Lesson Plan: Science 6-8 Scooting Along

ProQuest Standards-Based Learning Activity Scooting Along! A Science Lesson -- Teacher Procedures

APPROPRIATE FOR: Science, Grades 6-8

TIMELINE: Three class periods

NATIONAL SCIENCE STANDARDS ADDRESSED THROUGH THIS LESSON

NSTA: http://www.educationworld.com/standards/national/science/index.shtml

CONTENT STANDARD A: As a result of activities in grades 5-8, all students should develop:

 Abilities necessary to do scientific inquiry  Understandings about scientific inquiry

CONTENT STANDARD B: As a result of their activities in grades 5-8, all students should develop an understanding of:

 Properties and changes of properties in matter  Motions and forces  Transfer of energy

CONTENT STANDARD G: As a result of activities in grades 5-8, all students should develop understanding of:

 Science as a human endeavor  Nature of science  History of science

LEARNING EXPECTATIONS/OBJECTIVES  Students will learn about Newton’s Third Law and how it affects vehicle design.  Students will research vehicle design and the principles that affect speed and the ability to stop and accelerate.

MATERIALS  Computer with access to eLibrary, SIRS Knowledge Source, or SIRS Discoverer and a printer  Paper  Colored pens or pencils  Construction materials, including: Recycled toys, straws, fish line, paper towel rolls, etc.  Balloons  Meter stick or marked off practice/test track.

Description of Activity Using ProQuest for research, students will develop a practical knowledge of Newton’s Third Law and how it affects vehicle design. Students will build a vehicle that can travel at least 1.5 meters. Students will create a folder or notebook to accompany their vehicle, complete with research notes, pictures, sketches and a progress log. (See Scoring Rubric for details.)

Background Information/Scenario What happens when you and your best bud are on your skateboards, bikes, snowboards or inline skates, and just for fun you reach over and give him or her a little push? Which way do you travel as a result? That’s Newton’s Third Law in action!

Your job is to discover who “Newton” was and how his Third Law is taken into account during new vehicle design. Plus, you’ll build a vehicle using a balloon engine that will demonstrate the Third Law. Be creative! (Keep in mind that vehicles do not have to travel on the ground!)

Outline of Procedures -- Day One 1. Begin by discussing the scenario and asking the following questions: Who was Newton? What is his Third Law? Why is this Law important in today’s world?

2. Discuss the project with the students. Pass out the project, the Scoring Rubric and the Activity.

3. Emphasize that they must use ProQuest to conduct their research and take accurate notes of the data they find to support the creation of their vehicle.

 Have students individually explore ProQuest to research Activity 1 and find data to support their vehicle design. Pathfinder: Type “Isaac Newton” in the Search box; type “Newton’s Third Law” in the Search box. Review the results related to action/reaction, the physics of motion, new vehicle design, etc.

Outline of Procedure -- Day Two 4. Discuss Activity 1 with students.

5. Have students partner up and create a sketch of their vehicle.

6. Encourage them to ask if the sketch is practical to build.

7. Students should build and test their vehicles.

8. Students should rework their designs until they work. Provide a testing area with a marked off distance track or meter stick.

9. Students should organize their notebooks and add any last-minute research if needed.

Outline of Procedures -- Day Three 10. Students should make any last-minute adjustments on their vehicle.

11. Let the fun begin! Students can run their vehicles singly, simultaneously or however they decide.

12. Consider holding contests to determine which vehicle can travel the longest distance, which is largest or lightest, etc.

14. Collect project notebooks.

Conclusion/Finished Work If you have a contest you might have a mock award presentation or simply collect the notebooks and leave them out on display.

ASSESSMENT

Scoring Rubric 4 Students thoroughly considered the forces that affected their vehicle. A sketch of the vehicle is useful and includes measurements. Student research includes at least three sources, and their notebook is complete and organized.

3 Students adequately considered the forces that affected their vehicle. A sketch of the vehicle is useful. Research is adequate and students communicated most of the appropriate features of their research. Their notebook is somewhat complete and organized.

2 Students considered some of the forces that affected their vehicle. A sketch of the vehicle is rough or not completely labeled. Research is appropriate but hard to follow and their notebook is missing research sources or is poorly organized.

1 Students left out or did not complete major elements of the project. They must have a teacher conference before they complete this project a second time.

Research Students will be evaluated based on these criteria:  Did students use ProQuest to collect information needed to support this project?  Did students include research on background information about Newton and how the Third Law affects their daily lives?

Writing Students will be evaluated based on this criteria and the Scoring Rubric provided:  Did students take clear, concise notes from three sources?  Are sketches completely labeled?

OPTIONAL EXTENDED ENRICHMENT ACTIVITIES Students could have the opportunity to use optional fuels.

A Science Lesson – Student Version

What happens when you and your best bud are on your skateboards, bikes, snowboards or inline skates, and just for fun you reach over and give him or her a little push? Which way do you travel as a result? That’s Newton’s Third Law in action!

Your job is to discover who “Newton” is and how his Third Law is taken into account during new vehicle design. Plus, you’ll build a vehicle using a balloon engine that will demonstrate the Third Law. Get ready to be creative!

DURING THIS ACTIVITY YOU WILL…  Access ProQuest eLibrary or SIRS to conduct research.  Learn about Newton’s Third Law and how it affects vehicle design.  Research new vehicle design and the principles that affect speed and the ability to stop and accelerate.  Sketch, build and race your vehicle!

DAY ONE 1. Read over the project, Scoring Rubric and Activity.

2. Write out a list of things you will need to research on ProQuest.

3. Explore ProQuest to research Activity 1 and find data to support your vehicle design: Have students individually explore ProQuest to research Activity 1 and find data to support their vehicle design. Pathfinder: Type “Isaac Newton” in the Search box; type “Newton’s Third Law” in the Search box. Review the results related to action/reaction, the physics of motion, new vehicle design, etc.

4. Complete Activity 1.

DAY TWO 5. Carefully check and correct Activity 1.

6. Access ProQuest a second time if you need more information.

7. Choose a lab partner and check your sketches. Be positive, but analyze each other’s design and supporting research carefully.

8. Think about whether the vehicle in your sketches is practical to build.

9. Build and test your vehicle.

11.Be sure to sketch changes.

12.Organize notebooks and notes (include Activity 1) and add last-minute research if needed.

DAY THREE 13.Make any last-minute adjustments to your vehicle.

14.Let the fun begin! Race your vehicle and compete in any contests your teacher allows.

15.Turn in your notebook.

ASSESSMENT: Scoring Rubric

4 You thoroughly considered the forces that affected your vehicle. A sketch of the vehicle is useful and includes measurements. Your research includes at least three sources, and your notebook is complete and organized.

3 You adequately considered the forces that affected your vehicle. A sketch of the vehicle is useful. Research is adequate and you communicated most of the appropriate features of your research. Your notebook is somewhat complete and organized.

2 You considered a few of the forces that affected your vehicle. A sketch of the vehicle is rough or not completely labeled. Research is appropriate but hard to follow and your notebook is missing research sources or is poorly organized.

1 You left out or did not complete major elements of the project. You must have a teacher conference before you complete this project a second time.

Research You will be evaluated based on these criteria:  Did you use ProQuest to collect information needed to support this project?  Did you include research on background information about Newton and how the Third Law affects your daily life?

Writing You will be evaluated based on this criteria and the Scoring Rubric provided:  Did you take clear, concise notes from three sources?  Are your sketches completely labeled?

Newton’s Third Law is seen in action many places.

List at least 5 places where it is apparent:

You know that a balloon is an excellent example of propulsion. List two other ways you might power your vehicle.

Sketch your vehicle before you begin to build it.

Remember to label its parts!