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Lesson Planning Form for Differentiating Instruction Calvin College

Education Program
Teacher
Date N/A
friction?

Kelley Tuinenga

Subject/ Topic/ Theme:

Friction : How does mass affect force and

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to experiment with how adding mass to an object affects the amount of
force needed overcome the amount of static friction an object experiences. In this activity, students will
be using the same block of wood setup as the previous lesson, but will be adding mass to the block. The
students will test this concept with various surfaces.
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.
2) A change in motion of an object to the force that caused the change of motion and demonstrate how
the change is related to the strength of the force and weight of the object. (P.FM.03.36, P.FM.03.37)
3) Use the class investigation to assess the students ability to make observations, generate questions,
and plan and conduct simple and fair investigations. ( S.IP.03.11, S.IP.03.13)
II. Before you start
Prerequisite knowledge
and skills.

-Previous experiencing with the terminology


-Participation in the first lesson of this unit.
- Ability to work collaboratively with classmates
-

Assessment
(formative and
summative)

Materials-

Classroom Setup:

III. The Plan


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

Use the students investigations and journal entries to assess the


students ability to relate a change in motion of an object to the
force that caused the change of motion and demonstrate how the
change is related to the strength of the force and weight of the
object. (P.FM.03.36, P.FM.03.37)
- Use the students data charts to assess the students ability to
construct simple charts and graphs from data and observation.
(S.IP.03.16)
- Use the class investigation to assess the students ability to make
observations, generate questions, and plan and conduct simple and
fair investigations. ( S.IP.03.11, S.IP.03.13)
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: 1 pipette, Hermans Moving Experience
Teacher: water, paper towel
Gathering space (or someplace where there is enough room for the
experiment where every student can see)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
1. Ask students to take science book out and turn to page 16
2. Whole class: make a chart of their data from the previous lesson, find rough
averages of their data.
3. Discuss the different surfaces and how the rubbing of the surfaces caused
friction in different amounts, requiring a larger or smaller amount of force to
get the clock moving. Have the students rank their findings from least

amount of force to greatest amount of force. Relate their findings to the


rubbing of their hands on the table.
Developm
ent

Closure

1. (Ask what the meaning of mass is) Explain that mass is how much stuff an
object or substance is made of. Ex If they add the cup of rocks to the top of the
wood block; they are increasing the mass of the object being pulled by the
washers in the cup.
2. Show the students the set up from the previous lesson, but this time show them
the mass we are going to add. A cup with rocks in it.
3. Ask: What would happen if you added mass to the block of wood? (add rocks to
the top of the wood, making it heavier)
4. Predict what would happen if they added a cup of rocks to the block of wood.
Ask: Do you think it would take a greater force to move the block? What makes
you think that?
5. Explain that we are going to do this all together (go to the gather space)
6. Proceed to complete the experiment, testing out the various surfaces with the
mass on top.
7. One by one do each surface, have students record on the charts our findings.
8. To check students progress ask:
- Can you explain what you have done so far?
- How is this similar to the previous investigation?
- How much mass have you added to the block of wood? How do you think that
will affect the number of washers needed to start the block moving? Why do you
think that?
9. Whole class discussion
- What block surface required the most force or largest number of washers to
overcome the force of friction with the table surface?
- Did you have any surprises in your results?
- What block surface required the least force or smallest number of washers to
overcome the force of friction with the table surface?
- Can you rank the materials in order from least to most applied force required in
this investigation?
10. Explain that the change in motion of the block of wood from motionless to
moving across the table is related to the strength of force (number of washers)
pulling on the block and to the mass of the object. The greater mass of the block
of wood, the greater the force to start the block of wood moving.

Your reflection on the lesson including ideas for improvement for next time: