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Lesson Plan EDEL 443 Sandra Montgomery How Far Can You Throw Suggested Grade Level: Sth grade ‘Time Allotment: 40-45 minutes. Materials: 3 x S cards for each student ‘Whistle 2.3 sets of weighted objects; 2 pound, 4 pound, and 8 pounds Data sheet form (sec attached) one per student 1 60-100 ft, measuring tapes Sidewalk chalk Something you can use asa line forthe students to stand behind for ex. a yardstick, rope, ete. Lst of definitions to put up on the Elmo or power point. ‘Teacher preparation: ‘+ Need to make the weights, Go to a thrift store and find the heaviest material you find, ‘* Need quart bags and gallon bags. Make sure you double up on the bags. + Inthe quart bag, you will weigh out 2 Ibs. dir, rice, of beans (I used dint, its free). In the gallon bags fill the bags 4 Ibs and the 8 Ibs. bags, until you get the needed number of ‘weighted bags. ‘© When making the bean bag take the material and double it over, Make sure it's big enough to fold over again. When itis folded over again there will be one side that won't ‘open, because of the fold. Sew the side that is perpendicular to the folded side, Put the bag in the middle of it, push it as far to the sewed and folded sides, and measure how ‘much material is needed and cut to specific length. Then go and sew the other side that is perpendicular to the fold. You are then left with one side that is open. Then put the bag with the dirt that is already measured out inside the prepared bag, and then sew up the side that is left open. NOTE: When sewing the sides, go over the each side 3 or 4 times, which will strengthen the seams. ‘* Repeat each step with each weighted bag, ‘© Make 3.x 5 cards with the question of, how far did you throw the 2 pound mass, 4 pound ‘mass, and 8 pound mass, One for each student, ‘= Prepare before class, inthe area you are going to do this, mark the sidewalk with the measurements. Probably won't need more than 60 feet. Also, draw a throwing line across the pavement, or where ever you have them throwing. Mark every $ feet, ifit sin between the points, then have the measurer estimate the distance. For example if it is between 5 and 10 feet, the measurer will estimate ifit is 7 ft, 8 8. teens Sage elk fee 8 ois do ae gos Diy eS Lesson Overview There are three laws of motion, discovered by Isaac Newton. This lesson introduces Newton's Second Law of Motion. Teacher will explain what they want the students t-do, the teacher then will take the students outside and have them throw the three weighted objects and have them measure the distance that they threw. With this they will see several things; they will see that the heavier the mass the greater the force will be. ‘The second law of motion is acceleration, Acceleration is produced when a force acts on a mass and makes it slow down, speed up, of changes direction. ‘This lesson will have measuring done in it; it will be best if there is a lesson done on measuring, so that the students know how to measure. ‘The students are to concentrate on how hard they threw the bags. ‘They have to throw each bag. as hard as they can to get the effects of the firce needed to throw each weighted object. Classroom Safety Because we will be throwing weighted objects, students WILL NOT throw items at any other student, only in the designated area. This activity will need to be done outside, Content Area from Nevada Science Standard Forces and Motion (Physical Science Unifying Concept B) Science Achievement Indicators P.5.B.2 Students know how the strength of a force and mass of an object influence the amount of change in an object’s motion. Content Objective * Students will be able to demonstrate Newton's Second Law of Motion. Students will be able to define force, mass, and acceleration. = Students will be able to state that they had to use greater force to throw the greater mass. = Students will be able to identify when they needed to use greater force when they throw the heavier mass. Key Vocabulary Force: A force is any push or pull from one object to another. Acceleration: Speeding up, slowing dawn or the changing directions of an object. Mass; is the amount of matter in an object. Activity «Provide each student with a data sheet and the 3 x 5 cards with question, how far did you throw the 2 Ib, mass, 4 Ib. mass, and 8 Ib. mass. ‘© Using the Elmo, have students show the data sheet and then explain the directions to them, ‘Content Discussion ee F a = emvvauseunnstamaessas Begin a discussion about the level of force they had to use with the 4 pound and 8 pound weight to try and get it to the weight to the same spot of the 2 pound bag and why they had to use more force to try and get il there. Discuss with the students that they just experienced Newton's Second Law of Motion, which is the greater the mass, the greater the amount of force needed to move the object inthe same distance as the lighter mass. Display Newton's Second Law on the Elmo and have the children write it on question 7, Have them compare questions 6 with question 7 and see how close they came. Discuss that acceleration is speeding up, slowing down, changing directions and have the students tell them when their weighted masses accelerated. Teacher and students will continue with review and the discussion of force, acceleration, and mass. Studenis will write down definitions in their study journals. Have them turn in their work. Assessment Students will complete a graphic organizer (looks like a brainstorm system) of Newton's Second Law of Motion. They will list the three characteristics and give two examples of Newton's Second Law of Motion. Then ask questions of what is mass, force, acceleration, balanced. Give areal life question, 50 they can see that this happens in the real world. The test is an individual test; they can't discuss what's on the assessment, Cross Curricular Extensions Math = measuring distances, are the throws linear? charting and graphing, this will show if the throws are linear, Review how to convert inches to feet, feet to inches. Convert them using the metric system. Students who finish may quietly and respectfully stand and observe the other students and see if they are getting the results like what they got. For example, the 2 Ib. mass will ‘go the farthest, the 4 1b. mass will end up in the middle, and the 8 Ib. will go the least distance. When the activity is done collect the weighted bags and all other materials and return to the classroom and resume instruction. Have the student's answer 3, 4, 5 and 6, which is the blue section, and then have them touch their ear when they complete the questions. This way you can see who is done and who isn't, Ask the students what mass went the farthest? Which mass went the least distance? Data/Question Form 1, Predict which mass will go the: Farthest: Middle: Least distance: 2. Which one do you think you will have to use the most force to move the mass? The Least? 3. Circle the mass that was the easiest force, underline the mass that was the medium force, and a square around the one that was the hardest force. Then put the distance you threw the mass. 2 pound weight? 4 pound weight? 8 pound weight? = 4. What did you have to do-with the 4 pound and 8 pound bags to try and get it to the same distance as the 2 pound bag? Why? 5. How did your bag accelerate? 6. What do you think is Newton's Second Law? Second Law? Assessment Questions 1-5, Directions; in the square boxes list the three things (characteristics) that make up Newton's Second Law of motion. In the ovals list an example of Newton's Second Law of Newton's 2nd Law of Motion 6. What is foree? 7, What is mass? 8. What is acceleration? 9. When a horse is pulling a buggy, what would you need to do to make the buggy go faster?

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