Developmental Lesson Plan

Teacher Candidate: Kelsey McIntyre Date:

Group Size: Whole Group Allotted Time: 60 Minutes Grade Level: 3rd Grade

Subject or Topic: Motion & Friction

Common Core/PA Standard(s):

- S3.C.3.1 Observe and identify changes in an object’s motion.
- S3.C.3.1.1 Identify and describe an object’s motion (e.g., start/stop, up/down,
left/right, faster/slower, spinning).
Learning Targets/Objectives:
● After learning about motion and friction, 3rd grade students will be able to define
motion and friction.
● Using their knowledge of motion and friction, 3rd grade students will be able to
explain which materials would be best to use as ice skates by comparing how much
friction was observed.
● Using their knowledge of motion and friction, 3rd grade students will be able to know
what material toy cars motion is most affected by using different textures and height on
a ramp.

Assessment Approaches: Evidence:

1) Ice Skating Classroom Worksheet 1) Fill out worksheet with results of
2)Ramp Race Worksheet which material was best for classroom
3) Definition Exit Ticket ice skating while experimenting with
friction.
2) Fill out worksheet with results of
materials that affected the motion of
the car while using different heights.
3) Matching words to their definitions to
test understanding.
Assessment Scale:
1) Ice Skating Worksheet
- 5 Questions Answered= Advanced
- 3+ Questions Answered= Proficient
- 2- = Basic

2) Ramp Race Worksheet

- 3 Trials Completed= Advanced
- 2 Trials completed= Proficient
- 1 Trial Completed= Basic
 3) Definition Matching
- 5 Questions Correct= Advanced
- 3+ Questions Correct= Proficient
- 3- = Basic

Subject Matter/Content: Motion & Friction

Prerequisites:
● Understand what force is
● Understand what gravity is
● Understand there are different types of forces
● How to measure

Key Vocabulary:
● Motion: Changing location or moving from one place to another
● Friction: The pull that makes a moving object slow down or stop moving

Content/Facts:
● What is Motion?
○ Motion is the changing of location or moving from one place to another.
○ There are ways that we describe motion (e.g., start/stop, up/down, left/right,
faster/slower, spinning).
○ There are various ways to make something change motion.
○ There are patterns in motion.
○ Examples of motion include a car driving down a road, a ball rolling on the
street, a person walking, and a ball that is being thrown.

● What is Friction?
○ Friction is the pull that makes a moving object slow down or stop moving.
○ Surfaces need to rub together to make friction.
○ Examples of friction could be a car that's driving, stopping on the road, hands
rubbing together, pushing a box on the ground, and ice skating with the blades
of the scates rubbing against the ice.
○ When an object has less friction, it is harder to stop.
○ When an object has more friction, it is easier to stop.
Introduction/Activating/Launch Strategies:
● Teacher: “Today we are going to be continuing our understanding of different types of
forces. So today we are going to be learning about motion and friction! Before we start
today’s lesson, I am going to read to you “Forces Make Things Move” and then show
you a quick video so that we can look and see what motion and friction looks like.”
● To begin the lesson introduction of motion and friction, the teacher will begin by
showing the video (https://www.youtube.com/watch?v=9ePpWrvOXGY ) that
introduces what motion looks like and how motion and friction affect one another.
● After watching the video, the teacher will grab a soft ball that can lightly be tossed or
handed to other students.
 ● Teacher: “After watching this video, we saw a lot of different and interesting examples
of motion and friction. To reflect on what we just learned, we are going to do a pass
and share. I am going to give the ball to one of you and you will name one thing that
you saw in the video about motion and friction, or just something that interested you.
When you are finished, you will say the name of your peer that you want to go next
and lightly toss the ball to them. We are going to do this until everyone has gotten a
turn.”
● When the students are sharing their ideas, the teacher will write on the board the things
the students said that they learned or what interested them.
● Teacher: “Perfect! Now we understand that motion is the changing of location or
moving from one place to another. We can describe motion in different ways such as
start/stop, up/down, left/right, faster/slower, spinning. For example, if you are outside
on a swing, would that be motion? Yes! It would be motion because the swing is
moving back and forth while going at different speeds which could be faster or slower.”
● Teacher: “We also learned about friction. Friction is the pull that makes a moving
object slow down or stop moving. Surfaces need to rub together to create friction.
Right now, I want everyone to rub your hands up and down. Do you feel the heat in
your hands when you rub them together? That is friction because when you are rubbing
your hands together, they are creating heat. Other examples of friction could be
pushing a box on the ground because two surfaces are rubbing together, or a car
stopping since the tires are rubbing against the road to get the car to slow down and
stop.”
● Teacher: “When an object has less friction, that means that the object will be harder to
stop. When an object has more friction, the object will be easier to stop.”
● Teacher: “Before we continue with our lesson, I want you all to take out your definition
notebooks from yesterday’s lesson about force and add our new definitions to our book.
Take out your notebook and title it Day 2: Motion and Friction”
● Teacher: “Today, we are going to be experimenting different ways how motion and
friction affect one another. Let’s get started!”
Development/Teaching Approaches
● The teacher will set up the materials for the first inquiry which is classroom ice skating.
Once the materials are set up, have students sit in a circle.
● Teacher: “Today, we are going to ice skate in our very own classroom. How do you
think we are going to do that?”
● Let students raise hands or discuss.
● Teacher: “We are going to use ice skating in our classroom today to see what different
materials would be used that would make the best ice skates on carpet. The materials
that we are going to use are magazine pages, wax paper, laminating sheets, pieces of
paper and paper plates.”
● Teacher: “When exploring using these different materials, we will actually be
experimenting with friction. Remember, friction is the pull that makes a moving object
slow down or stop moving. Using our different materials, we will see what has the least
amount of friction. Remember that when something has less friction, it will make it
harder to stop. When something has more friction, it makes it easier to stop moving.”
● The teacher will hand out the worksheet “Classroom Skating”.
● Teacher: “Before we begin our classroom ice skating, let’s take a look at our
worksheet. First, I want everyone to write down on their paper three materials that you
are going to use as ice skates.”
● Allow the students time to pick and write down the three materials that they are going
to use.
● Teacher: “Perfect. Now, let's look at our next question. The next question is about our
purpose. This means what you want to find out about this experiment. I will give you
about five minutes to really think about your purpose for this experiment.”
● Allow students about five minutes or until all students have written down their purpose
on the worksheet.
● Teacher: “ Next on our worksheet, I want you to write the materials that we are going
to use in our experiment with friction. The materials are magazine pages, wax paper,
laminating sheets, pieces of paper, and paper plates.”
● Teacher: “Now I want you all to walk and grab the materials that you will be using and
write on your papers what your procedure is going to look like. This means what steps
you will be taking in your experiment. These are your own unique steps, this means
that your steps will look different from your peers and that is okay!”
● Teacher: “Finally, I want you all to write your hypothesis. What do you think the
results will be? Tell me why you think this way. When you are finished writing your
hypothesis, use the materials that were given and experiment to see which are the best
skates! Make sure to write on your paper what material you used and how it worked as
well if you think this material had little friction or a lot of friction when rubbing against
the carpet.”
● During this time, students will be using their knowledge of friction to see which
materials will be the best skates. Allow the students time to work through the materials
and to document their thoughts and results.
● When students are finished with their exploration of friction, have students put the
materials back and come and sit back in the circle with their papers.
● Teacher: “Wow! You all did such a great job using these materials and turning them
into ice skates. I really liked how you all took your time and thought out what your
process was going to be and worked through it.”
● Teacher: Now we are going to create a graph on the board. We are going to have the
five materials that we used as ice skates and each of you is going to walk up to the
board and put a check mark where you said this material would make the best ice
skates.”
● The teacher will call up the students and have them put their check marks on the board.
● Teacher: “Good job everyone. Now looking at our graph, we can see that blank was the
best ice skates. If you put your check mark here, raise your hand and can you share
with everyone why you think this material made the best ice skates?”
● Allow students to share their thoughts with the class and what their thought process
was.
● Teacher: “Great answers! Now if you put a checkmark anywhere else, can you raise
your hand and tell us why you chose that? Remember, there is no wrong answer! This
is based on what you thought was the best.”
● Allow students to raise their hands and share their thoughts.
 ● Teacher: “Awesome job everyone! Now before we move on to our next activity with
motion, I want you to complete the last question which is your conclusion. Tell me
what you learned from this experiment. When everyone is finished, we will move on to
our next exploration.”
● Allow students to complete their worksheets and finish up while the teacher lays out
the materials for the next inquiry.
● Once students are finished, the teacher will introduce the next inquiry.
● Teacher: “Now we are going to explore motion. Remember, motion is the changing of
location or moving from one place to another. What we are going to do is we are going
to use these small racing cars. Using our knowledge of friction, we are going to use
different materials to see what materials will change the car's motion. This could make
the cars go faster, slower, or even maybe the material will make the car change
directions. We will also be making a ramp to make the height higher or lower using
these wood planks and textbooks.”
● First the teacher will hand out the worksheet titled “Ramp Race” for students to keep
track of what they completed and what material they used for the texture as well as the
height of their ramp.
● Teacher: “During this experiment, you will do three trials. The materials that you can
use include cardboard, aluminum foil, and felt material. Before you begin, you will
make a hypothesis. What material do you think will work best with the toy cars and
why? Once you are finished with your hypothesis, I want you to grab the three different
materials and one toy car and begin your trials. Really observe the speed of the cars,
how they changed, why you think they changed, did the car have little friction or a lot
of friction, and finally your conclusion. During each trial I want you to also change the
height of your ramp. Measure how tall your ramp is and write it down on your paper. If
you need help with measuring come ask me and I can help you! You may now begin!”
● Allow students to conduct their experiments. When walking around observing the
students, ask the students questions such as “why are you using that height”, “what
made you think that”, or “would you change anything”.
● Once students are finished, have the students clean up their materials and sit in their
seats.
● Teacher: “ Great job everyone! Now that we are finished, I want you all to write your
conclusion about what happened during the experiment. When you all are finished with
the conclusion, we can discuss our results.”
● Allow students to complete the worksheet.
● Once students are finished, break the students up into small groups and have them
discuss their results.
● When walking around the room, the teacher will ask the students to share their
hypothesis with one another, the types of height they used, what worked for them, did
they think their cars had little friction or a lot of friction, etc.
● Teacher: “Okay students, does any group want to share what their group talked about?”
● Allow the groups to share out loud to the class.
Closure/Summarizing Strategies:
● Teacher: “You all did a great job today with your explorations and experiments! Today
we talked about motion and friction. Can anyone share with me what motion and
friction are?”
 ● Allow students to answer.
● Teacher: “Good, motion is the changing location or moving from one place to another
and friction is pull that makes a moving object slow down or stop moving. Can anyone
tell me what the definition of force is and the different types of forces that we learned
yeasterday?”
● Allow students to answer.
● Teacher: “Yes great job! Force is a push or pull on an object. The two forces that we
talked about yesterday were a balanced force and an unbalanced force. A balanced
force makes an object stay still and stable while an unbalanced force is a force that
makes objects move. Awesome remembering!”
● Teacher: “Now let's look back at what we did today. First we experimented with
friction! We used different materials to see what would make the best ice skates on
carpet. With comparing how much friction the materials had against the carpet, we saw
how it can affect the motion of the materials. Next we experimented with the motion of
cars using different materials as a surface. We observed how the different material
created friction on the cars to slow down or speed up as well as using height to test if
that would affect the toy cars as well! You all did great with sharing your answers
today and I am so proud with all of the work that you did today. Finally, I have a small
exit ticket that is a definition match so I know that you are all experts on the definitions
we learned the past two days!”
● Allow students to complete their exit tickets and turn them in to the teacher.
● Teacher: “I have something very exciting planned tomorrow to further our
understanding of forces! Tomorrow we will be working talking about invisible forces!”
● Teacher: Tonight, I want you to think about what you already know about forces. We
talked about it yesterday and worked with some visible forces. Think about what it
could mean to be an invisible force. See you all tomorrow!”
Accommodations/Differentiation:
Follow all IEPs
Student X has an IEP that includes difficulties ohyscial disability and a visual impairment. The
teacher will have another student help student X with movement and picking up different
materials. The teacher will also have a student pair with student X to explore textures of
different materials while using the toy car and classroom ice skating activity.
Materials/Resources:
● Youtube video https://www.youtube.com/watch?v=9ePpWrvOXGY
● Writing utensils
● Toy cars
● Wooden ramp
● Soft ball
● Magazine pages
● Wax paper
● Laminating sheets
● Pieces of plain paper
● Paper plates
● Classroom skating worksheet
● Ramp race worksheet
● Textbooks
 ● Meauring tape or ruler
● Cardboard
● Aluminum foil
● Felt material
● Definition match exit ticket
● Bradley, K., & Meisel, P. (2005). Forces Make Things Move.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

Classroom Ice Skating

Friction Experiment

1.Purpse: What would you like to find out from this

experiment?

2.Materials: What materials will you be using?

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3.Procedures: What are your steps in your experiment?

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4.Hypothesis: What do you think the results will be?

5.Conclusion: What did you learn from the experiment?

Ramp Race
Motion Experiment
Hypothesis: What do you think is going to happen in this
experiment?

Trial One
● What material did you use?

● What height did you use?

● What happened to the toy car?

● Alot of friction or little friction?

Trial Two
 ● What material did you use?

● What height did you use?

● What happened to the toy car?

● Alot of friction or little friction?

Trial Three
● What material did you use?

● What height did you use?

● What happened to the toy car?

● Alot of friction or little friction?

Conclusion: What happened during the experiment?

Definition Exit Ticket

Directions: Match the word to the correct definition.

1. Force a. Force that

makes objects stay still

2. Balanced Force

b. Pull that makes

moving objects slow down
or stop moving

3. Unbalanced Force

c. Force that
makes objects move

4. Motion d. A push or pull

5. Friction e. Changing of
location or moving from
one place to another