Lesson Planning Form for Differentiating Instruction Calvin College

Education Program
Teacher:
Kelley Tuinenga
Date: 10/12/15
1_ (45mins)

Subject/ Topic/ Theme:

Friction: Lesson

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.
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) Identify friction as a force that changes the way an object moves.
Michigan Department of Education Standards:
2) P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The
size of the change is related to the size of the force. The change is also related to the weight (mass) of the
object on which the force is being exerted. When an object does not move in response to a force, it is
because another force is being applied by the environment.
3) P.FM.03.35 Describe how a push or a pull is a force.
4) P.FM.03.36 Relate a change in motion of an object to the force that caused the change of motion.
5) P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force
acting upon the object and to the mass of the object.
6) P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another
force is acting on it.
Common Core Standards:
7) L.3.4- Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibility from a range of strategies.
9) 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.

Assessment
(formative and
summative)

Materials-

Classroom Setup:

-Previous experience with motion, understanding how to describe motion

with words.
-Pre-Assessment: Quiz handed out prior to lesson, this assessment we help
me asses their learning at the end of this unit.
-Use the activity page and journal entry to assess the students ability to
relate the change in motion of an object to the force of friction that caused
the change in motion.
-Throughout the lesson I will be checking for understanding by asking
comprehension questions.
Students: 2 student pages
For each group of 3: 3 marbles, dish soap (2-3 drops per student) , 3 straws
cut in half, 4 squares of sand paper, 1-4 oz cup with pebbles.
For the class: Hermans Moving Experience
Students will sit on the reading circle for a portion of the lesson
Students will sit in their desks for the whole group discussion
Students will work around the room with their partners.

III. The Plan

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

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
1. Talk through (whole group) the pre-assessment Friction Quizzie (read the
questions aloud, while showing the quiz on the head projector but tell
students to not say their answers).
2. Have students join me on the floor, review the reading integration of
Hermans Moving Experience, Chapter #1. Ask the students to explain the
problem Luke and Herman were trying to solve and the solution they used to
help Herman. Ask what force was making it difficult for Herman to move?
(friction)

3. Tell the students that they are going to work together to think of other ways
they could reduce the force of friction between two surfaces, such as
Hermans belly and the dirt road.
4. Have students take out their workbooks turn to page #13.
5. Have students Rub your hand across your desk in a circle motion. Write a
word that describes how your hand moves.
-Give students sufficient time to rub their hands across the desk and make their
entry on the activity page. Encourage the students to record multiple descriptions of
the motion, if possible. Tell students to observe the feeling of rubbing slowly, rapidly
and if they gently touch the desk or press hard down on the desk.
6. As a class, discuss the students descriptions of the moment of their hands
across the desk. Record their observations on the board.
7. Ask student to brainstorm ideas that they could use to make the movement
of their hands across the surface of the desk easier. Then ask what they
could do to make the moment more difficult.
harder?

With our hands: How could we make this easier? How could we make this

Talk through the chart.

*Review what it means to make a prediction (an educated guess, what do you
think?)
8. Make predictions first, before handing out materials (with pen) on chart
whole group show the materials one by one and have students predict
without voicing their predictions.
9. Explain that We are going to work in groups of three and test the different
materials and how they affect the force of friction. First test the item (one
person at a time, make sure everyone gets a turn to test all the different
materials) then record in your journal if it was easier or harder to move
your hand across the top of your desk. Then you need to come up with a
word to describe the movement.
10. Call pre-selected groups of three- distribute the marbles, straws, sandpaper
and pebbles to each group of students. Students will use there palm as a
model for the bottom of the snails body.
11. Record in journals.
* While circulating to check student thinking and make connections among ideas
and applications; ask
- Can you explain what you have observed so far?
- How does this relate to the problem that Herman was having in the story?
- Can you give me an example of another time or situation when it might be
easier to move by reducing or changing the force of friction?
- What if there wasnt any friction at all? Do you think friction is necessary for
movement?
12. Discuss the students observations, ask Which material made it easier to
move the hand across the desk and which material made it more difficult for
the hand to move?
13. Write the word friction on the board. Ask the class to define the word friction.
(Encourage the students to refer to their observations to help them)

Closure

14. Whole group discussion: Explain that friction is present when two or more
objects rub against each other. Inform students that friction is force that
changes the movement of objects so they slow down and finally stop. Ask
the students what would happen to the marble if you rolled it across the
floor.
15. Roll a marble across the classroom floor. Tell the students not to interfere
with the motion of the marble. When the marble comes to a rest ask the
students to explain the motion of the marble. Ask: Why did the marble
stop? Listen for ideas that refer to the friction between the marble and the
floor slowed the motion of the marble and it eventually stopped the motion.
16. Ask students to share additional examples
When friction was helpful
- Bicycle brakes, tennis shoes on gym floors, pencil and pen or paper, walking,
running, standing or sitting on a hill
When Friction is a problem.
- Pushing a heavy box or object across the floor, ice skating, in machines with
moving parts. Etc.

Your reflection on the lesson including ideas for improvement for next time:
This lesson went well. The students really liked the experiment aspect of the testing. Something that I
would have changed was the sandpaper we used actually made it easier to move the hand across the
desk. I am not quite sure why, but I think it was a combinations of smooth desks and not very rough sand
paper. Next time I will either get new sand paper or have them rub it on a different surface. This is
important because the objective of the lesson is to learn how friction affects things, and roughness of a
surface (like sandpaper) is one of the factors that affect friction.