Lesson Plan Format

NAME:Carmen Williams
Lesson Title: Pendulum Lab Day 1 Grade level: 6
Total Time: 3 45 min class periods
Learning Goal: Develop a model to generate data for iterative testing and
(Content modification of a proposed object, tool, or process such that an
Standard/Common optimal design can be achieved. MS-ETS1-4
Core)
Target Goal or Skill: Identify control and variables in an investigation.

Essential How can I use the scientific method to answer a question?

Question(s):
Topical question(s): What factor has the largest impact on the number of swings a
pendulum makes in 20 seconds?
Instructional By setting up a control using given parameters followed by
Objective(s): investigations where students change one variable and compare
results, students will be able to answer the topical question as well as
gain a deeper understanding of what a control and variable are as
well as their role within an experiment.
Assessment Formative Assessment:
(Criteria / Look Walking around the room and observing student interaction, data
Fors/ Performance recording methods, and asking questions.
Tasks)
Summative Assessment:
Completion of all lab related data and summary responses after day 3
of the lab.
Disabilities/Diverse ADHD
Needs Represented
Student Student will receive a fill-in-the-blank summary page rather than a
Accommodations short essay summary page. Student will receive frequent check ins
and/or Modifications and reminders to stay on task. Student will be placed in a group with
multiple students who have demonstrated strength in the class.

This is a form of scaffolding for M’s desired behaviours. In order to

move M forward, eventually his answer forms can become more
complex as he begins showing greater mastery of these skills. As a
method of positive reinforcement for desired behaviours, M will
receive verbal praise for staying on task. This praise will be specific
to the behaviour such as, “Great work staying in your group M,” or
“I like how you were really collaborating with your group M.” M
would also benefit from SEL in the form of goal setting. By working
with M to set goals for himself, M can develop positive goal setting
skills as well as work towards greater self-regulation.
Instructional
Procedures
(including specific Introduce today’s lesson by stating the essential question for the day.
times) (1 min)

Introduction:
(including
motivational hook
where applicable)

Learning Activities: Have students refer to the scientific method on page 13 of their lab
journals. Ask students to name the parts of the scientific method
while recording their answers on the board being sure to underline
the words “control” and “variable” in their responses. (5 min)

This is a form of UDL where students are able to read the ideas
themselves, verbally state the ideas, and hear the concepts read by
other students.

Have students review the “BrainPop” scientific method video they

have previously watched.
(https://www.brainpop.com/science/scientificinquiry/scientificmetho
d/) *Be sure to check in that “M” is watching the video by walking
around the room while it plays and deliberately passing by his seat.
(4 min)

This is also an example of UDL where students are also exposed to

the concepts in video format in addition to the previous discussion.

After the video give students a chance to practice using a control as

well as variables using the scientific method simulator from biology
corner.
(https://www.biologycorner.com/worksheets/scientific_method_plant
_exp.html ) Call on students to pick the elements for the control, and
then call on students to pick the elements for the experimental group
being sure to remind students every time that only once variable can
be changed in the control group. *Be sure to call on “M” during this
activity. (5 min)

This is also an example of UDL where students are able to

manipulate a model to practice the concepts they were exposed to in
video format in addition to the previous discussion.

Once the students have had some practice with control groups and
variables in experimental groups introduce the lab portion of the
activity. While handing out the pendulum lab sheets, tell students
that they will be using the scientific method (gesture to the essential
 question on the board) to answer the question, “What factor has the
largest impact on the number of swings a pendulum makes in 20
seconds?” (If possible have a student hand out papers during this
time instead.) Tell students that the way they will be doing that is by
first setting up a control using the parameters on their worksheet.
Tell students to take a moment to look over the sheet and as they
are doing that, bring one set of materials for the lab to the front of the
room. *Be sure to pass by “M’s” seat to give him a quick reminder to
be looking over his sheet. Once students have had a moment to
look over the sheet, call their attention up front. While setting up the
pendulum, talk through the steps of how to attach the string with a
clothes pin. Demonstrate and verbalize measuring the string to 100
cm, and attaching one weight to start. Be sure to draw students’
attention to the portion of the lab sheet where the controls are listed.
Next, demonstrate and verbalize how the release point is written in
relation to hands on a clock, and then demonstrate and verbalize
what a 3:00 release point looks like. As the weight is held at 3:00
instruct students that they will be counting the number of time the
pendulum swings in 20 seconds. Motion towards the clock and ask
a student to keep time. Have the rest of the class count the number
of time the weight (pendulum) swings in that time. Tell students that
this is how they will set up their control. Remind students that
because of the possibility of error, they will run three trials of their
control and of each variable. Review the variables by asking
students what the three variables in this experiment are (string
length, weight, release point). Next, direct their attention to the area
on their sheet for their hypothesis. Tell the students to think about
which variable they think will have the greatest impact on the
number of swings the pendulum in 20 seconds. Give students a
Closure: moment to record their hypothesis. Next, instruct students that they
will work in the same groups they were in for their HumDinger labs.
Inform students that they will only have time to set up and record
data for their control group today. Tell students to get with their
groups, and grab a materials bucket. *As students move, check in
with “M” to be sure he knows what group he is in, and what is
expected of him within his group. (10 min)

While students are working, be sure to cycle through the room to

assist students when needed. Ask questions about the control, ie,
“How long is your string?” “How many weights are you using?” “How
are you releasing your pendulum?” “How are you keeping time?”
“Who is counting the swings?” “How many swings did you get in trial
x?” *Be sure to check in with “M” and redirect him back to his group
as needed. Ask “M” what role he is taking in the investigation and
ask him what his hypothesis was. (15 min)

This is an example of scaffolding where students are asked closed

and open ended questions to help them remain on task and to be
following directions for the activity This is also a great opportunity to
give M positive reinforcement if he is on task.
 When 5 minutes of class time remains, instruct students to begin
cleaning up. Tell students that over the next two class periods they
will begin to change variables to test the hypothesis they made
earlier. *During this time check in with “M” to see if he recorded his
data. Be sure to approach this from a conversational point rather
than an assessment point by asking, “Hey “M”, how many swings did
your group get for your control?” (5 min)

This is a form of quick assessment to check for learning from that

day. This quick check-in also acts as a form of evaluation as the
teacher as it can help to plan for the follow-up lessons to this activity
as well as others.

Academic Function: Record, interpret, calculate, analyze, hypothesize, measure

Language/Language
Demands
5 Leveled Questions
(Bloom -
http://www.canterburycolle
ge.ac.uk/files/8914/0247/182
7/Blooms_Taxonomy_Teach
er_Planning_Kit.pdf)
Materials
Vocabulary: control, variable, hypothesis, collaborate
Syntax: data
Discourse: Record, hypothesize, measure, calculate, interpret
What is a control?
How would you compare the impact of string length to weight on the
number of swings?
How would you organize your data to support or refute your
hypothesis?
What conclusions can you draw as to the biggest influence on the
number of swings?
Can you predict the outcome if we used more/less weight,
longer/shorter string, or a different release point than we tested?
What data did you use to reach your conclusion about the most
impactful variable?
Computer, internet access, projector, screen, white board, marker, lab
journals, pendulum lab sheets, adapted pendulum lab sheet, enough
meter sticks for each group to use 1

placed in tubs, 1 for each group: ring stands with rods attached at a
90° angle, clothes pin, clothesline rope more than 100cm long, 3
metal washers
Notes See in lesson notes for accommodations for “M”

Pendulum Lab Name:__________________________________

What factor has the largest impact on the number of swings a pendulum makes in 20 seconds?

Hypothesis: If we compare weight, release point, and string length, then ________________
will have the greatest impact on the number of swings in 20 seconds.
Control: String length 100 cm Release Point 3:00 Weight: 1

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

Variable of Weight : String length 100 cm Release Point 3:00 Weight: 2

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

Variable of Weight: String length 100 cm Release Point 3:00 Weight: 3

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

Release Point: String length 100 cm Release Point 4:00 Weight: 1

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

Release Point: String length 100 cm Release Point 5:00 Weight: 1

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

String Length: String length 60 cm Release Point 3:00 Weight: 1

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

String Length: String length 40 cm Release Point 3:00 Weight: 1

Trial 1: ________ Trial 2:______ Trial 3: _______ Average: _________

Conclusion: Address your hypothesis, summarize what your data showed about each variable compared
to the control, address any errors or inconsistencies with your data, suggest future investigations related
to this topic

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*****Accommodation Lab Summary Sheet in Lieu of Above Summary Page*****

My hypothesis was _______________________. (correct or incorrect)

I thought _________________________ (weight, release point, string length) would have the

biggest impact.
My data showed that the control had an average of ____________________ swings.

Weight had an average of ______________________ swings.

Release point had an average of __________________ swings.

String length had an average of ______________________ swings.

(Weight, string length, release point) _____________________ had the largest impact on the

number of swings the pendulum could make in 20 seconds.

Our group’s results might be impacted by these things that happened during our lab:

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If we did another pendulum lab, I would like to test ____________________________________

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