TENNESSEE LESSON PLAN BUILDER


 

Lesson Title:    The Pulley

LESSON

OVERVIEW

This Lesson will enhance the student’s knowledge of simple machines, specifically the pulley.

INSTRUCTIONAL GOALS

Science Objectives

1. list and give examples of simple machines

2. construct at least one simple machine

 

 

Language Objectives

1. use related vocabulary to explain and

describe the function of simple machines

 

 

 TN STANDARDS

Tennessee State 4th Grade Standards

 English Content Standard:1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.  Learning Expectation: 1.01 Continue to develop oral language and listening skills.  1.10 Develop skills to facilitate reading to learn in a variety of content areas.

Science:

4.11.spi.3 recognize simple machines (i.e., wheel and axle, inclined plane, lever, pulley)

at Level 2, the student is able to

4.11.tpi.2 investigate and identify sources of friction and their effect on motion.

4.11.tpi.3 explore simple machines and use them for simple tasks. 

 

FORMATIVE ASSESSMENT

A pretest on simple machines will be given to determine prior knowledge. During the lesson, the student will be visually assessed for understanding during completion of activities. A quiz over pulleys will be administered following the lesson, and a comprehensive unit test will be conducted at the end of the unit.

LESSON ORGANIZATION

Opening the Lesson:
_10-15_ minutes

The teacher will open the lesson by describing a variety of pulley systems and ask student’s to figure out what each of them has in common. After the students have made their guesses, the teacher will explain why each of the objects is a pulley.

 

Developing the Lesson:
_20-30_ minutes

The teacher will show the students the PowerPoint on pulleys, explaining and answering questions as he/she goes through. The teacher will reinforce the key parts of the pulley and elaborate on the vocabulary words.

 

The students will complete the “Messages on a Pulley” activity. The class will discuss why and how the pulley works.

Closing the Lesson:
_10-15_ minutes

The teacher will ask the students if he/she can name other pulley systems that have not been named during the lesson. Reiterate what classifies the object as a pulley and ensure understanding. The instructor will then give the students a brief quiz over pulleys to ensure understanding.

 

Homework: Construct a collage of simple machines on an 81/2 X 11 paper.

TEACHING RESOURCES

The teacher will need the PowerPoint “Pulleys” by Melinda Miller and Melissa Hale.  Students will also need the activity sheet “Messages on a Pulley.”  Materials needed for this activity include:  2 thread spools, 40 feet of string, 2 round pencils, paperclips, and the message.

LAB SAFETY

There are no safety concerns.

ACCOMMODATIONS FOR SPECIAL LEARNERS

Students will visual disabilities will be seated in the front of the class. Students will hearing impairments will be provided with a copy of the PowerPoint so he or she can follow along. Students with cognitive disabilities will be assisted in assembling his/her “Messages on a Pulley.”  Written instructions, oral instructions, and a visual aide will be provided for differentiated learning.

ENRICHMENT ACTIVITIES

The activity and the homework are incorporated to enrich the lesson.

         

 

Message by Pulley

  

Lesson Overview:  To see how one of the simple machines, a pulley, works even in it’s simplest form.

 

Instructional Goals:  The student is expected to be able to follow simple instructions.  To listen and be able to construct a pulley and make it work.

 

TN Standards:  English Content Standard:1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.  Learning Expectation: 1.01 Continue to develop oral language and listening skills.  1.10 Develop skills to facilitate reading to learn in a variety of content areas.

Science  Performance Indicator Sstate: at level 2, the student is able to 4.11.spi.3 recognize simple machines (i.e., inclined plane, lever, pulley)

Performance Indicator Teacher:  At level 2, the student is able to 4.11.tpi.3 explore simple machines and use them for simple tasks.

 

Formative Assessment:  The students’ progress will be monitored based on whether their pulleys work correctly.

 

Lesson Organization: 

     Opening the lesson 5 minutes.  Talk about what a simple machine and a pulley are.

     Developing the lesson 10 minutes Build the pulley

     Closing the lesson 5 minutes Talk about how the message traveled.

 

 

Teaching Resources:  Spools (2 per group of 3), yarn or string (40 ft. per group), pipe cleaners or pencils (2 per group), paper (for message), paperclips (1-2 per group)

 

Lab Safety:  None

 

Accommodations for Special Learners:   Work is done in groups of three or more.

 

Enrichment Activities:  This is an enrichment activity in that it is allowing the children to make their own pulley (simple machine) and seeing first hand how it works.

 

 

This lesson was found online at Teachers.Net Lesson Exchange: Simple Machines

 

Messages on A Pulley

A Pulley lets us change direction of the force we use to do work.

 

Question:  Can you use a pulley to help you send messages across the room?

 

Materials:  2 thread spools, 40 feet of string, 2 round pencils, paperclips, message.

 

Procedure: 

1.      Put the pencils through the thread spool centers.  Tie the ends of the string together to make a loop.  Have one person hold the ends of one pencil (allowing the spool to turn freely).  Have another person hold the other spool the same way.  Wrap the string around the spools to create a pulley system.

2.      Write a message, attach it to the pulley with a paper clip.  Have a third person pull the string to move the message.

 

Results: 

  1. Did your message travel across the classroom by pulley?
  2. Is that what you thought would happen?
  3. What did you learn?