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David Boulton

EDC 286
Module 8, SIOP Lesson Plan
Subject

Science

Grade level

Fifth

Theme, lesson topic

Forces Friction

Standards

AZ Science Standard - Grade 5:


Strand 1 > Inquiry Process > Concept 1 > Observations, Questions, and
Hypotheses > PO 1: Formulate a relevant question through observations
that can be tested by an investigation.
Strand 1 > Inquiry Process > Concept 2 > Scientific Testing
(Investigating and Modeling) > PO 2: Plan a simple investigation that
identifies the variables to be controlled.
Strand 5 > Physical Sciences > Concept 2 > Motion and Forces understand the relationship between force and motion > PO 4:
Demonstrate effects of variables on an objects motion (e.g. incline angle,
friction, applied forces)

Objectives

Language:
Students will define orally to a partner: force, friction; variable; fair-test
Students will discuss principles of fair-testing and their choice of
experimental design;
Students will complete a write-up of their test (with varying degrees of
scaffolding provided as required)
Content:
Students will list at least four different materials in order from least to
most friction, explaining their findings in writing with reference to the
dependent variable, independent variable, and at least two controlled
variables.

Motivation: Building
Background

Show students a video of an Olympic speed-skating race, asking


students to describe to a partner what they observe;
Ask students to recall the definition of a force as pushing or
pulling effect upon an object;
Show students a brief video of a basketball game, asking students
to compare the movement with ice-skating with a partner (referring
to movement, starting, stopping, speed);
State that friction is the name of a force, and it is the enemy of

speed skaters and the friend of basketball players.

Presentation:
Comprehensible Input,
Strategies, Interaction,
Feedback.

Describe friction as a force that works to stop something from


moving; it is a force that occurs when two objects rub against each
other;
Ask students to discuss with their partner examples that they can
volunteer to the group;
Explain that in the earlier examples, friction occurs when the iceskate and the ice rub against each other, and when the basketball
shoe and the basketball court rub against each other;
Explain that the friction force created be the ice and skate is
smaller than the friction force created by the shoe and the
basketball court;
State that sometimes friction is helpful and sometimes it is
unhelpful it is helpful for basketball players trying not to slip and
slide on the court, but it is unhelpful for speed-skaters who attempt
to maximize their speed. Student-teacher discussion of other
examples that students can identify.
Different materials have different amounts of friction;
Students discuss in pairs which materials may have more or less
friction, how this can be tested;
Explain that students will be investigating which types of material
create more friction than others, using the assortment of materials
and objects provided;
Roll a marble gently across the table, and then across the carpet,
pointing out that the marble traveled much further on the smooth
desk; state that this suggests that the desk generates less friction
than the carpet;
Remind students that we need to conduct a fair test to determine if
this is true;
Reiterate definition of a fair test;
Recreate modeled test, thinking out loud and describing:
controlled variables - that the marble is being rolled with the same
force (from a ramp); that the same marble is used; that we're doing
it in the same part of the same room on the same day, etc;
independent variable the material that is being tested (i.e. desk
and carpet), and the dependent variable the distance that the
marble travels across the material.
Ask students to write on personal whiteboards an upwards arrow
for 'high' and a downwards arrow for 'low' friction, and read out a
list of different materials (sand box, grass, glass, ice, for example).
Ask students to explain their answers, and predict what they think
would happen if a marble or a Hot Wheels car was rolled across it.

N.B. 1: that for ELLs, proficiency level will determine whether


the language vocabulary objective includes types of 'variable'; N.B.
2: in this portion, L1 resources may be deployed as needed
including available L1 text or input from an aide.
Practice/Application

Students work in pairs to devise an experiment to test the relative


friction of provided materials;
Students select from marbles, toy cars, a range of ramps/slopes to
design their apparatus;
Students record their variables and their predictions in blank
experiment plan;
Students test their experiment design and note initial results;
Students repeat any tests that they wish to, and record findings;
Homework or next session: students compile their results into a
simple table, and write four comparative sentences about their
findings;
Students list their tested materials in order from lowest to highest
friction force.

Review/Assessment

Invite students to recall the definition of friction;


State that friction is a force that opposes movement when two
materials slide across each other;
State that the carpet creates more friction than the desktop and that
we saw this by conducting a fair test to roll a marble across both;
Ask students to check their findings so far and re-test if they wish
to;
Grade the experiment write-up with reference to the content
objectives stated;
Language objective assessed informally through discussions,
circulating during guided practice/experiment design discuss
students' strategies for testing the relative friction of their chosen
materials. Probe authentic use of vocabulary.

Extension/differentiation

Lower-ability students' work can be scaffolded further, by


narrowing the controlled variables (i.e. selecting a marble/ball/car,
and a ramp/slope); can also compare fewer (e.g. two) materials
with clear disparity such as carpet and smooth plastic; greater
scaffolding of experiment write-up;
Higher-ability students encouraged to write complete hypotheses,
referring specifically to friction forces; these students may propose
alternative apparatus within the reasonable classroom bounds;
these students can discuss ways in which their results could be
verified or made more accurate (e.g. repeated testing, using
averages, etc.)

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