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Mathematics Measurement and Estimation

Lesson Plan Sequence PE3 Catapult 20 – 06 - 2016

Date: 20 / 06 /2016 Lesson Subject: Mathematics/ Estimation and Measurement Students: Year 5 - 6

Resources Timing

1 x catapult that is the ‘control’ on which all

attributes can vary

5 x catapults on which you can vary individual

attributes

Different sized balls

Different sized and thickness of arms

(1) Total time of lesson one is 45 minutes

10 minutes to describe catapult and

variances.

25 minutes to construct and talk

about variables.

10 minutes to discuss data table and

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Spare rope, spoons, dowels etc.

Measuring tape

Cones or balloon weights (for markers)

Electrical tape of different colours to mark

distance

“Hazard” tape to mark off area

Hard hat/high-vis vest (for theatre)

what will occur next sequence.

(2) Total time 55 minutes.

10 minutes to put together catapults

and discuss boundaries, rules,

limitations and procedures.

25 minutes to use catapults and

change variables and fill in data

sheet

20 minutes to write conclusion and

discuss hypothesis results.

Student Special Considerations

(1, 2) Students must be mindful that it is an activity that involves flying objects and thus

must remain vigilant of other students, themselves and what is around them.

Students who are firing the catapult must wear safety glasses and must be the sole

individuals who are firing the device.

The only student who are on the grid in front of the catapults are ones who are collecting

projectiles, but missiles must not be collected unless instructed by teacher, and deemed

safe to do so.

Students must remain safe by abiding by instructions and following protocols that the

activity deems acceptable.

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Outcomes

Year 5: Decide which variable should be changed and measured in fair tests and accurately

observe, measure and record data, using digital technologies as appropriate (ACSIS087)

including discussing in groups how investigations can be made as fair as possible.

Year 6: Decide which variable should be changed and measured in fair tests and accurately

observe, measure and record data, using digital technologies as appropriate (ACSIS104)

including using the idea of an independent variable as something that is being investigated

by changing it and measuring the effect of this change.

Know how to design and build a catapult that fires projectiles over a short distance.

Realise that data collection is important in construction and collating information that has

to be presented to an audience.

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Know that safety is paramount in activities such as catapults and that they must remain

vigilant and conscious of other participants within the activity.

Know that group cohesion and inclusion are very important when undertaking any activity

regardless what it is.

Assessment Behaviours

The activity has been focused

toward a Formative Assessment

criteria. The reasoning behind this

is I wish to establish what the

students’ pre-conceived ideas are

behind, force, measurement,

estimation, catapults and

projectiles. This will allow me to

establish what I need to put in

place to enable students to realise

and act on their own learning. This

is unlike Backward Design where

the desired result is determined

“Sensible people get to play”

Leader is only person in firing range

Catapult is demoed first before students get a

chance

Safety rules are given in introduction.

Students are spread out so they can see the

catapults in action without pushing etc.

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prior to students engaging with the

activity.

Teacher’s Role Students’ Role

Make sure students are safe

Provide safety glasses.

Give instructions of how to build

and safely use the catapult.

Organise students into groups.

Make sure students know how to

build catapult.

Make sure that all resources to

build and fire the catapult are

present.

Discuss the variables that should

be considered when designing the

ultimate catapult.

Discuss the data sheet and

brainstorm what the group heading

should be so students are aware of

Students to follow instructions.

Follow and exercise safety precautions

Get into respective groups.

Know where markers are so safe zones can

be maintained.

Know how to construct catapult.

Know the different variable and how to

implement them to improve catapult’s

performance.

Ask questions if unsure of any aspect of the

activity.

Assist in naming the groups on the data sheet

and know what each subject means regarding

the activity.

Elect one representative from each group

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what to do.

Describe what will eventuate in the

next activity and make certain that

all students understand what is

expected of them.

scribe findings of group’s hypothesis into the

conclusion.

Present findings of the activity and present

said findings to the class.

Activities

(1) (2)

Can anyone tell me what this is? Catapult

What does it do? What is its function?

Throw things

Is a catapult a machine? Why/why not?

Yes – it does work/helps us

No – it doesn’t have an engine

Before we throw anything there are a few

safety issues…. we don’t want anyone

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knocked over by a stray catapult!!

So, only a person wearing a hard hat may

enter the firing zone – that’s me!

All students must be behind the tables or

the tape at all times.

There is no need to fetch your ball that is

fired – we will do that at the end.

Only one student can operate the catapult

at a time – you will be asked to step

forward if that is you.

No firing is allowed to take place until we

have a countdown – 3, 2, 1, Fire!

Okay, lets get going…

How far do you think the catapult will

throw the ball? Hands up who thinks it will

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go to the green line (1m)? The red line

(2m)? The blue line (3m)? The yellow line

(4m)? The black line (5m)?

Lets give it a try. 3, 2, 1, Fire!

[“Control” catapult is demoed]

Great. So it made it to the red/green/blue

line. We will put this marker here [use

cone].

Does anyone have a suggestion as to how

we can improve our catapult? What could

we change?

Different ball/bigger/higher/different

stick/more force/change the angle

All great ideas.

How could we find out which of those ideas

makes a different?

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Do an investigation

What would we need to do to make sure

our investigation tells us what makes a

difference and what doesn’t? As scientists

what would we need to make sure of?

It is a fair investigation

Excellent. How do we make it a fair

investigation?

Only change one variable at a time.

Repeat the experiment lots of times.

Keep all the catapults the same.

We will now conduct an investigation in

groups and then each group will

recommend how to improve the catapult.

We will then together build the ultimate

catapult and see how far it throws the ball!

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Okay, first group will work on…. second

group on…third group on…

[Depending on variables: length of arm,

width of catapult, type of ball, thickness of

arm].

Remember you need to wait for 3, 2, 1,

Fire! before any group fires their catapult.

[Split students into groups with one leader.

Each group has their own catapult and

three versions of their variable, following

example is with the variable of the ball.]

We have three balls here – a holey ball, a

Ping-Pong ball and a polystyrene ball. Has

anyone got any suggestions as to which

they think might go the furthest?

The Ping-Pong ball

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Why do you think the Ping-Pong ball?

Does anyone think anything different?

[This is “predict, observe, explain” but only

verbally due to time constraints.]

Let us try the Ping-Pong ball first.

[Hard hat person leads all groups…all

groups to fire their first variable at the

same time]. Are groups ready to fire their

first catapult? All groups fire together on 3,

2, 1, Fire!

[Repeat for 2nd and 3rd variable.]

What are our findings? What was the most

successful version of our catapult? Why do

we think that is?

[Each group nominates one student to

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speak on their behalf to the whole group

and recommend how to improve the

group’s catapult.]

[All students back together, hard hat

person leads the conclusions].

Would this group like to tell us what you

found out?

We found that the Ping-Pong ball was the

best ball to use because it went the

furthest. We think this is because….

Excellent. How about this group… etc.

Did anyone find that their variable did not

impact how far the catapult went?

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Would those people that spoke for their

group like to come into the centre and you

can build the ultimate catapult for us to

test. [Selected students and leader make

amendments to the “control” catapult to

reflect their findings. While this is

happening, rest of the group reflect on

investigation.]

Do you think we conducted a fair test?

Why/Why not?

Eg. repeat multiple times

Are the catapults exactly the same

What could we do to improve our testing?

What else could we investigate to build an

even more ultimate catapult?

[“Control” catapult ready.] Okay so our

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previous catapult went to this marker…

how far do you think the new and

improved ultimate catapult will go to?

Hands up who thinks it will go to the green

line (1m)? The red line (2m)? The blue line

(3m)? The yellow line (4m)? The black line

(5m)?

3, 2, 1, Fire! [Measure and mark distance

on chart.]

(2)

(3)

(4)

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Links with ACARA 8.1

Content Descriptors cross-curricular

ACMNA099 Identify and describe factors and multiples of whole numbers to solve

problems /

ACMNA100 use estimation to check the reasonableness of answers

ACMNA101 Solve problems of division by a one digit number

ACMNA105 Compare, order and represent decimals

ACMNSP118 Pose questions and collect numerical data by observation

ACSIS231 With guidance, pose and clarify questions and make predictions about

scientific investigations.

ACSIS086 Identify, plan and apply elements of scientific investigations to answer

questions and solve problems using equipment and materials safely.

ACSIS091Reflect and suggest suggestions to improve scientific investigation.

ACSSU095 Change to materials (variables) can be reversible or irreversible.

ACSHE100 Scientific knowledge is used to solve problems and inform personal and

community decisions.

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ACMMG135 Connect decimal representations to the metric system

ACMSP144 Describe probabilities using fractions, decimals and percentages

ACMNA128 Add and subtract decimals with/ without technologies and use estimation

or rounding to find reasonableness

ACMSP148 Interpret secondary data presented in digital media and elsewhere

ACMSP145 Conduct chance experiments with both large and small numbers of trials

using appropriate digital technologies

Links with AITSL

1.1 Demonstrate knowledge of understanding of physical, social and intellectual development

and characteristics of students

2.5 Know and understand literacy and numeracy strategies and their application in teaching

strategies

3.5 Demonstrate a range of verbal and non-verbal teaching strategies to support student

engagement

4.2 Demonstrate the capacity to organise classroom activities and provide clear instruction

5.2 Demonstrate an understanding of the purposes of providing timely and appropriate feedback

to students about their learning

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Links with NAPLAN

Colleague Teacher’s Feedback

Purpose - What is the focus of the activity?

Resource – What will the pupils need to use?

(1, 2) Refer above.

In or out of seats, where will the pupils be allowed to work?

(1, 2) Students will mainly be working out of seats.

Noise – What is the accepted noise level of the activity?

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(1, 2) Students will be working in groups so it is expected that there be a certain amount of noise, however students should be looking for ques from teacher

to stop, look, think and listen to instructions.

Time – How long should the activity take?

(1, 2) 45 minutes and 55 minutes respectively.

Cornerstone: Does the lesson Engage, develop, innovate and express desire to learn?

EXPLANATION OF A CATAPULT Energy is stored in the rope due to the twisting work to create tension (potential energy). When the catapult is fired, this stored-up energy is

changed into the energy of movement (kinetic energy). This moves the load and the lever multiplies the distance. The projectile moves at the

same speed as the arm but when the arm stops (on the barrier) the projectile keeps moving at the same velocity. Gravity then brings the

projectile back to earth, which gives it its trajectory.

POSSIBLE EXTENSIONS Build the most accurate catapult – measure against a target rather than distance.

Emphasise the maths so the students are measuring and recording the exact distance.

Build the catapult that fire highest into the air (to go over castle walls).

Is the catapult a machine? What defines it as a machine?

What other machines work on similar principles to a catapult.

Could you design a different catapult (eg. with an elastic band) how is this similar/different?

Questions

How does a catapult work?

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Is the catapult a machine? What defines it as a machine?

What other machines work on similar principles to a catapult.

Could you design a different catapult (eg. with an elastic band) how is this similar/different?

How does a catapult work?

Scientists use an experiment to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item

cause something else to vary in a predictable way.

These changing quantities are called variables. A variable is any factor, trait, or condition that can exist in differing amounts or types. An experiment usually

has three kinds of variables: independent, dependent, and controlled.

The independent variable is the one that is changed by the scientist. To ensure a fair test, a good experiment has only one independent variable. As the

scientist changes the independent variable, he or she observes what happens.

The scientist focuses his or her observations on the dependent variable to see how it responds to the change made to the independent variable. The new

value of the dependent variable is caused by and depends on the value of the independent variable.

For example, if you open a faucet (the independent variable), the quantity of water flowing (dependent variable) changes in response--you observe that the

water flow increases. The number of dependent variables in an experiment varies, but there is often more than one.

Experiments also have controlled variables. Controlled variables are quantities that a scientist wants to remain constant, and he must observe them as

carefully as the dependent variables. For example, if we want to measure how much water flow increases when we open a faucet, it is important to make sure

that the water pressure (the controlled variable) is held constant. That's because both the water pressure and the opening of a faucet have an impact on how

much water flows. If we change both of them at the same time, we can't be sure how much of the change in water flow is because of the faucet opening and

how much because of the water pressure. In other words, it would not be a fair test. Most experiments have more than one controlled variable. Some people

refer to controlled variables as "constant variables."

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In a good experiment, the scientist must be able to measure the values for each variable. Weight or mass is an example of a variable that is very easy to

measure. However, imagine trying to do an experiment where one of the variables is love. There is no such thing as a "love-meter." You might have a belief

that someone is in love, but you cannot really be sure, and you would probably have friends that don't agree with you. So, love is not measurable in a

scientific sense; therefore, it would be a poor variable to use in an experiment.

Mass - a collection of incoherent particles, parts, or objects regarded as forming one body:

a mass of sand.

- Acceleration (ækˌsɛləˈreɪʃən) n 1. the act of accelerating or the state of being accelerated 2. (General Physics) the rate of increase of speed or the rate of change of velocity. Symbol: a 3. (General Physics) the power to accelerate. Symbol: a

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Groups Projectiles Estimated distance Distance Travelled / Measured

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