FAU LESSON PLAN FORMAT
Teacher: __________________ Date: __________
Subject: Science/Force of Friction Grade Level: 4-6 Length of Lesson: 50 minutes
I. Instructional Objective(s)/Outcomes: Specific Lesson Plan Objectives
At the end of this 5-E Model lesson, the students will be able to discover how to mathematically measure the Force of Friction and determine relevant factors that affect it.
S Force of Friction M 3 out of 3
A Mathematically measure R Determine 2 causes T 10 minutes
Next Generation Science Standards
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
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.
Goal 3 Standards
The students will be critical and creative thinkers as they try to comprehend what determines the force of friction and are able to measure it quantitatively.
II. Subject Matter Content:
Content: Friction is a contact force that opposes the motion of an object. Force: A push or pull on an object.
Contact force: A force that acts when one object is pushing against another object. Opposes: Acts in the opposite direction.
III. Instructional Procedures:
Lesson Initiating Activity (5-10 minutes)
1. Show the picture below to begin class discussion about friction.
2. To Engage the class, the teacher will initiate discussion with questions about the picture. For example:
a. “Tell me what this is trying to show?”
b. “Have we ever experienced the force of friction?” c. “How did we know that it was the force of friction?” d. “In what direction does the force of friction act?”
e. Conclude with a Higher-Order Thinking Question: “In order to reduce friction, how would you try to move a heavy object?”
3. State objectives
Today we will be learning about the force of friction, and you will try to measure it quantitatively, with a spring scale. Then we will try to determine what causes it.
4. On the whiteboard, draw a diagram of a block being pulled at constant speed across a level surface by a force exerted parallel to the surface. Label with arrows, all the forces acting on the block. Tell the students, “Notice that the force of friction is in a direction opposite the motion of an
object. It acts along the surface upon which the object is in contact.” Ask another Higher-Order Thinking Question: “Rank the importance of all 4 forces as we try to move the object.”
“We will now try to determine what causes the force of friction.” Core Activities (25-30 minutes)
1. In order to Explore the causes of the force of friction, the teacher will demonstrate how to vary the surface covering of a brick, and how to pull the brick at constant speed across the lab table. The intent here is to determine if surface conditions will affect the force of friction.
2. The students will move to their lab stations and work in groups of two or three. First, they will cover the bottom of a brick with white paper. Wrap a string around the brick and attach the other end of the string to a spring balance, making sure that the spring balance reads zero to start.
2. A student will pull the brick at constant speed across the table with a force parallel to the table. While the brick is being pilled, another student will read the force on the spring balance. Have the students record in their notebooks the type of paper used and the force reading of the spring balance.
4. Perform two more trials using waxed paper, and then the plastic wrap. Record all data.
5. To find out if the weight of an object determines the force of friction, the students will once again cover the bottom of a brick with the white paper. Pull it across the table once again using the spring balance and reading the force. This time we will vary the number of bricks. Stack a second brick on top of the first brick. Pull at constant speed and record the number of bricks and the force. Put the third brick on top, and again pull while recording the number of bricks and the force. Perform one more trial with a total of four bricks.
Closure Activity
1. The teacher will begin the Explain phase of the lesson by asking the students to look at the first data table containing the type of paper and the amount of force needed to move the brick. Have them determine whether the force varied with the type of paper. This will show that one of the causes of friction could be surface conditions, rough vs. smooth.
2. Then have the students look at the second data table in which the surface conditions were kept constant but the weight of the brick was increased. This will show that the force of friction increases with the weight of the object.
3. Now with the completion of this inquiry activity we seem to have determined that two of the causes of friction are surface conditions, and the weight of the object being moved.
4. The Extend phase of the 5-E Learning Model can be utilized by the teacher when asking additional Higher-Order-Thinking Questions. Specifically, the students can be asked to give examples of how friction helps, and then how friction hinders. This also may help to resolve any Misconceptions students could have about negative connotations about friction. Typical answers for ways that friction helps are, it helps to keep objects in place, helps us write, and walk. Friction hinders when we try to slide heavy objects, operate machines with moving parts, and when skiing or skating.
Connection to other disciplines:
Language arts: Students will be improving language arts skills as they critically listen and comprehend a method of inquiry to determine the causes of the force of friction.
Visual arts: Students will use their visual arts skills as they construct a diagram of the brick being pulled across a surface, carefully labeling the forces involved.
Websites/Technology:
A website can be used that allows students to interactively determine the force of friction.
http://www.woodlands-junior.kent.sch.uk/revision/Science/physical.htm
Diverse Learners:
activities. Students in ESE will also be given extra time for assignments as well as have another student that can help the student with tasks. The ESE student will also have a seat in the front of the room to help keep his/her attention. Students that are hearing impaired will have access to speech to text software so they can follow the teacher’s instructions or a translator provided by the school. ESOL students will also be placed in the front of the room and will have a buddy that can translate information to him/her (provided by the school). ESOL students will also be given more time on assignments. All student IEPs will be reviewed during the planning of this lesson to insure that individual modifications are included. Gifted students will have a separate worksheet that includes extra challenging questions to keep the students focus and interest on the material. The teacher will involve the gifted student in almost all activities to broaden his/her knowledge and keep interest.
IV. Materials and Equipment:
4 bricks
String
Spring balance
4 types of paper (white, brown, waxed, plastic)
V. Assessment/Evaluation: (20 minutes)
To Evaluate what the students have learned, they will be given a diagram of a piece of furniture containing drawers, and will be asked to draw and label the forces that are present as the furniture is pulled across a level floor. They then have to write down what they would do to minimize the force of friction on the piece of furniture in order to make it easier to move.
VI. Follow-up Activities:
Students will be asked to notice other examples of the force of friction in the natural world. They can list 5 different applications of the force of friction that they noticed in school or at home.
VII. Self Assessment:
Make sure you have done the lab activity on your own ahead of time and are able to assist and answer questions before you attempt this lesson. Observe all aspects of lab safety. Know your content ahead of time. Write a critique in your plan-book of the lesson as soon as possible after it is completed.
References:
The website: http://regentsprep.org/Regents/physics/phys01/friction/default.htm
Appendix: (To be completed after Science Project is presented.)
General Student Research Interests and Experience:
SCE 4350 Science Fair Project
Title of Research Project:
ABSTRACT
The purpose of this research was
The procedure was to
The results were that
