Levers Review Lesson Fifteen

Name: Aleah Chobot Brooke Breti Time Frame: 50 Minutes

Theme: Forces and Simple Machines Grade: 5

Content: (Topic)Content: In this lesson students will be reviewing first class levers and creating second class levers.Topic: Levers

Teaching Strategies:- Direct Instruction- Interactive Instruction- Experiential Learning

Learning Outcomes:

FM5.2 Investigate characteristics of simple machines, including levers, wheels and axles, pulleys, inclined planes, screws, and wedges, for moving and lifting loads.

Learning Indicators:- a, b, c, e, f, l, m, n, o

FM5.3 Assess how natural and man-made forces and simple machines affect individuals, society, and the environment.

- a, b, k

Cross Curricula Competencies:- Developing thinking- Developing identity and interference- Developing literacies- Developing social responsibilities

Curricular Connections:Outcome: SP5.3

Describe, compare, predict, and test the likelihood of outcomes in probability situations. [C, CN, PS, R]

b. Design and conduct probability experiments to determine the likelihood of a specific outcome and explain what the results tell about the outcome including whether the outcome is impossible, possible, or certain.

Adaptive Dimension:- Adapt the lesson based on the needs of the students to the classroom. Each class is

different and is full of a wide range of unique learners. You as a teacher know your students best so you will know what adaptations need to be made in order to

successfully carry out this lesson.

Assessment:- Students will write in their journals each class. This is one form of assessment. Another form

of assessment for this assignment is:- This form of assessment was found in the Simple Machines physical science book on P. 31.

Students will be assessed on their ability to follow instructions, manipulate materials, measure accurately, and make predictions.

Prerequisite Learning:- Based on the previous lesson students will know and understand that there are three

classes of levers. A teeter-totter is a first class lever, wheelbarrow second and third class levers consist of two levers working together.

- The students will also know what the fulcrum, effort force and load are.

Lesson Preparation:Equipment/materials

- Descriptions of each class of lever that are found in the physical science (structures and mechanisms) book.

- Examples of common levers (hammers, scissors, pliers, wheelbarrow, tweezers, and tongs)

- Small box (ex. jewellery box)- Pictures of sea saw.- Triangular prisms.- Overhead pen- Chart paper- Markers- Pencils- 30 cm rulers- Pennies- Masking tape

Advanced Preparation:- Collecting pennies for student use.

Set (15 Minutes)- Begin the lesson by reviewing with the students

what class of lever a teeter-totter is.- Ask them where the fulcrum is on a teeter-totter?

Where the lever is on a teeter-totter? (Board), What is needed to lift a load on a teeter-totter? (Effort force), what direction is the effort force made? (Downward push).

- Show the students a picture of a wheelbarrow.- Explain to the students a wheelbarrow is an

example of a second-class lever. This is because the fulcrum is at one end and the load is between the effort force and fulcrum.

- Tell the students they will be broken into groups to construct their own version of a wheelbarrow with the supplies you have prepared. Explain that they will be given a variety of inquiry questions that they will record the answers to them in their science journals.

Development (25 Minutes)- Break the students into four different groups. Do

this by putting their science journals into piles of four. The students whose name is at the top of the pile will be in charge of getting the supplies and gathering their group.

- Tell each group where they will be going and get them to begin their experiment.

- The students will be creating their wheelbarrow design without any instructions this will allow for full creativity.

- The questions they will be asked to think about as well as record in their science journals were found in simple machines physical science book on pg. 30-31.

- Questions: How is this lever different from the first class

lever? Where is the fulcrum? Where is the load? In what direction is the effort force made?

(Upward pull) What are some other examples of second-class

Student Engagement/Classroom Management Strategies:

- Make sure all students are attentive when you are reviewing.

- Pick different students to answer questions.

- Make sure students are not talking while their peer is speaking.

- Walk around and supervise while the groups are creating their teeter-totters.

- Allow students time to answer their questions.

levers?- Remind the students they need to record their

answers in their science journals.

Closure (10 Minutes)- To complete this lesson get students to draw their

picture of the wheelbarrow their group created in their science journal after the inquiry questions.

- Get students to clean up the supplies and get the group leader to bring them back to the front of the classroom.

- While students are drawing in their journals walk around and answer any questions that may arise.

Inquiry Questions

Where is the fulcrum? Where is the load? In what direction is the effort force made? (Upward pull) What are some other examples of second-class levers?

This Lesson Was Adapted From the Simple Machines Physical Science book