{"id":261,"date":"2016-08-07T01:24:15","date_gmt":"2016-08-07T08:24:15","guid":{"rendered":"https:\/\/blogs.ubc.ca\/gult\/?page_id=261"},"modified":"2016-08-14T11:30:56","modified_gmt":"2016-08-14T18:30:56","slug":"lesson-plan-elementary","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/gult\/lesson-plan-elementary\/","title":{"rendered":"Lesson Plan Elementary"},"content":{"rendered":"

Please download the PDF version<\/a> of this lesson plan to view comments and connections.<\/p>\n

Topic: Force and Motion \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Grade: 6 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Time: \u00a03 hours<\/strong><\/p>\n

Big Idea (Students will understand):<\/strong>\u00a0Newton\u2019s three laws of motion describe the relationship between force and motion.<\/p>\n

Prior Knowledge:<\/strong>\u00a0students understood that forces influence the motion of an object in grade 2. In grade 6 they will build upon this fact (evidence of spiral learning<\/strong> built in our curriculum<\/strong>) and goes a little more in- depth.
\nCultivating Core-competencies to Promote 21st-century Skills:<\/strong> students will generate hypothesis’, make predictions, and test their predictions. Throughout the process, they will communicate<\/strong> their understanding in any modality respecting the audience. The whole process of this involvement and care about other people (taking turns, only one person speaks at a time, etc.) during the lesson will foster positive personal and social identity<\/strong>. This lesson is also an inquiry lesson, where critical and creative thinking<\/strong> is an essential part of the learning experience to be successful.<\/p>\n

\"Grade<\/p>\n

1. Connect and Attend: (20 minutes)<\/strong><\/span><\/p>\n

Teacher\u2019s Role – Motivator and Witness, Method-discussion, Question to be answered – Why?<\/strong><\/p>\n

The objective is to allow the learners to enter into the experience, to engage them, and to integrate the experience with personal meaning. Thus teacher will try to create an opposite and fun experience (Demos\/Experiments<\/strong>) for students asking some fun questions. For example, asking questions such as, I have this ball in my hand at some height from the earth, If I let it go, I hypothesize, it may go upward, downward or sideways, what do you think? Students already know that ball can only go downward because of gravity, but this will help them recall information from grade 2 force and motion lesson and prepare them to go further from the basic information. Another question can be to help them understand balanced and unbalanced forces. The teacher can ask students student to sit on a chair and then ask few other students to pull the chair without making them fall. It is possible that the students will either fall or he\/she will apply equal and opposite force to counterbalance the gravity (make sure classroom environment is safe, caring and respectful. Students must not laugh at\u00a0each other).<\/p>\n

After these demonstrations, students will draw upon their past experiences and in-class experiments\u00a0to answer the following question via a group dialogue to respond to the following questions-<\/p>\n

    \n
  1. What is the difference between motion caused by balanced forces and motion caused by unbalanced forces.<\/strong><\/li>\n
  2. \u00a0How balanced and unbalanced forces are evident in your life.<\/strong><\/li>\n<\/ol>\n

    Students can record their reflections in\u00a0their notebooks or an online tool such as Google doc. They can also record a\u00a0voice\/video note.<\/p>\n

    Content (Students will know):\u00a0<\/strong>Students will revise\u00a0balanced (sitting in a chair) and unbalanced forces via a few experiments <\/strong>such as-<\/p>\n

      \n
    1. Pulling the chair away<\/li>\n
    2. Race cars on ramps made of different materials to experience different amount of friction<\/li>\n
    3. Other examples from school, sports and daily life, such as, motion caused by different types and strengths of force, effect of air resistance on freely falling bodies.\u00a0<\/a><\/li>\n<\/ol>\n

      Curricular-competencies (Students will do):<\/strong>\u00a0Questioning and predicting,\u00a0Communicating<\/p>\n

      2. Image and Inform: (two chunks of 20-30 minutes)<\/strong><\/span><\/p>\n

      Teacher\u2019s Role – Conceptualizer and \u201cTeacher\u201d,\u00a0Method – Imaging and direct instruction,\u00a0Question to be answered – What?<\/strong><\/p>\n

      It is the place where they link their personal, subjective experience with the objective, analytic world of the content at hand.\u00a0Students will now move to deep reflection. Thus, they will focus on understanding newton’s three laws of motion via various experiments. The teacher may provide organized direct instruction after inquiry- based experiments (hands-on self-exploratory fixed variable experiments or videos) to explain how different types of forces work with complementary visuals. This stage is very helpful for students with learning differences.<\/p>\n

      (demos)<\/p>\n

      Content (Students will know):\u00a0<\/strong>Newton’s three laws of Motion<\/p>\n

        \n
      1. An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and the same direction unless acted upon by an unbalanced force.\u00a0This law is often called \u00a0“the law of inertia.”<\/span><\/li>\n
      2. Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated), the greater the amount of force needed (to accelerate the object).<\/li>\n
      3. For every action there is an equal and opposite reaction.<\/li>\n<\/ol>\n

        Curricular competencies\u00a0<\/strong>(Students will do):<\/strong>\u00a0Processing and analyzing data and information\u00a0<\/span><\/p>\n

        3. Practice and Extend: (30 minutes)<\/strong><\/span><\/p>\n

        Teacher\u2019s Role – Resource and coach,\u00a0Method – Facilitation,\u00a0Question to be answered – How does this work?<\/strong><\/p>\n

        Students will do a written test on the\u00a0vocabulary and concepts they have learned so far.\u00a0After\u00a0mastering the\u00a0basics of Force and Motion, now students are going to experiment with all the available materials to challenge their understanding (to create disequilibrium). Students will explore\u00a0further and understand Newton’s three laws motion in depth by playing around with more experiments.<\/p>\n

        Experiments:<\/strong><\/p>\n

          \n
        1. Demo:<\/strong> Put a table cloth underneath a tower of medium size buckets and pull the table cloth very quickly. Bucket are not going to fall followed by following questions-\n