Catapult Lesson
Catapult Lesson GENERAL INFORMATION ● ● ● ●
Subject(s): Math Topic or Unit of Study: Gathering and presenting data Grade/Level: 5 Instructional Setting: This project is intended for students in groups of 23.
STANDARDS AND OBJECTIVES Common Core Math Standards: ● Convert like measurement units within a given measurement system. CCSS.MATH.CONTENT.5.MD.A.1 ● Represent and interpret data. CCSS.MATH.CONTENT.5.MD.B.2 Lesson Objective(s): At the conclusion of this lesson, students will be able to: ● measure range of each catapult configuration ● contrast performance data of different catapult configurations ● present collected data in a graphical format ● infer the performance of other, untested configurations
MATERIALS AND RESOURCES Instructional Materials: ● ● ● ● ● ●
Lasercut catapult kit Rubber band "Paper ball" ~1cm diameter Data recording worksheet Measuring tape Masking tape as needed to reinforce catapult.
Resources: Similar lesson about graphing data provided by NASA at: http://mynasadata.larc.nasa.gov/lessonplans/?page_id=474?&passid=115 NASA lesson provides students with a dataset to create a line graph of weather data or allows them to gather speed data. Graphing portion of catapult lesson is a variation of the lesson provided by NASA.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: ● ● ●
Using a measuring instrument. Recording data in a table format. Calculating an average.
2.
Presentation of New Information or Modeling: ● ● ● ● ●
Definition, use, and explanation of a catapult. Definition of "Trajectory" Definition of "Elasticity" Create a line graph from collected data. Make a prediction based on available data.
3.
Guided Practice: Teacher should demonstrate the assembly and use of the laser cut catapult. Projectiles can be small foam balls, wadded up paper, or anything else. Each team of student just needs to use the same thing for each test so that data is consistent. Teacher should show how the different can be used to make the catapult stop at 15, 30, and 45 degrees away from vertical. Each angle will result in a different trajectory. Teacher should demonstrate how to measure the distance that the projectile traveled and how to record the distance on the worksheet.
4.
Culminating or Closing Procedure/Activity/Event: Students will assemble their catapults in groups of 23. Then they will test the distance that the catapult throws the projectile 3 times with each angle stop (9 total tests). After all data is collected students will calculate the average for each angle stop. Once averages are calculated, students will use the data to create a line graph. Finally, students will predict if the distance will increase or decrease if smaller or larger stops are used.
Pedagogical Strategy (or Strategies): ● ●
Teacher demonstration Small group collaboration
Differentiated Instruction: Gifted/Accelerated learners: These students may conduct more trials and record more data. Rather than calculate the average and plot that, they should plot all of their data points and create a best fit line graph. They can also calculate the distance that would be reached if they had a 10degree and/or a 50degree stop.
Student Assessment/Rubrics: Lesson worksheet and studentcreated graph will serve as assessment instrument for this lesson.
Subject(s): Math Topic or Unit of Study: Gathering and presenting data Grade/Level: 5 Instructional Setting: This project is intended for students in groups of 23.
STANDARDS AND OBJECTIVES Common Core Math Standards: ● Convert like measurement units within a given measurement system. CCSS.MATH.CONTENT.5.MD.A.1 ● Represent and interpret data. CCSS.MATH.CONTENT.5.MD.B.2 Lesson Objective(s): At the conclusion of this lesson, students will be able to: ● measure range of each catapult configuration ● contrast performance data of different catapult configurations ● present collected data in a graphical format ● infer the performance of other, untested configurations
MATERIALS AND RESOURCES Instructional Materials: ● ● ● ● ● ●
Lasercut catapult kit Rubber band "Paper ball" ~1cm diameter Data recording worksheet Measuring tape Masking tape as needed to reinforce catapult.
Resources: Similar lesson about graphing data provided by NASA at: http://mynasadata.larc.nasa.gov/lessonplans/?page_id=474?&passid=115 NASA lesson provides students with a dataset to create a line graph of weather data or allows them to gather speed data. Graphing portion of catapult lesson is a variation of the lesson provided by NASA.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: ● ● ●
Using a measuring instrument. Recording data in a table format. Calculating an average.
2.
Presentation of New Information or Modeling: ● ● ● ● ●
Definition, use, and explanation of a catapult. Definition of "Trajectory" Definition of "Elasticity" Create a line graph from collected data. Make a prediction based on available data.
3.
Guided Practice: Teacher should demonstrate the assembly and use of the laser cut catapult. Projectiles can be small foam balls, wadded up paper, or anything else. Each team of student just needs to use the same thing for each test so that data is consistent. Teacher should show how the different can be used to make the catapult stop at 15, 30, and 45 degrees away from vertical. Each angle will result in a different trajectory. Teacher should demonstrate how to measure the distance that the projectile traveled and how to record the distance on the worksheet.
4.
Culminating or Closing Procedure/Activity/Event: Students will assemble their catapults in groups of 23. Then they will test the distance that the catapult throws the projectile 3 times with each angle stop (9 total tests). After all data is collected students will calculate the average for each angle stop. Once averages are calculated, students will use the data to create a line graph. Finally, students will predict if the distance will increase or decrease if smaller or larger stops are used.
Pedagogical Strategy (or Strategies): ● ●
Teacher demonstration Small group collaboration
Differentiated Instruction: Gifted/Accelerated learners: These students may conduct more trials and record more data. Rather than calculate the average and plot that, they should plot all of their data points and create a best fit line graph. They can also calculate the distance that would be reached if they had a 10degree and/or a 50degree stop.
Student Assessment/Rubrics: Lesson worksheet and studentcreated graph will serve as assessment instrument for this lesson.
