PLTW On The Move

Overview

This 60-minute interactive lesson introduces Grade 5 students to fundamental concepts of motion and forces through the Project Lead The Way (PLTW) engineering design process. Students will work collaboratively to explore how forces affect motion, apply scientific reasoning, and build simple machines or models to demonstrate these concepts. This lesson aligns with key Common Core State Standards (CCSS) for Science and Engineering, fostering inquiry, problem-solving, and communication skills.

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Standards Alignment

Common Core State Standards (CCSS) – Science & Engineering Practices and Disciplinary Core Ideas

• 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
• 5-PS2-2: Explain how an unbalanced force changes the speed or direction of an object’s motion.
• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints.
• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Common Core Math Connections (supporting measurement and data skills)

• 5.MD.B.2: Make a line plot to display a data set of measurements in fractions of a unit, and use operations to solve problems involving information presented in line plots.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define and describe basic concepts of motion (speed, direction, force) and explain how forces affect motion of objects.
2. Apply the engineering design process to identify a challenge related to motion and collaboratively develop a simple machine or model solution.
3. Conduct hands-on experiments to test how forces influence motion and analyze the outcomes.
4. Communicate findings and reflect on design choices and improvements.
5. Use data collection and measurement techniques appropriate for Grade 5.

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Materials

• Small balls (ping pong, rubber, or tennis balls)
• Toy cars or small wheeled vehicles
• Ramps (made from cardboard or plastic)
• Rubber bands, strings, paper clips, straws
• Tape, glue, scissors
• Stopwatch or timer
• Worksheets for reflection and data recording
• Whiteboard and markers

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Lesson Timeline

Time	Activity	Method/Grouping
0-10 min	Introduction and Concept Discussion	Whole class discussion + Q&A
10-25 min	Engineering Challenge Setup & Ideation	Small groups (5 students each)
25-45 min	Build and Test Simple Motion Models	Small groups hands-on experimentation
45-55 min	Data Sharing, Observation & Reflection	Whole class share-out and discussion
55-60 min	Wrap-up and Assessment	Individual written reflection + teacher observation

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Detailed Activities

1. Introduction and Concept Discussion (10 minutes)

• Use guided questions to activate prior knowledge:
  • What is motion? Can you give examples?
  • What forces can cause motion or change it (push, pull, gravity)?
  • How can engineers use these ideas to solve problems?
• Briefly introduce key vocabulary: motion, force, speed, direction, engineer, design process.
• Explain that today’s task is to be engineers by designing a simple machine that moves in a specific way using forces.

2. Engineering Challenge Setup & Ideation (15 minutes)

• Present the challenge: "Design and build a simple machine or model that will move a small ball or car down a ramp and as far as possible."
• Discuss criteria and constraints:
  • Machine must use forces to create motion.
  • Must be built only from provided materials.
  • Teams have 15 minutes to plan and build.
• Guide students through the Engineering Design Process steps on the board:
  • Ask → Imagine → Plan → Create → Test → Improve
• In groups of 5, students brainstorm and sketch ideas.
• Teacher circulates, prompts critical thinking (e.g., How will you create more speed? What force will you apply?).

3. Build and Test Simple Motion Models (20 minutes)

• Groups construct their machines/models using materials.
• Students test by releasing balls or cars down ramps.
• Use stopwatches to time or measure distance traveled.
• Encourage adjustments and improvements based on tests.

4. Data Sharing, Observation & Reflection (10 minutes)

• Groups share their design, test results (time/speed/distance), and challenges encountered.
• Discuss:
  • How did changing the ramp angle or force applied affect the motion?
  • What design changes improved the machine?
• Record key findings on the board or chart paper.
• Prompt students to think about real-world applications (e.g., ramps, conveyor belts, roller coasters).

5. Wrap-up and Assessment (5 minutes)

• Distribute brief reflection worksheets:
  • What did you learn about motion and forces today?
  • How did your team solve the challenge?
  • What would you change if you had more time?
• Teacher observes group collaboration and participation throughout activities.
• Collect reflections to assess understanding and engagement.

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Assessment Strategies

• Formative:

  • Observation of group discussions and teamwork.
  • Monitoring ability to apply vocabulary correctly.
  • Noting problem-solving and redesign attempts.

• Summative:

  • Completed reflection worksheets demonstrating conceptual understanding.
  • Accuracy and creativity of simple machine designs.
  • Ability to explain and justify decisions related to force and motion.

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Differentiation and Extensions

• For students needing support:

  • Provide diagrams or step-by-step prompts.
  • Assign specific roles within teams (timekeeper, materials manager, recorder).

• For advanced learners:

  • Challenge students to quantify force by adjusting ramp angles and measuring effect on motion.
  • Incorporate simple data charts to record and analyze measurements more deeply.

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Teacher Notes

• Emphasize safety with scissors, tape, and ramps.
• Use formative questioning to guide conceptual understanding.
• Promote teamwork and communication skills throughout.
• Keep lesson interactive and dynamic to hold engagement.

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This lesson leverages engineering practices, scientific inquiry, and real-world problem-solving to excite Grade 5 students about STEM while meeting core academic standards.