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North Carolina Essential Standards taught in this lesson: 

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North Carolina Essential Standards taught in this lesson: 

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-Essential Standard -> 5.P.1: "Understand force, motion and the relationship between them."

Clarifying Objectives:

5.P.1.1: "Explain how factors such as gravity, friction, and change in mass affect the motion of objects."

5.P.1.2: "Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel."

5.P.1.3: "Illustrate the motion of an object using a graph to show a change in position over a period of time."

5.P.1.4: "Predict the effect of a given force or a change in mass on the motion of an object."

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Components in the Science Lesson (Part 1):

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Components in the Science Lesson (Part 1):

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-Reviewed whether gravity is a pull or push force (gives examples of how it's a pull force). Then proceeded to ask her students, “Does that make sense?”

Ms. Gilbert began presenting a
Google Slides Presentation with the following information:
-She had the definition of friction on the first slide. The definition she wrote was, “Force that is created anytime two surfaces move or try to move across each other.”
-Showed a video of glove touching a running baseball player.
-Then she showed a video of a baseball hitting grass. This was connected to the standard 5.P.1.3: "Illustrate the motion of an object using a graph to show a change in position over a period of time."

On the video they showed a velocity measure going down as the ball approaches the ground. This connected to the standard 5.P.1.2: "Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel."

Asked the students the following question: "What example of friction did you see?"

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Components in the Science Lesson (Part 2):

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Components in the Science Lesson (Part 2):

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Ms. Gilbert presented the following information on Google Slides (The material on the slide connects to the standard  5.P.1.1: "Explain how factors such as gravity, friction, and change in mass affect the motion of objects"):

-It said the following on one Google Slide "Once an object is in motion, it will keep in motion until some other object changes its motion. In fact, it takes force to make an object stop once it is in motion."

-Ms. Gilbert asked the following: "Why do moving objects stop moving?" (Attention-Focusing Productive Question). Promoting a discussion based on this question is a type of formative assessment. Two of the main goals of formative assessments are to keep track of your student's learning progress and allows students to take part in the process (Torres). She proceeded to give wait time to let some of her students have time to think about the answer-> "Moving objects do not naturally stop moving. They stop because other forces are acting on them to slow them down."

-Shows a video of forces that occur on a playground (slides, swings)-> Allows kids to relate to the material since they have experienced forces on a playground before.

The teacher presented a Smart Start Graph. This graph  connected to the standard, 5.P.1.3-Illustrate the motion of an object using a graph to show a change in position over a period of time") that was labeled with the following:

Low friction surfaces (wax paper, tabletop not wooden iced)

Medium friction surface (felt fabric, rubber car mat, corduroy fabric)

High friction surface (sandpaper, rubber stair tread, vinyl upholstery)

After presenting this graph, she asked her students the following question: "How would rolling a ball change across these different surfaces?" (Comparison Productive Question). Again, promoting a discussion, a type of formative assessment.

The teacher asked for student volunteers to share their thoughts on this question.

Most of the student's answers were very accurate.

-Then, the teacher presented a video about friction from "Hot Wheel Labs."

It shows how friction plays out with Hot Wheels.

A guy is teaching kids how friction works while moving these hot wheels against a track.

The kids in the video were asking good questions, such as...

"Why would you want more friction?" (Attention-Focusing Productive Question)

The guy in the video teaching the kids about friction provides understandable explanations that kids can engage with.

When showing this video, she implemented a classroom management skill of engaging her students in what they are learning. They were completely engaged with this video because the information was easier to understand, and it involved a toy a lot of them took an interest in (Tomlinson & Imbeau, 1999).

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Components in the Science Lesson (Part 3):

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Components in the Science Lesson (Part 3):

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On Ms. Gilbert's Google Classroom, she had an assignment called " Science Vocabulary Slides" that she wanted her students to do for Homework.

At this point, they could only complete slide 2 about Gravity and Slide 3 about Friction.

The slides are set up in the following way:

One side gives the term (Friction or Gravity), and they have to write the definition on this slide, and they have to provide an example of friction and a picture on the other slide.

Having her students work on these google slides individually allows her to see their own understanding of what they just learned. Assignments like these allow teachers to see their student's understanding of the material while they are learning it (Neill, 2009).

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-Before I would have begun instruction for this science lesson, I would have asked my students the following question, "Where have you heard the term friction before, and what do you know about friction?"

-I would have asked this question as a type of formative assessment because it allows me to recognize my students' prior knowledge and, most importantly, their misconceptions. From there, I can make sure I am addressing these misconceptions when I am doing my instruction.

-I would review what a force is by writing down the same definition Ms. Gilbert wrote for Force on the Board/Google Slides: "Force that is created anytime two surfaces move or try to move across each other."

-I would then show the following video because it provides multiple real-life examples of friction the kids take part in throughout their day-to-day life.

https://www.youtube.com/watch?v=V2P6CuHVWvI

-I would pause the video right after it explains the four types of friction (Static, Sliding, Rolling, and Fluid) and the definition of each one and have the students write down these four types in their science notebooks

-After the video, I would ask: "Can you give me examples of each type of friction you have experienced with your partner? We will do think-pair-share. Once you share it with your partner, write down the examples you and your partner came up with. I will ask for student volunteers to share their examples with the class."

-I would then have them do another think-pair-share with their partner and writing down their ideas with the following question: "How would we be able to figure out if there's a lot of friction occurring between two objects or if there is little friction occurring?". Once they are done with this, I would ask for student volunteers to share out their ideas.

-I would collect these notebooks to assess their current understanding (a formative assessment) at the end of the day to see if my students understand the material and figure out what instruction I need to implement to better their understanding.

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Create (Rice Experiment with Productive Questions):

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Create (Rice Experiment with Productive Questions):

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-I would have my students work on an experiment with small groups called the "Rice Experiment":

-Here is a link talking about this experiment: https://www.physicscentral.com/experiment/physicsathome/floating-rice.cfm

-Directions for Experiment I would give to my students :

First Step: Pour the rice into the empty bottle, filling it all the way up.

Second Step: Slowly push the pencil with the point down, and then slowly pull the pencil back up.

Keep repeating this step.

- As they continue to move the pencil up and down, it should become harder for the pencil to go down each time. At some point, they will not be able to pull out the pencil, causing them to pick up the bottle with the pencil.

-Productive Questions I would give to my students to work on with their small groups. They will write down these answers in their science notebook.:

Before the experiment (will have already been given the instructions):

What do you think will happen once you put the pencil down into the bottle of rice? (Attention-Focusing Question)

After the experiment:

How does friction play a role in this experiment? (Attention-Focusing Question)

How would it be different if the bottle had less rice in it? (Comparison Question) (American Physical Society, 2021)

If the pencil was thinner (skinnier), could you find a way to ensure that the pencil would still lift the water bottle? (Problem-Posing Question)

-After they have completed these productive questions and shared out their answers, I would then explain the science concepts:

In between each grain of rice is a little space called an air pocket. As you are starting to push down the pencil, the rice grains get pushed closer together until they touch the rice grains next to them. When the grains are rubbing against each other, friction is occurring between them. Since the grains are so closely packed together, the friction force causes the grains to physically push against the pencil, causing them to get stuck.

I would explain this information after doing the experiment and productive questions because it allows me to see if the students understand the friction's role in this experiment by using their current knowledge about friction. If I explained the science behind the experiment while experimenting, it wouldn't allow them to use their own critical thinking skills and wouldn't allow them to participate in the inquiry.

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Type of Productive Questions Asked in the Lesson/Questions that Weren't Productive:

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Type of Productive Questions Asked in the Lesson/Questions that Weren't Productive:

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Attention-Focusing Questions:

-"Why do moving objects stop moving?" -Ms. Gilbert

This question gets the students thinking about what they are about to learn.

-"Why would you want more friction?" (asked by a guy in the Hot Wheels Lab video)

This question is specific but allows the students to think of possible answers (more than just one).

Comparison Questions:

-"How would rolling a ball change across these different surfaces?"-Ms. Gilbert

This is a comparison question that gets the students thinking about how different surfaces would have different levels of friction and why.

Questions that were not Productive:

"What example of friction did you see?"

She asked this question after watching the video of the ball hitting the grass.

It has one direct answer and doesn't get the students to use their critical thinking skills.

You can alter this question to become a productive question by saying, "What other examples of friction do you see in your everyday lives?"

A graph of the productive questions is in the image below.

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-Video/Think-Pair-Share

For those with an intellectual disability, I would put them with a small group of students willing to talk with them and help them with their thinking process.

For those with ADHD, I would make sure to put them with a group of students who would kindly help the students with ADHD stay on task.

-Experiment

For visually impaired or blind learners, I would have them feel all of the materials going into the experiment and constantly have them feel what is going on during the experiment.

Those who are autistic may need more specific communication from me, as the teacher, to understand what to do for the experiment.