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: