Haley Reynolds

Lesson Grade 4: Science- Building our Teacher:

March 14th ,
Title/Focus Vehicles Date:
2018

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning 1. (#4-6 Science) Demonstrate a practical understanding of wheels,
Outcomes: gears and levers by constructing devices in which energy is
transferred to produce motion.
2. (#4-7 Science) Construct a mechanical device for a designated
purpose, using materials and design suggestions provided
Specific 1. Construct devices with a partner that use wheels and axles and
Learning demonstrate and describe their use in model vehicles.
Outcomes: 2. Design and construct devices and vehicles with a partner that move
or have moving parts- linkages, wheels and axels.
3. Design and construct devices and vehicles with a partner that
employ energy storing or energy consuming components that will
cause motion

LEARNING OBJECTIVES
1. By the end of the lesson, students will know if they’re successful if they have started or
are working on their vehicle.

MATERIALS & EQUIPMENT

 Alberta Program of Studies – Science Grade 4
 Empty Juice Boxes/ Water Bottles
 Bottle Tops
 Molding clay
 Small Skewers
 Straws (flexible head)
 Duct tape
 Balloon
 Felt Fabric, glue
PREPARATION & LOGISTICAL CONSIDERATION
 Have materials ready for students
ASSESSMENTS
Observations:  The students effort and participation in the activities.
 If they students are able to express their knowledge of
wheels and axles and apply it towards the creation of their
vehicle
  What the students know from the previous lessons
 Students engagement in the lesson
Essential Question:  How do wheels and Axles help our car move?
Products/Performances:  Students will work towards an understanding of how their
design of the vehicle and knowledge of wheels and axles
will contribute to their creation of their vehicle.

PROCEDURE
Introduction Time
Attention Grabber:  Explain and draw out for the students the
Go over experiment experiment that will be happening when
5
they are done their cars
mins
 Connect independent, dependent and
controlled variables to the experiment
Body Time
Continue working on our  Let the students continue working on their cars 30
cars  Assist the students if they need help mins
Clean up/ end of class
 The students will clean up hand in their cars and
5 mins
continue on to math
Assessment  Formative assessment: Observation of the
students creating their cars
 Discuss with the students on why they are
making their car a certain way, and why that is
Adaptation  If a student needs help with their car, students
that are done their own can help other students
finish theirs

Rationale
  How does this
individual lesson This lesson scaffolds learning for students because it requires
scaffold learning students to apply their knowledge of wheels and axles when
opportunities for building their vehicle. By students helping other students build
students? their vehicles it shows the students the importance of
cooperation during experiments.

This lesson assumes that students should have a basic

knowledge behind
 Basic knowledge of simple machines
 What assumptions does  Basic knowledge of wheels and axles
this lesson make about  Basic knowledge of how to use specific materials to
what students already build or create a contraption and/or object
know?

This lesson is connected to the next lesson as we will be

working on building our vehicles these next few days and
 In what ways is this connecting our knowledge of wheels and axles throughout the
lesson connected to the testing process, and through our reflection period.
next lesson?

Decided to include exit slips for second class