Lesson Plan 1: Catapult Away

Name: Alyson Miller

Date: October 10, 2013
Lesson Title: Catapult Away
Grade Level(s): 3rd Grade
Rational for Lesson: The students will learn about how force on an object results in motion of
some sort and how they can change the speed and direction of the object in a hands on activity.
The students will learn what force is and how it affects an object as they play around with
different catapults and test this. Lessons after this one will build on the concept of force to
discuss gravity.
USCC ILO(s) and Content Standard, Objective and Indictor(s):
ILO: The students will use the scientific process to answer the question: What model of catapult
makes an object fly the furthest? They will experiment with the different materials they are given
to build a catapult and come up with a conclusion that answers this question.
Standard 3: Students will understand the relationship between the force applied to an object and
resulting motion of the object.
Objective 1: Demonstrate how forces cause changes in speed or direction of objects.
a. Show that objects at rest will not move unless a force is applied to them.
b. Compare the forces of pushing and pulling.
c. Investigate how forces applied through simple machines affect the direction and/or
amount of resulting force.
Vocabulary Focus:
Lever and main parts of the lever: fulcrum, resistance, force
Motion
Speed
Direction
Preparation/Materials:
In order to prepare for this lesson, the teacher will need to make a target and set it up in the
middle of the room. The students desks will all be around the target, equal distant apart from it.
The teacher should prepare a gallon sized bags worth of items the students will need in order to
build their catapult. Feel free to add random items that wont be useful in building a catapult.
Item List:
1. 3X5 index cards
2. 3 large paper clips
3. Elmers Glue
4. 10 popsicle sticks

5. 10 rubber bands of various size

6. 2 straws
7. 1 plastic spoon
8. 12 inch piece of string
9. Pair of scissors
10. Ruler
11. Gallon size zip-lock bag (contains all the materials
12. Target
13. Marshmallows (to fling at target) that have the groups name on it to mark which one
belongs to each group
Lesson Description: (This lesson is to be completed in one 90 minute block or two 45 minute
blocks). The lesson will begin by asking the students a testable question: What model of catapult
makes an object fly the furthest? (I am prepared to make this question better if need be). The
students will then be broken up into groups and each group will receive a bag of materials. When
they have received their bag, they will need to come up with a group name and write it/represent
it in some way on their marshmallow (in bag) to differentiate each group. The students will then
be asked to create their own catapult in their groups and to test its ability to shoot the
marshmallow at the target. As they go along, they need to keep record of each prototype they
create and make note of the things that worked and didnt work. The students will be given
thirty minutes to create their perfect catapult.
When each group has a catapult ready, they will sit equal distances away from the target
and will shoot their marshmallow one-by-one at the target as they discover which catapult shoots
the furthest. Once each group has gone, the students will go back to their seats and each student
will draw their catapult on a 3X5 card (This is the conclusion to the testable question). As a class,
they will label the parts of their catapults: lever, fulcrum, resistance and force. Then they will
discuss how the force put on the marshmallows changed the speed and direction of it. (30
minutes)
The class will then have a discussion about how the marshmallow looks when it is set on
a desk and not touched or moved. When no force is put on the marshmallow, it is still. Finally,
they will discuss as a class the difference between pushing and pulling. The teacher will provide
more objects (ball, pencil, etc) for the students to play with. They will push and pull the objects
and discuss the motion that results. (20 minutes)
Assessment: Draw a catapult, labeling all the parts and explain what happens to the
marshmallow when force is put on it. Answer the question: What model of catapult makes an
object fly the furthest?
(10 minutes)
Adaptations for Gifted/Talented, ELL and Special Education: For gifted and talented
students, you could limit the amount of materials they can use, so its more of a challenge to
build the catapult because youre looking for a more specific way of building it. You could also
ask them to come up with a hypothesis prior to making a catapult and to keep more data about
how force on the marshmallow affects the speed. They could put this information in a data table
and graph.

ELL students should spread out in groups with kids who speak English fluently. As their
group talks about the catapult, hopefully they will catch on to some vocabulary that is used. They
will also have an opportunity to interact with children who are only speaking English. Being in a
small group may be an opportunity for them to practice speaking English on their own. As for
picking up the specific vocabulary for this lesson, they will have an opportunity to write the
vocabulary words as they label their catapult. Hopefully the specific language that is used for
catapults and force will resonate since they will be discovering the parts of a catapult as they
work with their group.
Students with special needs should also be spread out throughout the groups when
possible. These students will still participate in the activities, but perhaps they should be given a
specific job. Make these students the marshmallow launcher, or have them be the one who places
the marshmallow on the catapult and then retrieve it. It is important that these students are
involved in the lesson and have the opportunity to be part of the activity. Ask them to draw their
catapult, but dont require that they label it.