MollyOMeara LessonPlanAnalysis 1.ChooseAnActivity Thefollowingisalessonplanfoundathttp://lessonplanspage.com/scienceforceoffriction4htm/.Itis cheapandeasytomodifyandisveryrelevanttomanygradelevels,astheSunshineStateStandards inmanyelementaryschoolgradeshavetodowithforcesofmotion.Ialsochosethisactivitybecauseit somethingIwouldmodifyifIweretouseitinmyownclassroom.

Subject:Science Grade:4 TitleTheForceofFriction ByErinBarnes PrimarySubjectScience GradeLevel4 UnitGoal: Inthisfirstlessoninaunitonmotionandforces: Studentswillexplainhowfrictionworksandhowitrelatestomotionandforce. Studentswillidentifybyexperimentingwhetherasurfacewillhavemoreorlessfriction. Studentswillexplainwheretheymightseefrictionatworkeachday. Objectives: PhysicalScienceProcessesandInquiry: PS1 2.Compareand/orcontrastsimilarand/ordifferentcharacteristics(e.g.,color,shape,size,texture, sound,position,change)inagivensetofobjects,organismsorevents. PS3 1.Askquestionsabouttheworldandformulateanorderlyplantoinvestigateaquestion. 2.Evaluateanddesignascientificinvestigation. 3.Designandconductascientificinvestigation. PS4 1.Reportdatausingtables,line,bar,trend,and/orsimplecirclegraphs 3.Makepredictionsbasedonpatternsandexperimentaldata. PS5 3.Formulateageneralstatementtorepresentthedata PhysicalScienceContent: PS1 1.Thepositionofobjectscanbechangedbypushingorpulling.Thesizeofthechangeisrelatedtothe pushorpull. LessonObjectives:

 Studentswillconductanexperimentthatshowshowfrictionandsurfacetexturecanincrease anddecreasemotion. Studentswillcompletelabsandshowtheirpredictionsandresultsinatable. Studentswillexplainhowfrictionworksandwhatresultsfromfriction. SafetyConsiderationsandManagementPlan: Studentscouldmisusematerialsinadangerousmanner.Itisimportantthattheteacherkeepa goodeyeontheclasstomakesureeveryoneisusingtheequipmentproperlyandsafely. Tellstudentstheconsequencesofbadchoicesintheclassroom: 1. Ifstudentbecomesadistractionorunrulygivethemawarning. 2. Uponthesecondinfraction,removethestudentsfromtheexperimentfor5minutes. 3. Ifthechildcontinuestoactout,movethemtoayounger(K2)classroomuntilthe experimentisover. Procedure: 1. Introduction/SetInduction: Askthestudentswhohasheardoffriction?Whatdoesitdo?Howdoesitwork? Thendiscusstheirpriorknowledgeofthetopic. Askthestudentstolightlyplacetheirhandstogetherandrubtheirhandsbackandforth. Astheyareintheactofrubbingtheirhandsbackandforth,askthemtopresstheir handstogetherharderandthenevenharder.Thenask,Whatdidyounoticed? Letstudentstelltheirnewlydevelopedcharacteristicsandthenexplaintothemthatthey justtookwitnesstotheforcesoffriction. TheForceofFriction:Frictionistheforceresistingtherelativemotionof twosurfacesincontact.Whencontactingsurfacesmoverelativetoeach other,thefrictionbetweenthetwoobjectsconvertsenergyintothermal energy,orheat.Frictionbetweensolidobjectsisoftenreferredtoasdry frictionorslidingfrictionandbetweenasolidandagasorliquidasfluid friction.Acommonwaytoreducefrictionisbyusingalubricant,suchasoil, water,orgrease,whichisplacedbetweenthetwosurfaces,often dramaticallylesseningthecoefficientoffriction. 1. InstructionalProcedures: 2. Activity: Instruction: Studentswillbeinstructedtoworkthroughthefollowinggroupactivitiesin groupsofthreeorfourandrecordobservationsintheirjournalsforlater discussion. Adjustments/Adaptations: Studentswithhearingimpairmentswillrelyonwritteninformationtowork throughthelabs. Studentswithlearningdisabilitieswillworkcollaborativelywithgroups.

 TailortheactivitytomeetthespecialneedsofspecificIEPs. 3. GuidedPractice: Groupwork: Givestudentsonematchboxcar,oneboard,textbooksasstackingtools,a pieceofrubber,apieceoffelt,apieceofsandpaperandastopwatch.Ask eachgrouptorecordtheirfindingsastheyworkthroughallscenarios. Theywillstartbystackingbooksandusingtheboardasaramp.Theywillstart withtheboardaloneandtimethecarfromstarttofinishasitracesdownthe board.Theywillneedtorepeatthisthreetimesandthenfindthemeantimeit tookthecartogodowntheramp. Thestudentswillrepeattheprocesswiththerubberplacedontopoftheboard, thenthefelt,andfinallythesandpaper. Afterdiscussingtheirfindings,explaintothemwhytheirfindingcameoutthe waythattheydid.Explainthattheamountoffrictiondependsonsurface materialandforcepressingobjectstogether.Thesandpaperwasrougherand slowerthantherubberpiece.Thegreatertheamountoffriction,the harder/sloweranobjectmovesthesmallertheamountoffriction,the faster/easieranobjectmoves. Guidingquestions: Whatisitcalledwhentwoobjectsrubtogether?(Friction) Whatmakestheobjectshardertorubtogether?(Resistance) Whatisonewaytomakeiteasiertorubtwoobjectstogether?(Lubricants) Whatisproducedbyfriction?(Heat) 4. Closure: 5. StudentssharedataresultstakenduringGuidedPractice.Addorclarifyinformationasneeded. SoWhat?!?Askthestudentsforreallifeexamplesoffrictionandhowwe useitandthenprovidethemwiththefollowinginformation: Therearemanyusesforfriction. Whydowesandourstreetsintheicyconditions? (Streetsaresandedtoincreasefrictionandhelpensuresafedriving.) Whydoesaskierorsnowboarderusewaxonhis/herboard? (Theyusewaxtoincreasetheirspeed,becauseeverysecondcounts intheOlympics!) Howdoweslowdownorcometocompletestopsinourvehicles? (Thebrakepadsusefrictionbyrubbingtogetherontherotorto sloworstopthecar.) 1. IndependentPractice: 2. Activity: Studentswillindividuallysummarizeintheirjournalswhattheyhaddiscoveredwithin theirgroupexperiments.

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Theywillalsoindependentlyanswerthefollowingquestionsintheirjournals: Explainhowfrictionworks. Explainhowheatisproducedwithfriction Whatisslidingfriction? Whatisonewaytocutdowntheforcesoffriction?Giveanexample. Evaluation/Assessment: Formative: Monitorthegroupworktoseeifanystudentsarehavingproblemsduringthelab. Ifthereareproblems,assiststudentsbyaskingquestionsrelatedtotheirproblems. Alsoaskthemtothinkaboutwhytheirresultsarecomingoutthewaytheyare. Summative: Collectthestudentsjournalsandcheckforaccuracy. Alsoassessthequestionsthestudentswereaskedtocompleteduringtheindependent practice. ResourcesandMaterials: Textbooks Woodenboards Piecesoffelt Rubber Sandpaper Matchboxcars Studentjournals Stopwatches http://wupcenter.mtu.edu/education/familysciencenight/lesson_plans/Slip_and_Slide_Fri ction_K2.pdf Supplementary/EnrichmentActivities: Find45keywordstodefine. Thinkofallthethingsyoudoonadailybasis,thenchooseaneventoractivityand answerthefollowing: Whattwothingsarerubbingtogether? Howisfrictioneitherhelpingorhurtinginthiscase? Ifthefrictionisharmful,howcanitbereduced?Or,ifitshelpful,whatcanbe donetoincreasethefriction?

2.AnalyzeTheActivity a.ScienceConceptsaccordingtotheoriginallesson PhysicalScienceProcessesandInquiry: PS1

2.Compareand/orcontrastsimilarand/ordifferentcharacteristics(e.g.,color,shape,size, texture,sound,position,change)inagivensetofobjects,organismsorevents. PS3 1.Askquestionsabouttheworldandformulateanorderlyplantoinvestigateaquestion. 2.Evaluateanddesignascientificinvestigation. 3.Designandconductascientificinvestigation. PS4 1.Reportdatausingtables,line,bar,trend,and/orsimplecirclegraphs 3.Makepredictionsbasedonpatternsandexperimentaldata. PS5 3.Formulateageneralstatementtorepresentthedata PhysicalScienceContent: PS1 1.Thepositionofobjectscanbechangedbypushingorpulling.Thesizeofthechangeisrelated tothepushorpull. Additionalstandardsthatcouldbeapplied: SC.2.N.1.2 Comparetheobservationsmadebydifferentgroupsusingthesametools. SC.2.N.1.1 Raisequestionsaboutthenaturalworld,investigatetheminteamsthroughfreeexplorationand systematicobservations,andgenerateappropriateexplanationsbasedonthoseexplorations. SC.2.P.13.1Investigatetheeffectofapplyingvariouspushesandpullsondifferentobjects. Dependingonthegradelevel,manystandardscanbeappliedtothislessonfromgradesKthrough5. Theonesabovearefromgrade2.ThisisbecauseIaminterninginasecondgradeclassandthese wouldbethestandardsIwoulduseifIweretousethislessoninmyclassroom. Thislessonplanscontent,havingtodowithmotion,forces,andfriction,isunderthephysicalscience category.MollyWeinburg,inherarticleALegorThreetoStandOn,identifiesthisasoneofthethree majorareasofscience.Shealsotalksabouthowthecontentislearnedinasuperficialwaywhen presentedinlectureform,asthislessonis.Theotherwayisthatthestudentsdofunandengaging experimentstodiscoverfacts.Thislessoncouldeasilybeshiftedfromlecturetolearningthrough activities. Mysecondgraderscoulddothisinvestigationandhaveitbeappropriateforthem.Theywouldbe meetingseveraloftheirstandardsbydoingso.Earlierintheyear,weweretalkingaboutforcesand energy.Theyhavealittlebitofbackgroundknowledgefrompreviousgradesabouthowpushesand

pullsaffectthemotionofanobject.Thisinvestigationwouldbegoodtobuildonthatfoundationand addtowhattheyalreadyknow,whilealsointroducingwhatmaybeanewconcept. Thislessonteachesthedefinitionoffriction.Itshowshowfrictionandsurfacetexturerelateandhow theyaffectmotion.Thecontentisdeliveredinlectureformmostly,withstructuredquestionsandspecific guidelinesfortheinvestigationpartofthelesson.Thecontentcouldbemorecompletebyhavinga vocabularylistwithwordssuchasmotion,friction,surfacetextures,etc.andbysupplyingmultiple examplesanddefinitionsofthewords.Thecontentincludessomerealworldexamplesandasksfor studentinputwiththeirownexamples. Thisinvestigationallowsstudentstoinvestigatethedifferencesbetweendifferentsurfacetexturesand howthemotionofatoycarisaffectedbythesetextures.Itdelvesintothemeaningoffrictionandhow frictionisusedinreallife.Ithasthestudentswritedowntheirresultsoftheirtrials.Itdoesnotallow studentstocreatetheirownexperimentstructuresinsteadeverythingiswrittenoutforthemstepby step.ThislessonplanincludesSafetyConsiderationsandManagementPlan,whichisimportant accordingtoShilandsDecookbookItarticle. Thisinvestigationdoesnotallowformuchexperimentaldesignbecauseeverystudentisdoingthesame thinginthesamewayatthesametime.Thelessonplanshowsthateachstudentwillhavethesame materialsandbedoingthesamethingwiththem.Thematerialsarecheapandeasytosetup,whichis recommendedbyShilandinhisDecookbookItarticle. Italsohasstudentsworkwithvocabularysuchasfrictionresistancelubricantsandheat.It expectsstudentstounderstandthesetermsandbeabletouseexamples. b.ScienceProcessSkills Themainskillsusedinthisinvestigationareobservation,recording,interpretingdata,measuring, describingrelationships,andconcludingforscientificpurposes.Thestudentsaredoingscienceattimes inthisinvestigation.Theyarebuildingoncurrentunderstandingofphenomena,asWeinburgstatesinher articleThreeLegstoStandOn.Theyhaveallexperiencesfrictionintheirlivesandthisactivityishelping thembuilduponthatknowledgeandunderstanding.Doingscience,accordingtoWeinburg,also includesusingprocessskillsinhelpinganswerquestionstheyhaveabouttheworldaroundthem. Secondgradersarestillinearlyelementary,sowhiletheyshouldknowhowtouseskillssuchas observing,recording,communicating,classifying,measuring,inferring,andpredicting,theystillhave roomtogrowintheapplicationoftheseprocesses.Someoftheprocesses,suchasinterpretingdata, areforupperelementarystudents.WhileIwouldntdeprivemysecondgradersofthatportionofthe investigation,Iwouldgivethemmorehelpinmakingtheirinterpretationsanditwouldbemore

discussionbasedthanindividual.Basedonprevioussciencelessons,itisclearthatnotallstudentshave learnedtodoscience.Theyneedtobeexplicitlytaughthowtodoscience,accordingtoWeinburg. Thislessonhasstudentsrecordingtheirobservationsintheirnotebooksandleaveslotsofroomfor questioninganddiscussion.Thislessondoesnotaskforstudentstojustifytheiranswers,butleaves roomfordiscussionofwhytheirresultscameoutthewaytheydid. Finally,thestudentsarefindingtheirownresultsandrecordingthem.Thelessondoesensurethat studentsarecomingupwithaccuratecontent,byhavingtheteacherexplainwhytheirresultscameout thewaytheydid.Thisleaveslittleroomformisconceptions,whichisimportantforlearning,according toWeinburginherarticleThreeLegstoStandOn. c.NatureofScience Thislessoncorrsponds,tosomedegree,thenatureofscienceasdescribedbyWeinburginherarticle ThreeLegstoStandon.Shewritesthatchildrenneedtoknowthatscienceisahumanendeavorthat peopleofallages,races,sexes,andnationalitiesengageinthisenterprise.Thislessondoesnottalk aboutthis.Shealsosaysscienceisbasedonevidencewhichiscovered,butnotexplicitlyso.The lessonusesevidencefromthetrialstoexplainfrictionandresistance,butitdoesnotsaythatanywhere inthelessonitisinferred.Shealsosaysbeingabletorepeatanexperienceisnecessarywhichisalso slightlycovered.Eachtrialmustbedone3times,whichisshowingthattheexperiencemustbe repeated,butonceagain,thelessondoesnotexplicitlysayso.Thisactivitywouldbebetterbalancedif thenatureofsciencewasexplainedtothestudentsoutright.Theprocessesandcontentarestrong,but thenatureofscienceneedstobestatedinthelesson. 3.Modify Tomodify,Iwouldswitchthelectureandtheinvestigation.Thatway,thestudentscouldusetrialsto seewhathappenswithdifferentsurfacetexturesandhowitaffectsmotion,thenwecouldcometogether anddiscusstheirfindings.Followingthatdiscussion,Iwouldexplainfrictionandhowitworksandwe coulddiscussasaclasswhytheirresultshappenedthewaythattheydid. Iwouldalsomodifyhowtheinvestigationgoes.Iwouldstillhavethesame3materialsforthem,andthe board.Iwouldnothavethemdotheminaspecificorder.Iwouldaskthemtobuildtheirownramps first.Oncewetestedtherampstoensurethecarswouldmovedownswiftly,Iwouldintroducethenew materials.Iwouldhaveeachgroupcomeupandselectwhattheywantedandmakesuretoinformthem totimetheirtrialsanddoeach3times.Thiswaytheycancreatetheirownexperimentaldesignand followtheirownscientificmethodfordiscoveringfriction.Wewouldallcometogetherasaclassand eachgroupwouldsharetheirfindings.Thenwewouldmoveontothelecturepart,whiletheyalready hadthisexperiencetoconnectandbuildoffof.

 Iwillintroducethevocabularywhilewearediscussingourfindings,afterthegroupshavestartedmaking connectionsontheirown.Theremaybeachancethatthestudentsalreadyknowthevocab,considering thislessonisapplicabletoalmosteverygrade. TherearemanymythsofsciencefromMcCormasthatwillbedealtwithduringthislesson.Onewould beMyth3:AGeneralandUniversalScientificMethodExists.Theoriginallessonisverystepbystep, butwhenmodified,thestudentscancreatetheirownmethodsfordiscoveringtheinformation.Itdoes nothavetofollowastrictsetofguidelines.Myth6:ScienceIsProceduralMoreThanCreativefalls alongthosesamelinesofwantingmystudentstobeabletobefreeincreatingtheirownmethodsand nothavetofollowastrictstepbystepmanualofhowfrictionworksandwhatitdoes.Theyshouldbe creativeandcomeupwithdifferentwaystotestit.Myth1:HypothesesBecomeTheoriesWhich BecomeLawsisconnectedtothat.Iwantthemtobeabletocomeupwiththeirownreasonswhy,and theirowntheoriesaboutwhythishappens.Thenwecandiscussthemandmakeconnectionsbetween recognizedtheoriesandthetheorieswevecomeupwithourselves. Lastly,becausescienceissocial,Iwanttomakesurethereisampletimeforgroupstodiscusstheir findingsamongsttheclass.Iwantthestudentstowritedownalloftheirobservationsandbeableto comparethemtowhatothergroupsfoundandfindthoseconnections.