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    Friction 2

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    api-240278294
    The lesson introduces friction as a force that changes an object's motion. Students will test different surfaces to determine the amount of force needed to move a block of wood. They will work in groups to conduct investigations, recording data and making observations. The teacher will engage students with questions to help them understand friction and how it relates to the force applied and an object's motion. Student learning will be assessed based on their ability to relate changes in motion to applied forces and friction.

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    © All Rights Reserved
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    Friction 2

    Uploaded by

    api-240278294
    65 views2 pages
    The lesson introduces friction as a force that changes an object's motion. Students will test different surfaces to determine the amount of force needed to move a block of wood. They will work in groups to conduct investigations, recording data and making observations. The teacher will engage students with questions to help them understand friction and how it relates to the force applied and an object's motion. Student learning will be assessed based on their ability to relate changes in motion to applied forces and friction.

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    friction 2

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    The lesson introduces friction as a force that changes an object's motion. Students will test different surfaces to determine the amount of force needed to move a block of wood. They will work in groups to conduct investigations, recording data and making observations. The teacher will engage students with questions to help them understand friction and how it relates to the force applied and an object's motion. Student learning will be assessed based on their ability to relate changes in motion to applied forces and friction.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    65 views2 pages

    Friction 2

    Uploaded by

    api-240278294
    The lesson introduces friction as a force that changes an object's motion. Students will test different surfaces to determine the amount of force needed to move a block of wood. They will work in groups to conduct investigations, recording data and making observations. The teacher will engage students with questions to help them understand friction and how it relates to the force applied and an object's motion. Student learning will be assessed based on their ability to relate changes in motion to applied forces and friction.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    Lesson Planning Form for Differentiating Instruction Calvin College

    Education Program
    Teacher
    Date n/a

    Kelley Tuinenga

    Subject/ Topic/ Theme:

    Friction: How much force does it take?

    I. Objectives
    What is the main focus of this lesson?
    The main focus of this lesson is to introduce the unit and identify friction as a force that changes the way
    an object moves. In this activity the students will be testing various surfaces and the amount of force it
    takes to get a block of wood to move.
    How does this lesson tie in to a unit plan?
    The unit is on friction and its affect on moving and resting objects.
    What are your objectives for this lesson?
    1) Students will investigate the affects of friction and force on an object.
    2) Identify friction as a force that changes the way an object moves.
    3) W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    4) L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships.

    II. Before you start


    Prerequisite knowledge
    and skills.

    -Previous experiencing with the terminology


    -Participation in the first lesson of this unit.
    - Ability to work collaboratively with classmates
    -

    Assessment
    (formative and
    summative)

    Materials-

    Classroom Setup:

    Use the students investigations and journal entries to assess the


    students ability to relate a change in motion of an object to the
    force that caused the change of motion and demonstrate how the
    change is related to the strength of the force and weight of the
    object. (P.FM.03.36, P.FM.03.37)
    - Use the students data charts to assess the students ability to
    construct simple charts and graphs from data and observation.
    (S.IP.03.16)
    Use the class investigation to assess the students ability to make
    observations, generate questions, and plan and conduct simple and
    fair investigations. ( S.IP.03.11, S.IP.03.13)
    For each group:
    1 block of wood, with sand paper and eye hook
    1 plastic cup with handle
    1 piece of string (1 meter)
    1 piece of wax paper
    2 rubber bands
    ~80 washers
    For the class:
    Books, masking tape
    Construction paper
    Assemble the 8 block set-ups. Screw in the eye hooks and securely
    attached the string connected to the cup.

    III. The Plan


    Tim
    Parts
    e
    Motivatio
    n
    (Opening/
    Introducti
    on/
    Engageme
    nt)

    The description of (script for) the lesson, wherein you describe teacher
    activities and student activities
    1. Recall from yesterday (show on the ELMO the other objects) have students
    raise hands and give one description of how their hand felt when the moved
    it across the various surfaces.
    2. Does anyone remember what we decided friction means? (have students rub
    hands together)
    3. Discuss the student observations in the materials tested. Ask the class which
    materials made it easier to move the hand across the desk and which
    material made it more difficult for the hand to move. Ask students if any of
    the items might be helpful for Herman and Luke in their situation in the
    book.
    4. Discuss any discrepancies in the students data. Give the groups the
    opportunity to retest materials where there is controversy.
    5. Write the word friction on the board. Ask the class to define the word
    friction. Encourage students to refer tot heir observations to help them in
    describing the meaning of the term.
    (there is a definition in the student booklet)
    *Friction: rubbing force that changes the motion of an object.

    Developm
    ent

    6. Have students join you on the floor, and pull a desk out that has the materials
    set up on it so that the students can see it.
    7. Show the students the model of the equipment they will be using in the
    investigation. Ask students what force moved their hands on the desk in the
    previous activity. (muscles) Ask students if the force was different fro each
    person and if it was possible to measure how much force it took to move the
    hand on the desk.
    8. To raise questions and engage student thinking. Set up the block so that the
    smooth surface is on the demonstration table or desk where all the students can
    observe. Place a piece of masking tape to mark a starting line for the block.
    Hang the empty cup over the edge of the demonstration table. Ask the students
    to predict how many washers it will take to start the black moving across the
    desk. Record observations and data on the pages provided.
    9. Whole group: Predictions of each surface, this way the students will all predict
    prior to testing.
    10. Show students how to set up each different surface.
    In this investigation you will be finding out which kind of surface (wood, rubber
    bands, sandpaper, or wax paper) requires the least force to start the block moving.
    To find this out, you will change the surface of the block of wood by adding other
    types of surfaces to find out the number of washers it takes to overcome the force
    of friction in order to move the block.
    11. Divide the class into groups of 3 or 4
    12. Circulate the room asking:
    - What do you want to find out? Or, what question are you asking?
    - Can you explain what you have done so far?
    - Why did you decide to use this procedure? How many trials are you going to
    use with each material?
    - How did you decide to organize your results?
    - What variables are you testing in this investigation? Can you think of any
    other surfaces that you would like to test?
    - What would happen if you changed the weight of the block of wood?
    - How does this relate tot motion and the force of friction? How is it similar to
    the hand rubbing? How is it different?

    Closure

    13. Give students enough time to finish the investigation.


    14. Check date collection and organization for all groups and help where necessary.
    Your reflection on the lesson including ideas for improvement for next time:

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