Lesson Plan Template ED 3501 Curriculum Overview Lesson

Lesson
Title/Focus

Move and Pull and Lift that Load: Pulleys Teacher Samantha Davis

Time
Duration

60 minutes

General Learning
Outcomes:
Specific Learning
Outcomes:

Grade

4, Science

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

4.6: Demonstrate a practical understanding of wheels, gears and levers by
constructing devices in which energy is transferred to produce motion
4.6.3: Construct devices that use wheels and axles, and demonstrate and
describe their use in: Pulley systems
LEARNING OBJECTIVES

Students will:
1) Demonstrate an understanding of different types of pulley systems
2) Compare and contrast the difference between Fixed and Moveable Pulley Systems and Moveable
Pulley Systems
ASSESSMENTS
Observations:

Key Questions:

* Observe students engagement through demos

* Observe students participation in discussion
* Observe students work on Master #10
* What is a pulley?
* What is a Moveable Pulley?
* What is a Fixed and Moveable Pulley?
* Will a moving pulley affect the effort reqiured to lift a load?
* Does a fixed and moveable pulley system affect the effort
requred to lift a load?

Products/Performanc *
es:

Completion of Master #10

LEARNING RESOURCES CONSULTED

* Alberta Education Science Programs of Study

* Edmonton Public Schools

MATERIALS AND EQUIPMENT

* Master #10
* Fixed and moveable pulleys
* Newton meter
* broomstick
* string
* heavy object
* empty thread spool
* stiff wire or coat hanger
* retort stand and clamp

PROCEDURE
Introduction
Attention Grabber

Time

* Give me five
* Please take out your science books and open up to last classes
notes on pulleys

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Assessment of Prior
Knowledge

Expectations for
Learning and
Behaviour
Transition to Body

* Ask:
* Can anyone tell me what the different parts of a pulley are?
* What is the purpose of a pulley?
* Does a fixed pulley making raising an object easier? (Yes, you
do not have to be above the object to lift it)
* Does a fixed pulley reduce the force required to lift a load?
(No, it remains the same)
* Students will participate in discussion
* Students will observe demonstration
* Students will apply demonstration concepts to answering
questions on Master #10
* Students begin writing down notes
Body

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

( 5 min )

Time

Notes: Types of Pulleys

1)
Fixed Pulley: A pulley on a non moving frame
* It does not reduce the effort needed to lift a load.
* It makes it more convenient to lift something because it changes
the direction of the force. I.e. Do not have to lift from above,
instead you can pull down on the rope.
2)
Moveable Pulley: Reduces the force needed to lift the load
( 12 min )
by half because there are two strings holding the weight instead
of one.
3)
Fixed and Moveable Pulley System: Reduces force by about
half and changes the direction of the applied force from up to
down
* This creates Mechanical Advantage
* Students took part in discussion
* Students are copying down all notes
Move and Pull Demo:
Question: Will a moving pulley affect the effort required to lift a
load?
1)
Use the Newton meter to measure the force needed to lift the
load without the pulley. Record the force on your chart.
2)
To make a moveable pulley, first insert the wire through the
spool and bend into a hook.
3)
Tie one end of the string to the back of a chair or use a retort
stand and clamp if these are available
( 10 min )
4)
Thread the string through the pulley
5)
Use the hook to attach the pulley to the load
6)
Connect the Newton meter to the unattached end of the
string
7)
Lift the load and record the measurement on the Newton
meter
8)
Compare the measurements of the force required to lift the
load with and without the pulley. Record on your chart
* Students are paying attention to demonstration
* Students are writing findings onto chart

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Learning Activity
Lift that Load Demo:
#3
Question: Does a fixed and moveable pulley system affect the effort
required to lift a load?
1)
Tie the fixed pulley to the tip of a broomstick or the clamp
or a retort stand with a piece of string.
2)
Tie a loop in the end of a 3/4 meter length of string and
thread it through the pulley
3)
Attach a heavy object to a Newton meter. Measure the force
needed to the object. Record on Master #10
4)
Attach a heavy object to a Newton meter. Measure the force
needed to the object. Record on Master #10
5)
Attach the same object to a moveable pulley. Use a Newton ( 30 min )
meter to measure the force required to lift the object. Record on
Master #10
6)
Attach a moveable pulley to the fixed pulley
7)
Attach the same object to the moveable pulley of the system
and lift
8)
Measure the force required to lift by attaching the Newton
meter to the unattached end of the string.
9)
Record and compare measurements
* Class discussion of findings
Assessments/Diffe * Students are paying attention during demonstrations
rentiations
* Students are filling out Master #10
* Take in Master #10 to mark for Formative Assessment
Closure
Consolidation of
Learning

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Today we talked about three different types of pulleys, can anyone

tell me what the different types were? What did we learn about
combining the two types of pulleys to make a Fixed and
Moveable Pulley?
* Input in discussions
* Quality of answers on handout
* Oral feedback during activities
* Marked assignment
* Put away your science books and clean up materials and get
ready for recess

Time

( 3 min )

Reflections

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

What went well?
What changes would
you make in your
planning? What
have you learned to
improve upon future
instruction?

I quickly learned that this lesson worked far better being a demo as compared to
when I students trying to get pulleys to work in small groups last class. While I
do realize that there is benefits to having students work hands on, this cannot
always be the case and sometimes, creating a visual for them to observe can do
just as much good. I had the students gather around me and did the demo once,
then I had them shift, allowing the students who were in the back the first time
to move to the front and did the demo a second time, ensuring every students
had a good view of it at least once, also drilling in the concept by performing it
twice. This really seemed to help with the level of understanding within the
students It broke down the different types of levers by first showing what a
fixed pulley was, then a moveable pulley. For this reason, the students already
had an understanding of these two so when we got the the fixed and moveable
pulley they understood how the two other types combined to make this third
kind. By beginning with a review of pulleys followed by new material it
helped to remind students of our topic, as well as to reinforce the things that
they already knew, in turn, allowing them to apply their knowledge to the new
concepts.

Adapted from a template created by Dr. K. Roscoe