Gravity and Friction!

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Central Focus/Big Idea: Forces and Motion/ Students will determine what friction and gravity are as well as potential energy and kinetic energy. Subject of this lesson: What is Gravity, Friction, Potential/Kinetic energy? Grade Level: Fifth Grade NC Essential Standard(s): 5.P.1 Understand force, motion and the relationship between them. 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object. Next Generation Science Standard(s): 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. 21st Century Skills: Critical Thinking and Problem Solving o Students construct their own scientific understanding and develop their scientific process skills by asking scientific questions, designing and conducting investigations, constructing explanations from their observations, and discussing their explanations with others. Communication o Students prepare and interpret a variety of methods for demonstrating understanding and explaining the results of investigations including charts and graphs, diagrams and illustrations, photographic images, and informational and procedural text. Collaboration o Students work collaboratively with others, both in small and large groups in their science classroom.

Academic Language Demand Language Function: Students are expected to predict the force of gravity for each item, question what will happen with the friction experiment, and explain both gravity and friction activities and why what happens, happens. Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Analyze Interpret

Scientific Vocabulary: Gravity, Friction, Potential energy, Kinetic energy

Instructional Objective: Students will be able to state what gravity and friction are in their own words and also in their own words, students will define potential and kinetic energies. They will be able to successfully answer 6 out of the 7 questions on the quiz given in the evaluate phase of the lesson. additionally, they will be able to illustrate their understandings by completing the two worksheet, one about gravity and one about friction. Prior Knowledge (student): Student should have the knowledge of gravity on earth and gravity in space (third grade standard) Content Knowledge (teacher): Friction is when two things rib together and produce a source of heat energy. There are two types of energy: Potential energy: when an object is lying still and Kinetic energy: when an object begins to move. Gravity is the force that pulls us to the core of the earth. Gravity is why we can walk on our feet unlike in space where we would be floating around. Accommodations for special needs (individual and/or small group): I will make sure that my struggling students are placed closer to the front so that there are minimal distractions. I will place my more advanced students in the middle/back of the classroom and a more advanced question assessment. For my ELLs, I will accommodate these students with native language friendly assessments and/or pictures. Materials and Technology requirements: All materials are prepped the night before and will be ready upon lesson. 4 individual bags with: bouncy ball, paper clip, penny, and book inside. Gravity assessment (21 copies) Gravity observation sheet (21 copies) Friction experiment materials: book, 24 inches of yarn, 10 washers, jumbo paperclip, placemat, 8 straws, 4 hexagonal pencils, 12 inches of Masking tape Friction observation sheet (21 copies) Total Estimated Time: 50 minutes

Source of lesson: IMB clinical teacher Safety considerations: The best option is to have everything ready before the lesson ever begins. Have groups spread out throughout the whole classroom so they are not doing the gravity observations so close together.

Content and Strategies (Procedure) Engage: Start the class with the following questions: Can anyone tell me what friction is? Can anyone tell me what gravity is? There are two types of energies involving friction, does anyone know what they are? Tell the students that they will be learning about both Gravity and Friction today and how both of them work together. Write definitions on the board for Gravity, Friction, Kinetic energy, and potential energy for students to reference. Explore: Start with friction and end with gravity. (Experiment should be set up before class) Friction **What it should look like The masking tape should be placed horizontally, 12 inches from the edge of the table.

Blue: Table, Washer (O), paperclip Green: Yarn Orange: Masking tape Black: Book Ask the following questions: (With the book on the table) How many washers do you think it will take for the book to slide forward on the table? (With the book on the straws) How many washers do you think it will take for the book to slide forward on the table with straws? (With the book on the hexagonal pencils) How many washers do you think it will take for the book to slide forward on the table with pencils? (With the book on the placemat) How many washers do you think it will take for the book to slide forward on the placemat?

Trial and Error Students will record their educated guesses on the Whats the Flap about Friction observational work sheet before experiment is conducted. Ask the following questions: Do you think it will roll better on the straws or pencils? Do you think it will roll better on the placemat or table? How many washers do you predict it will take for each: straws, pencils, placemat, and table. Determination Students will need to determine whether their predictions were correct based on their findings of the experiment and what actually happened using the Whats the Flap about Friction worksheet:

To check for understanding, teacher will ask the following questions: When did the book show potential energy? When did the book show Kinetic energy? Why do you think the book rolled better with the straws verses the hexagonal pencils? Why do you think the book moved better with nothing under it verses the place mat? Gravity! Ask students the following questions before allowing them to explore. Can anyone tell me what they know about Gravity? Gravity is what pulls us to the earth, if we didnt have gravity, what would we be doing right now? Do you think heavier things fall harder than light things? Do you think weight is a factor with gravity, do things hit harder than others? Why or why not. Trial and Error Students will break up into 4 groups of 5 (one group of 6). Each group will get a pre-made baggie of items (bouncy ball, paper clip, book, and penny). Student will drop two items at a time while completing the Dropping Race observational worksheet. On this worksheet, I will have 5 items:

Determination Students will need to determine whether the heavier things hit the ground first or the lighter things hit the ground first or if it is a tie every time. To check for understanding, teacher will ask the following questions: Who thinks the heavier things hit the ground first? Who thinks the lighter things hit the ground first? Who thinks they both hit the ground at the same time? Why do you think they hit the ground at the same time?

Explanation: Student Sharing Gather the classs attention and have each group share (to the whole class) what they discovered. Say aloud questions you asked on the worksheet so the students do not ramble. Discuss their findings about friction as well. (Be sure to erase board of the definitions before asking students questions) Possible questions to ask students to facilitate discussion: What is potential energy? When did the book conduct potential energy? What is kinetic energy? When did the book conduct kinetic energy? What is friction? What is friction a source of? What is Gravity? Do items of different weights land on the ground at different times? Why or why not? Conceptual development As a teacher, I will allow student to share openly everything they discovered. Students learn more from each other, so gathering information from fellow peers will help students to gain a better understanding. To start this discussion, teacher will give students a starter statement: #1: Friction o I know when I put the straws under the book, the book just rolled off the table with no problem once I put the washers on the paper clip. Can someone tell me why this happened? Talk with your neighbor about your findings. #2: Gravity o I know when I dropped the book with the paper clip they both hit the ground at the exact same time. I wonder why this happened. Can someone tell me what they think? Talk with your neighbors about your findings. Connecting explanations Have students at neighboring tables share their findings. Let students work together and see if another table observed something different that they may not have realized. Walk around the room to make sure students are staying on task and asking appropriate questions to other classmates. Student explanations Gather the class back together and have a person from each group say aloud one thing that they gathered from the other tables based on the starter statements from above. Guide student explanations with possible statements to their questions:

 Did you know that gravity causes all objects to falls at 9.8 meters per second? o This is why two objects of different weights hit the ground at the same time. Did you know that you can make friction with your hands by rubbing them really fast together. o Does everybody feel the heat?

Elaborate: Explain to the students that gravity is measured by meter per second. therefore, if you drop a ball from 0 meters/per second (before you drop the ball) after one second the ball could be dropping at 9.8 meters/per second. this measures the gravity at the surface of the earth. Explain to the students that friction is the force that stops or slows something down. Friction uses two types of energies; Potential energy and kinetic energy. Potential energy is when an object is still and not in motion. Kinetic energy is when the object begins to move. An example of this would be rolling a ball down a slide. The ball would have potential energy at the top of the slide before it is rolled down the slide. When the ball is rolled down the slide is when it has the kinetic energy. Activity Not enough time to do another activity. Evaluate: Assessment Give students the following assessments: Exit cards (formative assessment) o In your own words, what is gravity and what is friction? Quiz (summative assessment)

To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: All students with the exception of one got 6 out of 7 correct.