Abby Ryan

EDUC 342/MAT 632 Science Methods

Inquiry-based Lesson Plan Template

A: Informational Components

Lesson Title: Marshmallow shooters

Grade Level: 3rd

State Standards: 3 Students will understand the relationship between the force applied to an
object and resulting motion of the object.

Objective: 2 Demonstrate that the greater the force applied to an object, the greater the change
in speed or direction of an object.

A. Predict and observe what happens when a force is applied to an object (e.g., wind,
flowing water).

ILO : 1. Use Science Process and Thinking Skills

F. Conduct a simple investigation when given directions.

Specific Lesson Objective: Students will be conduct a force and motion experiment using a
marshmallow shooter. They will make observations and try new ways in which they can launch
there marshmallow farther. They will understand that the greater the force the greater the motion.

Lesson Purpose: Students will recognize that force and motion are correlated with one another.
They will recognize that the stronger the force the larger the motion will be.

Vocabulary Focus: Distance, force, motion, speed, and weigh.

Materials:

 20 Premade Marshmallow shooters (plastic cup and balloon)

 1 bag of mini Marshmallows
 1 bag of large Marshmallows
 Graphic organizer sheet

Anticipated Time Frame: 45 Minutes

B: Instructional Procedures

Engage and Launch: 10 minutes

Teacher will review force and motion with the help of the slideshow/ video. Asking
questions (what to we remember about Force?... Motion? What is force?.... Motion? Is this
picture showing us force or motion? What did you guys learn from this video? What did Bill Nye
 Abby Ryan

do here… Do you think that is force or motion?) along the way. Students will review concepts
as a class. They will actively watch video, and asking related questions when needed.

Explore: 25 minutes
Teacher will give the students specific rules and instructions. Explain what I expect the
students to do and how I expect them to act. Explain to them that their marshmallow shooter will
be taken away if they can’t follow instructions. Hand out Graphic organizer for mini and large
marshmallows. Give them time to first explore with the small marshmallow, and then they will
have time to try the experiment with large marshmallows. Model how I want them to fill out
their graphic organizer. Student will explore and examine their marshmallow shooter. Try
different ways they can shoot their marshmallow. Try using both small and large marshmallows.
Fill out graphic organizer.

Explain/Summarize: 10
Teacher will gather students on rug. Ask what they tried and what their findings where.
Ask students about the graphic organizer. Try involving students who haven’t aised their hand or
given answers yet. Students will share what they tried and what they think worked best. While
students aren’t sharing they will, listen to their fellow class mates.

Elaborate/Extend: 5
Teacher will assign the students to go home and tell their families about what they
learned about force and motion. Have them show a family member or their friend their
marshmallow launcher. Ask them to find new items to put in their launcher to help explain.
Student will tell a family member or a friend about our force and motion lesson. Show them how
their launcher works and what it means.

Evaluate/Assess: on going
Teacher will assess throughout the activity I will ask questions and examine the
student’s worksheets as they complete them and after they have turned them in. Students will
participate actively and complete worksheet as they play with their launcher.

Adaptations for Gifted/Talented, ELL and Special Education:

Gifted: Allow the students to creatively create their own launcher with the materials, and no
instructions. Allow them to alter if needed.

ELL: Explain and describe in detail the main words of the lesson. Add them to the word wall
and allow your students to translate the words if necessary. Don’t require them to share on the
rug if they don’t feel comfortable (or tell them the question before and allow them time to
formulate the answer ahead of time)

Special Education: instead of having a launcher per student, have one as the class and do the
experiment together.

Handouts (attach)