Lesson Planning Template Using the 5-E Model

The Task:
 Choose a lesson you will deliver between this session and next;
 Choose the essential feature(s) of Science Inquiry to include or enhance
in the lesson;
X Learner gives priority to evidence in responding
to questions
x Learner formulates explanations from evidence
x Learner connects explanations to scientific
knowledge
x Learner communicates and justifies
explanations

Title of your Lesson: Two Dimensional Motion and Forces

Which Science Inquiry HSCE’s are being addressed in this Lesson: P1.1
Scientific Inquiry
Science is a way of understanding nature. Scientific research may begin by
generating new scientific questions that can be answered through replicable
scientific investigations that are logically developed and conducted
systematically. Scientific conclusions and explanations result from careful
analysis of empirical evidence and the use of logical reasoning. Some questions
in science are addressed through indirect rather than direct observation,
evaluating the consistency of new evidence with results predicted by models of
natural processes. Results from investigations are communicated in reports that
are scrutinized through a peer review process.

P1.2 Scientific Reflection and Social Implications

The integrity of the scientific process depends on scientists and citizens understanding and respecting
the “Nature of Science.” Openness to new ideas, skepticism, and honesty are attributes required for
good scientific practice. Scientists must use logical reasoning during investigation design, analysis,
conclusion, and communication. Science can produce critical insights on societal problems from a
personal and local scale to a global scale. Science both aids in the development of technology and
provides tools for assessing the costs, risks, and benefits of technological systems. Scientific
conclusions and arguments play a role in personal choice and public policy decisions. New technology
and scientific discoveries have had a major influence in shaping human history. Science and
technology continue to offer diverse and significant career opportunities.

Which Science Content HSCE’s are being addressed in this Lesson: P3.3A 

Identify the action and reaction force from examples of forces in everyday
situations (e.g., book on a table, walking across the floor, pushing open a door).
P3.3b Predict how the change in velocity of a small mass compares to the change in velocity of
a large mass when the objects interact (e.g., collide).
P3.3c Explain the recoil of a projectile launcher in terms of forces and masses.
 Engage
Designed to help students understand the learning task and make connections to past and
present learning experiences. It should stimulate interest and prompt students to identify
their own questions about the topic. Typical activities in this stage include posing a question,
defining a problem, or demonstrating a discrepant event, then using small group discussions
to stimulate and share ideas. Instructors help students connect previous knowledge to the
new concepts introduced in the unit.
Briefly describe the opening activity Questions to be posed for group
to engage students’ interest: discussion:
1. How do we maintain consistent
Using the golf ball launching launching force?
devise, determine ball speed 2. What forces will effect the
relative to different ball after launching?
oppositional forces, ex. carpet, 3. What are the dependent and
tile and concrete surfaces. independent variables?

Explore
Students have the opportunity to get directly involved with key concepts through guided
exploration of information. They begin identifying patterns and make connections to other
disciplines. Frequently, students will diverge from the slated activity to explore their own
questions, continually building on their knowledge base. In this stage, instructors observe
and listen to students as they interact with each other and the information provided.
Probing questions help students clarify their understanding and redirect their investigations
when necessary.
Possible materials needed: Probing / Clarifying Questions for
-Various golf clubs students:
-Golf balls -What forces effect the motion of
-Various types of plastic “whiffle” objects?
balls -What effects the individual forces,
-Various types of plastic bats (F=mxA), during your trials?
-Tennis balls -Which of those effects are
-Basketballs independent varibles?
-Volley balls Dependent varibles?
-Boomerang -How does air resistance, (wind),
-Various sized, inflated soccer balls effect the shape and surface of the
-Meter sticks projectile?
Stop watch What one variable will you test?
 Explain
Students are introduced more formally to the lesson’s concepts. Through readings and
discussions, students gain understanding of the major concepts and can verify answers to
questions or problems posed earlier. In addition, more abstract concepts not easily explored
in earlier activities are introduced and explained. As students formulate new ideas,
appropriate vocabulary can be introduced.
Content media (e.g. written material, Relevant vocabulary:
video, lecture, technology, etc.) and Force
major concepts: Mass
-Read related pages in text Acceleration
-Video on Motion Lift
-Discuss amusement rides and Friction
changes in velocity Gravity
-Bill Nye video Projectile
Velocity
Variable
Hypothesis

Elaborate
Students expand on what they have learned and apply their newfound knowledge to a
different situation. They test ideas more thoroughly and explore additional relationships.
Providing closure to the lesson and verifying student understanding is critical at this point.
Extension questions for whole/small Student communication product:
group:
-Can we design and complete an
experiment involving a projectile,
launch angle and a target?
 Evaluate
The instructor continually observes students’ learning to monitor their progress using
questioning techniques and discussions. More formal evaluation - traditional assessments in
the form of quizzes and alternative assessments such as concept maps, summary projects or
reports - can be conducted at this stage. The assessment should be aligned with the content
of the learning experience.
Assessment(s) for Inquiry HSCEs: Examples of Student Work:
P1.1 Scientific Inquiry X Paragraphs / Written
Science is a way of understanding nature.
Scientific research may begin by generating new
Explanations
scientific questions that can be answered through X Concept Map / Graphic
replicable scientific investigations that are Organizer
logically developed and conducted
systematically. Scientific conclusions and X Graphs, Charts, Data
explanations result from careful analysis of Tables
empirical evidence and the use of logical
X Description of
reasoning. Some questions in science are
addressed through indirect rather than direct Scientific Investigation
observation, evaluating the consistency of new X Scientific Diagrams
evidence with results predicted by models of
natural processes. Results from investigations are X Powerpoint presentations
communicated in reports that are scrutinized
through a peer review process.

Assessment(s) for Content HSCEs: Examples of Student Work:

P1.2 Scientific Reflection and  Paragraphs / Written
Social Implications
Explanations
The integrity of the scientific process depends on
scientists and citizens understanding and  Concept Map / Graphic Organizer
respecting the “Nature of Science.” Openness to  Graphs, Charts, Data Tables
new ideas, skepticism, and honesty are attributes
required for good scientific practice. Scientists  Description of Scientific
must use logical reasoning during investigation Investigation
design, analysis, conclusion, and communication.  Scientific Diagrams
Science can produce critical insights on societal
problems from a personal and local scale to a
global scale. Science both aids in the
development of technology and provides tools for
assessing the costs, risks, and benefits of
technological systems. Scientific conclusions and
arguments play a role in personal choice and
public policy decisions. New technology and
scientific discoveries have had a major influence
in shaping human history. Science and
technology continue to offer diverse and
significant career opportunities.