Lesson Planning Document Grade Level: Second Grade Lesson Name / Title: Friction Online Activity Learning Outcome

/ Learning Target / Lesson Objective: Students will explore the differences in surfaces as well as harder push in relation to distance. Common Core State Standards / Ohio Academic Content Standards: PS 2: Forces can change the motion of an object. Assessment Plan including attachments: SmartBoard activity observation and student reponse. Academic Language : Pull, push, surface, friction, distance, speed. Learning Trajectory : Prior to second grade, students should have some knowledge of push and pull as well as directions in which things move. After second grade, students will go into the effects of mass on the motion of an object. Lesson Materials: SmartBoard http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml

The Teaching Process (should included planned, open-ended questions to monitor student learning, and how the lesson will be modeled) 1. After brain break, have students remind me again what each word means. 2. Pull up activity for students. We are going to do this as a class to explore these vocabulary words in action. 3. Set expectations: Full attention needs to be on what is happening on the screen. Participation!! 4. During each step, have students explain why they think the sled moved the way it did. (After step two). 5. Pick one student at a time. 6. Allow the student who followed the instruction to explain why they think it happened that way, and then allow for student feedback. 7. Each surface can be drug on by a student. Allow for prediction after the vinyl on what they think will happen. 8. Allow another student to choose the amount of force to push the sled.

Rationales for Teaching Actions

Reflection on Teaching

1. Reviews the vocabulary again in order to apply it to the activity. 2. Engage student in the activity.

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3. Minimize interruptions and frustration by setting expectations that I want to see in order to be chosen to answer. 4. Explaining will help them articulate their thoughts. After step two so they can compare. 5. Allows students to reflect on actions they caused. Feedback allows for collaboration. 6. Predictions help for later in the day, as well as in science inquiry in general. 7. Gives student some choice.

10. Get students to make the connection to experience. 11. Another opportunity for prediction with present knowledge. Extended Activities: If there is free time, students may finish up their academic choice on their desk.

9. Student explains why they think it happened as mentioned before, and peers will provide feedback. 10. With ice, you push (only pull to yellow) 11. Why do you think, with the same push, the sled travels different distances on different surfaces. 12. Pick a few quiet hands to answer. 13. If friction is not mentioned, mention it. 14. What surface and push force will get the sled of the screen? 15. Have students make a prediction.

8. Pulling past yellow makes it go off the screen, which ruins a later step. 9. Get students to think about the effect different surfaces have.