Ngss Cc-M-Stem Lesson-Catapults
Ngss Cc-M-Stem Lesson-Catapults
Ngss Cc-M-Stem Lesson-Catapults
Pepperdine University
Graduate School of Education and Psychology
STEM/Science/Math Lesson Plan
Topic(s)/Unit:
Lesson Title: Lets Build A Catapult! Subject: Science Physics; Math - Statistics
TPE(s):
Grade: 6th Context: Number of Students in the class: 32
Time: approx. 50 min #ELLs : 0 # Students with Disabilities: 0
#GATE: 32
Essential Questions/Understandings
Essential Understandings Essential Questions
The force placed on an object affects the How can I build a catapult out of the material I
motion of a projectile am presented with?
The ideal angle to project an object is 45 What affect does force and mass have on the
degrees motion of an object?
Measure of center and measure of variation can What is the ideal angle to project an object
be measured through collecting data from a catapult to gain peak distance?
Type of Learner (check all that apply) Blooms Taxonomy Level (check all that apply)
Visual Knowledge
Kinesthetic Comprehension
Verbal Application
Logical Synthesis
___ Rhythmic Evaluation
Interpersonal
Intrapersonal
___Naturalist
Next Generation Science Standard and/or Common Core Standards in Math (s): (list the standard
number and description)
NGSS/CCS-M:
MS-PS2- Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the
2. forces on the object and the mass of the object.
Hewitt 2
CCSS.MATH.CONTENT.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which can be
described by its center, spread, and overall shape.
CCSS.MATH.CONTENT.6.SP.A.3
Recognize that a measure of center for a numerical data set summarizes all of its values with a single
number, while a measure of variation describes how its values vary with a single number.
CCSS.MATH.CONTENT.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which can be
described by its center, spread, and overall shape.
CCSS.MATH.CONTENT.6.SP.A.3
Recognize that a measure of center for a numerical data set summarizes all of its values with a single
number, while a measure of variation describes how its values vary with a single number.
Performance Expectations:
Content Objective:
Students will know that the force placed on an object affects the motion of a projectile
Students will understand that the ideal angle to project an object is 45 degrees
Students will realize that measure of center and measure of variation can be measured through
collecting data
Behavioral Objective:
What information on measure of center and measure of variation can be collected from an
object projected from a catapult?
What are the various ways you can track the projectile distance of an object from a catapult?
(Graphing, measure of center, measure of variation)
Crosscutting Concepts
Materials/Preparation
Hewitt 4
Materials:
Jumbo popsicle sticks
Rubber bands
Plastic spoons
Mini marshmallows
Catapult Design Worksheet (Appendix A)
Lets Build A Catapult Worksheet (Appendix B)
Catapult Launch Data (Appendix C)
Catapult Competition Worksheet (Appendix D)
Catapult Reflection (Appendix E)
Preparation:
Introduction to Force and Motion
Forces and Motion in effect
Complete design of catapult
Introduction to and designing of catapult
Launching of catapult competition
Behavioral Management:
Teacher will check in periodically with students to ensure that they understand and have grasped the
concepts within the unit and lesson. Teacher will roam, float and sit with students when necessarily. The
role of the teacher is that of the facilitator, allowing students to learn on their own and only contributing
when necessary. Teacher will demonstrate, model, and pose and answer questions (guided and those that
arise during conversation)
Anticipatory Set:
Teacher will say: On Monday, we started learning about forces and motion. We discussed Sir Isaac
Newtons Laws of Motion and Galileos concept of projectile motion. On Tuesday, we watched the Bill
Nye video to grasp a better understanding of forces and motion in effect. Yesterday, we started researching
and looking into catapults that we would ultimately build. (Refer to Appendix A) Today, we are going to
build our catapults and test out how far they can go before our Catapult Launch Competition tomorrow
(Appendix D). Before we get started, lets look at this video to review how catapults work and their
significance in history.
https://www.youtube.com/watch?v=ebByEmRu8lg
Teacher will say: You should take out your Catapult Design Worksheet and Lets Build A
Catapult Worksheet" that you worked on and completed in class yesterday. We will be
using those to build our catapults today. Before we get started, who can tell me what a
catapult is? Yes, it is an ancient military machine used for hurling stones and arrows. How does
a catapult work? They use something like weights or a lever to pull back and launch an object into
the air. There is another term for launching something into the air, that is? Our answer is projection.
These are key things will have to remember when building our catapults today. We have to make
sure our catapults are stable, have a force working on them to pull it back and launch, and that it is
positioned correctly to send our marshmallows across the classroom. (Picking up plastic spoon) The
most basic catapult there is, is a spoon. When I place this marshmallow on the spoon, pull the top
back and let go, what do you think will happen? (Take student responses). (Launch the
marshmallow from the spoon) The marshmallow goes flying. Today, you will be incorporating
spoons into your catapults because spoons are our friends and they help our objects launch into the
air. Now, when I bend the spoon back only a little, how far do you think the marshmallow will go?
(Take student responses). (Pull back the spoon slightly) See, it does not go back very far. When I
bend the spoon back a little, what happens? (Bend the spoon back very far) The spoon will either
launch straight up, not very far or will not launch correctly. Why do you think this is so? Remember
when we discussed Galileo? He believes that there is an ideal angle to project an object. While
building and launching your catapults today, I want to you think about how far you do and do not
Hewitt 6
bend your spoon back to launch the marshmallow for the appropriate distance (2 meters).
MODEL (demonstration)
Refer to methodology. Modeling is incorporating in teaching. Students also had the opportunity to
research different ways to build catapults in the previous class (yesterday according to this unit).
CLOSURE
Teacher will say: Who can tell me what you discovered when projecting the marshmallows from
your catapult. Yes, there is a certain point that you bend the spoon back to get your desired distance.
Galileo stated that the ideal angle for projection is 45 degrees (Demonstrate 45 degrees on spoon
used in demonstration). Keep this in mind for our next task. Now that you have successfully built
and tested your catapults, they are ready for our competition tomorrow. On your way out, please
place your Catapult Design, - Lets Build A Catapult, and Catapult Test Data
worksheets on the back table. Tomorrow, we will be putting our catapults to their final
and ultimate test in the Catapult Launch Competition.
GATE: These students will be tasked with finding Galileos ideal angle position for projection and the
projectile motion/shape that objects launched take when launched from a catapult (parabola).
Special Needs: Students with special needs are accounted for in group formations and additional
scaffolding from teacher. Groups are formed with 1-2 higher performing students, 1-2 average performing
students and 1-2 lower performing students. Teacher will also sit with, guide and assist students that need
addition support and attention.
SDAIE Techniques:
Brainstorming
Comprehension Check
Co-op Co-op
Cooperative Graphing
Graphic Organizers
Group Discussion
Hewitt 7
Prediction
Think-Pair-Share
Assessments:
Reflections/Notes:
Each group will design and build a marshmallow catapult using the
following materials to achieve the goal:
Large popsicle sticks (Limit of 10 altogether)
Rubber bands (6 or less)
Plastic spoon (1)
Cup of Mini Marshmallows
Goal: Launch a marshmallow at least 2 meters (in the air) and not outside of a
meter width.
First, find the answers to these questions using the reference tools available to you
iPads and laptops. You have 15 minutes.
________________________________________________________________
What is a projectile?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What type of simple machine is it? (incline plane, lever, pulley, screw, wedge, or
wheel and axle) How do you know? http://www.mikids.com/Smachines.htm
________________________________________________________________
________________________________________________________________
Directions: Your task is to create a working catapult using the listed material
on the Catapult Design Worksheet. The catapult will be used to launch a
mini marshmallow.
Before you actually start to build your catapult, use the space below to plan out and sketch your
catapult.
Now that you have built your catapult, you are to now test and modify your
catapult.
Keep in mind:
- What is your goal?
- How much force will your design require for a successful
launch?
- Which projectile launches the furthest?
- What improvements can you make?
- Have you tested a different way?
On the graph below, Graph and Label your Catapult Launch Distances from the table on the
previous page.
Hewitt 11
What is the mean, median and mode of your catapult launch distances?
Find Q1, Q3, and the IQR to determine if there are any outliers.
What is the mean, median and mode distances of trial one and trial two?
Find Q1, Q3, and the IQR to determine if there are any outliers.
Resources
Burris, T. (n.d.). Motion, forces, energy And electricity. In Discovery Education. Retrieved May 27, 2017,
from http://www.discoveryeducation.com/teachers/free-lesson-plans/motion-forces-energy-and-
electricity.cfm
Clarke, C., & Royce, E. (n.d.). STEM catapult challenge. In CPALMS. Retrieved May 27, 2017, from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/127966
Hewitt 14
Connell, G. (2015). A valentine STEM challenge: Catapults and candy. In Scholastic. Retrieved May 27,
catapults-and-candy/
Findley, J. (2015). Candy corn catapult. In Teaching To Inspire. Retrieved May 27, 2017, from
http://teachingtoinspire.com/wp-content/uploads/2015/10/Candy-Corn-Catapult-1.png
Kujawski, D. (2010). Lesson: Marshmallow catapults. In BetterLesson. Retrieved May 27, 2017, from
https://betterlesson.com/community/lesson/3412/marshmallow-catapults
Surles, W., Crosby, J., McNeil, J., Schaefer Zarske, M., & Samson, C. (2011). Launch into learning:
https://www.teachengineering.org/lessons/view/cub_catapult_lesson01