Old Dominion Darden College of

University Education
Instructional Lesson Plan
Overview
Lesson Plan Overview

Date: Oct 22,2017

Lesson Title:

Friction

Lesson

Author: Marie

Inocenico

Grade Level: 5

Subject Area:

science &

math

Time Allotted for Lesson: 45mins

Short Description of Lesson

In this lesson plan the students will learn about frictions and understanding

how it can relate to real life scenarios. The students will conduct an experimental

with multiple trials that demonstration of how friction can affect the matchbox car.

Student will then create a data chart based on the information observed and

create a single or multi-step word problem.

54
 Standards
Lesson Plan Standards

Math-5.4 The student will create and solve single-step and multistep practical problems involving
addition, subtraction, multiplication, and division with and without remainders of whole numbers.

Science- 5.2. Explain the relationship among motion, mass, and force

Instructional Objectives
Instructional Objectives

In order to meet the standard, it is expected the student will….

 Design an investigation to determine the effect of friction on moving objects
o Write a testable hypothesis and identify the dependent variable, the independent
variable, and the constant. Conduct a fair test, collect and record data, analyze the
data and report the results of the data.
• Select appropriate methods and tools from among paper and pencil, estimation, mental
computation, and calculators according to the context and nature of the computation to compute
with whole numbers.
• Create single-step and multistep problems involving the operations of addition, subtraction,
multiplication, and division with and without remainders of whole numbers, using practical
situations.
• Use two or more operational steps to solve a multistep problem. Operations can be the same or
different.

Focus
Enduring Understandings
 Force cause change
 Relationships exist between force, motion, and energy
 Scientific inquiry progresses through a continuous process of questioning, data, collection,
analysis, and interpretation
 Students understand how to put together a single/multi-step word problem based on the data
created

Essential Questions

 What is friction?
 How can explain the objects with more mass are less affected by a force?
 How can I explain that the greater the force the greater the change in motion?
 How is force major to friction?
 How can I explain the relationship between motion, mass, and force?
 How can I create a single/multi-step word problem with the data I collected?
 To what extend will I have to do to gather the information I need to create a single/multi-step word
problem?
 Procedures
Lesson Set

 Can someone state, in their own words, what is friction?

 What do you remember from the readings?
-Quick talk amongst one another to ensure other students to regain knowledge/refresh-
 Allow students to share their information
-Students are not allowed to look at their notes from previous lesson, when these questions are being
asked-

Rationale

Friction is found in a lot of professions that that requires people to understand and
consider. Engineers need to understand friction because allows them to test certain
subjects to classify them like tires or car modules. Professional sports playing need to
understand this concept to understand how much force/energy they need to apply when
throwing//hitting a ball.

Techniques and Activities

Background- Students will have done a previous lesson on friction and gain a small synopsis of how and
where it can occur. The students will also have back up notes on friction to look over constantly to help
refurbish their minds on what to expect when conducting the experiment.

1. Go over the “refresher” questions to review on what the children remember.

2. Ask the students who has heard of friction? What does it do? How does it work?
3. Then discuss their prior knowledge of the topic.
4. Ask the students to lightly place their hands together and rub their hands back and forth.
As they are in the act of rubbing their hands back and forth, ask them to press their hands
together harder and then even harder. Then ask, “What did you noticed?” -the students
will notice their hands are getting warmer-
5. Let students tell their newly developed characteristics and then explain to them that they
just took witness to the forces of friction.

The Force of Friction: Friction is the force resisting the relative motion of two surfaces in
contact. When contacting surfaces move relative to each other, the friction between the
two objects converts energy into thermal energy, or heat. Friction between solid objects is
often referred to as dry friction or sliding friction and between a solid and a gas or liquid as
fluid friction. A common way to reduce friction is by using a lubricant, such as oil, water, or
grease, which is placed between the two surfaces, often dramatically lessening the
coefficient of friction
6. Begin the experiment with the students.
7. Break up the students, if not already broken up into groups, and explain what is going to happen
and what is expected of the students when conducting the experiment.
8. State to the students to Protocols
o NOT TOUCH THE EQUIPMENT ONCE IT IS PRESENTED ON THE TABLE
 o No horse playing
o Be respectable of others things and people
o Point pointed objects way from eyes
o Be CAREFUL
-Anyone who doesn’t listen will stop experiment and sit out-
9. Explain to the students what they will need: one student will pick up the amount of
worksheets needed for their table and one student to pick up one of each material - one
matchbox car, one board, textbooks as stacking tools, a piece of rubber, a piece of felt, a
piece of textured paper and a stopwatch- You will be conducting an experiment what will
show you the effects of friction.
10. Have a setup ready for the student to have a model to look off
11. Explain to them the purpose of the worksheet -to follow the directions stated on the
worksheet and to record their findings as they work through all scenarios, there are also
questions that are needed to be answered once they’re done with the experiment-
o Start by stating they need to make a hypothesis.
o Conduct and record their date
o Explaining if their hypothesis was right or wrong. Why.
12. Explain how to set: They will start by stacking books and using the board as a ramp.
13. Explain the process of the experiment: The students are first make an estimate on how
fast the car will travel. Then they will start with the board alone and time the car from
start to finish as it races down the board. They will need to repeat this three times and
then find the mean time it took the car to go down the ramp.
14. The students will repeat the process with the rubber placed on top of the board, then the
felt, and finally the textured paper.
15. Once the student has all their data the students are to finish up the rest of the worksheet.
o Thus including their single/multi-step word problem with the collected data
gathered. This can also be don’t after the next step.
16. After discussing their findings, explain to them why their finding came out the way that
they did. Explain that the amount of friction depends on surface material and force
pressing objects together. The textured paper was rougher and slower than the rubber
piece. The greater the amount of friction, the harder/slower an object moves; the smaller
the amount of friction, the faster/easier an object moves.

Lesson Closure

1. Students share data, including hypothesis and results, taken during Guided experiment.
2. Ask the students how this can relate to real life? What are types of examples that they have seen
So What?!? Ask the students for real life examples of friction and how we use it and then provide them
the following information:
 There are many uses for friction.
 Why do we sand our streets in the icy conditions?
 (Streets are sanded to increase friction and help ensure safe driving.)
 Why does a skier or snowboarder use wax on his/her board?
 (They use wax to increase their speed, because every second counts in the
Olympics!)
 How do we slow down or come to complete stops in our vehicles?
 (The brake pads use friction by rubbing together on the rotor to slow or stop the car.)
 Assessment/Evaluation

Worksheet:
Review predictions to see the students review worksheet for completion and
understanding
Writes and answers each question
Determine a reasonable estimate of possible speed (slower? faster?)
Provided a word problem that is single step (required), multi-step (extra credit)

Closure:
Students’ will share their data collected and information that was gained
Student's’ written response to authentic question of friction and their understanding

Feedback will be given throughout open discussion and small side notes when going over
students worksheets.

Student Products

 Data Chart
 Single/Multi-step Problem

Supplemental Activities: Extension and Remediation

1. Addition and Subtraction Word Problems

https://www.mathplayground.com/tb_addition/index.html
This website is just a recap for students to practice more on word problems. Students are
to solve the word problems that are broken down step by step to understanding word
problems and how to comprehend them visually and solve them properly.
2. Friction Ramp
http://www.learninggamesforkids.com/motion-games/friction-ramp.html
This games will help especially with remedial students. Students are to predict which
texture will allow the skate boarder to get on the target the fastest. Then the student
will have list in order which texture is the fastest and which one is the slowest. After
that the students are to follow a small series of questions that will reiterate their
understanding.
3. Word-O-Rama
https://www.learninggamesforkids.com/motion-games/motion-word-o-rama.html
The students are to touch up on their definition that fall under the unit of force, matter,
and motion. Students are to choose which word best fits the given statement.
 Adaptations for Diverse Special Learners

Students will special needs, students with disabilities, and ESL students will still be placed in
groupings. Grouping will help the student work with other students and get help from students
are well. The student will also be frequently checked on for progression. If the student is still
having difficulties in understanding, websites are also provided for student to get more practice
and won’t feel pressured. ESL students that cannot follow along will do their best and receive
frequent guidance from the teacher or once a gifted student is done with their work and willing to
help, they will be a guide/aid. Gifted students will help other students that need help others that
are having difficulties getting their work done or if there is no one to help, they can read quietly in
their seat go over their reflection questions or are free to go on the web source link for gifted
students on extension section.

Differentiated Instruction

From the beginning to end, this lesson plan demonstrates a vast variety of ways to help student
show their understanding. The warm up allows the students to recap and gain their
understanding of graphing and making their readiness on the same level. Students are also
given two types of way to show their understanding through visuals of collecting data and writing
out their thoughts and what was comprehended and verbally answering questions during the
closure questions. Students are also put into grouping that gives the ability for students to work
together and help other students that may need help.
Resources
Materials and Additional Resources

Matchbox car
One board
Textbooks
A piece of Rubber bands, felt, textured paper, and stopwatch
Data Worksheet
Pencil/Pen
Worksheet Packet (from former lesson)
Chrome Book

Web and Attachment Resources

Websites are all stated under extension and remediation section.

Reflection and Reaction

Personal Impact on Student Learning

Provide a well written in-depth summary of your personal impact on

student learning. Provide information on what worked and did not
work. What would you do differently?

 I really liked how this lesson plan played out. I learned a lot from
teaching this lesson to fifth graders and managed to connect to the
students more than I usually would while attending my practicum. I
noticed the students weren’t afraid to talk to me and actually were
interested in my lesson. All in all the lesson went really well the only
things that didn’t work out was the formatting of the worksheet that
was sent to their chromebook. Instead of printing the worksheet, I
decided to keep the lesson digital and have it sent to the students on
their chromebook. Since the formatting of the worksheet messed up
the students missed out on creating their hypothesis of the
experiment. What I should have done was have the students write
their hypothesis first, check to see if they wrote it, and then allow
them to start the experiment. Another thing I could work on is the
managing to keep the students on a appropriate noise level.