Let's Get Moving

Rebecca Weston

Standards

Florida Sunshine State Standards
SC.C.2.3.1.8.1
The student knows that many forces act at a distance.

SC.C.2.3.2.8.1
The student knows some common contact forces (for example, friction, buoyancy, tension).

Procedures

TECHNOLOGY:
Students will do research on the Internet gathering information and graphics illutrating:
1) forward motion, 2) vertical motion, and 3) motion in water. After gathering the necessary information, each student prepares a Power Point Presentation using graphics, sound, custom animation, and set for automatic timing.

Classroom activities:

1. Use KWL charts to determine knowledge gained in Science with specific focus on motion and Newton's Laws.

2. Use student experts, chosen or volunteered, to write these concepts for all to see.

3. Introduce the technology project PowerPoint criteria.

a. Detail number of slides, inporting and exporting sounds, clips and graphics( See Attached Files).
b. Detail information sources and factual back up as well as spelling
c. List and review Websites as listed on lesson plan format
d. Invite addtional sites after teacher review for approprieteness.

4. Demonstrate and review hardware and technology functions as needed.

5. Encourage peer group review. Pause at least once per class session to allow for review and sharing. Demonstrate techniques as needed throughout preparation of power point.

6. Develop class assessment rubric, and present project completion date and presentation dates by second class session.

7. Review proper save, store and share techniques.


SCIENCE:
1.As a start up activity, have students review in unison the Scientific Method stating what they will investigate, demonstrate, review and test ( relating forward motion and speed).

2.Review of class text using the topic "Motion."

3. Assign as chapter homework a survey, which includes chapter outline, picture by picture review, vocabulary definition.

4.Demonstrate sloping motion with class books and meter sticks. Students may try various slope motions using a pencil. Measurement is important here. Graphs could be constructed to demonstrate motion, position change, displacement, acceleration, and mometum. Students should run at least 6 trials.

5. Students compete in class activities that include MindJogger subject review quiz( used with science text), Jeopardy word/vocabulary review game, and test review questions that accompany the science text. ( Description of these activities on attached file).

6. Students will work in teams for the following two activities:

a. Balloon Races: Each team chooses a balloon and straw.They will tape the straw on the bottom of an inflated balloon and string this inflated balloon on one of six string racetracks stretched across the width of the classroom. All six competitor teams will assemble standing on chairs with balloons ready for advance. Timing could occur using the classroom clock or a stop watch or timer.

b.Egg Drop Competition: Each two-student team constructs a carrier for a raw egg. This carrier can be no bigger than an average shoe box. The egg must be given to the team at the time of the contest and the egg must be fresh and raw. It will be nestled in the carrier by the students, and dropped from the second floor balcony, or other appropriate place, of the school. The contents of the carrier must weigh no more than 3 pounds! This measurment is then converted into grams, and the egg is added after the weigh session. The egg is examined after the carrier hits the ground, and this weight is factored into the speed/distance equations from the Motion Unit within the text. The team with the least amount of weight with a successful drop wins the competition.

PHYSICAL EDUCATION:
1.Students do three activities involving forward running motion on the track:

a) Running a 40 yard sprint in correct racing form
b) Running a 40 yard sprint with arms held straight out to the sides
c) Running a 40 yard sprint pulling a 25 pound speed sled.
The students time themselves and determine which technique is most efficient for forward running and be able to explain why using Newton's Three Laws.

2.Students do three activities involving forward throwing motion on the football field:

a) Throwing a softball for distance
b) Throwing a shot put for distance
c) Throwing a medicine ball for distance
The students measure distance and determine which is most effective for distance throwing and be able to explain why using Newton's Three Laws.

3.Students do two activities involving forward jumping;

a) Standing long jump
b) Running long jump
The students measure the results and be able to explain why the distacnes vary by applying one of Newton's Three Laws.

4.Students do two vertical jumps uing:
a) A one-foot take off and
b) A two-foot take off
The students measure the results and determine the most efficient technique for greatest height and apply it to a basketball lay-up shot and /or a volleyball spike.Students explain the use of Newton's Laws in this activity.

5. Students do two jumps from the diving board into the diving well of the pool and try to touch the bottom of this diving well of the pool.

a) Feet first, arms to the side as in a sraight entry
b) Curled into a ball, knews tucked to the chest
The students determine the most efficient technique to compete the goals and explain why.