3rd grade science: Sheep In a Jeep Lessons (will take 4-5 days to complete)

Focus: Inquiry activities with force and motion

Objective: After reading Sheep In a Jeep by Nancy Shaw, students will be able to create a T chart to analyze the difference between force and motion, and also begin a series of inquiry investigations to explore what affects motion. At the conclusion of their tests, students will be able to explain what friction is and how it affects motion of objects and use their knowledge to apply it to three real world examples.

Materials: 5 toy jeeps/cars, 5 sheep, calculators, 5 tape measures, 5 wooden boards (same size), Parts A, B, C, C2, D sheets, pencil, Sheep In a Jeep by Nancy Shaw, poster paper, different manipulatives for student testing including different size boards, different surfaces, towels, etc.

1. Read the book Sheep In a Jeep by Nancy Shawa. Ask students to put a thumb up when they hear an example of force (push or

pull on an object) or motion (change in position or when something moves).b. Teacher should model the first example that arises in the bookc. Create a force and motion T chart with students. Students name a force and ask

them to identify the resulting motionExample:

Force MotionSheep push on the jeep jeep moves down hillGravity pulls on sheep sheep move down hillSheep tug on jeep jeep won’t movePigs push on jeep jeep movesWheels push jeep forward jeep movesJeep runs into a tree jeep stops moving

2. You just told me examples of force and motion. We have been talking a lot about force, but have you ever thought about what affects motion? You all will get into teams with a sheep and a jeep. I will put you in your groups and give you all jobs.

3. Before the lab begins. Talk about all jobs and what they doa. Reader-reads the directions as the group works and is in charge of the green and

red cupsb. Releaser/calculator-releases the jeep from the top of the ramp without pushing

it and calculates the average distances in Parts b and c using a calculatorc. Part B measurer-measures the distance in centimeters the jeep travels from the

end of the ramp in Part B

d. Part C Measurer- measures the distance in centimeters the jeep travels from the end of the ramp in part C

4. Questions before you begin:a. How should you measure the distance the jeep rolls from the bottom of the

ramp? Top of ramp to the back of where it stops.b. What will you do if the jeep falls off the ramp before it reaches the bottom, or if

it gets stuck, or if it hits something? Don’t record that trial, just do it over.c. “Sometimes scientists do the same experiment over and over to make sure of

their results. Your results probably won’t be exactly the same for every trial-scientists call this variability. Your results will be a little different every time. That is why you are going to do more than one trial and take an average to find out about how far the jeep will usually roll. You will take the average of 3 trials for each different set up.

d. How do you calculate average?5. Pass out materials and let groups start checkpoint lab.

a. Teacher will walk around and guide group discussions. While they are working groups are to keep green cups on top of ramp, when they need help they will use red cup.

b. All group members should be recording data and writing responses. Teacher will have to check before they can move on.

6. Checkpoint lab/Part A lets students practice setting up their ramp. Questions on their lab sheet activate their background knowledge and apply it to this lab.

a. All students will have a lab sheet and will be expected to complete it before moving to Part B. Teacher will have to approve group checkpoint to move on.

7. Part B: Students complete 3 trials of their Sheep in a Jeep from a ramp height of 5 cm all on carpet and calculate the average. Then they complete 3 trials from a ramp height of 5 cm all on tile flooring and calculate average.

8. Part C: Students complete 3 trials of their Sheep in a Jeep from a ramp height of 10 cm all on the same surface and calculate the average. Before they can begin, students have to predict how this test will compare to Part B.

9. Part C2: Students complete a test or two of their own. Before they can begin, they have to write a testable question, materials they need, and a prediction/hypothesis. Options include a “bumpy road”, a longer ramp, towels, a different surface, a heavier vehicle, or anything else students want to explore.

10. Part D: Sheep Belts. Students test what happens when the tape or “Sheep Belt” is removed from their Sheep in a Jeep. They set up the ramp and let the jeep go until it hits a wall at the end. The sheep will fly off. This is to help them see force and how important your seatbelt is when riding in the car.

11. Part E: If time allows and groups get done, they can make a poster showing their results from their Sheep in a Jeep experiment.

12. The final part of this Sheep in a Jeep experiment is the final wrap up and discussion as a whole class. Groups can share out their results, and through discussion and questioning we will bring up the information of how this experiment used force, what friction is and be able to analyze and come up with real world examples.

13. A short assessment will be given at the end so students can apply their knowledge. They will be given 2 examples and answer which one they think will have more friction in the real world.

a. Which will have more friction, a gravel road or a highway?b. Which will your jeep go further on, this short wooden ramp or a longer wooden

ramp?c. Will your jeep go further on a grassy hill or a smooth dirt hill?

Assessment: Formative assessment based on what students say for force and motion responses from what we talked about last week. As well as student responses to part A, B, C, C2, and D response sheets. Teacher will also walk around and help groups, based on what they say and how they set up their experiment will tell a lot about where they are at. Teacher will scaffold student thinking as they walk around the room and help groups. The final assessment will be short to see where students are at in their thinking (see above).

Resources: Picture Perfect Science Lessons: Using Children’s Books To Guide Inquiry, 3-6 by Karen Ansberry