Weekly Lesson Plan

Week No:3 Monday Date : Aug 20th 24th Tuesday Subject: AOI Topic/Content: Simple Machine Key Vocabulary: wheels, pulley, axles, inclined plane, spring scale, weight, force, friction, ramp, Lesson Objective: Students will be able to understand the function of wheel and axle in our day to day life Aids/Materials: A toy car that has removable wheels and axle Several heavy boxes 2 skateboards Plywood (large enough to hold a heavy box or a student) Organization of Lesson: Introduction (whole group): Students will be introduced to Wheel and Axle through a short interactive session on how wheels were introduced and how it has impacted our daily lives. Students will conduct an Wednesday Subject: AOI Topic/Content: Simple Machine Key Vocabulary: wheels, pulley, axles, inclined plane, spring scale, weight, force, friction, ramp, Lesson Objective: Students will be able to understand the function of wheel and axle in our day to day life Aids/Materials: Reflection sheet on previous experiments Organization of Lesson: Introduction (whole group): Students will recapitulate their prior experiments and share the understandings and views on the same with the class. Development (Modeling, Explanation/demonstration Instructional Strategy): Practice(Guided/Monitored Grade/Subject: 4 Thursday Subject: AOI Topic/Content: Simple Machine Key Vocabulary: Friday

Subject: AOI Topic/Content: Key Vocabulary: wheels, pulley, axles Lesson Objective : 1. Students will be able to understand how wheels, axles, and pulleys are used to lift heavy objects. 2. Students will construct models of pulleys and wheel-and-axle machines 4. Students will observe how rotating wheels can help lift heavy objects. 5. Students will communicate their results through discussion and or drawings. Aids/Materials: small paper cups - hole punch - unsharpened pencils - large spools - masking tape small objects (paper clips, erasers, pebbles) - 6, 12 and 36 pieces of string

Lesson Objective:

Aids/Materials: Organization of Lesson:

Introduction (whole group): Development (Modeling, Explanation/demonstrati on Instructional Strategy): Students will participate in a class discussion and share their findings and recordings on the simple machine used by them and their parents at home, school and at work. Practice(Guided/Monitor

Organization of Lesson: Introduction : The teacher will review the meaning of simple machines, pulleys, wheel and axle and their use in everyday life.

experiment on the car with or without the wheels.

activity): Independent Practice (Assignment to measure progress): Students will review their thought on previous day experiment based on pulleys, wheel and axle. Reflection worksheet based on formative assessment will be given to the students to assess their understanding on levers, pulleys, wheel and axle, and inclined plane. Accommodation (Differentiated instruction): Assessment/Evaluation(Checki ng for understanding or measuring progress): Closure(wrapping up): The teacher will give the AOI simple machine booklet for their understanding process. Homework: Teacher Reflection(to be completed after lesson):

ed activity): Independent Practice (Assignment to measure progress): Accommodation (Differentiated instruction): Assessment/Evaluation(C hecking for understanding or measuring progress): Closure(wrapping up): Teacher will review their reflections and understanding on levers and types, inclined plane, pulleys, wheel and axle.

Development (Modeling, Explanation/demonstration Instructional Strategy): Practice(Guided/Monitored activity): Independent Practice (Assignment to measure progress): Experiment 1: Show students the toy car without wheels or axles. Ask one student to push the car on a table or desk. Ask students: How well does this car move? What is missing from the car? Make sure the students mention the missing axles as well as the missing wheels. If they dont know what the rod connecting the wheels is called, provide the word axle. Tell students that a wheel and axle is a simple machine that helps us move the car with less effort. Place several heavy

Development : The teacher will review the concept of pulleys, wheel and axle with the help of some experiments. Experiment 1: In advance, make small buckets with handles using paper cups, whole punch, and 6 piece of string. Instruction sheet To construct model students will need: 1 bucket, strings, an unsharpened pencil, a thread spool, masking tape and assorted small objects. (See instruction sheet for an example.) Explain how spinning wheels and string can help lift heavy objects. Have students tie one end of the short string to their bucket handle and tape the other end around the middle of a pencil.

Homework: Teacher Reflection(to be completed after lesson):

One student places small objects inside the bucket and holds one end of the pencil so the bucket hangs freely. Have partners spin the ends of the pencil. Ask students to observe the pencil rotating and the bucket moving upward. Students create a second lifting device by making a pulley system using spools. Students pull a piece of string through the center of the spool. Next they tape the string and spool between two desks. Students remove the pencil from the first model and attach a 36 piece of string to the one already attached to the bucket handle. Make a pulley system by placing their bucket on the floor and looping the string over the spool. Students lift their bucket off the floor by pulling the string downward against the spool. Ask students which needs less force to be moved: a roller skate on its side or on its wheels?

boxes or have a student sit on the piece of plywood. Ask another student to move the plywood forward several feet by dragging it. How difficult is it to move the plywood? Ask students to think of an easier way to move the load. What simple machines could help? If students suggest wheel and axle, pull out the two skateboards. Invite them to figure out how to use the skateboards to help move the load. Let them experiment until they are able to arrange the skateboards beneath the plywood and move the student or boxes on the plywood more easily. Children will fill out a graphic organizer to record the cause and effect that they have seen at work in the experiments done. This will be a part of the reflection they will write at the end of the experiment. Students will make a model of a wheel barrow

a. Materials 1. Roller skate 2. Rubber bands 3. Ruler b. Attach rubber bands to roller skates and measure their rubber bands before you pull. c. Pull the skate on its side and measure rubber bands during the pull. d. Students would conclude that the wheel and axle used less force to move.

with and without wheels. Friction- While the above experiment is conducted the students will also observe that the car does not move because of the force created between the two surfaces. This force is called friction. Few e.g. ferries wheel, faucet etc. Accommodation (Differentiated instruction): Assessment/Evaluation(Checkin g for understanding or measuring progress): Closure(wrapping up): The teacher will review the prior experiment done on pulleys, wheel and axle and conduct an interactive session on it

Practice(Guided/Monitored activity): Independent Practice (Assignment to measure progress): Accommodation (Differentiated instruction):

Homework: Assessment/Evaluation(Checkin g for understanding or Teacher Reflection(to be measuring progress): completed after lesson): Observation and discussion of students testing results. Closure : The teacher will review the experiment done on pulleys, wheel and axle. Homework:

Teacher Reflection(to be completed after lesson):