EdTPA Indirect Instruction Lesson Plan Template

Creating Heat Energy through Friction

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Central Focus/Big Idea: How is friction created? What are products of friction? How can the
amount of heat energy be increased?
Subject of this lesson: Energy Transfers
Grade Level: 3rd grade
NC Essential Standard(s): 3.P.3.1 Recognize that energy can be transferred from one object to
another by rubbing them against each other.
Next Generation Science Standard(s): 3-PS2-2 Make observations and/or measurements of an
objects motion to provide evidence that a pattern can be used to predict future motion.
21st Century Skills: Productivity and Accountability, Leadership and Responsibility, Critical
Thinking and Problem Solving
Academic Language Demand

Analyze: Students will analyze different forms of friction using different objects in
groups.
Compare/Contrast: During a post class discussion students will compare and contrast
what they discovered in the centers
Predict: In their science notebooks, students will predict which objects will create the
most friction and which will have the least.

Analyze

Argue

Categorize

Compare/contrast

Describe

Interpret

Predict

Question

Retell

Summarize

Explain

Scientific Vocabulary:
o

Force

Pull and Push

Gravity

Friction

Instructional Objective: Students will observe friction in motion in centers and accurately
analyze and compare the types of motion observed with 90% accuracy.

Prior Knowledge (student): Forces of motion, push and pull were briefly discussed prior to
lesson, unit prior was on heat energy and ways to create heat.
Content Knowledge (teacher): Friction is a force that acts between two objects moving in
contact with one another. Friction occurs between liquids, gases, and solids. Rough surfaces cause
more friction that smooth surfaces. Friction is useful in everyday (tire brakes, shoe soles against
the ground to avoid slipping).
Accommodations for special needs: Students will be placed into groups that are predetermined
to make sure all groups complete the graph correctly and fully. Class post discussion will go over
what was observed in each center. Journal questions given to those who complete tasks early.
Materials and Technology requirements: Smart Board and slides, science notebooks, balloons,
sandpaper, yarn, Legos
Total Estimated Time: 1 hour and 15 minutes
Source of lesson: Orange County Public Schools
Safety considerations: Balloons pre-inflated and not filled to maximum to minimize chances of
popping, directions given verbally and written for sandpaper station on what is appropriate to rub
the sandpaper against, after each center students will collect supplies to endure no Legos or
sandpaper is left on the floor.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: PowerPoint slides to begin review (slide summary):

Slide 1: What is a force?
Slide 2: What are some types of forces?
Slide 3: Create a class definition of push and pull
Slide 4: Is gravity a force? Does it pull us to Earth or push us away? With class definition of
gravity

Explore: Students will stand behind desks and push and pull chairs out from under the desks.
Questions asked after this: What is a push and a pull? (Forces) What happened every time you
push or pulled your chair? (sound energy and heat energy created).
- Friction Motion Chant: Friction is when a push and pull meet (clap hands together) and creates
sound (hand to ear) and heat (wave hands in front of face).
Explanation: Show students a smooth bottomed shoe (dress shoe) and the bottom of a tennis
shoe. If the ground was wet and you had to choose a shoe to run across the ground on, which
shoe would keep you safe from slipping? Take student answers (Tennis shoe because it has more
grip. Friction between the shoe and the floor will help keep you from slipping.)
Elaborate: friction centers:
1.
2.
3.
4.

Pieces of sandpaper to rub against each other

Two piles of yarn
Balloons to rub together
Legos to rub together

Students will record observations and evidence in science notebooks for each section in the
table created.
Evaluate: Formative assessment: Students will be informally assessed during stations by being
asked what they observed and how it differed from the previous station.
Summative assessment: Students will be given an exit ticket to complete at the end of class to
gage their understanding of the lesson and any possible questions they still may have.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: Jennifer Frederich

Date: March 23, 2016