TPACK Template

Online Learning Synchronous

Environment
Content

Subject Science

Grade Level First

Learning Objective Scientific Investigation, Reasoning, and Logic

1.1 The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and
conducting investigations in which
a) the senses are used to observe differences in physical
properties;
b) observations are made from multiple positions to achieve a
variety of perspectives and are repeated to ensure accuracy;
c) objects or events are classified and arranged according to
characteristics or properties;
d) simple tools are used to enhance observations;
e) length, mass, volume, and temperature are measured using
nonstandard units;
f) inferences are made and conclusions are drawn about familiar
objects;
g) a question is developed from one or more observations;
h) predictions are made based on patterns of observations;
i) observations and data are recorded, analyzed, and
communicated orally and with simple graphs, pictures, written
statements, and numbers; and
j) simple investigations and experiments are conducted to
answer questions.
Pedagogy

Online Topics

 Balance
 Proportional Reasoning
 Torque
 Lever Arm
 Rotational Equilibrium

Description

Play with objects on a teeter totter to learn about balance. Test

what you've learned by trying the Balance Challenge game.

Sample Learning Goals

  Predict how objects of various masses can be used to
make a plank balance.
 Predict how changing the positions of the masses on the
plank will affect the motion of the plank.
 Write rules to predict which way a plank will tilt when
objects are placed on it.
 Use your rules to solve puzzles about balancing.
(Balancing Act, 2020)

Prior to this class on their last ZOOM meeting, I reviewed about

how objects balance and how to predict their relationship by
changing positions. They watched me present different objects
that were heavy and light and we compared them to a full water
bottle. After the lesson, they watched the video by Jack
Hartman, “Is it Heavy or Light?”
(https://www.youtube.com/watch?v=qUOQrXmfwDM) as I
shared my screen with the students. They retained basic
knowledge that different items had different masses and how
they can be used to balance each other. Each student was
randomly assigned an item to bring to the next class. I sent
them a private message on the discussion board. They were
asked to bring an item that either weighed more than a full
water bottle or less than a full water bottle. I demonstrated for
them how two water bottles would balance with each other
when full, but at differing amounts of water that one would
outweigh the other.

This week’s class will use what they learned from the last lesson
to continue the study on balancing. Students will be asked to
present their chosen item and join in the simulation titled
Balancing Act. When we entered the ZOOM meeting, I asked
each student to put their chosen item in view of their camera. I
had previously added each student’s name to a name drawing
software that I shared on my screen with the class. The first
student chosen showed their item and used their microphone to
tell whether it weighed more or less than a full water bottle.
They were placed in team A. We randomly selected the
remaining students and they were also placed in alternating
teams, team A and team B. I kept a tally on the whiteboard that
the students could see. Each team member would either have a
full water bottle showing or a half showing. At the end, we
would see which team’s items would tip the scales.

After this activity, we used the simulation, Balancing Act, to

apply the knowledge that we had learned in this class and the
last one. The students were able to use the simulation to see
 which items would balance with each other and how changing
their position would alter the outcome.

The end of the lesson will be to give each student a short quiz of
10 questions. It will assess their knowledge using numbers and
objects and how they would balance.

The student’s assignment outside of class was to finish the game

at the end of the simulation. In the next class, they would be
assigned into two breakout rooms at the beginning of class and I
would be in one and my teaching assistant in the other to talk to
them about how they did on the game.
gyTechnolo

Technology https://phet.colorado.edu/en/simulation/balancing-act