OTTAWA UNIVERSITY TEACHER EDUCATION DEPARTMENT LESSON PLAN OUTLINE Level 1 Name: Joel McGhee Date: 11/25/12 School:

BES Grade Level: 4th Approximate length of time: 45 mins Subject: Science

Title: Pulleys Unit Goal: How pulleys affect force needed to complete a job. STANDARD, BENCHMARK, INDICATOR(S): Kansas - Grade 4 Science Standards 1.1.1 - The student asks questions that he/she can answer by investigating. 1.1.3 - The student employs appropriate equipment, tools, and safety procedures to gather data. 2.2 - The student will describe the motion of objects. 2.2.1 - The student moves objects by pushing, pulling, throwing, spinning, dropping, and rolling; and describes the motion. WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON? After completing the lesson the student will be able to describe and discuss the affects of a pulley on the movement of a load with 85% accuracy. During the experiment the student will collect, record, interpret, and support findings with 85% accuracy. HOW WILL YOU ASSESS STUDENT LEARNING? Formal Assessment: Experiment Data - Data Collection Sheet Drawing of Pulley System Final Quiz over Force and Simple Machines Informal Assessment: Notes on Pulleys Observation Discussion WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS LESSON? Materials: - 25 copies of Force and Simple Machines Notes - Computer - Projector - 2 dowel rods, rope, gloves - Fixed pulley
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- Moveable pulley - Compound pulley - Pulleys PowerPoint - 50 and 100 gram weight - Spring Scale Prepare questions to check for understanding: Where might you find a pulley being used? How does a pulley effect the amount of force needed to move an object? How would you describe a pulley? fixed pulley? moveable pulley? Explain what is happening as effort is applied to a pulley? How might this experiment be changed? What is the relationship between the number of times the rope is wrapped around and the amount of effort needed to move the load? Where did you get the ideas, information and materials for this lesson? - observations done in a fourth grade classroom - state standards - creating background knowledge for use of simple machines WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED? Students could work in cooperative groups. Students could receive additional assistance from teacher or paraprofessional. Student could conduct the experiment while others record the data. Student might work with the educator during demonstration for participation in experiment. Student may be given a time extension to complete experiment. WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED? Cooperative Learning - students will complete experiment trials in groups Graphic Organizers - students will collect data in a graphic organizer Kinesthetic Activities - students will participate in a hands on experiment WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON? What pre-requisite skills and/or knowledge are required for this lesson? Scientific Method Measurement Follow written and verbal directions How will you check for understanding throughout this lesson? Observation of Experiment Class Discussion

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FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE) Review Force and Simple Machine - Force - push or pull that causes something to move - force is equal items do not move - force is unequal objects move in the direction of the greater force - Simple Machine - a mechanical device that changes the direction or amount of force - review simple machines that have already been covered - lever, inclined plane, screws and wedges - make jobs easier, requires less force to complete job PURPOSE (THE WHY OF THE LESSON) Today we will be learning about pulleys. Pulleys are a type of simple machine that is typically used to lift heavy items. Pulleys consist of a wheel and axel and a rope. We will see today how a pulley and its set up affects the amount of effort needed to lift a weight. DELIVERY OF INFORMATION Pass out and read the Science Scoop - during reading of stop and provide students with more information Pass out Pulley Packet - review the problem and how it relates to science scoop MODELING/DEMONSTRATION/SKILL CUES Demonstrate how to set up the experiment - complete one trial of the experiment and how to change the number of times the rope is wrapped around the dowel rods GUIDED PRACTICE Guide students through set up of experiment Have students complete several trial runs before they begin collecting data - make sure that students are not interfering with the results - teach students how to complete experiment without skewing results INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS Students will complete experiment trials as a group and discuss their results As a group you will need to complete 3 trials with the each weight. Make sure that you follow the procedures listed on the handout. Once you have completed the measurements and all trials for each weight you are to calculate the average (mean) for the amount of force needed to move the weight. Discuss and fill in your results section of the packet. CLOSURE/WRAP-UP (ENDING THE LESSON) Complete the conclusion sections and future study sections as a class.

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Discuss as a class how the pulley affected the amount of force needed to move the weight. Discuss as a class how the number of times the rope was wrapped around the dowels affected the amount of force needed to move other students. Make sure that everything is picked up and returned to the front table. Please place the objects in like piles. Make sure that your name and number are on the top of your paper and turn your completed packet into the mailbox. REVIEW, EVALUATE, AND REFLECT Based on the information obtained from planning, teaching and assessing this lesson, respond to the following questions: What data do you have to support the instruction? What indications do you have, in addition to the data, that your instruction was successful? What do you perceive as the strengths of your instruction? What would you change when teaching this lesson again? What have you learned about content, teaching and learning from teaching this lesson?

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