January 9th Backward Design Plan Template

Title: Comparing Pulley Systems Subject/Course: Science Time: 40 Minutes

Level: 4

Lesson Description
Students will demonstrate their knowledge of the three pulley systems learned in class by identifying them in pictures,
showing their knowledge of the operation of each pulley and explaining what a mechanical operation is. They will also
apply critical thinking skills to determine why a monkey could not lift an elephant using a compound pulley.

Stage 1: Desired Results

Big Question (link to the real world)
How can we choose the right pulley for a task?
Ontario Curriculum Overall Expectation
1. Evaluate the impact of pulleys and gears on society and the environment.
3. Demonstrate an understanding of the basic principles and functions of pulley systems and gear systems.
Ontario Curriculum Specific Expectation
1.1 Assess the impact of pulley systems and gear systems in daily life.
3.1 Describe the purposes of pulley systems and gear systems.
3.6 Identify pulley systems that are used in daily life, and explain the purpose and basic operation of each.
Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:
- Concepts to be applied: knowledge of different - Effort force
pulley systems and how they operate; - Motion
knowledge of mechanical advantage; - Load force
knowledge of real-life direction of force, - Fixed Pulley
motion, etc. - Movable Pulley
- Combined Pulley
- Spring Scale
- Newtons
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies: See Chapter 6 Gregory and
to know and be able to do, in language that students can Chapman, Beyond Monet PDF, Wees “56 different
readily understand.” examples of formative assessment”.
Success criteria: “describe in specific terms what successful
attainment of the learning goals looks like” (Growing
Success p. 33).
Learning Goals: Direct instruction
- Students are expected to be able to identify
different pulley systems.
- Students should know how these pulley systems
operate.
- Students should know what mechanical
advantage means.
- Students should be able to use vocabulary
learned in class.
Success Criteria:
- Students identify different pulley systems used
in the photographs.
- Students identify how the pulley systems
operate.
- Students can describe mechanical advantage.
- Students use vocabulary learned in class,
relevant to the topic, in a meaningful way to
discuss the picture.
 Materials/Student Groupings Differentiation
Individual Student Work

Worksheet

Pencil

Paper

Eraser

Anchor charts

Assessment For Learning, Checking for Understanding & Feedback

Students will fill in the worksheet. They will have the learning goals and success criteria posted so they can see
what is expected of them. Their answers will be compared with a rubric. They will receive a glow and grow after.
Stage 3: Learning Activity
Motivational Hook (20 MINS.):
(All students will have a copy of the Addison and Wesley Pulleys and Gears on their desk when they come into class).

Pulleys are a great way to move things. One of the advantages of using pulleys in your machines is that you’re given
options. You’re not always going to need a movable pulley to do the work. I can lift a flag all by myself. It’s going to
take me a lot more effort to climb a flagpole or even a ladder holding the flag and hang the flag in the middle of the air,
though, even if I can carry that flag, than if I can do it from the ground. Sometimes I will need to reduce how much
force I’m using to lift a weight because I just can’t lift it by myself, so I’ll use a movable pulley to lift it into the air. And
sometimes I’ll have to use both at the same time so that I can lift the object higher and reduce the weight at the same
time. Each pulley system has its own advantages and disadvantages.

Open (10 MINS):

Today I’ve given you a copy of the Addison and Wesley book. On page 14 and 15 there are pictures of the pulley
systems and explanations of each. Using these and what you’ve learned in class, you should be able to answer the
worksheet given to you. I’ll ask (pick supply managers) to grab the worksheets and hand them out.

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (10 MINS):
Students will complete the worksheet.

Close (success criteria visited) (5 MINS): Collection of worksheet and five minutes of silent reading until the next
class.

Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection (WWW/EBI)

http://www.mrmichaelbrodie.ca/index.cfm?page=Grade4PulleysAction

(All students will have a copy of the Addison and Wesley Pulleys and Gears on their desk when they come into class).

It’s been a long time since we’ve just played a little game. I have a little treasure
chest here. I’ll give you a word that we learned before the break, and I want you to
tell me what it means. The first person with their hand up will get to answer first,
and if they get it right, I’ll write their name on the board and they’ll be allowed
to take something from the treasure chest at the end of class. If they don’t, someone
else will get a chance to answer. Now, I have expectations during this game - I
expect you’ll raise your hand before you answer and wait for me to call on you. If
you just blurt out your answer I’ll ignore it. Then someone can steal it, and if it’s
right, they’ll get to take something out of the box instead.

Terms:

-Effort force
-Load force
-Motion
-Fixed pulley (and how it works)
-Movable pulley (and how it works)
-Newton
-Spring Scale
-Direction of force
-Kilogram
This last term is worth two items from the treasure chest - it’s “Mechanical
Advantage”. (Wait at least 30 seconds for someone to answer. Likely one of the
students will use the anchor chart available to give a verbatim answer. If so, praise
them for use of materials in the classroom.)

Mechanical advantage is a fancy way of saying how much work the machine is doing
for us. Our pulley system is our machine. When we did the fixed pulley system, the
spring scale showed that, while the force you needed to lift the object was reduced a
tiny bit, it wasn’t reduced by very much. When you used the movable pulley system, it
was reduced by a lot more. It also changed when we started to pull straight up or
out. The movable pulley system has a better mechanical advantage because it reduced
the force we needed to lift the weight more than the fixed pulley system did.

I like pulleys. One of the advantages of using pulleys in your machines is that you’re given options, which is good, as
far as I’m concerned. You’re not always going to need a movable pulley to do the work. I can lift a flag all by myself. It’s going
to take me a lot more effort to climb a flagpole or even a ladder holding the flag and hang the flag in the middle of the air,
though, even if I can carry that flag, than if I can do it from the ground. Sometimes I will need to reduce how much force I’m
using to lift a weight because I just can’t lift it by myself, so I’ll use a movable pulley to lift it into the air. And sometimes I’ll
have to use both at the same time so that I can lift the object higher and reduce the weight at the same time. Each pulley
system has its own advantages and disadvantages.

Today I’ve given you a copy of the Addison and Wesley book. On page 14 and 15 there are pictures of the pulley systems and
explanations of each. Using these and what you’ve learned in class, you should be able to answer the worksheet given to you.
I’ll ask (pick supply managers) to grab the worksheets and hand them out.

Students will spend most of the class completing the following worksheet:
http://www.mrcollinson.ca/4%20science/pulleys%20and%20gears/4_science_pulleys_gears_pulley_quiz.pdf