3.PS.1-Plan and Good - Drew or

5E Lesson Plan
Indicator(s) ICAN Assessment Proficiency Content

Statements Goals Essential
Vocabulary
3.PS.1-Plan and I can investigate Tug of War Good - Drew or Balanced
conduct an the effects of Scenario made a list for
Unbalanced
investigation to balanced and Worksheet tug of war teams
provide evidence unbalanced (Attached) and properly Forces
of the effects of forces on the asked and
balanced and motion of an answered their Motion
unbalanced object. scientific Friction
forces on the question.
motion of an Push
Fair - A list or
object. I can provide Pull
drawing may be
evidence for the
made for tug of
effects of
war teams. The
balanced and
scientific
unbalanced
question or
forces of an
answer may
object.
have a response.
Poor - No
drawing or list
was made for
tug of war
teams. No
scientific
question was
made or
answered.
See Rubric
Attached
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5E Lesson Plan
Foldable
(Attached)
Section 0: Identify prior knowledge and learning
Prior Knowledge:
An object can be moved by pushing or pulling.
Misconceptions:
All forces will cancel each other out.
A balance is a scale
Force has to be moving
Force comes from Star Wars
All forces need an object
If an object is not moving, it has no force
A: Engage
Introduce a long rope and lay it across the floor.
.
Pose these questions: Is the rope moving? (No.) What ways can we make the rope move?
Have the students generate a list of ideas in their journals of how the rope can move.
Facilitate a discussion of their ideas and identify prior knowledge and misconceptions.
A response may include that the rope can be pushed or pulled.
Explain to the students that they will be exploring force using a tug of war game to show
balanced and unbalanced forces.
Section B: Explore
Explain to the students, they will be exploring unbalanced and balanced forces by playing tug
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5E Lesson Plan
of war.
Before tug of war begins, have the students fill out a scenario worksheet as shown below.
Split students into teams to complete this lesson. On their scenario worksheet, have students
complete two testable experiments, such as boys vs. girls or students with brown hair vs.
students with blonde/red/etc. hair.
Students should complete the scenario, what is being tested (teams), and answer the given
questions, using evidence to support their answer.
Once the first scenario is completed, randomly ask a team leader to share their groups
answers to the given questions. If needed, help students reword their question into the format
of a scientific question.
Section C: Explain
After the students have tested their questions (scenarios) the teacher will start a class
discussion. Student will share their results from the scenario worksheet.
The main focus of the discussion should be on how the rope moved in the direction that had
the largest force upon it.
The teacher will explain everything that force has upon it. If an object isnt moving there are
balanced forces upon it. The teacher will continue to explain when the rope is left untouched,
there are equal forces upon it. The gravity pushes it down toward Earth while the ground is
pushing the rope up. Since there are forces on both ends of the rope nothing is going to change
since nobody is pulling on the rope.
The teacher will demonstrate how the rope will move when the forces are going to be
unbalanced. The teacher will pick up the rope in the middle. Since the rope has moved position
the teacher will explain how the forces of gravity is less than the force that is exerted when the
rope is picked up.
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5E Lesson Plan
The teacher would explain how there is more than one force always acting upon an object.
The object will move when there are unbalanced forces.
Section D: Elaborate
To elaborate that there is more than one force acting on the object, students will then play
Four Way Tug of War as a class.
To begin this game, the teacher will attach an additional rope by tying a knot in the middle of
the rope.
Through this class activity, students will be able to discover that the merging and combining of
the teams could help create unbalanced forces and allow the rope to move in the direction of
the stronger force.
Section E: Evaluate
Formative: Students will be asking questions and making observations on their Tug of War
Scenario worksheet. The teacher will be facilitating the discussion and asking questions
throughout the entire lesson to ensure student understanding.
Summative: Students will be assessed by completing a foldable to demonstrate their

understanding of balanced and unbalanced forces. Once completed, the students will do an
interactive presentation in their groups over the foldables they created.
Section F:
Childrens Literature:
Forces and Motion, Angela Royston, not available at EVPL, ISBN: 9781432914332 Source:
http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=19626
Newton and Me, Lynne Mayer, available at EVPL, ISBN: 9781607180678 Source:
http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=20604
Amazing Science: Amazing Forces and Motion, Sally Hewitt, not available at EVPL, ISBN
9780778736110 Source: http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=18413
Looking at Science: How Things Change: Looking at Forces and Motion: How Do Things Move?
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5E Lesson Plan
Angela Royston, not available at EVPL, ISBN: 9780766030893
Source: http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=18592
Supplementary Materials:
Websites:
Forces and Motion Interactive Game: https://phet.colorado.edu/sims/html/forces-and-motion-
basics/latest/forces-and-motion-basics_en.html
Rocket Sled Interactive:
http://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Rocket-
Sledder/Rocket-Sledder-Interactive
Miscellaneous Exercise:
Formative Probe Discussion on Forces:
http://static.nsta.org/connections/elementaryschool/201110FormativeAssessmentProbes.pdf
Balanced and Unbalanced Forces: why Dont we Fall into the Center of the Earth?
https://www.youtube.com/watch?v=QMpYOW8fpl8
Materials:
Rope (Multiple)
Tug of War Scenario Worksheet (Attached)
Foldable Rubric (Attached)
Paper (to create foldables)
Markers
Strategies:
Share outs: Critiquing and Revising Models
Interactive Presentation
Working as a Team/Class Collaboration
Two-tab Foldable
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5E Lesson Plan
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5E Lesson Plan

Indicator(s) ICAN Assessment Proficiency Content

Summative: Students will be assessed by completing a foldable to demonstrate their

Angela Royston, not available at EVPL, ISBN: 9780766030893

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