This is a Kidspiration lesson on levers

Subjects:

Computers & Internet, Science

4, 5

Title – Kidspiration Levers Activity
By – Karen
Primary Subject – Science

Content:

This lesson will explain how laws of physics can be applied to everyday life. It will concentrate on how forces act on one another, specifically how levers act on objects. Children will be able to identify the three parts of a lever: the fulcrum, resistance (load), and effort. They will also be able to identify the three classes of levers: first-class, second-class, and third-class.

Benchmarks:

P.FM.05.31 Describe what happens when two forces act on an object in the same or opposing directions.

Learning Resources and Materials:

Development of Lesson:

Introduction:

To prepare students to learn, they must first know the basic terms that are associated with levers.
To focus their attention and connect the lesson to their past experiences, I will give a few real-life examples of levers and ask the children to explain how they work. The different answers and explanations will fuel their questions to know who’s explanation is correct.

Methods/Procedures:

After learning the terms, classes, and how the levers work, children will work in pairs to figure out what the pictures in the Kidspiration activity are. By working in pairs, different opinions will be shared and tried.
Once the pairs of children are finished working, I will ask for volunteers to name each lever, while I record the correct answer given on the overhead projector for the rest of the class to see.
Not only will the children have to name the class of the levers, but they can also come to the projector screen and name the fulcrum, resistance, and effort.

Some pairs of children will need more help understanding than others. While the children work, I will be monitoring the class and helping those that need extra attention. I will also be able to monitor if children are getting the right answers by watching them work and listening to their reasoning.

Assessment/Evaluation:

If the right answers are given, I will be able to tell if the benchmark is being understood. After we finish using the pictures, I will name a few more levers and if the children can correctly identify the class of the levers without looking at a picture of it, then the benchmark has been met.
Assessment will take place while I monitor the class. If I can tell that a majority of the children do not understand the benchmark, then I can stop the class, review the lesson and address questions to the whole class and then let them continue.
Assessment will also take place when the children volunteer answers and when they apply their new knowledge to the levers that I discuss that do not have pictures with them.

Closure:

By asking the children to identify levers without using pictures or by asking them to name different levers in the class, I feel understanding will have been met. A homework assignment to draw and name levers at home will help the children to reflect on what they have learned at home.

Note:

In case you are unable to access the website, here is a picture of what it contains so you can create something similar for yourself:

E-Mail Karen !