TENNESSEE LESSON PLAN BUILDER 

L Lesson Title: Wheels and Axles!
By Lindsay Easterly and Amanda
Fox Turner
4^{th} Grade


This Lesson will enhance the student’s knowledge of simple machines, specifically the wheel and axle. 

INSTRUCTIONAL GOALS 
Science Objectives 1. The learner will list and give examples of simple machines 2. The learner will give an example of a force, such as inertia, friction or gravity, overcome in work 3. The learner will construct at least one simple machine
Language Objectives 1. The learner will use related vocabulary to explain and describe the function of simple machines


Tennessee State 4^{th} Grade Standards
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. Math Standards


FORMATIVE ASSESSMENT 
A pretest 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 wheels and axles 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:

The teacher will open the lesson by displaying a selection of wheels and axles 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 wheel and axle.
The teacher will have the students complete the meterstick activity emphasizing the larger the wheel the less force required to turn the axle. 

Developing the Lesson:

The teacher will show the students the PowerPoint on wheels and axles, explaining and answering questions as he/she goes through. The teacher will reinforce the key parts of the wheel and axle and elaborate on the vocabulary words. He/She emphasize the wheel and axle must turn together in order to be classified as a simple machine.
The students will complete the pinwheel/windmill activity. The class will discuss why the pinwheel/windmill is a wheel and axle and why the wind makes it turn. 

Closing the Lesson:

The teacher will ask the students if he/she can name other wheels and axles that have not been named during the lesson. Reiterate what makes classifies the object as a wheel and axle and ensure understanding. The instructor will then give the students a brief quiz over wheels and axles. Following the quiz the teacher will introduce the next day’s lesson.
Homework: Construct a collage of wheels and axles on an 81/2 X 11 paper. 

TEACHING RESOURCES 
The teacher will need the PowerPoint “Wheels and Axles!” by Lindsay Easterly and Amanda Fox Turner along with the two associated activity handouts for the meterstick and constructing a pinwheel. Those activities require the following materials: meterstick, scissors, ruler, one sheet of typing paper per student (colored paper will be prettier), pencil, paper hole punch, one straw for each student, adhesive putty or modeling clay, fishing twine or floral wire, and beads (two per student with a larger diameter than the straw. 

LAB SAFETY 
This lab is not particularly dangerous; however scissor safety is always required. 

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 Xerox copy of the PowerPoint so he or she can follow along. Students with cognitive disabilities will be assisted in assembling his/her pin wheel. Written instructions, oral instructions, and a visual aide will be provided for differentiated learning. 

ENRICHMENT ACTIVITIES 
The two activities along with the homework are incorporated to enrich the lesson. 


