Lesson 4: Pendulum Investigation
Grade: 3rd
Topic: Pendulum Investigation
Lesson # 4 in a series of 6 lessons
Brief Lesson Description: Students will work together in small groups to create their own pendulum using materials provided.
Essential Question(s):
Why do objects swing?
Learning Outcomes:
Students will use problem solving ability to create their own pendulums.
Students will make predictions based on the movement of a swinging object.
Students will apply knowledge learned in previous lessons.
Students will learn that objects in motion, tend to stay in motion.
NYS Science Standards:
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
5.1.bThe position or direction of motion of an object can be changed by pushing or
pulling.
5.1c The force of gravity pulls objects toward the center of Earth.
5.1d The amount of change in the motion of an object is affected by friction.
Background Information
Materials (for each group):
Prior Student Knowledge:
Possible Preconceptions/Misconceptions:
LESSON PLAN
Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Lesson Description & Probing Questions:
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
Extensions:
Assessment:
Topic: Pendulum Investigation
Lesson # 4 in a series of 6 lessons
Brief Lesson Description: Students will work together in small groups to create their own pendulum using materials provided.
Essential Question(s):
Why do objects swing?
Learning Outcomes:
Students will use problem solving ability to create their own pendulums.
Students will make predictions based on the movement of a swinging object.
Students will apply knowledge learned in previous lessons.
Students will learn that objects in motion, tend to stay in motion.
NYS Science Standards:
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
- S1.1a Observe and discuss objects and events and record observations
- S1.1b Articulate appropriate questions based on observations
5.1.bThe position or direction of motion of an object can be changed by pushing or
pulling.
5.1c The force of gravity pulls objects toward the center of Earth.
5.1d The amount of change in the motion of an object is affected by friction.
Background Information
Materials (for each group):
- 1 Ruler
- Masking Tape
- 2 feet of string
- Ping pong ball
- Straw
- Worksheet
Prior Student Knowledge:
- Pushes and pulls learned from lesson 1- unequal forces causes motion
- Gravity learned from lesson 2
- Friction learned from lesson 3
Possible Preconceptions/Misconceptions:
- Swinging objects will automatically stop swinging
- Objects swing because there are continuous pushes and pulls
LESSON PLAN
Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
- As a class, we will discuss our prior knowledge about forces.
- What did we learn in our first lesson with Tug of War?
- What creates motion?
- What if an object has equal forces acting upon it?
- Does anyone know why objects swing?
- As a class watch this video on pendulums, to spark interest, and discuss:
- https://www.youtube.com/watch?v=iqpV1236_Q0
- After watching the video and discussing, ask the class if they think they can build their own pendulum in small groups. Explain what materials they will be given, and that they will be recording exactly how they plan to build the pendulum, and the steps it involves.
- Emphasize that the pendulum must be made using the materials provided, and that the students cannot hold the pendulum while it swings.
- Next, the teacher will ask the class to get in groups of 2 to 3 students (these groups may be formed by the teacher based on ability/behavior if needed).
Lesson Description & Probing Questions:
- Each group will receive the materials to create their pendulum with.
- The students will brainstorm with ideas on how they can make their pendulum.
- Next, they will record the steps they are using to create their pendulum on their worksheet.
- Once the pendulums are completed, students will use the EPE model on the back of their worksheet to experiment with their pendulum.
- Guiding questions used during this part of the lesson are essential. On the worksheet add the following questions:
- How can you get your pendulum to start swinging?
- How can you make your pendulum swing fast? Slow? Higher? Lower?
- What other ways can you make your pendulum move?
- What happens when you leave your pendulum and allow it to stay still?
EXPLAIN: Concepts Explained and Vocabulary Defined:
- As a class, discuss the experiences and patterns found during the activity.
- How did you get your pendulum to swing?
- How fast did it swing?
- How high did it swing?
- Why did this happen?
- What patterns did you find?
- Now, ask the class to share their predictions on explanations for the experiences and patterns found.
- Now go over vocabulary as a class
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
- Pendulum - a weight that hangs at the end of a string, and swings if a force is acted upon it.
- Fulcrum - point at which the pendulum hangs, never moves.
- Inertia - an object stays at rest, unless an unequal force acts upon it.
Extensions:
- Like the previous lesson, have students write a brief paragraph from the point of view of a rolling object. This time, the student is not bound to using one of the objects used in the lesson. The student can choose any rolling object, as long as they show their understanding of the concepts within the passage.
Assessment:
- Observations of questions and thoughts throughout the lesson
- Collection of worksheets and journals with a checklist to determine understanding of lesson and concepts
Checklist for Journals:
- Students participated in the creation of a pendulum
- Student recorded experiences based on their experimentation
- Student recorded logical patterns based on their experimentation
- Student recorded explanations and vocabulary based on class discussion