Vital Information (3 Day Unit)
Author
Grade Level
Standard(s)
List the full standard with
its number-math, science,
extended (sped).
List standards of mathe-
matic practices.
List Science & Engineer-
ing Practices.
List Crosscutting Con-
cepts.
Brittany Stanchio Subject(s) Math/Science
5th Grade Central Focus Decimals/Gravity
Sci- DCI and Content Standard
ence Physical Science- 5.6
6.) Compare effects of gravitational force on Earth, on the
moon, and within space.
Identifying contributions of Newton to the study of gravity
Describing how a spring scale is used to measure weight
Explaining how air resistance affects falling objects
Science and Analyzing and interpreting data, Using math-
Engineering ematical and computational thinking, Asking
Practices Questions, and Defining Problems
Crosscutting Systems and System Models
Concepts Cause and Effect
Math 10.) Add, subtract, multiply, and divide decimals to
hundredths, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the
strategy to a written method, and explain the reasoning used.
[5-NBT7]
Tech- Time Permitted: Technology may also be incorporated in the
nolo- lesson by allowing the students to explore the roller coaster
gy digital simulation site. This portion of the lessons would be
great for a computer lab day. If technology is available in the
classroom, each team could rotate in and out of the center, as
well. The digital simulation website is a great way to incor-
porate differentiated instruction into the lesson. It helps stu-
dents gain a better understanding of the task.
Student Learning The students will: Compare effects of gravitational force on Earth, on
Objective(s) the moon, and within space.
List all objectives for the Identifying contributions of Newton to the study of gravity
lesson. Objectives must
be measurable, observ- Describing how a spring scale is used to measure weight
able, and based on lesson Explaining how air resistance affects falling objects
content.
Must include conditions,
performance, and crite- Science:
ria. The students will identify Newtons contributions (laws) to the
study of gravity, 2 out of 3 times.
Both math and science
should be specifically The students will explain how air resistance affects falling objects,
addressed. 80% of the time.

Math:
The students will add, subtract, multiply, and divide decimals, 80%
of the time.
The students will write an explanation of how decimals were com-
puted, 3 out of 4 times.
Justification for Goals and Objectives (3 Day Unit)

Prior Academic Decimal place value

Knowledge and Decimal Equivalents (13.3=13.30 and 13.30=13.300)
Conceptions Adding, subtracting, multiplying, and dividing decimals
What knowledge, skills, Properly lining decimals up for calculations
and concepts must stu-
dents already know to be Adding a 0 before the decimal point if the decimal is less than 1, when
successful with this les- calculating money.
son?
What prior knowledge
and/or gaps in knowledge
do these students have Basic understanding of gravity and how it affects everything on earth,
that are necessary to sup-
port the learning of the however various things may defy gravity (air resistance).
skills and concepts for
this lesson? The project pre-plan, from the prior day, should be available.
Math and science should
be addressed.
Common Errors The concept of gravity: The students may say that an astronaut is not
What are common errors experiencing gravity, when in fact they are being pulled toward the
or misconceptions of stu-
dents related to the cen- Earth while in space. Gravity is an attractive force. While the astro-
tral focus of this lesson? naut is experiencing less gravity, they are not experiencing a complete
lack of gravity.
How will you address
them for this group of
students? Determining where to put decimal point when multiplying:Stu-
Math and science should dents often have difficulty determining what to do with the decimal
be addressed.
point when multiplying decimals. Often they have been told to count
the number of decimal places in the two factors and move the decimal
that number of places to the left of the product. Students may en-
counter problems where this does not hold true.
For example, if we ask a child where to place the decimal point in 3.5
X 7.64 = 2674, if they only count the places, they will write 2.674.
But if they understand the value of the decimals, they know that 3 x 7
= 21, so the answer has to be larger than 2.674.

Decimal place value and computation of decimals: Students must

understand decimal place value in order to accurately calculate deci-
mals to find the solution. Students may only recognize the value of
money (dollars and cents), while working within a budget, rather than
the main objective of the importance of fluently calculating decimals.
The place value issue could be addressed by providing students with a
place value chart to use as a reference. Students also need to be re-
minded that they should ALWAYS line up the decimals correctly, dur-
ing calculations, in order to come up with the correct answers.

Decimals less than 1 (decimal equivalents and how they need to be

written in a checking register, in order to properly calculate them:
(Ex: The group has $1.68 balance. They purchase a marble for 38
cents. What is the balance?
 Instructional Strategies and Learning Tasks (Day 1)
Description of what the teacher (you) will be doing and/or what the students will be doing.

Engage (Launch) Entrance Slip: Set up and solve a decimal addition problem. Solve a
10-15 Minutes subtraction, multiplication and division problem.
Given a decimal problem, solve it and explain how to solve it correct-
How will you start the
lesson to engage and mo- ly in a complete sentence.
tivate students in learn-
ing? How will you assess How do Roller Coasters work? What makes them fun?
prior knowledge? State
the objective in student Roller Coasters video: http://pbskids.org/designsquad/video/roller-
terms. coasters/ (mechanical engineer talks about construction of roller
coasters)
Chris, the mechanical engineer, says roller coasters are all based on
gravity. How is it based on gravity?

Think/Pair/Share: What are some other forces used by roller coasters?

Where is this force used on a roller coaster (going up/down the hill, in
the loop, etc.)? Try to think of some forces that may have not been
mentioned in the video.

Discuss the entrance slip as a quick review of setting up and solving

problems that include decimals.

Transition: Today, you will have the opportunity to work with your
team to create a new roller coaster ride, as we learn about gravity and
its forces. However, you will face the challenge most engineers face,
which is building your roller coaster on a budget. This means lots of
decimal calculations. I hope you are up for the challengeif so, lets
get started!
Explore (Instruc- *Introduce the challenge to the students.
tion) 15 Min- Problem (Objective): A theme park is being built in your state. The
utes owner of the park is looking to employ some engineers to build some
roller coaster rides. You will work with your team to design an opti-
How will students partic-
ipate in inquiry-based mal, new roller coaster ride model and try to win the contract for the
(hands-on/minds-on) theme park rides. Your roller coaster will be judged on safety (the
learning? marble should always stay on the track), length, and speed. It must
How will you link the new include at least two hills and one loop. Like most engineers, you will
content (skills and con- work on a budget and must record everything you purchase in your
cepts) to students prior team's budget spreadsheet, in order to keep up with your balance.
academic learning and
their personal/cultural Like good engineers, mathematicians, and scientists, you will be re-
and community assets? quired complete a design portfolio, which I will provide you with a
What will you say and checklist of everything that should be included in it.
do? What questions will
you ask? How will you Show powerpoint of pictures of various roller coaster rides. (have
monitor students and pro-
vide feedback? pictures printed incase something goes wrong with smart board)
Tell students: I have created a powerpoint with pictures of various
How will students engage roller coaster rides. This will help you get ideas. Pay close atten-
with one another?
tion to how each ride is constructed, where the hills and loops are
How will you determine if located. This will help you and your group with the construction of
students are meeting the your roller coaster ride.
intended learning objec-
tives? Next distribute graph paper.
Tell students, Since good engineers use blueprints to map out and
At least 10 higher order
thinking questions (5 plan what they are building first, you will work individually to draw
math, 5 science). a blueprint of your rollercoaster ride, on the graph paper provided.
As you draw your model, focus on the placements of loops, hills,
How is technology used to
impact student learning? and how the marble will have the longest ride but still make it to the
end of the track. Be sure to label the forces on your blueprints and
How are manipulative the parts of the drawing where you think the marble will speed up
materials used to enhance
development and learn- (accelerate) and slow down. At the top of your blueprint paper, by
ing? your name, write your goals for the length (in centimeters) and
speed (in seconds) of your model roller coaster ride. Be REALIS-
Explore Continued However, everyone must work as a team to create and make deci-
sions about the rollercoaster model.
Before students divide into groups, introduce students to the budget
anchor chart and explain each column to them and exactly how it
should be filled out. Fill in the first column (I do), have students
help you fill in the next column (we do), then have students write on
a post-it note what they think should go in the final column (you
do).
Answer any questions and discuss any confusions students may
have, before moving on.
Once students are clear on all of the instructions, allow them to di-
vide into their teams.
Hand out job titles, roller coaster requirements checklist, supplies
list, and budget pre-planning sheet.
While students are deciding on which sketch to use and beginning to
plan materials and budget, walk around to check for understanding
on the post-it notes.
Once teams have finished preplanning phase for ride, materials and
budget, each group should come up with the total amount they plan
to spend out of their budget.
During this time, pass out a folder to each group to file their paper-
work in a safe place for the following day. This is their design port-
folio.
Explain 40 During a whole group discussion, the vocabulary will be introduced,
Minutes the questions below will be asked, and any questions the students may
have will be answered.
How will you give stu-
dents the opportunity to
communicate their find- Science Journaling:
ings and ideas explored At this time the essential question will be presented to the students. In
earlier in the lesson? your journals, write a statement to answer the following question:
How will you introduce How does an engineer incorporate the concepts of gravity, friction,
vocabulary and key ideas and change in mass of an object when designing, constructing, and
(connect the dots)?
operating a roller coaster?
How will you relate the *Present the Roller Coaster System anchor chart to the students and
content to cross-cutting discuss it with the students (this demonstrates several vocabulary
concepts?
terms).
What questions will you
ask? Science Questions:
What is gravity?
Where does the loss of energy occur on a rollercoaster?
Which way does gravity pull?
Explain why gravity is important while riding on a Roller Coaster.
What are some major components that we should test during con-
struction? What are some ways we can test these components?
(Components anchor chart will be filled in during this discussion.)
Math Questions:
What are some mathematical concepts/strategies an engineer would
need to know, to effectively build a roller coaster? Think about
things we may not have discussed today, as well.
Why is it important for engineers to work on a budget?
What is an equivalent decimal?
If I need to do money calculations, but the decimal is listed as .3,
how would I change this to be able to calculate it, without changing
the price value?
Did you have a supply that which you needed more than 1 quantity?
Closure 2 Review how we used decimals, during the pre-design phases, to bud-
Minutes get and calculate materials needed to build the roller coasters. In the
pre-planning stages, what methods of computations did you use for
How will you end the les-
son? your budget? Did you use all of the money allotted to you in the bud-
get? We have used our pre-plan budget spreadsheet to keep track of
How will you determine if our teams balance, while using the decimal system.
students are meeting the
intended learning objec- Review the forces used on a roller coaster. Today we learned about
tives? many different forces used in a roller coaster operation. What are
some forces they may affect us and the things we do on a daily basis?
Restate the objective and
make life connections. What do you think life would be like without gravity?

Differentiation/ Whole class (variety of instructional methods):

Planned Support
How will you provide
students access to learn-
ing based on individual
and group needs?(learn-
ing styles, multiple intel-
ligences)
How will you support
students with gaps in the
prior knowledge that is
necessary to be successful
in this lesson?
What accommodations
and modifications will
you use to reach students
with specific needs?(in-
cluding IEPs)
This lesson sequence caters to various learning styles/preferences:
kinesthetic (construction of roller coaster),visual (roller coaster
video, pictures, and anchor charts), read/write/draw (Labeled blue-
print sketch, Science journal and budget sheet), collaborative and
individual tasks.
Groups of students with similar needs (remediation and enrichment):
Enrichment:
Students may further study other facts about roller coasters and its
forces.
Students may work with the digital simulation for roller coasters.
Remediation: entrance slips, provided at the beginning of the lesson,
were used to check for pre -skills needed for lesson
*consistently check students for understanding,
throughout each lesson
Individual students (accommodations and modifications):
Joushua- Money Manipulatives, only asked to do the money questions
on tests, broke down questions to student understanding
Tia- Money Manipulatives, only asked to do the money questions on
tests, broke down questions to student understanding
What Ifs Time Management: Since some blocks are different lengths (some
What might not go as are 90 minutes and others are 60 minutes), the video can be taken out
planned and how can you
be ready to make adjust- of the shorter blocks and teacher will hold a brief discussion about
ments? background information students need to know about roller coasters.
(classroom management Students will also be allowed to begin where their team left off the
issues, technology, time
management, context) following day.

Technology: If technology is unavailable, the teacher will provide

pictures of various roller coasters around the world for students to get
an idea of how roller coasters work, the loops and hills, and the differ-
ent designs. There will also be a Roller Coaster System anchor chart
presented to students and available for a reference.

Classroom Management Issues: The students will be advised that a

portion of their grade will be based on working in teams. At the of the
activity, students will be able to evaluate their peers on their participa-
tion, while working in teams. Students will be reminded to do fre-
quent voice box checks, to ensure loudness stays to a minimal. If a
few students are still uncooperative, he or she will not participate in
the activity and will be required to write the vocabulary terms from
the chapter in the science book.

Context: While working with teams, students should use vocabulary

terms, budget when discussing and constructing their rollercoaster.
The frequent use of vocabulary terms and calculations of budget will
help the students gain a deep understanding of the concepts and pro-
cesses. If the context is complicated, the teacher will break it down
slowly for the students.
Resources and Ma- Rubric
terials Science Journals
What materials does the Pipe Foam Insulation cut in half
teacher need for this les-
son? Marbles
Students Checklist
Teachers Checklist
Graph Paper
Tape
Sand paper
Stop watch
Paper cups
Boxes/Clear containers
What materials do the Budget sheets (1 per group)
students need for this Smartboard (video)
lesson?
Powerpoint
Anchor Charts (Roller Coaster System Chart, Roller Coaster Chal-
lenge Chart, Budget Chart, Vocabulary)
Vocabulary Words in Print with Pictures (SPE students-x3)
Materials List
Folders
Meter Stick
Stop Watch
Academic Language Demands

Language Function Check all that apply:

What language function
do you want students to Analyze Argue Describe
develop in this lesson?
What must students un- Evaluate
derstand in order to be Explain Interpret Justify
intellectually engaged in
the lesson? Synthesize
*Refer to scientific and Compare/Contrast Construct Examine
engineering practices, as Identify
well mathematical prac- Locate
tices to determine what
students are doing.
Content Specific gravity- the force that pulls objects to toward the center of the Earth;
Terms force pulls physical objects to move towards each other
What vocabulary do stu- friction- the force that causes a moving object to slow down when it
dents need to support
learning of the learning is rubbing against another object
objective for this lesson? mass- body of matter (space) with no specific shape
distance- length
Include math and science
vocabulary. List and de- speed- that rate of which an object covers distance
fine. force- a push or pull
acceleration- increase in the rate or speed of something
deceleration- decrease in the rate or speed of something
weight- the heaviness of a person or thing
kinetic energy-moving energy
potential energy- stored energy
Newtons laws
1. First Law (Law of Inertia)- an object at rest tends to stay at rest,
and an object in motion tends to stay in motion, with the same di-
rection and speed.
2. Second Law- (F=ma) the acceleration of an object produced by a
net (total) applied force is directly related to the magnitude of the
force, the same direction as the force, and inversely related to the
mass of the object
3. Third Law- for every action (force) there is an equal and opposite
reaction
Use of Language Students will speak/listen during group discussions using scientific
What specific ways will and mathematical language.
students need to use lan-
guage (reading, writing,
listening and/or speaking)
to participate in learning
tasks and demonstrate
their learning for this
lesson?

Students Abilities Since content vocabulary will be used, SPE students will be provid-
What are your students ed with vocabulary words in print with pictures to use as a refer-
abilities with regard to
the oral and written lan- ence.
guage associated with Students may be assisted, by teacher or team peers, as needed.
this lesson?

Are students using devel-

opmentally appropriate
materials?

Are students using correct

content vocabulary?
Support Team support
How will you support Use of vocabulary words/definitions with pictures (This is helpful
students so they can un-
derstand and use the lan- when trying to identify various forces on a roller coaster and check-
guage associated with the ing register.)
language function (above) Roller Coaster Digital Simulation (Since students are intrigued with
and other demands in
meeting the learning ob- technology, the roller coaster digital simulation allows students to
jectives of the lesson? build and test the roller coaster to see what works, draw the roller
coaster in their journals, and circle the parts of the roller coaster that
didnt work. The student could then redesign the rollercoaster to fix
the parts that didnt work, using the journal drawings as a
reference.)
Frequent checks for understanding
Teacher support
Instructional Strategies and Learning Tasks (Day 2)
Description of what the teacher (you) will be doing and/or what the students will be doing.

Engage (Launch) The teacher will show Newtons laws anchor chart. Then, demon-
10 Minutes strate it.
1st Law: Set a ball on the ground and kick it. Ask students, Which
How will you start the
lesson to engage and mo- one of Newtons laws do you think I just demonstrated?
tivate students in learn- 2nd Law: Throw a baseball or tennis ball, then throw a basketball or
ing? How will you assess soccer ball. Ask students, Which one of Newtons laws do you think
prior knowledge? State
the objective in student I just demonstrated?
terms. 3rd Law: Blow up a balloon and let it go. Which one of Newtons
laws do you think I just demonstrated?
How does every object in the world pull on other objects?

Today, you will work with groups to build, test, and redesign the roller
coasters. As you work with your groups today, I want you to focus on
Newtons laws and what laws apply to a roller coaster ride.
Explore (Instruc- Review Roller Coaster systems chart, asking questions about it to
tion) 40-50 ensure student understanding. Review Testing Components and
Minutes Budget Sheet chart, as well.
Students will divide into their teams, collect materials, and begin
How will students partic-
ipate in inquiry-based constructing their roller coasters.
(hands-on/minds-on) Distribute team folders, one new budget sheet per group, and one
learning? data collection chart per group.
How will you link the new Directions: Today you will work with your teams to collect your
content (skills and con- materials and construct your roller coasters. As you collect materi-
cepts) to students prior als, you will need to keep track of your budget. The only person
academic learning and
their personal/cultural that should collect materials from the supplies store is the materials
and community assets? manager in each group. I will give you a new budget sheet to fill
What will you say and out because as you construct your ride, you may decide you don't
do? What questions will need one of the supplies listed on your preplan budget sheet or de-
you ask? How will you cide to use different materials. The group accountant should record
monitor students and pro-
vide feedback? any materials bought from the supply store, by the materials manag-
er, in the budget sheet. However, everyone in the group should help
How will students engage with the calculations to ensure they are accurate. As your team con-
with one another?
structs the roller coasters, the team should test them and record the
How will you determine if results on your teams data collection chart. Also record what did
students are meeting the and did not work, in each test, in your science journals. Using the
intended learning objec-
tives? information, you will make adjustments and redesign your coasters
to fulfill the requirements. Even with your redesigns, like good sci-
At least 10 higher order
thinking questions (5 entists/engineers, you will follow the same testing and recording
math, 5 science). processes. Before I allow you to work with your groups, I want to
go over the data collection chart to be sure you understand it.
How is technology used to
impact student learning? Go over data chart with students: Use the meter ruler to measure/
record the distance traveled (by measuring the track after each re-
How are manipulative design, in centimeters) and record the time, in seconds, on the chart
materials used to enhance
development and learn- provided. Find the velocity by using the formula listed on the chart.
ing? Answer all student questions, to ensure understanding.
Allow students to divide into their teams and begin.
Explain
20 Minutes
How will you give stu-
dents the opportunity to
communicate their find-
ings and ideas explored
earlier in the lesson?
How will you introduce
vocabulary and key ideas
(connect the dots)?
How will you relate the
content to cross-cutting
concepts?
What questions will you
ask?
Closure
2 Minutes
-How will you end the
lesson?
-How will you determine
if students are meeting the
intended learning objec-
tives?
-Restate the objective and
make life connections.
During a whole group discussion, the questions below will be asked
and any questions the students may have will be answered. Students
are encouraged to use vocabulary terms, as they answer the questions
below.
Science Questions:
What did you have to do to make the marble roll all the way over
the hill?
Do you think air resistance would have an affect on a roller coaster?
How?
Explain how the height of the hills affects the coasters ability to
reach the end of the track.
Why do some marbles fall from the loop? How can you solve the
marble falling from the loop problem?
What variables will cause the marble to run out of energy? (turns,
hills, loops, friction, air resistance)
What can you do to make your design work better?
Math Questions:
How are you handling budget constraints?
When calculating speed, did you run into any problems, since con-
version was required?
How can we use decimals to help us represent and analyze data we
collect?
Looking at our class data chart, we see the speed of each team's
roller coaster. How can we find the whole classes average speed?
*Remember, it is a multi-step process!* (add each teams speed to-
gether and divide by the amount of teams)
Can we create a drawing or concrete model of each teams budget
information? How?
Why is it important to understand Newtons laws? How are these
laws applied to daily life? How can data collection be helpful in the
real world?
Today, we learned about Newton's laws and how they are applied in
the real world daily. As each team tested their models you all got the
hands on, visual experience of how forces have an effect on roller
coaster rides; as well as, measuring, calculating, and recording data in
order to redesign a better model.
Differentiation/
Planned Support
How will you provide
students access to learn-
ing based on individual
and group needs?(learn-
ing styles, multiple intel-
ligences)
How will you support
students with gaps in the
prior knowledge that is
necessary to be successful
in this lesson?
What accommodations
and modifications will
you use to reach students
with specific needs?(in-
cluding IEPs)
Whole class (variety of instructional methods):
This lesson sequence caters to various learning styles/preferences:
kinesthetic (construction of roller coaster),visual (roller coaster
powerpoint/pictures, and anchor charts), read/write/draw (Science
journal, data chart, and budget sheet), collaborative and individual
tasks.
Groups of students with similar needs (remediation and enrichment):
Enrichment:
Students will work in groups to come up with a way to slow the
marble, at the end of the roller coaster, by removing the cup from
the end of the rollercoaster and using materials to create friction.
The marble should stop 15 cm from the end.
Students may further study other facts about roller coasters and its
forces.
Students may work with the digital simulation for roller coasters.
Remediation:
brief reviews of the previous days lesson, was used to check for un-
derstanding for this lesson
Consistently check students for understanding, throughout each les-
son
Individual students (accommodations and modifications):
Joushua- Teacher assistance, Peer assistance, Extra time on quizzes
and assessments, Removal of table on math assessment (focus on
adding and subtracting money)
Tia-Teacher assistance, Peer assistance, Extra time on quizzes and as-
sessments, Removal of table on math assessment (focus on adding and
subtracting money)
What Ifs Time Management: Since some blocks are different lengths (some
What might not go as are 90 minutes and others are 60 minutes), students will be allowed to
planned and how can you
be ready to make adjust- begin where they left off the following day.
ments?
(classroom management Technology: If technology is unavailable, the teacher will provide
issues, technology, time
management, context) pictures of various roller coasters around the world for students to get
an idea of how roller coasters work, the loops and hills, and the differ-
ent designs.

Classroom Management Issues: The students will be advised that a

portion of their grade will be based on working in teams. At the of the
activity, students will be able to evaluate their peers on their participa-
tion, while working in teams.

Context: While working with teams, students should use vocabulary

terms, budget when discussing and constructing their rollercoaster.
The frequent use of vocabulary terms and calculations of budget will
help the students gain a deep understanding of the concepts and pro-
cesses. If the context is still too complicated, the teacher will break it
down piece by piece and show as many examples as possible.
Resources and Ma- Project Grading Checklist/Rubric (Teacher)
terials Entrance slips (1 per student)
What materials does the Math Journal
teacher need for this les-
son? Science Journals (Students)
Pipe Foam Insulation cut in half (5 Groups)
Marbles (1 per group)
Checklist (1 per group)
Graph Paper (3 per student)
Meter Ruler (1 per group)
Tape
Sand paper
Stop watch (1 per group)
What materials do the Paper cups
students need for this Boxes/Clear containers (1 per group)
lesson?
Check Register (1 per group)
Pre-plan Checking Register (1 per group)
Data Collection Chart/Table (1 per student)
Smartboard (video)
Anchor Charts (Roller Coaster System Chart, Roller Coaster Chal-
lenge Chart, Components/Tests Chart, Checking Register/Budget
Chart, Vocabulary)- Teacher
Assessments (Math/Science)
Math Activity
Academic Language Demands

Language Function Check all that apply:

What language function Analyze Argue Describe
do you want students to
develop in this lesson? Evaluate
What must students un- Explain Interpret Justify
derstand in order to be Synthesize
intellectually engaged in
the lesson? Compare/Contrast Construct Examine
Identify
Refer to scientific and
engineering practices, as Locate
well mathematical prac-
tices to determine what
students are doing.
Content Specific gravity- the force that pulls objects to toward the center of the Earth;
Terms force pulls physical objects to move towards each other
What vocabulary do stu- friction- the force that causes a moving object to slow down when it
dents need to support
learning of the learning is rubbing against another object
objective for this lesson? mass- body of matter (space) with no specific shape
distance- length
Include math and science
vocabulary. List and de- speed- that rate of which an object covers distance
fine. force- a push or pull
acceleration- increase in the rate or speed of something
deceleration- decrease in the rate or speed of something
weight- the heaviness of a person or thing
kinetic energy-moving energy
potential energy- stored energy
Newtons laws
1. First Law (Law of Inertia)- an object at rest tends to stay at rest,
and an object in motion tends to stay in motion, with the same di-
rection and speed.
2. Second Law- (F=ma) the acceleration of an object produced by a
net (total) applied force is directly related to the magnitude of the
force, the same direction as the force, and inversely related to the
mass of the object
3. Third Law- for every action (force) there is an equal and opposite
reaction
Use of Language Students will speak/listen during group discussions using scientific
What specific ways will and mathematical language.
students need to use lan-
guage (reading, writing, Students will write explanations and reasoning for how they solved
listening and/or speaking) mathematical problems. (Math assessment)
to participate in learning
tasks and demonstrate
their learning for this
lesson?

Students Abilities Since content vocabulary will be used, SPE students will be provid-
-What are your students ed with vocabulary words in print with pictures to use as a refer-
abilities with regard to
the oral and written lan- ence.
guage associated with Students may be assisted, by teacher or team peers, as needed.
this lesson?
-Are students using devel-
opmentally appropriate
materials?
-Are students using cor-
rect content vocabulary?
Support Team support
How will you support Use of vocabulary words/definitions with pictures (This is helpful
students so they can un-
derstand and use the lan- when trying to identify various forces on a roller coaster and Budget
guage associated with the sheet.)
language function (above) Roller Coaster Digital Simulation (Since students are intrigued with
and other demands in
meeting the learning ob- technology, the roller coaster digital simulation allows students to
jectives of the lesson? build and test the roller coaster to see what works, draw the roller
coaster in their journals, and circle the parts of the roller coaster that
didnt work. The student could then redesign the rollercoaster to fix
the parts that didnt work, using the journal drawings as a
reference.)
Frequent checks for understanding
Teacher support
Instructional Strategies and Learning Tasks (Day 3)
Description of what the teacher (you) will be doing and/or what the students will be doing.

Engage (Launch) Entrance ticket:

7 Minutes Insert a decimal point in the product to make the number sentence
true. Explain your reasoning.
How will you start the
lesson to engage and mo- 2.43 X 5.1 = 12393
tivate students in learn- 3.5 X 7.64 = 2674
ing? How will you assess Paul added these decimals: .4 + .7 and wrote .11 as the answer. Ex-
prior knowledge? State
the objective in student plain to Paul why he is incorrect, then solve the problem. Show your
terms. work!

Set the problem up correctly and solve. John had $3.68. He bought a
soda out of the soda machine for .5. What is Johns balance?

Have you ever experienced the feeling of being weightless? When?

Video demonstration of weightlessness in falling cup: http://www.pb-
slearningmedia.org/resource/phy03.sci.phys.mfw.zweightlessness/
what-is-quotweightlessness/

Discuss the math activity, as a quick review of decimals.

Today we will dig deeper into gravity and various forces. We will
continue to work to complete our redesigns, work with decimals more
as we test our rollercoasters and collect data, as a class. As you work
with your groups today, I want you to try to figure out where one may
experience weightlessness, while on a roller coaster ride. Your team
will work to finalize your final models, data collection charts, and
budget information.
Explore (Instruc- Tell students: Today, your team will continue to work in their
tion) groups to redesign their roller coasters. At this point, your team
30-40 Minutes should focus on wrapping up your redesigns. Each group will work
to redesign and their roller coasters, making sure their marbles stay
How will students partic-
ipate in inquiry-based on the track at all times and reach the end of it. Each time your
(hands-on/minds-on) group tests their designs, make sure to measure/record the distance
learning? traveled (by measuring the track after each redesign, in centimeters)
How will you link the new and record the time, in seconds, on the chart provided.
content (skills and con- The group accountant should finalize all records of any materials
cepts) to students prior bought from the supply store. The accountant should finalize the
academic learning and
their personal/cultural budget information.
and community assets? Your team should follow the criteria for success on the anchor
What will you say and chart to ensure they have all the necessary requirements added to
do? What questions will their rides.
you ask? How will you Once your group has satisfied all requirements, individually draw
monitor students and pro-
vide feedback? your final design. The final design drawing should include:
-Measurements (distance traveled of the actual model)
How will students engage -Labeled with all the forces (Potential, Kinetic, acceleration,
with one another?
friction, deceleration)
How will you determine if
students are meeting the The students will put all paperwork in the design portfolios and turn
intended learning objec-
tives? them into the teacher.
Winning team will present their roller coaster,
At least 10 higher order Students will take a Science quiz and math assessment.
thinking questions (5
math, 5 science). Each student will also write a brief summary/conclusion using their
vocabulary terms and identify parts of a roller coaster, for the Sci-
How is technology used to ence quiz.
impact student learning?
Movie of class will be presented
How are manipulative
materials used to enhance
development and learn-
ing?
Explain 15-20 During a whole group discussion, the questions below will be asked
Minutes and any questions the students may have will be answered.
How will you give stu-
dents the opportunity to
communicate their find-
ings and ideas explored
earlier in the lesson?
How will you introduce
vocabulary and key ideas
(connect the dots)?
How will you relate the
content to cross-cutting
concepts?
What questions will you
ask?
Closure 1 Through this project we have discussed various ways of decimal cal-
Minutes
How will you end the les-
son?
How will you determine if
students are meeting the
intended learning objec-
tives?
Restate the objective and
make life connections.
Differentiation/
Planned Support
How will you provide
students access to learn-
ing based on individual
and group needs?(learn-
ing styles, multiple intel-
ligences)
Science Journals: In your journals, complete your final drawing and
label it with the following forces:
-Weightlessness, Friction, Potential Energy, Kinetic Energy,
Deceleration, Acceleration
Science Questions:
How did you use gravity to help you build your rollercoaster?
Where was friction applied on your roller coaster? Why?
Where would someone experience weightlessness, while riding a
roller coaster?
How does weightlessness relate to outer space and astronauts?
How does your design meet the criteria to be successful?
How have you used failure points to improve your design?
Math Questions:
What challenges did you face, when working on a budget to build a
roller coaster?
How did you overcome these challenges?
How do decimals relate to fractions?
Why?
culations. We use decimals and budgets through everyday life, there-
fore it is crucial to master the computations of it. We have also dis-
cussed gravity and various forces. These are all important concepts,
as well, and can relate to many real world jobs today.
Whole class (variety of instructional methods):
This lesson sequence caters to various learning styles/preferences:
kinesthetic (construction of roller coaster),visual (roller coaster
video, pictures, and anchor charts), read/write/draw (Labeled blue-
print sketch, Science journal and checking register), collaborative
and individual tasks.
ligences)
Groups of students with similar needs (remediation and enrichment):
How will you support
students with gaps in the Enrichment:
prior knowledge that is Students will work in groups to come up with a way to slow the
necessary to be successful
in this lesson? marble, at the end of the roller coaster, by removing the cup from
the end of the rollercoaster and using materials to create friction.
What accommodations The marble should stop 15 cm from the end.
and modifications will
you use to reach students Students may further study other facts about roller coasters and its
with specific needs?(in- forces.
cluding IEPs) Students may work with the digital simulation for roller coasters.

Remediation:
Review of previous lesson content before introducing new content
Consistently check students for understanding, throughout each les-
son
Individual students (accommodations and modifications):
Joushua- Money Manipulatives, only asked to do the money ques-
tions on tests, broke down questions to student understanding
Tia- Money Manipulatives, only asked to do the money questions on
tests, broke down questions to student understanding
What Ifs Time Management: Since some blocks are different lengths (some
What might not go as are 90 minutes and others are 60 minutes), the video can be taken out
planned and how can you
be ready to make adjust- of the shorter blocks and teacher will hold a brief discussion about
ments? background information students need to know about roller coasters.
(classroom management
issues, technology, time
management, context) Technology: If technology is unavailable, the teacher will provide
pictures of various roller coasters around the world for students to get
an idea of how roller coasters work, the loops and hills, and the differ-
ent designs.

Classroom Management Issues: The students will be advised that a

portion of their grade will be based on working in teams. At the of the
activity, students will be able to evaluate their peers on their participa-
tion, while working in teams.

Context: While working with teams, students should use vocabulary

terms, budget when discussing and constructing their rollercoaster.
The frequent use of vocabulary terms and calculations of budget will
help the students gain a deep understanding of the concepts and pro-
cesses.
Resources and Ma- Rubric/Checklist
terials Science Journals
What materials does the Pipe Foam Insulation cut in half
teacher need for this les-
son? Marbles
What materials do the Tape
students need for this Sand paper
lesson?
Stop watch
Folders
Budget Sheets (3 per group)
Smartboard (video)
Anchor Charts (Roller Coaster System Chart, Roller Coaster Chal-
lenge Chart, Vocabulary)
Vocabulary Words in Print with Pictures (SPE students-x3)
Math Assessment (1 per student)
Science Vocabulary Quiz (1 per student)

Academic Language Demands

Language Function Check all that apply:

What language function Analyze Argue Describe
do you want students to
develop in this lesson? Evaluate
What must students un- Explain Interpret Justify
derstand in order to be Synthesize
intellectually engaged in
the lesson? Compare/Contrast Construct Examine
Identify
Refer to scientific and
engineering practices, as Locate
well mathematical prac-
tices to determine what
students are doing.
Content Specific gravity- the force that pulls objects to toward the center of the Earth;
Terms force pulls physical objects to move towards each other
What vocabulary do stu- friction- the force that causes a moving object to slow down when it
dents need to support
learning of the learning is rubbing against another object
objective for this lesson? mass- body of matter (space) with no specific shape
distance- length
Include math and science
vocabulary. List and de- speed- that rate of which an object covers distance
fine. force- a push or pull
acceleration- increase in the rate or speed of something
deceleration- decrease in the rate or speed of something
weight- the heaviness of a person or thing
kinetic energy-moving energy
potential energy- stored energy
Newtons laws
1. First Law (Law of Inertia)- an object at rest tends to stay at rest,
and an object in motion tends to stay in motion, with the same di-
rection and speed.
2. Second Law- (F=ma) the acceleration of an object produced by a
net (total) applied force is directly related to the magnitude of the
force, the same direction as the force, and inversely related to the
mass of the object
3. Third Law- for every action (force) there is an equal and opposite
reaction
Use of Language Students will speak/listen during group discussions using scientific
What specific ways will and mathematical language.
students need to use lan-
guage (reading, writing, Students will write explanations and reasoning for how they solved
listening and/or speaking) mathematical problems. (Math assessment)
to participate in learning Students will write a final reflection of their projects (Science).
tasks and demonstrate
their learning for this
lesson?

Students Abilities Since content vocabulary will be used, SPE students will be provid-
-What are your students ed with vocabulary words in print with pictures to use as a refer-
abilities with regard to
the oral and written lan- ence.
guage associated with Students may be assisted, by teacher or team peers, as needed.
this lesson?
-Are students using devel-
opmentally appropriate
materials?
-Are students using cor-
rect content vocabulary?
Support Team support
How will you support Use of vocabulary words/definitions with pictures (This is helpful
students so they can un-
derstand and use the lan- when trying to identify various forces on a roller coaster and budget
guage associated with the sheet.)
language function (above) Roller Coaster Digital Simulation (Since students are intrigued with
and other demands in
meeting the learning ob- technology, the roller coaster digital simulation allows students to
jectives of the lesson? build and test the roller coaster to see what works, draw the roller
coaster in their journals, and circle the parts of the roller coaster that
didnt work. The student could then redesign the rollercoaster to fix
the parts that didnt work, using the journal drawings as a
reference.)
Frequent checks for understanding
Teacher support

Evaluation (Assessment) (3 Day Unit) (8 pts)

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objec-
tive(s). Attach a copy of the assessment to this document.

Type of Assessment Day 1 In- Students will be assessed based on their day 1 budget pre-
(Formal or Informal) formal plan calculations and whole group discussions.
Day 2 In- Present a colored paper with tiny squares on it. Have the
formal students make a chart, in their math journals and label the
top columns: color, fraction, decimal. Down the side la-
bel each row:blue, red, yellow,green. Once students have
completed the chart, present the formulas to them and
have them solve in decimal form. b+r, r-y, gxb, y/g

Day 3 Decimal Assessment

Formal
Description of the Day 1 In- Students will be assessed based on their labeled blue-
Assessment formal prints, goals for models (Distance and Time), and essen-
tial questions statement in their science journals. The
teacher will walk around with a checklist to measure stu-
dent understanding.
Day 2 In- Students recorded their ideas. They were asked to show
formal revisions they made to designs and how the revisions
helped.
Day 3 Students will be assessed on their individual final design
Formal drawing of their roller coaster and the content in the
group design portfolios. They will also be assessed on
their final conclusions/summaries of the roller coaster
project (correct use of at least four vocabulary terms=
4/10, RAD + g=4/10, no pronoun usage 2/10). Science
quiz will be distributed.

Modifications to the ID Modifications: (Adjusted grades- 2nd grade)Math-Student assess-

Assessment ment will be modified by removing the problems that are not money
related and removal of problems with multiplication and division re-
quirements.
SLD Modifications: (Adjusted grades- 2nd grade)Math-Student as-
sessment will be modified by removing the problems that are not
money related and removal of problems with multiplication and divi-
sion requirements.
ID Accommodations: Student will receive extra time for assessment
and/or the assessment will be shortened. Students will also receive
(money) manipulatives to help them solve problems.
Evaluation Criteria Decimals Assessment- This assessment includes computations of dec-
What evidence of student imals and explanation of the computations.
learning (related to the Science Quiz- This quiz includes vocabulary questions and essay
learning objectives and
central focus) does the questions about gravity and Newtons laws.
assessment provide?

Complete the formal as-

sessment with answers Decimals Assessment- Each question is worth 2 points each. The stu-
that would sufficient. dents grade will be based on how many answers were correct out of
Attach a rubric if needed. the total number of questions.
How will assign a grade Science Quiz- Each question is worth 2 points each. The students
for this evaluation?
grade will be based on how many answers were correct out of the total
number of questions.
Elaboration (3 Day Unit)
Describe the way in which you will extend students learning and connect the content to the real world.
 Real-World Con- Students will work in groups to come up with a way to slow the mar-
nection ble, at the end of the roller coaster, by removing the cup from the end
How does this science of the rollercoaster and using materials to create friction. The marble
concept relate to students should stop 15 cm from the end.
lives?
How does the math con-
cept relate to students In a whole group discussion, we will talk about how gravity affects
lives? various things in your life.
How can you connect it Faucet with running water (runs downward)
going forward in the cur-
riculum? Things that stay on floor, such as shoes (gravity pulls them down)
Running up and down the stairs.
Riding your bike up or down the hill.
Try and find how the force of gravity is present in everything you do!

We know decimals are applied in our everyday lives through money,

but what are some other ways we use decimals in our lives? Why is it
important to know how to calculate decimals in real world scenarios?
(for math/science-temperatures; math-conversions, measurements,
data analysis, etc.)
Learning Station/ Gravity:
Project/Homework Students will research and list things that engineers build, in which
How will students apply gravity plays a major role.
this information in a new
way/learning situation?
Decimals: http://www.coolmath.com/prealgebra/02-decimals

Works Cited:
https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.7
http://hippocampusmath.blogspot.com/2011/09/applying-functions-roller-coaster.html
http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.zweightlessness/what-is-
quotweightlessness/
http://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.rollercoaster/energy-in-a-
roller-coaster-ride/
http://www.physics4kids.com/files/motion_laws.html
http://www.merriam-webster.com/dictionary/