David Boulton

EDC 273
M6A1: Unit Plan Outline

Science Unit Plan

1.
2.
3.
4.

Unit Outline
Instructional Sequence
Lesson Plans A, B, C
References and Resources

1. Unit Outline
Subject

Science

Grade level

Fifth

Title

Forces: Friction

Content Standard:

AZ Science Standard. Grade 5:

Strand 1: Inquiry Process; Concept 1: Observations, Questions, and
Hypotheses PO 1 - Formulate a relevant question through
observations that can be tested by an investigation
Strand 1: Inquiry Process; Concept 2: Scientific Testing
(Investigating and Modeling) PO 2 Plan a simple investigation
that identifies the variables to be controlled.
Strand 5: Physical Sciences; Concept 2: Motion and Forces understand the relationship between force and motion PO 4 Demonstrate effects of variables on an objects motion (e.g. incline
angle, friction, applied forces)

Key Terms

Requisite Knowledge

Force, push, pull, dependent variable, independent variable,

controlled variable, fair test, movement, friction, experiment,
apparatus.

Forces cause changes to the movement of objects;

Forces can be thought of as pushes and pulls;
A variable is a characteristic that can be measured;
Central features of a scientific experiment.

Knowledge to be gained

Understand that friction is a force that occurs when two

objects rub together;
Understand that friction has applications in sports, industry,
and other areas;
Reliability of results can be improved by repeated testing,
averaging results, or by improving the quality of the testing
procedure.

Performance expectation

(Lesson plans to contain specific objectives). Students will be

introduced to and gain an understanding of the friction. By the end of
the unit, they should be able to define friction and give multiple realworld examples. Students should be able to apply their knowledge of
friction to new situations, analyzing the role of friction in real-world
applications. Students will have definitions and concepts of variables
reinforced. By the end of the unit, students will have written up a
complete scientific experiment using appropriate technical language
and topic vocabulary.

2. Instructional
Sequence

Lesson 1: What Is Friction? (Presented here as Lesson Plan A)

Students are introduced to the concept of friction;
Students discuss friction in the context of sports;
Students make predictions and design test of materials;
Students test their hypotheses.
Lesson 2: Investigating Friction (Not presented in full here)
Students adapt and modify their experiments;
Students collect and record data;
Students share findings with other pairs and class;
Students discuss the concepts of fair testing.
Lesson 3: Friction Fair Tests (Presented here as Lesson Plan B)
Students evaluate and critique experiments;
Students modify and improve their fair testing procedures;
Lesson 4: Friction(less) World (Presented here as Lesson Plan C)
Students discuss the role of friction in their lives;
Students synthesize their understanding of friction in the real world
and their conceptual learning;
In this interdisciplinary lesson, students produce a journal recording a
day in the world with more or less friction.

3. Lesson Plan A
Subject

Science

Grade level

Fifth

Title

Investigating Friction
Estimated
duration
50 mins

Content Standard:

AZ Science Standard. Grade 5, Strand 5: Physical Sciences;

Concept 2: Motion and Forces - understand the relationship
between force and motion PO 4 - Demonstrate effects of
N/A
variables on an objects motion (e.g. incline angle, friction,
applied forces)

Learning objective

SWBAT to list at least four different materials in order from

least to most friction, explaining their findings in writing
N/A
with reference to the dependent variable, independent
variable, and at least two controlled variables.

Anticipatory Set

- Show students a video of an Olympic speed-skating race,

asking students to describe what they observe;
- Ask students to recall the definition of a force as pushing
or pulling effect upon an object;
- Show students a brief video of a basketball game, asking 5 mins
students to compare the movement of the players (referring
to movement, starting, stopping, speed);
- State that friction is the name of a force, and it is the
enemy of speed skaters and the friend of basketball players.

Teaching-Input

- Describe friction as a force that works to stop something 8 mins

from moving; it is a force that occurs when two objects rub
against each other;
- Explain that in the earlier examples, friction occurs when
the ice-skate and the ice rub against each other, and when
the basketball shoe and the basketball court rub against
each other;
- Explain that the friction force created be the ice and skate
is smaller than the friction force created by the shoe and the
basketball court;
- State that sometimes friction is helpful and sometimes it is
unhelpful it is helpful for basketball players trying not to
slip and slide on the court, but it is unhelpful for speedskaters who attempt to maximize their speed.

- Different materials have different amounts of friction.

Teaching-Modeling

Check for understanding

Guided Practice

- Explain that students will be investigating which types of

material create more friction than others, using the
assortment of materials and objects provided;
- Roll a marble gently across the table, and then across the
carpet, pointing out that the marble traveled much further
on the smooth desk; state that this suggests that the desk
generates less friction than the carpet;
- Remind students that we need to conduct a fair test to
determine if this is true;
8 mins
- Recreate this modeled test, thinking out loud and
describing: controlled variables - that the marble is being
rolled with the same force (from a ramp); that the same
marble is used; that we're doing it in the same part of the
same room on the same day, etc; independent variable the
material that is being tested (i.e. desk and carpet), and the
dependent variable the distance that the marble travels
across the material.
- Initially: ask students to write on personal whiteboards an
upwards arrow for 'high' and a downwards arrow for 'low'
friction, and read out a list of different materials (sand box,
grass, glass, ice, for example). Ask students to explain their
answers, and predict what they think would happen if a
5 mins
marble or a Hot Wheels car was rolled across it.
- During guided practice: circulate to discuss students'
strategies for testing the relative friction of their chosen
materials; discuss controlled, independent, and dependent
variable; check for understanding of fair test concepts.
- Students work in pairs to devise an experiment to test the
relative friction of provided materials;
- Students select from marbles, toy cars, a range of
ramps/slopes to design their apparatus;
- Students record their variables and their predictions in
blank experiment plan;
- Students test their experiment design and note initial
results.

18 mins

Closure

Independent Practice

Assessment

Differentiation

21st Century Learning

- Invite students to recall the definition of friction;

- State that friction is a force that opposes movement when
two materials slide across each other;
- State that the carpet creates more friction than the desktop
2 mins
and that we saw this by conducting a fair test to roll a
marble across both;
- Ask students to check their findings so far and re-test if
they wish to.
- Students repeat any tests that they wish to, and record
findings;
- Homework or next session: students compile their results
into a simple table, and write four comparative sentences
about their findings;
- Students list their tested materials in order from lowest to
highest friction force.

4 mins
class; 20
mins
homework/n
ext session

- Grade the experiment write-up with reference to the

lesson objective;
- Informally assess student understanding of concept
(friction) during class practice, and discuss fair-test
concepts while circulating.

N/A

- Lower-ability students' work can be scaffolded further, by

narrowing the controlled variables (i.e. selecting a
marble/ball/car, and a ramp/slope); can also compare fewer
(e.g. two) materials with clear disparity such as carpet and
smooth plastic; greater scaffolding of experiment write-up.
- Higher-ability students encouraged to write complete
N/A
hypotheses, referring specifically to friction forces; these
students may propose alternative apparatus within the
reasonable classroom bounds; these students can discuss
ways in which their results could be verified or made more
accurate (e.g. repeated testing, using averages, etc.)
- Communication, both oral and written in pairs and wholegroup, throughout.
N/A
- Use of multimedia products to hook students in
anticipatory set presentation.

3. Lesson Plan B
Subject

Science

Grade level

Fifth

Title

Friction Fair Tests

Estimated
duration
50 mins
Content Standard:

Learning objective

Anticipatory Set

Teaching-Input

AZ Science Standard. Grade 5, Strand 5: Physical Sciences;

Concept 2: Motion and Forces - understand the relationship
between force and motion PO 4 - Demonstrate effects of
N/A
variables on an objects motion (e.g. incline angle, friction,
applied forces)
SWBAT identify correctly whether three given examples of
a friction-related experiment (see Lesson Plan A) can be
N/A
considered a fair test, giving a reason for their selection.
Remind students that in the last session they
investigated the relative friction of different
materials;
Remind students that their aim was to create a fair
test;
Show portion of Sid The Science Kid Fun With
Friction Cartoon Animation video;
Ask students to think about whether Sid was
conducting a fair test.

5 mins

Show video Scientific Variables

Ask students to work in pairs to define the key
terms from the video;
Have students define terms to the class;
10 mins
Explain that a fair test is one which holds all
variables other than an independent variable
constant;
List the variables that were involved in their friction
experiment designs.

Teaching-Modeling

Check for understanding

Set up an apparatus similar to that used in Lesson

Plan A;
Recall that the independent variable being tested
was the material onto which the car or marble was
rolled;
List the other variables at play while setting up the
apparatus;
Demonstrate the effect of changing the type of
object used, showing the effect of rolling a small
marble and a tennis ball down the same ramp;
Demonstrate the effect of changing the force at
which the object is rolled by pushing a marble
gently and then a little harder;
Explain that even if we attempt to make these
factors equal, human error is involved;
Demonstrate the use of a Newton meter to control
push force of object.

8 mins

Ask students to list all of the variables that were

part of their experiments in the last lesson;
Continually present hypothetical changes to
students and ask them to write on whiteboards
more or less fair test;
Circulate among pairs discussing possible
modifications to their.

5 mins

Guided Practice

Pairs volunteer to demonstrate their experiment set

up from the prior lesson;
Students take turns listing the variables present in
the experiment;
Students make suggestions to improve the fairness 10 mins
of their test;
Students add Newton meter element to their tests;
Students repeat a sample of their tests with different
materials and compare.

Closure

Ask students to compare their results from this

period with last;
Restate that their tests have been modified to be
more fair;
5 mins
Remind students that variables in science are factors
that can adjusted and affect outcomes;
Ask students to define different types of variable.

Independent Practice
Students continue to recreate their modified
experiments and repeat testing, record results;
For homework: students write account of their
changes, referring to key variables and fair test
concept.

7 mins and
homework

Assessment
Informal throughout (see Check for Understanding);
Later: ask students to identify fairness of described N/A
experiments.
Differentiation

21st Century Learning

ELLs can be pre-taught vocabulary words for

variables and fair-tests during reading/ELA
instruction as appropriate;
Lower-ability students' modification reports can be
template-based and contain key words/sentence
N/A
starters; select similar ability students to critique
each others' experiments;
Higher-ability students can edit original experiment
write-up to include Newton meters or other
modifications instead of attaching account of
modifications.
Throughout, multiple opportunities for variety of
modes of authentic communication;
Marginal in word processing of experiments.

N/A

3. Lesson Plan C
Subject

Science/ELA interdisciplinary

Grade level

Fifth

Title

A Friction(less) World
Estimated
duration
50 mins

Content Standard:

Learning objective

AZ Science Standard. Grade 5, Strand 5: Physical Sciences;

Concept 2: Motion and Forces - understand the relationship
between force and motion PO 4 - Demonstrate effects of
N/A
variables on an objects motion (e.g. incline angle, friction,
applied forces)
SWBAT to compose a journal entry in which they refer to
at least four activities that may be changed if friction was
removed; the piece will include a definition of friction.

N/A

Anticipatory Set

Show students portion of video Funny People

Falling On Ice;
Ask students to recall that friction can be helpful or
5 mins
unhelpful, and would be helpful to the people in this
video;
Ask students to think about a friction-less world.

Teaching-Input

Recall that friction is a force that opposes

movement; it exists when two objects rub together;
Remind students that the people in the video would
want extra friction on ice; ice-skaters would want
less;
Explain that friction exists whenever two objects
8 mins
rub together;
Give examples including: walking in the classroom,
cars driving on roads, trains on tracks, playing
soccer, sliding paper across the desk, etc.
Recap features of a journal entry including first
person pronouns, sequential details, personal
feelings.

Teaching-Modeling

Explain that students will be imagining a world

where friction rules are changed;
They will describe every day activities with regular
friction forces increased or reduced;
8 mins
Think aloud to imagine scenarios with more or less
friction than normal;
Begin to draft a journal entry, asking for students to
provide scientific vocabulary while writing.

Check for understanding

Guided Practice

Closure

Independent Practice

Assessment

Differentiation

21st Century Learning

Ask students to work in pairs to brainstorm

situations in their daily life that include friction;
Have students provide key words during modeling
5 mins
portion of lesson;
Circulate as students plan their journal entries,
asking them to explain orally their chosen scenarios,
feelings, etc.
Students brainstorm scenarios in which friction is
present in pairs;
Students discuss their ideas and present them to the
15 mins
class;
Students begin to select the situations that they will
describe, drafting their journal entries.
Remind students that sometimes friction or lack of
friction would be fun, dangerous, helpful or
unhelpful;
2 mins
Remind students that they are producing creative
writing that is also science and so their definition of
friction must be included.
Students draft their journal entries;
Students add appropriate images from the internet
and/or produce labeled diagrams;
Students complete their journal entries for
homework.

10 mins and
homework

Grade finished journals according to lesson

objective;
Informal throughout: observe paired discussions,
attentive to group input.

N/A

Lower-ability students' work can be scaffolded

further, by providing scenarios to consider;
journal entries can be templated to include sentence
N/A
starters and structure;
higher-ability students may include additional
details and situations and explanations.
Communication, both oral and written in pairs and
whole-group, throughout.
Multimedia video, desktop publishing.

N/A

4. References and Resources

Unit Level
Arizona Science Standards
Arizona Department of Education (2006). Science Standard Articulated by Grade Level: Grade 5.
<http://www.azed.gov/standards-practices/files/2011/09/sciencegrade5.pdf> Accessed 7/17/2015
Lesson Plan A:
Arizona Science Standards
Arizona Department of Education (2006). Science Standard Articulated by Grade Level: Grade 5.
<http://www.azed.gov/standards-practices/files/2011/09/sciencegrade5.pdf> Accessed 7/17/2015
Speed skating video
Top Gear (2014). 'Speed Skater Vs Jaguar XK '. (video) <https://www.youtube.com/watch?
v=oh7WqraqjL8> Accessed 7/17/2015
Basketball video
YouTube (2013). Greatest NBA plays of all time'. (video) <https://www.youtube.com/watch?
v=D6KUW8cs4Cs> Accessed 7/17/2015
Lesson Plan B:
Arizona Science Standards
Arizona Department of Education (2006). Science Standard Articulated by Grade Level: Grade 5.
<http://www.azed.gov/standards-practices/files/2011/09/sciencegrade5.pdf> Accessed 7/17/2015
Sid the Science Kid video
YouTube (2014). 'Sid the Science Kid friction adventure'. (video). <https://www.youtube.com/watch?
v=D6KUW8cs4Cs> Accessed 7/17/2015
Variables video
YouTube (2011). 'Scientific Variables'. (video). <https://www.youtube.com/watch?v=D6KUW8cs4Cs>
Accessed 7/17/2015
Lesson Plan C:
Arizona Science Standards
Arizona Department of Education (2006). Science Standard Articulated by Grade Level: Grade 5.
<http://www.azed.gov/standards-practices/files/2011/09/sciencegrade5.pdf> Accessed 7/17/2015
Funny People Falling on Ice
YouTube (2015). 'Funny People Falling on Ice'. (video). <https://www.youtube.com/watch?
v=lRLQJMCOCx8> Accessed 7/147