I. Content: Describe what it is you will teach. What is the content?

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1 LAP 6: PULLEYS SIMPLE MACHINES 1 I. Content: Describe what it is you will teach. What is the content? This lesson will continue the simple machines unit by introducing pulleys. Students will be asked to review wheel and axle and why it is a simple machine. From there students will be introduced to pulleys. How to Lift a Lion section of pulleys will be read as a hook into the lesson. After learning about pulleys and how they function, students will be asked to make their own flag poles to show the how a pulley works. II. Learning Goal(s): Describe what specifically students will know and be able to do after the experience of this class. Students should know and be able to: Understand the importance of simple machines Define and explain what a pulley is To discuss and write about pulleys by using scientific vocabulary (force, load, wheel, axle, and effort) Understand the importance of a pulley Identify simpler solutions to various situations Working together in pairs III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals. This lesson will be a continuation on why simple machines are importance to real life situation. Smart Words Reader Pulleys is used to help students better understand the pulley concept in real life situations. Students will be introduced to the scientific terms used to explain pulleys such as wheel, axle, effort, force, and load. Important words and concepts will be recorded in the flipbooks and used for reference in future lessons and activities. Diagrams have been used throughout this unit as visuals to help students better understand the importance of the pulleys. How to Life a Lion will be used to help students see a real-life example of a pulley and how it is used to lift loads up to a higher level. Once students have had a discussion about pulleys and how they are used in real life, students will be asked to work with their pairs to create a rendition of a flagpole; this exploration will help students see as you force the work down the load goes up. Discussion and exploration are important in science because students need to be able to see the force in action rather than just reading and writing about the machines; students need to become scientists by asking questions and taking the definition and seeing it physically in action. IV. Assessment: Describe how you and your students will know they have reached your learning goals.

2 2 LAP 4: PULLEYS SIMPLE MACHINES UNIT Flipbooks o Shows students understanding of concepts and ideas Exploration o Students will be working in pairs to create a flagpole pulley. This will show if students understand the meaning of pulleys in action. Exit Slip o Students will be asked if they could understand that as you pull force down the load will go up. V. Personalization: Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student and scaffold learning? During this lesson all students will have the ability to access the content, form understandings, and share their knowledge. Reading excerpts from Smart Pulleys and How to Lift a Lion is a way to link literature and science to help students who connect to pictures, real life examples, and read alouds as a tool. Whole class discussion about pulleys and turn and talks will help students who struggle to articulate in a classroom setting; turn and talks will give them opportunities to get their thoughts and ideas heard. Pairs are pre-selected ensure students will maximize their learning time and also to help students who are struggling with the materials to be in a group where they will be guided with insight and leadership skills. This will allow students to work together, develop, and contribute to the classroom learning community. Flipbooks and modeling on chart paper will help students understand the concepts and vocabulary words needed to understand simple machines. These will also help ELL learners who are still developing vocabulary; the flipbooks will help students connect diagrams with important vocabulary. The pulley activity will help students physically see how a pulley helps lift a load. The discussion to follow helps students who were struggling with the activity to hear peers say their observations and explanations. VI. Activity description and agenda: Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding. Time Student Teacher 7 minutes Turn and talk. Discuss what they think about simple machines. Have students come to rug with preselected partners. Have students turn and talk about the previous lesson that introduced wheel and

3 LAP 6: PULLEYS SIMPLE MACHINES 3 axle. 3 minutes 10 minutes 10 minutes. 10 minutes 6 minutes Duration of class Listen to teacher. Write pulley Listen to teacher. Write pulleys definition in flipbook. Turn and talk. Listen to teacher. Write definitions in flipbook. Draw diagram in flipbook. Listen to teacher. Turn and talk about pulleys in real life. Listen to teacher. Turn and talk. Participate in exploration, discussion, and complete exit slip. Pass out flipbooks and have students add pulley to the next section. Model for students to show how to spell the words correctly. Introduce pulleys. Write pulley definition on chart paper. Model writing in flipbook. Read excerpt from Smart Readers Pulleys. Have students turn and talk about pulleys reading. Explain to students that a screw is made up of a rod, wheel and axle Model drawing diagram. Have students draw in flipbook. Transition to discussing pulleys and what they do. Have students turn and talk about where they have seen screws in real life. Read excerpt from How to Lift a Lion. Have students turn and talk about how the pulley helped lift the bananas up into the tree. Introduce exploration activity. Explain to students they will be working with various materials and to pay close attention to the instructions. Pass out materials one at a time. Have students create their flagpoles. Ask What do you notice? Have a discussion of what

4 4 LAP 4: PULLEYS SIMPLE MACHINES UNIT happened with the force, effort, and load. Have students complete exit slip for the activity and discussion. VII. List the Massachusetts Learning Standards this lesson addresses. 2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists Engineering Design: 3.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever. VIII. Reflection a. In light of all areas of planning, but especially in terms of your stated purpose and learning goals, in what ways was the activity(ies) successful? How do you know? In what ways was it not successful? How might the activity be planned differently another time? b. What did you learn from the experience of this lesson that will inform your next LAP? This was a very successful lesson in terms of hands-on, minds on, exploration, and discussion. At the beginning of this lesson I had students discuss the importance of a wheel and axle and why we use them. This discussion helped students relate back to a previous lesson. I wanted pulleys to be taught after wheels and axles because a wheel and axle is part of a pulley. As we transitioned into talking about pulleys, students understood that the when you pull down the object or load would go up. While they understood this and wrote it down, it was hard to tell if students could explain WHY this happens. The How to Lift a Lion excerpt was a perfect book to show students how a pulley could help lift objects up into a tree versus climbing up the tree. Jose was able to explain that although you could carry the basket of bananas up, it would be easier to lift the object with a pulley so you would not be that tired. After the read aloud I showed students a pulley examples by using a small pulley, rope, and a wooden block. I had the students point out the load, wheel, axle, and where the effort and force goes. This visual observation helped students see how the force is changed. The exploration helped students see how a flagpole is a pulley. Students worked well in pairs, showing me that small group work and pairs were working well in science. During this exploration students were able to see a pulley in action. Students were able to explain that as

5 LAP 6: PULLEYS SIMPLE MACHINES 5 you pulled down the object can easily be moved up. Many students explained this as as you pull down the object goes up. To ensure that students understood the vocabulary, I had students take a Tree house Problem home to describe why a pulley makes it easier to lift objects into a friend s tree house. If I were to do this lesson again, I would want students to be able to understand different real life examples of pulleys rather than just talking about flagpoles and lifting bananas. I would also have students observe a real life pulley example by lifting books in the classroom to show them why it can help lift heavy loads. Name Pulleys Ticket to leave Date What did you have to do in this experiment? What happened when you pulled the rope down? What is a pulley used for? Please explain your answer.

6 6 LAP 4: PULLEYS SIMPLE MACHINES UNIT Name: Date: Simple Machines: Pulleys Objective: I will use my knowledge of a pulley to explain force when using a pulley Your friends want to make a pulley to lift a basket of food into your tree house. Please explain what you would need to make a pulley and the pulley will help them do work. Does the pulley make it easier to lift the object? Please sketch your pulley and label the load, force, effort, wheel, and axle.