Simple Machines: Grade 4 Building Devices and Vehicles That Move Lesson Plan 5 Samantha P. Lesyk University of Lethbridge

Running head: SIMPLE MACHINES 1
Simple Machines: Grade 4 Building Devices and Vehicles that Move Lesson Plan 5
Samantha P. Lesyk
University of Lethbridge
SIMPLE MACHINES 2
Lesson Plan
Name: Samantha Lesyk

Grade: 4 Subject: Science Unit: B: Wheels and Levers
Topic: Simple Machines Lesson Duration: 1 hour Date: December 1, 2016
KSA #’s: 5, 6, 9, 10, and 11
Outcomes From Alberta Program of Studies
General Learning Outcomes:
Students will demonstrate a practical understanding of wheels, gears and levers by
constructing devices in which energy is transferred to produce motion.
Specific Learning Outcomes:
1. Students will explain how rollers can be used to move an object, and demonstrate the
use of rollers in a practical situation.
Learning Objectives
1. Students will demonstrate the use of rollers in a practical situation.
2. Students will identify whether using a simple machine, like a roller, will make work
easier.
Assessment
1. I will assess the students through observation of visual cues. I will pay attention to
facial/body expressions, interactions, and whether they are participating or have
given up on trying. (L.O. 1, 2) (F.A.)
2. I will assess the students through the “Roll Out” activity, in which students are to
compare flattening out play-dough by hand and using a roller. They are to make
hypothesises, observations, and conclusions about their experiment. I will then assess
their work on my own time. (L.O. 1, 2) (F.A.)
Learning Resources Consulted

Resource #1: Alberta Learning (1996). Science kindergarten to grade 6. Program of studies
Materials and Equipment
- Smartboard
- “Simple Machines” booklet
- Writing utensils
- Plasticine
- Desk protectors
- Rollers
Procedure
Introduction (4 min.):
Attention Grabber: “Okay grade 4’s, who here has ever played with play-dough/plasticine?
Who here has ever used a rolling pin when baking? Who here has ever done an experiment?
Well today, I need you all to be eager scientists. We are going to be doing a little experiment
of our own.”
Assessment of Prior Knowledge: “Who can remind me what a roller is?”
SIMPLE MACHINES 3
Expectations for Learning and Behaviour: “Alright my scientists, we need to lay down some
ground rules for the laboratory. First, the plasticine is to be used for science, not as a
distraction. Second, the noise level needs to remain at a minimum. I know it is exciting
experimenting, but I need you to do your best; otherwise, nobody will be able to hear
themselves think. Third, I need everyone to stay in their seats. If you have a question, raise
your hand and I will come to you.”
Advance Organizer/Agenda: N/A
Transition to Body: “It is time to begin!”
Body (52 min.):
Key Questions: Can the students demonstrate how to use rollers in order to move an object
or in a practical situation?
Learning Activity #1: Hypothesis (3 min.)

I will have used prep time to get desk protectors and plasticine ready to go for lesson
Have activity up on Smartboard for the students to follow along
Begin by reminding them of the parts of an experiment
Read over the question and get them to fill in the blanks of the hypothesis
Remind them they need to say whether the roller will make it easier or not and explain why
I will write on the Smartboard to show them where to say what, but I won’t give them any
answers
Assessments/Differentiations:
Will assess using Assessments #1 and #2
Learning Activity #2: Flattening Play-dough by Hand (15 min.)

Using my own plasticine and desk protector at the front of the class, I will demonstrate how
they are supposed to flatten the plasticine with their hands
Then the students will follow after in suit
Once they have finished that portion, I will give them some time to fill in the diagram and
observation
Remind them they need to draw a neat diagram to show what they witnessed and have a good
description explaining what they saw
Was flattening the play-dough by hand difficult? Easy? What specifics did you notice? Etc.?
On the Smartboard, I will point out where I should be filling out and how it might look
Learning Activity #3: Flattening Play-dough with Roller (15 min.)

Again, I will call the class back to attention and demonstrate to them how they can flatten
the plasticine using a roller
The students will be given time to make their own attempt at rolling out the plasticine
Point out to students, that it may get stuck to the roller, but in normal situations, people like
bakers who use rollers all of the time use flour to make sure the dough does not stick
Once they have had some time to experiment, bring the students’ attention back and show
them how and where to fill in their next observations on the Smartboard
SIMPLE MACHINES 4
Give them some time to fill it out

Learning Activity #4: Conclusion (19 min.)

First, remind the students what the original question was
Their conclusion needs to be in a complete sentence
Provide an example of the structure they should/could use on the Smartboard
Give them about 10 minutes to complete
As students finish, they are to begin cleaning and tidying
Sponge Activity: If there is time remaining at the end of the lesson, we will go over some of
the observations we noticed as a class.
Closure (4 min.):
Consolidation/Assessment of Learning: “Now that we have finished our experiment, you
should have a better idea whether simple machines, like rollers, help us in real-life
situations.”
Feedback from Students: “Who can tell me one thing they learned from today’s science
experiment?”
Feedback to Students: “Thank you my little scientists for keeping on task and completing the
experiment safely.”
Transition to Next Lesson: “It is time to get ready for recess, so if I could please have each
table take time to clean up your areas before going out.”
Reflection:

Simple Machines: Grade 4 Building Devices and Vehicles That Move Lesson Plan 5 Samantha P. Lesyk University of Lethbridge

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Running head: SIMPLE MACHINES 1

Name: Samantha Lesyk

Learning Resources Consulted

Learning Activity #1: Hypothesis (3 min.)

Learning Activity #2: Flattening Play-dough by Hand (15 min.)

Learning Activity #3: Flattening Play-dough with Roller (15 min.)

Give them some time to fill it out

Learning Activity #4: Conclusion (19 min.)

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