Lesson Plan Template ED 3501 Curriculum Overview Lesson

Lesson
Title/Focus

Drink Can Dragster

Teacher Samantha Davis

Time
Duration

60 minutes

Grade

General Learning
Outcomes:
Specific Learning
Outcomes:

4,

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

1) Explain how rollers can be used to move an object and demonstrate the
use of rollers in a practical situation
4.4.3: Students will show growth in acquiring and applying confidence in
personal ability to explore materials and learn by direct study
LEARNING OBJECTIVES

Students will:
1)
demonstrate an understanding of the uses of rollers
2)
create a dragster out of various materials
ASSESSMENTS
Observations:

* Students are following directions

* Students complete their own drink can dragster
Key Questions:
* What is a roller?
* What is the purpose of a roller?
Products/Performanc * Drink Can Dragster
es:

LEARNING RESOURCES CONSULTED

* Alberta Education Science Programs of Study

* Wheels and Levers, Grade 4, Edmonton Public
Schools Program

MATERIALS AND EQUIPMENT

* empty pop can

* paper clip
* plastic bead
* elastic band
* toothpick
* cardboard circle to fit inside can rim
* long wire hook (wire coat hanger)
* 5 mm dowel 20-30 cm long
* hammer
* nail

PROCEDURE
Introduction
Attention Grabber

* Give me five: Students have both eyes on you, mouths closed,

and both hands to themselves
Assessment of Prior
* Discuss the purpose of levers
Knowledge
* Ask: How does this compares to rollers?
Expectations for
Learning and
Behaviour
Transition to Body

Time

( 0. 30 min)
( 0. 30 min)

* Students participate in discussion

* Students give their best effort in creating a dragster
* Hand out materials
* Go over instructions
* Demonstrate my example dragster
Body

Adapted from a template created by Dr. K. Roscoe

Time

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

* Explain how rollers can be used to move an object

* brainstorm examples of rollers : Rolling pin, steam roller, paint
roller, tape dispenser, paper towel rolls
* Ask: What was the purpose of a lever
* Answer: to make work easier
* Ask: What is the purpose of a roller?
( 7 min )
* Rollers placed under the load reduce contact surface between
the load and the floor, this reduces friction which means that less
effort is needed to move the same object
* Wheels can be used in place of rollers as they reduce friction
even more than rollers
* Students input in discussion
* Are they answering questions?
Drink Can Dragsters:
* Each student makes their own, can work in partners to help each
other
* do step by step, students follow along
1)
2)
3)

Make a hole in the centre bottom of the can

Straighten out clip to make a hook
Punch a hole in the centre of the cardboard circle. Put a
paper clip hook through the cardboard circle and plastic bead
4)
Wrap the straight end of the wire around the dowel
5)
Use the long wire hook to pull the elastic band through the
can
6)
Secure the end of the elastic with a toothpick to complete
the assembly
7)
Give students five minutes to try

( 40 min )

* Powered by winding dowel while holding the can still

* elastic stores energy to power machine
* bead reduces friction between dowel and rim of can, makes
more efficient
Closure
Consolidation of
Learning
Feedback From
Students:
Feedback To
Students

Today we learned that like levers, rollers can be used to do work

with less effort
* Clean Up

Time

( 10 min )

* Were they able to follow the directions and build a dragster?

* Vocalized suggestions while building
Reflections

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

What went well?
What changes would
you make in your
planning? What
have you learned to
improve upon future
instruction?

I felt that this was a very fun lesson for the kids. They all really enjoyed the
process, and were anxious to see if their dragsters worked. It was a very handson class period which I think was a good way for the students to really
understand the concept. At the same time, by being so hands on, it meant that
the students required a lot of assistance. I found that I was running in every
direction for the entire period. While this was okay, there were often so many
kids needing my help at one time that they were stuck waiting on me. Once
some of the students were done a step and fully understood, I had them assist
their peers who were stuck. This really helped with the wait time for both
students waiting for my help as well as those already done that step. Due to the
activity being so hands on, there was a lot of chatter going on. Where were a
few times when I was helping a bunch of students at once that a different group
had gotten off task. I would have to stop what I was doing and bring their focus
back. In the future, I think I would have pre-chosen groups of four or five
students and have them all work together on assembling cars. This way, I could
split up the students that I know would be more likely to get off task and visit,
as well as make sure there was a student in each group who would be able to
help the others. The building process took the entire class period which meant
the students did not get to try their dragsters. While we will be trying them next
class period, I think it was frustrating for the students to have built them and
then not gotten to test them the same day. In the future, I would make sure that
they get to test them, at least for a few minutes, even if it went over into the
next period a little.

Adapted from a template created by Dr. K. Roscoe