5E Lesson Plan By Jessica Grandlinard

Transcription

1 5E Lesson Plan By Jessica Grandlinard Lesson: Comparing Speed of Objects Length: 40 Minutes Age or Grade Level Intended: 4 th Grade Lesson taken from Academic Standard(s): Science Make appropriate measurements to compare the speeds of objects in terms of the distance traveled in a given amount of time or the time required to travel a given distance. Performance Objective(s): After recording the distance traveled in one minute by hopping, walking backwards, walking (regular rate), and speed walking, the students will compare the speed of each method by creating a table. After recording the distance traveled in one minute by hopping, walking backwards, walking (regular rate), and speed walking, the students will compare the speed of each method by creating a graph of the information. Assessment (Evaluate): For this assessment, the students will complete a worksheet with questions related to speed, a chart with the data collected from the movement experiment, and a graph representing the data collected. A grade will be taken on all of information collected. Advance Preparation by Teacher: Chalk/Chalkboard Stopwatch, one for each group Measuring stick, one for each group Graph paper, one for every student Worksheet, one for every student Pencils, one for every student Bubble gum, one piece for every student Procedure: Introduction/Motivation (Engage): Ask the students how fast they think they can walk. Record answers on the board. Explain to students that they are about to discover how to calculate speed. Ask the students, Does anybody know how to calculate speed?. Call on several students, then tell the students that speed is speed = distance/time. In order to see if they can beat the time they mentioned earlier, they must calculate speed by using this for

2 Step-by-Step Plan: 1. Place students into groups of two. If there is an odd number of students, make one group of three. (Gardner: Interpersonal) 2. Give the students the worksheet. Explain to the students that as they are collecting the data, they need to fill out the table on the worksheet. Go to a large area, such as a track or hallway to allow students with plenty of room to conduct their experiments. Explore 3. Allow students to practice the different movements (hopping, walking backwards, walking (regular rate), and speed walking) they will be doing during the time trials. NO TIMINIG OR MEASURING SHOULD BE COMPLETED! After students have had a chance to experiment, have the students make a hypothesis about which method they think will be the fastest for them. (Gardner: Bodily/Kinesthetic) 4. Once the students have practiced their moves, have each group choose one person to do the movements, and one person record the time. Have the group choose an official starting location, and have one person in the group mark the starting spot with masking tape. Each group should go in a straight line. 5. Have the student complete all of the different types of movements (one at a time): hopping, walking backwards, walking (regular rate), and speed walking. The person doing the motions should go as fast as possible. 6. After ten seconds, the timer stops the stopwatch and the person doing the movement stops. The timer records how far the student doing the motions has traveled in ten seconds. Continue this until all of the data has been collected for the person. (Gardner: Logical/Mathematical) 7. Once the first person is done, each person switches roles until all of the data has been collected. Explain 8. After everyone has their data, bring the class together for a class discussion 9. Start the discussion off by taking a poll. Make a graph on the board and ask the students what their fastest and slowest way of moving was. (Gardner: Logical/Mathematical, Visual/Spatial) 10. After the graphs have been made, ask the students, Why do you think the fastest way for most people was and the slowest for most people was?. Listen for answers. (Bloom: Analysis) 11. Ask the students, Are the results from all of the different ways of moving fairly similar, or is there one or two that are very different from the rest?. (Bloom: Comprehension) 12. Ask the students, In your opinion, is our data reliable? Why or why not? (Bloom: Evaluation) 13. Explain to students that different objects travel at different rates. That is why everybody s answers varied. Explain that in order to compare

3 how fast or how slow one object is to another object, we need to calculate speed. Remind students that speed = distance/time. (Gardner: Verbal/Linguistic, Logical/Mathematical) 14. Have the students fill out the rest of the worksheet independently. When students get finished with the worksheet, have them create a graph for the data collected. If necessary, provide a sample graph on the board for students. (Gardner: Intrapersonal) Closure (Extend): Give each student a piece of bubble gum. Have the students make a t-chart and label one side number of chews and the other side time. Have the students calculate how many chews they can make in ten seconds, 20 seconds, 30 seconds, and 45 seconds. Once the data has been collected, the students should create a chart and a graph to show their data. If students do not want to chew the gum, they can do a similar task, such as finger tapping. Ask the students, How would you use calculating speed when driving or figuring out what time to leave the house to get somewhere?. (Bloom: Application) Adaptations/Enrichment (Differentiation Ideas): Student with Learning disability in reading comprehension To assist this student with written directions and doing the worksheet, the teacher will verbally explain the directions and each question on the worksheet. To ensure that the student comprehends directions and questions, the student will repeat the directions to the teacher. Student with ADHD This student should be kept away from distractions as much as possible. During the partner activity, this student should be placed with a trustworthy student who will keep this student on task. This student should also be given an allotted amount of time to complete their tasks. Student with Gifts and Talents in Creativity Have this student design an experiment that incorporates speed, but other concepts as well, such as acceleration. Student with Autism Repeat directions frequently to this student. Since this student most likely does not know how to run a stopwatch or record answers, the teacher will help this student run the stopwatch and record answers. Self-Reflection: Did the students understand the concept of speed? How well did I manage the small groups? Did I explain the concept of speed effectively and accurately? Did I have enough time to accomplish everything I wanted? What could be added/changed to improve this lesson?

4 Speed Challenge Name Get Ready! Step 1: Gather your materials! Each team needs 1 timer, 1 meter stick, 1 roll of masking tape, and 1 marker. Step 2: Create your race track! Find a spot in the hallway and mark a starting point. Step 3: Go for it! Each team member will need to perform the following tasks for each distance: hopping, walking backwards, walking (regular rate), and speed walking. Your team will need one timer. The timer is responsible for telling the person doing the tasks to stop at ten seconds and measuring how far the person completing the tasks has gone. NOTE: Speed walking is going as fast as you can without jogging or running! Collect That Data! Record your data from the experiment in the chart, then use the information to calculate the speed for each task and distance. Round answers to the nearest hundredth if needed. Label your answers! Task Total Distance (in meters) Time Speed Hopping Walking Backwards Walking Regular Speed Walking Think About It! 1. Which task and distance resulted in the fastest speed? Task = Distance = Speed = 2. Which task and distance resulted in the slowest speed? Task = Distance = Speed = 3. How far could you speed walk in 10 minutes based on your speed?show your work! 4. How long would it take you to hop 30 meters? Show your work!

5 5. How far could you travel walking backwards in 15 minutes based on your results? Show your work! 6. How long would it take you to walk (regular rate) 1 kilometer (or 1,000 m) based on your speed? Show your work! 7. Are your results accurate? Why or why not?

6 Speed Challenge Answer Key 1. Which task and distance resulted in the fastest speed? Answers will vary 2. Which task and distance resulted in the slowest speed? Answers will vary 3. How far could you speed walk in 10 minutes based on your speed? Show your work! S=D T. The speed would be equal to the speed from the speed walking. Students will need to multiply the speed by the time to find the distance. 4. How long would it take you to hop 30 meters? Show your work! S=D T. The speed would be equal to the speed from the hopping trial and distance shouldbe 30 meters. Students will need to divide the distance by the speed to find the time. 5. How far could you travel walking backwards in 15 minutes based on your results from the trial? Show your work! S=D T. The speed would be equal to the speed from the walking backwards trial and time should be 15 minutes. Students will need to multiply the speed by the time to find the distance. 6. How long would it take you to walk (regular rate) 1 kilometer (or 1,000 m) based on your speed? Show your work! S=D T. The speed would be equal to the speed from the walking and distance should be 1000 meters. Students will need to divide the distance by the speed to find the time. 7. Are your results accurate? Why or why not? Answers will vary.