Haley

Lesson Grade 4: Science- Fixing our Vehicles/ Teacher: Reynolds

Title/Focus Assessment- Car Check-in Date: March 14th ,
2018

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#4-8 Science) Explore and Evaluate variations to the design of a
Learning mechanical device, demonstrating that control is an important
Outcomes: element in the design and construction of that device.
2. (#4-7 Science) Construct a mechanical device for a designated
purpose, using materials and design suggestions provided
Specific 1. Recognize the need for control in mechanical devices and apply
Learning control mechanisms where necessary.
Outcomes: 2. Compare two designs, identifying the relative strengths and
weaknesses in each.
3. Design and construct several different models of a device and
evaluate each model, working cooperatively with other students.

LEARNING OBJECTIVES
1. By the end of the lesson, students will know if they’re successful if they can apply their
knowledge of our experiment, towards their small vehicle check in assessment.

MATERIALS & EQUIPMENT

 Alberta Program of Studies – Science Grade 4
 Empty Juice Boxes/ Water Bottles
 Bottle Tops
 Molding clay
 Small Skewers
 Straws (flexible head)
 Duct tape
 Balloon
 Assessment Piece (Car Design Check in) - 57 Copies
PREPARATION & LOGISTICAL CONSIDERATION
 Have materials ready for students
 Go over questions with students before assessment so they have a good idea on how to
answer them
 Have tests ready to hand out
 Let students know they must put their name and date first
ASSESSMENTS
Observations:  The students effort and participation in the activities.
 If they students are able to express their knowledge of
wheels and axles and apply it towards the creation of
their vehicle and the current test
 What the students know from the previous lessons
 Students engagement in the lesson
Essential Question:  How do wheels and Axles help our car move?
Products/Performances:  Students will work towards an understanding of how
their design of the vehicle and knowledge of wheels
and axles will contribute to their creation of their
vehicle.
 Students will apply their understanding of their vehicles
and how they work to their assessment piece.

PROCEDURE
Introduction Time
Attention Grabber:  Go over what we are doing today
Go over what we are doing  Discuss how we will be fixing our
today and why vehicles and if we have time re testing
5
them
mins
 Then will end with a small assessment
on our car design/ experiment and what
we’ve learned
Body Time
Continue working/ fixing  Let the students start fixing their cars
our cars  Walk around to give assistance to anyone that
may need it 30
 Advise students that have finished fixing their mins
cars to retest their vehicle and compare their
measurements to the old measurements
Clean up/ end of class
 The students will clean up hand in their cars 5
and continue on to small assessment piece mins
Go over assessment/ what  Bring up that we are doing a small assessment
it’s about based on your car, the experiment, and what we
2
have learned along the way
mins
 Assessment is just used to see how much you
have learned
Want you all to succeed  Let the class know you want them all to do
well
 Go over first questions and show examples of 3
how you expect them to draw their car using mins
the example of a lever
 Show examples of a 1,2 3 and 4
Go over second question  Go over the second question and explain how
you would like that to be done
 Describe what you’re looking for 3
 Let them know that once they are finsiehd their mins
test they can read quietly until the period is
over or when everyone is done their test
Start the assessment  Hand out the tests and have them write their
25
names on it first
mins
 Then let them start
Head for Lunch or next
period  Hand in their tests before they leave and put
everything away and then they are able to go
Assessment  Formative assessment: Observation of the
students fixing their cars
 Discuss with the students on why they are
making their car a certain way, and why that is
 Summative Assessment: Car Design Check in
This summative assessment is meant for
students to apply their knowledge of what they
have learned with diagrams and explaining
what they have done through writing.
Adaptation  If a student is ELL and has trouble reading, and
writing they can work on creating a design of
the car, while slowly working on labeling the
parts

Rationale
 How does this By giving students the chance to work on fixing their vehicles,
individual lesson they learn the importance of why we must put work into our
scaffold learning simple machines to make them more efficient. I included the
opportunities for summative assessment because I wanted to see how much the
students? students understood from our experiment, and if they could
connect their understanding to a specific scenario. I want students
to learn not only how to apply their understanding into their own
vehicle, but how to explain how they did it and why.

This lesson assumes that students should have a basic knowledge

behind
 What assumptions  Basic knowledge of simple machines
does this lesson make  Basic knowledge of wheels and axles
about what students  Basic knowledge of how to use specific materials to build
already know? or create a contraption and/or object
 Basic knowledge on what it means to ‘fix’ something
 Basic knowledge on what assessment means

 In what ways is this

lesson connected to This lesson is connected to the next lesson as we will be
the next lesson? continuing on with our vehicles and using other simple machines
along the way, continuing our understanding of how important
simple machines are and how they help us in everyday life.