Lesson Plan Outline:

Unit Topic: Science


Grade Level: 2nd grade


Specific Topic: Friction


Lesson Objectives: The students will be able to identify which surfaces create the most friction.


Instructional Techniques:


Instructional Materials:


Theoretical Perspective: This information is important for our students to learn because it is a good introduction to learning the concepts of friction, as well as the scientific method. It also provides a good basis into higher education science classes.


Procedure:

  1. Introductory:

    1. Talk to students about what friction is, ask them what they think it is. This may include discussing real life examples. For instance, have you ever tried sliding on a wooden floor or an icy surface? It's much easier to skid on a smooth surface like wood then a rough surface like carpet, this is because of friction. Friction is created when things are pulled past each other. The rougher the surface is, the greater the amount of friction.

  1. Step-By-Step:

    1. Handout the worksheet and explain the objective for the worksheet.

    2. Put students into groups of five.

    3. Have each individual student go to a computer/get a laptop and sit back with their group.

    4. Have students log into computers and follow directions on handout to go to the website.

    5. Have students complete the interactive website on their own.

    6. Once each student has completed the interactive website on his or her own, have students discuss amongst their groups what their results/thoughts are.

    7. After all students have finished the interactive website task, and have discussed amongst their groups the results, students can put away their computers at this point.

    8. The teacher can have an open discussion with the class seeing what students’ results were, and asking for their input.

    9. The teacher will set up the four ramps, one wooden ramp, one tin foil ramp, one carpet ramp, and one sandpaper ramp.

    10. The teacher will assign each group of students to one ramp. One student will be assigned to record the times of how fast the toy car goes down the ramp with the stopwatch. The student will record the car sliding down three different times for accuracy.

    11. The students will have around five minutes per ramp. In these five minutes, the group will have the opportunity to slide the toy car down the ramp three times. Once the five minutes is up, the group will rotate to the next ramp. Each group of students will have the chance to go to all four ramps.

    12. Once every group has been to all four ramps, and has recorded their results, students will go back to their seats for a class discussion.

  2. Closure:

    1. The teacher can record the results of what the four groups got on the whiteboard/smart board. The teacher can then discuss these results with the class.

    2. The teacher can ask their opinions on what the students understood/ did not understand/ any other input they may have.

    3. The teacher will then collect each of the students’ worksheets.

  3. Adaptations:

    1. Students who cannot speak English, or have trouble reading would work with either a peer or an aide on the computer.

    2. Students who have learning difficulties and have trouble staying focused can have their aide with them, as well as have the teacher check up on them to make sure they are understanding the activity.


Evaluation:

  1. Objectives:

    1. Students will learn what is friction is.

    2. Students will be able to apply this knowledge, and determine which surfaces will produce the most and least amounts of friction.

    3. Students will be able to successfully complete the assigned worksheet/questions.

    4. Students will then be able to participate in the class discussions involving friction.

  2. How to determine if the objectives are met:

    1. We will document successful completion for each of these objectives through the students’ discussions and the assigned worksheet.

  3. Concerns:

    1. Will this activity be too challenging or not challenging enough?


Home