Lesson Plan

Name: Brayden Gill

Topic: Review
General Learning
Outcomes (P.O.S.)
Specific Leaning
Outcomes (P.O.S.)
Learning
Objectives
Materials
Procedure
Introduction
(10 min.)

Grade/Subject: Grade 4 Science

Unit: Levers and Gears
Date: December 12, 2016
Length of Lesson: 60 min.
Demonstrate ways to use a lever that applies a small force to create a large force (SLE 6)
Predict how changes in the size of a lever or the position of the fulcrum will affect the forces
and movements involved (SLE 7)
Construct models of levers; and explain how levers are involved in such devises as: teetertotters, scissors, pliers, pry bars, tongs, nutcrackers, fishing rods, wheelbarrows
Students will examine how a small force creates a larger force and a small movement creates a
larger movement
Students will
1. Demonstrate an understanding of past concepts through review activities
Prezi
Set up old Monopoly where the class had left off from last time
Assessment Methods
Open Prezi and settle students in (grab attention)
Review Study Guide
(please put paper copy away if you have it out)

(formative) students
complete group work
and listen carefully to
all instructions

Traits of Wheels and Rollers

(write on smartboard as answers are given)
Why is it important where the axle is on a wheel?
What is the:
driver gear?
driven gear?
idler gear?
If we were to place them on this picture which way would the gears
be turning?
What is the direction
Does moving the load closer to the fulcrum increase or decrease
the effort needed to lift?
Lever Classes and Examples
Questions
Body of Lesson
(30 min.)

Finish Jeopardy
-Teams: Class split into four or five teams

(formative) are
students participating
in discussion

-Team with the highest score wins

-Will record on the whiteboard
-If team gets it wrong the other team gets a chance to steal the points
(10 min.)

Smart Board Flash Cards

Students names will randomly be drawn from a hat and will get to
answer the question individually

(formative) students
recognize importance
of different driver
systems

-If they don't know the answer they can call upon the help of the class
(10 min)

Three people compete to draw a

-First-class lever on board
-Second class lever on board
-Third class lever on board
Examples for each system

Closure (remaining
time)

Sponge Activity

Summary/Review of Levers/ Questions

Ex.-In a lever, does the mechanical advantage and distance moved
change when the fulcrum is at the end?
Answer: As the load moves, closer to the fulcrum less effort is required
to lift it

(formative) students
demonstrate their
understanding of a
lever system load
positioning

Read Christmas stories with Mrs. Gast

(Lift the Teacher (Potentially if materials become available)

Resources
Tyreman Marcia, BonBernard Trudie. Our Alberta Teaching Resource. Nelson. Pp. 46-49
Prezi Link: http://prezi.com/4xqzc1omswz7/?utm_campaign=share&utm_medium=copy&rc=ex0share
Reflection