Creative Discovery Museum Lesson Plan

Energy and Matter

Time Needed for set-up (30 min.) Class time - 1 hour

5th Grade

Main Goal:
Students will discover that energy is present in all disciplines of everyday life. It will teach them about the
transfer of energy and allow further learning in the classroom to transpire easily.

Objective: Students will be able to recite what they have learned and apply it to further studies.

Standards: GLE 0507.10.2-Conduct experiments on the transfer of heat energy through conduction,
convection, and radiation. Science (jiffy pop)-Could be introduction

GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve
problems. Technology (Elias Arduino/Multimeter/Drawing Circuits)

GLE 0507.12.1 Recognize that earth attracts objects without directly touching them.

GLE 0507.11.1-Design an investigation, collect data and draw conclusions about the relationship among
mass, force, and distance traveled. Engineering (Lego Coaster Car)

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators. For example,
2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Introduction: How Conduction, Convection, and Radiation interact with matter.

Hook: Cooking popcorn

Answering the main problem: How is energy transferred? What kinds of energy are there? How can it be
transferred? What affects the transfer?

Station #1: Lego Coaster Car(Tyler Kinkead)

Set-up: Small Rubbermaid Containers will be set up on a row of tables. A pre built template for the roller
coaster car will be pre assembled for each student/ group of students. A ramp will also be pre assembled
on the side of the tables opposite of where the children will sit. A tape measure will be set up beside the
ramp to measure the distance the cars travel. Set up could take anywhere from 5-20 minutes.
Introduction: Alright, we here at (amusement park name) are having a dilemma. We are in need of a
new roller coaster car that can go farther down the hill then they currently are able to. Since you are
children and provide free labor, I am asking you to build a practical roller coaster car using these Legos. If
you are lucky, your design might even be picked to be used in (amusement park name). You may begin.

Activities: Children will be divided into groups (or be working by themselves, depending on the size of
the group) and build Lego roller coaster, then record the mass of the vehicles. Children then race the cars
down a ramp and record the distance they travel. They will then make inferences on why certain cars
travel farther than other cars based on the mass of the car. There will be a 5 minute build phase and a 5
minute race phase.

Resources for further Learning:

https://phet.colorado.edu/sims/html/gravity-force-lab/latest/gravity-force-lab_en.html
A simulation that allows you to experiment with the values of force, net force, Gravity, and distance.
http://www.sciencekids.co.nz/gamesactivities/forcesinaction.html
A simulation similar to the station where you try to make a truck travel a certain distance by changing
mass and acceleration.
http://ippex.pppl.gov/interactive/fusion/ke_vs_mass.html
An introduction to kinetic energy, mass, and force.
http://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Force/Force-Interactive
An experimentation with net force, mass, and its effect on an object.

Station #2: ThemePark (Boardgame) (Will Crutchfield)

Set-up:
The station will take place at any one available table. A game board and cards will be pre made and
laminated for the use of the elementary students. Dice will also be provided by the Stem students.
Instructions to play the game along with an informed Stem student will be at the station to assist with the
game.

Introduction:
The colorful game board will be held up and announced to the students. A brief description of the game /
rules will be given.

Activities:
The students will play our ThemePark board game according to the rules below.

The object of the game is to reach one. Students will roll one die to get their denominator. They will then
roll another die to get their numerator for their fraction. They will continue making these fractions taking
turns and adding their fractions together until they reach exactly one. If they go over one, they must
subtract the 1 and start going back around the board.
Rules:
1. Roll one dice. The number shown is the numerator. Write down the fraction
2. Roll t he second dice. The number shown is the denominator. Write down the fraction.
3. If the f raction you made is improper, roll to make a fraction again. If you get the same result roll a
fraction once more. If it is improper a third time go to Jail.
4. How do I get out of Jail? On your first turn in jail you can try to roll a whole number. If you do so
congratulations you can now move to the just visiting space. If you do not roll a whole number
you turn is over. On your second turn in jail you can move yourself to just visiting and then roll to
see how many spaces you go.
5. What happens if your denominator is a 5? If you roll a five for your denominator, you draw a
Potential Energy Card. Follow what the card says to do. If you roll a or land on the space,
you also draw a card.
6. To win the game you must be the first person to land on the start/finish space without rolling a
number that sends you pass the end. If you do roll a number that sends you pass the space,
continue around the board again.

Resources for further learning:

https://www.brainpop.com//math/numbersandoperations/addingandsubtractingfractions/preview.weml
Adding / subtracting fractions video
https://www.brainpop.com//math/numbersandoperations/fractions/preview.weml
General fractions video
http://www.sheppardsoftware.com/mathgames/fractions/FruitShootFractionsAddition.htm
Adding fractions game
http://www.sheppardsoftware.com/mathgames/fractions/mathman_fractions_add_uncommon.htm
Adding fractions with unlike denominators game

Materials required:
Game Board
2 dice
10 monopoly player pieces
Set of chance / Spin The Wheel cards

Learning Target:
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators. For example,
2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Station #3: Cup Pyramids (Jonathan Fogo)

Set-up:
Construct 2 pyramids each made of 3 cups and 5 cups each (4 on the bottom and 1 on the top).
Introduction:
Students will be asked what they know about gravity and what they want to know about gravity. Once the
students know what they want to learn, they will try to knock down the pyramids using a ball.

Activities:
1. Taking turns, have the students throw the ball at the pyramid with 3 cups.
2. After everyone has taken their turn, have a discussion about why the pyramid fell.
3. Once the students understand the general idea of gravity and how the plays a role in its stability,
have the students (in teams of 3-4) compete to construct the tallest tower. Give the students 10-12
cups. The cups can only meet lip to lip or top to top. The team with the tallest tower wins!

Resources for Further Learning Opportunities:

https://www.brainpop.com/science/motionsforcesandtime/gravity/preview.weml
Goes over the basic ideas of gravity.
http://go.galegroup.com/ps/retrieve.do?sort=RELEVANCE&docType=Article&tabID=T003&prodId=M
SIC&searchId=R1&resultListType=RESULT_LIST&searchType=BasicSearchForm&contentSegment=
&currentPosition=24&searchResultsType=SingleTab&inPS=true&userGroupName=tel_s_tsla&docId=G
ALE%7CA140305000&contentSet=GALE%7CA140305000
Gives children a visualization of gravity. Also it speaks on gravity affecting weight and tides.

Wrap-Up: In the last 2-3 minutes of the rotation, have the students openly discuss what they learned and
what they want to learn about gravity.

Station #4: Paper Circuits (Elias Basler)

Set-up: Cut and fold paper to correct shape, give a piece of paper, an LED and two batteries to each
student.

Introduction: Electricity is all around us. Everything uses electricity. At night the theme park needs
electric lights to make sure you can see. Today you will learn how to build your own electric circuit to
light up the park. Our circuit will use two double A batteries that you use all the time to power a LED.

Activities:
Explain to students voltage
Have students calculate how many batteries
Place electronics
Draw circuit
Tape LEDs and batteries
Test

Resources for further Learning:

Students will walk away with a basic knowledge of electricity and something to show for it. Teachers will
be able to teach students the finer points and more mathematical aspects of electricity. Through this
activity students will be able to better understand how more advanced technology works. Also, being able
to take home a circuit they made themselves will get students excited about technology.
http://study.com/academy/lesson/what-is-electric-current-definition-unit-types.html

Station #5: Hot Air Balloons (Alexander Clifford)

Set-up: Plug in the hair dryer, set out hot air balloons, lay out the materials

Introduction: In this activity, students will learn how kinetic energy can be transferred into potential
energy and back. To start, show them a pendulum of some string and a weight and explain how as the
pendulum moves outwards, you are adding kinetic energy to build potential energy. When the pendulum
is released from a standing orbit, the potential energy is converted back into kinetic energy. Then tell
them what they will be doing in the activity. Introduce it as a ride at the theme park.

Activities:
1. Give the parachutes to the students
2. Let them blow the parachute into the air with the hair-dryer on low
3. Watch as they come down and time the ascent and descent with the stopwatch
4. Let them blow the parachute into the air with the hair-dryer on high
5. Watch as they come down. Note the acceleration up and down changes with the stopwatch
6. Ask them why it came up faster? Why did it come up slower the first time?
7. Apply weight to the parachutes.
8. Let them blow the parachute with the weight into the air with the hair-dryer on high
9. Note the rate of descent with the stopwatch
10. Ask them about how the transfer of potential energy was accelerated

Resources for further learning: This activity can act as a springboard into acceleration, the relationship
of mass and energy, and air resistance. Math can be drawn from mass and energy, while science can be
taught as how the individual atoms move, transfer energy, and resist movement. The Tennessee Learning
Standards for science can extend to Standard 11-Motion, and Standard 12-Forces in Nature. If they are
extremely interested, they can learn more about energy trade-off at
http://www.haydenplanetarium.org/tyson/read/1994/05/01/energy and can have fun with it at
http://phet.colorado.edu/en/simulation/energy-skate-park

Wrap-up: Serve them popcorn and thank them for being such a good audience

Materials Needed: (Conductive ink, paper, LEDs, batteries, and tape) Paper Circuit station; (Pre-made
parachute, pendulum, green army man (or other similar weight), hair dryer, stopwatch) Hot Air Balloons
station; ( Pre-Made ramp, containers with Legos in them, a tape measure, a scale, a whiteboard of medium
size) The Lego Derby Station; (Game Board, 2 dice, 10 player pieces, Set of chance / kooky cookie cards)
Fractopoly Station; Cup Pyramids: 2 balls and party soho cups (provided by STEM students)

Resources: N/A