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Mathematics Measurement and Estimation
Lesson Plan Sequence PE3 Catapult 20 – 06 - 2016
Date: 20 / 06 /2016 Lesson Subject: Mathematics/ Estimation and Measurement Students: Year 5 - 6
Resources Timing
1 x catapult that is the ‘control’ on which all
attributes can vary
5 x catapults on which you can vary individual
attributes
Different sized balls
Different sized and thickness of arms
(1) Total time of lesson one is 45 minutes
10 minutes to describe catapult and
variances.
25 minutes to construct and talk
about variables.
10 minutes to discuss data table and
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Spare rope, spoons, dowels etc.
Measuring tape
Cones or balloon weights (for markers)
Electrical tape of different colours to mark
distance
“Hazard” tape to mark off area
Hard hat/high-vis vest (for theatre)
what will occur next sequence.
(2) Total time 55 minutes.
10 minutes to put together catapults
and discuss boundaries, rules,
limitations and procedures.
25 minutes to use catapults and
change variables and fill in data
sheet
20 minutes to write conclusion and
discuss hypothesis results.
Student Special Considerations
(1, 2) Students must be mindful that it is an activity that involves flying objects and thus
must remain vigilant of other students, themselves and what is around them.
Students who are firing the catapult must wear safety glasses and must be the sole
individuals who are firing the device.
The only student who are on the grid in front of the catapults are ones who are collecting
projectiles, but missiles must not be collected unless instructed by teacher, and deemed
safe to do so.
Students must remain safe by abiding by instructions and following protocols that the
activity deems acceptable.
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Outcomes
Year 5: Decide which variable should be changed and measured in fair tests and accurately
observe, measure and record data, using digital technologies as appropriate (ACSIS087)
including discussing in groups how investigations can be made as fair as possible.
Year 6: Decide which variable should be changed and measured in fair tests and accurately
observe, measure and record data, using digital technologies as appropriate (ACSIS104)
including using the idea of an independent variable as something that is being investigated
by changing it and measuring the effect of this change.
Know how to design and build a catapult that fires projectiles over a short distance.
Realise that data collection is important in construction and collating information that has
to be presented to an audience.
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Know that safety is paramount in activities such as catapults and that they must remain
vigilant and conscious of other participants within the activity.
Know that group cohesion and inclusion are very important when undertaking any activity
regardless what it is.
Assessment Behaviours
The activity has been focused
toward a Formative Assessment
criteria. The reasoning behind this
is I wish to establish what the
students’ pre-conceived ideas are
behind, force, measurement,
estimation, catapults and
projectiles. This will allow me to
establish what I need to put in
place to enable students to realise
and act on their own learning. This
is unlike Backward Design where
the desired result is determined
“Sensible people get to play”
Leader is only person in firing range
Catapult is demoed first before students get a
chance
Safety rules are given in introduction.
Students are spread out so they can see the
catapults in action without pushing etc.
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prior to students engaging with the
activity.
Teacher’s Role Students’ Role
Make sure students are safe
Provide safety glasses.
Give instructions of how to build
and safely use the catapult.
Organise students into groups.
Make sure students know how to
build catapult.
Make sure that all resources to
build and fire the catapult are
present.
Discuss the variables that should
be considered when designing the
ultimate catapult.
Discuss the data sheet and
brainstorm what the group heading
should be so students are aware of
Students to follow instructions.
Follow and exercise safety precautions
Get into respective groups.
Know where markers are so safe zones can
be maintained.
Know how to construct catapult.
Know the different variable and how to
implement them to improve catapult’s
performance.
Ask questions if unsure of any aspect of the
activity.
Assist in naming the groups on the data sheet
and know what each subject means regarding
the activity.
Elect one representative from each group
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what to do.
Describe what will eventuate in the
next activity and make certain that
all students understand what is
expected of them.
scribe findings of group’s hypothesis into the
conclusion.
Present findings of the activity and present
said findings to the class.
Activities
(1) (2)
Can anyone tell me what this is? Catapult
What does it do? What is its function?
Throw things
Is a catapult a machine? Why/why not?
Yes – it does work/helps us
No – it doesn’t have an engine
Before we throw anything there are a few
safety issues…. we don’t want anyone
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knocked over by a stray catapult!!
So, only a person wearing a hard hat may
enter the firing zone – that’s me!
All students must be behind the tables or
the tape at all times.
There is no need to fetch your ball that is
fired – we will do that at the end.
Only one student can operate the catapult
at a time – you will be asked to step
forward if that is you.
No firing is allowed to take place until we
have a countdown – 3, 2, 1, Fire!
Okay, lets get going…
How far do you think the catapult will
throw the ball? Hands up who thinks it will
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go to the green line (1m)? The red line
(2m)? The blue line (3m)? The yellow line
(4m)? The black line (5m)?
Lets give it a try. 3, 2, 1, Fire!
[“Control” catapult is demoed]
Great. So it made it to the red/green/blue
line. We will put this marker here [use
cone].
Does anyone have a suggestion as to how
we can improve our catapult? What could
we change?
Different ball/bigger/higher/different
stick/more force/change the angle
All great ideas.
How could we find out which of those ideas
makes a different?
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Do an investigation
What would we need to do to make sure
our investigation tells us what makes a
difference and what doesn’t? As scientists
what would we need to make sure of?
It is a fair investigation
Excellent. How do we make it a fair
investigation?
Only change one variable at a time.
Repeat the experiment lots of times.
Keep all the catapults the same.
We will now conduct an investigation in
groups and then each group will
recommend how to improve the catapult.
We will then together build the ultimate
catapult and see how far it throws the ball!
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Okay, first group will work on…. second
group on…third group on…
[Depending on variables: length of arm,
width of catapult, type of ball, thickness of
arm].
Remember you need to wait for 3, 2, 1,
Fire! before any group fires their catapult.
[Split students into groups with one leader.
Each group has their own catapult and
three versions of their variable, following
example is with the variable of the ball.]
We have three balls here – a holey ball, a
Ping-Pong ball and a polystyrene ball. Has
anyone got any suggestions as to which
they think might go the furthest?
The Ping-Pong ball
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Why do you think the Ping-Pong ball?
Does anyone think anything different?
[This is “predict, observe, explain” but only
verbally due to time constraints.]
Let us try the Ping-Pong ball first.
[Hard hat person leads all groups…all
groups to fire their first variable at the
same time]. Are groups ready to fire their
first catapult? All groups fire together on 3,
2, 1, Fire!
[Repeat for 2nd and 3rd variable.]
What are our findings? What was the most
successful version of our catapult? Why do
we think that is?
[Each group nominates one student to
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speak on their behalf to the whole group
and recommend how to improve the
group’s catapult.]
[All students back together, hard hat
person leads the conclusions].
Would this group like to tell us what you
found out?
We found that the Ping-Pong ball was the
best ball to use because it went the
furthest. We think this is because….
Excellent. How about this group… etc.
Did anyone find that their variable did not
impact how far the catapult went?
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Would those people that spoke for their
group like to come into the centre and you
can build the ultimate catapult for us to
test. [Selected students and leader make
amendments to the “control” catapult to
reflect their findings. While this is
happening, rest of the group reflect on
investigation.]
Do you think we conducted a fair test?
Why/Why not?
Eg. repeat multiple times
Are the catapults exactly the same
What could we do to improve our testing?
What else could we investigate to build an
even more ultimate catapult?
[“Control” catapult ready.] Okay so our
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previous catapult went to this marker…
how far do you think the new and
improved ultimate catapult will go to?
Hands up who thinks it will go to the green
line (1m)? The red line (2m)? The blue line
(3m)? The yellow line (4m)? The black line
(5m)?
3, 2, 1, Fire! [Measure and mark distance
on chart.]
(2)
(3)
(4)
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Links with ACARA 8.1
Content Descriptors cross-curricular
ACMNA099 Identify and describe factors and multiples of whole numbers to solve
problems /
ACMNA100 use estimation to check the reasonableness of answers
ACMNA101 Solve problems of division by a one digit number
ACMNA105 Compare, order and represent decimals
ACMNSP118 Pose questions and collect numerical data by observation
ACSIS231 With guidance, pose and clarify questions and make predictions about
scientific investigations.
ACSIS086 Identify, plan and apply elements of scientific investigations to answer
questions and solve problems using equipment and materials safely.
ACSIS091Reflect and suggest suggestions to improve scientific investigation.
ACSSU095 Change to materials (variables) can be reversible or irreversible.
ACSHE100 Scientific knowledge is used to solve problems and inform personal and
community decisions.
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ACMMG135 Connect decimal representations to the metric system
ACMSP144 Describe probabilities using fractions, decimals and percentages
ACMNA128 Add and subtract decimals with/ without technologies and use estimation
or rounding to find reasonableness
ACMSP148 Interpret secondary data presented in digital media and elsewhere
ACMSP145 Conduct chance experiments with both large and small numbers of trials
using appropriate digital technologies
Links with AITSL
1.1 Demonstrate knowledge of understanding of physical, social and intellectual development
and characteristics of students
2.5 Know and understand literacy and numeracy strategies and their application in teaching
strategies
3.5 Demonstrate a range of verbal and non-verbal teaching strategies to support student
engagement
4.2 Demonstrate the capacity to organise classroom activities and provide clear instruction
5.2 Demonstrate an understanding of the purposes of providing timely and appropriate feedback
to students about their learning
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Links with NAPLAN
Colleague Teacher’s Feedback
Purpose - What is the focus of the activity?
Resource – What will the pupils need to use?
(1, 2) Refer above.
In or out of seats, where will the pupils be allowed to work?
(1, 2) Students will mainly be working out of seats.
Noise – What is the accepted noise level of the activity?
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(1, 2) Students will be working in groups so it is expected that there be a certain amount of noise, however students should be looking for ques from teacher
to stop, look, think and listen to instructions.
Time – How long should the activity take?
(1, 2) 45 minutes and 55 minutes respectively.
Cornerstone: Does the lesson Engage, develop, innovate and express desire to learn?
EXPLANATION OF A CATAPULT Energy is stored in the rope due to the twisting work to create tension (potential energy). When the catapult is fired, this stored-up energy is
changed into the energy of movement (kinetic energy). This moves the load and the lever multiplies the distance. The projectile moves at the
same speed as the arm but when the arm stops (on the barrier) the projectile keeps moving at the same velocity. Gravity then brings the
projectile back to earth, which gives it its trajectory.
POSSIBLE EXTENSIONS Build the most accurate catapult – measure against a target rather than distance.
Emphasise the maths so the students are measuring and recording the exact distance.
Build the catapult that fire highest into the air (to go over castle walls).
Is the catapult a machine? What defines it as a machine?
What other machines work on similar principles to a catapult.
Could you design a different catapult (eg. with an elastic band) how is this similar/different?
Questions
How does a catapult work?
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Is the catapult a machine? What defines it as a machine?
What other machines work on similar principles to a catapult.
Could you design a different catapult (eg. with an elastic band) how is this similar/different?
How does a catapult work?
Scientists use an experiment to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item
cause something else to vary in a predictable way.
These changing quantities are called variables. A variable is any factor, trait, or condition that can exist in differing amounts or types. An experiment usually
has three kinds of variables: independent, dependent, and controlled.
The independent variable is the one that is changed by the scientist. To ensure a fair test, a good experiment has only one independent variable. As the
scientist changes the independent variable, he or she observes what happens.
The scientist focuses his or her observations on the dependent variable to see how it responds to the change made to the independent variable. The new
value of the dependent variable is caused by and depends on the value of the independent variable.
For example, if you open a faucet (the independent variable), the quantity of water flowing (dependent variable) changes in response--you observe that the
water flow increases. The number of dependent variables in an experiment varies, but there is often more than one.
Experiments also have controlled variables. Controlled variables are quantities that a scientist wants to remain constant, and he must observe them as
carefully as the dependent variables. For example, if we want to measure how much water flow increases when we open a faucet, it is important to make sure
that the water pressure (the controlled variable) is held constant. That's because both the water pressure and the opening of a faucet have an impact on how
much water flows. If we change both of them at the same time, we can't be sure how much of the change in water flow is because of the faucet opening and
how much because of the water pressure. In other words, it would not be a fair test. Most experiments have more than one controlled variable. Some people
refer to controlled variables as "constant variables."
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In a good experiment, the scientist must be able to measure the values for each variable. Weight or mass is an example of a variable that is very easy to
measure. However, imagine trying to do an experiment where one of the variables is love. There is no such thing as a "love-meter." You might have a belief
that someone is in love, but you cannot really be sure, and you would probably have friends that don't agree with you. So, love is not measurable in a
scientific sense; therefore, it would be a poor variable to use in an experiment.
Mass - a collection of incoherent particles, parts, or objects regarded as forming one body:
a mass of sand.
- Acceleration (ækˌsɛləˈreɪʃən) n 1. the act of accelerating or the state of being accelerated 2. (General Physics) the rate of increase of speed or the rate of change of velocity. Symbol: a 3. (General Physics) the power to accelerate. Symbol: a
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Groups Projectiles Estimated distance Distance Travelled / Measured
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