Grade 7 Science Lesson Plan
Date:
April 19, 2012
Grade/Subject/Topic: Science 7, Unit Structure and Forces
Time Allotted: 40 mins
Learning Objectives:
GLO:
Investigate and analyze forces within structures, and forces applied to them
SLO:
identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail (e.g., identify tensile forces
that cause lengthening and possible snapping of a member; identify bending forces that could lead to breakage)
Resources
Science Focus 7 textbook
Materials Needed:
PowerPoint on memory stick, marshmallows, rulers, felt pen, bags
Set up the materials needed at the lab before the class begins
Draw the grids on the marshmallows before hand to save time
Assessment Strategies
Marshmallow worksheet answers
Informal questioning during the lab
Management Plan
Clear expectations and consequences set up before we start the lab
Have six premade groups, with students roles assigned: clean up, spokes person, time keeper and team leader
Lesson Goal
Student engagement
Procedure:
Introduction (3 total mins):
(Put the student groups on the board and assign roles before class begins)
Attendance
Hand out the marshmallow worksheet
Explain my expectations for the day. Respect each other and the materials, (do not eat the mallows)
Body (32 total mins):
Review internal forces: Have students stand up and use their bodies to show what a compressive force would look like. Torsion? Tension? Bending? Shear?
Explain the activity and what they need to do. What my expectations are for the worksheet.
The first thing every group needs to do is gather their materials and go to their lab station.
Then you need to follow the instructions on the worksheet and fill in the table. Each person can take turns bending the mallow; everyone needs to draw the results
Go through all the instructions and questions on the worksheet
Ask for reinforcement: what is the first thing you do?
If students finish early they need to complete the questions at the end of the lab sheet
5 minutes before the bell goes students need to put mallows in a bag with their names on it and put all the materials on the side bench for tomorrow
Ask: what do you do when it is time to clean up? Who’s role is that in your group?
When students are working in their groups ask individual students how they would bend the marshmallow to show compression, torsion, bending and tension.
Closure (5 total mins):
Ask: what types of force is occurring when you squeeze the marshmallow? What did the grids look like what that happened? Do marshmallows have a high or
low compressive force?
Discuss what we are doing tomorrow
Reflections
Having the students stand up and describe internal forces through movement was a good strategy that involved every student. It also allowed me to quickly see who still needs help understanding the concepts. Students were very well behaved and seemed to enjoy the lab. The marshmallows worked well to demonstrate all the internal forces. Students had trouble understand how to bend the marshmallow to show shear movement. If I were to do this again, in my expectations before the lab begins I would show how to make a shear movement on the marshmallow.
April 19, 2012
Grade/Subject/Topic: Science 7, Unit Structure and Forces
Time Allotted: 40 mins
Learning Objectives:
GLO:
Investigate and analyze forces within structures, and forces applied to them
SLO:
identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail (e.g., identify tensile forces
that cause lengthening and possible snapping of a member; identify bending forces that could lead to breakage)
Resources
Science Focus 7 textbook
Materials Needed:
PowerPoint on memory stick, marshmallows, rulers, felt pen, bags
Set up the materials needed at the lab before the class begins
Draw the grids on the marshmallows before hand to save time
Assessment Strategies
Marshmallow worksheet answers
Informal questioning during the lab
Management Plan
Clear expectations and consequences set up before we start the lab
Have six premade groups, with students roles assigned: clean up, spokes person, time keeper and team leader
Lesson Goal
Student engagement
Procedure:
Introduction (3 total mins):
(Put the student groups on the board and assign roles before class begins)
Attendance
Hand out the marshmallow worksheet
Explain my expectations for the day. Respect each other and the materials, (do not eat the mallows)
Body (32 total mins):
Review internal forces: Have students stand up and use their bodies to show what a compressive force would look like. Torsion? Tension? Bending? Shear?
Explain the activity and what they need to do. What my expectations are for the worksheet.
The first thing every group needs to do is gather their materials and go to their lab station.
Then you need to follow the instructions on the worksheet and fill in the table. Each person can take turns bending the mallow; everyone needs to draw the results
Go through all the instructions and questions on the worksheet
Ask for reinforcement: what is the first thing you do?
If students finish early they need to complete the questions at the end of the lab sheet
5 minutes before the bell goes students need to put mallows in a bag with their names on it and put all the materials on the side bench for tomorrow
Ask: what do you do when it is time to clean up? Who’s role is that in your group?
When students are working in their groups ask individual students how they would bend the marshmallow to show compression, torsion, bending and tension.
Closure (5 total mins):
Ask: what types of force is occurring when you squeeze the marshmallow? What did the grids look like what that happened? Do marshmallows have a high or
low compressive force?
Discuss what we are doing tomorrow
Reflections
Having the students stand up and describe internal forces through movement was a good strategy that involved every student. It also allowed me to quickly see who still needs help understanding the concepts. Students were very well behaved and seemed to enjoy the lab. The marshmallows worked well to demonstrate all the internal forces. Students had trouble understand how to bend the marshmallow to show shear movement. If I were to do this again, in my expectations before the lab begins I would show how to make a shear movement on the marshmallow.