Heather Schryver 1

Teacher Candidate: Heather Schryver School: Merrywood Elementary School

Date and Time of Lesson: 04/15/2014 Subject/Grade Level: Science/5th Grade

Description of Lesson: 5th grade students will demonstrate an understanding of friction on different surfaces Lesson Title or Essential Question that guides the lesson: !ric" Slide Curriculum Standards ddressed: !ational Standard"s#: N/A

SC Curriculum Standard"s#: #he student will demonstrate an understanding of the nature of force and motion $%hysical Science&

SC cademic $ndicator"s#: 5'5 1( )llustrate the effects of force $including magnetism* gravity* and friction& on motion %ther: EEDA Standard(s): #eacher candidates will use concrete* hands'on instruction and content +resentation with an em+hasis on real'world a++lication and +ro,lem solving #eacher candidates will im+lement learning strategies that +romote coo+eration #eacher candidates will im+lement strategies to accommodate the needs of diverse learners SSCA Element(s) (harassment* intimidation* ,ullying* or a++ro+riate ,ehaviors& Teacher will go over the rules and procedures for wor ing in groups and centers! This includes: o Do not snap ru""er "ands at AN#T$%N& or AN#'NE! o Sta( with (our group at all times! o Discuss a plan "efore (ou start! o Share ideas! )isten to ever(one in the group! Ta e turns! o *espect ever(one in the group! o %nclude ever(one!

Heather Schryver 2

Lesson %bjective"s#: +th grade students will demonstrate an understanding of how different surfaces affect friction

ssessment"s# of the %bjectives: !efore ,eginning this lesson* students will ,e as"ed( -How easily can a ,ric" ,e +ulled across a surface./ #hey will also ,e as"ed to ma"e +redictions a,out what surfaces ,ric"s will ,e easily +ulled across as o++osed to what surfaces might ,e more challenging 0uring the lesson* students will ,e e1+loring what surfaces affect friction #he teacher will o,serve the students 2fter the lesson* the 3riction #a,le and the wor"sheet will ,e collected for a grade

&aterials/'esources: !ric"s 4u,,er ,ands %a+er cli+s %encils $e1tra +encils& Science 5ournals Salt 6ote,oo" +a+er 4uler %lastic $i e trash ,ag& 3riction ta,le Grass 7oncrete 0es" 8ooden Stri"e Match $for teacher demonstration onl(& (rere)uisites "(rior *no+ledge#: Students should have an understanding of what friction is and how it wor"s #hey should also ,e a,le to coo+eratively wor" in grou+s #hey should res+ect one another and wor" together (rocedures: Engage: How easily can a ,ric" ,e +ulled across different surfaces. E,ploration:

Heather Schryver 3

#oday we are going to see how easily a ,ric" can ,e +ulled across different surfaces ) want each of you to get into grou+s of 9 ) will ,ring each grou+ a ,ric"* a ,ent +a+er cli+* and two different si:ed ru,,er ,ands ) will also ,ring you each 3riction #a,les !efore you ,egin the e1+eriment* ) want you to tal" amongst your grou+ and +redict $as a grou+& what you thin" will ha++en during each surface e1+eriment

Experiment Brick vs. Concrete Grass Plastic Hold Plastic on Desk Desk Notebook Paper on Desk Hold Notebook Paper on Desk (brick flat) Hold Notebook Paper on Desk (brick vertical) 3 Pencils Salt on Desk

Prediction (inches)

Observation (inches)

2fter you have made your +rediction for all of them* ) want you to ,egin ;0emonstrate; <ou will +lace your ,ig $colored& ru,,er ,and around the outside edge of the ,ric" #hen +lace one side of the +a+er cli+ through that ru,,er ,and and attach the other ru,,er ,and to the o++osite side of the +a+er cli+ 2s you are com+leting these e1+eriments* you will need to hold your ruler at the to+ of the ,ric" #he other mem,ers of your grou+ should watch to see how many inches the colored ru,,er ,and e1tends ,efore the ,ric" slides across the surface 4ecord this data in each column as you com+lete the e1+eriments

Heather Schryver

<our first e1+eriment will ,e to drag the ,ric" across concrete <ou will then drag the ,ric" across grass 0rag the ,ric" across +lastic that is laid on the des" 0rag the ,ric" across +lastic that one of your grou+ mem,ers is holding to the des" 0rag the ,ric" across note,oo" +a+er that is laid on the des" 0rag the ,ric" $flat& across note,oo" +a+er that is held to the des" 0rag the ,ric" $vertical& across note,oo" +a+er that is held to the des" 0rag the ,ric" across 9 +encils that are laid on the des" 0rag the ,ric" across a small amount of salt that is on the des" 4ecord data on the 3riction #a,le for each of the e1+eriments E,planation: "wor"sheet& 2s you +ulled on the ,ric"* did you notice any changes in your ru,,er ,and readings. How did it feel. $)t should have ,een more difficult at first $starting friction& ,ut once the ,ric" started sliding* it should have ,ecome easier $sliding friction& 8hich surface too" the least amount of force. 8hat else did you notice. How might you descri,e the surfaces that had the least friction. How would you descri,e the surface of the ,ric". )f you wanted to have less friction* what surfaces might you try to slide over each other. 8hy do you thin" oil is used in car engines. Differentiation/ ccommodations/&odifications/$ncreases in 'igor
There are two students who receive ESOL accommodations. I will be sure to check on these students several times throughout the lesson. I will also be sure that all directions are stated clearly and more than once. Allowing every two students to conduct this lab helps the visually impaired students, as well as the kinesthetic learners.

'eferences: 2)Ms