IUPUI El Ed Block II Lesson Plan Template Grade: 5 Subject: Science Authors: Laura Dugdale, Christine Alexander, Brittany Coffey

Duration: 1 hour Date(s) March 9, 2011 Rationale: How does lesson connect to students current thinking? Why is it important to do this lesson at this time? How does this lesson connect with your core values as a group?
Students previously worked together to create a roller coaster. The students were encouraged to make a roller coaster that would allow a marble to travel all the way through it. The students were asked to write about their experiences making the roller coaster in their science notebooks. Many of the students wrote in their notebooks about using different materials, such as using more or less tape. Asking the students to use all of the materials provided will encourage them to experiment with their roller coaster more. It will allow them to each implement their ideas and strategies about the roller coasters. This connects to values in many ways. It connects to our idea of valuing the opinions and ideas of each student. In this activity the students will each be able to contribute their own ideas of how to use these materials in the rollercoaster. This also provides a hands-on activity and keeps students active in the classroom. Students are free to move around the classroom and have access to all materials. In this activity we are connecting to students wonderings and questions by reading their responses and addressing them in our discussion.

Standards/Indicators or Pacing Guide:

5.3.11 Investigate and describe that changes in speed or direction of motion of an object are caused by forces. Understand that the greater the force, the greater the change in motion and the more massive an object, the less effect a given force will have.

5.3.12 Explain that objects move at different rates, with some moving very slowly and some moving too quickly for people to see them. 5.3.13 Demonstrate that the Earth's gravity pulls any object toward it without touching it 5.6 Students work with an increasing variety of systems and begin to modify parts in systems and models and notice the changes that result. 5.6.3 Recognize and describe that almost anything has limits on how big or small it can be. Essential Skills (Objectives) worked on in this lesson: What are the students supposed to know, understand or be able to do?

The students will be expected to use many of the different materials that we have provided. Students will use these different materials while making their roller coasters. Students will also be expected to write about the effect of using different materials in their roller coaster. We hope that the students will explore the idea of friction while experimenting with different materials. Students will experiment with using more or less tape, or using other materials. This will allow them to see how using these materials differently will affect the speed or function of the rollercoaster. We also hope students will start to explore speed and gravity as they change the height of their pipes (in the roller coaster).

Procedures: How will you facilitate the learning? (Engage, Main Activity, Closer)
1. Ice Breaker- Rainstorm Activity (Music Component) This is a rhythm activity. Sit in a circle with eyes closed. A leader begins by rubbing hand palms together. Person to the right picks it up

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4. 5.

until the whole class is participating. Then the leader switches to finger snaps and that moves around the circle. Next is thigh slaps, then foot stomps, with periodical claps of lightening. Reverse the order to show the storm dying out. (10 minutes) Remind students of literature (previously discussed) based on rollercoasters, and physics concepts related to rollercoasters, as a reference that students may browse through if they choose. (5 minutes) Discuss the use of different materials. Many students discussed using more or less tape on the roller coaster. Discuss how and why they think this would have an effect on the roller coaster. We will encourage them to use as many of the different materials as possible and note how these affect the roller coaster. (5 minutes) Observe and engage students messing around with the construction of their coaster in groups. (30 minutes) Clean up all materials and use science journals to document and hold a science congress about group findings, noticing and ideas. Ask the students to note their use of different materials and how this affected the roller coaster. (10 minutes)

How will the students be actively engaged (mentally and/or physically)?

Students will be mentally engaged via their thoughts, ideas and group collaborations on the construction of their rollercoasters. They will be able to physically manipulate all materials and move freely around the room in order to do so.

How does this section address the Essential Skills (Objectives)? Differentiation/Modifications: How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?
Students may choose to use any materials provided at their convenience. They will be able to communicate their ideas verbally, non-verbally and physically as well as through illustrations and writing.

Resources: Identify instructional materials and technology to be used.

Roller Coasters: Dana Meachen Rau Amusement Park Rides: Susan K. Mitchell Heart-Stopping Roller Coasters: Meish Goldish

Assessments: How will you check each students level of knowing, understanding or doing related to the Essential Skills (Objectives)?

We will ask students to record their findings in their science notebooks. We will ask them to write about how the use of different materials, or the use of these materials in different ways, affected their roller coaster. We will also ask them to record any questions they may have in their science notebooks.

Reflection: About you: What went well? What would like to have done differently? About the child(ren): How will you use information from the assessment(s) to plan your next steps to support student learning?

Fall 2010 BII