‌Instructor Names:

Grade Level: 5th and 6th

Anchoring Question/Phenomena for the unit: How does gravity affect objects on Earth and other planets?

Lesson Number: 1

Learning Plan

• These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.

• Add more rows as needed

  
  

  5-E Learning Cycle

  Engage

  Explore

  • We will engage students through personal introductions and introduction to the anchoring phenomenon. We will have a brief conversation around the AP.

  • Students explore the concept of how gravity affects how fast an object falls from a high surface by watching a video of the MythBusters dropping a penny from the Empire State Building and discussing what they saw with their groupmates

  • We will also emphasize to students that the penny launcher is a model for falling objects so to clarify for students who might be confused or unsure.

    • https://www.schooltube.com/watch/myth-busters-penny-drop-terminal-velocity_lk8h4mdsr8rcvn.html

  • Students explore how different objects fall by recording data.

  
  

  Explain

  Extend

  Evaluate

  • Teachers model a chart on the board with the following columns: object name, weight, height, time to fall.

  • Teachers explain that the height must be the same for all objects.

  • Have students go around and share with each other their observations and findings. Then we will call on students and have them discuss with the whole class the patterns and conclusions they came to on what objects drop the quickest.

    1. What did you notice?

    2. Did you find any patterns?

    3. Did you have an object that dropped quicker than others? Slower? Explain?

  • At the very end, we ENGAGE IN DISCUSSION LEADING TO the students that no matter the weight, gravity pulls objects down at an equal rate. So, objects fall at the same speed no matter their weight.

  • Does an object’s weight mean anything

  • Students will get in three groups, and on chart paper, they will draw, write, and design a poster explaining the top or most important things/observations they learned or made that day. BIGGEST FINDINGS. This will then flow into our evaluation phase. Questions to prompt students is up on the schedule portion!

  • Students in their groups will share their posters with the class or do a gallery walk. Students can then ask questions or agree with each other/disagree based on what they see on the posters. We as the teachers will then use this as our formative assessment to see if students have me the learning objective.

  

  Formative Assessment Plan & Evidence

  
  

  What evidence will you gather to understand if all of your students met the learning outcomes you described above?

• We will be using the posters that the groups will make (seen in the extended phase) in order to see if students understood that weight does

‌Instructor Names: Grade Level: 5th and 6th

Anchoring Question/Phenomena for the unit: How does air resistance affect the way objects fall regardless of gravity?

Lesson Number: 2

Learning Plan

• These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.

• Add more rows as needed

  
  

  5-E Learning Cycle

  Engage

  Explore

  • We will engage students by showing them videos of air resistance affecting gravity and asking them questions to get them thinking about how it is affecting gravity

  • The videos we show the students will also help them explore different ideas regarding gravity and air resistance

  • Students explore how air resistance (parachutes) affect how fast and far an object goes

    • Teachers model a chart on the board with the following columns: object name, no parachute, parachute, time/distance

  Formative Assessment Plan & Evidence

  What evidence will you gather to understand if all of your students met the learning outcomes you described above?

  Accommodations and Modifications

  What needs do you anticipate students might need based on prior experiences?

  • We will be suing their responses to our questions at the end of the activity as well as looking at their evaluation which is listing the cars from most to least air resistant

  • Students might need help measuring how far their tennis ball went

  • Students might need help with the stop watches

  • Students might need help creating the graph that we model for them.

  Explain

  Extend

  Evaluate

  • Have students go around and share their data. They will answer different questions regarding the activity such as

    1. What designs worked best?

    2. Why did they work best?

    3. How could you have improved your parachute?

    4. We see gravity affect a tennis ball with and without a parachute so why did one take longer than the other? (air resistance)

  • Students will work together as a table and list 4 different cars from most air resistant to least air resistant

    • We will cut out the cars for them in advance and they will order them from most to least

    • We will then have the students explain their order and why they put it that way

  • Having the students list the cars from most to least resistant is also their evaluation so that way we can see if they understand what makes objects more air resistant than others and be able to explain

  

  Materials

  
  

• Please send as a separate email in addition to submitting this lesson plan.

• Add more rows as needed

  
  

  Item(s)	Source (including links, even if the link is just a picture)	Quantity
  Stopwatches		2
  Paper		20 pieces of blank paper
  Tennis balls		20
  Yard Sticks		2
  Bucket of markers		A lot
  Assortment of craft material		Tissue paper Cardstock paper Kroger bags A ball of yarn
  Glue and tape		10 bottles of glue 10 rolls of tape
  Scissors		10

  Knee high stockings

  17 total (one sock per student)

  ‌Instructor Names:

  
  

  Grade Level: 5 and 6

  
  

  Anchoring Question/Phenomena for the unit: How does gravity differ on other planets compared to Earth?

  Lesson Number:     3    

  
  

  Desired Results
  Driving Question for this week’s lesson:
  Connections to the Standards
  Disciplinary Core Idea(s) Addressed in this Lesson:	Science and Engineering Practices Addressed in this Lesson:	Crosscutting Concepts Addressed in this Lesson:
  Engineering Connections Addressed in this Lesson:		Nature of Science Connections Addressed in this Lesson:
  Other STEM Connections

  • How does gravity work from a planetary perspective?

  • PS2.B: Types of Interactions. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

  • ESS1.B: Earth and the Solar System. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

  • Developing and Using Models. Develop and use a model to describe phenomena. Evaluate limitations of a model for a proposed object or tool.

  • Scale, Proportion and Quantity. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

  • Systems and System Models. Models can be used to represent systems and their interactions. Models are limited in that they only represent certain aspects of the system under study.

  • MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

  • MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

  • Using the simulation in the computer lab of how gravity affects objects of different masses in relation to

  planets.

  (Highlight or comment below which sections have specific connections)

  Learning Objectives/Outcomes:

  What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

• Students will learn that the gravitational pull that planets have on objects is in direct relation to the planet's mass.

  Timeline of Activities

  
  

• Provide a breakdown of how long each activity will take, who will lead each segment, scheduled breaks, transitions, etc.

• Highlight which time period should be recorded (~30-40 minutes total).

• Add more rows as needed

  
  

  Time	Students Do	Lead Teacher Does	Other Teachers Do	Notes
  9:30-9:45	Watch video and answer questions	Watch video and asks questions	Same as lead teacher	Questions:
  9:45-9:50	Answer question about orbit	draw a picture of a circle and ask about orbit	same as lead teacher	draw the circle and ask for someone to explain what was happening in the video
  				this will lead to us discussing orbit

  • what did you think about the clip?

  • why did the spacecraft continue to accelerate? (mention Newton’s first law)

  • what would happen if the spacecraft was placed on earth with with the mechanism stuck in that position?

  

  
  

  9:50-9:55	Follow IU students to computer lab	Lead students to computer lab	Same as lead teacher
  9:55-10:15	Fill out chart, get assigned a planet, and write down the information about the planet that the IU students ask for	Help students write out the chart, tell them their assigned planet, and help them find the information that they need for the chart	Same as lead teacher
  10:15-10:20	Walk back to classroom/bathroom break	walk students back to classroom/bathroom break	same as lead teacher
  10:20-10:30	Write what information they found and have a discussion about the correlations of any of the values of the planets	Lead discussion about correlations between any of the values of the planets	Same as lead teacher	Greater Mass Greater Gravity
  10:30-10:50	Listen to IU students as they explain the Lycra fabric activity Be involved in the activity	Explain the lycra fabric activity ask the students questions about the activity	Help assist the lead teacher with the activity as well as the discussion	Can you observe how the smaller ball moves in response to the larger ball's presence on the lycra fabric?
  	answer questions after the activity			How does the mass of an object affect the strength of its gravitational pull?
  				What do you think will happen when we place a smaller and lighter ball near a larger and heavier one on the lycra fabric?
  				Why do planets in our solar system orbit around the Sun?

  

  
  

  				How is this related to gravity? How might the distance between two objects affect their gravitational interaction? How does the lycra fabric activity help you understand how gravity influences the orbits of planets around the Sun in space?
  10:50-11:10	Listen to the IU students as they explain the human modeling activity Do the activity and decorate poster	Explain the human modeling activity help students with anything they need help with	Help assist lead teacher
  11:10-11:30	Share poster with the class have a discussion about what we noticed in each poster as well as what is true about mass in relation to gravity/gravitational pull	Watch as the students share their posters help lead the discussion about what they noticed about the posters and mass and gravity/gravitational pull	Same as lead teacher

  Learning Plan

  
  

• These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.

• Add more rows as needed

  
  

  5-E Learning Cycle

  Engage

  

  
  

  Explore

  MODELING/RESEARCH

  • FIRST MAN SCENE

    • Dim the lights…

    • Give background context for the clip

    • Show the clip from FIRST MAN

      • Start discussion

        • What did you think about the clip?? (Fun talk for a minute)

        • Why did the spacecraft continue to accelerate?

          • Lead to newtons first law; An object in motion will stay in motion until acted upon by an outside force. There was a malfunctioning component (here 50 seconds) that wouldn’t stop firing. It caused the ship to KEEP accelerating going faster and faster. They had to shut off the system completely and change to manual controls to fix it.

        • What would happen if the spacecraft was placed on earth with the mechanism stuck in that position?

          • It would stop because it would hit the ground and friction would stop it.

        • The ship wasn’t just floating in space… it was close to earth…

        • *Draw a circle on the board for earth*

        • Using this as an example of earth, can anyone come up here and explain what was happening to that spacecraft in the video?

          • Lead to understanding ORBIT…

            • As a thing rotating a larger thing in space

            • COMPARE TO PLANETS

  • We will pass out the iPads to the students. We will show the QR code on the board and instruct the students to use the tool and create observations.

  • https://lab.nationalmedals.org/gravity.php

  • QR CODE

  • While the student are in the computer lab, we pass out a paper to each student. We will write on the board,

    • Your Name

    • Mass (In relation to earth)

    • Radius

    • Planet Name

    • Fun Fact

  • Give each student their own planet.

    • Mercury

    • Venus

    • Earth

    • Mars

    • Jupiter

    • Saturn

    • Uranus

  

  
  

  HUMAN MODELING/CREATION ACTIVITY

  Explain

  Extend

  Evaluate

  • Neptune

  • Display QR CODE that links to data table

  • Instruct the students to fill out the information for their prospective planets.

  • When all the students are done, have an excel sheet ready with all the data already predetermined.

  • Ask students if they see a correlation with any of the values.

    • Greater Mass Greater Gravity

      • Show the students a graph correlating mass and gravitational strength

  • Next we will be doing an interactive modeling of how gravity and gravitational orbits work in space. We will be using one yard of lycra fabric in which we will have students get in a circle and hold the ends of the fabric. We will then be taking different sized and weighted balls to see how depending on the mass of the ball, it will circle or orbit around a greater massed ball.

    • Can you observe how the smaller ball moves in response to the larger ball's presence on the lycra fabric?

    • How does the mass of an object affect the strength of its gravitational pull?

    • What do you think will happen when we place a smaller and lighter ball near a larger and heavier one on the lycra fabric?

    • Why do planets in our solar system orbit around the Sun? How is this related to gravity?

    • How might the distance between two objects affect their gravitational interaction?

    • How does the lycra fabric activity help you understand how gravity influences the orbits of planets around the Sun in space?

  • Each student will be given a piece of paper with an item in space and its mass on it. They will attach that paper to their back or front kind of like a nametag. They will then have to work with each other to see based on the individual's mass, who would orbit who. Eventually, we will have one center sun which the planets orbit along with other moons that orbit different planets.

  • explanation of orbit (cannon)

  • explanation of mass related to gravity in solar systems (transition to extend)

  • Each student will have posters to create their own solar systems. In the posters, the students will be instructed to include arrows to indicate motion/orbit relative to the others. They can make their own make believe planet names, moons, stars, etc. They can decorate it and the caveat is that they have to include masses that reflect proper gravitational orbit.

  • Students will then share their solar system posters and we will have a discussion about what we noticed in each poster and what we noticed is true about mass in relation to gravity/gravitational pull.

  Formative Assessment Plan & Evidence

  
  

  What evidence will you gather to understand if all of your students met the learning outcomes you described above?

• We will gather their personal solar systems that they made. If we see that the greater masses have

  

  planets/moons/stars/etc. that are less in mass, we will know that students understand that the greater massed object will pull lesser massed objects into its orbit.

  Accommodations and Modifications

  What needs do you anticipate students might need based on prior experiences?

  Materials

  • some students might need help using the simulation

  • Please send as a separate email in addition to submitting this lesson plan.

  • Add more rows as needed

  Item(s)	Source (including links, even if the link is just a picture)	Quantity
  1 yard lycra		1 yard
  marbles		10
  tennis balls		10
  heavy ball (billard)		1
  large poster boards		18
  lots of art supplies (markers, glue, paper, etc.)		a lot

  ‌Instructor Names:

  
  

  Grade Level: 5 and 6

  
  

  Anchoring Question/Phenomena for the unit: Why might your weight change in an elevator?

  
  

  Lesson Number:     4    

  
  

  Desired Results
  Driving Question for this week’s lesson:
  Connections to the Standards
  Disciplinary Core Idea(s) Addressed in this Lesson:	Science and Engineering Practices Addressed in this Lesson:	Crosscutting Concepts Addressed in this Lesson:
  Engineering Connections Addressed in this Lesson:		Nature of Science Connections Addressed in this Lesson:
  Other STEM Connections

  • Why might your weight change in an elevator?

  • Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS- PS2-5)

  • ​

  • Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)

  • Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (MS-PS2-2)

  • Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. (MS-PS2-5).

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS- PS2-3), (MS-PS2-5)

  • Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy and matter flows within systems. (MS-PS2-1), (MS-PS2-4)

  • The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-PS2-1)

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS- PS2-2), (MS-PS2-4)

  • Using the simulation so they can see how the amount of force on a person changes as the elevator goes up and slows down

  (Highlight or comment below which sections have specific connections)

  
  

  Learning Objectives/Outcomes:

  What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

• Students will learn that the gravitational pull that planets have on objects is in direct relation to the planet's mass.

  Timeline of Activities

  
  

• Provide a breakdown of how long each activity will take, who will lead each segment, scheduled breaks, transitions, etc.

• Highlight which time period should be recorded (~30-40 minutes total).

• Add more rows as needed

  
  

  Time	Students Do	Lead Teacher Does	Other Teachers Do	Notes
  9:30-9:40	watch video and answer questions	Watch video and asks questions	Same as lead teacher	Questions: force?
  9:40-9:45	Receive IPad and go to website	Pass out IPads and give them the link to the simulation website	same as lead teacher	https://shorturl.at/adnOT
  9:45-9:50	Play with with online simulation	Help students with simulation if needed	Same as lead teacher
  9:50-10:00	Go to the other simulation and play around with it	Help students with simulation if needed	Same as lead teacher	https://shorturl.at/psvJP

  • What is

  • What can you tell me about force?

  • What did you notice about the amount of force that was on the person in the video?

  • Would your weight go higher as the elevator went up? Or would it go down?

  

  
  

  10:00-10:15	Answer questions that IU students ask	Lead discussion and ask questions	help support lead teacher with the discussion
  10:15-10:20	Be placed in their group	Place kids into 2 group	Help place kids into their group	One group will go with Will or Suzanne and ride the elevator and the other will stay in the classroom and watch this video that connects everything we’ve learned so far
  10:20-10:25	Get their assigned role	assign kids their roles	same as lead teacher	Have one student per group be the person getting weighed

  • What did you notice about the graph in the first simulation?

    • When did it go up? When did it go down?

  • What did you notice about how the man felt in the second simulation? When did he feel lighter? When did he feel heavier?

  • What do you think would happen to your weight as you go up and down an elevator?

  

  
  

  				Have 2 people be the recorders (They will snap a picture of the graph as well as write down the starting force, the force at the top floor, and the force once they get to the bottom) Everyone else will document what they felt throughout the elevator ride, similar to the man in the second simulation
  10:25-10:55	Ride in the elevator/watch video	Ride in the elevator with the kids/watch video	Same as lead teacher	first group has 15 minutes to ride the elevator and let other kids weigh themselves too if they want to After that, the 2 groups will switch whatever group isn’t in the elevator will be watching a video
  10:55-11:00	Bathroom break/water break	Bathroom break/water break	water break/water break
  11:00-11:15	Have a discussion about what they observed during the elevator activity	Lead discussion about elevator activity	Help assist lead teacher

  • When was the graph the highest? What does that mean?

  • When was the graph the lowest? What does that mean?

  • What do you

  

  
  

  				think would happen if you were in an elevator and jumped up in the air and landed on the scale? What would the graph look like?
  11:15-11:30	Have a discussion that connects last weeks learnings to this weeks	Lead discussion that connects last week to this week	Same as lead teacher

  • How is what we learned today similar to what we learned last week?

  • How is it different?

  • Is the force that is being applied in the elevator the same that is applied to the planets?

  • (GRAVITY IS PULLING DOWN)

  Learning Plan

  
  

• These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.

• Add more rows as needed

  
  

  5-E Learning Cycle

  Engage

  • Watch this video

  • Have a discussion about the video

  • Questions to ask

    • What is force?

    • What can you tell me about force?

  

  
  

  Explore

  Explain

  Extend

  Evaluate

  • What did you notice about the amount of force that was on the person in the video?

  • Would your weight go higher as the elevator went up? Or would it go down?

  • They will then work on 2 different simulations that help show how forces affect your weight while on an elevator

    • This will help give them some ideas of what to look for when they are actually in the elevator

  • After the simulations, they will then actually ride in the elevator and see how the amount of force exerted on their body changes as the elevator starts and stops

  • There will be one person getting weighed per group, 2 recorders, and the rest will jot down what they are feeling on the elevator (similar to the guy in this simulation)

    • The recorders will take videos on the ipads of what the scale is reading so that way, they can look back and watch the graph change during the discussion

  • They will be able to explain what they saw and felt in the elevator

  • Explain that your weight isn’t actually changing, but instead the amount of force being exerted is changing

  • We will extend this lesson by connecting it to what we have learned so far, especially last week talking about how mass can affect weight, so can force

    • They will watch this video as well as have a discussion with these questions

      • How is what we learned today similar to what we learned last week?

      • How is it different?

      • Is the force that is being applied in the elevator the same that is applied to the planets?

  • We will collect the notes that the students took on the elevator

  • We will also ask them to answer this question on a paper at the end of the listen

    • “The amount of force exerted in an elevator (blank) as the elevator rises but it (blank) as it goes down”

  • We will collect this and check their answers

  Formative Assessment Plan & Evidence

  
  

  What evidence will you gather to understand if all of your students met the learning outcomes you described above?

• We will gather their notes that they take in the elevator as well as their answers to the question “The amount of force exerted in an elevator (blank) as the elevator rises but it (blank) as it goes down”

  

  Accommodations and Modifications

  What needs do you anticipate students might need based on prior experiences?

  Materials

  • Some students might need help reading the graph that Vernier creates

  • Please send as a separate email in addition to submitting this lesson plan.

  • Add more rows as needed

  Item(s)	Source (including links, even if the link is just a picture)	Quantity
  Vernier scale		1
  White printer paper		20 pieces
  Markers to write		20
  IPads		20

  ‌Instructor Names:

  
  

  Grade Level: 5 and 6

  
  

  Anchoring Question/Phenomena for the unit: How can you use what we’ve learned so far to keep an egg safe in an egg drop?

  Lesson Number:     5    

  
  

  Desired Results
  Driving Question for this week’s lesson:
  Connections to the Standards
  Disciplinary Core Idea(s) Addressed in this Lesson:	Science and Engineering Practices Addressed in this Lesson:	Crosscutting Concepts Addressed in this Lesson:
  Engineering Connections Addressed in this Lesson:		Nature of Science Connections Addressed in this Lesson:
  Other STEM Connections

  • How can you use what we’ve learned so far to keep an egg safe in an egg drop?

  • Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS- PS2-5)

  • ​

  • Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)

  • Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (MS-PS2-2)

  • Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. (MS-PS2-5).

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS- PS2-3), (MS-PS2-5)

  • Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy and matter flows within systems. (MS-PS2-1), (MS-PS2-4)

  • The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-PS2-1)

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS- PS2-2), (MS-PS2-4)

• Watching a video

• Engineering a mechanism to protect the egg from cracking (Highlight or comment below which sections have specific connections)

  Learning Objectives/Outcomes:

  What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

• Students will take what they have learned so far to keep an egg safe during an egg drop

  Timeline of Activities

  
  

• Provide a breakdown of how long each activity will take, who will lead each segment, scheduled breaks, transitions, etc.

• Highlight which time period should be recorded (~30-40 minutes total).

• Add more rows as needed

  
  

  Time	Students Do	Lead Teacher Does	Other Teachers Do	Notes
  9:30-9:35	Watch video	Shows video	Turn lights off and watch video	https://www.youtube.com/watch?v=3E9BcdFYENg
  9:35-9:45	Answer questions that IU students ask	Ask questions regarding the video and main ideas around previous lessons for reflection before final activity	Assist lead teacher

  • Week One Reflection Question: Do objects fall at the same rate?

  • week 2 question: How does air resistance affect falling objects?

  • week 3: How does mass affect gravitational pull?

  • week 4: how does force affect your body as you move up and down?

  • How can this video and

  

  
  

  				what we’ve learned so far help you build a contraption that will keep your egg safe?
  9:45-9:55	Get put into groups of 2 and draw out contraption ideas	Break students off into groups of 2 and have them draw out ideas for theri contraption	assist lead teacher
  9:55-10:35	Build contraption	help any students that need it	same as lead teacher
  10:35-10:40	bathroom break/head outside to the grass near the parking garage	help bring the kids outside	help lead teacher
  10:40-11:05	launch their eggs	help kids launch their eggs	assist lead teacher
  11:05-11:10	head back to the classroom	lead kids back to the classroom	assist lead teacher
  11:10-11:30	Talk about the results about their egg	ask students about the results of their egg

  • What are your initial ideas?

  • Ask week by week questions first, then video, then the 2 other questions

  • let students know there is a weight limit

  • help students cut 2 liter bottle at the beginning

  • make sure to weigh it beforehand

  • How did you use previous learning to

  

  
  

  talk about what they built and why answer questions about connecting previous lessons all together

  ask about how they built their contraptions connect previous lessons

  today?

  • How can you use what we’ve learned in everyday life?

  Learning Plan

  
  

• These phases may repeat, should not necessarily happen in this order, and may span multiple days for more complex activities.

• Add more rows as needed