Lander University Teacher Education Lesson Plan Template

Rev. 2013

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

Lesson # __1___ School: Merrywood Elementary

Description of Lesson: The lesson will be introduced by probing the students to find out what they already know about forces and motion. They will see demonstrations of how force and motion affect gravity, friction, and magnetism by using instruments (Afuche Cabasa shaker and rain stick). The students will also demonstrate and explore other examples for each concept. We will hold a class discussion about what the students learned and discuss other questions they may have. Lesson Title or Essential Question that guides the lesson: Forces and Motion: Students should be able to recognize the different effects force and motion have on the following: gravity, magnetism, and friction. 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): 5-5.1 Illustrate the effects of force (including magnetism, gravity, and friction) on motion.

Lesson Objective(s)

When given instruments and explanations of examples, the students will be able to identify and demonstrate the effects of forces and motion such as gravity, magnetism, and friction. Students will complete this with 80% accuracy.

Assessment(s) of the Objective(s) Before the lesson, I will determine what the students already know about forces and motion. During the lesson, I will ask them to demonstrate each term (gravity, magnetism, and friction) in their own way. They will also be assessed during the class discussion. After the lesson, I will have students share with the class one thing they learned both about the instruments and the science topic. They will have a quiz the following day the concepts discussed.

Materials: Pencil, marker, paper, whiteboard/ SmartBoard, instruments (Afuche Cabasa shaker and rain stick), class set of magnets, and science notebooks.

Prerequisites (Prior Knowledge): Students will need to have a broad understanding of what motion and force 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 in regards to moving around the classroom during the lesson. They will need the ability to share personal experiences they have had with these concepts that they have had outside. They will also need to confidence to speak up during class discussion and to their peers.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Procedures Engagement: Determine what the students already know about force, motion, gravity, friction, and magnetism. Present the instruments that will be used during the lesson. A rain stick will be used to demonstrate gravity. An Afuche Cabasa shaker will be used to demonstrate friction. Magnetic torpedoes will be used to demonstrate magnetism. Exploration: Gravity: Students will be instructed to stand up and drop your pencil on the ground. They will then be instructed to write down what they noticed when they dropped the pencil. The teacher will use the rain stick to discuss what is happening to cause the sound. o Still standing, the teacher will ask the students to take notes of what their feet are touching (the ground), and ask why they think they arent floating around in the air instead. o Have the students present their ideas of what gravitational pull is. o Give them the definition after they have shared their ideas and have them write it in their science notebooks: Gravity is a force that pulls on an object to try to get them to come together. Anything that has mass has a gravitational pull. o Explain how gravity is also what keeps the planets in orbit. Friction: The teacher will demonstrate what friction looks and sounds like using the Afuche Cabasa shaker. Then the students will explore examples of friction: o Have students rub their hands together quickly at their desks and write down any observations they make in their science journals. Does it create heat? What happens if your push your hands together really hard and try to rub them together quickly? o Instruct students to stand up and shuffle their feet across the floor. Have them take note of the relationship between the floor and their shoes. Is it easy to sl ide or difficult? Does that have anything to do with the texture of the bottom or their shoes? o Have the students roll their pencil, marker, or colored pencil on the desk and take note of what is happening and why they think its happening (taking note of its shape and texture of the object). o Have them write the definition of friction in their science notebooks: Friction is the resistance of motion when one object rubs against another. Anytime two objects rub against each other, they cause friction. Friction works against the motion and acts in the opposite direction. Magnetism: The teacher will demonstrate magnetism with the magnets. The teacher will pass them around after he or she has demonstrated this. o Pass around a class set of pairs of magnets. o Have students take notes of their observations in their science notebook. Make sure they take note of the magnets relationship to one another on the different sides.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

o Have the students check to see if magnets stick to other items like the desks, pencil boxes, metal ends of pencils, and the legs of the desk. Have them record observations they make. o Give them the definition of magnetism: Magnetism is when a force is exerted because it has a magnetic field. The magnetic field is invisible. - Discuss how there is a north and a south side of each magnet. The north and south sides attract to one another, whereas, the same sides push away from one another. Certain metals are attracted to magnets: iron, nickel, and cobalt are examples. Discuss how force and motion are related to gravity, friction, and magnetism. Explanation: Have the students answer the following questions in their science notebooks (they can use their notes to help them answer the questions): o How does the rain stick demonstrate gravity? o Give an example of friction. o What happens when two magnets are close to the same side? o Does a magnet stick to plastic and wood? o How does the Afuche Cabasa shaker demonstrate friction? o How do force and motion relate to gravity, friction, and magnetism? Elaboration: Hold a classroom discussion by reviewing the questions they answered in their science notebooks. Ask the students to share one thing they learned. Have the students share their own examples for gravity, friction, and magnetism. 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 and the ideas they bring forth. Students will be given a short quiz the day after the lesson is complete to determine if they retained the information.

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. 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. For example, instead of shuffling his or her feet to demonstrate friction, the child could place his or her hands on the desk and use the same motion. 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 of each concept,

Lander University Teacher Education Lesson Plan Template

Rev. 2013

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: (2014, January 24). Fun Magnet Facts for Kids. Science Facts. Retrieved March 27, 2014, from http://www.sciencekids.co.nz/sciencefacts/magnets.html. (2014, March). Physics for Kids. Ducksters. Retrieved March 27, 2014, from http://www.ducksters.com/science/friction.php. (2014, March). Physics for Kids. Ducksters. Retrieved March 27, 2014, from http://www.ducksters.com/science/physics/force.php. What is Gravity? Cool Cosmos. Retrieved March 27, 2014, from http://coolcosmos.ipac.caltech.edu/ask/300What-is-gravity-.