Lesson Wheel and Axle – Red River

Date Nov 22/23

Title/Focus Cart Case Study
12:30-1:40 pm
Subject/Grade
Science – Grade 4 Time Duration
Level
70 minutes
Unit Simple Machines Student Teacher Miss Goudreault

OUTCOMES FROM ALBERTA PROGRAM OF STUDY

General 4-6 Demonstrate a practical understanding of wheels, gears, and levers
Learning by constructing devices in which energy is transferred to produce
Outcome: motion.
Specific 2. Compare the wheel and the roller and identify examples where each
Learning are used.
Outcome:
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Define what is a wheel and axle
2. Understand the importance of Wheels and Axles in different cultures
MATERIALS AND LEARNING RESOURCES CONSULTED
EQUIPMENT
 PowerPoint (google  Alberta Program of Study
slides)  YouTube video
 Science folders  https://docs.google.com/presentation/d/
 Computer 1PpHA6kRuKYOnSbdB51G74H9cXvz_--7Zl0F8NvdNtes/
 Document camera edit#slide=id.gb7be00c1e7_0_0
 Red River Carts  https://docs.google.com/document/d/
sheets 1aumDwTK_vuQA9mlEut_tCV2AZr08B6sjoOTyE0isK5U/
 Sticky notes edit

PREPARATION AND LOGISTICAL CONSIDERATIONS
 Make sure PowerPoint is all set up and ready
 Make sure the sound in working for the video
 Make sure doc cam is on
 All materials are available
o Science folders are on standby
o Worksheets are at the front of the room
PROCEDURE
Introduction Time
 Students should be transition reading. During this time, choose 3 10 min
students to hand out science folders.
 Place sticky notes on the corner of each desk. (using a different colour
for each row)  8 students per note)
 Instruct students to not touch their sticky note
 Start Lesson by using a cue that students are familiar with (clap-in)
 o Make sure they you give a countdown for them to put away their
transition activity
 Begin slideshow on Wheels and Axles (label is Simple Machines). We are
on slide number 114.
 Begin by going over today’s machine.
 Machine of the day! Todays machine is: Ferris Wheel
 Play YouTube video for the machine of the day
 Bring class together with a discussion.
o What machine was the video about? (inclined plane, lever, pulley,
etc.)
o How do you know it’s this machine?
o Where do you see this machine? Share an example.

Body Time
Learning Activity #1  Start at slide introducing our topic. 20
 Explain the importance of Red River Carts and minutes
Comprehension of why they were used. Use this opportunity to
Red River Carts define who the Metis are. Explain why we are
using Red River Carts as an example for
wheels and axles. Its important that students
make this connection.
 As we are going through the presentation,
students will be participating in a scavenger
hunt. Each row will receive a sticky note of a
different colour (pink, blue, orange, green).
Each Sticky note has a different piece of
information that students must find
throughout the presentation. Have it written
on the whiteboard for students to refer to.
After the presentation, we will discuss what
they had put on the sticky notes.
 Go through presentation. Emphasis that this is
a presentation made by the Ruperstland
institute. Read information off the slides as
best as you can.
 Pause at necessary times to go over key
information.
 After watching the video, give student 1
minute to find a partner if they need to come
up with an answer.
 Call all sticky note groups one at time to come
up to the smartboard and place their notes in
their category.
 Wrap up by going over the questions on sticky
notes.
 o How does it relate to science?
o What are some design features?
o Why are these important?
o Why are we learning about these carts?
Learning Activity #2  Students will now get a chance to see their
own red river cart and relate it to science.
Colouring our Red  Students will receive a colouring sheet for red
River Carts river carts.
 Using their knowledge about science, they
must
o Colour their red river cart
o Label the wheel and axle by using a
legend 20
 If they are working super well quietly for 7 minutes
minutes, they will earn partnership time for
the remainder of class. I will only choose those
who are working quietly to go in partnerships.
 Show me when they are done in order to get
their poster to finish from yesterday.


Learning Activity #3  After students have shown me their example

sheet, they must raise their hand and show me
Finish our Wheel their work. If their work is satisfactory, they
and Axle Poster will receive part 3 (create a wheel and axle
from Yesterday poster).
 Students will then draw out their wheel and If time
axle, colour it and label it.
 These will be hung up later.
 For students that finish early, hand them a
filler activity (simple machine crossword)
Conclusion Time
Wrap up:
 Go over learning outcomes again.
 Recap what it is we learned today.
 Instruct that all sheets should be in their science folders.
 Request 3 new students to collect science folders. 10 min
 Request that they take out their transition activity and dismiss the
students from Miss Arnette’s class.

Assessment
 Observations:  Formative and informal assessment based on
participation.
 Who is not listening?
 Who is struggling?
 Who still does not understand?
 Did students get the BIG IDEA:
 Are students asking questions?

Key questions:  What is a wheel and axle?

 How do wheel and axles help make my life easier?
 Where do I see wheel and axles in my life?

Today
- Machine of the day
- Review: What is wheel and axle
- Build our own vehicles with playdough and pencils
- What is energy
- What is motion
-
Experiment
- Individually do play dough vehicles