How to find patterns and predict the future 

motion of an object? 
J. Dewhirst, ​Grade 3  
This lesson was adapted from Better Lesson by the lesson author of Chaunetta Anderson. The 
lesson title is “What Caused that Change in Motion?” The link to this lesson is listed in the 
reference links at the bottom of this document. I adapted this Better Lesson resource to make the 
lesson more hands on and inquiry based learning. In Chaunetta’s lesson on Better Lesson, the 
goal was for students to observe balls in motion changing direction and explain what caused 
these changes. From this knowledge, students can identify patterns and predict future motion. 
This lesson used many digital resources and online videos for students to observe these patterns 
to see changes of motion. However, I have adapted this lesson so students are creating their 
own models and experiencing these ideas hands on. This is more inquiry based because motion 
is not something that can be fully grasped in an online stimulation. A virtual game does not allow 
students to use all their senses; therefore, limiting their discovery and ability to fully grasp the 
concepts. I am adapting this lesson because I will have the students work hands on, interacting 
with materials, to further discover patterns in motion amongst their group teams by their creativity 
and experiences of building a pinball maze or machine. 

 
 
NGSS targets:  
3-PS2-2  Make observations and/or measurements of an object’s motion to provide evidence
that a pattern can be used to predict future motion. ​[Clarification Statement: Examples
of motion with a predictable pattern could include a child swinging in a swing, a ball rolling
back and forth in a bowl, and two children on a see-saw.] [​Assessment Boundary:
Assessment does not include technical terms such as period and frequency.]​

 
DCI:  ​PS2.A: Forces and Motion 
● The patterns of an object’s motion in various situations can be observed and 
measured; when the past motion exhibits a regular pattern, future motion can be 
predicted from it. (Boundary: Technical terms, such as magnitude, velocity, 
momentum, and vector quantity, are not introduced at this level, but the concept 
that some quantities need both size and direction to be described is developed.) 
   
CCC:  Patterns 
● Patterns of change can be used to make predictions. 
 
SEP:  Planning and Carrying Out Investigations 
● Make observations and/or measurements to produce data to serve as the 
basis for evidence for an explanation of a phenomenon or test a design 
solution. 
 

Student Learning Objectives 

1. Students will sketch and design a pinball maze/machine in groups using materials that will 
include cardboard, paper, scissors, tissue paper, a ball, and tape. 
2. Students will construct their pinball maze to successfully achieve their goal of the 
predicted path of motion they believe the ball will take through the maze. 
3. Students will identify patterns in force of motion that help to predict and interpret future 
motion of an object. 

Engage 
Begin the lesson by asking students to discuss and review with their seat partner what they have 
learned about push and pull forces thus far. After letting the students talk to one another for 2-3 
minutes, ask the students to share with the whole class what they talked about with their partner.  

Then ask the students when they left their home this morning with their stuffed animal was on 
their bed, do they predict that their stuffed animal will still be on their bed once they get home 
from school? Why or why not? If it were to get moved, what do they think moved it? Ask students 
what they think will happen if I let go of a pencil from above my head, and how do they know the 
result would be that it would fall? Ask students when and why the pencil would stop falling? Ask 
students why they think the future motion of an object can be predicted? After students discover 
that there are patterns in motion that help us to predict future motion, review with the students 
Newton’s first law: An object in motion stays in motion unless acted upon another force, and an 
object at rest stays at rest unless acted upon another force. 

Explore 
 
After asking questions in the engage portion of the lesson to lead students to the conclusion that 
we can predict the future motion of an object based on patterns and evidence that we see, 
explain to students that they will be making pinball machines or mazes.  
 
Break students into groups of 3-4 and have them sketch a diagram of what they want their pinball 
maze to look like and what path they predict the ball will take through the maze. In this activity, 
the students will create a maze with many paths, yet attempt to make their ball go through the 
maze on their predicted path of motion based on how they design the maze. This can include 
barriers/walls for the ball to bounce off of or elements to slow or speed up the ball. Explain that 
students can sketch their outline blueprint for their maze by either creating it flat, where the ball 
initially is moved by the force by a students flicking/pushing the ball, or vertical, where gravity 
takes the ball down the maze from the top to the bottom. 
 
After groups of students finish their sketched blueprint outline of their pinball maze, the teacher 
will approve it by having the students explain why they think the ball will take the path that they 
have predicted when in motion. Then students will be given materials to build this maze. 
Materials will include: tape, scissors, cardboard, paper, tissue paper and a ball. The students will 
begin assembling their pinball mazes. 
 
Once finished building their maze, students will test the maze by having the ball be put in motion 
through the maze to see if their prediction was correct. If the ball does not take the predicted 
path of motion through the maze, students will change and modify their maze until it does. 

Explain 
Each group of students will demonstrate their pinball maze to the class. They will explain their 
predicted path of motion that they think the ball will take through the maze, and also explain why 
they predicted this. Then they will roll the ball through to see what path the ball takes and if they 
predicted correctly. Each group will demonstrate and explain to the class. The teacher will 
intervene to answer any questions or correct any logic, as well as encourage the students in their 
work and creations. 

Elaborate 
Show the students a list of pictures and ask then the talk with their seat partner after each picture 
what they predict the future motion of the object will be and to explain what will cause that 
change in motion. After the students talk in pairs, ask students to share their thoughts with the 
class. The first image will be a picture of a person on a swing going forward. The predicted 
motion of this, is that they will swing back the opposite direction due to momentum and gravity. 
The second image will be a person throwing a ball at the ground. The predicted motion is that the 
ball will hit the ground and bounce up towards the sky because of gravity and speed. The third 
and last image will be a game of tug a war with more people on one side. The predicted motion is 
that the side with more people, or more strength, will win and cause the rope and everyone 
holding onto the rope to move in that direction due to net force and relative strength. 
 

Evaluate 
Formative: The teacher will assess students’ understanding of the material through their 
explanations and demonstrations of their pinball machines in front of the class. The teacher will 
guide the students’ understanding if any logic is misunderstood or missed. 

Summative: The students will have individual exit slips in which they have to list four forces of 
motion that they can predict will occur based on Newton’s first law. Two of these examples must 
be objects beginning at rest (example: soccer ball sitting on a field not moving but is then kicked) 
and the other two must be objects starting in motion (example: car is moving and brakes are 
applied). 

Resources 
 
References 
https://betterlesson.com/lesson/616875/what-caused-that-change-in-motion