Introduction to Levers Lesson Fourteen
Name: Aleah Chobot Brooke Breti
Time Frame: 35 Minutes
Theme: Forces and Simple Machines
Grade: 5
Content: (Topic)
Content: This lesson will introduce the
students to the three different types of
levers.
Topic: Levers
Teaching Strategies:
- Direct instruction
- Interactive instruction
- Independent study
- Experiential learning
Learning Outcomes:
FM5.2 Investigate characteristics of simple
machines, including levers, wheels and
axles, pulleys, inclined planes, screws, and
wedges, for moving and lifting loads.
Learning Indicators:
- a, c, g, h, k, o
FM5.3 Assess how natural and man-made
forces and simple machines affect
individuals, society, and the environment.
-a
Cross Curricula Competencies:
- Developing thinking
- Developing identity and interference
- Developing literacies
- Developing social responsibilities
Curricular Connections:
Outcome: SP5.3
Describe, compare, predict, and test the
likelihood of outcomes in probability
situations. [C, CN, PS, R]
b. Design and conduct probability experiments
to determine the likelihood of a specific
outcome and explain what the results tell about
the outcome including whether the outcome is
impossible, possible, or certain.
Adaptive Dimension:
- Adapt the lesson based on the needs of the students to the classroom. Each class is
different and is full of a wide range of unique learners. You as a teacher know your
students best so you will know what adaptations need to be made in order to
successfully carry out this lesson.
Assessment:
- Students will write in their journals each class. This is one form of assessment. Another
form of assessment for this assignment is:
- To simply observe the students while they are creating their teeter-totter. This will
allow you to gain of better understanding of what the students know and need to know
more about.
Prerequisite Learning:
- The students will have a basic idea of what levers are due to the inquiry lesson as well as real
life experiences that they have had with levers.
Lesson Preparation:
Advanced Preparation:
Equipment/materials
- Complete understanding of the various
- Descriptions of each class of lever
types of levers. (First, second third class).
that are found in the physical
Definitions can be found below.
science (structures and
- Complete understanding of a fulcrum, load,
mechanisms) book.
and effort force.
- Examples of common levers
- Collecting pennies for student use.
(hammers, scissors, pliers,
wheelbarrow, tweezers, and
tongs)
- Small box (ex. jewellery box)
- Pictures of sea saw.
- Triangular prisms.
- Overhead pen
- Chart paper
- Markers
- Pencils
- 30 cm rulers
- Pennies
- Masking tape
Set (10 Minutes)
- Begin the lesson by showing the students the
various samples you have brought of levers.
- Give the students time to look at the different
levers.
- Once the students are done looking at the levers
ask: What are the names of these items? How do
we use them? When do we use them? What are
similarities of how they work?
- Now tell the students that all these items are
levers and they help people do things easier.
- Use the components of a lever (load which is the
Student Engagement/Classroom
Management Strategies:
-
-
Make sure a variety of
students are answering the
questions not just the same
students.
Make sure when a student is
speaking others on not.
If students get off topic get
-
-
weight that is on the lever, fulcrum is what
supports the lever and effort force which is when
weight is added to one end of the lever opposite
of the load)
Show the students the picture of the teeter-totter.
Explain to them this is a first class leaver. The
board that people sit on in supported by a stand
called the fulcrum.
Explain to the students that when a person sits on
one end of the teeter-totter they are the load.
Once another person sits on the other end they
apply an effort force. Tell the students that both
people act as a downward force.
Tell each student they will need to take out a
pencil and a ruler. (If a student does not have a
ruler give them one or get them to share).
Tell the students they will be making their own
teeter-totter.
Development (20 Minutes)
- For this experiment each student can complete it
individually.
- Once the students have their pencils and rulers
out give each student a handful of pennies,
masking tape and an activity sheet.
- Tell the students they will be creating their own
teeter-totter using their pencil and their ruler.
(See diagram in Simple Machines Physical Science
book p.29).
- Once the students have their teeter-totter
constructed get them to tape five pennies to one
end of the ruler.
- Get the students to experiment and find out what
happens if they change the location of the
fulcrum. Get them to predict and hypothesize how
many pennies it will take to lift the load.
-
-
-
-
redirect them.
Double check that the
students have a good
understanding of the
different parts of levers.
Make sure the students
know why a teeter-totter is
a first class lever.
While students are creating
their teeter-totter walk
around the room to make
sure the students are on
task.
Help out any student that
may have a question.
Closure (5 Minutes)
-
Get students to give back their pennies and clean
up.
Before concluding the lesson make sure the
students have wrote their predictions in their
journals.
-
By having the students hand
back and put away their
-
Conclude the lesson by reviewing what the
fulcrum, effort force and load are.
-
supplies they will not have
anything to distract them
while they are recording
their findings in their
science journals.
Make sure the students
know what they are to be
writing in their science
journal.
This Lesson was Adapted From the Simple Machines Physical Science Book