1. The lesson outlines learning activities and instructional strategies to teach students about pulleys and gear systems. Students will experiment with pulley and gear systems to investigate changes in force, distance, speed, and direction.
2. Students will build and test pulley and gear systems to design machines that perform specific tasks. They will learn appropriate science vocabulary and how to follow procedures.
3. The culminating activity challenges students to design a gear and pulley system to complete a task. Students will apply their understanding of force and how pulleys and gears transfer motion.
1. The lesson outlines learning activities and instructional strategies to teach students about pulleys and gear systems. Students will experiment with pulley and gear systems to investigate changes in force, distance, speed, and direction.
2. Students will build and test pulley and gear systems to design machines that perform specific tasks. They will learn appropriate science vocabulary and how to follow procedures.
3. The culminating activity challenges students to design a gear and pulley system to complete a task. Students will apply their understanding of force and how pulleys and gears transfer motion.
1. The lesson outlines learning activities and instructional strategies to teach students about pulleys and gear systems. Students will experiment with pulley and gear systems to investigate changes in force, distance, speed, and direction.
2. Students will build and test pulley and gear systems to design machines that perform specific tasks. They will learn appropriate science vocabulary and how to follow procedures.
3. The culminating activity challenges students to design a gear and pulley system to complete a task. Students will apply their understanding of force and how pulleys and gears transfer motion.
1. The lesson outlines learning activities and instructional strategies to teach students about pulleys and gear systems. Students will experiment with pulley and gear systems to investigate changes in force, distance, speed, and direction.
2. Students will build and test pulley and gear systems to design machines that perform specific tasks. They will learn appropriate science vocabulary and how to follow procedures.
3. The culminating activity challenges students to design a gear and pulley system to complete a task. Students will apply their understanding of force and how pulleys and gears transfer motion.
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Unit: Pulleys and Gears
Lesson Topic
Expectations
Grade: 4
Lesson Outline: Learning activities Assessme
and Instructional strategies nt
What 1.1 Assess the Minds on/hook: the teacher will
Exit Slip: are impact of pulley set up a complex Rube Golberg what is Simple systems and machine that involves pulleys and force? Machin gear systems on gears. What do es? daily life. Main point: force- it is a push or a simple pull and simple machines can machines change the strength of that force to do to make a task easier. force? Action- Students will work on What are creating/setting up various some machines that are preplanned by examples the teacher and will be responsible of force for identifying the changes in force. changing Consolidation- introduce the in culminating task and then complete everyday exit slip. life? (The last question serves as a diagnostic assessme nt.)
How it relates to the culminating activity The students are given an introduction on what force is and how it can be adjusted using simple machines. This understandin g will be necessary for tackling the design challenge. (Culminating task)
Pulleys 2.2 use scientific Minds on/hook: Bill Nye video on Exit Slip: inquiry/experim pulleys and how they affect work How entation skills to load. could we investigate https://www.youtube.com/watchchange changes in ?v=9T7tGosXM58 this pulley force, distance, Main point: more pulleys would system to speed, and require more rope, but this makes make the direction in lifting an object easier. Explain basic job even pulley and gear vocabulary regarding the parts of a easier? systems pulley. Action- Follow the given directions to construct a simple pulley system 2.4 Use and perform a basic experiment in appropriate groups: lift a heavy object with and science and without a pulley system, document technology the findings. vocabulary, including pulley, Questions to go over during the gear, force, and action: What made lifting the object easier/harder? speed, in oral What are the types of pulley and written communication. systems? What are the parts of pulleys? Consolidation- Student will create an exit slip responding to the question, What do you think we could do to make this job even easier?
Students are beginning to learn the appropriate terminology and the various aspects of pulley systems. This is also an introduction into basic problem solving involving force.
Gears 1.1 Assess the Minds on/hook- The teacher will Exit Slip: Students further impact of pulley bring in an old clock and show this Identify systems and video: the kind of develop their understandin gear systems on https://www.youtube.com/watch? gear daily life. v=I1L15xehfEA (the incredibly system is g of force. This is also complicated gear mechanisms in a found on a deepens their bicycle. 2.2 use scientific watch.) Segway into the types of understandin inquiry/experim gear systems and their parts. How What is g of gear the driver systems entation skills to they affect force/make our lives easier. and what which will be investigate needed for Main points: gears are used to is the changes in the transfer force from one moving part load. force, distance, culminating to another. speed, and task. Action- Students will interact with direction in pulley and gear various types of gear systems (rack and pinion, bevel gears etc.) that systems have various gear ratios in groups. They will be responsible for 3.3 describe how one type of documenting how the gears interact motion can be with one another ie. Does the transformed into driver move more or less than the another type of load? Does the size of the gear matter? Etc. motion using pulleys or gears Consolidation- Lead a discussion (e.g., rotary to on where gears are found in our linear in a rack everyday life. Exit slip and/or closing video: and pinion system, rotary video on 11 million to 1 Gear Ratio!: to oscillating in https://www.youtube.com/watch? v=kYmUJVE6Vo0 a clock pendulum)
Gears 2.3 Use
and technological Pulleys problem-solving skills to design, build, and test a pulley or gear system that performs a specific task.
Minds on- The teacher will
Checklist recreate the Rube Goldberg : does the machine from the beginning of the machine unit, only now the students have a have a stronger understanding of gears gear? and pulleys. The teacher will ask Pulley? the class to identify the various Does it aspects of the machine (the force, complete changes in force, gear mechanism a etc.) mundane Action- Students will experiment task? 2.4 Use with making their own Rube appropriate Goldberg machines. The only science and requirement is that the machines technology must involve some form of pulley vocabulary, including pulley, and gear system. Students will work gear, force, and in groups and will be supplied with various materials; however they will speed, in oral be encouraged to use found and written communication. objects. Consolidation- One representative 3.1 describe the from each group stays with their purposes of pulley machine and be responsible for systems and gear readying the machine. The rest of systems (e.g., to the students will perform a gallery facilitate changes walk and collect at least 3 possible in direction, ideas for their culminating task. speed, or force)
Students will see how gears and pulleys (various simple machines) can work in unison to create an even greater effect on workload They are also building upon their own ideas for creating their own gear and pulley systems.
Exit slip: Students are
Buildin 2.2 use scientific Minds on- the teacher shares g and inquiry/experim his/her exemplar of the culminating Pick one set gaining an of understandin Followi entation skills to task and identifies its important instructions g of following ng investigate aspects. you really procedures Proced changes in Action- students will participate in enjoyed and ures force, distance, learning centers that show and explain gathering speed, and instructions (in various forms) for why. ideas on how direction in simple gear and pulley machines. instructions pulley and gear They will be responsible for can be systems following the proper procedures and presented which will be identify the changes in direction an important 3.2 describe how and force. aspect of rotary motion in Consolidation- review culminating their design one system or task and use the ideas collected challenge. its components from the previous lesson to (e.g., a system of brainstorm ideas for your gear and pulleys of pulley system with your group. Exit different slip. sizes) is transferred to another system or component (e.g., a system of various gears) in the same structure
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