MAT-E LESSON TEMPLATE

Lesson Overview
Title:

Marshmallow Catapult Lesson 3

Date:

Wednesday, March 25, 2015

Author:

Brian Schultheis

Subject:

Potential and Kinetic Energy

Grade Level(s):

Fifth

Duration:

1 Hour

Subject Area(s):

Math, Science

State Standards:

Math 5.NBT.3b: Compare two decimals to thousandths

based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
Math 5.NBT. 7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction.
Science 5.0.A.4: Cite evidence that energy in various
forms exists in mechanical systems.

Goals
Unit Goals (enduring
understandings):

Lesson Goals:

The students will be able to apply their understanding of

potential and kinetic energy to a real-life situation in which
they use a catapult to launch marshmallows. Additionally,
the students will put to use the concepts learned during the
decimals unit in order to determine the distance of the
farthest launch.
1. We can compare two decimals to thousandths.
2. We can add and divide decimals to hundredths.
3. We can provide evidence that energy in various forms
exists in mechanical systems, including distinguishing
between potential and kinetic energy.

Methods
Anticipatory Set:

CAST 2006

1. The teacher will have the daily warm-up displayed on

the projector as the students enter the classroom.
2. Once settled, the students will begin to work on the
warm-up using their whiteboards and markers to show their
work.
3. The teacher will move around the room, checking the
students work for accuracy.
4. The teacher will call upon a student to share his/her
Adapted from http://lessonbuilder.cast.org

answer to the warm-up.

Introduce and Model New
Knowledge:
I DO

Provide Guided Practice:

WE DO

5. The teacher will review the standards and objectives for

todays lesson.
6. Together, the teacher and students will review the
concepts of potential and kinetic energy. The teacher will
ask the students to provide examples of each form of
energy.
7. The students will watch the Punkin Chunkin videos in
order to learn about the sources of potential and kinetic
energy found within a catapult.
8. The teacher will ask the students to review the Punkin
Chunkin videos to discuss the concepts of potential and
kinetic energy found within a catapult.
9. The teacher will introduce todays experiment.
10. The teacher will model how to assemble the catapult, as
well as how to conduct the experiment, including measuring
for distance, record the results, and calculate the average
launch distance.
11. The teacher will inform the students of the rewards that
can be obtained based on the results of the experiment: The
winning group based on average will receive 10 Tiger
Tokens for each student, while the winning group for
farthest single distance will receive 5 Tiger Tokens for each
student.
12. The teacher will inform the students of their group
assignments, and go over the procedures for the experiment.
13. The students will assemble their groups in the
corresponding locations.
14. Together, the teacher and students will review the
concept of a hypothesis.
15. Every student will develop a hypothesis on his/her
recording sheet.
16. Once all students have developed their own hypothesis,
they will share their thoughts with their group members.
17. After hearing the hypotheses from each group member,
each group will select an agreed upon hypothesis for the
experiment and record it on the official recording sheet.
18. Once each group has selected a hypothesis, the groups
will share their hypothesis with the rest of the class.
19. The teacher will once again model how to assemble the
catapult.
20. The teacher will distribute the materials necessary for
the experiment by having the Materials Gatherers collect
the materials.

CAST 2006

Adapted from http://lessonbuilder.cast.org

Provide Independent
Practice:

21. The students will be instructed to design and assemble

their catapults, for which they will be given five minutes.
22. The teacher will provide assistance as needed.

YOU DO

23. After each group has assembled its catapult, or after

five minutes, the teacher will call the students to the launch
pad.
24. One-by-one, each group will complete its trial launch.
25. The teacher will measure the distances for each launch
in order to ensure the accuracy of the distances.
26. As each launch distance is measured, the teacher will
record the results on the chart paper, and the students will
record the results on their recording sheets.
27. As the students are completing their trial launch, the
teacher will display the trial focus questions on the
projector.
28. After the trial run, the students will be dismissed to
make any modifications to their catapults that they believe
will result in a better result (farther distance). The students
will be given 5 minutes to make modifications.
29. As the students are making modifications, the teacher
will ask the students probing questions, including, but not
limited to, the focus questions.
30. After the modification period has ended, the teacher
will instruct the groups to place any unused materials in
their plastic bags. Each group will also carefully place its
catapult in the bag.
31. Once the materials have been put away, the Materials
Gatherers will return the plastic bags to the teacher.
32. The teacher will remind the students that they will be
completing the official launches during tomorrows lesson.
33. As closure for todays lesson, the teacher and students
will discuss the sources of potential and kinetic energy
found within the marshmallow catapults.
34. The teacher will inform the students of the days
winning table and dismiss each table one at a time.

Assessment
Formative/Ongoing
Assessment:

CAST 2006

The students understanding of the concepts included in this

lesson will be assessed during the warm-up. The teacher
will use observation techniques throughout the lesson to
assess the students understanding. The teacher will
provide any necessary support if he witnesses a student
Adapted from http://lessonbuilder.cast.org

struggling in any way. The focus questions posed

throughout the lesson will be used to assess the students
understanding of potential and kinetic energy. The
students interaction with the data collected will determine
their ability to add, divide, compare, and order decimals.
The students discussion of their hypotheses and the exit
ticket will be used to determine what they gained from the
experiment, as well as the teachers ability to convey the
concepts covered.
Summative/End Of Lesson
Assessment:

This lesson is part of the decimals unit. A summative

assessment will be provided at the end of the unit once all
concepts and standards have been covered. Instruction will
be adjusted accordingly based upon formative assessments
throughout the unit. The science component of this lesson
was implemented to serve as additional review for the
upcoming science MSA testing, which will serve as the
summative assessment for the science component.

Materials (including technology, texts, manipulatives, audio-visual)

Marshmallow Catapult PowerPoint presentation
YouTube video The Physics of Punkin Chunkin
YouTube video Punkin Chunkin Trebuchet/Homemade Science with Bruce Yeany
Whiteboards
Markers
Recording sheet
Pencils
Experiment supplies for assembly: Mini marshmallows, craft sticks, and rubber bands
Arms with bottle cap buckets attached
Ziploc bags
Chart paper displaying distance conversions
Chart paper to record distances for each launch, including the trial launch
Group Assignments:
Group 1:
Payton Leader
Joey L. Recorder
Finn Spokesperson
Charlie Materials Gatherer
Group 2:
Brooke Leader
Drew Recorder
Joey P. Spokesperson
Nathan Materials Gatherer
Group 3:
Summer Leader
Mikey Recorder
Dominic Spokesperson
Nina Materials Gatherer
CAST 2006

Adapted from http://lessonbuilder.cast.org

Ryley Encourager
Group 4:
Brady Leader
Madison Recorder
Mackenzie Spokesperson
Dylan Materials Gatherer
Group 5:
Gavin Leader
Merrit Recorder
Courtney Spokesperson
Jake Materials Gatherer
Leon Encourager
Group 6:
Connor Leader
Jenny Recorder
Kennadi Spokesperson
Dakarai Materials Gatherer

Reflection (include discussion on time management, engagement, assessment

data outcomes)
Having had the luxury of conducting this experiment with Mrs. Bickers homeroom the week
before, I was able to take what I learned from that experience and implement it into this
experiment. In addition, I was able to learn of areas or concepts in which the students may have
needed more of a review than I had originally intended with Mrs. Bickers homeroom.
Having a clearer picture of how the experiment would flow, the time management component of
this experiment was much stronger than when I conducted the experiment with Mrs. Bickers
homeroom. Knowing before the lesson even started that the experiment would be conducted
over two days allowed me to really slow down and drive home the concepts of potential and
kinetic energy found within the catapults. I believe it resulted in a better learning experience for
the students.
As with the first class that conducted this experiment, engagement was absolutely outstanding
throughout this lesson. The students were very excited to learn of the experiment they would be
conducting, but that excitement did not translate into poor behavior as the set up work for the
experiment was completed. I did not experience any behavior issues throughout the course of
this lesson. The students were fully engaged, even while watching the videos for a second time
at the start of the lesson.
I do not have any formal assessment data to conclude any results at this time, but I could tell
from my discussions with the students that they were fully-comprehending the sources of
potential and kinetic energy found within the catapult. Through my discussions with the students
as they were making their first round of modifications after the trial launch, it was easily evident
that they understood how potential energy transforms into kinetic energy. Now, having
conducted the experiment before, I knew how some of the changes would affect the next launch,
and while not all of the changes the students were implementing would prove to be beneficial,
their reasoning behind making those changes was outstanding.

CAST 2006

Adapted from http://lessonbuilder.cast.org