University of Houston

Science for ELLs

Teachers Name: Angela Hoang

Basic Lesson Components

Grade Level: 4th Grade

Time Estimate: 1 week (Five 45-minute sessions)

Science Content: Friction

A force is a push or pull on an object. This push or pull comes from the objects interacting with one
another and only from such interactions. Once the interaction stops, there is no longer any force.
When forces come in pairs, there can be even more forces in an interaction. For example, when you
throw a ball into the air, the ball is experiencing the force of gravity, friction, and the pushing force
from you all at the same time! Forces are important because they are responsible for changes in
motion. This is Isaac Newton’s first law. The law of inertia states that an object continues in its state
of rest or motion unless acted on by an outside unbalanced force. So, your cat sleeping on the couch
isn’t likely to move unless you apply a force (pushing on the cat).

Friction is a force that you are familiar with. Friction is the force that opposes the motion of an
object. To stop a moving object, a force must act in the opposite direction to the direction of motion.
For instance, if you push your book across your desk, the book will move. The force of the push
moves the book. As the book slides across the desk, it slows down and stops moving. The force that
opposes the motion of an object is called friction. Friction occurs when objects rub against each
other. The burn you feel on your skin when you go down a slide is friction. Your brake pads stopping
your car is friction! Friction acts in a direction to oppose motion. When you pull a bag across the

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floor to the right, the force of friction on the bag is to the left.

TEKS:
(6) Force, motion, and energy. The student knows that energy exists in many forms and can be
observed in cycles, patterns, and systems. The student is expected to:
(D) Design a descriptive investigation to explore the effect of force on an object such as a push or a
pull, gravity, friction, or magnetism.

(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and
outdoor investigations. The student is expected to:
(A) Plan and implement descriptive investigations, including asking well-defined questions, making
inferences, and selecting and using appropriate equipment or technology to answer his/her questions.
(D) Analyze data and interpret patterns to construct reasonable explanations from data that can be
observed and measured.

ELPS:
Listening: C2G: understand the general meaning, main points, and important details of spoken
language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
Speaking: C3D: speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
Reading: C4E: read linguistically accommodated content area material with a decreasing need for
linguistic accommodations as more English is learned
Writing: C5F: write using a variety of grade-appropriate sentence lengths, patterns, and connecting
words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is
acquired

Vocabulary: Definition: Cognate (T or F):

Friction The resistance to motion of one object moving Fricción (T)
relative to another; the action of one surface or
object rubbing against another

Force Objects move and change their position when a Fuerza (F)
force is placed on the object. A force is a push or
pull that puts an object in motion or changes its
position. A push or pull upon an object resulting
from the object’s interaction with another object.
Whenever there is an interaction between two
objects, there is a force upon each of the objects.
When the interaction ceases, the two objects no
longer experience the force. Forces only exist as
a result of an interaction.

Push A forward moving motion against an object; Empujar (F)

exert force on someone or something to move
them away from oneself or the origin of the
force

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Pull A backward moving motion on an object; exert Halar (F)
force on someone or something by taking hold
of them to move or try to move them toward
oneself or the origin of the force

Unbalanced Forces Forces that cause a change in the motion of an Fuerzas desequilibradas
object; When two unbalanced forces are exerted (F)
in opposite directions, their combined force is
equal to the difference between the two forces
and is exerted in the direction of the larger force

Balanced Forces Forces that are equal in size but opposite in Fuerzas equilibradas (F)
direction; Suppose two teams are playing tug of
war. Neither team can make the other team
move.

Gravity The pulling of an object towards Earth’s center; Gravedad (T)

The force that attracts a body toward the center
of the earth, or toward any other physical body
having mass
Misconceptions:
 When you push or throw an object, there continues to be a force in the direction of motion.
o That is false. A driving force is needed to keep the object moving at a steady speed. For
example, when you stop pedaling on a bike, you do not continue to move. You come to a stop
because you need a force to maintain a constant speed.
 Everything that moves, will eventually come to a stop. Rest is the “natural” state of all objects.
o This is false. Newton’s First Law of Motion tells us that “everything at rest will stay at rest,
and everything in motion will stay in motion, unless acted upon by an external force.”
Friction is a force that acts between two objects that are in contact and are moving relative to
each other. When we roll a ball, it stops because of the frictional force acting between it and
the floor.
 Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are acting
upon it.
o Gravity is acting upon the object to bring it down. The table is stopping the object from going
down.
 The motion of an object is always in the direction of the net force applied to the object.
Materials/Resources/Technology Needs:
Materials: small towel, rulers or meter stick, different types of cars, marbles, three ramps with different
surfaces (sandpaper, tile, cardboard)
Book: Newton and Me by Lynne Mayer
Technology: computer, projector, and speakers
Video Links:
 https://www.youtube.com/watch?v=JvSClZ3vHOI – brief explanation of forces and friction
 https://www.youtube.com/watch?v=Ps90zArJEJY – video if students still have a hard time
understanding friction
 https://www.youtube.com/watch?v=o6DUsyTrlLs - extension video for students to watch at home
Safety:

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The students should not be sitting in front of the ramp when the car is rolling down. The teacher
must warn the students beforehand to be aware of their surroundings. The teacher must tell the
students that they should not put their faces near the end of the ramp so that they do not get hurt.
Students should be responsible scientists and should not horseplay while doing the investigation.
Students should use the materials for their intended uses. They should not have sword fights with the
rulers/meter sticks or do anything of that sort.
5E Instructional Procedures
What Teacher Does What Students Do
Engage Pushing and Pulling The students will pair up with a partner and
be actively engaged in pushing and pulling
The teacher will (TTW) start the lesson each other’s hands to see the effect of force.
by having the students sit on the
ground facing one another. The teacher The students will develop a working
will choose two students to model how definition of force and provide examples of
the pairs are to be seated. The teacher pushing and pulling forces in their daily
will have the student face each other lives.
and place their hands chest high with
palms facing their partner. Each student The students will be writing notes in their
places his/her palms on the other’s. interactive science notebooks (ISNs) as the
When the teacher signals, the students teacher writes the definition and examples on
will begin pushing. The students will the board or anchor chart.
push for about 30 seconds.
The students will observe the teacher when
The teacher asks: he or she demonstrates friction with the toy
 What did you feel when your car.
partner pushed against your
hand? After the teacher demonstration, the teacher
 What did you do? will use the think-pair-share strategy with the
 What would happen if you did students. The students will discuss what they
nothing? observed with the teacher demonstration and
why the car moved farther on the smoother
TTW have the students hold each surface.
other’s hands and pull for about 30
seconds. The teacher asks:
 What did you feel when your
partner pulled against your
hand?
 What did you do?
 What would happen if you did
nothing?

Create anchor chart/tree map on

poster paper or white board

TTW write the word force on the board

or anchor chart and ask students if they

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can define the word.

TTW allow the students to develop a

definition of force as a push or pull.

TTW also add to the definition that a

force is a push or pull that can cause an
object to speed up, slow down, or
change direction.

Was a force used when they placed

their hands on their partners?

TTW add Push and Pull to the board or

anchor chart. Then TTW ask students
to provide examples of pushing and
pulling.

Present video about forces and

friction

TTW show the students a video about

forces and friction.

Video Link:
https://www.youtube.com/watch?
v=JvSClZ3vHOI

Teacher Demonstration

TTW tell the students that you will be

demonstrating another type of force.
The teacher pushes a toy car on the
carpet and marks where it stopped.
TTW measure the distance it moves
with a ruler or meter stick. Trying to
use the same force, TTW push the car
on a smooth surface and measure the
distance it moved. TTW compare both
distances and ask the students why the
car moved longer distance on the
smooth surface. TTW use think-pair-
share to discuss.

 Why did the car move farther

on the smooth surface than the

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 carpet?
 What is it called when two
objects rub against each other?
 How can friction affect how an
object moves?
Explore TTW explain that the class will
spend several days creating their
own investigations about different
forces and the effects those forces
have on objects.
TTW put students into groups of 4-5
students. As a group, the students will
work together to design an
investigation about friction. TTW
explain the steps in designing an
investigation (Question, Prediction,
Materials, Procedures, Data Table, and
Conclusion).
TTW will show the students an
example of a question and a template
for writing their predictions.
Example Question: Which surface
creates more friction: a towel or the
carpet?
Example Predictions:
I think _________ creates more
friction than _________ because
___________.
OR
I think that _________ and _________
will create the same friction because
_______________.
The teacher must point out to students
that they must complete the “because”
part of the sentence because it explains
their thinking.
The students will get into groups. Each group
will have 4-5 students. As a group, the
students will work together to design an
investigation about friction.
The students will discuss what fair
investigations are and what needs to be done
to have a fair and reliable investigation.
As a group, the students will brainstorm what
kind of investigations they can do to test
friction.
The students will choose from a list of
materials to use for their investigation.
different types of cars, marbles, three ramps
with different surfaces (sandpaper, tile,
cardboard)
The students will brainstorm a question for
the experiment. After getting approval from
the teacher, the students will write their
predictions and create the procedures to carry
out the investigation. Then they will do the
actual investigation and write down the data
in their data table.
The teacher will be there to help guide the
students in creating their own investigation if
they need help with sentence structures for
their prediction and conclusion, as well as
help with the steps for the procedures and
creating the data table.
*The students will use their ISNs to record
information about their investigation
(question, prediction, materials, procedures,
data table, conclusion).
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TTW tell students to use their
Interactive Science Notebooks (ISN) to
record information about their
investigation.

TTW tell the students that it is very

important to conduct fair
investigations. The investigation about
friction that was conducted in the
engage part was not fair because we
could not make sure that the same
force was used to push the cars. The
teacher will have a discussion with the
students about how the investigation
they will be designing should be a fair
investigation and needs to have
repeated trials to increase the reliability
of the investigation.

TTW have the groups brainstorm a

good question for their investigation.
TTW act as the facilitator as the
students brainstorm different
investigations that can test friction in
their groups. TTW provide the students
with a list of materials they can use for
their investigation [different types of
cars, marbles, three ramps with
different surfaces (sandpaper, tile,
cardboard)].

After each group has decided on

their question and materials for the
investigation, they must get approval
from the teacher before continuing
with the investigation.

After the teacher has approved the

investigation, students can plan the rest
of their investigation. The teacher must
make sure that the students are
describing how they are making the
experiment fair with repeated
investigations.

TTW discuss how to write proper

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 procedures for the experiment. TTW
tell the students to make sure they use
detail and make the procedures easy to
follow.

When the students have finished

with their procedures, they can carry
out the experiment.

TTW also orally explain how to create

a proper data table. The students will
complete their investigations in groups
and record their data. TTW show the
students how to measure carefully and
how to ensure that the investigation is a
fair test.

The teacher will help the students write

a conclusion using claims and
evidence. The averages can be used for
comparing purposes. The students must
use the data collected in each trial as
evidence.

Example: The towel creates more

friction on a rolling car than on the
carpet. My evidence is that in all the
trials, the rolling car moved less
distance on the towel than on the carpet
(Trial 1 ___cm, Trial 2 ___cm, Trial 3
____cm). I believe that it is because the
towel created a rougher surface than
the carpet for the car. The rougher
surface created a greater rubbing force
that stops the motion sooner than on
smoother surfaces.

Explain TTW lead a discussion about the The students will actively participate in the
students’ findings in the discussion about the investigation and share
investigation. their findings to the class.

What did you discover from doing the
investigation?
What were some of the things you
learned about forces and friction?
The students should support their findings
with the observations and data they recorded
during their investigations.
The students will also add Friction to their

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 notes in their ISNs.
TTW talk to students about why each
trial might have shown different Then the students will write examples of
results. The car might not have been at surfaces that can create friction on objects
the exact same height each time. There based on their texture.
could have been a mistake when
measuring the distance.

Why is it important to let go of the car

at the exact same height?

TTW go over what makes a fair

experiment to the students so that they
know the importance of only changing
one aspect of the experiment and
keeping the rest the same (i.e. letting
go of the car at the same height, using
the same car, only changing one
variable such as the surface of the
ramp).

TTW reintroduce the vocabulary terms

to the students and explain what each
word means (forces, push, pull,
unbalanced forces, balanced forces,
gravity).

The teacher reiterates that force created

by two objects rubbing against each
other that slows or stops motion is
called friction. TTW add friction to the
board or anchor chart from the
beginning of the lesson and draw
examples of how friction affects
motion.

Then the teacher will ask the students

to list examples of surfaces that can
create friction on objects based on their
texture.

Lastly, the teacher will answer any

questions that the students may have
and address misconceptions:

 When you push or throw an

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 object, there continues to be a
force in the direction of motion.
 Everything that moves, will
eventually come to a stop. Rest is
the “natural” state of all objects.
 Only animate objects can exert a
force. Thus, if an object is at rest
on a table, no forces are acting
upon it.

Elaborate TTW explains that the students are
going to rotate as a group to test out
another group’s experiment.
TTW explain to the students that they
will be filling out a peer feedback form
for each group that they rotate to.
TTW explain that the students will
grade another group based on the
fairness of the experiment and how
easy it was to carry out the
investigations (simple and specific
procedures).
TTW explain that the peer feedback
form must be completed as a group.
The teacher will explain to the students
that they must work together and
communicate to grade the group.
The students will rotate as a group to another
group’s investigation.
The students will read the other group’s
procedures and test out their experiment.
After carrying out the experiment, the group
will fill out a peer feedback form about their
peers’ experiment based on the fairness of
the experiment and how specific and easy it
was to follow their peers’ procedures.
Students must write a suggestion to the
group if one of the requirements were not
followed (fairness, easy to follow
procedures, specific & detailed procedures).
The students must also write a positive note
about what they liked about the experiment,
so that everything is not focused on the
negatives.

TTW also mention that the students By the end, each group should receive two
must be respectful and kind to one peer feedback forms.
another while filling out the peer
feedback form. The teacher will tell the
students to write suggestions if some
requirements were not met, but also a
positive note about what they liked
about the experiment.

TTW will tell the students that they

have about 10 minutes to test the
experiment and fill out each peer
feedback form.

TTW will act as a facilitator and have

the students rotate to another group’s

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 experiment. After the first 10 minutes
are over, the teacher will have the
students rotate to another group’s
experiment.

At the end of the Elaborate section,

each group should have received two
peer feedback forms.

Evaluate TTW evaluate the students’ The students will complete their write-up for
investigation write-up in their ISNs. the investigation in their ISNs.

TTW evaluate the students by their The students are required to have a question,
groups. Students will be given a basic prediction, procedures, data table, and
layout of the investigation components. conclusion in their ISNs.
They will create the investigation and
write each component. The students will also complete an exit ticket
to demonstrate their understanding of forces
 Question and friction on an index card.
 Prediction (If-then statement)
 Materials
 Procedures (How specific were
the procedures? Are they
specific enough for anyone to
read the procedures and know
how to do the experiment?)
 Data table (Do they have proper
titles in the columns and rows?
Did they label the data with the
proper units? I.e. Centimeters
or inches for distance)
 Conclusion (CER Statement)

TTW also have the students

complete an open-response exit
ticket at the end of the entire lab to
demonstrate their understanding of
forces and friction.

 What are forces? Give one

example of a force.
o Forces are pushes or
pulls that can change the
motion of objects.
o Two examples of force
is when you push the

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 chair or pull the door
knob.
 What is friction? Give one
example of friction in our daily
lives.
o Friction is when the
force that acts in the
opposite
direction/opposes
motion when two
objects/surfaces rub
against each other.
o An example of friction
is when you rub your
hands together. Another
example of friction is
when you roll the car
against the carpet. The
car eventually stops
because of the friction
from the carpet
opposing the motion of
the car.

Peer Feedback Form

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 Yes No Suggestions
Was the experiment
fair?

Were the procedures

easy to follow?

Were the procedures

specific and
detailed?

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