5-E Integrated Subject Lesson Plan
Title of Lesson: Air ball!
Lesson Planners (names): States, Wolford, & Zeff
School(s) & School Division: Daniel Morgan Middle School, Winchester
City Public Schools
Grade Level:5th Grade
Lesson specific Science & Math SOL (or other standards covered).
Describe desired gains in Knowledge/Skills/Behaviors for each, where
applicable). Connection observations based on appearances & Data Collection /
Graphing
These are your specific Learning Objectives for the lesson.
Standards (list)
Knowledge (Know)
Skills (Do)
Values (Be)
Math
SOL 5.8
SOL 5.8
SOL 5.8
5.8
The
– Solve problems
● Length is the distance
● Understand how to
student will:
involving
along a line or figure
select a measuring
measurement by
d)
estimate
selecting
an
from
one
point
to
device and unit of
and then measure
appropriate
another.
measure to solve
to solve problems,
measuring device
problems involving
using metric units; ● U.S. Customary units
millimeters, cen
measurement.
and
timeters, meters,
for measurement of
and kilometers;
e) choose an
length include inches,
SOL 5.16
appropriate unit of
feet, yards, and miles.
measure for a
Appropriate
● Understand that
SOL 5.16
given situation
measuring devices
mean, median, and
● Describe and find the
involving
include rulers,
mode are described as
mean of a group of
measurement
yardsticks, and tape
measures of center.
numbers representing
using metric units.
measures. Metric units
● Understand that
data from a given
for measurement of
mean, median, and
context as a measure
length include
5.16 The student
mode are three of the
of center.
will
millimeters,
various ways that data
a) describe mean,
● Describe and find the
centimeters, meters,
can be described or
median, and
median of a group of
and kilometers.
summarized.
mode as
numbers representing
Appropriate
measures of
● Understand that mean
data from a given
measuring devices
center;
as fair share is
context
as
a
measure
include centimeter
b) describe mean
described as equally
of center.
ruler, meter stick, and
as fair share;
dividing the data set
tape measure.
c)find the mean,
● Describe and find the
or the data set has
median, mode,
mode of a group of
SOL 5.16
already been divided
and range of a set
numbers representing
●
A
measure
of
center
is
equally.
of data; and
data from a given
a value at the center or
d) describe the
● Understand how to
context as a measure
range of a set of
data as a
measure of
variation.
middle of a data set.
Mean, median, and
mode are measures of
center.
●
Science
5.1
The
student will
demonstrate an
understanding of
scientific
reasoning, logic,
and the nature of
science by
planning and
conducting
investigations in
which
b)
estimates
are made and
accurate
measurements of
length, mass,
volume, and
temperature are
made in metric
units using proper
tools;
The mean, median,
and mode are three of
the various ways that
data can be analyzed.
●
Estimation is a useful
tool for making
approximate measures
and giving general
descriptions.
●
When conducting
experiments, data are
collected, recorded
and analyzed and
communicated using
proper graphical
representations and
metric measurements.
●
A scientific prediction
is a forecast about
what may happen in
some feature situation.
●
An inference is a
tentative explanation
based on background
knowledge and
of center.
●
Describe mean as fair
share.
●
Describe and find the
range of a group of
numbers representing
data from a given
context as a measure
of variation.
●
Describe the impact
on measures of center
when a single value
of a data set is added,
removed, or
changed.†
●
Estimate and make
accurate
measurements of
length.
●
Collect, record and
analyze data and
communicate data
using proper
graphical
representations and
metric measurements.
●
Make predictions and
inferences using
patterns from data
collected and form
conclusion.
find the mean,
median, and mode of
a set of data as
measures of center.
●
Understand values in
the context of other
characteristics of the
data in order to best
describe the results.
●
Become more
efficient learners of
the 21st century skills
using integrated math
and science concepts.
●
Improve literacy in
STEM (science,
math, engineering and
technology) concepts
and problem solving
skills in real world
applications.
●
Become more
efficient learners of
the 21st century skills
using integrated math
and science concepts.
●
Improve literacy in
STEM (science,
math, engineering and
technology) concepts
and problem solving
skills in real world
applications.
g)
data are
collected,
recorded,
analyzed, and
communicated
using proper
graphical
representations
and metric
measurements;
h) predictions are
made using
patterns from data
collected, and
simple graphical
data are
generated;
i) inferences are
made and
conclusions are
drawn
available data.
●
A conclusion is a
summary statement
based on the results of
an investigation
(observations).
Level or Extent of Integration for this lesson (Mathematics Specific,
Mathematics Focus, Balanced Math & Science, Science Focus, Science
Specific):
Mathematics Specific based on AIMS Activity Just Drop It!
http://www.ncresa.org/docs/Teacher_Resources/7_05/MTH/JustDropIt.Gr59.AIMS.pdf
Instructional time: 45 minutes to an hour
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Materials needed:
Basketballs w/ various amounts of air pressure
Meter Stick
calculator
Recording sheet
Web resources used (if any; Give urls):
● http://interactivesites.weebly.com/measurement.html
● http://www.quia.com/jg/1107467.html
● http://eclassroom.110mb.com/Games/measurement.swf
Advance preparation needed:
● learning log
● basketballs with various amounts of air
Formative assessment(s): How will students demonstrate that they
have achieved the lesson objective(s)? How will you judge whether
your teaching strategy is effective? This assessment should be
embedded throughout the lesson as well as at the end of the lesson.
● Formative assessment based on Learning Logs will be collected
● Questions for discussion (possible exit ticket)
o Did the air pressure in the basketball influence the rate of bouncing?
o Does increasing the drop height influence the results?
o Did the variation of the ball influence the experiement? How?
● Journal / Writing Prompt
o Did your ball bounce as high as or higher than the point from which it
o
o
was dropped? Is this possible? Explain.
What do you notice about the heights of the bounce for each of the
drop heights?
Why do you think we found the average bounce height? What may
have influenced this study?
● Other
o Students can create an illustrated depiction of activity
o Students can write a letter to a struggling basketball player
o Research what if ball was filled with another gas other than oxygen.
Lesson Description (step-by-step teaching procedure):
● To begin this lesson, the teacher is going to bounce a basketball, then switch to a
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slightly less inflated ball and ask a student to bounce a basketball as many times
as they can if ten seconds (from waste height), repeat adding and lowing ball.
Ask about results.
Students are then going to make visual observation about the “teacher” vs.
“Student” basketball
Divide students into their groups and distribute the materials. (Half will use
teacher ball other will use student ball –less air)
Tape meter stick on a solid figure so that meter sticks is visible with zero
touching ground.
Tell a second student in each group to hold the ball in front of the meter tape so
that the bottom of the ball is at a height of 100 cm.
After the ball is released, direct the student to observe and measure the height of
the bottom of the ball at the peak of its bounce. Have the students record the
data.
Direct them to repeat the procedure for a total of four trials at each of the four
dropping distances.
● Have the students complete the record chart by calculating the average bounce
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heights for each of the four dropping distances.
Using the average bounce height and dropping distance, (to be recorded on
coordinates on a graph, for homework)
Have students recognize and discuss the significance of the linear pattern that is
formed from the data.
Have students predict (informally)
How far their ball will bounce if dropped from a given height greater than a meter.
Then have them drop the ball from the height to verify the accuracy of their
prediction.
a. Option 1 – trade basketballs and repeat
b. Option 2 – have groups report out comparing results (hypothesis why)
Closure- Discussion making note on the difference in ball size (may use as exit
ticket or Venn Diagram)
Differentiation Strategies to meet diverse learner needs:
● Students can complete tasks in learning teams, taking turn with the roles in the group.
● Leveled Assignment Variation
o High: Create own methodology
o Mid-Level: Guided Activity
o Low-Level: explicit instruction
Attach Worksheets &/or Hand-outs, if applicable for this lesson
● Observation Sheet
Homework Assigned (and applicable worksheets):
● See Closure or Graph Results (including labeled x-axis,
y-axis, title, organized factual representation of data)