Name of Submitter: Alyssa Winkelaar Name of Other Group Members: Kailee Lipiec & Alyssa Grade of Mini Unit: 4 TOPIC TITLE: Investigating Forces

Name of submitter: Alyssa Winkelaar
Name of other Group Members: Kailee Lipiec & Alyssa

Alcazar
GRADE OF MINI UNIT: 4
TOPIC TITLE: Investigating Forces
Mini Unit Plan
(ASSESSMENT)
Teacher
Subject
Topic/Focus
Overarching
Question
Learner
Considerations
Performance Task
Overview
Mrs. Winkelaar, Ms. Alcazar,

Ms. Lipiec,
Grade 4 -Building Devices
and Vehicles that Move Intro
Investigating Forces
How do our vehicles take us where we need to go?
To accommodate for a variety of student need and ability, students are

placed in balanced groups (to scaffold off of one another). A variety of
learning styles are also included throughout the unit, and students are
given multiple different opportunities to show what they know through
triangulation of assessment.
Students will be taking the knowledge they developed about forces
(Lesson 1) and the data they collected through testing vehicles of their
choice (Lesson 2) to draw conclusions about what it means for how
vehicles move and everyday life applications. This performance task will
be a digital reflection of their conclusions and applications that uses a
technology software of their choice. It will be completed independently in
class, and students have the option of presenting their reflection to the
class or just to the teacher.
Learner Outcomes
General
Outcomes
(listed at
beginning of
each lesson)
ELA General
Outcome 1
(Lesson 1 & 3)
Links to
Overarching
Question/
Specific Outcomes
Students provide evidence of their

learning as they
subquestions
(listed at beginning
of each lesson)
ELA Specific
Outcome 1 (Lesson 1
& 3)
Assessment Criteria
Lesson 1 Exploring
Forces:
If it was your job

to build these
vehicles, which
would you build?
What are 3 things
you know about
forces?
Lesson 2 Testing
Moving Forces:
Which
observations
stood out to you?
Lesson 3 Analyzing
Forces
What criteria do
you think is
important for me
to see in your
reflection?
What do you
know about
structure and
design when
building a
vehicle? What do
you want to
know?
When designing
a vehicle, what
are some
Lesson 1 Exploring Forces:
Teacher circulating and

observing.
Word drawings of forces
Exit slip - 3 things that
we know, 2 examples, 1
question.
Lesson 2 Testing Moving

Forces:
Entrance & exit

slips/graffiti wall
data collection sheets
teacher observation and
circulation, and
conversation while
testing
Lesson 3 Analyzing Moving

Forces:
exit slips
modifications
that could be
made to help it
move more
efficiently and
safely?
ELA Specific
Outcome 2 (Lesson
3)
Lesson 1 Exploring
Forces:
Where have you

seen examples of
these forces?
What is a
possible
difference
between the two
vehicles you and
your partner
chose?
Lesson 2 Testing
Moving Forces:
If you were to
build your
vehicle by
yourself, what
force would you
use to propel it
forward?
How does this
compare with
your hypothesis?
Lesson 3 Analyzing
Moving Forces:
What does this

mean for
everyday life?
When designing
a vehicle, what
are some
Conversations between
students and the teacher
Group discussion about
findings

Forces:
Entrance slip/graffiti
wall
Lesson 3 Analyzing Moving

Forces:
discussion and
modification of the
rubric
Peer feedback and
suggestions
observing while students
are giving each other
feedback
modifications
that could be
made to help it
move more
efficiently and
safely?
Science General
Outcome 4-1
(Lesson 3)
Science Specific
Outcome 1 (Lesson 1
& 2)
Lesson 1 Exploring
Forces:
If it was your job

to build these
vehicles, which
would you build?
What are 3 things
you know about
forces?
Provide 2
examples of
where these
forces are seen?
Have you ever
wondered what
makes the
vehicles you use
move?
Lesson 2 Testing
Moving Forces:
If you were to
build your
vehicle by
yourself, what
force would you
use to propel it
forward?
Which
observations
stood out to you?
How does this
compare with
your hypothesis?
Graphic organizer about

practical applications,
etc.
Word drawings of forces
Exit slip - 3 things that
we know, 2 examples, 1
question, something I
wonder about
Teacher circulating and
observing the students
while they work together

Forces:
Entrance & exit

slips/graffiti wall
data collection sheets
observation and
conversations with
students while
performing their tests
Lesson 3 Analyzing Move

Forces:
My Hypothesis and
Conclusion worksheet
Peer feedback and
suggestions about
conclusions
Teacher observation and
conversations with
students while they
construct conclusions
and give peer feedback
Lesson 3 Analyzing
Forces:
ICT General
Outcome C4
(Lesson 3)
ICT Specific
Outcome 2.3 (Lesson
3)
Math -
Math - Statistics &
Building Your Digital

Reflection booklet
Which vehicles
moved the
farthest?
Using these
results, what
decisions can
you make about
building a
moving vehicle?
What other
factors might
have affected the
results of your
testing?
Lesson 3 Analyzing
Forces:
What results can

you draw from
your bar graph
and how does it
compare to your
original
hypothesis?
Using these
results, what
decisions can
you make about
building a
moving vehicle?
What other
factors might
have affected the
results of your
testing?
Lesson 2 Testing
Lesson 3 Analyzing Forces:
Worksheet with
hypothesis and
conclusion
reflection booklet
performance task/digital
reflection
Statistics &
Probability
(Data Analysis)
General
Outcome 1
(Lesson 2)
Probability (Data
Analysis) - Specific
Outcome 1 (Lesson
2)
Moving Forces:
What do you
think it means in
terms of a
conclusion from
your data?
How does this
compare with
your hypothesis?
Was it close to
what you
originally
predicted?
Why/Why not?
Forces:
Data collection sheets

Class discussion
Lesson 3 Analyzing
Forces:
Math -Statistics &

Probability (Data
Analysis) - Specific
Outcome 2 (Lesson
2)
What results can

you draw from
your bar graph
and how does it
compare to your
original
hypothesis?
Lesson 3 Analyzing
Forces:
What results can

you draw from
your bar graph
and how does it
compare to your
original
hypothesis?

Forces:
Data Collection sheets

Class discussion
Level
Criteria
Insufficient /
Excellent
Proficient
Adequate
Limited *
Blank *
Data and Graph
Digital reflection
Digital reflection
Digital reflection
Digital
No score is awarded
Analysis (out of
shows accurate
shows logical
shows reasonable
reflection is
4)
interpretation of
interpretation of
interpretation of
lacking
the bar graph and
the bar graph and
the bar graph and
interpretation
shows precise
shows sufficient
shows basic
of the bar graph
the requirements of
and shows
the assessment task.
calculations.
calculations.
calculations.
because there is
insufficient evidence
of student
performance based on
limited
calculations.
Digital reflection
Digital reflection
Digital reflection
Digital
No score is awarded
Inferences and
recognizes
recognizes
recognizes
reflection
because there is
Conclusions
innovative
appropriate
limited external
recognizes
(x2 - out of 8)
external factors
external factors
factors and makes
irrelevant
and makes
and makes
simplistic
factors and
the requirements of
Drawing
insightful
thoughtful
conclusions in
makes
conclusions in
conclusions in
relation to their
disconnected
relation to their
relation to their
data.
conclusions in
data.
data.
of student
relation to their
data.
Adequate use of
Digital reflection
Digital reflection
Digital reflection
Digital
No score is awarded
technology (out
is organized
is organized
is organized
reflection is
because there is
in a purposeful
in a logical
in a partially
unorganized
sequence
sequence
suitable sequence
sequence
and demonstrates
and demonstrates
and demonstrates
and
the requirements of
of 4)
insightful
practical
reasonable
demonstrates
interaction with
interaction with
interaction with
minimal
technology.
technology.
technology.
interaction with
of student
technology.
Applications to
everyday settings
(x2 - out of 8)
No score is awarded
Digital reflection
Digital reflection
Digital reflection
Digital
demonstrates
demonstrates
demonstrates
reflection
creative insights
practical insights
simplistic insights
demonstrates a
and meaningful
and realistic
and basic
lack of insight
connections to
connections to
connections to
and weak
the requirements of
connections to
everyday settings.
everyday settings.
everyday settings.
because there is
of student
everyday
settings.
No score is awarded
(out of 4)
because there is
of student
the requirements of
graded on a total of 28 points. Should students meet the insufficient requirement, the teacher will work with them to scaffold
learning and complete the performance task according to standards.
Part A: Inquiry question

Part B: Focusing questions
Purpose & Relation to Key Questions
This mini-unit if focused around interactive learning in a cross-curricular fashion. It was designed in
such a way that it seamlessly transitions between prior knowledge and future learning. For example, the
scientific procedure is a natural precursor, and design and modification is a natural successor. This mini-unit
was designed in consideration of future learning; it acts as an introduction to design and modification which
makes up most of this units curriculum. It was intended that hands-on experience would allow for students to
explore deeper questions and understandings about forces and movement. The concept of forces is also an
element of physics, and physics is something that needs to be experienced to be learned and fully understood.
Instead of having students simply learn about forces, the intent was for students to experience forces. This
experience helps develop concrete understandings about what forces really are, in action. The mini-unit
allows ample opportunity for students to become involved in their learning and become invested stakeholders
in it.
Our inquiry question for this mini-unit was How do our vehicles take us where we need to go?. This
question allows for cross-curricular exploration, because the movement of vehicles involves so many different
areas of education, including math and science. This inquiry question could be explored in a multitude of
ways, but this mini-unit focused on a hands-on approach. The key questions allow for active participation
from students, because it encourages them to apply their scaffolded learning and engage in experimental
procedures to extract results from these questions. It also encourages deeper thinking to be able to draw
accurate conclusions and be able to relate them to their importance in everyday life, possibly in ways that may
not be initially clear/obvious to students. Students can make connections to their life outside the classroom,
making their learning meaningful to them.
Why is this relevant? Why should students learn this?

People of all ages rely heavily on a variety of transportation methods. Our students are exposed to
these methods daily and an exploration into how they move enables them not only to understand their
everyday surroundings, but to gain a small amount of exposure to related knowledge that may translate into a
future career field. With STEM (science, technology, engineering and math education) being an ever-growing
presence in todays modern world, this investigation helps develop a generation of active learners who are
prepared to contribute to their society.
Seeing as many STEM fields are cross-curricular, this allows students to mirror and experience
similar cross-curricular applications seen in the field (including math, science and technology).
Explaining this connection to students is intended to further engage students and have their learning model
real life contexts.
Cross Curricular Applications

The mini-unit was designed to encompass areas of study such as math, science, technology, and
language arts. The front matter of the grade 4 math curriculum has strong ties to this mini-unit. The
mathematics program of study places an emphasis on the fact that there can be more than one correct solution
to a problem. Within their investigation, students complete individual experiments in this mini-unit that
produce different results from their peers. By doing so, students are shown that there is a variety of correct
solutions to a problem. With forces being an area of physics, this closely ties our mini-unit to the science
curriculum and general outcomes. The program of study for grade 4 science is largely based upon inquiry,
problem solving, and student investigation. By allowing students to engage in their natural curiosity by
having them actively interact with forces, students are given the opportunity to solve problems and develop
their own solutions and conclusions by identifying possible answers to questions through stating a hypothesis
and developing an inference based on observations.
The mini-unit also gives students the opportunity to represent their experiences in a variety of ways,
which is a key element of the Language Arts curriculum. Students can respond personally to new ideas as
they discuss and receive feedback from their peers, giving students a chance to exchange new ideas that they
may not have discovered on their own. By giving students opportunity to represent their experiences, they can
do so in a way that is meaningful to them. Students are given the opportunity to strengthen their technological
skills through the use of technology in the performance task. Students also become further invested in their
learning by answering the guiding questions in a meaningful way with a technology of their choice. By
having choice, student need is accommodated for differentiated instruction. These reflective pieces can act as
documented evidence for the teacher of student learning which can be later referenced to assess what students
know and track student progress. The use of technology to create digital reflections gives opportunity to
expand what happens in the classroom beyond the walls of the school, and acts as a stepping stone in creating
a community of support for students.
Differentiation
The mini-unit addresses the diverse learning needs of students in the classroom, and accommodates
for the many different ways that students learn. By having students collaborate in group, students can
exchange and develop new and creative ideas with one another. The groups were designed to balance student
ability as well, with stronger students being able to help and be role models for students who may need more
assistance. The activities throughout the mini-unit allow for students of all learning styles to have a chance to
learn. The exploration of forces in the first lesson allows for visual learning. The testing of their vehicles in
the second lesson allows for kinesthetic learning. Lastly, the technological reflections allows for auditory
learning.
Assessment & Performance Task

Throughout the three lessons of this mini-unit, student are given multiple opportunities to
show what they know. The assessments were designed in such a way that the teacher could collect
triangulated evidence of student learning through collecting products, observing students, and having
conversations with students. The teacher collects evidence of student learning by collecting their
graphic organizers, word drawing posters, data collection sheets, and digital reflection. Student
learning is observed throughout each lesson as students collaborate with peers, test their vehicles,
and design their digital reflections. Class discussions and asking key questions throughout each
lesson allows the teacher to collect evidence of student learning as well. Lastly, the flexible rubric
and opportunity for student input into how they are being assessed allows for assessment to be
personalized to the needs and abilities of the class and breaks away from a rigid standardized rubric.
Part C: Lesson Plans
LESSON 1
Grade: 4
Activity: Exploring and Defining Moving Forces
Goals/Key questions:
Overarching question: How do our vehicles take us where we need to go?
Goals: What do you hope students will learn?
Students will develop an understanding of forces and apply it in a practical setting to the vehicles they interact
with in everyday settings.

Students will be able to extract information from resources and identify its connections to everyday
applications
Objective (connected to PofS, this lesson only):
ELA - General Outcome 1

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
ELA- Specific Outcome 1
use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences
Science - Specific Outcome 1 (Building Devices & Vehicles That Move)
Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking, mechanisms, moving air,
moving water and downhill motion

Note: This lesson will help students develop the foundation for this outcome
Pre lesson Considerations:

Pre-learning Required:
scientific procedure (used in lesson 2&3)

Materials needed:
predetermined groups (balanced student ability, groups of 4 or 6 depending on class size)

poster boards with diagrams of boats, skis & cars/markers
books/resources centred around different types of forces & vehicles (Lethbridge Public Library/ U of L Curr
Lab):
Force & Motion by Peter Lafferty
Move It: Motion, Forces, and You by Adrienne Mason & Claudia Davila
Motion, Forces, and Energy by Anthea Maton
Forces & Motion: A Question and Answer Book by Catherine A. Welch
Super Cool Forces and Motion Activities With Max Axiom by Agnieszka Biskup
Zombies and Forces and Motion by Mark Weakland
Pushes & Pulls by Anna Claybourne
Push & Pull by Robin Nelson
Amazing Rubber Band Cars by Mike Rigsby
Forces by Peter D. Riley
Graphic Organizer (provided below)
Teacher KSAs:
E, F, I, K, M
Content:
What is the teacher doing?

Include Key questions, logistics, key
concepts that will be addressed, methods
of formative assessment
What are the students doing?
Introduction:
The teacher separates students into
Students will explore resources to
Exploration of
predetermined groups (that balance
gain an understanding of forces, for
Resources on
student ability). The teacher has already
example: push-pull/wind-water,
Forces
pre-selected appropriate resources on
downhill-slope & wind-up. Students
Time
forces, and distributes them to students.
are encouraged to collaborate with
estimation: 20
Students are asked to read, explore and
one another to deepen or transfer
minutes
collaborate as they develop an
their understanding. Students will be
understanding of forces.
asked complete the Where Have
Ask students if they have ever
You Seen It? column of their
wondered what makes the vehicles they
graphic organizers and write down
use move? and to think about this as
examples of vehicles they have
they explore the resources. As they work,
encountered that use the listed
the teacher formatively assesses students
forces to move forward. This
through observation and conversation, to
personally connects the learning to
determine whether students understand
students and engages them in visual
and internalize the information in the
learning. Other types of learning
resources and are able to apply the
will be explored throughout the unit
knowledge to identify examples in
to give students the opportunity to
everyday settings.
learn through different learning

styles.
Transition
Teacher asks the students to place their
Students clear their work area and
considerations
resources back in the center of their
position themselves in a way that
tables and opens class discussion.
enables a whole class discussion.
Activity 1:
1. Teacher asks students to share with the
1. Students share examples of where
Class
whole class their findings to evaluate
theyve seen each force and
Discussion
their understanding and application of
continue to add to their graphic
resources. Go through each force on the
organizers.
graphic organizer and ask students to

share what they wrote down in the
Time est: 15
Where have you Seen it? section of
minutes
their graphic organizer. (Note: Students

will just volunteer to share by raising
their hand.)
2. Teacher defines forces and fills out the
Definitions section of the graphic
organizer. The teacher has a copy of the
handout (below) on the SMARTboard (if
available) and fills in the handout along
with students (if no SMARTboard, write
on whiteboard.) This clarifies any
misunderstandings that students may
have developed while exploring the
resources.
Definitions:
Push: to move something by
exerting a force against it; a thrust or
shove, generally for the purpose of
moving.
Pull: to apply force to something
which causes motion towards the source of
the force.
Downhill motion/slope: to move
down an inclined surface.
Winding: something wound around
a centre or object.
The class discussion is a way for a

teacher to formatively assess what
information students took away from
their resource exploration, and a way to
promote collaborative learning.
2. Students fill out the Definitions

section of the graphic organizer
from the SMARTboard as the
teacher discusses what each force
does. Students are permitted to ask
questions at any time; this enables
students to utilize auditory learning,
incorporating a wider variety of
learning styles.
Transition
Before the students begin the next
Students set their graphic organizers
considerations
activity, the teacher asks them to consider
aside. They should place it
which of their scenarios from the Where
somewhere where they can easily
Have You Seen It column theyd like to
access it for future lessons. Students
explore.
should transition back into groups

from original resource exploration,
Inquiry question: If it was your job to

build these vehicles, which would you
build (after 3rd lesson, this mini-unit
would tie into the design of the students
selected vehicle, after data has been
and further split into pairs (eg.

original groups of 4 split into 2
pairs). Students should be somewhat
balanced in ability and should have
different force than their partner.
analyzed)
Students select a scenario to explore in

future lessons (try to select a vehicle that
is able to float, wind up, or able to slide)
Activity 2:
Teacher distributes poster boards (one per
Students work collaboratively in
Poster Board
pair). Students are asked to draw 2
pairs to accurately draw and label
Diagrams/
vehicles on the board. They then label the
their vehicle diagrams; this enables
Word Drawings
force that is responsible for forward
them to utilize kinesthetic learning
Time Est:
motion to their vehicle diagram using a
(accommodate multiple learning
15 minutes
word drawing.
styles). Students will later use
Example (students create their own):
kinesthetic learning as they

experience the forces through testing
in lesson 2.
Here, students are focusing on

labelling the primary acting force
responsible for forward motion on
each diagram.
http://thesciencepenguin.com/2013/12/sci
ence-solutions-vocabulary.html
Teacher circulates classroom to solidify
understandings, assist students and
ensure that students are making accurate
connections between the forces and
associated vehicles. These posters will be
displayed throughout the classroom for
future student reference. The poster
boards will be used as evidence of
student learning for formative assessment
(application of knowledge to individual
experiences).
Conclusion:
During this time, the teacher will have
Students complete exit slip
Exit Slip
students individually complete an exit
individually before the end of class.
slip with the following questions
For the next lesson, students are
What are 3 things that we now know

Time est: 10
minutes
encouraged to bring a vehicle that
about forces?
Give 2 examples of where these
must be able to float, wind up, or be
forces are seen?

What is a possible difference
be moved forward by wind, water,
between you and your partners forces?

Something I still wonder about...
bring something from home.
able to slide and is light enough to

or gravity. They are welcome to
This helps students solidify their new
However, if they are unable to, they
knowledge and acts as a method of
will have access to teacher-provided
formative assessment for the teacher.
resources.
The teacher will then relate the lessons

exploration to future learning; students
will experience these forces through
testing with their partner and explore the
benefits/limits of the forces that apply to
their (& their partners) vehicle.
LESSON 1 WORKSHEET (adjust cell size as needed)
Grade 4 - Different Types of Forces
Type of Force Where have you
Definition
seen it?
Push & Pull
Downhill Motion
& Slope
Wind-up
LESSON 2
Grade ______4__________
Activity TESTING MOVING FORCES
Created By Kailee Lipiec, Alyssa Winkelaar, Alyssa Alcazar
Goals/Key questions
Overarching Question: How do our vehicles take us where we need to go?
Goals:
Students will develop an understanding of forces and apply it in a practical setting to the vehicles they interact
with in everyday settings.

Students will collect data from trials and present it in a meaningful visual way.
Objective (connected to PofS, this lesson only):
Science - Specific Outcome 2

Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking mechanisms, moving air,
moving water and downhill motion.
Math 4 Specific Outcome
Demonstrate an understanding of many-to-one correspondence. [C, R, T, V] [ICT: C62.2, C62.3]

Math 4 Specific Outcome
Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. [C, PS,
R, V]
Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
Knowledge of forces and related vehicles

Scientific procedure (testing, conclusions)
types of variables involved in a scientific procedure (example: controlled, manipulated, responding)
Students know how to add and divide using a calculator
Students know how to round numbers with decimals up and down to whole numbers
Should students be unable to complete their experiments within the given time frame, a teacher may allow
them extra time and complete the bar graph/calculations (activity 2) in a future, separate lesson.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
A sheet of paper large enough for every student to write a maximum of two sentences on
Markers
toy cars, toy boats, wind up toys (or the small object that students have brought from home), enough so that
each pair has 2 different vehicles

Three to Five (depending on the class size) of the following:
3-inch binders that will act as ramps
large tubs half-filled with water
a small electrical fan
data collection sheet (one for every student, provided below)
rulers (one for every pair)
school gymnasium needs to be booked for this lesson, or a space large enough to have multiple areas to test
different devices (must fit ramps, water tubs, the students, etc)
masking tape
basic calculators (students should already have one of their own, but be prepared to provide extras)
KSAs
D, E, F, G, K
Content:
Introduction
Teacher connects learning to previous
As an entrance slip, students each
lesson by asking students to create a class
write one thing they took away from the
SLIP / GRAFFITI
graffiti wall (students each write one thing
previous lesson on a large piece of paper
WALL
they learned from the previous lesson). This
(creating a graffiti wall). Students can
reintroduces the topic, connects prior learning
write key words, sentences, or even
and excites the students. The teacher then asks
draw pictures connected to concepts
students to gather their vehicles; if students
from the previous lesson. After they
have not brought a vehicle from home, they
have finished, the students may quietly
are encouraged to select one that uses the same
collect their vehicle that they brought
forward force. The students are asked to place
from home, if they did so. If not, they
their vehicles at the center of their tables.
may collect a vehicle provided by the
Teacher will then bring up how students
teacher (they are encouraged to select a
thought about what vehicles they would
provided vehicle with the same forward-
choose to build, which was discussed in the
motion force as their original selection
last lesson. The teacher will then ask the
from the previous lesson).
following question:
Students are then encouraged to place
ENTRANCE
Time estimation: 10
minutes
Inquiry Question - If you were to build

your vehicle by yourself, what moving force
would you use to propel it forward?
The teacher then explains that during the
lesson, students will be exploring and
experiencing these forces by testing their
vehicles with their partners (partners that were
determined in the previous lesson).
their vehicle at the centre of their tables

to avoid distraction.
Transition
considerations
The teacher distributes the data sheets for
Students individually write
the upcoming experiments (one per student).
hypotheses centered on the comparison
The teacher asks the students to create
of distance between the two vehicles,
hypotheses, and to consider the inquiry
but are encouraged to collaborate with
question on the data sheet (which vehicle will
their partner.
move the farthest, and which forces will allow

it to do so?) when writing them.
Because the students have already learned
the different types of variables, the teacher
asks students to identify the variables as
students complete the distance trials.
Activity 1
Depending on which forces relate to the
After listening to directions, each pair
TESTING
students vehicles, each pair will test both
is asked to move to one of the
DIFFERENT
vehicles 3 times at their corresponding force
appropriate stations and begin their
VEHICLES USING
station. Stations will be explained to students
trials. While completing their trials,
DIFFERENT
before they begin their tests (Explanations
students are to fill out their data
FORCES
are listed below). Students are asked not to
collection sheet with the information
fill out the average distance or bar graph
they collect. Students are reminded to
sections of their data sheet.
identify the different types of variables
Time est:
20 minutes
for their stations as they complete the

Station 1: Push-pull
trials and also state them on the data
Note- Vehicles being used at this station must
collection sheet; this can also be done
float
while waiting to use other stations.
Teacher has set up 3-5 water tubs (depending

on the class size) with electrical fans set on
Note : Extra time will be allotted in the
the side. Students are to place their vehicle at
case that pairs need to wait till another
one end of the water tub. Their partner will
pair is done to use a station.
use the fan to act as the push force for a total

of 5 seconds. The student will then measure
After each pair is finished, they are
the distance (in centimeters) from the final
asked to return to the classroom with
position of the vehicle to the start of the
their data sheets and vehicles.
water tub, and record the information their

data sheet. This process will be repeated 3
times.
Station 2: Downhill motion-slope
Note - Vehicles being used at this station
must either have wheels or be able to slide.
The teacher lays out 3-5 (depending on
class size) 3 binders to act as downhill slopes.
One student from the pair will release the
vehicle from the top edge of the binder.
Students then
measure the distance from the position of the
vehicle to the bottom edge of the binder
(where the vehicle first meets the ground to
where it stops moving forward). Students
record the information on their data sheets
and repeat the entire process 3 times.

Station 3: Wind Up
Note - Vehicles being used at this station
must be able to wind up or have some sort of
crank.
The teacher lays down a start line of
masking tape. The partner winds up the toy 3
times, places it at the start line, and releases
the toy. The students measures the distance
from the final position of the vehicle to the
start line, and records this information on their
data sheet. This process must be repeated 3
times.
Once the class is in the gym, ask students to
line up at the stations they want to use first.
Remind the students that if the station they
want to go to is currently in use, they must
patiently wait until it is free, or move on to a
different station if they can.
Transition
considerations
Once the students have completed their tests,
Students will complete their tests, gather
the teacher asks the students to collect their
their materials, and make their way back
materials and make their way back to the
to the classroom. Students are then
classroom. Once in the classroom, the teacher
asked to gather a basic calculator and
explains that to compare the forces, the
pencil.
students will be calculating and visually

representing the average distance of each
vehicle.
Activity 2:
The teacher introduces the concept of
After receiving instruction regarding
Averages & Bar
averages and explains how they are useful for
averages, students then work in pairs to
Graphs
comparisons. Teacher will explain the steps of
calculate the average distance for each
Time Est:
calculating averages through the following
of their tested vehicles. Students then
20 minutes
example. For this lesson, students will be
receive instruction in how to build a bar
asked to round their results to the nearest
graph.
whole number.
Students then complete their bar
Calculate the average of these numbers:
graphs individually (although
5, 3, 8, 2
collaboration is encouraged).
Step 1: Calculate the sum (add the

numbers)
5+3+8+2=18
Step 2: Divide the total sum by the number

of items in the set (total number of numbers
originally added).
18 (Sum)/4 (Number of items in the set)
= 4.5
Step 3. Round the average to the nearest
whole number.
4.5 5
After students have calculated their

averages, they will be asked to graph each
average (from their trial data) on one bar
graph. The teacher will explain that bar graphs

are one of many important ways to both
interpret and visually represent data. The
teacher will show how to construct bar graphs
using the following steps.
Step 1: Building and labelling the axis. The

axis are set up in an L shape. The vertical axis
will represent the responding variable (should
be labelled in uniform increments), while the
horizontal axis will represent the different
items tested (or the manipulated variables.
These should be the same width on the graph).
Both axis must be clearly labelled.
Step 2: Filling in data into the bar graph.

Each bar is only manipulated vertically. The
average distances for each vehicle calculated
by the students corresponds to the height of
each bar.
Step 3: Titling the bar graph. The title must

be descriptive and directly related to the
information presented in the graph.
The teacher circulates throughout the

classroom after each step is explained,
answering questions and formatively assessing
through observation to determine whether
students have grasped an understanding of
how to construct bar graphs.
Conclusion:
CLASS
DISCUSSION &
The teacher will collect data sheets as a
Students share their observations and
method of formative assessment at the end of
begin to form the connection to the
the lesson (these sheets will be returned to
scientific procedure through the class
students at the beginning of the next lesson).
discussion. Prior to the end of the lesson,
GRAFFITI WALL
Time estimation: 10
minutes
The teacher opens a class discussion (debrief,
students are asked to again contribute to
also formative assessment), where pairs of
the graffiti wall by writing something
students are asked to volunteer their responses
that they took away from the lesson.
to the following inquiry questions:
This allows students to have a visual
Which observation stood out to you? What do
representation of their learning from all
you think it means in terms of a conclusion
lessons.
from your data? How does this compare with

your hypothesis? It should be noted that some
students can simply state that they dont know
what it means (this will be explored and
answered in the next lesson). At the end of the
lesson, the teacher will ask every student to
contribute to the graffiti wall by writing
something they took away from the lesson.
LESSON 2 WORKSHEET (Device 2 on back)

Grade 4 Data Collection Sheet
Name: _____________________
Partners Name: _____________________
Hypothesis:
_______________________________________________________________________________________
_______________________________________________________________________________________
(When writing your hypothesis, think: which vehicle will move the farthest, and which force will allow it to
do so?)
Device 1. ___________________________ Forward Motion Force:_______________________________
Controlled Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Manipulated Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Responding Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Trial 1
Trial 2
Trial 3
Distance (in
centimeters)
Average Distance (in centimeters): _____________________
Device 2. ____________________________ Forward Motion Force:___________________________

Controlled Variable(s):
_______________________________________________________________________________________
_____________________________________________________________________________
Manipulated Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Responding Variable(s):
_______________________________________________________________________________________
_______________________________________________________________________________________
Trial 1
Trial 2
Distance (in
centimeters)
Average Distance (in centimeters): ______________________

Bar Graph:
Trial 3
LESSON 3
Grade:
Activity: ANALYZING MOVING FORCES
Goals/Key questions
students demonstrate a comprehensive understanding of data analysis

students demonstrate their ability to draw appropriate inferences from data
students demonstrate the ability to provide appropriate suggestions and feedback when constructing criteria
Objective (connected to PofS):
ELA General Outcome 1- Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.

ELA- Specific Outcome 1
use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences
ELO Specific Outcome 2 - comprehend new ideas and information by responding personally and discussing
ideas with others

Science General Outcome 4-1 - Investigate the nature of things, demonstrating purposeful action that leads to
inferences supported by observations.

ICT General Outcome C4 - Students will use organizational processes and tools to manage inquiry.
ICT Specific Outcome 2.3 - Reflect on and describe the processes involved in completing a project
Pre-lesson Considerations
Lesson overview of main ideas to be learned and pre-learning required:
Scientific procedure (What is the hypothesis? procedure? results? conclusion?)

Experience with technology and knowledge of general software programs such as PowerPoint, iMovie, and
Youtube.
Materials needed:
Students will be grouped with the same people they were paired with for lesson one of this mini unit (to
balance student ability)

Laptops and iPads (if available)
SMARTboard (if available)
My hypothesis and conclusion worksheet (one for every student, see a copy below)
Building your digital reflection booklet (one for every student, and a copy for the teacher, see a copy
below). If a SMARTboard is available, the teacher will also need an online copy of this booklet. This booklet
will include:
instructions on what needs to be done for this digital reflection
a copy of the rubric that will be used to grade this assignment
a sheet/paper titled: What needs to be evident for excellent?
Teacher KSAs
E, F, J, K, P
Content:
Introduction :
Teacher hands back to students the
Students begin by reviewing their
Pass-Around
data sheet that was collected in the
hypothesis (prior learning) and use the
Activity
previous lesson and distribute the
provided data sheet to develop and create
Time
My Hypothesis & Conclusion
the resulting conclusion. They record both
estimation: 15
worksheet (provided below). The
their hypothesis and conclusion on the
minutes
teacher asks students to review their
worksheet (provided below). This allows
hypothesis and develop and record the
students to connect the lesson to their
conclusion from their results
previous knowledge. After receiving
(emphasize to students that this is a
instruction, the students work on the pass-
rough sketch of their ideas, so there is
around sheet activity. During this time,
no need to feel worried about being
students may ask the teacher for help
wrong. Peer feedback will help
should they become stuck and unsure of
them develop their conclusions). Ask
what to suggest. Students who are unable
students to consider the guiding
to read/write their suggestions may ask the
questions provided on their
original student to read them their
worksheet:
hypothesis, and then verbally communicate
Which vehicle moved the

farthest? Was it close to what you
originally predicted?
Why/why not?
Once students have completed the
Hypothesis and Conclusion
sections of the worksheet, the teacher
asks the students to arrange
themselves back in their previous
groups from lesson 1. Once the
students are settled, the teacher will
give the following instructions for the
students to do a pass-around activity.
1.Pass the sheet to the student to
their right.
their comment (this accommodates for a

diverse range of student ability and need).
2.Review your peers hypothesis

and conclusion.
3.Write a piece of information
under the Peer Suggestions section of
the worksheet. This may be a
suggestion about the hypothesis, a piece
of information about the force, a
comment about the conclusion, etc.
4.Once all students in the group
have finished writing a peer suggestion,
they will pass the sheet again to the
right.
5.This continues until the sheet has
rotated back around to the student.
(Please allow approximately 2 minutes
for each round/rotation)
During this time, the teacher will
circulate and offer possible
suggestions for comments to students
who are struggling to contribute. The
teacher will then ask the students to
consider these peer suggestions as
they move to work on building their
reflection (instruction to follow).
Transition
The teacher explains that the
Students select the format they wish to
considerations
students will be creating a digital
use for their digital reflection. Any formats
reflection of their experiences with
students wish to use that have not already
forces. The teacher gives students
been mentioned by the teacher, must be
many different options to
approved by the teacher.
accommodate for a variety of student

ability and need, including a video,
animation, audio recording,
powerPoint, MindMap or digital
book/magazine. Should students wish
to complete their reflection using a
different format, the format must be
pre-approved by the teacher (in case
of a substitute, the students will

submit their ideas to the substitute
who would then email the teacher for
their approval).
Activity 1:
The teacher distributes the
After receiving the Building Your
Introducing
Building Your Digital Reflection
Digital Reflection booklet, students
and
booklet to students. The teacher
review the instructions with their teacher,
Developing
reviews the instructions provided in
making sure to clarify any confusions or
Your Digital
the booklet what students are required
misunderstandings. Afterwards, students
Reflection
to do for this assignment. This will
brainstorm and record their ideas in their
include reviewing the following
booklet in the manner most suitable to
guiding questions:
them (this may include verbal
Time est: 15
minutes
What was your original
transcription). Once students have
hypothesis?
What does this mean for
answered the guiding questions, they
everyday life?
What results can you draw from
and begin building their digital reflection,
your bar graph and how does it

compare to your original hypothesis?
Using these results, what
should attain a laptop or ipad (if available)

displaying their ideas and answering the
guiding questions.
decisions can you make about building

a moving vehicle?
What other factors might have
affected the results of your testing?
After the teacher is finished
reviewing the instructions, the teacher
will give students time to further
develop their answers to these
questions, drawing upon the ideas
presented to them in the pass-around
activity. Students are encouraged to
record their thoughts in a manner that
is suitable to their needs and learning
style.
Transition
Approximately half-way through
Students save and set aside their work,
considerations
the total work time, the teacher asks
and direct their attention to the teacher for a
students to set aside their work and
class discussion to review and modify the
gather as a class to review the
reflection rubric.
reflection rubric. The teacher displays

the reflection rubric on the
SMARTboard (if available) or an
overhead projector.
Activity 2:
Teacher begins to discuss with the
As the class reviews the rubric, students
Discussion and
class the criteria presented in the
are encouraged to make appropriate
Improvement
rubric for their digital reflection. The
suggestions on how to modify the rubric to
of Rubric
rubric (provided) contains 4
better suit the class. Reasonable
classifications of student
modifications will be made (or recorded) as
performance, but concentrates on
the discussion progresses. Students are also
what students need to achieve to
encouraged to volunteer an additional piece
receive an excellent standing. These
of criteria that they believe improves the
include:
rubric. Depending on the results of a class
Time Est: 20
minutes
Digital reflection shows accurate
vote (majority rules), the additional criteria
interpretation of the bar graph and shows
will be added. Students are then
precise calculations.
Digital reflection recognizes innovative
encouraged to volunteer descriptor words
external factors and makes insightful

conclusions in relation to their data.
Digital reflection is organized in a purposeful
sequence and demonstrates insightful
interaction with technology.
Digital reflection demonstrates creative
insights and meaningful connections to
everyday settings.
Teacher will guide the class

discussion of the rubric with the
question: What criteria do you think
is important for me to see in your
reflection? For each section of the
rubric, the teacher asks students to
display thumbs-up if they agree
with the present state of the criteria,
or thumbs-down if they think it
needs any modification. Should any
students display thumbs-down, the
teacher will ask volunteers from those
for each performance level, for the new

criteria they just added. The words will be
voted on in a similar style, and added to the
rubric.
students to share their suggestion for

improvement. Should the suggestion
be reasonable and pre-approved by
the teacher, the class votes on the
modification (majority rules).
Should a substitute teacher be
present, all student suggestions should
be emailed to the teacher for approval.
The rubric will also have an empty
row at the bottom for students to
contribute criteria that will make the
rubric more suitable. After each
section has been reviewed, students
will be asked if they have any
suggestions. The suggestions that are
appropriate will be recorded and
displayed by the teacher on the
whiteboard. After all suggestions have
been made, the students will vote on
one to include in the rubric (majority
rules).
This activity is to allow the students
to become familiar with the
expectations as well as allowing them
to individualize the expectations.
Conclusion:
The teacher asks students to
After students review the rubric, they
What Needs
complete the What Needs to be
complete the What Needs to be Evident
To Be Evident
Evident for Excellent section of their
for Excellent section of their booklet. This
For
booklets. The teacher explains that
can include ideas of what needs to be
students will be given time in future
modified in their reflection to achieve a
lessons to make the necessary
high standard of performance.
Excellent?
modifications and complete their

TIME EST: 10
minutes
To briefly introduce students to the next
digital reflections. These reflections
mini-unit (structure and design of devices
can either then be presented to the
and vehicles), they are asked to complete
class or kept for private assessment by
an exit slip with the following questions:
the teacher. The teacher explains that
What do you know about structure
after the reflections are complete, the

students will be exploring how
and design when building vehicles?

What do you want to know about
structure and design modifications
structure and design when building
can help vehicles move efficiently.
vehicles?
This future exploration will be guided

by the question: When designing a
vehicle, what are some modifications
that could be made to help it move
more efficiently and safely?
The teacher asks students to
complete an exit slip with the
following questions
What do you know about
structure and design when building
vehicles?
What do you want to know
about structure and design when
building vehicles?
LESSON 3 WORKSHEET (adjust cell size as needed)

My Hypothesis and Conclusion
Name:______________
Questions to consider: Which vehicle moves the farthest? Was it close to what you originally
predicted? Why or why not?
My Hypothesis:
My Conclusion:
Peer Suggestions:
LESSON 3 PERFORMANCE TASK BOOKLET

Building Your Digital Reflection
You are required to use technology to answer the following questions in a way that is meaningful to
you:
1. What was your original hypothesis?
2. What results can you draw from your bar graph? How does it compare to your original
hypothesis?
3. Using these results, what decisions can you make about building a moving vehicle?
4. What does this mean for everyday life?
5. What other factors might have affected the results of your testing?
This task is to be done individually and will be completed in class. You may choose the type of
technology that you will use for this task. Some examples include:
-
Video
Animation
Audio recording
PowerPoint
MindMap
Digital book/magazine
If you have another idea for a way in which you can represent the answers to these questions, you
must speak to me first in order for it to be approved.
Your digital reflection can either be presented to the class, or just to me individually. If you are
comfortable with presenting, please talk to me and we can set up a time for you to present when
you feel ready to do so.
This Digital Reflection will be due one week from now, and you will have plenty of class time to
work on it. If you feel like the class time provided will not be enough, dont be afraid to ask for
more time to work on it.
Building Your Digital Reflection: Guiding Questions

1. What was your original hypothesis?
2. What results can you draw from your bar graph? How does it compare to your original
hypothesis?
3. Using these results, what decisions can you make about building a moving vehicle?
4. What does this mean for everyday life?
5. What other factors might have affected the results of your testing?
Building Your Digital Reflection Rubric

Insufficient /
Blank *
Excellent
Proficient
Adequate
Limited *
Data and
Graph
Analysis
(out of 4)
Digital
reflection shows
accurate
interpretation of
the bar graph
and shows
precise
calculations.
Digital
reflection shows
logical
interpretation of
the bar graph
and shows
sufficient
calculations.
Digital
reflection
shows
reasonable
interpretation
of the bar
graph and
shows basic
calculations.
Digital reflection
is lacking
interpretation of
the bar graph and
shows limited
calculations.
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Drawing
Inferences
and
Conclusion
s
(x2- out of
8)
Digital reflection
recognizes
innovative
external factors
and makes
insightful
conclusions in
relation to their
data.
Digital
reflection
recognizes
appropriate
external factors
and makes
thoughtful
conclusions in
relation to their
data.
Digital
reflection
recognizes
limited
external factors
and makes
simplistic
conclusions in
relation to their
data.
Digital reflection
recognizes
irrelevant factors
and makes
disconnected
conclusions in
relation to their
data.
No score is awarded
because there is
student performance
based on the
requirements of the
assessment task.
Adequate
use of
technology
(out of 4)
Digital reflection
is organized
in a purposeful
sequence
Digital
reflection is
organized
in a logical
Digital
reflection is
organized
in a partially
Digital reflection
is unorganized
sequence
and demonstrates
No score is awarded
because there is
student performance
based on the
Level
Criteria
Application
s to
everyday
settings
(x2- out of
8)
and demonstrates
insightful
interaction with
technology.
sequence
and
demonstrates
practical
interaction with
technology.
suitable
sequence
and
demonstrates
reasonable
interaction
with
technology.
a basic interaction
with technology.
requirements of the
assessment task.
Digital reflection
demonstrates
creative insights
and meaningful
connections to
everyday
settings.
Digital
reflection
demonstrates
practical
insights and
realistic
connections to
everyday
settings.
Digital
reflection
demonstrates
simplistic
insights and
basic
connections to
everyday
settings.
Digital reflection
demonstrates a
lack of insight
and weak
connections to
everyday settings.
No score is awarded
because there is
student performance
based on the
requirements of the
assessment task.
No score is awarded
because there is
student performance
based on the
requirements of the
assessment task.
What needs to be evident for excellent (in your own words)?
Part D: Personal reflections (rationale)(Individual reflection)

Name: Alyssa Winkelaar
Group Members: Kailee Lipeic, Alyssa Alcazar
Website Link: www.alyssawinkelaarblogps1.weebly.com
A key concept in this unit is engaging students to explore a concept that they face every day: locomotion. By
giving students the opportunity to explore something they are continuously coming into contact with, it
allows students to create meaningful connections to their learning. This is expressed in our overarching
question, which states how do our vehicles take us where were we need to go? This question is one that
does not have a simple answer, giving students opportunities to uncover their own answers. This
overarching question was designed with the entire unit of Building Devices and Vehicles That Move in
mind, with our mini-unit as a snapshot into how students will be answering it. These three lesson build the
foundation of finding the answer to these questions. The key questions present in each lesson itself are there
to guide student thought and learning focused towards this question. They also allow students to make
meaningful connects to everyday life and their personal interests. According to Roscoe, higher order
questions, like the ones presented in our mini-unit, require more complex responses than lower-order
(convergent) questions because they have more than one right answer (divergent questions).
Every lesson in our mini-unit ties back to the overarching question. The first step in understanding how
vehicles move is to understand and investigate the forces that interact with vehicles (Lesson 1). These forces
were investigated in action by having students physically test vehicles of their own choosing, giving them a
chance to interact with these forces to create connections and cement understandings (Lesson 2). These
forces were explored even deeper through students creating their own hypothesis and conclusions about
how the forces they explored are responsible for forward motion, and what that means for everyday life
(Lesson 3).
Each lesson allows for scaffolded learning, because each lesson builds upon the other. Key concepts and
understandings developed in each lesson correspond and build upon the next lesson. For example, in Lesson
1, students learned what forces are responsible for forward motion and were able to apply them to a static
drawing of a vehicle. These understandings of forces scaffolded Lesson 2, where students had to take that
knowledge they developed and physically test it with their vehicles. This ties in to how this mini-unit
displayed a variety of instruction styles in the classroom, allowing for differentiated instruction to meet the
needs of every type of learner. The use of collaborative and hands-on learning was key in developing this
unit, and we felt that it encouraged student-directed learning and exploration, where students were able to
create meaning for themselves and take responsibility for their learning. According to Roscoe, students
exhibit a wide range of learning needs and characteristics, which can only be met with a variety of
strategies. The important question for teachers is not what is the right strategy, but what is the right mix of
strategies in your classroom. By having students work in groups or pairs for collaboration, have whole class
discussions, and have hands-on activities, it allowed for a mix of strategies throughout the mini-unit, with
collaboration and feedback from peers creating a positive learning environment.
The main ideology focused upon in this mini-unit is the Learner Centred Ideology. This is because our
lesson promoted critical thinking and self-analysis for our students, not simply memorization of information.
Students were given the opportunity to take the information they learned, physically apply it, and analyze
their data critically to draw their own conclusions. Throughout the mini-unit, the emphasis was placed on
students creating meaning for themselves as well. Our lessons also gave students choices: they could choose
the type of the vehicle that interested them and they thought was important. Each child is unique and learns
at different rates, and focus is placed on the needs of individuals. We felt, because of this, it was appropriate
to create pre-determined pairs and groups of students that will allow for balanced student ability and
collaboration. Lastly, emphasis was placed on formative assessment as a way to have insight into student
learning. Throughout every lesson, students were given multiple opportunities to show the teacher what they
know and understand.
Rationale: Assessment
Lesson 1: Exploring and Defining Moving Forces
Lesson Description:
First, predetermined groups of students will explore forces through different

preselected resources, collaborating with their group and filling out the Where
Have You Seen It? portion of their graphic organizer. The class then discusses
together what they found in their resources. The teacher defines the different type
of forces for the students as they continue to fill out their graphic organizer. Pairs
of students complete Word Drawings of forces responsible for forward motion on
a drawing of a vehicle of their choice. Lastly, students complete an exit slip about
what they learned in class and what they still may wonder about.
How does your lesson

scaffold to your
performance task?
The overarching theme of this mini-unit is forward motion. In order for students to
properly understand forward motion, they need to have a grasp on what forces
are responsible and play a role in forward motion. The performance task allows
students to analyze data they collected (in Lesson 2) and make inferences about
how forces may have affected the forward motion of their vehicle, and why some
forces are more effective for forward motion than others. This lesson scaffolds the
performance task by providing students with the foundational knowledge of forces
that they will need to analyze their data and make accurate conclusions about it.
What core assessment

concepts inform your
design choice?
The key concept reflected in our formative assessment is triangulation. According

to Davies, collecting evidence through observations of students, conversations
with students, and products from students helps increase the validity and
reliability of classroom assessments. This relates to the principles of fair
assessment, which states that more than one assessment method should be
used to ensure comprehensive and consistent indications of student
performance. Having more than one assessment method in a lesson also gives
every student an opportunity to show you what they know. According to Gareis &
Grant, by giving students multiple opportunities to show you what they know, it
gives the teacher the ability to see student progress, make instructional decisions
about following lessons, and the ability to provide honest, specific, accurate, and
constructive feedback to students.
Lesson Outcome:
Students will develop an understanding of forces and apply it in a practical setting
to the vehicles they interact with in everyday settings.
Students will be able to extract information from resources and identify its
connections to everyday applications.
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
While students explore resources and fill out their graphic organizers, the
teacher will circulate the classroom and observe students as they collect
information. As they work, the teacher formatively assesses students through
observation and conversation, to determine whether students understand and
internalize the information in the resources and are able to apply the knowledge
to identify examples in everyday settings. Class discussion about student
findings also gives the teacher opportunity to formatively assess what the
students took away from the resources they explored, and tells the teacher
whether or not students need some more instruction or clarification about
forces. The teacher can use this information for when he/she talks to the class
about the different types of forces and the definitions of these forces, and
whether or not he/she needs to go into more detail about them. Similarly, when
the students work on their Word Drawings of forces, the teacher can circulate
the classroom, observe, and have conversations with students about their
choices with their Word Drawings. The poster boards will be displayed
throughout the classroom for future student reference, and will also be used as
evidence of student learning and students application of knowledge to
individual experiences. Like the class discussion, it lets the teacher see if
he/she needs to touch on a topic again with the students to clear up any
misconceptions and make sure the students grasp the material. The Word
Drawings also act as evidence of student learning that the teacher can look
back upon. Lastly, the exit slip gives students the opportunity to show the
teacher what they took away from the lesson, as well as something they are still
curious about. This assessment lets the teacher see what the students took
away from the lesson, and helps direct planning for the following lesson. This
helps students solidify their new knowledge and gives the teacher an
opportunity to relate this lessons exploration to future learning.
How does your use of

formative assessment
reflect key assessment
concepts?
Description of what
teacher is doing:
Throughout the lesson, the teacher is collecting evidence of student learning in a

variety of ways. The teacher circulates and observes the class multiple times in
the lesson to assess student work and understanding of concepts. While
observing the students, the teacher is also having conversations with them about
what information they are collecting from their resources and what choices they
made and why when creating their Word Drawings. The teacher also has
conversation with the students in the form of a class discussion, where students
can share with the teacher and the class what information they uncovered from
their resources. The teacher also can gather evidence of student learning by
collecting products from students. These products include their Word Drawing
diagrams, their graphic organizer, and their exit slips. These products act as
evidence of student learning. As you can see, the teacher is collecting
triangulated evidence of student learning by gathering products, taking
observations, and having conversations. Each of these is done in more than one
instance in the classroom to help the teacher collect reliable and valid formative
assessment information.
The teacher circulates the classroom and observes students as they explore
the resources provided and fill out their graphic organizer. The teacher opens
the floor to a class discussion. Teacher gives students an opportunity to tell
the class what they discovered about forces from their resources. The teacher
listens to and has conversations with students about what they found. The
teacher instructs the students about the different types of forces and provides
them with definitions that they can add to their graphic organizers. The
teacher distributes materials and explains how students can pick a vehicle of
their choice, draw it on their poster board, and use Word Drawings to label the
forces responsible for the forward motion of that vehicle. While the students
are working on their Word Drawings, the teacher circulates the classroom,
observes student work, and has conversations with students about their
choices with their Word Drawings. The Word Drawings will be displayed in the
classroom for future student reference. The teacher distributes an exit slip for
the students to complete before they finish the class. The teacher will collect
the exit slips and use it to assess whether or not he/she can move onto new
concepts in the next lesson, or go over material to solidify understandings.
Description of what
students are doing:
Students are working collaboratively with their pre-selected group to gather

information about forces and fill out the Where Have You Seen It? section of
their graphic organizer. The students share with the class what they
discovered about forces from their resources. The students listen as the
teacher tells them about the different types of forces, making connections to
what they discovered in the resources they explored. Students write down the
definitions of these forces in their graphic organizer. The students pick a
vehicle that interests them and create their own Word Drawings to represent
the forces in a way that is meaningful to them. Students are to fill out the exit
slip before the class is finished. These questions allow students to reflect back
on what they just learned and may help solidify that new knowledge, while
also giving them an opportunity to ask questions or things they still wonder
about.
Sequence of key
questions:

Have you ever wondered what makes the vehicles you use move?
If it was your job to build these vehicles, which would you build?
What are 3 things that we now know about forces?
Give 2 examples of where these forces are seen?
What is a possible difference between you and your partners forces?
Is there something you still wonder about?
Evidence of Lesson
Components (opening,
closing, content, timeline)
Opening: Student exploration of resources

Content: Class discussion, exploring the definitions of forces, applying
definitions of forces by creating Word Drawings
Closing: Exit slip & connections to next lesson
Rationale Assessment
Lesson 2: Testing Moving Forces
Lesson Description:
First, the teacher asks the students to start a graffiti wall and write one
concept that they remembered from last class. After students gather their
materials for testing, the teacher then explains that the students will be
experiencing the forces they chose by testing their vehicles with their partner.
Students, with their partners, develop a hypothesis for their tests and determine
the different types of variables involved. Students test their vehicle and their
partners vehicle at the corresponding stations, doing 3 trials for each. The
teacher explains the concepts of calculating averages and constructing bar
graphs, and students do so with the data they collected from their tests on their
data collection sheet. The teacher collects these data sheets at the end of class
for formative assessment. The teacher opens a class discussion about their
observations and inquiry questions, in which students may volunteer their
answers and what they think about the questions. Lastly, the students are
asked to write something they took away from the lesson on the graffiti wall
they started at the beginning of class.

scaffold to your
performance task?
In the performance task, students are asked to make conclusions from the data
they collected in their tests, and relate those conclusions back to the forces
involved in forward motion that they explored in Lesson 1. By having students
test vehicles of their choice that they find interesting, it enables them to make
connections to everyday life that is meaningful for them. These connections to
everyday life are also part of the performance task. Lastly, by having students
calculate the averages of their tests and place those averages in a bar graph,
students learn how to visually represent data in a way in which they can
compare the results of their vehicles to that of their partners, and draw
conclusions from those results. These conclusions are the key component of
the performance task.

design choice?
According to Gareis & Grant, learning occurs through multiple steps, not simply
instruction and a final assessment. Learning needs to provoke personal
thought and reflection. Simply giving students summative assessments offers
little cognitive demand for students. Gareis & Grant go on to say that teachers
need to assess students in different ways than simply memorizing think about
Blooms taxonomy and giving students meaningful questions to assess their
learning. More in-depth assessment helps students relate to what they are
learning and think deeply and critically about it, while also creating meaning for
students. I feel that the assessment choices in Lesson 2 reflect this idea of
giving students meaningful questions and tasks to challenge students to think
deeply while also giving the teacher an opportunity to assess student learning.
In this lesson, the teacher provides opportunity through the hands-on activity
and key questions for students to understand, apply, analyze, and evaluate
their learning and make meaningful connections. It gives the teacher an
opportunity to have more insight into what students are learning and whether or
not they are making meaningful connections. This lesson also applies what
Davies calls Assessment for learning. This involves checking to see what
students have learned (entrance/exit slips) and what needs to be learned next,
and also providing descriptive feedback that is focused on improvement (data
collection sheets and conversations with students). It also is used in this lesson
to collect information that will inform the teachers next teaching steps and the
students next learning steps. This lesson displays differentiated instruction and
assessment in the classroom. By assessing students in multiple ways all while
students are engaged in differentiated instruction, it gives every type of learner
an opportunity to show you what they know in a way that best suites them.
Lastly, this lesson shows triangulation of evidence for valid and reliable
assessment (see Lesson 1 description).
Lesson outcome:
Students will develop an understanding of forces and apply it in a practical setting

to the vehicles they interact with in everyday settings.
Students will collect data from trials and present it in a meaningful visual way.
What formative

concepts?
The first formative assessment technique used in this lesson was the graffiti
wall as an entrance slip for the class. Students each write one thing they learned
from the previous lesson. This reintroduces the topic from the last lesson,
connects prior learning, and excites the students about what is in store for them
for the remainder of the lesson. This information tells the teacher what students
remember for the last lesson, and whether or not he/she needs to cover that
material once again to make connections for students. While the students are
performing their tests with their vehicles, the teacher will be circulating to each
station, observing students as they test their vehicles. When discussing how to
construct bar graphs with the students as a way to visually represent their data,
the teacher circulates throughout the classroom after each step is explained,
answering questions and formatively assessing through observation to determine
whether students have grasped an understanding of how to construct bar graphs.
This information tells the teacher whether or not he/she needs to reintroduce bar
graphs in the next lesson or repeat steps. It also gives the teacher an opportunity
to give constructive and timely feedback to students while they build their bar
graphs. The teacher opens a class discussion to debrief with the students what
they explored today with their tests, and have them think more deeply about what
they observed and how it compares to their hypothesis. This tells the teacher if
students are thinking deeply about what they did today, and if some students are
having trouble making connections between their data, hypothesis, and
conclusion. The teacher will collect data sheets as a method of formative
assessment at the end of the lesson (these sheets will be returned to students at
the beginning of the next lesson). These data collection sheets help the teacher
see a number of things: student hypotheses, types of variables they identified,
data they collected in their tests, if they calculated averages properly, and how
well they constructed a bar graph. All this information tells the teacher whether or
not students were able to apply their prior knowledge of the scientific procedure to
this lesson, and whether or not student grasped the concepts of averages and bar
graphs. If students did not seem to grasp these concepts, the teacher can hand
back the data collection sheet next class, reintroduce averages and bar graphs,
and have students try again. Lastly, the graffiti wall acts as an exit slip by giving
students the opportunity to write something they took away from this lesson. This
gives students the opportunity to show the teacher what they learned, and tells
the teacher what students took away from the lesson.
Assessment for learning is involved through the entrance/exit slip graffiti wall, as
well as through the data collection sheet and conversations with students. This
allows the teacher insight into what students have learned and directs the next
teaching steps of the teacher. It also gives the teacher an opportunity to provide
descriptive and timely feedback to students about their work. By having students
complete a task that they enjoy while also challenging them with thoughtful
questions, the teacher can observe and have conversations with students that
reveal whether or not students are thinking critically, understanding, applying, and
evaluating their learning. The teacher has more insight into student learning to
see if they are making meaningful connections through observation of student
work and conversations with students through a class discussion after they
completed their tests. Students will be learning through many different ways in
this lesson (differentiated instruction), such as the hands-on tests, thoughtful
questions, and constructing bar graphs. This gives every type of learning an
opportunity to show the teacher what they know. Lastly, this lesson shows
triangulation of evidence for valid and reliable assessment through observation of
students as they perform their tests, conversations with students after they
perform their tests, and collection of products of the data they collected and the
graphs they created.
Description of what
teacher is doing:
Teacher asks students to contribute to graffiti wall to reintroduce the topic,

connect their prior learning and excite the students.
The teacher then provides clear instructions, identifying how the students will
complete their experiments, afterwards circulating to provide additional
assistance.
Once students are finished, the teacher explains the connection to other subjects
(math) and the students create bar graphs based on calculated averages.
The teacher will then collect the data sheets from the experiment as a method of
formative assessment (These will be handed back to the students in the next
lesson) and opens a class discussion. This acts to debrief, where students are
asked to volunteer their responses to answer a series of questions (allows them
to share info in a safe, nonjudgmental environment). The teacher then once
again asks the students to contribute to their graffiti wall.
Description of what
students are doing:
Sequence of key
questions:
Evidence of Lesson
To begin, students once again contribute to their graffiti wall to reintroduce the
topic, connect their prior learning and excite the students. Students then
individually write hypotheses based on their exploration of forces and collaborate
with their peers. Students then work in pairs to begin testing their vehicles through
multiple trials and record their data. Students are asked to identify a variety of
variables (this can be done while students are waiting to use other stations). Once
finished, students receive instruction regarding how to turn their data into
calculations and graphs, completing their work individually (collaboration
encouraged). Prior to the end of the lesson, students are asked to again
contribute to the graffiti wall by writing something that they took away from the
lesson.
If you were to build your vehicle by yourself, what moving force would you use to
propel it forward? Which observation stood out to you? What do you think it
means in terms of a conclusion from your data? How does this compare with your
hypothesis? It should be noted that some students can simply state that they
dont know what it means? What was your biggest takeaway from todays lesson?
Opening - entrance slip graffiti wall
Closing - exit slip on the same graffiti wall
Content - students perform their tests with their vehicles, then take the data they
collected and create a corresponding bar graph.
Rationale: Assessment
Lesson 3: Analyzing Moving Forces
Lesson Description:

scaffold to your
performance task?
Students work to develop their ideas regarding the scientific procedure of their
previous explorations/experiments of forces (developed in lessons 1 & 2).
These ideas will then be presented in a digital reflection of their choice
(performance task). They then assist in adjusting the criteria for the assignment
and adding their own contributions. Students are given adequate time to
complete this assignment in future lessons.
In this lesson, students are taking what they have learned in the past two
lessons to draw their own conclusions from their collected data. These
conclusions are the key component of the performance task. Included in these
conclusions is the connections students make to everyday life, creating
meaning for themselves outside the classroom. By having the students critique
and adjust the assessment criteria laid out in the rubric, students are becoming
actively involved in the assessment of their performance task, and it allows
them to have deeper understanding of what is expected of them with the
performance task because they helped design the rubric. This activity is to
allow the students to become familiar with the expectations as

well as allowing them to individualize the expectations. Students
also are to think for themselves what needs to be evident in their digital
reflection to receive an excellent, so they fully understand what they need to
do to receive their best evaluation.

design choice?
A core assessment concept present in Lesson 3 is the importance of feedback

for learning. According to Davies, feedback for learning tells students about
their learning. They can use this information to adjust what they are doing to
become more successful and to learn from their mistakes. Descriptive
feedback, whether it is from the teacher or peers, gives the learner information
about their learning that helps them self-reference and plan their next steps.
Another core assessment concept present is student involvement in shaping
criteria. Davies goes on to say that when students are involved in assessment,
they are more likely to understand what is expected of them, access their prior
knowledge, have ownership over their work, self-assess, and provide teachers
with information that they need to adjust their teaching. If you involve your
students in setting and using criteria, you help create a classroom where
learning is the number one focus. According to the principles of fair
assessment, students need to be told how information is to be collected and
how they will be assessed. What not a better way than having students
involved in creating the criteria they will be assessed on! This allows the
teachers to personalize assessment criteria to the individual needs of the

class. Students are then given the opportunity to create goals for themselves
and be more motivated to achieve those goals because they know what is
expected of them. Assessment that works in the interests of children will
enhance their ability to see and understand their learning for themselves, to
judge it for themselves, and to act on their judgements Mary Jane
Drummond. Another assessment concept is using assessment to guide
instruction. According to Davies, assessment is the bridge to quality instruction.
Instruction will change as we involve students in classroom assessment and as
teachers are using assessment as a guide to further instruction. Lastly, this
lesson shows triangulation of evidence for valid and reliable assessment (see
Lesson 1 description).
Lesson Outcome:
Students demonstrate a comprehensive understanding of data analysis.
Students demonstrate their ability to draw appropriate inferences from data.
Students demonstrate the ability to provide appropriate suggestions and feedback
when constructing criteria.
What formative
The first technique used in lesson 3 is peer feedback. Students will receive
peer feedback and suggestions about the conclusions that they drew from their
hypothesis and data. This feedback gives the students a chance to self-assess
their work and made adequate corrections and changes. During this time, the
teacher will circulate and offer possible suggestions or comments to students
who are struggling to contribute. The teacher will then ask the students to
consider these peer suggestions as they move to work on building their
reflection. These peer reflections have a double purpose: it allows the students
to reflect back on their work, and it also gives the teacher an opportunity to
assess student learning and participation through observations and
conversations. This information will help the teacher see if students are making
accurate connections and conclusions, if they are receiving helpful peer
feedback, and if they need to receive more feedback and suggestions from the
teacher. The teacher can also assess students by having the class discussion
about the performance task criteria. By discussing the criteria of the rubric and
having students give suggestions about what they think is important, it helps
the teacher personalize the rubric to the needs of his/her class according to
where they are at with their learning. This information also tells the teacher
how they can assess students in the future because he/she knows what
students feel they should be evaluated on and what is fair in accordance to
their level of learning. By circulating the classroom as students start to work on
their Digital Reflection booklet, the teacher can collect evidence through
observation and conversation of student learning, identifying students who may
need more assistance or students who may need more of a challenge. Lastly,
the exit slip that connects to the next mini-unit of study helps the teacher see
what students are interested in and establish an understanding of the

foundational knowledge students have in this subject area. This will help the
teacher direct his/her instruction for the next mini-unit.

concepts?
Description of what
teacher is doing:
Description of what
students are doing:
Students receive feedback to guide their learning during the pass around
activity, where their peers give them feedback and suggestions about the
conclusions they made from their data and hypothesis. These suggestions,
along with suggestions from the teacher, gives them an opportunity to selfassess and re-evaluate their conclusions. Students are also involved in the
assessment criteria of their Digital Reflection. The teacher will allow students to
decide whether or not the criteria in the rubric should be altered and possible
suggestions to make improvements. Students are also given the opportunity to
suggest other possible criteria that should be placed on the rubric. This gives
the students the opportunity to become actively involved in classroom
assessment and allows for student ownership of their work, because they are
the ones deciding what is expected of them. Students can then create goals of
achievement for themselves. The formative assessment techniques throughout
the lesson and the exit slip allow the teacher to alter future instruction based on
student knowledge. This assessment bridges gaps for students so they can
create meaningful connections. Lastly, there is evidence of triangulation
throughout the lesson. The teacher observes and has conversations with
students while they give peer feedback and work in their digital reflection
booklets. The teacher has conversations also during the time of exchanging
peer feedback and also through the discussion of the performance task
criteria. The teacher collects evidence of learning through the My Hypothesis
and Conclusion worksheet, as well as the Digital Reflection booklet.
Because the students dont actually build the digital reflection (performance
task) in this lesson, the teacher allows the students to develop individual ideas
that will later be included in the reflection. The teacher explains that in a future
lesson, the students will be creating their choice of digital reflection (includes
selections such as video, animation, audio recording, powerPoint, mindmap or
digital book/magazine. Additional choices may be pre-approved by the teacher.
This engages students by allowing them a choice, while still strengthening their
technological skills. We do not think the students will be able to complete their
sheets within the specified time constraints, but the lesson could be adjusted so
that students who have completed their idea sheets can start working with
their technology of choice.
Students will be taking their analyzed and collected data and analyzing it
and creating their own conclusions. These students will be represented in a
visual and meaningful way through the use of technology in the
performance task. By using technology in this task, it allows them to
enhance their experience and skills with technology and use software to
best represent their data and conclusions in a way that is meaningful to
them. This could include: video, animation, PowerPoint, audio recording,

MindMap, or digital book/magazine
Sequence of key
questions:
Which vehicle moves the farthest? Was it close to what you originally predicted?
Why/Why not? What was your original hypothesis? What does this mean for
everyday life? What results can you draw from your bar graph and how does it
compare to your original hypothesis? Using these results, what decisions can
you make about building a moving vehicle? What other factors might have
affected the results of your testing? When designing a vehicle, what are some
modifications that could be made to help it move more efficiently and safely?
Evidence of Lesson
Opening Pass-Around Activity

Closing What Needs to be Evident for Excellent & Exit Slip
Content Performance Task Criteria
Rationale: Ed Technology
Lesson 3 - Analyzing Moving Forces
Lesson
Overview:
Description:
Students work to develop their
ideas regarding the scientific
procedure of their previous
explorations/experiments of
forces (developed in lessons 1
& 2). These ideas will then be
presented in a digital
reflection of their choice
(performance task). They then
assist in adjusting the criteria
for the assignment and adding
their own contributions.
Students are given adequate
How technology promotes

student engagement:
The use of technology for the
performance task gives students
the option to choose a mode of
technology that they are
comfortable with, want to
explore, or feel will represent
their data and conclusions in a
visual and meaningful way.
Students will use technology as a
tool to organize their
information, and allow them to
reflect upon the action of forces
time to complete this

assignment in future lessons.
Lesson
Outcomes &
Goals:
Instructional
Processes
in their experiments for their

performance task.
Giving students the option to
select a technology of their
choice allows for differentiation
of instruction, providing the
students with a choice to select
the technology that is most
suited to their learning style and
individual needs.
Lesson General Goals:

Lesson Specific Outcomes:
students demonstrate a
comprehensive
ICT General Outcome C4 understanding of data
Students will use
analysis
organizational processes and
students demonstrate their ability
tools to manage inquiry.
to draw appropriate inferences
ICT Specific Outcome 2.3 - Reflect on
from data
and describe the processes involved in
students demonstrate the ability to
completing a project
provide appropriate suggestions
and feedback when constructing
criteria
Because the students dont
actually build the digital
reflection (performance task) in
this lesson, the teacher allows
the students to develop
individual ideas that will later
be included in the reflection.
The teacher explains that in a
future lesson, the students will
be creating their choice of
digital reflection (includes
selections such as video,
animation, audio recording,
powerPoint, mindmap or digital
book/magazine. Additional

Students will be taking their
analyzed and collected data and
analyzing it and creating their
own conclusions. These students
will be represented in a visual
and meaningful way through the
use of technology in the
performance task. By using
technology in this task, it allows
them to enhance their experience
and skills with technology and
use software to best represent
their data and conclusions in a
way that is meaningful to them.
This could include: video,
choices may be pre-approved

by the teacher. This engages
students by allowing them a
choice, while still strengthening
their technological skills. We
do not think the students will
be able to complete their sheets
within the specified time
constraints, but the lesson could
be adjusted so that students
who have completed their idea
sheets can start working with
their technology of choice.
Downsides to
Technology:
Key
Questions:
animation, PowerPoint, audio

recording, MindMap, or digital
book/magazine
students may not be familiar with various technologies due to a lack

of previous exposure either at home or at school
the teacher cannot assume that every student has access to
technology at home, so technology for their performance tasks must
be utilized during class time.
technology may fail due to a variety of reasons; our lesson allows
for a teacher to continue instruction into the next unit should this
happen
Overarching Question:
How do our vehicles take us
where we need to go?
Specific Inquiry Questions:

Which vehicle moves the farthest?
Was it close to what you originally
predicted? Why/Why not?
What was your original hypothesis?
What does this mean for everyday
life? What results can you draw from
your bar graph and how does it
compare to your original hypothesis?
Using these results, what decisions can
you make about building a moving
vehicle?
What other factors might have affected
the results of your testing?
When designing a vehicle, what are
some modifications that could be made

to help it move more efficiently and
safely?
Lesson
Components
Students develop conclusions from data (from lesson 2) and give/receive

peer feedback and suggestions. These suggestions will form an additional
basis for students to develop ideas for their reflection.
Opening
Content:
Conclusion:
Time
estimation:
The teacher provides instruction for the reflection (performance task).

Students complete worksheet, outlining their ideas and considering the
key questions for the digital reflection. Students then assist in reviewing
and modifying the subsequent criteria in the rubric, making additions as
needed.
Students reflect upon what they need to do to achieve an excellent
performance standard within the criteria they developed. Teacher connects
this lesson to what they will be exploring in the next mini-unit (structure
and design modifications needed to make vehicles move efficiently and
safely).
We estimated this entire lesson to take approximately one hour,
intending to give students additional time as needed within the next
mini-unit to complete their reflections (as much as needed for
students to efficiently demonstrate their thoughts).
Rationale: Ed Psychology Defense

Lesson 2 TESTING MOVING FORCES
Connections to Learning Theories &
Demonstration of Attention to a Classroom
Structure and Climate
Lesson
Overview:
Lesson Outcome:
Goals:
Students will develop an understanding of
forces and apply it in a practical setting to
the vehicles they interact with in everyday
settings.
Students will collect data from trials and
present it in a meaningful visual way.
Objective (connected to PofS, this
lesson only):
Science - Specific Outcome 2:
Use simple forces to power or propel a
device; e.g., direct pushes, pulls, cranking
mechanisms, moving air, moving water
and downhill motion.
Forces and movement is something that students

come into contact with on a daily basis. This topic
is meaningful to students and can be very
motivational for them to uncover and explore.
Students will take the knowledge they adopted in
Lesson 1 and apply it to Lesson 2. Vygotsky
emphasized this scaffolding of learning, where
student learning builds and grows upon each
other. By having students take this knowledge and
kinesthetically explore for themselves in a reallife setting, it can create concrete connections that
will remain in their sensory and long-term
memory (and will be easier for them to access in
the future).
Math 4 Specific Outcome :

Demonstrate an understanding of many-to-one
correspondence. [C, R, T, V] [ICT: C62.2,
C62.3]
Math 4 Specific Outcome:
Construct and interpret pictographs and bar
graphs involving many-to-one correspondence
to draw conclusions. [C, PS, R, V]
Brief Lesson Description:

Students will be further exploring the
This lesson was developed around the idea of

students constructing meaning for themselves by
exploring a topic they come into contact with on a
concept of forces on moving vehicles by

testing two vehicles (3 times each) that
use different primary forces to propel it
forward.
After recording their results, students
will learn how to calculate averages and
properly construct bar graphs in relation
to their results.
Instructiona
l Processes
daily basis. The hands-on approach allows for

metacognitive learning and also accommodates
for kinesthetic learning styles. (To see how other
learning styles were accommodates for, please
refer to lessons 1 and 3).
Summarized description of what

teacher is doing:
(See lesson plan 2 above)
Teacher asks students to contribute to
graffiti wall to reintroduce the topic,
connect their prior learning and excite
the students.
The teacher then provides clear
instructions, identifying how the students
will complete their experiments,
afterwards circulating to provide
additional assistance.
Once students are finished, the teacher
explains the connection to other subjects
(math) and the students create bar graphs
based on calculated averages.
The teacher will then collect the data
sheets from the experiment as a method
of formative assessment (These will be
handed back to the students in the next
lesson) and opens a class discussion.
This acts as a debrief, where students are
asked to volunteer their responses to
answer a series of questions (allows them
to share info in a safe, nonjudgmental
environment). The teacher then once
again asks the students to contribute to
their graffiti wall.
This mini-unit asks the teacher to place an

emphasis on balancing student ability within the
preselected groups. This helps students to scaffold
off of one another, and stay motivated and on task
while completing their explorations.
Summarized description of what

students are doing:
Even though students explored the definition of

forces in the previous lesson, one lesson is not
enough to fully understand the topic or create a
By incorporating multiple learning styles

throughout the first two lessons, the teacher is
helping to create a safe, positive, inclusive
classroom environment for students. Not only
does this allow them to engage in deeper, more
meaningful learning, it also allows for
differentiated instruction.
To begin, students once again contribute

to their graffiti wall to reintroduce the
topic, connect their prior learning and
excite the students.
Students then individually write
hypotheses based on their exploration of
forces and collaborate with their peers.
Students then work in pairs to begin
testing their vehicles through multiple
trials and record their data. Students are
asked to identify a variety of variables
(this can be done while students are
waiting to use other stations). Once
finished, students receive instruction
regarding how to turn their data into
calculations and graphs, completing their
work individually (collaboration
encouraged). Prior to the end of the
lesson, students are asked to again
contribute to the graffiti wall by writing
something that they took away from the
lesson.
meaningful response to the overarching question.

Their ability to think critically about forces must
become overlearned or relatively automatic in
order to transfer this knowledge to new situations
(Perry, Winne, Woolfolk, 2013). Vygotsky also
theorized that students learn better when their
learning is scaffolded. Therefore, students are
building upon their previous knowledge from the
first lesson so they begin to think deeper about
their prior knowledge on forces.
Sequence of key questions:
The inquiry questions presented to students in this

lesson emphasize the use of inquiry and problembased learning to engage students to think deeper
about their learning.This problem-based approach
(a key component of math and science front
matter) helps students develop for themselves the
skills they need to create logical solutions to
problems. Students also engage in metacognitive
learning, engaging them to be active participants
in their own learning and creating a very
constructivist classroom.
Overarching Question - How do our

vehicles take us where we need to go?
Inquiry Question - If you were to build
your vehicle by yourself, what moving
force would you use to propel it
forward?
Questions that will be asked at the end
of the lesson:
Which observation stood out to you?
What do you think it means in terms of a
conclusion from your data? How does
this compare with your hypothesis? It
should be noted that some students can
simply state that they dont know what it
means (this will be explored and
answered in the next lesson)
What was your biggest takeaway from

todays lesson?
Evidence of Lesson Components
(opening, closing, content, timeline)
Opening - entrance slip graffiti wall
Closing - exit slip on the same graffiti
wall
Content - students perform their tests
with their vehicles, then take the data
they collected and create a
corresponding bar graph.
This lesson is designed in a way that allows for

logical scaffolding for students. The components
are presented in a way that should motivate
students as well as follow the logical ordering of
experimentation. The entrance slip gives students
the opportunity to reflect back to what they
learned in Lesson 1 and can think about how the
forces they studied can be applied to their tests.
The exit slip also gives students the opportunity to
express what they uncovered and discovered
through the course of the lesson.

Name of Submitter: Alyssa Winkelaar Name of Other Group Members: Kailee Lipiec & Alyssa Grade of Mini Unit: 4 TOPIC TITLE: Investigating Forces

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Name of Submitter: Alyssa Winkelaar Name of Other Group Members: Kailee Lipiec & Alyssa Grade of Mini Unit: 4 TOPIC TITLE: Investigating Forces

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Name of submitter: Alyssa Winkelaar

Name of other Group Members: Kailee Lipiec & Alyssa

Mrs. Winkelaar, Ms. Alcazar,

How do our vehicles take us where we need to go?

To accommodate for a variety of student need and ability, students are

Students provide evidence of their

If it was your job

Lesson 1 Exploring Forces:

Teacher circulating and

Lesson 2 Testing Moving

Entrance & exit

Lesson 3 Analyzing Moving

Where have you

What does this

Lesson 1 Exploring Forces:

Lesson 2 Testing Moving

Lesson 3 Analyzing Moving

If it was your job

Lesson 1 Exploring Forces:

Graphic organizer about

Lesson 2 Testing Moving

Entrance & exit

Lesson 3 Analyzing Move

Math - Statistics &

Building Your Digital

What results can

Lesson 3 Analyzing Forces:

Lesson 2 Testing Moving

Data collection sheets

Math -Statistics &

What results can

What results can

Lesson 2 Testing Moving

Data Collection sheets

Data and Graph

the bar graph and

the bar graph and

the bar graph and

of the bar graph

the assessment task.

factors and makes

the assessment task.

Part A: Inquiry question

Why is this relevant? Why should students learn this?

Cross Curricular Applications

Assessment & Performance Task

Activity: Exploring and Defining Moving Forces

Goals: What do you hope students will learn?

with in everyday settings.

Objective (connected to PofS, this lesson only):

ELA - General Outcome 1

moving water and downhill motion

Pre lesson Considerations:

scientific procedure (used in lesson 2&3)

predetermined groups (balanced student ability, groups of 4 or 6 depending on class size)

What is the teacher doing?

What are the students doing?

The teacher separates students into

Students will explore resources to

predetermined groups (that balance

gain an understanding of forces, for

student ability). The teacher has already