The document describes a 4-period science lesson plan about collisions for 8th grade students. The lesson uses the video game Fortnite Creative to allow students to experiment with collisions and test Newton's third law of motion. Students will design experiments manipulating variables like ball size and material to measure the distance balls move after collisions. They will collect data, analyze results, and compare the game's physics to the real world. The goal is for students to understand how the behavior of colliding objects can be predicted and how well Fortnite simulates real-life physics.
The document describes a 4-period science lesson plan about collisions for 8th grade students. The lesson uses the video game Fortnite Creative to allow students to experiment with collisions and test Newton's third law of motion. Students will design experiments manipulating variables like ball size and material to measure the distance balls move after collisions. They will collect data, analyze results, and compare the game's physics to the real world. The goal is for students to understand how the behavior of colliding objects can be predicted and how well Fortnite simulates real-life physics.
The document describes a 4-period science lesson plan about collisions for 8th grade students. The lesson uses the video game Fortnite Creative to allow students to experiment with collisions and test Newton's third law of motion. Students will design experiments manipulating variables like ball size and material to measure the distance balls move after collisions. They will collect data, analyze results, and compare the game's physics to the real world. The goal is for students to understand how the behavior of colliding objects can be predicted and how well Fortnite simulates real-life physics.
The document describes a 4-period science lesson plan about collisions for 8th grade students. The lesson uses the video game Fortnite Creative to allow students to experiment with collisions and test Newton's third law of motion. Students will design experiments manipulating variables like ball size and material to measure the distance balls move after collisions. They will collect data, analyze results, and compare the game's physics to the real world. The goal is for students to understand how the behavior of colliding objects can be predicted and how well Fortnite simulates real-life physics.
COLLISION DECISION 1 SCIENCE GRADE 8 FOUR 45-MINUTE PERIODS
Colliding objects offer a prime opportunity to explore the laws of physics. Fortnite Creative features collisions, making it an excellent way to experiment with the basic principles of physics, including Newton’s third law.
Exactly how well do the physics in Fortnite replicate those found in real life? Do the game’s physics support Newton’s third law regarding the forces of action and reaction? Let’s find out!
In this lesson, students will design an experiment to manipulate objects, measure object interactions, and draw conclusions about Newton’s third law by bashing objects together.
During the process, they will:
• Design a solution to a problem.
• Model interactions before and after a collision. • Collect evidence and make claims based on evidence. • Compare and contrast real-world and video game physics.
Let’s start smashing!
Link to Introductory Video: https://www.youtube.com/watch?v=C6-p2ON0zrA
TABLE OF CONTENTS
04 LESSON | AUTHOR | CLASS INFORMATION
05 DESIRED RESULTS
05 LESSON PLAN
09 ASSESSMENT
10 STANDARDS MAPPING LESSON | AUTHOR | CLASS INFORMATION
LESSON INFORMATION Lesson Title: Collision Decision Content/Grade: Science: Grade 8 Lesson Timeframe: Four 45-minute class periods
AUTHOR CONTACT Author, Organization/Role: Scott Beiter, Rensselaer Junior Senior High School, Science Teacher Email: sbeiter@rcsd.k12.ny.us Twitter: @pentaclethra LinkedIn: linkedin.com/in/scott-beiter-79876b184
DESCRIPTION OF CLASS/LEARNING ENVIRONMENT
The classroom or lab has one computer per student that can run Fortnite Creative Island. Students Rensselaer City School District is a small public school, consisting of one pK-12 building. My current learning environment is a science classroom with tables for 24 students and six lab tables. I have four sections of eighth grade science with class sizes of 19 to 27 pupils. We are classified as a high-needs district. I also have ELL students and students with IEPs enrolled in the classes I teach.
The learning environment for this lesson requires computers or mobile devices able to run Fortnite Creative. Other than that requirement, any classroom would work, particularly for the extension activity.
LESSON OVERVIEW Colliding objects offer a prime opportunity to explore the laws of physics. Fortnite Creative features collisions, making it an excellent way to experiment with the basic principles of physics, including Newton’s third law.
Exactly how well do the physics in Fortnite replicate those found in real life? Do the game’s physics support Newton’s third law regarding the forces of action and reaction? Let’s find out!
In this lesson, students will design an experiment to manipulate objects, measure object interactions, and draw conclusions about Newton’s 3rd law by bashing objects together.
COLLISION DECISION 4 During this process, they will:
• Design a solution to a problem.
• Model interactions before and after a collision. • Collect evidence and make claims based on evidence. • Compare and contrast real-world and video game physics.
Let’s start smashing!
DESIRED RESULTS
ESSENTIAL QUESTIONS/BIG IDEAS
How can the behavior of objects during collisions be predictable? How well do the physics of Fortnite match those of real-life?
LEARNING OUTCOMES/OBJECTIVES Students will learn:
• Design a controlled experiment.
• Describe collisions in terms of Newton’s third and second aws. • Make predictions about motion resulting from collisions. • Run an experiment in Fortnite Creative. • Analyze data.
LESSON PLAN
LEARNING ACTIVITIES The lesson is based on the 5E model of science instruction: Engage, Explore, Explain, Elaborate, Evaluation
Extend is an additional application of the ideas within the 5E lesson that is often included as part of the 5E model.
COLLISION DECISION 5 ENGAGE Students will learn about the phenomena of collisions through a variety of videos, including Newton’s Cradle and a Safety Car Crash test video.
Video 1: Snow Collision
Video 2: EYC funny snow tube collision Video 3: Keansburg, New Jersey's Bumper Car Psychos Video 4*: BUMPER CARS For LOOT in Fortnite!
*Note: Video 4 is a bumper car mini-game in Fortnite.
EXPLORE Students will explore the physics of collisions using Fortnite Creative.
Students will choose one independent variable related to the Ball Spawner to see how it changes the dependent variable. All other variables should be controlled. You can display the blank table below on a screen, along with the research question.
RESEARCH QUESTION How does [independent variable] affect the distance a ball moves when colliding with another ball in Fortnite Creative?
INDEPENDENT VARIABLES DEPENDENT VARIABLE
Ball size Ball Type Distance ball moves Ball Material Ball distance up ramp
COLLISION DECISION 6 DATA TABLE:
INDEPENDENT DISTANCE DISTANCE DISTANCE AVERAGE
VARIABLE TRIAL 1 TRIAL 2 TRIAL 3 DISTANCE
PARAMETER 1
PARAMETER 2
PARAMETER 3
PARAMETER 4
SAMPLE DATA TABLE:
DISTANCE DISTANCE DISTANCE AVERAGE
BALL SIZE TRIAL 1 TRIAL 2 TRIAL 3 DISTANCE
SMALL
MEDIUM
LARGE
SUPER
COLLISION DECISION 7 Notes / Project Guidelines:
• Emphasize to students that in a controlled experiment, the scientist changes only one independent variable at a time. For example, if we are testing ball size, the size of the ball that is hit will remain the same, while the size of the ball colliding with it will change (or vice versa). • Have students create a sketch (model) of what their device will look like in Fortnite. • Students should decide all of the above BEFORE they construct their device in Fortnite. • Students should have their data table prepared before they construct their rolling device in Fortnite Creative. • Students will then use Fortnite to construct their ball rolling device and collect data using the following steps: • Change the ball settings under the “Customize” section of the editing menu for the ball spawner. • Select a “default” ball type and material to use as a control. • Construct a data table. • Place a distance marker by pressing the mouse scroll wheel from the point of origin to the location where the ball stopped. • Compute the average distance the ball travels for each parameter. • Graph the data to use as evidence for the conclusion.
NOTE: Balls may continue to move in Fortnite until they hit an object and may only seem to “stop”. Students should look for that moment when the ball “stops.”
EXPLAIN
Students will explain the physics by submitting a lab report and video of their research. The student’s explanation will be noted in the Claim, Evidence, Reasoning (CER) section of their report.
EVALUATE
The teacher will assess student understanding based on mastery of rubric, a lab report, and a video submission. The teacher should feel free to have students show evidence of learning in whatever way they deem appropriate; other methods to show evidence of learning may include a blog post or website.
EXTEND
Have students design an experiment similar to the Fortnite experiment (using the same data table) to examine how collisions behave with marbles and/or steel bearings. Students should reflect on and document differences noted between the fortnite experiment and the physical experiment.
COLLISION DECISION 8 EXTERNAL RESOURCES
NGSS Report Template
Collision Decision Slides
Video 1: Snow Collision
Video 2: EYC funny snow tube collision Video 3: Keansburg, New Jersey's Bumper Car Psychos Video 4*: BUMPER CARS For LOOT in Fortnite!
ASSESSMENT
ASSESSMENTS Completed lab report including:
• Guiding question • Hypotheses • Procedure • Data table and results • Conclusion / reflection
Sample lab report template: NGSS Report Template
RUBRIC MS PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
COLLISION DECISION 9 COLLISION DECISION RUBRIC
DOK 1 DEVELOPING TASK
Student identifies the phenomena and purpose Sketch and model of their collision device with of the investigation as well as components of labeled components. the model including: applied forces, friction, mass, and acceleration.
DOK 2 PROGRESSING TASK
Student explains or describes the relationship Explanation of relationships is provided in
between force, mass, and acceleration. Evidence summary media (video, blog, etc.) and/ or is cited to defend claims. research report.
DOK 3 EXTENDING TASK
Student connects their experiment to Newton’s Claim, Evidence, and Justification / Reasoning Laws of Motion. Conclusions are justified by are thought out, and reflect an understanding of the student and based on evidence from their Newton’s Laws of Motion and how they apply to designed experiment. a collision.
STANDARDS MAPPING
NGSS MS-PS2-2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can: MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces exerted on the object and the mass of the object.
ISTE STANDARDS
3 Knowledge Constructor Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
COLLISION DECISION 10 4 Innovative Designer 4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. 4c Students develop, test and refine prototypes as part of a cyclical design process. 4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. 5 Computational Thinker 5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions. 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. 5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. 6 Creative Communicator 6a Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations. 7 Global Collaborator 7a Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
INTERDISCIPLINARY AND 21ST CENTURY CONNECTIONS
This lesson covers areas related to engineering, science, and multimedia design. This lesson integrates all areas of STEM / STEAM.
