This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate) Jasmine Seppala Grade-Level: 5th Lesson Date: 10/6/23

Title of Lesson: Friction Experiment Day II Cooperating Teacher: Holly Johnson

Core Components
Subject, Content Area, or Topic
Science
Student Population

Mrs. Johnsons class:

Total student population: 23 students
Number of females: 12
Number of males: 11
ELL: 1
SPED: 4
Identified gifted: 8

Mrs. Rodriguez’s class:

Total student population: 24 students
Number of females: 12
Number of males: 12
ELL: 2
SPED: 2
Identified gifted: 7
Learning Objectives

Students will know:

Force is what causes the motion of an object
Push and pull are forces
Friction is another type of force that affects the motion of an object
Friction the force that opposes the motion of another object
Students will be able to:
Define what motion and force are
Identify how forces affect the motion of an object
Describe how friction works
Virginia Standard(s) of Learning (SOL)

5.3 The student will investigate and understand that there is a relationship between
force and energy of moving objects
a.) moving objects have kinetic energy
b.) friction is a force that opposes motion.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Materials/Resources

Smartboard
Whiteboard
Pencil
Lab sheet
Ramp (already built by teacher)
Ss designed cans
Stools
Cardboard box
Stopper for cans
Chromebook for timer
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%

Safety Considerations

TW tell Ss that in the library our voices are quite

TW tell Ss that while they aren’t rolling their cans their voices are off and they are observing
TW tell Ss that when they roll their can, the do not push it down the ramp, but simply let it roll down

Time
Process Components
(min.)
3 min *Anticipatory Set

- TW hand back Ss lab sheet

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

- TW tell Ss to write the material they chose to increase the friction of their can on
their lab sheet if they haven't already
- TW tell Ss they are going to go down to the library to conduct their science
experiment!
*State the Objectives (grade-level terms)

- I can described motion by an object’s direction and speed

- I can describe changes in motion are related to force and mass
- I can define friction as a force that opposes motion
- I can explain that moving objects have kinetic energy
2 min *Instructional Input, Modeling, or Procedures

-TW remind Ss of their testable question- the question that guides their entire
experiment (If I add material to a can, it will increase the friction and cause the can
to go slower)
- TW will remind Ss of hypothesis - essentially the same as testable question just
with the specific material Ss chose
- TW remind Ss of the independent variable - material they added to their can (the
thing they changed about their can)
- TW remind Ss of dependent variable- the time the can takes to roll down the ramp
(what you measure in response to the independent variable)
- TW remind Ss of different types of data - quantitative and qualitative (numbers
data and the description of data through words- our observations)
*Check for Understanding

-
How can we measure the effects of friction on the motion of an object?
-
How does friction affect the motion of a can that has different materials added to it?
-
Was this experiment an accurate representation of how friction affects the motion
of an object?
- If you were able to redesign your can and do another trial, what would you change
about your can? How might the friction be changed by your change?
25 min *Guided Practice

- During snack TW set up ramp**

- TW tell Ss to get their whiteboards, pencil, and lab sheet together
- TW tell Ss they are now going to go to the library to conduct their experiment
- TW tell Ss that in the hallway they are quite, showing that they are role models for
the school, and that they themselves can handle doing fun experiments
- TW tell Ss that when they get to the library they will find a seat at the tables and
wait patiently and quietly for the next set of directions
- TW use 1, 2, 3 strategy to get Ss in line
- TW take Ss to the library
- TW set up timer (ramp will have already been set up)
- TW tell Ss that she will assign the person who rolls the can down the ramp, and
that each group will come up to roll their can one at a time when she calls them to
do so

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

- TW tell Ss that she will be in charge of the timer and they simply need to record the
time
- TW tell Ss that while other groups are up rolling their cans they are quiet and
observing how the can rolls down the ramp
- TW tell Ss that she will do the control can roll
- TW roll the control can
- TW tell Ss to record the time on their lab sheet and the qualitative data they
observed
- TW call one group up at a time - announcing the group name as well
- The group called will roll their can twice, record their times, and sit back down
- Process will be repeated for all six groups
- When all groups have completed their roll TW call Ss attention

-
TW tell Ss they are now going to go back to the classroom to fill out their
conclusion
- TW will use 1,2,3 strategy to line Ss up
- TW take Ss back to the classroom to write up the conclusion statement as a class
- TW remind Ss of how to write up a conclusion
- TW ask Ss if they were to do a redesign like they were able to do for the pumpkin
chunkin experiment, how they might redesign their can to make it better?
- TW engage in a class discussion on the data collected from experiment
- Did the experiment go as you had thought?
- What does your data say about the friction you created on your can?
- TW release Ss to write their conclusion
- TW tell Ss before moving onto the next assignment, to come and show her their
conclusion statement
15 min *Independent Practice

-TW tell Ss they are going to fill out a google form to assess their understanding of
friction
- Ss will use the strategy of an exit slip- the google form
Assessment

- TW look over Ss conclusion statement and make them add/redo it if need be

- TW collect data from google form exit slip
1 min *Closure

-
TW tell Ss they showed great work and creative thinking in their can designs. TW
also thank Ss for their good behavior in the library during the experiment!
- TW tell Ss to think about during the day how if different surfaces they normally
come into contact were different like the scenarios we went through and how their
life would be affected as a result.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multi-cultural).

Visual learners satisfied by the demonstration/experiment of cans rolling down ramp

Auditory learners satisfied by T’s spoken word
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Kinesthetic learners satisfied by the experiment itself

Reading/writing learners satisfied by filling out the lab sheet
Classroom Management Strategies (To ensure a positive learning environment).

Call and response: Clapping

TW be aware of time for each section of lesson
TW give clear one step directions
TW redirect off task or distracting behavior either through proximity or calling out directly
TW reaffirm positive student behavior
TW remind Ss of proper voice level
TW assign specific Ss to certain tasks for the experiment
TW remind Ss that they are role models and to show the wolves way while traveling outside of the
classroom
TW have the ramp already set up in the library
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

This lesson aligns with CAEP standards three and four. One part of standard three states that
the candidate will plan learning activities to promote a full range of competencies. The science
experiment the students conducted within this lesson hit on several other aspects of the different
competencies embedded in the CAEP standards other than just three and four. For example, the
experiment promoted competency two because it tied into mathematics by requiring the students to
compare their data and determine which can was slowest and then further having the students
discuss the data using mathematical language. The experiment also promoted competency five
because through this experiment as the teacher I was able to “promote learning and development of
every child through participation in collaborative learning environments”. In both parts of the
science experiment, the preparation and the conducting, the students were working in collaborative
groups which required that they talk with one another and discuss their ideas on how they might
create the most friction out of all the other groups. They also had to design the can as a group which
again required collaboration. Moreover, this lesson also aligned with standard four which states that
“candidates make informed decisions about instruction guided by knowledge of children and
assessment of children’s learning that result in the use of a variety of effective instructional practices
that employ print, and digital appropriate resources”. The experiment was designed as a result of
two things, one being the fact that in the curriculum, there wasn’t much to the enduring
understandings that students need to know regarding friction, and two because based on data

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

collected through exit slips and work, the students were showing a lack of understanding in regard
to the concept of friction. Based on the fact that there wasn’t much in the curriculum the students
needed to know and from the data I collected, it was concluded that creating a science experiment
around the concept of friction would be a good way to help students visualize and work hands-on
with the concept of friction, also to extend what they needed to know. In this lesson there are also
effective instructional strategies being used such as one that employ print and digital resources,
which is another aspect of this standard. For the print aspect of this standard, in this lesson the
students were keeping a lab sheet to hold all their information regarding the science experiment, and
for the digital resources aspect, after the experiment was conducted the students filled out a google
form (as an exit slip) on friction. This google form was also a way for me to collect data to see
where the students were at in their understanding of friction after the experiment had been
conducted.

The main component of this lesson was the science experiment itself. As the unit of force
and motion came to a close, I wanted the students to engage in a hands-on experiment, this is
because most of the previous lessons have utilized a lot of discussing and exploring of different
scenarios but nothing really hands-on. According to Flick (1993), “hands-on activities are necessary
for developing concrete, experiential background especially for students who have had little
exposure to experiences important for learning about the natural world”. Flick is stating that
hands-on activities are a crucial aspect of teaching when it comes to the natural world, and it can be
inferred that in a manner of speaking Flick is stating that in order to teach science effectively there
must be a hands-on component, which is exactly what I believe and is why I chose to incorporate it
into this science unit. Another key component of this lesson which was meticulously thought out,
was the collaboration/group work aspect of the lesson. For this experiment I wanted the students to
work in groups but I chose their groups intentionally in order to get the students collaborating with
students they don’t usually do. I also wanted to have the higher students be able to extend their
learning through this activity in a way they aren’t usually able to because of the way the previous
assignments/activities have been formatted. I chose this experiment to be a group effort because
according to Johnson, Johnson, & Stanne (2000), “the research on cooperative efforts, furthermore,
has unusual breath, that is, it has focused on a wide variety of diverse outcomes. Over the past 100
years researchers have focused on such diverse outcomes as achievement, higher-level reasoning,

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

retention, time on task, transfer of learning, achievement motivation… valuing differences,

psychological health, self-esteem, social competencies…and many other outcomes. There may be
no other instructional strategy that simultaneously achieves such diverse outcomes”. Cooperative
learning is a teaching strategy that stands out amongst almost all others, and it holds a major place
in my personal teaching philosophy. I do not believe that students learn best on their own and I think
that working in a group where ideas can be discussed and explored together yields a higher level of
critical thinking and overall learning. In an effort to tie in two components of my personal teaching
philosophy (hands-on learning and cooperative learning) I created this science experiment for my
students to hopefully come to a better understanding of the concept of friction.

In conclusion, I have found it an enjoyable yet challenging task to come up with lessons that
not only align to the state standards, the CAEP standards, and that incorporates my own personal
beliefs on education. Throughout this challenge I have clung to the verse Philippians 1:6 which
states “And I am certain that God, who began the good work within you, will continue his work
until it is finally finished on the day when Christ Jesus returns”. This verse has helped me in
planning effective and high yield learning lessons because it gives me the strength I need to keep
going and creating for my students.

References
Flick, L. B. (1993). The meanings of hands-on science. Journal of Science Teacher
Education, 4(1), 1-8.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A
meta-analysis.
The Holy Bible. The English Standard Version

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021