Lesson Plan : November 16th

B: ___________________
Grade 4 Science Unit:___
Grade/Subject:_______________ Wheels and Levers Lesson Duration:__________
60 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson: The lesson will begin with a review of the previous two lessons,
making sure to address the questions that the students had posed on the exit slip at the
end of the previous lesson. The students will then complete a Venn Diagram comparing
and contrasting rollers and wheels, which will be handed in for marks.

General Learning Outcomes:

4-6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in
which energy is transferred to produce motion.
Specific Learning Outcomes:
4-6-2 Compare the wheel and the roller, and identify examples where each are used.
LEARNING OBJECTIVES
Students will:
1. Students will compare and contrast the functions of wheels and rollers.
2. Students will identify situations where rollers or wheels are appropriate.

Inquiry Question: How are simple machines used to make our lives easier?

Guiding Questions: What are the differences between rollers and wheels? Why do you think those differences exist?
Do they still complete similar functions? Would you use wheels and rollers for the same tasks?

ASSESSMENTS
Formative:
Observation/Anecdotal
Student/Teacher conferencing

Summative:
Venn Diagram: Do students understand Rollers and Wheels to make accurate comparisons? 4-6-2
Rubric will be supplied at the end of the document. Students can write or draw out their responses for this
assessment.
LEARNING RESOURCES CONSULTED
Resource #1: Resource Development Services, Edmonton Public Schools. (1998). Edmonton
Public Schools Wheels and Levers Unit. Retrieved from
http://libguides.uleth.ca/ld.php?content_id=33963477
Resource #2: Resource Development Services, Edmonton Public Schools. (1998). Edmonton
Public Schools Wheels and Levers Assessment. Retrieved from
http://libguides.uleth.ca/ld.php?content_id=33963478

MATERIALS AND EQUIPMENT

* Blank Paper
* Pencils
PROCEDURE
Introduction (_3_min.):
Hook/Attention Grabber: I drove here in a car today. Can someone identify the simple machine
that helped me get to school today?
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Assessment of Prior Knowledge:
Expectations for Learning and Behavior: Make sure to ask any questions that you may have about
the topic in the review.
Advance Organizer/Agenda: Have read the exit slips from the previous class. Compiling questions
that will be answered in the review.
Transition to Body: Do you think wheels and rollers have any similarities? That is what you will
be exploring in the next activity.
Body (_42_min.):
Learning Activity #1: Review of Rollers and Wheels (12 minutes)
Call the students to the carpet by table groups.
What do you remember about rollers?
Rollers: The first simple machine. They are designed to make work easier by reducing
friction when you apply force to an object to move it. The best rollers are round.
What examples can you find that show how rollers are applied in everyday life?
Conveyor belts, potato harvester, Refrigerator, heavy machinery rollers for transportation
are examples of rollers in everyday life.
Now what do you remember about wheels?
Wheels: Wheels were created after the roller. They were first used over 6,000 years ago.
They work by cutting down on friction so that less force needs to be applied for work to be
completed. Wheels are composed of two parts: the wheel and the axle. The wheel is the
larger round object that is attached to the round rod which is the axle.
How do wheels compare to rollers?
Wheels follow the same principle of rollers. They are designed to make moving objects
easier by reducing friction. Wheels allow for better steering as they are on axles which can
be turned causing the wheel to follow. Rollers do not steer well.
Can you explain a situation where wheels would be used in everyday life?
Wheels are used in modes of transportation that require them on steering. They can be
found on wagons, carts, wheelbarrow and cars. You can care a load using wheels over a
much longer distance then rollers. As well, wheels allow for the path to not have to be
straight.
Dismiss students from the carpet by the colour rows.
Assessments/Differentiation: If there were students who had red lights on the exit slip from the
previous lesson make sure to address them in person after the review to see if their understanding
has improved.
Learning Activity #2: Venn Diagram comparison (30 minutes)
You are going to be making a Venn Diagram that compares Wheels and Rollers.
You will draw out two circles that overlap. One side will be labeled Wheels, the center will
be similarities and the final circle will be Rollers.
In this Venn Diagram I want you to write down all that you now about Wheels and Rollers.
If something is the same about them both put it in the center.
Some things you should include in your Venn Diagram. What situations are Wheels and
Rollers used in? How are Wheels and Rollers made? Do wheels and rollers work/function
in the same way?
When describing function use the terms work, friction and force.
Everything that we discussed in the review would be good to include in your Venn
Diagram.
Make sure to do your best work as this will be handed in for marks.
Assessments/Differentiation: Walk around while students are completing the Venn Diagram. This
will be to check for understanding. Are the students including the functions of both? What

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situations are Rollers and Wheels used in? How are rollers and wheels made? If students are
lacking a lot of information a review will follow, and they can continue to work on the assignment
in the next lesson.

Closure ( _15_min.):
Consolidation/Assessment of Learning: Can you list some similarities and differences that you
found between Wheels and Rollers?
Feedback From Students: Are their any questions that you still have about wheels and rollers?
Feedback To Students: You are all making really great comparisons.
Transition To Next Lesson: We have learnt what helps us move, now what helps us lift?
Reflection
(Student/Teacher)

How did the lesson go? What was successful? What needs to change or be enhanced. Did students achieve learning
objectives?

Notes/Comment (T.A)

3
 Wheels and Rollers

Rollers
Wheels

Similarities

4
 Grade 4 Science
Unit B: Wheels and Levers
Wheels and Rollers Comparison
Summative Assignment

Student has insightful comparisons between wheels and

rollers. The Venn Diagram has significant detail. The
4 information that is presented is precise and comprehensive.
The student shows accurate use of the terms friction, work
and force.

Student has solid comparisons between wheels and rollers.

The Venn Diagram has substantial detail. The information
3 that is presented is appropriate and complete. The student
shows proficient use of the terms friction, work and force.

Student has basic comparisons between wheels and rollers.

The Venn Diagram has adequate detail. The information that
2 is presented is suitable and partially complete. The student
shows basic use of the terms friction, work and force.

Student demonstrates little to no evidence of understanding.

There are few comparisons between wheels and rollers, with
1 little to no detail provided. The information that is presented
and the terms friction, work, and force are used inaccurately.