Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Alexandra Smith Subject/Grade: Science/ 5th

Lesson # __5___ School: Merrywood Elementary

Description of Lesson: Students will be exploring how texture, mass, pressure, and lubricant affect the level of friction between moving objects. They will do so by experimenting with different things. They will experiment by feeling sandpaper, pulling a wagon, and rubbing lotion on their hands. Lesson Title or Essential Question that guides the lesson: What affects friction between moving objects? Students will be able to explain how changes of surface area affect the amount of friction. Students will also be able to determine why there are different textures of surfaces and how the texture affects the friction between moving objects. They will be able to explain how lubrication affects the amount of friction by understanding the definition of the term lubricant. Curriculum and Standards Addressed: SC Curriculum Standard(s): Standard 5-5 The student will demonstrate an understanding of the nature of force and motion. SC Academic Indicator(s): 5-5.4: Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication). Students will be able to determine why there are different textures of surfaces and how the texture affects the friction between moving objects. They will be able to give examples of lubricants and explain the definition of a lubricant. Lesson Objective(s) Assessment(s) of the Objective(s) Before the lesson, I will determine what the students already know about what affects the amount friction between moving objects. During the lesson, I will ask them to provide examples and ideas for how these things affect friction between moving objects. They will also be assessed during the class discussion. After the lesson, I will have students share with the class one thing they learned about friction during the lesson.

When given scenarios and questions about those scenarios the students will be able to explain different ways to change the effect friction has on motion. These explanations will include changing the texture, mass and pressure, and amount of lubrication to the surfaces. Students will complete this with 80% accuracy.

Materials: Pencil, purple science book (South Carolina Science), soccer ball, several text books, a wagon, lotion, and science notebook.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Prerequisites (Prior Knowledge): Students will need to have a broad understanding of what motion and friction are. Students will need to share and be able to work well with each other. They will need to have the cognitive ability to work through and answer questions as well as coming up with their own questions. They will need to be able to follow directions. They will need the ability to share personal experiences they have had with these concepts that they have had outside the classroom. They will also need the confidence to speak up during class discussion and to their peers. Procedures Engagement: Determine what the students already know about friction and motion. Ask students to think of a time they might need more or less friction. Example: They would want less friction when they want to go faster with ease. They would want more friction when they want to go slower or slow down. Have the students explain scenarios where they would want more or less friction and why. Introduce the affects friction has on motion: texture, mass, pressure, and lubricant. Exploration: Texture: Students will be exploring different textures of surfaces to determine if it causes more or less friction between the two surfaces. o I will pass out three sheets of sandpaper that each have a different level of roughness and smoothness. o I will have the students observe the three sheets among their table groups and put them in order by their level of roughness and smoothness. o I will then present an opportunity for exploration by asking the students to put the sheets in order by the amount of friction they cause when rubbed against another surface. o They will write their observations down in their science notebooks. o Students will take off one or both shoes to experiment with sliding their feet across the carpet and across the tiled floor to see if it is easier or more difficult on certain textures. o We will also observe the bottom of their shoes to take note of the texture. Is it smooth or rough? If it is smooth are you more likely to slip. o I will have them write down their observations from the experiment with taking off their shoes. o Have the students present their ideas to the class. o Have them write these sentences in their science notebooks for texture: Smooth surfaces have less friction than rough and uneven surfaces. Rough surfaces have more friction than smooth surfaces. o Explain other examples and ones found in the book:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

The surface of the bowling alley is slick and smooth just like the bowling ball so that the bowling ball can move faster and hit the pins with greater force. Pool decks have rough cement surfaces to prevent wet feet from slipping on the decks. The water from the pool seeps into the cracks of the cement. Sliding across a smooth wooden floor with fluffy, soft socks so that you can move faster across the floor. Mass and Pressure/ Surface Area: Students will be exploring how surface area affects the amount of friction on two surfaces. o Have the students each push one textbook across their desk. o Then have them stack several textbooks in their table groups and push the stack across the desk. Is it easier to push the one book or the stack of books ? Why is one easier than the other? o Have the students write down their observations in their science notebooks and draw a picture to represent the book by itself and the stack of books. o Have three volunteers come up to the front to help with a demonstration using a wagon. Im going to have each of you pull the wagon with a person in it. I will be in the wagon for the first pull. I will have a student smaller than myself in the wagon for the second pull. Which person would each of you want to pull and why, based on your knowledge of friction? Present the idea that it would be harder for them to pull me than the student smaller than myself because they would have to pull harder because I have more mass than that student. The more mass I have causes more pressure on the wheels of the wagon; thus, creating more friction. o I will have the students write this in their science notebooks: Both mass and pressure affect the friction between two surfaces. However, surface area does not. o Represent surface area by showing them that a book being pushed across the desk on its spine has the same amount of friction as one being pushed on its back cover. Lubricant: I will present the idea that sometimes we need there to be less friction. I will then start a discussion the different ways we might be able to do that. o After our discussion, I will have students rub their hands together while pushing them together in a forceful manner and note the simplicity or difficulty of rubbing them together. o I will walk around and put a drop of lotion in each students hand to have them decide if its easier or harder to rub their hands together with the lotion. o Have students take notes of their observations in their science notebook of the difference between rubbing their hands together with lotion and rubbing their hands together without it. o Give them the definition of magnetism: Lubrication is anything between two surfaces that is used to decrease the level of friction between the surfaces. Explanation: Have the students answer the following questions by being called on or raising their hands (they can use their notes to help them answer the questions):

Lander University Teacher Education Lesson Plan Template

Rev. 2013

o What is friction? o Would you want there to be more or less friction between the floor of the bowling alley and your bowling ball? o Why do you think tires on a vehicle or bicycle have tread on them? o How have you experience friction today? o Why is friction a good thing? What does it prevent and allow? o How does surface area affect the amount of friction between two surfaces? o How do mass and pressure affect the amount of friction between two surfaces? o What does lubricant mean? o What is an example of a lubricant? o How does a lubricant prevent friction?

Elaboration: Ask the students to share one thing they learned. Have the students share their examples for what affects friction between moving objects. Be sure to ask questions when the opportunity arises during the discussion. Evaluation (Assessment): Students will be assessed during the class discussion based on their participation in the experiments and the ideas they bring forth. They will also be given a worksheet with questions about the topics covered.

Differentiation/Accommodations/Modifications/Increases in Rigor Differentiation: Students will be able to see how each concept works in different ways from demonstrations they participate in and examples that are presented. During the lesson, other examples can potentially come up to provide more variety. Accommodations: Students with ADHD will be moving during demonstrations to keep them on track. If a student is not mobile, he or she can complete each task sitting. ELA students will be provided with a copy of the notes if they need it. They will also get one-on-one attention from the teacher as he or she walks around the classroom during the lesson. More accommodations will be made as the need for them arises. Modifications: If the students seem lost during or after the demonstrations and explanations of each concept, then we will review and discuss the concept in further detail. Modifications will be made in regards to how quickly or slowly the lesson should be taught based on the students responses. References: South Carolina Science Book