Lesson Plan by fjhuangjun

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```									                                                                    Model Lesson Plan
Science
Katie Burke, Science Curriculum Specialist
Bugs-O-Copters
Learning Targets
Standards:
MT Science Content Standard 1: Students, through the inquiry process, demonstrate the ability to design,
conduct, evaluate, and communicate the results and form reasonable conclusions of scientific investigations.
MT Science Content Standard 2: Students, through the inquiry process, demonstrate knowledge of properties,
forms, changes and interactions of physical and chemical systems.
A proficient student will …                              (1.1.B & F) Write a testable question and hypothesis
(1.1) Students, through the inquiry process,             for an investigation
demonstrate the ability to design, conduct, evaluate,    (1.1.G) Formulate a plan to test the hypothesis that
and communicate results and reasonable conclusions       includes materials, procedures, control, variables,
of scientific investigations.                            safety precautions, data collection and analysis
(2.5) Describe and explain the motion of an object in    methods
terms of its position, direction, and speed as well as   (2.5.B) Identify variables that affect the motion of an
the forces acting upon it.                               object

Essential Questions:
How does the Bugs-O-Copter's ear length affect the falling rate?
Students will know…                                            Students will be able to…
 How the surface area of the ears affects the friction          Observe and record the rate of descent
between the Bugs-O-Copter and the air.                         of the Bugs-O-Copter
 Identify variables that affect the motion
of the Bug-O-Copters
 Make predictions and test those
predications
Assessment Evidence
 Pre-assess: Assess prior knowledge by posing the question, what do you know about spinning objects
(tops, gyroscopes, pinwheels, windmills, globes, or maple seed)? Teacher demonstrates these if
possible. Students record their prior knowledge in a science notebook, share and discuss.
 Formative assessment is outlined in the instruction plan below
 Post-assessment: Students prepare an oral presentation for the class that communicates: predictions,
design, and results of the investigation and make conclusions regarding the variables affecting the
motion of the Bugs-O-Copters. Provide a rubric for evaluating the presentation based on the learning
targets.

This lesson is adapted from Inquire Within: Implementing inquiry-based science standards in Grades 3-8(2nd
Ed.). Douglas Llewellyn. Corwin Press 2007.
Instruction and Formative Assessment Plan
Materials/Resources Needed:                            Scissors
 1 short-eared Bugs-O-Copter                        Several small and large and small paper clips
 1 long-eared Bugs-O-Copter                         Assorted materials based upon student
designed investigations.

Learning Activity                               Formative Assessment (Formal & Informal)
Background: Gravity naturally causes the Bugs-O-Copter to fall to the
ground; however as the Bugs-O-Copter falls, the air pushes up against
the ears. The angle of the ears causes the air to move sideways, causing
a simple thrusting motion. As the air molecules hit the underside of the
ears, this causes a small amount of friction, counteracting the rate of fall
caused by gravity. The larger the surface area of the ears, the more
friction will occur, and the slower the Bugs-O-Copter will spin or fall.
Students will design ways to change the aerodynamics of the Bugs-O-
Copter by changing the shape or size of each of the ears or changing the
amount or position of the paper clip. In this activity students move very
quickly through phases of the investigation. In seconds, they move from
the "questions" phase to the "implementation" phase. The intermediate
steps of identifying the manipulated and the responding variables often
occur without the student consciously thinking about them as important
features. The teacher should facilitate students' becoming aware of their
thinking process.

Misconceptions: Students often associate how the Bugs-O-Copter works
with how an actual helicopter works. Be sure to clarify the difference at
the end of the lesson.

Students will work individually as they progress through the following
stages;

Engage: Assess prior knowledge by posing the question, What do you             Formal: Students record their prior
know about spinning objects (tops, gyroscopes, pinwheels, windmills,           knowledge in a science notebook, share and
globes, or maple seed)? Demonstrate these if possible.                         discuss. Student responses informs teacher
to prior knowledge about air, friction,
motion of objects.

Explore: Show students how to cut out the short-eared Bugs-O-Copter.           Informal: Students asked to share
Fold the ears in opposite directions. Place a paper clip at the feet and       predictions and subsequent questions, these
hold Bugs-O-Copter (feet down) from an outstretched arm. Release and           are recorded for all to see and allows
observe the rate of fall and direction of the spin. *Record and share          teacher to evaluate students ability to
observations and questions. Repeat the dropping several times. Have            generate questions and predictions. Are
students to cut out the long-eared Bugs-O-Copter. Before they drop the         students demonstrating they know the
long-eared version, have them make a *prediction about how it will drop        difference between the two?
compared to the short-eared version. Have them *record and share their         * NOTE: This formative assessment strategy
predictions. As students drop their two Bugs-O-Copters, have them think        is embedded within the multiple steps of the
about and record further questions to investigate. Direct them to write        Explore phase of the activity.
"what if" and "I wonder" questions. These will be *shared as well.

This lesson is adapted from Inquire Within: Implementing inquiry-based science standards in Grades 3-8(2nd
Ed.). Douglas Llewellyn. Corwin Press 2007.
Explain: Lead a discussion on the falling rates of the two Bugs-O-Copters.   Formal: Students predict what would
Explain how the surface area affects the amount of friction between the      happen if they dropped Bugs-O-Copters
air and the ears and thus the rate of descent.                               from the Moon, where there is no air and
less gravity. This is recorded in a science
journal and allows teacher to see if students
understand and are able to apply concepts
of air, friction, rate of descent.

Extend: Ask students to share their "what if" questions to investigate.      Informal: Student are required to maintain
Post the questions on poster paper. Revise any "why" questions into          an investigation plan in their science journal,
investigative questions. Identify the variables for each question or         this allows the teacher to check their
inquiry. Allow students to plan and carry out their experimental designs     understanding and application of
for the questions.                                                           investigative questions, variables, and skills
Questions may include the following:                                         to plan appropriate scientific investigations.
 Does the number of paper clips affect the falling rate?               Students may be given a predetermined
 What would happen if I place a paper clip on the ears of the          rubric of essential investigation components
Bugs-O-Copter?                                                      by which to evaluate their own investigation
 Does the thickness of the paper affect how the Bugs-O-Copter          plan.
will spin?
 What would happen if I made a Bugs-O-Copter out of poster-
board instead of paper? What if I put the paper clips in a
different location?
 How can I get both the short-eared and long-eared Bugs-O-
Copters to hit the floor at the same time?
 What if I change the direction the ears are folded?
 How would cutting slits in the ears affect the spinning?
 Will the way the ears are folded affect how the Bugs-O-Copter
will spin?
 How can I make the Bugs-O-Copter spin in the opposite
direction?
 Which Bugs-O-Copter makes more spins before hitting the floor?
 What if I cut out the outline (shape) of the ears?
 Does the shape of the ears affect how the Bugs-O-Copter falls?

Evaluate: Students prepare an oral presentation for the class that
communicates: predictions, design, and results of the investigation and
make conclusions regarding the variables affecting the motion of the
Bugs-O-Copters. Provide a rubric for evaluating the presentation based
on the learning targets.

This lesson is adapted from Inquire Within: Implementing inquiry-based science standards in Grades 3-8(2nd
Ed.). Douglas Llewellyn. Corwin Press 2007.

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