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Lesson
Class #: December 5th, 2018 – 1:59-3:00 Course Grade 4 Science
Title/Focus

PROGRAM OF STUDY OUTCOMES

General Learner Expectations:
• Students will demonstrate a practical understanding of wheels, gears and levers by constructing
devise in which energy is transferred to produce motion. (GLE 4-6)
Specific Learner Expectations:
• Students will explain how rollers can be used to move an object, and demonstrate the use of rollers
in a practical situation. (SLE 4-6.1)
• Students will construct devise that use wheels and axles, and demonstrate and describe their use
in: model vehicles, pully systems, and gear systems. (SLE 4-6.3)

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Define what rollers are and what they can be used for. (Remembering)
2. Construct a simple machine that will move a textbook from one end of the table to the other.
(Applying)
3. Design a title page for the Wheels and Levers unit using Canva and included at least 5 different
examples. (Creating)

MATERIALS AND EQUIPMENT

• Recycling bin
• Rhythm sticks (60)
• 10 textbooks
• Chromebook cart

PREPARATION AND LOGISTICAL CONSIDERATIONS

• Make sure that the recycling bin is empty.
• Collect the rhythm sticks from the music room.
• Find 10 heavy textbooks for the students to move with rollers.
• Book the Chromebook cart for creating the Canva title page.
• Create a Google Slide presentation.
• Create the Exit Slip and photocopy onto Sticky Notes.

PROCEDURE
Introduction Time
• Have Google Slide Wheels and Levers presentation displayed on the Smartboard,
just on the title slide.
• “Okay Grade 4! Let’s finish up our Last Chance Snacks and clean up so we 2 min
can begin our Science demonstration for today!”

Body Time
Roller 1) Set the recycling bin at the front of the class and then climb
Demonstration in. 12 min
2) Challenge one of the students to attempt to push me in the
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recycling bin.

3) “How do you think we could make this process easier?”

(Allow for 5-6 responses) If adding more people to push is
a response have the students experiment and see how many
of them it would take.
4) “Wow that was a lot of students! Did that feel/look like
a lot of work? The force that was making pushing the
recycling bin so much work is called friction. Do you
think there’s a way that we could make this process even
easier and reduce the friction?” (Allow for 5-6 repsonses)
5) Once the rollers have been brought up, reset the
demonstration so that the recycling bin is on the rollers and
then have the same student attempt to push me in the
recycling bin.
6) “What were the differences that you noticed between
two times we tried to push the recycling bin?” (Allow for
8-10 responses)

What is a Roller 1) Move Google Slide presentation to the next slide. (What are
rollers?)
2) “Let’s talk about what rollers are! Does anyone have
any ideas?” (Allow for 5-6 responses)
3) Move Google Slide presentation to the next slide with the
definition of rollers.
4) “Rollers are cylinders that are used together to move
5 min
objects with reduced friction. Sliding objects can create
friction. Using a roller system can reduce this friction
and makes better use of energy. Some examples of
Rollers are: rolling pin, plates roller, rolls of paper, hair
curlers, and conveyor belts.”
5) “Does anyone have any questions?”

Make Your Own 1) “Now, I want you to make your own roller system to
move a textbook! You will be working in partners,
which I have pre-assigned and are displayed on the
Smartboard. When I say go, I want one group member
to come to the back shelf to get a textbook and 5 rhythm
sticks. Then I want you to collaborate and use the
rollers to move your text book at least the length of the
table. You can complete this on the table top or on the 12 min
floor beside the table. You will have 8 minutes to
complete this activity. Are there any questions? Go!”
2) Set an 8 minute timer in the Class Dojo.
3) Circulate around the classroom and formatively assess
whether the students are on task or not and if they are
understanding the activity.
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Canva Title Page 1) “Does everyone remember learning about Canva from
Mr. Eirich last week? Today we are going to make a
title page for our Wheels and Levers Science unit!”

2) “On your title page I want you to include: the title

(Wheels and Levers), and at least 5 examples or pictures
of Wheels and Levers. Please make sure that you are
including good pictures! Also, this is not supposed to be
a quick project, so you should not be done in five
minutes. I want you to be really creative with the design
30 min
you choose and find accurate pictures. To get to Canva,
you need to either Google canva.com OR go on the
Google Classroom and click on the link that is there.
Are there any questions?”
3) “Could the Tech Gurus please go and get the Chromebook
cart? Once you have a Chromebook you may begin
working on your Canva Title Page.”
4) Give the students a 5 minute warning when there is 10
minutes left in the class to leave time for them to clean up
and put their Chromebooks back in the cart.

Conclusion Time
• “We have one more thing we need to do today before we clean up. I need you
to fill out this Exit Sticky Note when I hand it out to you. This is just for me
to see what you learned in today’s lesson. There are three questions: what is a
roller; what can a roller be used for; and what are some questions that you
still have. Please fill them out as best you can. When you have finished filling 5 min
them out, please stick them to the door.”
• After class, collect the Sticky Notes and formatively assess what concepts the
students learned and what ones still need reinforcement.

Assessment
• Formative: Questioning and Discussion. This ensures that the students are understanding the
concepts before I continue with the lesson. This assessment fulfills Learning Objectives one, two,
and three.
• Formative: Exit Slip Sticky Notes. This informs me if the students understood the concepts
taught in the lesson, if any concepts need to be revisited, and if they have any further or additional
questions. This assessment fulfills Learning Objective one.

Additional Notes: