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Science Lesson on Friction

Sara Broughton

593839

11/5/96

Topic: Friction

Grade Level: 2-3

Objective: Students will make predictions and record results for friction activity. Students will also gain an understanding of how surface material affects movement.

Teacher Materials: overhead projector (optional)

Students Materials: Each student will need a data sheet and a pencil; each group will need a set of washers, surface materials (four different boards covered with sandpaper, fabric, wax paper, and one uncovered), two tubs connected by a string, and a wooden block.

Teacher Information: For this activity the teacher will need to obtain boards or thick cardboard and cover each with different materials. (I have used sandpaper, wax paper, fabric, and one uncovered). Also needed are two small identical plastic or tin containers for each group, connected by a piece of string, enough washers for groups to have 30 or 40, and a wooden block for each group. On these boards should be a start and finish line of equal distance. The students are to place the boards on the edge of the desk and place tub with the block on the start line. The string should be long enough that the other tub hangs over the edge of the desk. The students then add washers until the tub with the block moves to the finish line. The students will record the number of washers it took to move the tub. Students should first make a prediction for one surface, add washers, record results, make prediction for next surface type and so on. Students should not make all their predictions first because they can make more accurate predictions after they have seen how many washers it takes for other surfaces.

Management Strategies: The students will be divided into groups of 3-4 students working at desks or tables. The entire lesson will take approximately 40 minutes. Students will need to work cooperatively sharing materials and taking turns.

Procedure: 1. Teacher will begin the lesson with a class discussion. Students can gather in a semicircle on the floor around the teacher. This discussion should consist of the lesson explanation, introduction of terms such as prediction, results, and friction, and behavioral expectations. 2. Before beginning the actual activity, the teacher should provide an example. Have the students make a prediction for one of the surfaces and then actually do it so they can see the difference between their prediction and the results. 3. After the discussion break the students into small groups by numbering off or whatever works best for that particular class. 4. Pass out materials and data sheets to each group. (You can have the materials at the desks before the discussion or have the students help pass them out, whatever the teacher feels most comfortable doing). 5. Once groups have materials they may begin the activity. Remind them that they must make their predictions first. During this part of the lesson the teacher should walk around the room, monitoring the groups to make sure they understand and are staying on task. Let the students know when their time is almost up. The teacher may want to let them know when they only have five minutes left. This is important because you want each group to get through the activity so you can compare results. 6. Finally have the students return to the semicircle for a post discussion or wrap-up. During this time the teacher can ask for each group's data and put on them on the board or the overhead. Discuss similarities and differences between group's data, their predictions and results, and how different surface types affects the movement of the tubs and number of washers used.

Assessment/Evaluation: This lesson can be assessed through a class discussion and journal writing. Hold a discussion after the activity, as mentioned above, asking the students different types of questions. "Why did it take more washers to move the tub on sandpaper than it did on wax paper? How did your predictions differ from your results? How did you go about making your predictions?" After the discussion have students return to their desks and write abut the activity in their journals. Give them some guidelines as for what you are looking. "Write what you learned about friction, making predictions, and results. How do the different surface types affect the movement of your tub? What do we mean by predictions and results?"

Extension/Integration: The teacher could have the students make a graph to show predictions and results which would be a way to integrate math. The teacher could also read a book on friction aloud to the class and discuss it.

Source: Mrs. Thompson, second grade teacher at Fairview Elementary