Updated 9/6/174:55 PM

Wheel and Axle Lesson 

 
 
Name: Tonya Maldonado Date: 2/12/18 Subject: Science Grade Level: 2nd 
 
 
Interdisciplinary Connections: ​writing, math
 
 
Lesson Duration: ​45 mins
 
 
Relevance/Rationale:  
Students are met with challenges that will teach what a wheel-and-axle system will do in a number of ways.
 
 
Outcomes/Objectives: 
Students will communicate observations and comparisons of rolling motion, using precise vocabulary.
Students will plan and carry out experiments with wheel-and-axle systems.
Students will construct, test, and analyze system performance and explain outcomes.
Students will investigate and compare wheel and axle systems.
 
 
ELPS: 
74.4c.1a.-use prior knowledge and experiences
74.4c.1c.-use strategic learning techniques such as comparing and contrasting.
74.4c.2i.-demonstrate listening comprehension 
 
TEKS:  
2.1A, B, C- ​The student conducts classroom investigations following school safety procedures.
2.2A, B, C, D, E, F- ​The student develops abilities necessary to do scientific inquiry in classroom and outdoor
investigations.
2.3A, B, C- ​The student knows that information and critical thinking, scientific problem solving, and the contributions of
scientists are used in making decisions.
2.4A, B- ​The student uses age-appropriate tools and models to investigate the natural world.
2.6C, D- ​trace the changes in position of an object over time and compare patterns of movement of objects. 
 
 
Use of Formative Assessment to Inform Planning: 
Groups have been strategically chosen by the teacher based on prior knowledge of student strengths and opportunities. 
 
 
Class Information:  
Modeling and visuals will help our ELL students to understand vocabulary.
High students are expected to lead each group.
Low students will be guided by their peers to experiment.
 
 

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Technologies and Other Materials /Resources: ​Foss kits, cardboard ramps, clothespins, large disks, shafts, small
disks, investigation questions, science journal, BrainPop short video 
 
Academic Vocabulary: ​wheel, roll, slope, ramp, axle

 
Lesson Procedures: 

● Review circular motion

● Hook
○ BrainPop-”Wheel and Axle”
○ Objective: Students will investigate and compare wheel and axle systems.
● Review type of motion from previous experiments
○ Circular with twirlers, tops, and zoomers
● Introduce Investigation
○ Use prior knowledge to introduce wheels
○ introduce ramp
■ “slope”
○ Split into small groups
■ strategically chosen for support
● Large wheel investigation
○ Students experiment with two disks and discuss
■ “roll”
● Axle investigation
○ Students experiment with axle and two disks and discuss in between
■ straight line
■ zig zag
● Introduce small wheel
○ Students experiment with small wheels
■ Turns
● Clean up
○ Leader assigns roles
■ Put away materials
● Science Journals
○ Guide answers to investigation questions in whole group setting.
○ Use sentence stems.
○ Students will complete investigation questions in science journal independently.

Hook: 

BrainPop Video: Wheel and Axle

Higher Level Questions: 

“Which direction do things roll on a ramp?”
“How would you make a wheel system that goes straight?”
“How would you make a wheel system that turns?”
“How would you make a wheel system that goes in a path that zig zags?”
“What other kinds of things roll?”

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Measured by independent investigation questions completed in science journal.

 
Guided Practice: 
Model wheel and axle system assemblies.
Discussion during experiments will guide answers for investigation questions.
Model how to answer investigation questions in science journal.

Independent Practice: 
Students will work in partners to investigate wheel-and-axle systems and compare their performance.

Closure: 
Students will independently answer investigation questions in science journals.
 
 
Differentiation: 
Students will be grouped strategically to create cooperative learning.
ELLs will be grouped with students that make them feel comfortable and can explain to them if they become confused
about a concept.
Lesson has been simplified to make it content focused for ELLs and lower achieving students.
I will model every step possible for clear understanding.
High achieving students will be grouped with students that they can assist in teaching concepts.
Low students will be grouped with students that can help guide them through each process.
Vocabulary is modeled, repeated, and reviewed for understanding throughout the lesson.
 

Assessment Criteria for Success:

Questioning at the beginning of lesson will help determine how much I need to demonstrate or model observation.
Discussion and review at the closure of our lesson will determine what vocabulary needs to be gone over.
 
 
Anticipated Difficulties: ​ramps falling, distractions when calling for attention