Science

Lesson – 5th Grade

Forces of Motion – Inclined Planes

Elements of the Lesson Evidence that Documents the Elements
I. Standard Battle Creek Area Science Kit Unit Objective:
District curriculum guidelines, MDE core Describe how simple machines make jobs easier to do.
curriculum, or CCSS

II. Objectives/Targets and I can I can…
statements I can show how inclined planes make work easier to do.
What am I going to teach? I can experiment with inclined planes.
What will the students be able to do at
the end of the lesson?
What formative assessments are used to
inform my instruction?
What challenges might students
encounter?
Why is this concept/target important?
III. Lesson Management: Focus and I will use a call to attention to bring the group together, “Give Me 5, 5, 4, 3, 2, 1.” I will
Organization also use wait time to assure that the students are listening.
What positive strategies, techniques and
tools will I use?
I will see engaged students experimenting with inclined planes.
What on task, active and focused

student behavior will I see?
Students will be placed into groups, which will be displayed on the document camera.

 Each group correlates to a table color, so they will know where in the room they should
be. They had these same groups during our experiments last week as well.
IV. Introduction: Creating Excitement and I will show the students the “Doodle Notes” that we have been going over. I will read the
Focus for the Lesson Target definition of inclined plane and then show some of the examples I drew.
What will I do to generate interest?
How will I access prior knowledge?
What will I have students
practice/review?
V. Input: Setting up the Lesson for The learner needs to know how to set up the experiment, which will be demonstrated.
Student Success The learner will be provided assistance from their group or the teachers if needed. The
learner will also need to know how to use and read a spring scale, which has covered
Task analysis:
previously. The whole group will be reminded before the experiment begins and assisted
• What information does the
as needed as the teachers circulate.
learner need? If needed how will
The lesson is scaffolded by the experiment being modeled before the students set it up.
it be provided?
The packet also reminds the students what to do and how to do it.
• How is the lesson scaffolded?

Higher Level Thinking: Questions to
engage students’ thinking
Questions/Tasks for Higher Level Thinking:

• Remembering Remembering:

• Understanding How many trials do I need to do?

• Applying What do I do after I set up the experiment?

• Analyzing
 • Evaluating Applying:
• Creating How many centimeters high are the books?
Accommodations: Differentiating to Lift the block ____ centimeters.
meet students’ needs Slide the block up the ramp and measure using the spring scale.
• Remediation/Intervention
Remember, a simple machine makes work easier to do. How does the inclined plane
• Extension/enrichment
make work easier to do?
Methods, Materials and Integrated
Draw a picture of someone using an inclined plane (such as a ramp) to make a job easier
Technology
to do.
• Instructional techniques

• Engagement strategies
Analyzing:
• Materials and Integrated
Technology list Which method of moving the wood block required the least amount of force? Use

evidence from your data to support your answer.

Creating:
What variables can change in this experiment? Experiment, and write your observations
below!

The questions in the packet are intended to extend student thinking. Not all groups will
get to them if there isn’t time. Groups who get done will be asked questions such as,
“What would change if we used a longer ramp? Taller stack of books? Block with more
mass?” We frequently allow the students to experiment freely after they have finished
the initial experiment to change variables as they please. However, this usually happens
when we have multiple days to do an experiment, so it will probably not be seen in this
lesson.

Students who are struggling will be offered more guidance from the teacher. We have
one student who is hearing impaired and has an interpreter that assists her and often
helps her group as well.

The students are engaged by the hands-on experiments, especially when they get to
experiment with changing variables freely.

Materials:
-Doodle Notes
-Investigation Packet
-Document Camera
-Wood planks for ramps
-Books
-Spring Scales
-Wood blocks with hooks (smooth side and sandpaper side)
-Rulers and/or flexible tape measures
-Masking tape
VI. Modeling: I Do I will begin by reminding students how to read a spring scale, using the document camera
SHOW/TELL (Visual/Verbal Input) so that they can see.
What will I show/demonstrate for
students? What will I tell them?
I will model the experiment. I will first set up the ramp using the books and the wood
HOW/WHAT (Questioning and
plank. I will then measure the height of the books in centimeters. I will lift the wood block
redirecting)
up that many centimeters. I will read the spring scale. I will then slide the wood block
How to do as well as What to do
(smooth side) up the entire ramp and read the spring scale. I will repeat with the

sandpaper side.
VII. Checking for Understanding How many trials do I need to do?
Samples of questions to be asked What do I do after I set up the experiment?
Ways in which students will respond and
be engaged
Formative assessment strategies to be
implemented
VIII. Guided Practice: We Do One student volunteer shows how to pull the wood block up the ramp and read the
What do the teacher and student do spring scale.
together?
How will a gradual release of
responsibility be accomplished?
IX. Collaborative (You Do Together) Students work together to complete the experiment. First, they gather their supplies and
and/or Independent Practice (You Do) draw a diagram. Then they measure the height of the books in centimeters, recording the
What practices will be demonstrated? answer. They do three trials for lifting straight up, sliding up with the smooth side, and
 sliding up with the sandpaper side. After all trials are done, they take the average and
answer the questions.
X. Closure We will come back together as a class with 5 minutes or so left and discuss some
How will the ‘I can’ statement(s) be observations that they have so far.
reviewed?
How will students be involved?
What connections to future learning will
occur?

XI. Assessment When I collect the packets, I will assess their understanding of the inclined planes as a
What evidence supports that the simple machine.
target(s)/objective(s) were met? I will also assess their understanding during the lesson closure.
What do my students know, understand
The day after this lesson takes place, we will ask and discuss as a class, “how does an
and are able to do now?
inclined plane make work easier to do?”
What formative assessments will be
I will also be formatively assessing as I circulate during the experiment, assisting and
used to inform instruction?
questioning groups.