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Step 1: Inquiry Approaches to Teaching

UTeach Program - The University of Massachusetts Lowell
5 E Lesson Plan
Author(s)

Rakesh Buchan, Tanya Touch

Title of Lesson

Spinning Ghosts

Grade Level

5

School

Englesby Middle School

Date of Lesson
Massachusetts Framework Standards
Position and Motion of Objects
Connections
Describe the various ways that objects can move
Essential Question
Demonstrate that the way to change the motion of an object is to
(students
should
exploring
to find an explanation to this
question)
(copy
andbe
paste
from framework)
apply
a force
How does the shape of an object affect how quickly it falls to the ground?
Math/Science Concept
In the box below write down the key points about the specific topic.
A force is a push or pull that changes the motion of an object. Air resistance is the force that acts opposite to the
direction of motion.
Learning Objectives
Students will be able to…
 Write and test a hypothesis
 Identify opposing forces
 Conduct multiple trials
 Collect accurate data
 Explain differences in terms of force
 Answer related questions by interpreting data
Materials List – include a list of number
and sets of materials including
worksheets

Key words and phrases for lesson
(these must be printed out and displayed)
Force
Area
Air Resistance
Constant
Independent Variable
Dependent Variable

4 students in a group
4 ghosts per group with paperclips
1 packet per student
Sheet of paper per student (engagement)
Post it notes (engagement)

Two students with different ghosts drop at same time. fast workers.Step 1: Inquiry Approaches to Teaching Safety Consider what unexpected scenarios may occur during the lesson. and collect data. and what you would do if it occurs. With what they just saw. Pass out materials and post it notes to students while doing engagement. slow workers etc. Test 2 ghosts at a time. if necessary. The paper ball is heavier than the sheet of paper Students will most likely not pick Ghost A (the constant). Student may forget to record their data. Exploration: Estimated Time: ___30_______ What the teacher does AND what the teacher will direct students to do: (Directions). since there are 4 students to a group. Write down ALL Probing Questions: Critical questions that will guide students to a “Common set of Experiences” Explain to students that each one will be getting a ghost.? Do not unroll paper clips and poke each other Beware of paper cuts Place student in more suited group that can help if student getss off track. help construct data table. Write down their hypothesis and identify the variables before dropping the ghosts. one person watching to see which hits the floor first. Students will be told to start their exploration and record data. have Special needs. before dropping the paper ball to the floor. predict which ghost will stay in the air longest amount of time. Students may change the orientation of their ghost to their own preference. Safety features are not just pertaining to use of equipment.think like a student to consider student responses INCLUDING misconceptions (italics) Students may complain about the ghost they will receive.think like a student to consider student responses INCLUDING misconceptions (italics) Students will say the crumpled ball will fall to the floor first. next ask them to crumple paper up into ball. Have students come up with method of how to test which ghost will stay in air longest. It will also include movement about the classroom Accommodations What accommodations will you make for students who are ELL. Ask them which one would fall to the floor faster. they each will have their ghosts with different arm positions. Spend time with student going over directions. Write name on post it notes which one do you think will spin? Expected Student Responses AND Misconceptions . one person records data Drop all 4 ghosts at the same time . Drop from highest equal point Ex. Expected Student Responses AND Misconceptions . Engagement: Estimated Time: __10________ What the teacher does AND how will the teacher direct students: (Directions) Write in ALL Probing Questions: Critical questions that will connect prior knowledge and create a “Need to know” Ask students to pull out a piece of paper and drop it on the floor.

Step 1: Inquiry Approaches to Teaching After all students figure out which arm ghost position stays in the air longest/spins. Helicopters. dropping it lower Air resistance is a type of force that opposes the motion of the object. Include ALL Probing Questions: Critical questions that will help students “extend or apply” their newly acquired concepts/skills in new situations What are the forces acting on the spinning ghost as it falls to the ground? Expected Student Responses AND Misconceptions . Was their prediction correct? What differences do you notice with the different ghosts? They don’t fall the same way because some of them are heavier Explanation: Estimated Time: ___15_______ What the teacher does AND what the teacher will direct students to do: (Directions). Drag racers. Students may draw the air resistance going in the wrong direction. airplanes. Include ALL Clarifying Questions: Critical questions that will help students “clarify their understanding” and introduce information related to the lesson concepts & vocabulary Expected Student Responses AND Misconceptions . Ghost will stay in the air longer. helicopter seeds What factors would affect air resistance? Object’s surface area and shape . have them go back to their hypothesis.think like a student to consider student responses INCLUDING misconceptions (italics) Air resistance (upward) and gravity (downward) wind.think like a student to consider student responses INCLUDING misconceptions (italics) Why did changing the placement of the ghost’s arms make a difference? Changing the shape creates more pockets to “catch” air What other independent variable could you change (while keeping the ghost’s shape constant) to affect how quickly it falls to the ground? The paper clip's position. What would happen to the ghosts if there weren’t any air resistance? What other real life situations use air resistance? The ghost would fall to the ground faster. pressure Where have you seen (designs of different ghosts) before? Helicopter seeds. Elaboration: Estimated Time: __15_______ What the teacher does AND what the teacher will direct students to do: (Directions). Turning the ghost upside down. parachutes. (Students should be able to make a connection with the previous involving the air resistance with the sails) How is the air resistance affecting the ghosts differently? (Draw diagram of air molecules against different surface areas) The air is only hitting one side of the ghost.

Step 1: Inquiry Approaches to Teaching .