding of forces, and it is going to make you think on a
deeper level about our world. Once everyone has created their skit and it is ready to perform, we are
going to support one another as a class and present our skits to each other! Does anyone have any
questions? Students will respond. Now that everyone understands what we are to be doing, I want you to
split into your groups and get creating! The teacher will walk around the room monitoring the activity
and observing the students understanding. When everyone has finished their skit, they will present them
to each other as a class.
Materials and Resources:

Balancing bird
Pencil
Acrobat cutouts
Paper clips
Ball
Ruler
Practice worksheet
Lab report
Word Wall Words: Position, Motion, Force, Balanced, Unbalanced
Concept Map
Powerpoint
Note-Taking Guide
backpack
Paperclip
Magnet
Pencils
Rope
Cone
Clipboards
Playground Motion Worksheet
Differentiation Strategies (including plans for individual learners):
Extension:
14
Students who need extension will be given a choice board with different tasks they can choose from that
will extend what we have discussed and done.
Re-teaching:
Students who need further instruction will be a given a choice board that provides them with different
tasks they can complete that will extend their learning.
Data Analysis:
Reflection:
Samford University
Design for Learning
Lesson 2
15
16
Design for Learning

Lesson Title: Size and Direction

Date:
When given a lab report, students will describe the effects direction and size have on an objects motion,
scoring a 10 out of 12 according to a teacher-made rubric.
Today, students, you will be able to describe how direction and size change an objects motion and will
write what you find in a lab report.
Students will describe the effects of direction and size on an objects motion through participation in an
experiment. After making their observations from the experiment, students will record their findings in a
lab report. They will identify their hypothesis based off of the given question, list the materials and
Engagement:
The teacher will begin the lesson by doing a Making Thinking Visible strategy known as The Explanation
Game. She will show the class a slow motion bowling video, and they will make observations about what
they notice. Today, class, we are going to watch a short video. After we watch the video, you are going to
take 2 minutes to think about what you have observed. I want you to look carefully at what you see and
try to understand how all of the different things go together and impact one another. After we make our
observations, you are going to discuss these things with a partner and then as a group. Before we get with
our partners, lets watch the video! Pay careful attention to what is taking place in the video and make
observations as to what is going on. Okay class, lets be observant! The teacher will play the video for the
students. Now that you have watched the video, I want you to think in your mind for 2 minutes about what
you saw. What could you observe that was happening. What different aspects of the video went together
and affected one another? The teacher will give them 2 minutes to think. Now that you have had time to
think, I would like for everyone to get with their partner. With your partner, you are going to list the
different features you noticed. Listen to one another and collaborate what you find. After you make your
list, I want you to work together to explain the importance of each of those features. You are going to
17
create explanations that explain why the events happened the way they did and why they function in
specific ways as well. Are you ready to generate your thinking? The students will now work with their
partners to make their lists and explanations. I hear a lot of good thinking and explanations being
discussed! As you continue discussing, I would like for you to think of alternatives to your solutions. Is
there another reason the different features could go together or affect one another? I want you to ask
your partners why they think what they say. The students will continue discussion. Has everyone been
able to discuss all of their ideas with one another? Great! Now I would like for us to share what we
observed as a class. Can I have one partner pair to volunteer to go first? The teacher will allow all of the
pairs to share what they discussed. This will be a time for students to express their thinking and ideas
rather than the teacher teaching all of the information. The students will be exploring different
possibilities. Wow class! You all did a lot of observing about this video and collaborating on why the
bowling ball affected the bowling pins the way it did, and why the pins impacted each other as well! I
love the details you noticed too. Now that the gears in our minds are turning, we are going to learn more
about direction and size and how that affects the motion of an object!
Learning Design:
I. Teaching:
Today, we will learn how the direction and size of a force determine if the forces are balanced or
unbalanced. Before we begin though, lets review what we have been learning. Lets look back at the
graphic organizer we started on our science wall. Motion is determined by force. What is motion? What
is force? Force can be what? Force can be balanced or unbalanced. What are balanced forces? What are
unbalanced forces? Today, we are going to begin looking at how balanced and unbalanced forces are
affected by different variables. Lets add this to our graphic organizer. Balanced and unbalanced forces
are determined by different variables. Teacher gets a student to post the new information to the graphic
organizer.When we say variables, it is a way to talk about different factors. Variables are factors that can
change and affect the outcome. Can anyone remind us what the word outcome means? Teacher waits for
student responses. Very good! An outcome is the result. When we are cooking, each ingredient in a recipe
could be considered a variable. I can change the amount of chocolate chips I put in a recipe for cookies.
If I dont put enough, the cookie that is the result is not as sweet as it should be. However, if I put more
than I need, the resulting cookie is too sweet. Just like in cooking, we see many variables in science.
When talking about balanced and unbalanced forces, we can say that the size of the force and the
direction of the force are two variables. Lets add the words direction and size to the graphic organizer.
Direction and size are added to the graphic organizer by students.
The size of the force impacts force and motion. This can determine if the forces are balanced or
unbalanced. Size can be defined as how big something is. This means, when we talk about the size of the
force, we would be talking about how strong the force is. During the last lesson, we used a box to show
balanced and unbalanced forces. I have a toy car on the table. If I push this car with a very small amount
of force, it will move slowly. When I push this car with a large amount of force, it goes farther and faster.
When forces are unbalanced, the sizes of the force are different, which changes the motion of an object.
Can I have two volunteers to come to the front? Teacher calls on two different students to come to the
front of the room. I would like for you to stand on either end of the table. On the count of three, I want
each of you to push against the car. I would like you to push very gently so that you have about the same
size force. One, two, three. The students push against the car, and it doesnt move. The size of their force
was the same because the car did not move. This means the forces are balanced. Now, I want student one
18
to push really hard on the car while student two continues to push gently. One, two, three. Students push
against the car, and the car moves away from student one. The car moved which means there are
unbalanced forces. This means that the forces are different in size. Now that you have seen how the size of
the force impacts force and motion, I want you to experiment with different sized forces. I want you and
your partner to get a toy cars that I have up here. You may sit anywhere in the room. I would like for you
to try pushing against the car with different size forces. As you do this, I want you to notice the different
results. I am going to give you five minutes to do this. When I clap three times, I would like you to gather
the cars, place them back in my bucket, and return to your seat. I am going to call you up to get the cars
by table. The teacher calls each table up to get the cars. Students work for five minutes, and then the
teacher claps three times. After the students return to their seats, the teacher begins. Can people give me
some observations that they found as they pushed against their cars with different size forces? Teacher
listens to student responses and discussion and responds accordingly. She lists these observations on the
board. You all did a great job! You found that when the size of the force was different the car moved
because of unbalanced forces. When the size of the forces were the same, the car did not move because of
balanced forces. When there were unbalanced forces, the car moved away from the force that was bigger
in size. Now, I would like for you to pull out your science vocabulary journals and fill in a chart for the
word size. I am going to give you five minutes to complete it before we discuss the boxes. Teacher gives
students time to complete the chart. Okay, class, what did you write as the definition? Teacher listens and
responds. Correct - size can be defined as how big something is. Who would like to share their sentence?
Those are some great sentences! Now, I would like for some people to share their examples. Teacher
allows students time to share. Great! Finally, who has a drawing they would like to share with the class?
Great job! How did you choose that picture and what does it represent? Teacher allows student responses.
You all have done a great job with adding to your journals! You may now put your journals away back in
your desk.
The direction of the force also impacts the force and motion of an object. When have you heard
the word direction? Teacher listens to student responses. There are many directions like north, south, east,
west, left, right, etc. When we talked about motion in the previous lesson, we talked about how we can
describe the motion of an object using its direction. Direction is the course along which an object moves.
The direction of an objects motion is impacted by the direction of the force acting on the object. This can
be seen when someone is playing soccer. I have a small soccer ball with me. When I kick the ball from
behind, it moves forward in a straight line. This is because of the direction of the biggest force. The
soccer ball moves away from the largest force. When I kick the soccer ball from the left, it moves to the
right. Unbalanced forces are present, and the ball is moving away from the largest force. Lets look back
at the cars we used earlier. The teacher pulls out a car and sets it on a table at the front of the classroom
that all students can see. I can use force to push the car. If I push the car from the back, which way do you
think it will move? Teacher waits for student responses. Teacher pushes the car from the back. We say the
car move forward! Predict what will happen if I push the car from the left. Teacher waits for student
responses. Teacher pushes the car from the left. We see that the car moved to the right. Why do you think
that is? Teacher calls on students to answer. You are right! The object is moving away from the largest
force acting on the object. You all have done a great job today learning about how size and direction
impacts the motion of an object!
19
We have learned a lot today about direction and size and how these variables affect an objects
motion. Now I want you to explore these concepts with a partner as you experiment with different objects.
The questions you will be thinking of as you work is How does direction and size affect an objects
motion? I am going to give you 3 different objects and a lab report and worksheet with some guiding
questions. You are going to follow these questions to guide you through this experiment! The 3 different
objects you are going to be using are a pinwheel, marbles, and race car. Each object has different
instructions on what to do with it. You are going to read the instructions and follow what it says. After you
test out the object, you are going to record what you find on the sheet with the questions. You are going to
be observing how fast the pinwheel spins, the direction of the marbles, and how the friction affects how
fast the race cars move. With the pinwheel, you are going to blow on it and observe how fast it moves.
Then you are going to blow on the pinwheel even harder to observe the change in its movement. For the
marbles, you are going to roll the marble in a straight line across the floor. Then you are going to roll 2
marbles towards each other until they collide. You will observe and record what happens to the direction
of both of these tests with the marbles. Finally, you are going to softly roll a race car away from you and
observe how fast it moves. Then you will roll the race car away from you with a lot more strength and
observe how fast it moves. Do you notice a difference? If there is a difference, why do you think that is? If
there is not a difference, why do you think that is? Does anyone have any questions about what you are
going to be doing? The teacher will allow time for questions from the students. Okay class, now that our
questions are answered, we are going to get started! I need everyone to get with their partner. Once you
are with your partner, I want one of you to come and get the materials from the front of the classroom. All
of these instructions for the experiment are found on your lab procedure worksheets. After you have your
materials, your first job is to create a hypothesis. Remember, a hypothesis is your prediction! Next, I
would like for you to list your materials and procedures. After you have your materials, let the
experimenting begin! The teacher will walk around the classroom while the students are working. She
will assess the students understanding and will assist wherever it is needed. When the students have
finished with their experiment, they will regroup as a class and discuss what they learned. Okay class,
now that you have finished with your experiment, I want to discuss what we have learned. When you were
blowing on the pinwheel, what did you observe? What happened when you blew with a stronger force?
Students will respond. When you rolled the marble in a straight line, what did you do to make it go
straight? When you rolled the marbles towards each other, what happened when they bumped into one
another? Students will respond. How did the direction of the marbles change when they bumped into one
another? What happens to the marbles motion? Students will respond. What did you observe about the
race car that was pushed with a softer force when you rolled it? How was its motion different than the
motion of the race car that was pushed with a stronger force? What do you think made the motion of the
race cars different from one another? Students will respond. I think you all did a great job will this
experiment and understanding how direction and size affect an objects motion. To wrap up our thoughts
about these variables, we are going to fill out our lab report for the day!
III. Assessment
Boys and girls, before we fill out our lab report, I want to take a poll and see how you are feeling
about direction and size. If you feel like you understand them extremely well, give me a thumbs up. If you
feel like your understanding has not changed, give me a thumb facing sideways, and if you feel confused
about what we have learned, give me a thumbs down. The teacher will observe the placement of students
thumbs and take note of how the students feel. Now we are going to fill out our lab reports for direction
20
and size. Does everyone remember how we completed our previous lab reports? We are going to be doing
the same thing, except this time it is going to be focused on our experiment with direction and size. The
question we are going to answer today is How does direction and size affect an objects motion? I want
you to think about this question. How did direction affect the objects motion? How did size affect the
objects motion? Did anything surprise you? What did you observe throughout this process? Finally, you
are going to connect what you saw in the experiment to force and motion. Then you are going to answer
the question When did you see motion in the lab? Finally, you will answer When did you see force in
the lab? Make sure that you include specific examples to support your answers! Okay class, I think we
are ready to complete our lab reports! I am going to pass out the conclusion journal portion, and then I
want you to begin filling them out with your own thinking! The teacher will pass out the lab reports to the
students. She will walk around the classroom while they are working, observing what is taking place. She
will collect the reports when everyone has finished.
IV. Closure:
To close the lesson, students will write an I Am poem from the viewpoint of direction or size.
They will choose one variable to write from the perspective of, but they will be asked to include at least
one sentence about each of the variables in the poem. To close our lesson today, we are going to write an
I Am poem! You are going to choose either direction or size to write from the perspective of. The poem
will be about the variable you choose. Somewhere in the poem, you will include a sentence about the
other variable as well. Be creative with your poem, and show your understanding of what we have been
learning about these variables and how they affect an objects motion! I am going to read you an example
poem to help give you an idea of what is expected of you in the poem you create. Is everyone ready to
listen to my poem? The teacher will read her poem to the class. Can anyone tell me something that stood
out to them in my poem that you should include in yours? The students will respond. Thats right, Sally.
You need to focus your poem on one variable, letting us see what you know about that variable. I want
you to make sure you talk about the other variable at least once though! Let us know how they are
connected. After we finish writing the poems, we are going to share them with the class. Is everyone ready
to write their poem? Okay, class, lets put our poets brain on and begin writing. The teacher will walk
around the room as the students are creating their poem. After they have written their poem, they will read
them to the class.

Bowling video - https://www.youtube.com/watch?v=C7w2QwjJAmM
Notebook paper
Pinwheel
Marbles
Heavy race car
Light race car
Practice worksheet and guiding questions
Lab report
I Am poem blank sheet
Word Wall: Size, Direction
Vocabulary Journals
Concept Map
Soccer Ball
Extension:
21
Re-teaching:
Data Analysis:
Reflection:
Samford University
Design for Learning
Lesson 3
22
23
Design for Learning

Lesson Title: Friction

Date:
When given a lab report, students will describe the effects friction has on an objects motion, scoring a 10
out of 12 according to a teacher-made rubric.
Today, students, you will be able to describe how friction affects an objects motion and will record what
you find in a lab report.
Students will distinguish the describe the effects friction has on an objects motion through participation
in an experiment. After making their observations from the experiment, students will record their findings
in a lab report. They will identify their hypothesis based off of the given question, list the materials and
Engagement:
The teacher will begin the lesson by performing a floating rice discrepant event. She will demonstrate the
concept of friction through this discrepant event, and she will ask the students questions to spark their
curiosity. Class, I want to show you a cool experiment that involves rice, a water bottle, and a pencil. If I
tried to pick up the water bottle by sticking the pencil inside of it, would I be able to? I would not be
allowed to touch the outside of the bottle with my hands. The students will respond. Thats right! I would
not be able to pick up the water bottle if I simply stuck the pencil inside the bottle as it is. Now I want you
to watch carefully to what I am going to do. The teacher will pour rice into the empty water bottle until it
is filled to the top. Then she will stick the pencil inside the water bottle until it cannot go down any
further. After the pencil is stuck inside the rice in the bottle, the teacher will pull up on the pencil. As she
pulls on the pencil, the water bottle will move upwards along with the pencil, and the teacher will be able
to pick the water bottle up without touching the bottle itself. I am going to take this empty water bottle
and fill it to the rim with rice. If I do this, will I be able to stick anything else inside? Will there be room
for it? The teacher will listen to student response. Now that I have filled the bottle with rice, I am going to
stick this pencil inside. As I am sticking the pencil inside the bottle, it is becoming harder and harder for
24
me to push it down! Now I have reached a point where the pencil cannot go any further into the water
bottle. If I pull up on this pencil, what do you think is going to happen? Students will respond. You think
the pencil will come out of the bottle as I pull up on it right? Lets see what happens. The teacher will pull
on the pencil and will lift the bottle in the air. She will allow the students to respond with their amazement
and curiosity. Did you think I would be able to lift the bottle simply by pulling on the pencil? Students will
respond. When I first saw this experiment, I did not think it would work the way it did either! Look, I can
even move the bottle around in the air by only holding the pencil. Does anyone have any idea why this is
able to occur? The teacher will allow students to respond. Those were all great ideas! This mind-blowing
event happens because of something known as friction. Friction is what we are going to learn about as
we focus on this section of our lesson. Everyone, lets turn our listening ears on as we continue to learn
about friction and how the rice made the pencil stay inside the bottle!
Learning Design:
I. Teaching:
Today, we will learn how friction affects the force and motion of an object. Before we begin
though, lets review what we have been learning about. Lets look back at the graphic organizer we
started on our science wall. Motion is affected by force. What is motion? Teacher allows students to
respond. What is force? Force can be what? Correct, force can be balanced or unbalanced. We also
learned that unbalanced and balanced forces are determined by the size and direction of the force. Today,
we are going to focus on another variable called friction. Teacher adds the word friction under the word
variables. Has anyone heard of the word friction? Thumbs up for yes. Thumbs down for no. Teacher
evaluates student responses. If you have heard this word before, how was the word friction being used?
Teacher listens to student responses and lists any on the board. On the count of three, I want everyone to
rub your hands together like this. Teacher demonstrates. Ready? One, two, three. Teacher allows students
to do that for a moment. Okay, you can stop now. Guess what? You just created friction! Friction is a
force that goes against the motion. Lets add friction to our word wall. Because friction goes against
motion, we can also say that friction slows down the movement of an object. We can see friction all
around us. We created friction earlier with our hands! As we were rubbing the surfaces of our hands
together, the force we used to push against our hands slowed down the motion of our hands. Here is a
book sitting on this table. I would say that there is no friction present because the book is not in motion.
Teacher takes out a small bouncy ball and carpet. When I roll this ball on our tile floor, friction is present.
Teacher rolls the ball. I know that friction is present because the ball slows down and stops. There is a
force, friction, that is against the motion of the object. If friction wasnt present, then the ball would never
stop rolling. The ball and the tile are rubbing against each other as the ball rolls. Now, if I set this ball on
the carpet, is there friction? Thumbs up for yes. Thumbs down for no. Teacher evaluates student
responses. Explain your reasoning. Teacher allows student responses. Friction isnt present. The ball is
not moving so there is not a force going against the motion. Watch what happens when I roll this ball
across the carpet. I want you to watch to see if there is friction present. Teacher rolls ball. Is there
friction? Thumbs up for yes. Thumbs down for no. Teacher evaluates student responses. Why did you say
there was friction? Student responds. Correct! There is friction between the carpet and the ball as the ball
is rolling. I am going to roll this ball across the carpet again. I want you to look and see if you notice
anything different when I roll this ball across carpet instead of tile. Teacher rolls the ball on both surfaces.
What were your observations? Teacher allows students to respond. Those are great observations! The
ball rolls slower on the carpet than on the tile. This shows us that the amount of friction between the
25
surfaces can be different. Before we move on, please pull out your science word journal. I would like for
you to add the word friction. I am going to give you five minutes to complete it before we discuss the
definition? Teacher listens and responds. Correct - friction is a force that goes against the motion. Who
would like to share their sentence? Those are some great sentences! Now, I would like for some people to
share their examples. Teacher allows students time to share. Great! Finally, who has a drawing they
would like to share with the class? Great job! How did you choose that picture and what does it
represent? Teacher allows student responses. You all have done a great job with adding to your journals!
Friction can be seen as useful or as harmful. Harmful friction occurs when objects slow down
because of friction when we dont want them to. How many of you play soccer? During a soccer game,
the players kick the soccer ball down the field. Is there friction present when the soccer ball is being
kicked? Thumbs up for yes. Thumbs down for no. Teacher waits for student response. Where is the
friction? Student responds. There is friction between the grass and the soccer ball. The force opposes the
motion of the soccer ball. If there wasnt friction, when you kicked the soccer ball, it would not stop
moving! In this situation, we consider friction harmful. How many of you have gotten blisters on your feet
from new shoes? Me, too. This is another example of harmful friction. Your foot rubs against your shoe.
The force of friction is going against the motion of your foot. What are some other examples that you all
have of harmful friction? Think for just a moment, and then we will discuss your answers. Teacher gives
students time to think. She writes their answers down on the board as they give them. Who would like to
share their examples? Teacher allows student to respond. What is the friction? The teacher continues to
allow students to share. She makes sure that they give reasons for why it is friction. Friction is not always
bad. There is also useful friction. We use friction to slow down our cars when we drive. When someone
presses on the breaks, there is a force between the tires and the road that goes against the motion of the
car. Another way friction is helpful to use is when we are walking. There is friction between our shoes and
the ground. This friction keeps us from slipping and falling. What are some other examples that you all
have of useful friction? Think for just a moment, and then we will discuss your answers. Teacher gives
students time to think. She writes their answers down on the board as they give them. Who would like to
share their examples? Teacher allows student to respond. What is the friction? The teacher continues to
allow students to share. She makes sure that they give reasons for why it is friction.
When friction is harmful, we can do different things to reduce the amount of friction. One of these
ways is to use lubrication. Lubrication is a fluid that lessens the amount of friction. Will somebody add
the word lubrication to our word wall? Lubrication can be something like oil or grease. Our cars are
made up of many different gears that help our car to run. Sometimes there is so much friction between
these gears that it doesnt work properly. We can apply oil to the gears as lubrication to reduce the
amount of friction the gears experience. Another time lubrication would help reduce friction is when a
door is squeaky and hard to open. The friction between the door hinge and the door can make it hard to
open and close a door. By adding lubrication like oil, friction is reduced, and the door opens and closes
more easily. Another way to reduce the amount of friction is by changing a rough surface to a smooth
one. How many of you have watched professional ice skaters or hockey players? Teacher waits for student
response. Well, friction is present between the skates and the ice. As the people skate on the ice, the ice
gets more rough. Lets watch this video about a zamboni to see how it works. As you watch, think about
how this can reduce friction. Teacher plays the zamboni video (https://www.youtube.com/watch?
v=sqci9VCugLs) What does the zamboni do? Students respond. How does this help the skaters? Students
respond. Good! As the surface gets rougher, it is harder to skate. The zamboni is used to make the ice
26
smooth again. When the ice is smooth, the friction is less, and it makes the people ice skating move more
easily. Now, I want you to help me brainstorm ways to reduce friction. I will give you some time to think
of some examples, and then we will discuss them as a class. Teacher gives students time to think and then
asks them to share their answers. She records these answers on the board. Now, I would like for you to
pull out your science vocabulary journals and fill in a chart for the word lubrication. I am going to give
you five minutes to complete it before we discuss the boxes. Teacher gives students time to complete the
chart. Okay, class, what did you write as the definition? Teacher listens and responds. Correct lubrication is a fluid that lessens the amount of friction. Who would like to share their sentence? Those
are some great sentences! Now, I would like for some people to share their examples. Teacher allows
students time to share. Great! Finally, who has a drawing they would like to share with the class? Great
job! How did you choose that picture and what does it represent? Teacher allows student responses. You
all have done a great job with adding to your journals! You may now put your journals away back in your
desk.
Now that you are experts on friction, we are going to do an experiment that tests the friction of different
materials. Today, the guiding question for this experiment is ? You are going to be split into groups of 3
and work together on this experiment. Each group is going to be given 4 different tracks, a toy car, a box
to support the track, a stopwatch, and a meter stick. The teacher will now guide the students through the
experiment by showing the materials and what they are to do with them. These are the 4 tracks. Each of
them are going to be made of different materials. One track is going to be made of carpet, one of wax
paper, one of aluminum foil, and one of tile. Each of these tracks have different textures, which will
change the friction of the cars motion. You are going to take the tracks one at a time and rest them on the
box like this. The top of the track will rest on the edge of the book, and the end of the track will rest on the
floor or table, depending on where your group decides to work. Once you rest the track on the box, you
are going to take you car and slide it down the track. You will place the car on the top of the track like
this, then you will let go of the car. When I let go of the car, what happened? Students will respond. Thats
right! The car is going to slide down the track. This time when I let go of the car, I am going to time how
long it takes for it to make a complete stop. I am going to start the stopwatch when I let go of the car, and
I am going to stop the stopwatch when the car makes a complete stop. Sally, can you come help me with
this? I want you to hold onto the car. When I say go, you are going to let go of the car, and I am going to
start the stopwatch. Is everyone ready to see how fast my car moves when Sally lets it go? Listen for the
beep of the stopwatch so you will know when to start and stop your timer! Okay Sally, go! The teacher
will time how long it takes the car to come to a complete stop. Wow! It took 20 seconds for the car to
make a complete stop. Now, I want everyone to notice that I did not touch the car once it stopped. After
the car comes to a complete stop, you are also going to measure the distance it traveled. This moment is
when you are going to use your meter stick. You are going to measure the distance of the ramp beginning
with where the car began, and you will end with where the car made its complete stop. Lets measure our
distance and see how far it traveled. The teacher will measure the distance of the ramp and the amount of
distance the car traveled on the floor. First you will measure the length of the ramp. It is 12 inches long.
Now that you know that measurement, you are going to need to know the rest of the distance. You will
begin the second measurement from the end of the ramp and end the measurement where the car stopped.
This length was 25 inches! What do you think we need to do with the two measurements? The teacher will
allow the students to respond. Thats right. We need to add them together. If we add the length of the ramp
27
plus the length of the floor where the car traveled, we will know the total distance. Can anyone tell me
what the 12 inches plus the 25 inches would be? How long is our distance? Students will respond. Great
calculating friends. The distance our first car traveled was 37 inches. Do you remember how long it took
our car to travel that distance? Students will respond. It took 20 seconds! After you find out all of this
data, you are going to record it on our friction lab sheet. On this sheet, you will see the type of material
listed. Next to the appropriate material, you will write the distance the car traveled and you will write the
amount of time the car traveled. Does anyone have any questions right now? The teacher will allow time
for questions and answers. Now that you understand what you are going to do, I want to tell you the last
step of this experiment. If we recorded all of this information and did not do anything with it, the
experiment would not have a point besides having fun! After you record all of the distances and times it
took the car to go down the 4 different tracks, you are going to compare your data. You are going to look
and see which car went the furthest distance and which car went the shortest distance. You are also going
to look and see which car traveled the fastest and which car traveled the slowest. Once you have made
these observations, I want you to talk with you partners about why these occurrences happened. How did
friction play a role in the distance and time of the car sliding down the track? Is everyone ready to get
started? You are going to come and get the materials one group at a time from me. All of the instructions
are found on your lab procedure worksheets that I will give you. Does anyone have any questions? The
teacher will allow the students to ask questions and will clarify any uncertainties. Now that we all
understand what we are going to be doing, we are going to get started! After you have your materials,
your first job is to create a hypothesis. Remember, a hypothesis is your prediction! Next, I would like for
you to list your materials and procedures. Once you have done that, you may turn to your procedure
worksheet and begin! After you receive your materials, you will find a place around the room to get
started! Can I get my first group to come and receive their materials from the front of the classroom? The
teacher will hand out the materials to each group one at a time. After they receive the materials, they will
be able to begin their experiment. The teacher will walk around the classroom monitoring group work and
assisting students in whatever way is needed. After everyone has completed the experiment, the class will
regroup and close out the experiment. Okay boys and girls, has everyone finished their experiment? Now
that we have completed the project, lets discuss what we found as a class. Which track did you find was
the fastest? Why do you think it was the fastest? Students will respond. We found that the tile track went
the fastest! Just like you discussed, because the track is the smoothest, it has the least amount of friction.
The car is able to move the fastest down this track, because the friction is at a minimum. Which track did
you find was the slowest? Why was it the slowest? The teacher will allow students to respond. We found
that the track made of carpet was the slowest. Just like you said, the carpet has the most friction. There is
a lot of texture on the carpet, which interferes with how the car is able to move down the track. Does
anyone have any final thoughts they would like to share with the class about friction and our experiment
today? Students will respond. Okay class, to finish up our thoughts about friction, we are going to fill out
our lab report for friction.
III. Assessment
about friction. If you feel like you understand them extremely well, give me a thumbs up. If you feel like
your understanding has not changed, give me a thumb facing sideways, and if you feel confused about
what we have learned, give me a thumbs down. The teacher will observe the placement of students
thumbs and take note of how the students feel. Now we are going to fill out our lab reports for friction.
28
Does everyone remember how we completed our previous lab reports? We are going to be doing the same
thing, except this time it is going to be focused on our experiment with friction. The question we are going
to answer today is Which type of material will create the least amount of friction when a car travels
down a ramp? I want you to think about this question. How did each type of material create friction?
How did it affect the objects motion? Did anything surprise you? What did you observe throughout this
process? Finally, you are going to connect what you saw in the experiment to force and motion. Then you
are going to answer the question When did you see motion in the lab? Finally, you will answer When
did you see force in the lab? Make sure that you include specific examples to support your answers!
Okay class, I think we are ready to complete our lab reports! I am going to pass out the conclusion
journal portion, and then I want you to begin filling them out with your own thinking! The teacher will
pass out the lab reports to the students. She will walk around the classroom while they are working,
observing what is taking place. She will collect the reports when everyone has finished.
IV. Closure:
Boys and girls, you all have worked very hard today and learned a lot about friction! To close our lesson,
I want you all to have a little fun and create a song that discusses everything we learned about friction.
This song can be a rap, a new tune you created on your own, or new lyrics to a song you are familiar
with! This is your song and your creation, so I want you to make it what you want it to be. You are going
to create the song in the same groups you did the experiment with. Make sure to include what friction is,
what it does to the motion of an object, and how we have seen it in real life throughout our learning.
Does anyone have any other questions? The teacher will answer any questions the students have. Okay
class, it is time for you to put your musician hat on and start composing your pieces! The students will
create their songs. After they are finished, they will present their new creations to the class. Now that
everyone has created their song or rap, we are going to present them to one another. Do I have a group
that would like to go first? All of the groups will perform their songs. Once everyone has gone, the lesson
will come to a close.

Rice
Empty Water Bottle
Pencil
Aluminum Foil Track
Wax Paper Track
Carpet Track
Tile Track
Toy Car
Meter Stick
Stopwatch
Box for Ramp
Friction Lab Worksheet
Lab Report
Word Wall: Friction, Lubrication
Vocabulary Journals
Carpet
Tile
Concept Map
29

Extension:
Re-teaching:
http://www.learninggamesforkids.com/motion-games/friction-ramp.html re-teaching games
Data Analysis:
Reflection:
Samford University
Design for Learning
Lesson 4
30
31
Design for Learning

Lesson Title: Air Resistance

Date:
When given a lab report, students will describe the effects air resistance has on an objects motion,
scoring a 10 out of 12 according to a teacher-made rubric.
Today, students, you will be able to describe how air resistance changes an objects motion and will write
these things in a lab report.
Students will describe the effects of air resistance on an objects motion through participation in an
experiment. After making their observations from the experiment, students will record their findings in a
lab report. They will identify their hypothesis based off of the given question, list the materials and
teacher will assess the students using a teacher-made rubric and will require the students to make a 75%
or above.
Engagement:
The teacher will begin by demonstrating the floating ping pong ball discrepant event. She will take a ping
pong ball and a hair dryer and make the ping pong ball float in the air. The hair dryer will be set to cool
air as she turns it on. Then she will place the ball above the hair dryer where the air is blowing upwards.
The ping pong ball will float above the hair dryer. Class, I have a question for you. In my hand I have a
ping pong ball. If I were to let go of this ping pong ball, what do you think would happen? The students
will respond. You are right. Lets see it happen! When I let go of the ball, lets see if it will fall to the
ground. The teacher will drop the ping pong ball. Just like we predicted, the ball fell to the ground. Now I
am going to add a different factor into our experiment. I am going to take a hair dryer, turn it on, and
blow the air upwards. The teacher will do these steps with the hair dryer. What did we say happens to the
ping pong ball if I drop it? It falls to the ground. This time I am going to drop the ping pong ball over the
hair dryer that is blowing the air upwards. Watch and see what happens! The teacher will drop the ball
over the hair dryer. As it floats above the hair dryer, it will balance out and stay still in one spot. She will
tilt the hair dryer during this process, and the ball will follow the air stream. What happened when I
32
dropped the ball over the hair dryer? Students will respond. The ball did not fall to the ground like it did
the first time. Instead, it floated in the air above the hair dryer! Did you notice when I tilted the hair
dryer in different directions, the ball followed the air stream? Can anyone tell me why the ball is able to
float in the air? Students will respond. You are sharing some very good thoughts. Because the hair dryer
is blowing air upwards, it is pushing against the ball. Because the air stream is going in the opposite
direction of the ping pong ball, it is resisting gravity and making the ball float. Part of this process is
known as air resistance, which is what we are going to learn about today!
Learning Design:
I. Teaching:
Today, we will learn how air resistance affects the force and motion of an object. Before we begin
though, lets review what we have been learning about. Lets look back at the graphic organizer we
started on our science wall. Motion is affected by force. What is motion? Teacher allows students to
respond. What is force? Force can be what? Correct, force can be balanced or unbalanced. We also
learned that unbalanced and balanced forces are determined by friction and the size and direction of the
force. Today, we are going to add our final variable to our graphic organizer, which is air resistance. Air
resistance is a force that opposes the motion of an object that is in the air. Lets add the word air
resistance to our science word wall. How many of you have played baseball? Student waits for student
response. I need two volunteers to come to the front of the room. Teacher calls on two students. She gives
one of the students a small ball. I want you to gently toss this to your partner. As the ball travels through
the air, the air is pushing against the ball. The air resistance causes an unbalanced force which slows the
motion of the ball. Teacher allows students to be seated. Another way we can see this is if I turn on this
fan. If I throw the ball towards the fan, the wind created by the fan causes air resistance. The wind
created pushes against the ball causing the forces to be unbalanced. This leads to the motion of the ball
being slowed. Now, we are going to watch a video that gives an example of what the motion of an object
looks like without air resistance. In the video, you will see a bowling ball and a feather being dropped at
the same time. The first time there is air resistance. The second time, there is a chamber that is closed so
that a vacuum can be created. The vacuum removes all of the air from the chamber. The objects are
dropped at the same time again. I want you to notice the difference between the two. Once the video is
finished, we will discuss what you observed. Teacher plays the video (https://www.youtube.com/watch?
v=frZ9dN_ATew). Did you notice anything different? Students respond. Yes, the bowling ball and the
feather fell at the same rate. This is an example of what it would look like when air resistance was not
present.
Air resistance also changes with the amount of surface area. This means that the more area that an object
has in the wind, the more air resistance will be present. To understand this better, we are going to walk
out to the balcony outside in the hallway. When I call your table I would like for you to line up by the
door. Leave everything in the classroom. Remember that when we are in our line and walking somewhere
we are not talking. The teacher dismisses students one table at a time. Once all the students have lined up,
the teacher will give more instructions about conduct in the hallway. Can anyone tell me how we are
suppose to behave as we walk down the hallway? Teacher lets students respond, making sure that the
students talk about being quiet, keeping their hands to themselves, and walking to points in the hallway so
that the class stays together. When we get to the balcony, I would like for you to walk down the stairs and
sit on the floor, looking up so you can see me at the balcony. You may now walk down the hallway. Once
the students are seated, the teacher begins. Here are two army men figures that you probably played with
33
as a child. One has a parachute while the other does not. I want you to pay attention to how fast the
object travels towards the ground. Think about which one is faster, and try to create a reason to support
that thinking. On the count of three, I am going to drop them. Ready? One, two, three. The teacher drops
the army men. I am going to walk down the stairs so that we can discuss what we have seen. Please
remain quiet and seated. The teacher meets the students at the bottom of the stairs. Which one fell faster?
Thumbs up if you think it was the army man with the parachute. Thumbs down if it was the man without
the parachute. Teacher surveys student answers. Why do you think the one with the parachute fell slower?
Teacher allows time for students to discuss. Very good, the parachute added surface area so there way
more air resistance on that army man. This slowed the army mans motion which means there was an
unbalanced or balanced force? Thumbs up for unbalanced. Thumbs down for balanced. Students respond.
Very good! There was an unbalanced force. I have two pieces of paper that are exactly the same. I am
going to throw the regular one down first. Then I am going to crumple this second sheet of paper and
drop it down. What do you predict will happen? Teacher allows students to share their responses. Lets see
if you are correct! I expect you to remain quiet and seated as I go back up the stairs to the balcony.
Teacher makes it to the top of the balcony and drops the papers on the count of three. One, two , three. I
am going to walk down the stairs so that we can discuss what we have seen. Please remain quiet and
seated. The teacher meets the students at the bottom of the stairs. Which one fell faster? Thumbs up if you
think it was the regular sheet of paper. Thumbs down if it was the crumpled paper. Teacher surveys
student answers. Why do you think the one with the crumpled paper fell slower? Teacher allows time for
students to discuss. Very good, the crumpled paper was less surface area so there was less air resistance
on the paper. This slowed the papers motion which means there was an unbalanced or balanced force?
Thumbs up for unbalanced. Thumbs down for balanced. Students respond. Very good! There was an
unbalanced force. Now, I would like for you to pull out your science vocabulary journals and fill in a
chart for the word air resistance. I am going to give you five minutes to complete it before we discuss the
definition? Teacher listens and responds. Correct - air resistance is a force that opposes the motion of an
object that is in the air. Who would like to share their sentence? Those are some great sentences! Now, I
would like for some people to share their examples. Teacher allows students time to share. Great! Finally,
who has a drawing they would like to share with the class? Great job! How did you choose that picture
and what does it represent? Teacher allows student responses. You all have done a great job with adding
to your journals! You may now put your journals away back in your desk.
Today we have learned a lot about air resistance, and I want us to put our learning to practice. The
guiding question for this experiment is How will air resistance affect an objects motion? We are going
to do an experiment that tests the air resistance of 2 different types of paper. One of these materials is
going to be a piece of construction paper, and the other material is going to be a thin piece of cardboard.
You are going to work in small groups to perform this experiment. First, I want you to think about which
material is going to hit the ground first. If you drop these pieces of paper at the same height, which one is
going to hit the ground first? Will the piece of construction paper or will the thin piece of cardboard hit
first? I want you to discuss your thinking with your small group when we finish going over instructions.
After you make your prediction, record it, and test your prediction, you are going to decide what could be
done to change the results. Is there anything you could do to make one fall quicker than it did before? You
will be testing the air resistance of these objects. Then I am going to give you 2 different objects to test
34
the air resistance of. You are going to be given a whiffle ball and a bouncy ball. You are going to go
through the same steps to test the air resistance of these objects. After you have tested both sets of objects,
we are going to come back together as a class to discuss what you discovered. Does anyone have any
questions? The teacher will allow time for questions and answers. Now that we know what we are going
to be doing, I am going to call you by groups to come and get your materials. All of the instructions are
found on your lab procedure worksheets I am giving you. After you have your materials, your first job is
to create a hypothesis. Remember, a hypothesis is your prediction! Next, I would like for you to list your
materials and procedures. Once you have done that, you may turn to your procedure worksheet and begin
exploring! Once you receive your materials, you may begin your experiment! Group 1, you may come to
the front and pick up your materials. The teacher will call each group one by one to the front of the room
to get their supplies. She will then walk around the room to monitor the students and to observe their
understanding and progress. When the students are done with their experiments, they will regroup to
discuss what they have done. Now that everyone is done with their experiments, I want us to discuss what
you discovered through the process! When you were working with the construction paper and the
cardboard, which one did you predict would hit the ground first? Students will respond. Why did you
think the paper would hit first? Because the paper is lighter, you thought it might fall to the ground
quicker. What did you discover when you tested your hypothesis? Yes! Because the construction paper
was lighter, there was more air resistance. This air resistance caused it to float in the air longer and take
a greater amount of time to hit the ground. Why did the cardboard fall to the ground faster? Students will
respond. The cardboard is heavier than the construction paper, which results in the air resistance being
less. The less air resistance there is on the object, the faster is it going to fall to the ground. What did you
do to change the air resistance of the objects? Students will respond. You tried to fold the construction
paper to make it smaller? Was this an effective thing to do with the paper? Did it work? Students will
respond. It did work! Because there was less material spread out, there was less material for the air to
push against. This resulted in less air resistance and a quicker falling pace. Lets talk about the whiffle
ball and the bouncy ball. What were your predictions for these objects? Students will respond. You
predicted that the bouncy ball would hit the ground first. After you tested this prediction, you discovered
that it was right! Why do you think the bouncy ball hit the ground before the whiffle ball? Students will
respond. Did you notice the holes in the whiffle ball? Do you think this had an effect on the object?
Students will respond. Because the holes cover the ball, there are a lot of places for air to travel through.
When the air flows through the ball, it slows the movement down. This is what we have learned to be
called air resistance. What did you do to change the air resistance of this object? Students will respond.
Some of you were creative and resourceful and used other materials you had in your possession. You took
the construction paper and wrapped it tightly around the ball. What happened when you did this?
Students will respond. When you wrapped the paper around the ball, you prevented the air from flowing
through the holes on the ball. Because these holes were covered, there was less air resistance and the ball
fell quicker than it did previously! I think you all worked very hard on this experiment and put your brain
power to work. You worked as a team and collaborated with your peers!
III. Assessment
about air resistance. If you feel like you understand them extremely well, give me a thumbs up. If you feel
like your understanding has not changed, give me a thumb facing sideways, and if you feel confused
about what we have learned, give me a thumbs down. The teacher will observe the placement of students
35
thumbs and take note of how the students feel. Now we are going to fill out our lab reports for air
resistance. Does everyone remember how we completed our previous lab reports? We are going to be
doing the same thing, except this time it is going to be focused on our experiment with air resistance. The
question we are going to answer today is How does air resistance affect an objects motion? I want you
to think about this question. When did you see air resistance? How did it affect the objects motion? Did
anything surprise you? What did you observe throughout this process? Finally, you are going to connect
what you saw in the experiment to force and motion. Then you are going to answer the question When
did you see motion in the lab? Finally, you will answer When did you see force in the lab? Make sure
that you include specific examples to support your answers! Okay class, I think we are ready to complete
our lab reports! I am going to pass out the conclusion journal portion, and then I want you to begin
filling them out with your own thinking! The teacher will pass out the lab reports to the students. She will
walk around the classroom while they are working, observing what is taking place. She will collect the
reports when everyone has finished.
IV. Closure:
Okay, class, now I have something very exciting that you will get to work on! How many of you
like to take pictures or look at pictures? Teacher waits for student response. Great! Today, we are going to
be creating photo essays. This photo essay will represent something we are learning about through
pictures instead of words. Teacher projects photo essay example onto the board. This is an example of a
photo essay on motion. Each slide has a picture that represents motion. When I click on the picture, it will
take me to interactive websites and videos that give me more information on motion. Teacher continues
through the photo essay. She then projects the photo essay rubric on the board. Now, lets look at the
rubric for this assignment. You may choose anything that we have talked about related to motion! What
are some of the concepts we have discussed this far? Teacher calls on various students for examples.
Great job! Some of these things are balanced and unbalanced forces, air resistance, and friction! Be sure
to make your entire project based on the one concept you choose. Each slide should have one picture on it
with no words. There should be two videos included in your presentation and three sounds incorporated
throughout. You also want your essay to have at least five slides. Another thing is that each slide should
have a hyperlink. Be sure that the website that is attached to the picture is something your peers can
learn from. It should be on the concept that you choose. Does anyone have any questions?
In order to do this, we are going to the computer lab. When we get in there, I would like for all of
you to find a seat. Do not log on to the computers until I give further instructions. When I call your table,
quietly line up at the door. Teacher calls one table at a time. Remember that we are quiet in the hallway.
You may begin walking. Once the students are seated at the computer, the teacher passes out a rubric to
each student. Here is your own copy of the rubric. You may log on to your computer and begin working.
Let me know if you have any questions, and I will come help you. When you are finished, you can email
the final project to me. Teacher gives students time to complete the assignment. Great job with your photo
essays! I cant wait to look at them! I will also upload them to the class website! You may log off of your
computer. I will call you by rows to line up at the door. Teacher calls students by rows. Remember that we
are quiet in the hallway. You may begin walking back to the classroom. Once you are there, return to your
seat. The students walk back to the classroom and are seated at their table.
36

Ping Pong Ball
Hair Dryer
Construction Paper
Thin Cardboard
Wiffle Ball
Bouncy Ball
Air Resistance Practice Worksheet
Lab Report
Word Wall: Friction, Lubrication
Vocabulary Journals
Concept Map
Note-Taking Guide
Army Men: one with parachute/one without
Printer Paper
Extension:
Re-teaching:
Data Analysis:
Reflection:
Samford University
Design for Learning
Lesson 5
37
38
Design for Learning

Lesson Title: Testing Force and Motion

Date:
Students will plan and carry out an experiment demonstrating the effects the variables size, direction,
friction, and air resistance have on an objects motion, scoring a 13 out of 16 according to a teacher-made
rubric.
Today you will plan and demonstrate your own experiment that uses the variables size, direction, friction,
and air resistance.
Students will plan their own experiment that demonstrates their understanding of the variables size,
direction, friction, and air resistance. After the planning is complete, they will carry out their experiment.
They will demonstrate the effects size, direction, friction, and air resistance have on an objects motion.
The teacher will assess the students using a teacher-made rubric and will require the students to make a
75% or above.
Engagement:
The teacher will begin by having the class do a list-group-connect activity. The class will work together to
generate words that make them think of motion. After developing a list, they will work in small groups to
group the words together into appropriate categories. Then the groups will share their lists with the class
and make connections. Today, class, I want us to begin by thinking of the word motion. We have been
talking about motion a lot the last several days, and you should have a lot of words that come to mind
when you think about this word. I want you to raise your hand when you think of a word that deals with
motion, something that may affect motion, or a word that makes you think of motion. These words should
be words we have been learning about the past several days. After you tell me your word, I am going to
write it on the board. We are going to have a good list of words that deal with motion by the end of this!
Who has a word they would like to share? The teacher will listen to the words the students share, and she
will write them on the board. Wow, class! This is a good list of words that deal with motion! Now we are
going to group these words together into appropriate categories. You are going to split into small groups
39
and collaborate your thinking. I am going to give you sticky notes, and you can write each of the words
on their own sticky note. In your small group, you are going to look at the different words listed on the
board and separate them into groups. Look for similarities and differences in the words and see how they
can go together. Because the words will be on individual sticky notes, you can move the words around
throughout your discussion. By the end of the activity, you are going to have the words split into different
groups that relate to one another. We are going to share our groups with the class when we are all
finished! Remember, there is not one specific set of categories that the groups should be placed in. This is
your concept sort and how the words make sense to you. Does anyone have any questions? The teacher
will answer any questions the students have. Now that everyone has finished sorting their words, I want
us to share them with the class. Who would like to share theirs first? Thank you, group 2, for being
willing to share. Lets hear what you did! The students will share their concept sorts with the class. You
all did a great job sorting your words. I can tell you have learned a lot about motion over the last several
days, and you now have a better understanding of what it is and how it is affected. Now that you are
experts on motion, we are going to put that knowledge into action!
Learning Design:
I. Teaching:
Today, we are to plan and carry out your own experiment to determine how unbalanced and balanced
forces impact motion, using one variable at a time. Before we begin though, lets review what we have
been learning. Lets look back at the graphic organizer we started on our science wall. Motion is
determined by force. What is motion? What is force? Force can be what? Force can be balanced or
unbalanced. What are balanced forces? What are unbalanced forces? Balanced and unbalanced forces
are determined by different variables. Who can name one of these variables? Teacher allows for student
responses until friction, direction, size, and air resistance have been named. Today, we are going to learn
how to create an experiment using either friction, direction, size, or air resistance to describe the force
and motion of an object. Every day you have been participating in at least one experiment. What are the
various parts that you have included in your experiment? Teacher calls on various students until all the
variables are covered. When planning an experiment, what is our first step? Students respond. Correct!
We must have a question! My question is How does the motion of an object change with friction? Now
that I have my question, I must determine how I can test that changes in motion because of friction.
However I choose to conduct my experiment, I must collect data and observations for proof. What kind of
information can I collect as evidence? Teacher gives students time to think and respond. Very good! I can
collect the time it takes for an object to travel a certain distance. Now that I know what I am collecting, I
must determine the materials I should use. Because I am trying to show the effects of friction on motion, I
think I should use different surfaces. I would like to use carpet, tile, grass, and sand paper. Then I am
going to decide the object that will travel across the surface. I think a marble would work well for this.
Now that I have my materials, I need to develop my procedures. Who can remind us what the word
procedures mean? Teacher allows students to respond. In order to test for friction, I am going to time how
long it takes for a marble to travel 12 inches across a surface. I am going to use a stopwatch to keep
track of the time. I need to provide directions for this experiment so that it can be repeated. Why is it
important that this experiment can be repeated? Think for just a moment and give me a thumbs up when
you have an idea. Teacher gives students wait time. What is your answer? Very good! It is important that
other scientists can repeat your experiment to support your findings. I am going to begin writing my
procedures from the very beginning. First, I need to measure out 12 inches on each type of surface. After
40
that, I am going to use a ruler and two science textbooks to create a slide for my marble to roll down.
This will make sure that the marble begins to roll across the surface at the same speed. Once it is created,
I will place a marble at the top of the slide. Once I let the marble go at the top, I will begin the timer. I
will stop the timer when the marble reaches the end of the surface. What else will I need to collect and
record my data? Students respond. Yes, I need to write down my numbers and observations in a chart.
After I record my data, what is next? Students respond. Youre correct! I need to analyze the data and
write my conclusion. All of you have been carrying out these experiments and writing conclusions as
practice for each lesson. I know that you all will be able to do that part on your own!
Now that you know how to create an experiment, we are going to get started! In your experiment, you
must include one of the following: size, direction, friction, or air resistance. We have learned a lot about
all of these variables, and you have done experiments that deal with each of them. As you conduct this
experiment, you are going to record all of the needed information on your experiment graphic organizer.
First you will choose one variable, the one you are the most interested in or the one that you already have
an idea for! For example, I am going to choose friction. Now that I have chosen friction, I am going to
write it in the box that says, variable. After you choose your variable, you are going to design your
experiment that shows how this variable affects an objects motion. You will need to develop a question
that discusses what this variable may do to the objects motion. This question needs to be testable, which
will propel your thinking for developing your experiment. For example, my question would say, What
happens when I try to move a plastic toy without touching it? Once I develop my question, I will write it
on my graphic organizer. Then you will need to create your hypothesis. Your hypothesis will be an
extension to your original question. My hypothesis would say, If I blow on the plastic toy, I will then be
able to move it across the table with my breath. What do you think I am going to do now that I have
created my hypothesis? Students respond. Thats right! I will write it on my graphic organizer. After you
create your hypothesis, you will develop your procedure. You will plan what you are going to do, then you
will carry out the procedure. Your procedure needs to be well thought out, and it needs to be in line with
your question and hypothesis. My procedure would look something like this: First, place the plastic toy
on the table and try to blow on it. Does it move?Next, place ice under the plastic toy. Does this change
how it moves? Finally, test a lighter object with the same steps. Now that I have created the steps to my
procedure, I am going to record the data and observations throughout. You will write these observations
and what you find on your graphic organizer. These need to be completed with detail and be organized.
Once the data and observations have been recorded, you will check to see if your hypothesis was correct.
I am going to give you a rubric that will help guide you through your creation! Use this rubric to make
sure you are including everything you need. You will be allowed to use any of the materials we have in the
Science Lab for this experiment. Be creative and show what you have learned throughout this unit! Does
anyone have any questions they need to ask before getting started? The teacher will allow students to ask
questions about the process of the experiment. Now that our questions have been answered, lets get
started. Turn your scientists minds on and begin creating!
III. Assessment
The teacher will assess the students project and understanding by using a rubric. They are required to
make a 75% or above on this assignment. Now that we all have finished creating and testing our
experiments, we are going to share them with the class. I want you to explain what variable or variables
41
you focused on, what the question guiding your thinking was, and what procedures you used to carry out
this experiment. I am going to use the rubric I gave you at the beginning of the design process to assess
your project. Is everyone ready to present their creation? The class will present their experiments to the
class as the teacher assesses their projects. After they have all shared, the class will close out the activity
by discussing what they have learned.
IV. Closure:
Boys and girls, you have worked very hard as we have been working through our unit about motion. I
have seen each of you grow in your understanding of these topics as we have gone through this unit. I
want us to share something we have learned from this unit with each other. The way we are going to do
this is through an activity called Snowball. You are going to write on a blank piece of paper something
that you learned during this unit. Maybe there was something that we discussed that made the lightbulb
go off in your mind, or maybe there was a really cool fact that you are going to hold on to for a long time.
Maybe you learned something that you think is really cool, and it is something you want to share with a
lot of people. I want you to think about what you have learned throughout this unit, and I want you to
write that thought on the piece of paper. The students will write what they have learned on the piece of
paper. Now that everyone has written what they learned on their piece of paper, we are going to play
Snowball. I want you to crumple your piece of paper into a ball. The students will crumple their paper
into a ball. When I count to 3, you are going to throw your paper upwards into the air. When we throw the
paper, I want you to catch or pick up 1 paper ball that lands near you. Then we are going to read what is
written on the paper to each other. Is everyone ready to throw their paper ball? On the count of
3...1...2...3..throw! The students will throw their paper ball, and then they will pick up a new one. Does
everyone have a new paper ball in their hands? Now that everyone has one, we are going to read what
they say to the class. Listen carefully so we can see what we have learned as a class about motion! The
students will read what their paper balls say to their classmates.

White Board
Markers
Sticky Notes
Materials found in the Science Lab to complete their projects
Science Experiment Rubric
Paper for Snowball Activity
Experiment graphic organizer
Extension:
Re-teaching:
Data Analysis:
42
Reflection:
Samford University
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FORCE AND MOTION UNIT

May the Force Be With You

Force and Motion

FORCE AND MOTION UNIT

Force and Motion

Grade Level: Third Grade

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Design for Learning

Grade Level/Cooperating Teacher: 3rd

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Materials and Resources:

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Design for Learning

Grade Level/Cooperating Teacher: 3rd

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Materials and Resources:

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Design for Learning

Grade Level/Cooperating Teacher: 3rd

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Materials and Resources:

FORCE AND MOTION UNIT

Differentiation Strategies (including plans for individual learners):

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Design for Learning

Grade Level/Cooperating Teacher: 3rd

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Materials and Resources:

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Design for Learning

Grade Level/Cooperating Teacher: 3rd

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

FORCE AND MOTION UNIT

Materials and Resources:

FORCE AND MOTION UNIT