Lesson Focus 1 - Introduce Pulleys and Gears Unit Expectations - introduce unit topic - determine learning goals, produce

KWL chart - introduce Wonder Wall Minds On 5

Materials - Chart paper - Markers - Videos - online - Post It Notes / KWL materials

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Set up: Split students into pairs to begin brainstorm - Each pair should have a dry erase marker and white board. Split the board in half: K and W. - Introduce KWL Chart > Used to organize what we already know about a topic, what we want to learn or what we want to know more of, and then what we have learned > K- Knowledge, W- What I Want to Know, L - What Ive Learned Video Pulley: Start at 3:15 - Bill Nye Part https://www.youtube.com/watch?v=9T7tGosXM58&noredirect=1 - During the video, ask students to think about what they already know about pulleys and what they want to learn more about. - After the video, Give time for pairs to discuss and brainstorm their K and W. - Before moving on, ensure each pair has at least 2 notes in each column Gears: Start at 0:10-2:30 Intro to Gears https://www.youtube.com/watch?v=odpsm3ybPsA - During the video, ask students to think about what they already know about gears and what they want to learn more about - After the video, give time for pairs to discuss and brainstorm their K and W - Before moving on, ensure each pair has at least 2 notes in each column (now total notes should be 4, covering pulleys and gears). Action

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Take up the small discussions in large group conference; make a Master class version to post on the Wonder Wall

Create 3 learning goals to be posted on the Wonder Wall; to be created with student contribution Consolidation

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Introduce Wonder Wall - Forum to post questions that relate to what we are learning - Any one can post questions, try to be specific so we can try to answer them as best we can - Will be checked off as we address each question - Questions written in one colour, answers written in another - Give students time to develop questions to add to the Wonder Wall - During this time, they can be creating their unit title page Differentiation: - Students that can lead a productive brainstorm should be paired with those requiring assistance.

Assessment: - Ability to work cooperatively in pairs

Reflection: