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Priddle
Cohort
A
Assessment
Minds
On:
As
a
class
we
will
start
a
KWL
chart:
What
do
we
know
about
pulleys?
What
do
we
want
to
know?
Show
students
the
6
minutes
Bill
Nye
Youtube
video
on
pulleys
https://www.youtube.com/watch?v=9T7tGosXM58&feature=related
What
device
did
you
see
in
the
video
that
used
pulleys?
What
did
we
learn
from
the
video?
Add
new
information
from
the
video
to
the
KWL
chart.
Learning
skills
and
work
habits
focused
on
throughout
this
lesson:
independent
work
and
responsibility.
Tell
students
that
a
poster
featuring
the
culminating
task
is
displayed
on
the
bulletin
board
for
this
lesson
as
well
as
the
rubric
they
are
free
to
look
at
it
if
they
wish,
however
it
will
be
introduced
more
in
depth
toward
the
end
of
the
unit.
Hands
On:
Today
we
will
begin
our
journey
on
investigating
pulleys
and
gears,
however
I
want
to
know
how
much
you
know!
Students
will
be
introduced
to
a
number
of
different
objects
that
use
pulleys
such
as
a
clothesline,
crane,
flagpole,
lawnmower,
ski
lift,
escalator,
snowmobile.
Students
will
work
through
the
work
sheet
and
explain
how
they
think
the
different
objects
work
and
draw
a
diagram
with
labels.
They
will
explain
what
they
think
the
purpose
of
the
pulley
system
is
and
the
basic
operation
of
each.
This
will
be
a
diagnostic
tool
to
see
how
much
students
know
about
pulleys.
Consolidation:
Collect
the
worksheets
and
then
go
over
a
couple
of
the
devices
that
were
on
the
page.
Tomorrow
we
will
work
through
the
different
types
of
pulleys
more
in
depth.
How it relates to CT
Brittany
Priddle
Cohort
A
Minds
On:
Can
anyone
identify
some
different
types
of
pulleys?
What
were
some
of
the
ones
we
saw
in
the
video
from
yesterday?
Students
will
be
shown
a
list
of
things
and
they
will
pick
out
which
include
pulleys
and
which
do
not?
Then
we
will
discuss
the
purpose
of
some
of
the
pulleys
in
those
different
systems.
Learning
skills
and
work
habits
focused
on
throughout
this
lesson:
collaboration
and
self-regulation.
Hands
On:
During
the
hands
on
portion
of
the
lesson
students
will
be
participating
in
learning
centres
based
on
different
aspects
of
pulleys.
Groups
will
spend
7-10
minutes
at
each
centre
The
centres
will
be:
1) Fixed
Pulley
Send
your
friend
a
treat!
2) Movable
Pulley
3) Compound
Pulleys
4) Creating
an
Important
Terms
Booklet
Consolidation:
Students
will
be
required
to
submit
an
exit
ticket
before
they
leave
the
class
answering
the
following
questions:
What
is
a
fixed
pulley?
A
movable
pulley?
What
do
pulleys
do?
Minds
On:
Today
we
are
going
to
explore
pulleys
so
that
you
are
all
comfortable
working
with
them.
Learning
skills
and
work
habits
focused
on
throughout
this
lesson:
responsibility
and
initiative.
Hands
On:
Brittany
Priddle
Cohort
A
1.1
assess
the
impact
of
pulley
systems
and
gear
systems
on
daily
life
Students
will
create
the
different
types
of
pulleys
that
they
researched
the
day
before
and
see
how
they
work
focusing
on
directional
movements.
Students
will
record
their
observations
in
their
logbook.
This
lesson
will
be
more
inquiry
based,
as
students
will
be
responsible
for
their
own
investigation
and
exploration
of
pulleys.
Consolidation:
Students
will
hand
in
an
exit
ticket
that
will
allow
the
teacher
to
know
how
their
knowledge
of
pulleys
is
developing.
They
will
place
themselves
on
of
the
following
categories:
Im
a
NOVICE:
Im
just
starting
to
learn
this
and
I
dont
really
understand
it
yet.
Im
an
APPRENTICE:
Im
starting
to
get
it,
but
I
still
need
someone
to
coach
me
through
it
Im
a
PRACTITIONER:
I
can
mostly
do
it
by
myself,
but
I
sometimes
mess
up
or
get
stuck
Im
An
EXPERT:
I
understanding
it
well,
and
I
could
thoroughly
teach
it
to
someone
else.
Minds
On:
Ask
students
to
make
a
list
of
machines
that
use
gears.
As
a
class
begin
a
KLEWS
chart
on
gears.
Ask
them
what
they
know
about
gears.
(K)
Why
do
we
use
gears?
Learning
skills
and
work
habits
focused
on
throughout
this
lesson:
self-
regulation
and
initiative.
Hands
On:
Introduce
students
to
what
a
gear
is,
what
they
are
used
for.
Show
students
diagrams
of
different
types
of
gears:
spur,
idle,
crown,
bevel
and
worm
and
get
them
to
guess
the
name
of
each.
Tell
students
that
we
will
discuss
them
more
in
depth
in
tomorrows
lesson.
Students
will
come
up
with
a
list
of
things
that
use
gears,
classify
them
using
a
scheme
that
they
come
up
with.
Example
large
gears,
small
gears.
Discuss
how
these
devices
would
be
different
or
how
they
would
work
if
they
did
not
have
gears.
Provides
fundamental
knowledge
and
understanding
of
gears.
This
information
can
be
used
to
create
their
elevator
during
their
culminating
task.
Brittany
Priddle
Cohort
A
purposes
of
pulley
systems
and
gear
systems
(e.g.,
to
facilitate
changes
in
direction,
speed,
or
force)
Consolidation:
Fill
out
the
KLEWS
chart
with
the
new
information
gained
through
experiences
with
gears.
Minds
On:
Can
anyone
name
a
type
of
gear
and
what
it
would
be
used
for?
Today
we
are
going
to
explore
the
different
types
of
gears
through
a
jigsaw
activity;
you
are
going
to
be
the
teachers!
Learning
skills
and
work
habits
focused
on
throughout
this
lesson:
responsibility,
collaboration
and
initiative.
Hands
On:
Students
will
engage
in
a
jigsaw
activity
to
explore
the
different
types
of
gears:
spur,
idle,
crown,
bevel
and
worm.
Students
will
work
in
small
groups
and
use
the
iPads
to
research
their
assigned
gear
and
do
a
small
presentation
for
the
class.
Teacher
will
walk
around
while
students
are
working
and
take
anecdotal
notes.
Consolidation:
Students
will
give
a
brief
presentation
to
their
peers
about
the
type
of
gear
that
they
researched.
At
the
end,
as
a
class
we
will
Add
the
information
we
learned
from
todays
centres
to
our
KWL
chart.
Brittany
Priddle
Cohort
A
Overall:
3.
demonstrate
an
understanding
of
the
basic
principles
and
functions
of
pulley
systems
and
gear
systems.
Specific:
3.2
describe
how
rotary
motion
in
one
system
or
its
components
(e.g.,
a
system
of
pulleys
of
different
sizes)
is
transferred
to
another
system
or
component
(e.g.,
a
system
of
various
gears)
in
the
same
structure
3.4
describe,
using
their
observations,
how
gears
operate
in
one
plane
(e.g.,
spur
gears,
idler
gears)
and
in
two
planes
(e.g.,
crown,
bevel,
or
worm
gears)
Minds
on:
Does
anyone
know
what
a
gear
train
is?
Explain
what
a
gear
train
is.
What
do
you
think
a
gear
train
could
be
used
for?
Ask
students
to
make
predictions
about
the
directions
that
gears
will
turn
in
a
gear
train.
Tell
students
that
today
they
will
be
exploring
gears,
with
a
focus
on
motion.
Ask
students
the
following
questions
and
have
them
predict
the
answers:
1) Imagine
you
have
two
40-tooth
gears
contacting
each
other.
When
one
40
tooth
gear
turns
once,
how
many
times
will
the
other
40-
tooth
gear
turn?
Answer
=
1
2) Now
imagine
replacing
one
of
the
40-tooth
gears
with
an
8-tooth
gear,
with
the
40-tooth
gear,
turning
the
8-tooth
gear.
When
the
40
tooth
gear
turns
once,
how
many
times
will
the
8-tooth
gear
turn?
Answer
=
5
Learning
skills
and
work
habits
focused
on
throughout
this
lesson:
self-
regulation
and
responsibility.
Hands
On:
Students
will
make
their
own
gears
out
of
cardboard
(using
a
template)
they
will
cut
them
out
and
use
pins
to
fasten
them
to
another
piece
of
cardboard.
Remind
students
of
proper
use
of
scissors.
Learning
will
be
self-directed
by
the
students
at
the
beginning.
Teacher
will
walk
around
and
listen
into
conversations.
If
students
are
discovering
many
things
about
gears
they
will
be
left
alone,
if
not
they
will
be
given
hints
such
as:
-
Explore
the
direction
that
the
gears
turn
and
record
their
observations
in
their
science
journal.
-
Put
a
small
and
a
large
gear
together
with
the
teeth
lining
up.
Turn
the
large
gear
one
complete
turn
how
many
turns
does
the
small
hear
make?
Consolidation
Add
our
newly
gained
information
to
the
KLEWS
chart
(from
Introduction
to
Gears
lesson).
Talk
about
what
they
found
the
most
interesting
thing
was
about
gears.
Exit
ticket:
When
pulley
A
turns
CW
what
way
does
pulley
B
turn?
If
pulley
A
turns
CCW
what
way
does
pulley
C
turn?
Mind
On:
Students
will
hand
in
a
Yesterday
we
were
able
to
explore
gears.
Now
we
are
going
to
think
of
how
we
drawn
diagram
of
a
bicycle
use
gears
in
our
everyday
lives?
What
types
of
machines
use
gears?
and
label
the
gears,
and
the
Brittany
Priddle
Cohort
A
basic
principles
and
functions
of
pulley
systems
and
gear
systems.
Specific:
3.6
identify
pulley
systems
(e.g.,
clotheslines,
flagpoles,
cranes,
elevators,
farm
machinery)
and
gear
systems
(e.g.,
bicycles,
hand
drills,
can
openers)
that
are
used
in
daily
life,
and
explain
the
purpose
and
basic
operation
of
each
3.7
explain
how
the
gear
system
on
a
bicycle
works
(e.g.,
by
using
the
largest
gear
on
the
front
chain
ring
and
the
smallest
gear
on
the
rear
wheel,
we
can
move
quickly
along
a
flat
surface)
3.8
identify
the
input
components
that
drive
a
mechanism
and
the
output
components
that
are
driven
by
it
(e.g.,
the
pedals
on
a
bike
are
the
input
component;
the
rear
wheel
is
the
output
component)
Brittany
Priddle
Cohort
A
Lesson
8:
Culminating
Task
Preparation
Overall:
2.
investigate
ways
in
which
pulleys
and
gears
modify
the
speed
and
direction
of,
and
the
force
exerted
on,
moving
objects
Specific:
2.3
use
technological
problem-solving
skills
(see
page
16)
to
design,
build,
and
test
a
pulley
or
gear
system
that
performs
a
specific
task
Sample
problems:
Design,
build,
and
test
a
mechanism
that
will
raise
and
lower
a
flag.
Design,
build,
and
test
a
changing
billboard.
Design,
build,
and
test
a
model
elevator
that
could
be
used
in
a
barn.
Design,
build,
and
test
a
model
drawbridge
for
a
castle.
Minds
On:
Review
with
students
what
they
have
learned
about
pulleys
and
gears
throughout
the
unit.
Explain
the
design
challenge
for
the
culminating
task
and
review
the
details
of
it.
Details:
Students
must
use
recycled
materials.
Students
must
create
an
elevator.
Students
must
design
a
poster
to
advertise
their
device.
Students
will
fill
out
a
logbook
of
their
experimentation.
Students
can
work
individually
or
in
pairs
that
is
up
to
their
discretion.
Remind
students
that
if
they
choose
to
work
with
a
peer,
to
choose
that
person
wisely
and
that
the
work
must
be
completed
evenly
between
both
group
members.
Part
of
this
lesson
will
be
using
the
Engineering
Design
Process
to
create
the
best
elevator
possible!
Review
the
Engineering
Design
Process
with
the
students.
Throughout
the
design
process,
students
will
document
their
investigation
in
their
Engineering
Design
Process
logbook.
All
of
the
work
on
this
culminating
task
must
be
completed
during
class
time.
Hands
On:
Teacher
wanders
around
the
class
assisting
and
answering
questions
where
possible.
Al
of
the
anchor
charts
from
the
unit
will
be
displayed
around
the
classroom
for
students
to
reference
at
any
time
while
they
are
completing
their
culminating
task.
Students
will
be
given
this
period
to
work
on
constructing
their
first
draft
of
their
elevator.
Students
will
be
encouraged
to
try
and
have
their
elevator
designed
and
the
first
draft
constructed
and
tested.
Consolidation:
Logbooks
will
be
collected
at
the
end
of
the
class
(as
an
exit
ticket)
for
the
teacher
to
look
over
to
ensure
that
they
are
keeping
track
of
their
progress.
Logbooks
will
be
handed
back
at
the
beginning
of
the
next
class
so
students
can
complete
it.
Brittany
Priddle
Cohort
A
Minds
On:
Students
will
be
assessed
Before
the
presentations
begin
we
will
review
how
to
act
when
a
classmate
is
using
a
rubric.
presenting
and
how
to
be
an
active
listener.
Tell
the
students
that
they
will
be
required
to
hand
in
an
exit
ticket
to
demonstrate
that
they
were
paying
attention
during
the
presentations.
Hands
On:
Students
will
present
their
elevators
to
the
class.
They
will
explain
how
they
work
and
show
a
demonstration
to
the
class.
In
addition,
students
will
show
the
class
the
poster
they
created
to
advertise
their
elevator.
Consolidation:
We
will
come
together
as
a
class
and
have
the
students
write
down
a
list
of
4
things
they
learned
or
remembered
from
their
peers
presentations
and
hand
it
in
as
an
exit
ticket.
This
is
to
ensure
that
the
students
are
paying
attention
during
the
presentations.
Presentation
of
culminating
tasks.
Brittany
Priddle
Cohort
A
1.2
demonstrate
an
understanding
of
appropriate
listening
behaviour
by
adapting
active
listening
strategies
to
suit
a
variety
of
situations,
including
work
in
groups
Purpose
2.1
identify
a
variety
of
purposes
for
speaking