Lesson Plan of Friction General Science Grade V

                                                             Lesson Plan of Friction

                                                            General Science Grade V

   

                                                                                                                                                                                                                                                                                       Students’ Learning Outcomes:

·                                     Describe friction and its causes

·                                                            Explain the advantages and disadvantages of friction.

·                                                          Suggest methods to reduce friction.

·                                                       Identify what cyclist, swimmers and parachutists do to reduce friction.

Information for Teachers:

The force which opposes the motion of one object over another is called friction.

·         It is caused by the roughness of the two surfaces.

 

·         

·         Friction can be a help or a hindrance for motion. It prevents objects from starting to move.

·         It can be reduced by making surfaces smooth e.g. by making surface wet or by oily.

·         The friction of rolling objects is less than the sliding objects.

·         To minimize air or water friction, the aeroplanes, cars, ships, boats etc. are shaped pointed or wedge like from the front.

·         The cyclists, swimmers and parachutists wear tight to dresses and cover their heads with tight caps to reduce the friction.

Material / Resources:

A book, a ball , wooden block, glass sheet, oil, textbook.

Worm up:

·         Ask a student to push a book lying on the table.

·         Then ask the students what happened to book? (Student’s response: The book moved on the table. Eventually it slowed down and stopped. )

·         Why do bodies stop? (Students’ response: There must be a force acting opposite to the motion of objects)

·         What is that force which stops the movement of objects? (Students’ response: When an object moves,  it rubs against the surface on which it moves . Rubbing provides an opposing force. This force is called friction.)

·         Ask the students what does cyclist do to stop a bicycle? ( Students’s  response: He applies brakes.)

·         Why does brake stop a moving bicycle? (Students’ response: The brakes rubs against the rim of the wheel and hence opposes the motion of bicycle.)

·         Draw out the conclusion that the force which opposes the motion of the objects is called friction.

                        Development:

Activity1 :

·         Place a wooden block on the table and tell a student to push it to slide over the surface of the table.

·         Ask a student what opposes the motion of the wooden block on the table? (students’ response: The roughness of surfaces.)

·         Then place glass sheet on the table and ask the same student to push the wooden block over the surface of the glass sheet.

·         Ask the students what difference do they notice when the block moves over two different surfaces (students; response: The block comes to rest after covering greater distance on the glass sheet)?

·         Inform them that the surface of table opposes the motion more than the glass sheet.

·         Ask the students why is sliding of the wooden block over the glass sheet easier than over the table? (students’ response: The surface of the glass sheet is smooth whereas the surface of the table is rough).

·         Inform them that the roughness of surfaces causes friction.

Activity 2:

·         Take a glass sheet.

·         Ask the student to rub the palm of her/his hand  on it.

·         Now pour a little oil on the sheet.

·         Ask the student to rub the hand again on oily sheet.

·         Then ask what difference do you feel on rubbing the dry glass sheet and the oily sheet? (students’ response: The oily   surface has less friction.)

·         Ask them how can we decrease the friction? (students’ response: By applying oil or grease between the surfaces which slide over each other.)

Activity 3:

·         Take a trolley school bag with wheels attached to its bottom.

·         Ask a student to drag the bag on a smooth floor over the side without wheels.

·         Then ask him/her to drag it over the wheels.

·         Ask the students, is it easier to move the bag or wheels? (students’ response: yes , the wheels reduce friction.)

·         Inform the students that friction can also be reduced by using wheels attached to the heavy objects to make the movement easier.

                                  Sum Up / Conclusion:

The teacher should ask the students: What have you learnt today and the write the conclusions on the board:

·         The forces which opposes the motion of the objects over another is called friction.

·         Friction is sometime desirable and some other times a hindrance.

·         The roughness of surface causes friction.

·         Friction can be reduced by making surfaces smooth, by oiling the surface or by using wheels.

                                 Assessment:

·         Make a table on the board and ask the students to copy on their note books.

·         Ask them to make a list of objects from their surroundings, offering more friction and less friction.

·         Involve the students in solving the questions given at the end of chapter/ unit in textbook.

                               Follow Up:

·         Ask the students to analyze how friction can be desirable and undesirable in our everyday lives . Use examples to support your statements.

·         Ask them to hypothesize what your life would be like if there were no friction. Which actions would be more difficult?  Which would be easier?

·         Ask them, is the friction between a child and surface of a ‘slide’ more or less? How does this make the slide work? How could you reduce the friction between yourself and the slide to make you go faster?

·         Ask them to draw and give description of the soles of different shoes in your house which have more grip and which are more likely to slip?