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    Step 1: Inquiry Approaches To Teaching

    Uploaded by

    TanyaTouché
    The document provides a 5E lesson plan for teaching 5th grade students about how the shape of an object affects how quickly it falls to the ground. In the lesson, students will work in groups to drop paper ghosts with different arm positions and record which stays in the air longest. They will then analyze their data to determine if their initial hypotheses about which ghost would fall slowest were correct. Students will learn that changing an object's shape can create more surface area exposed to air resistance, slowing its fall due to increased drag.

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    © All Rights Reserved
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    Step 1: Inquiry Approaches To Teaching

    Uploaded by

    TanyaTouché
    43 views4 pages
    The document provides a 5E lesson plan for teaching 5th grade students about how the shape of an object affects how quickly it falls to the ground. In the lesson, students will work in groups to drop paper ghosts with different arm positions and record which stays in the air longest. They will then analyze their data to determine if their initial hypotheses about which ghost would fall slowest were correct. Students will learn that changing an object's shape can create more surface area exposed to air resistance, slowing its fall due to increased drag.

    Original Description:

    spinning ghosts

    Original Title

    L2

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    The document provides a 5E lesson plan for teaching 5th grade students about how the shape of an object affects how quickly it falls to the ground. In the lesson, students will work in groups to drop paper ghosts with different arm positions and record which stays in the air longest. They will then analyze their data to determine if their initial hypotheses about which ghost would fall slowest were correct. Students will learn that changing an object's shape can create more surface area exposed to air resistance, slowing its fall due to increased drag.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    43 views4 pages

    Step 1: Inquiry Approaches To Teaching

    Uploaded by

    TanyaTouché
    The document provides a 5E lesson plan for teaching 5th grade students about how the shape of an object affects how quickly it falls to the ground. In the lesson, students will work in groups to drop paper ghosts with different arm positions and record which stays in the air longest. They will then analyze their data to determine if their initial hypotheses about which ghost would fall slowest were correct. Students will learn that changing an object's shape can create more surface area exposed to air resistance, slowing its fall due to increased drag.

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    © All Rights Reserved
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    Step 1: Inquiry Approaches to Teaching

    UTeach Program - The University of Massachusetts Lowell


    5 E Lesson Plan
    Author(s)

    Rakesh Buchan, Tanya Touch

    Title of Lesson

    Spinning Ghosts

    Grade Level

    School

    Englesby Middle School

    Date of Lesson
    Massachusetts Framework Standards
    Position and Motion of Objects
    Connections
    Describe the various ways that objects can move
    Essential Question
    Demonstrate that the way to change the motion of an object is to
    (students
    should
    exploring
    to find an explanation to this
    question)
    (copy
    andbe
    paste
    from framework)
    apply
    a force
    How does the shape of an object affect how quickly it falls to the ground?
    Math/Science Concept
    In the box below write down the key points about the specific topic.
    A force is a push or pull that changes the motion of an object. Air resistance is the force that acts opposite to the
    direction of motion.
    Learning Objectives
    Students will be able to
    Write and test a hypothesis
    Identify opposing forces
    Conduct multiple trials
    Collect accurate data
    Explain differences in terms of force
    Answer related questions by interpreting data
    Materials List include a list of number
    and sets of materials including
    worksheets

    Key words and phrases for lesson


    (these must be printed out and displayed)
    Force
    Area
    Air Resistance
    Constant
    Independent Variable
    Dependent Variable

    4 students in a group
    4 ghosts per group with paperclips
    1 packet per student
    Sheet of paper per student (engagement)
    Post it notes (engagement)

    Step 1: Inquiry Approaches to Teaching

    Safety
    Consider what unexpected scenarios may occur during the
    lesson, and what you would do if it occurs. Safety features
    are not just pertaining to use of equipment. It will also
    include movement about the classroom

    Accommodations
    What accommodations will you make for
    students who are ELL, have Special needs, fast
    workers, slow workers etc.?

    Do not unroll paper clips and poke each other


    Beware of paper cuts

    Place student in more suited group that can help if student


    getss off track. Spend time with student going over
    directions, help construct data table, and collect data, if
    necessary.

    Engagement: Estimated Time: __10________


    What the teacher does AND how will the teacher direct
    students: (Directions)
    Write in ALL Probing Questions: Critical questions that will
    connect prior knowledge and create a Need to know
    Ask students to pull out a piece of paper and drop it on the
    floor, next ask them to crumple paper up into ball, before
    dropping the paper ball to the floor. Ask them which one
    would fall to the floor faster.
    Pass out materials and post it notes to students while doing
    engagement.
    Write name on post it notes which one do you think will spin?

    Expected Student Responses AND


    Misconceptions - think like a student to
    consider student responses INCLUDING
    misconceptions (italics)
    Students will say the crumpled ball will fall to
    the floor first. The paper ball is heavier than
    the sheet of paper

    Students will most likely not pick Ghost A (the


    constant).

    Exploration: Estimated Time: ___30_______


    What the teacher does AND what the teacher will direct
    students to do: (Directions). Write down ALL Probing
    Questions: Critical questions that will guide students to a
    Common set of Experiences
    Explain to students that each one will be getting a ghost, since
    there are 4 students to a group, they each will have their ghosts
    with different arm positions. With what they just saw, predict
    which ghost will stay in the air longest amount of time.

    Expected Student Responses AND


    Misconceptions - think like a student to
    consider student responses INCLUDING
    misconceptions (italics)
    Students may complain about the ghost they
    will receive.
    Students may change the orientation of their
    ghost to their own preference. Student may
    forget to record their data.

    Write down their hypothesis and identify the variables before


    dropping the ghosts.
    Have students come up with method of how to test which ghost
    will stay in air longest. Students will be told to start their
    exploration and record data.

    Drop from highest equal point


    Ex. Test 2 ghosts at a time. Two students with
    different ghosts drop at same time, one
    person watching to see which hits the floor
    first, one person records data
    Drop all 4 ghosts at the same time

    Step 1: Inquiry Approaches to Teaching


    After all students figure out which arm ghost position stays in
    the air longest/spins, have them go back to their hypothesis. Was
    their prediction correct?
    What differences do you notice with the different ghosts?

    They dont fall the same way because some of


    them are heavier

    Explanation: Estimated Time: ___15_______


    What the teacher does AND what the teacher will direct
    students to do: (Directions). Include ALL Clarifying Questions:
    Critical questions that will help students clarify their
    understanding and introduce information related to the lesson
    concepts & vocabulary

    Expected Student Responses AND


    Misconceptions - think like a student to
    consider student responses INCLUDING
    misconceptions (italics)

    Why did changing the placement of the ghosts arms make a


    difference?

    Changing the shape creates more pockets


    to catch air

    What other independent variable could you change (while keeping


    the ghosts shape constant) to affect how quickly it falls to the
    ground?

    The paper clip's position.


    Turning the ghost upside down, dropping
    it lower

    Air resistance is a type of force that opposes the motion of the


    object. (Students should be able to make a connection with the
    previous involving the air resistance with the sails)
    How is the air resistance affecting the ghosts differently? (Draw
    diagram of air molecules against different surface areas)

    The air is only hitting one side of the


    ghost. Students may draw the air
    resistance going in the wrong direction.

    Elaboration: Estimated Time: __15_______


    What the teacher does AND what the teacher will direct
    students to do: (Directions). Include ALL Probing Questions:
    Critical questions that will help students extend or apply their
    newly acquired concepts/skills in new situations
    What are the forces acting on the spinning ghost as it falls to the
    ground?

    Expected Student Responses AND


    Misconceptions - think like a student to
    consider student responses INCLUDING
    misconceptions (italics)
    Air resistance (upward) and gravity
    (downward) wind, pressure

    Where have you seen (designs of different ghosts) before?

    Helicopter seeds, Helicopters,

    What would happen to the ghosts if there werent any air


    resistance?
    What other real life situations use air resistance?

    The ghost would fall to the ground faster.


    Ghost will stay in the air longer.
    Drag racers, airplanes, parachutes,
    helicopter seeds

    What factors would affect air resistance?

    Objects surface area and shape

    Step 1: Inquiry Approaches to Teaching

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