Science Lesson Kit · Teacher Resource
Friction Experiment: Which Surface Slows Motion? — 5E Lesson Plan
Physical Science · 45 minutes
Grade 3
5E lesson flow
01
Engage
6 min
Teacher Does
Slide the same block onto two different surfaces from the same ramp without revealing the measurements.
Students Do
Notice differences and propose what should be measured.
Ask
- What could we measure instead of saying one surface 'looks rougher'?
Look For
Stopping distance as measurable evidence.
02
Explore
15 min
Teacher Does
Guide groups through repeated trials on three surfaces.
Students Do
Release from the same point, measure stopping distance, record results, and repeat.
Ask
- What stayed the same?
- What changed?
Look For
Only the surface changes; measurements are recorded consistently.
03
Explain
8 min
Teacher Does
Connect shorter sliding distance with more friction in this setup and longer distance with less friction.
Students Do
Use data to compare two surfaces.
Ask
- Which measurement supports your claim?
Look For
Distance evidence rather than appearance.
04
Elaborate
10 min
Teacher Does
Give an anonymous new data set and ask students to identify a pattern and plan a follow-up trial.
Students Do
Interpret, predict, and design a fair next test.
Ask
- What would you keep the same in the follow-up?
Look For
Control of block, ramp, release point, and measuring method.
05
Evaluate
6 min
Teacher Does
Ask students to write one claim-evidence sentence about a tested surface.
Students Do
State a careful claim tied to a measured result.
Ask
- Does your claim say 'in this test' rather than 'always'?
Look For
Evidence-based, bounded claims.
Student goal
I can run a fair surface test, measure sliding distance, and use the data as evidence about friction.
Learning objectives
- Plan and carry out a fair comparison that changes only the surface.
- Measure and compare sliding distance as evidence about friction.
- Use data to explain which surface produced more or less friction in the test.
Materials
- Small wooden block or identical slider
- Low ramp
- Tape to mark one release point
- Tile or smooth board
- Felt
- Sandpaper
- Meter stick or tape measure
- Recording sheet
Before class
- Use one lightweight slider that moves safely and consistently.
- Secure the ramp at one low height.
- Mark one release point.
- Lay each test surface flat beginning at the same ramp endpoint.
- Test the setup yourself before class.
- Do not require students to rub skin on surfaces to judge friction.
- Open Teach Mode.
Prior knowledge
- A force is a push or pull.
- Objects can speed up, slow down, stop, or change direction.
Vocabulary
- friction
- A force that acts between touching surfaces and can slow sliding motion.
- surface
- The outside layer or face of a material or object.
- distance
- How far an object travels from start to finish.
- fair test
- A comparison in which one tested condition changes while important conditions stay the same.
- evidence
- Observations or measurements used to support a claim.
- variable
- A condition in an investigation that can change.
Differentiation
- Provide a measuring strip with large centimeter marks.
- Assign one student to release and another to measure.
- Use the frame: Surface ___ produced more/less friction because the block traveled ___.
- For extension, ask students to compare repeated-trial averages without requiring formal statistics.
Assessment
- Check that only the surface changes.
- Check measurement units and recording.
- Check that students connect shorter distance with more friction in the tested setup.
- Check that claims stay within the evidence.
Exit ticket
Surface A: 42 cm. Surface B: 71 cm. Which produced more friction, and what is your evidence?
Extension
Test one additional classroom-safe surface using the same setup and compare the result with the class data.