Developmental Lesson Plan 1: Prerequisites

Developmental Lesson Plan 1
Teacher Candidate: Miss Kirkpatrick and Miss Aldinger Date: 3/6/17

Allotted Time: 45 minutes
Group Size: 24
Grade Level:4
Subject or Topic: Simple Machines
Common Core/PA Standard(s): 3.4.4.C1. Understand that there is no perfect design.

3.4.4.C2. Describe the engineering design process.
Learning Targets/Objectives: Fourth grade students will be able to categorize simple

machines by completing an exit slip that has pictures of ten real life objects.
Assessment Approaches: Evidence:

1. Collect the exit slip 1. Number of correct answers
2. Thumbs up or Thumbs down 2. Observational
Assessment Scale:
On Exit Slip
10 correct: Advanced
8-9 correct: Proficient
6-7: Basic
5-Below: Below Basic
Subject Matter/Content:
Prerequisites:
Students need a basic understanding of directional movement
Students need basic skills in categorizing objects
Students need a basic understanding of machines in everyday life
Key Vocabulary:
Simple Machine: a device that makes a task easier that has few or no more than one
moving part.
Design: Purpose, planning, or intention that exists or is thought to exist behind an
action, fact, or material
Ramp: a slope or inclined plane for joining two different levels
Lever: a rigid bar resting on a pivot
Wheel and axle: a simple machine consisting, in its typical form, of a cylindrical
drum to which a wheel concentric with the drum is firmly fastened
Wedge: a piece of wood, metal, or some other material having one thick end and
tapering to a thin edge, that is driven between two objects or parts of an object to
secure or separate them
Pulley: a wheel with a grooved rim around which a cord passes. It acts to change the
direction of a force applied to the cord and is chiefly used (typically in combination) to
raise heavy weights.
Screw: a short, slender, sharp-pointed metal pin with a raised helical thread running
around it and a slotted head, used to join things together by being rotated so that it
pierces wood or other material and is held tightly in place.
Content/Facts:
The simple machines are: Ramp, lever, wheel and axle, wedge, pulley, and screw
The definition of a simple machine
Introduction/Activating/Launch Strategies:
Show video of simple machines
https://pbs39.pbslearningmedia.org/resource/idptv11.sci.phys.maf.d4ksim/simple-
machines/
Development/Teaching Approaches
1. After showing the video, explain what a simple machine is
a. Definition: Any of the basic mechanical devices for
applying force
2. Give examples of simple machines and explain definitions of each simple
machine on a powerpoint (mini lesson)
a. Ramp: a slope or inclined plane for joining two different
levels
b. Lever:a rigid bar resting on a pivot
c. Wheel and axle: a simple machine consisting, in its
typical form, of a cylindrical drum to which a wheel concentric with the
drum is firmly fastened
d. Wedge: a piece of wood, metal, or some other material
having one thick end and tapering to a thin edge, that is driven between
two objects or parts of an object to secure or separate them
e. Pulley: a wheel with a grooved rim around which a cord
passes. It acts to change the direction of a force applied to the cord and
is chiefly used (typically in combination) to raise heavy weights.
f. Screw: a short, slender, sharp-pointed metal pin with a
raised helical thread running around it and a slotted head, used to join
things together by being rotated so that it pierces wood or other material
and is held tightly in place.
3. Have students go to centers where at each table have a sample of a simple
machine. (No instruction- have the students explore)
a. Ramp: Finger skateboard ramp
b. Wheel and Axle: Skateboard
c. Lever: Stapler
d. Wedge: Door stop
e. Pulley: Toy crane
f. Screw: Screw
4. Give real life examples of simple machines through pictures on the
smartboard, lots of pictures. While the students use a concept map to draw
pictures or write with words a description of real life objects. (guided practice)
a. Wheel and Axle- pencil sharpener, wagon,
b. Ramp- skateboard ramp, handicap ramp,
c. Lever- seesaw, scissors,
d. Wedge- axe, doorstop,
e. Pulley- well, weight lifting machine,
f. Screw- screw
5. Show pictures of different objects (both simple machines and not simple
machines). Ask students to thumbs up or thumbs down if they think that the example is
the simple machine in the category (Under the Ramp category ask students is this
traffic cone a ramp? and gage the thumbs). (guided practice)
6. Give students a worksheet of different real life examples of the simple
machines and have them categorize the simple machines. (independent practice)
7. Have students hand in the worksheet as an exit ticket (assessment)
Closure/Summarizing Strategies:
1. Boys and Girls I am going to show you a picture and I want you to talk to
a partner and tell them if this object is a simple machine.
a. Show a picture of a doorknob (wheel and axle)
2. Tomorrow we will be learning about wheels and axles and ramps.
Accommodations/Differentiation:
1. Jeffery is a student with emotional disturbance and he needs to be
engaged at all times.
a. I will use preferential seating and keep him close to the
front of the class where I can get to him easier.
b. Make sure that the teacher is close to him so if he gets off
task he can be redirected easily.
c. When working at center groups, exploring the simple
machines make sure that Jeffery is following directions.
2. Ability to draw examples of simple machines or write a description of a
simple machine.
Materials/Resources:
1. Smartboard (powerpoint of real-life examples of simple machines and
definitions of simple machines)
2. Worksheets (concept map for guided notes and exit ticket)
a. 24 concept maps and exit tickets
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Additional reflection/thoughts
Group Size: 24
Grade Level: 4
Subject or Topic: Wheel and Axle and Ramp

Learning Targets/Objectives: Fourth grade students will be able to determine what is a

wheel and axle and ramp combination by completing an exit slip that has pictures of
wheel and axle and ramp combinations and non wheel and axle and ramp
combinations.

1. Thumbs up thumbs down 1. Observational
2. Exit slip 2. Number of correct answers
.
Assessment Scale:
Exit Slip
8-9 correct: Proficient
6-7 correct: Basic
5-below: Below Basic
Prerequisites:
Key Vocabulary:
moving part.
Content/Facts: Wheel and Axle and Ramp
Introduction/Activating/Launch Strategies: Show video of a wheel and axle and ramp
combination: (part 3:04) https://www.youtube.com/watch?v=zSi2jp4EaVw
1. After showing the video, explain how wheel and axle and ramps can be
used together in everyday life
2. Give examples of different wheel and axle and ramp combinations
a. wheel chair and ramp
b. Skateboard and ramp
c. Boats and loading docks
d. Car and truck ramp
3. Have students take turns experimenting with the wheel and axle and ramp
objects from the day before at predetermined areas.
4. Show different pictures on powerpoint (Smartboard) of wheel and axle
combinations and non wheel and axle combinations. Ask students to give
thumbs up or thumbs down if they think the example is a wheel and axle and
ramp combination or not. (guided practice)
5. Give the students a worksheet of different real life examples of wheel and axle
combinations and non wheel and axle combinations and have the students write
yes or no to tell if they think it is a wheel and axle and ramp combination or not
and why they think that (explanation of why).
(independent practice)
6. Have students hand in the worksheet exit ticket (assessment)
1. Boys and Girls we are going to special now so on your way out the door
please place your exit slips in the container.
2. Tomorrow we will be learning about another set of simple machines, the
lever and the pulley.
1. Jeffrey is a student with emotional disturbance and he needs to be
c. Catch Jeffery being good, Jeffrey I like the way you wrote
your name so neatly. give him attention for doing positive things so he
isnt seeking attention in other ways (disruptive behaviors)
2. When giving examples of real life examples of wheel and axles and ramp
combinations, in addition to the pictures explain how each sample is a
combination of simple machines.
1. Smartboard (powerpoint of pictures)
2. Video on Youtube of Rocket Power
a. https://www.youtube.com/watch?v=zSi2jp4EaVw
3. 24 Exit Slip

Group Size: 24
Grade Level: 4
Subject or Topic: Pulley

Learning Targets/Objectives: The fourth grade students will determine which materials
made the best pulley by making a pulley at 5 different tables with different materials at
each table.

1.Thumbs up thumbs down 1.Observational
2.Inquiry 2.Observational
3.Exit slip 3.Thoughtfulness of answer and relation
. to what we discussed in class

Assessment Scale:
Exit Slip
Student discussed what a pulley is, what materials worked best to make the pulley and
why: Proficient
Answered 2 out of the 3 questions: Basic
Answered 1 or less of the three questions: Below Basic
Prerequisites:
Key Vocabulary:
moving part.
direction of a force applied to the cord and is mainly used to raise heavy weights.
Content/Facts:
direction of a force applied to the cord and is mainly used to raise heavy weights.
(Introduction) Yesterday we learned about the wheel and axle and ramp. Today the
simple machine we will be learning about pulleys. While you are watching the video I
want you to be thinking about where you have seen something like this before, what it
is used for, and what you notice about it.
1. Show students a video about pulleys. https://www.youtube.com/watch?
v=Nj4J7QNeBNk
2. Ask students what they remembered from the video
3. Tell students the dictionary definition of pulleys: a wheel with a grooved
rim around which a cord passes. It acts to change the direction of a force
applied to the cord and is mainly used to raise heavy weights.
4. Have the tables number themselves from 1-4 and the class will break up
into their numbers and discuss what their definition of a pulley is, and their
examples of pulleys
5. Have the students come back to their table group and share what they
talked about in their number groups. I will have the dictionary definition on a
anchor chart and then have the table groups share with the class their kid
friendly definition of a pulley and examples of pulleys and I will also write that
on the poster.
6. Then tell them they are going to try to figure out how to make one on
their own with different materials and determine which materials make the best
pulley.
1. After showing the video, give the students different materials at each
table and have them work in tables to try to make their own pulley and try to lift
the same object. Have them work for 5 minutes at each table.
2. After the students have made a pulley at each table and recorded their
observations and procedures on a sheet of paper, the students will take turns
sharing with the class their pulleys, the steps they took to make them, and which
materials they thought worked best to lift the object.
3. After the students share, the teacher will hand out an exit slip that asks:
Which materials worked best to make the pulley and why?
1. Now that we have learned about some of the different types of simple
machines, tomorrow we will be learning about the engineer and design process
tomorrow so that eventually we can use our knowledge of simple machines and
the engineer design process to solve a problem.
2. *Show a picture of a problem and have them think about which simple
machines they learned about could be use to fix the problem.
2. Jeffrey has a tendency to get really excited about hands-on activity, but
can also become frustrated very easily. Keeping on task and positively
reinforcing him when creating the pulley.
3. Pair Jeffrey up with a student that is patient and welcoming so that there
is less of a chance for him to get upset and frustrated.
Hole puncher
Scissors
Empty ribbon spools
Plastic Applesauce cups
Chopstick
Yarn
Pencils
Two clothes pins
Pringles can
Pipe cleaners
String
Coins
Tape
Two paper towel rolls
Straws
Clothes hanger
Empty cereal box
Paperclips
Inquiry Worksheet
Name:________________________ Date:__________
Table Materials you used: Your procedure: Was it
1 effective?

2 effective?

3 effective?

4 effective?

5 effective?
Exit Slip
Name:______________________ Date:___________
What is a pulley?
Which materials were the most effective in making a pulley and why?
Teacher Candidate: Miss Kirkpatrick

and Miss Aldinger
Date: 3/9/17
Group Size: 24
Grade Level: 4
Subject or Topic: Engineer and Design

Process

Learning Targets/Objectives: The fourth grade students will use the engineer and
design process to create a dog bone slinger using the simple machine, lever.

1. Inquiry sheet 1. Observational (Sheet
2. Self graded checklist turned in at the end of class)
2. Thoughtfulness of answer
and relation to what we discussed
in class
Assessment Scale:
Self graded checklist- 5 areas on a scale from 1 to 3
1. Basic
2. Proficient
3. Advanced
Prerequisites:
Key Vocabulary:
moving part.
Engineer and Design Process: a series of steps that guide engineering teams as they
solve problems.
Content/Facts:
Steps to the Engineer and Design Process
1. Identify the Problem- What is the big question you want to answer?
2. Explore- What do you want to learn? Who could you ask? What
resources could help you learn more?
3. Design- Briefly describe your design. How will this design solve the
problem?
4. Create
5. Test it Out- Does it work? What does the data tell you? Successes?
Issues?
6. Re-Design- How can you improve the prototype?
1. Introduction
a. Boys and girls, yesterday we learned about Pulleys and
how they can help make tasks easier. Today we are going to learn about
the engineer and design process. Lets watch this video on the process,
keep your eye out for the different steps of the engineer and design
process.
b. https://www.youtube.com/watch?v=fxJWin195kU
c. Did you guys catch all the steps?
d. Create an anchor chart with the class on the steps of the
engineer and design process.
e. What was the first step of the engineer and design
process? (Identify the problem) After the problem is identified, what does
a good engineer do next? (Explore- research) Once the problem has
been research it is time to complete the third step in the process, which
was what? (Design) Next is the most fun part, it is to create the
prototype. (Create) Can anyone tell me what the fifth step in the process
is? (Test it out) And the final step, is the evaluation of the prototype and
the re-design. (Re-design)
f. Have the anchor chart hanging up at all times so the
students can look off if the need to.
1. Now, we are going to read the book, Dogzilla. Dogzilla is terrorizing the
town of Mousopolis and it is your job to use the engineer and design process to
create a machine to shoot a dog bone as far as possible to get Dogzilla out of
Mousopolis.
2. With the materials at your desk, you have fifteen minutes to create a
dog bone slinger in your table groups (five total groups) make sure you are
using the inquiry sheet to fill out the engineer and design process.
a. Rubber bands- 3
b. Duct tape
c. Paper
d. Masking tape
e. Pencils- 4
f. Ruler
g. Scissors
h. Paper towel roll
i. Small cup
j. Plastic spoon
k. Clothes hanger
3. While students are completing the task, walk around the room monitor what they
are doing and that they are using their inquiry sheet.
4. After the students start finishing up their dog bone slingers, have them test them
out in the front of the room and mark with tape how far they got.
5. Redirect the students back to their chairs and have a discussion on the results in
their table groups. Have each group talk about what modifications or changes they
would make for next time.
6. Have each student fill out the self grading checklist (5 areas) and turn it in as
they leave the classroom.
3. Today we learned about the engineer and design process to solve a
problem. We also used a simple machine to create the dog bone slinger.
Tomorrow we will be finishing up simple machines by using our knowledge of
simple machines and the engineer and design process to solve another
challenge.
6. Pair Jeffrey up with a student that is patient and welcoming so that there
is less of a chance for him to get upset and frustrated.
Computer
Large paper for anchor chart
Marker
Dogzilla by Dav Pilkey
Pilkey, D. (1993). Dogzilla. New York, New York: Harcourt Brace and Company.
Inquiry sheet
Self graded checklist
Materials for dog bone slinger
Rubber bands- 3
Duct tape
Paper
Masking tape
Pencils- 4
Ruler
Scissors
Paper towel roll
Small cup
Plastic spoon
Clothes hanger
Dog treats

Teacher Candidate: Miss Kirkpatrick

and Miss Aldinger
Date: 3/10/17
Group Size: 24
Grade Level: 4
Subject or Topic: Simple Machines

Learning Targets/Objectives: The fourth grade students will be able to use some of the
six simple machines to move an object from point A to point B.

3. Inquiry sheet 3. Observational (Sheet
4. Exit Slip turned in at the end of class)
4. Thoughtfulness of answer
and relation to what we discussed
in class
Assessment Scale:
Exit Slip
Student discussed how they used the simple machines to move their object from point
A to point B and why it worked or didnt work. Also what they would do next time to get
a different/better result: Proficient
Answered 2 out of the 3 questions: Basic
Answered 1 or less of the three questions: Below Basic
Prerequisites:
Key Vocabulary:
moving part.
Engineer and Design Process: a series of steps that guide engineering teams as they
solve problems.
Wedge: a piece of wood, metal, or some other material having one thick end and
tapering to a thin edge, that is driven between two objects or parts of an object to
secure or separate them
direction of a force applied to the cord and is chiefly used (typically in combination) to
raise heavy weights.
Screw: a short, slender, sharp-pointed metal pin with a raised helical thread running
around it and a slotted head, used to join things together by being rotated so that it
pierces wood or other material and is held tightly in place.
Content/Facts:
Steps to the Engineer and Design Process
1. Identify the Problem- What is the big question you want to answer?
2. Explore- What do you want to learn? Who could you ask? What
resources could help you learn more?
3. Design- Briefly describe your design. How will this design solve the
problem?
4. Create
5. Test it Out- Does it work? What does the data tell you? Successes?
Issues?
6. Re-Design- How can you improve the prototype?
2. Introduction
a. Boys and girls, yesterday we learned about the engineer
and design process and how we can use levers to solve a problem.
Today, we are going to use our knowledge of the six simple machines
and the engineer and design process to solve a problem given to you.
b. Lets review what the steps to the engineer and design
process are.
i. Identify the Problem- What is the big
question you want to answer?
ii. Explore- What do you want to learn? Who
could you ask? What resources could help you learn more?
iii. Design- Briefly describe your design. How
will this design solve the problem?
iv. Create
v. Test it Out- Does it work? What does the
data tell you? Successes? Issues?
vi. Re-Design- How can you improve the
prototype?
c. Have the anchor chart from lesson 4 hanging up at all
times so the students can look off if the need to.
1. In your table groups, and using the materials on your desk, you have 40
mins to provide a solution to this challenge that I will give you.
2. This stuffed animal Teddy Bear, Cuddles, needs to go from point A (one
corner of the room) all the way over to point B (in the opposite corner of the
room), a total of 40 ft, only using the simple machines on your desk. How is
your group gonna get him there?
3. Have students fill out the inquiry sheet of the engineer and design
process.
4. Once all the students have tested their inventions, redirect them to their
seats and have them discuss with their group on what worked and what didnt
work.
5. During discussion pass out the exit slip and have students question the
questions:
a. How they used the simple machines to move the Teddy
Bear, Cuddles, from point A to point B?
b. Why it worked or didnt work?
c. What they would do next time to get a different/better
result?
4. Today we finished up our unit on simple machines by using our
knowledge of the six simple machines and the engineer and design process to
solve a challenge of getting cuddles from point A to point B.
9. Pair Jeffrey up in a group with a student that is patient and welcoming so
that there is less of a chance for him to get upset and frustrated.
Teddy bear
Inquiry sheet
Exit slip
Activity materials at each table
Pulley
Lever
Wheel and axle
Ramp
Wedge
Screw
Piece of wood
Cardboard
String
Plastic cup


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Developmental Lesson Plan 1

Teacher Candidate: Miss Kirkpatrick and Miss Aldinger Date: 3/6/17

Common Core/PA Standard(s): 3.4.4.C1. Understand that there is no perfect design.

Learning Targets/Objectives: Fourth grade students will be able to categorize simple

Assessment Approaches: Evidence:

Remediation Plan (if applicable)

Personal Reflection Questions

Common Core/PA Standard(s): 3.4.4.C1. Understand that there is no perfect design.

Learning Targets/Objectives: Fourth grade students will be able to determine what is a

Assessment Approaches: Evidence:

Remediation Plan (if applicable)

Personal Reflection Questions

Developmental Lesson Plan 3

Common Core/PA Standard(s): 3.4.4.C1. Understand that there is no perfect design.

Assessment Approaches: Evidence:

Remediation Plan (if applicable)

Personal Reflection Questions

Table Materials you used: Your procedure: Was it

Table Materials you used: Your procedure: Was it

Table Materials you used: Your procedure: Was it

Table Materials you used: Your procedure: Was it

Teacher Candidate: Miss Kirkpatrick

Subject or Topic: Engineer and Design

Common Core/PA Standard(s): 3.4.4.C1. Understand that there is no perfect design.

Assessment Approaches: Evidence:

Remediation Plan (if applicable)

Personal Reflection Questions

Teacher Candidate: Miss Kirkpatrick

Subject or Topic: Simple Machines

Common Core/PA Standard(s): 3.4.4.C1. Understand that there is no perfect design.

Assessment Approaches: Evidence:

Remediation Plan (if applicable)

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