Kelly Villatoro

ELED 437
10/19/2015

Sheep in a Jeep
Lesson Objectives:
The student will plan and conduct an investigation of force and motion. Students will collect and
record data by measuring. Students will explain a lesson learned about force and motion from the
story Sheep in a Jeep.
Target Grade Level: 4th
Science TEKS:
(2) Scientific investigation and reasoning. (A) plan and implement descriptive investigations,
including asking well-defined questions, making inferences, and selecting and using appropriate
equipment or technology to answer his/her questions; (B) collect and record data by observing
and measuring, using the metric system, and using descriptive words and numerals such as
labeled drawings, writing, and concept maps;
(6) Force, motion, and energy. (D) Design an experiment that tests the effect of force on an
object such as a push or a pull, gravity, friction, or magnetism.
Other TEKS:
(3) Reading/Comprehension of Literary Text/Theme and Genre. (A) Summarize and explain the
lesson or message of a work of fiction as its theme;
Materials Needed:
Sheep in a Jeep by Nancy Shaw, toy jeeps (1 per team), small plastic animals (1 per team), and
wooden ramps (one per team), books to build ramps (5 per team), sandpaper (2 sheets per team),
tape (1 roll per team), calculators (1 per team), tape measure (1 per team), sheep in a jeep
handout (1 per group) computers with PowerPoint software.
1. Engagement:
Tell students that you will be reading a silly book called Sheep in a Jeep to help them understand
force and motion. Ask students to think about these questions as you read.

What is force?
What can forces do?
Is gravity a force?
How do you know?
What is motion?

After reading, discuss students ideas based on the questions, and ask students to give examples
from the book.
2. Exploration:
Students will be divided into groups of 4. Each group member will have a job. (Reader,
Releaser/Calculator, and 2 measurers) After students have materials, model how to release the

Kelly Villatoro
ELED 437
10/19/2015

jeep, what to do if it falls off the ramp, and how to calculate an average. Students will follow
directions on handout and answer questions after trials. Examples:

Were there any trials that your team didnt record? Why or why not?
How does the height of the ramp affect the distance the jeep rolls? What is your
evidence?

The teacher will observe and assist students as necessary to ensure understanding.
3. Explanation:
Students will complete the poster session of the lab handout. Allow students to create a
PowerPoint rather than a poster to demonstrate:

What is the most important information to share from each part of the activity?
What data should you include?

4. Elaboration:
Give students the Motion and Forces article. As they read, have them comment (I think), and
ask questions (I wonder), or share new learnings (I didnt know). Give students time to add
new information to their PowerPoints. Allow students to share with other groups.
5. Evaluation:
During trials, observer students and check for any confusions or misconceptions.
After the PowerPoints are made, have students work in groups to create a quiz or jeopardy game,
using the information they have gathered from the experiments, as well as the article, and
PowerPoints.