Name:__________________________________ Cohort: ____________

Lesson Plan
Lesson Title: Scientific Meaning of Work Lever Lab Grade: 8 Date: December 5, 2017

Subject: Science Strand: Systems in Action Location: Classroom 110 Time: 50 Minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson with the instructor explaining the scientific meaning of work with the formula and an example via a
PowerPoint. It is important to stress the formula for work being force times distance. Use the example of pushing
wall vs taking a drink of water to stress this point. After this introduction students will be placed in 8 groups and given
the materials for their lever lab. In this lab students will set up a class 2 lever and apply a force with a spring scale at
three different points. This is done to illustrate that while the force changes the distance also changes. While the
distance gets larger the force gets smaller. As a result the work stays consistent. Students will then discuss if simple
machines make less work or make work easier.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
2. investigate a working system and the ways in which components of the system contribute to its desired function;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
2.6 use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction,
gravity, forces, and efficiency, in oral and written communication
3.5 understand and use the formula work = force × distance (W = F × d) to establish the relationship between work,
force, and distance moved parallel to the force in simple systems
3.6 calculate the mechanical advantage (MA = force needed without a simple machine divided by force needed with a
simple machine) of various mechanical systems (e.g., a wheelbarrow allows a smaller force to lift a larger weight, a
hockey stick allows a short movement of hands to move the blade a larger distance, a simple fixed pulley system
redirects the effort force)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 The scientific meaning of work and it’s formula
 How to calculate work when given the force and distance in an experiment
 How to calculate the mechanical advantage in a hands on example
 How simple machines make work easier without reducing the amount of work needed
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: define scientific meaning of work and give it’s formula

I can: calculate work when given the force and distance in an experiment
I can: calculate the mechanical advantage in a hands on example
I can: explain how simple machines make work easier without reducing the amount of work needed
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Discuss the meaning of work Observation, judge student
using PowerPoint and the understanding through
example of the wall and the observation and discussion
water bottle
Assessment As Learning Written, oral, performance Work on lever lab and discuss Walk around and observe
questions with group members students as they perform the
lab. Ask comprehensive
questions about work and
mechanical advantage.
Assessment Of Learning Written, oral, performance Answer questions and discuss Discuss lever lab and its
with class, think about how subsequent questions. Explain
simple machines make work how simple machines don’t
easier rather than reduce the reduce work but make work
amount of work necessary. easier.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Knowledge of physical systems from Lesson 1 in systems in action physical systems.
*Knowledge of simple machines from lesson 3 in systems in action simple machines and mechanical advantage.
* Knowledge of mechanical from lesson 3 in systems in action simple machines and mechanical advantage.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Students will be placed in groups to improve peer collaboration. Instructor will walk around and answer questions as
they occur. Work from the lab will be evaluated and discussed as a class at the end of the activity.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Work, Mechanical Advantage , simple machines, levers, force, distance, load, fulcrum

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Scientific Meaning of Work Lever Lab PowerPoint
 Scientific Meaning of Work Lever Lab Handout
 Materials for lever lab experiment
Learning Environment (grouping; transitions; physical set up)
Students will begin lesson at their desks and stay there for the duration of the slideshow. After the slideshow students
will be placed in 8 groups and staggered at their desks. They will stay in this formation until the lab is completed.
Students will go back to their original seats when the lab is being discussed

Cross Curricular Links

Science, Math

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time5- 10 minutes
The lesson with the instructor explaining the scientific Follow along with PowerPoint and think about the
meaning of work with the formula and an example via a meaning and formula for work. Engage in discussion. Ask
PowerPoint. It is important to stress the formula for questions to improve understanding.
work being force times distance. Use the example of
pushing wall vs taking a drink of water to stress this point.
After this discussion, answer any questions the students
may have.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 25-30 minutes
Students will perform lever lab. Walk around and help Perform lever lab, following instructions in the handout.
students as needed. Observe students as they perform Discuss with group members how the work changes with
the lab. Ask comprehensive questions about work and the distance and discuss how this relates to mechanical
mechanical advantage. advantage.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 10-15 minutes
Take up and discuss results and questions from the lever Discuss results and give answers to the questions from
lab. Take up questions with the class. Ask questions to the lever lab. Ask questions to improve understanding.
gauge understanding. Discuss how simple machines make work easier and not
actually reduce the amount of work performed.

Extension Activities/Next Steps (where will this lesson lead to next)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013