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Lesson Plan
Lesson Title: Scientific Meaning of Work Lever Lab Grade: 8 Date: December 5, 2017
Subject: Science Strand: Systems in Action Location: Classroom 110 Time: 50 Minutes
Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson with the instructor explaining the scientific meaning of work with the formula and an example via a
PowerPoint. It is important to stress the formula for work being force times distance. Use the example of pushing
wall vs taking a drink of water to stress this point. After this introduction students will be placed in 8 groups and given
the materials for their lever lab. In this lab students will set up a class 2 lever and apply a force with a spring scale at
three different points. This is done to illustrate that while the force changes the distance also changes. While the
distance gets larger the force gets smaller. As a result the work stays consistent. Students will then discuss if simple
machines make less work or make work easier.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
2. investigate a working system and the ways in which components of the system contribute to its desired function;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
2.6 use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction,
gravity, forces, and efficiency, in oral and written communication
3.5 understand and use the formula work = force × distance (W = F × d) to establish the relationship between work,
force, and distance moved parallel to the force in simple systems
3.6 calculate the mechanical advantage (MA = force needed without a simple machine divided by force needed with a
simple machine) of various mechanical systems (e.g., a wheelbarrow allows a smaller force to lift a larger weight, a
hockey stick allows a short movement of hands to move the blade a larger distance, a simple fixed pulley system
redirects the effort force)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
Assessment For Learning Oral Discuss the meaning of work Observation, judge student
using PowerPoint and the understanding through
example of the wall and the observation and discussion
water bottle
Assessment As Learning Written, oral, performance Work on lever lab and discuss Walk around and observe
questions with group members students as they perform the
lab. Ask comprehensive
questions about work and
mechanical advantage.
Assessment Of Learning Written, oral, performance Answer questions and discuss Discuss lever lab and its
with class, think about how subsequent questions. Explain
simple machines make work how simple machines don’t
easier rather than reduce the reduce work but make work
amount of work necessary. easier.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Knowledge of physical systems from Lesson 1 in systems in action physical systems.
*Knowledge of simple machines from lesson 3 in systems in action simple machines and mechanical advantage.
* Knowledge of mechanical from lesson 3 in systems in action simple machines and mechanical advantage.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Students will be placed in groups to improve peer collaboration. Instructor will walk around and answer questions as
they occur. Work from the lab will be evaluated and discussed as a class at the end of the activity.
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
Scientific Meaning of Work Lever Lab PowerPoint
Scientific Meaning of Work Lever Lab Handout
Materials for lever lab experiment
Learning Environment (grouping; transitions; physical set up)
Students will begin lesson at their desks and stay there for the duration of the slideshow. After the slideshow students
will be placed in 8 groups and staggered at their desks. They will stay in this formation until the lab is completed.
Students will go back to their original seats when the lab is being discussed
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 25-30 minutes
Students will perform lever lab. Walk around and help Perform lever lab, following instructions in the handout.
students as needed. Observe students as they perform Discuss with group members how the work changes with
the lab. Ask comprehensive questions about work and the distance and discuss how this relates to mechanical
mechanical advantage. advantage.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher: