5-E Integrated Subject Lesson Plan

Title of Lesson: Air ball!

Lesson Planners (names): States, Wolford, & Zeff

School(s) & School Division: Daniel Morgan Middle School, Winchester City Public Schools

Grade Level:5th Grade

Lesson specific Science & Math SOL (or other standards covered). Describe desired gains in Knowledge/Skills/Behaviors for each, where applicable). Connection observations based on appearances & Data Collection / Graphing These are your specific Learning Objectives for the lesson. Standards (list) Knowledge (Know) Skills (Do) Values (Be) Math SOL 5.8 SOL 5.8 SOL 5.8 5.8 The Solve problems involving student will: Length is the distance measurement by selecting an Understand how to select d) estimate along a line or figure from appropriate measuring device a measuring device and and then measure one point to another. millimeters, cen timeters, unit of measure to solve meters, and kilometers; to solve problems, U.S. Customary units for problems involving using metric units; measurement of length measurement. and include inches, feet, yards, SOL 5.16 e) choose an SOL 5.16 and miles. Appropriate Describe and find the appropriate unit of measuring devices include mean of a group of Understand that mean, measure for a rulers, yardsticks, and tape numbers representing median, and mode are given situation measures. Metric units for data from a given context described as measures of involving measurement of length as a measure of center. center. measurement include millimeters, using metric units. Describe and find the Understand that mean, centimeters, meters, and median, and mode are kilometers. Appropriate median of a group of numbers representing three of the various ways 5.16 The student measuring devices include that data can be described will data from a given context centimeter ruler, meter or summarized. a) describe mean, stick, and tape measure. as a measure of center. median, and Understand that mean as SOL 5.16 Describe and find the mode as mode of a group of fair share is described as measures of A measure of center is a numbers representing equally dividing the data center; value at the center or set or the data set has b) describe mean data from a given context middle of a data set. already been divided as fair share; as a measure of center. c)find the mean, Mean, median, and mode equally. are measures of center. Describe mean as fair median, mode, share. Understand how to find and range of a set The mean, median, and the mean, median, and of data; and mode are three of the Describe and find the mode of a set of data as d) describe the various ways that data can range of a group of measures of center. range of a set of be analyzed. numbers representing Understand values in the data as a measure of data from a given context context of other variation. as a measure of variation. characteristics of the data Describe the impact on in order to best describe measures of center when the results. a single value of a data Become more efficient set is added, removed, or learners of the 21st changed.† century skills using integrated math and science concepts. Improve literacy in STEM (science, math, engineering and technology) concepts and problem solving skills in real world applications.

Science Estimation is a useful tool Estimate and make Become more efficient 5.1 The for making approximate accurate measurements of learners of the 21st student will measures and giving length. century skills using demonstrate an general descriptions. Collect, record and integrated math and understanding of science concepts. scientific When conducting analyze data and reasoning, logic, experiments, data are communicate data using Improve literacy in and the nature of collected, recorded and proper graphical STEM (science, math, science by analyzed and representations and engineering and planning and communicated using metric measurements. technology) concepts and conducting proper graphical Make predictions and problem solving skills in investigations in representations and metric inferences using patterns real world applications. which measurements. from data collected and b) estimates A scientific prediction is a form conclusion. are made and forecast about what may accurate happen in some feature measurements of situation. length, mass, volume, and An inference is a tentative temperature are explanation based on made in metric background knowledge units using proper and available data. tools; A conclusion is a g) data are summary statement based collected, on the results of an recorded, investigation analyzed, and (observations). communicated using proper graphical representations and metric measurements; h) predictions are made using patterns from data collected, and simple graphical data are generated; i) inferences are made and conclusions are drawn

Level or Extent of Integration for this lesson (Mathematics Specific, Mathematics Focus, Balanced Math & Science, Science Focus, Science Specific): Mathematics Specific based on AIMS Activity Just Drop It! http://www.ncresa.org/docs/Teacher_Resources/7_05/MTH/JustDropIt.Gr5- 9.AIMS.pdf

Instructional time: 45 minutes to an hour

● Materials needed:

● Basketballs w/ various amounts of air pressure

● Meter Stick

● calculator

● Recording sheet

Web resources used (if any; Give urls): ● http://interactivesites.weebly.com/measurement.html ● http://www.quia.com/jg/1107467.html ● http://eclassroom.110mb.com/Games/measurement.swf

Advance preparation needed: ● learning log ● basketballs with various amounts of air

Formative assessment(s): How will students demonstrate that they have achieved the lesson objective(s)? How will you judge whether your teaching strategy is effective? This assessment should be embedded throughout the lesson as well as at the end of the lesson. ● Formative assessment based on Learning Logs will be collected

● Questions for discussion (possible exit ticket) o Did the air pressure in the basketball influence the rate of bouncing? o Does increasing the drop height influence the results? o Did the variation of the ball influence the experiement? How?

● Journal / Writing Prompt o Did your ball bounce as high as or higher than the point from which it was dropped? Is this possible? Explain. o What do you notice about the heights of the bounce for each of the drop heights? o Why do you think we found the average bounce height? What may have influenced this study?

● Other o Students can create an illustrated depiction of activity o Students can write a letter to a struggling basketball player o Research what if ball was filled with another gas other than oxygen.

Lesson Description (step-by-step teaching procedure): ● To begin this lesson, the teacher is going to bounce a basketball, then switch to a slightly less inflated ball and ask a student to bounce a basketball as many times as they can if ten seconds (from waste height), repeat adding and lowing ball. Ask about results.

● Students are then going to make visual observation about the “teacher” vs. “Student” basketball

● Divide students into their groups and distribute the materials. (Half will use teacher ball other will use student ball –less air) ● Tape meter stick on a solid figure so that meter sticks is visible with zero touching ground.

● Tell a second student in each group to hold the ball in front of the meter tape so that the bottom of the ball is at a height of 100 cm.

● After the ball is released, direct the student to observe and measure the height of the bottom of the ball at the peak of its bounce. Have the students record the data.

● Direct them to repeat the procedure for a total of four trials at each of the four dropping distances.

● Have the students complete the record chart by calculating the average bounce heights for each of the four dropping distances.

● Using the average bounce height and dropping distance, (to be recorded on coordinates on a graph, for homework)

● Have students recognize and discuss the significance of the linear pattern that is formed from the data.

● Have students predict (informally)

● How far their ball will bounce if dropped from a given height greater than a meter.

● Then have them drop the ball from the height to verify the accuracy of their prediction. a. Option 1 – trade basketballs and repeat b. Option 2 – have groups report out comparing results (hypothesis why)

● Closure- Discussion making note on the difference in ball size (may use as exit ticket or Venn Diagram)

Differentiation Strategies to meet diverse learner needs: ● Students can complete tasks in learning teams, taking turn with the roles in the group.

● Leveled Assignment Variation o High: Create own methodology o Mid-Level: Guided Activity o Low-Level: explicit instruction

Attach Worksheets &/or Hand-outs, if applicable for this lesson ● Observation Sheet Homework Assigned (and applicable worksheets): ● See Closure or Graph Results (including labeled x-axis, y-axis, title, organized factual representation of data)