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Force and Motion

This 3rd grade science lesson plan uses the 5E model to teach students about force and motion through an experiment with different types of marbles. In the Engage phase, students watch a video about collisions and test how a marble impacts a cup. During Explore, students design an experiment to see how marbles of different weights affect a cup. They record data from trials dropping wood, marble, and metal marbles. In Explain, students analyze how the marble's weight impacts its speed and the cup. Students then create graphs in Elaborate and present their findings. The lesson evaluates understanding by having students explain their data and how it relates to the focus question.

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87 views5 pages

Force and Motion

This 3rd grade science lesson plan uses the 5E model to teach students about force and motion through an experiment with different types of marbles. In the Engage phase, students watch a video about collisions and test how a marble impacts a cup. During Explore, students design an experiment to see how marbles of different weights affect a cup. They record data from trials dropping wood, marble, and metal marbles. In Explain, students analyze how the marble's weight impacts its speed and the cup. Students then create graphs in Elaborate and present their findings. The lesson evaluates understanding by having students explain their data and how it relates to the focus question.

Uploaded by

api-666589583
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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5E Lesson Plan Template

Teacher Name: Mackenzie Berndt

Date Created: 1/23/23

Subject Area: Force and Motion – Idea of Time and Distance

Grade Level: 3rd Grade

Standard(s):

3-PS2-2: Make observations and/or measurements or an object’s motion to


provide evidence that a pattern can be used to predict future motion.

Materials:

Teacher:

Teacher Materials – Prepare in Advance –

• Coffee container (1 for groups of 4)


• Ruler (1 for groups of 4)
• Tape (1 for groups of 4)
• Plastic trim (1 for groups of 4)
• 3 different types of marble (wood, marble, and metal) (each type for groups of 4)
• Stopwatch (1 for groups of 4)
• Sticky notes (1 for groups of 4)
• Scientific weight (1 for groups of 4)

Students:

Student Materials:
• Crayola Markers (1 for each group)
• Pen/pencil (for everyone)

Technology:
- Smart board projector for video.

Lesson Objective(s) / Learner Outcome(s):

1
Using the provided materials, students will be able to recognize the patterns of the wood,
marble, and metal marbles with three different trials. With the different marbles, the
students will see and analyze the characteristics of each marble with 80% accuracy.

Differentiation Strategies to Meet Diverse Learner Needs:

• Accommodation for Visually different – have a group reader of the instructions, move
around the room to fit needs
• Accommodation for Hearing different – visual instructions with pictures if not a strong
reader
• Accommodation for Emotionally different – transition breaks they can discuss while
moving and stretching.
• Accommodation for Physically different – group roles (role that fits their needs, but
still contributes)
• Accommodation for Intellectually different – low – group roles (role that fits their
needs, but still contributes)
• Accommodation for Intellectually different – gifted –aged up experiment focusing
correlation of data of mass and speed, rather than speed and distance.

ENGAGE

Video: This video will be used to introduce the students to the idea of collision before we
begin our experiment!

https://youtu.be/c-St70_J8Xg

Give each group the glass marble and the cup and have the roll the marble at the cup. Let
them discuss what they see and hypothesize why this happens.

Guiding questions:

- How did you know how fast to roll the marble?


- What happened to the cup?
- What can you make the cup do? How did you do it?

Transition

What did you notice happened with the cup and the marble?
How does the video relate to what you did with your groups?

2
EXPLORE

Give the students a focus question: How does the marble affect the cup when they collide?

Hand the groups the other materials (lighter and heavier marbles, coffee can, ruler, trim,
stopwatch.

Brief demonstration of how the student should set up their base ramp. Let them know they
can make modifications, if all materials are used, and they are using the materials safely.

Give them a piece of paper to design their experiment and figure out how to answer the
question.
Transition

Gallery Walk

How did you set up your experiment? Why?


What do you think will happen? Why?
How does your experiment relate to the video?

EXPLAIN

Give the students their focus question again: How does the marble affect the cup when they
collide?

Directions:
1. Make sure the people in your group have assembled your experiment to the proper
standards to record your data efficiently when you begin to roll the marble down the
ramp. The experiment should be set up exactly as the professional has set it up in
their example.
2. Once the students have set it, each student will run three trials with each different
type of marble (wood, marble, and metal)
3. One student will be dropping the marble down the ramp
4. Another student will be using the stopwatch to see how fast the marble goes down
the ramp and hits the cup
5. Another student will be recording the distance of how far the marble moved with the
collision of the cup
6. The other student will record data of the time it took for the marble to hit the cup and
the distance of the cup when it collided with it.
7. Students will be doing this with each different marble involving three trials.

3
Transition

Does the weight of the marble impact the marble?

What is the connection between the marbles weight and the speed?

ELABORATE

Give each group a piece of grid paper and design their bar graph.

Have an example bar graph presented for the students to reference. Have groups pair off
with each other to assist and give advice of how to make their grid.

Teacher will walk around to assist with number and rounding their data.

Transition

How did you set up your graph? Why did you choose that way?

What do you notice about the data?

How does that relate to the video we watched?

EVALUATE

Share the graphs with the class and have them explain their data and how they think the
marbles affected the cup.
(answer the focus question)

Bibliography:

3-PS2-2 motion and stability: Forces and interactions. 3-PS2-2 Motion and Stability: Forces and
Interactions | Next Generation Science Standards. (n.d.). Retrieved January 27, 2023, from
https://www.nextgenscience.org/pe/3-ps2-2-motion-and-stability-forces-and-interactions

4
Collision is all around us!: Mightyowl science: 4th grade. YouTube. (2021, December 2).
Retrieved January 27, 2023, from https://youtu.be/c-St70_J8Xg

ADDITIONAL TEACHER NOTES/REVISIONS:

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