Lesson Plan ED 3505

Lesson
Title/Focus
Introduction to Gears Date Oct 16/14
Subject/Gra
de Level
Science/Grade 4
Time
Duratio
n
30 min
nit 4!" Gears and Levers Teac#er $ulie %llred
OT&O'(S F)O' %L!()T% *)OG)%' OF STDI(S
General
Learnin+
Outcomes,
4"6 Demonstrate a -ractical understandin+ o. /#eels0 +ears and levers b1
constructin+ devices in /#ic# ener+1 is trans.erred to -roduce motion
S-eci2c
Learnin+
Outcomes,
3" &onstruct devices t#at use /#eels and a3les and demonstrate and
describe t#eir uses in,
'odel ve#icles
*ulle1 s1stems4 and
Gear s1stems
L(%)5I5G O!$(&TI6(S
Students /ill,
1. Identfy the dherent parts of a gear system
2. Demonstrate how they woud bud a gear system
3. Investgate how gears ehect force and drecton
%SS(SS'(5TS
Observations, Are students partcpatng and understandng nformaton gven?
Use students answers, feedback and answers on gear handouts to
determne what eve of understandng students have
7e1 8uestions: What makes a gear?
Where have you seen gears?
What are the two purposes of a gear?
Gear Review Questions
Identify (LO #1):T , axle, teeth and meshed area
Build Gear train according to directions
Illustrate (LO #2): Detemine how you would get a change in direction with a gear train
Explore (LO#3) the efects of diferent sizes of gears
Does the number of the gear teeth afect the output?
Allow students to look at a few instruments that employ the use of gears
Ideas: Egg beater, can opener
*roducts/*er.orman
ces,
Where they abe to compete the gears devce?
Dd they have probems wth revew handout?
Dd they partcpate?
Gve thumbs up durng assessments?
Adapted from a template created by Dr. K. Roscoe
1
Lesson Plan ED 3505
LEARNING RESOURCES CONSULTED MATERIALS AND EOUIPMENT
Aberta Program of Studes (Scence EC-6)
Scence Aberta Foundaton, Lets Do Science
Edmonton Pubc Schoos, Topic B: Wheels &
Levers
Machnes n Acton, Wheels and Cranks, Angea
Royston
http://www.mrconson.ca/4%20scence/4_scence
.htm
Gears Vdeo: http://www.youtube.com/watch?
v=RSZvzVIy|Yk
Randomzer for pckng students
Gears and Pueys to experment wth
Gears Handout
*)O&(D)(
Prior to lesson Make gear packages wth a varety of gear szes, pates, axes and
handes. Aso copy drectons for the system you wsh them to bud
Have youtube vdeo open
Make popsce stcks wth students names
Have markers for whteboard
Photocopy gears handout
Introduction Time
Attention Grabber Vdeo on smart board
NASA Youtube vdeo: Our word- How Gears work
4
Assessment of
Prior Knowledge
Ask students the foowng questons:
Anyone know what a gear s?
Where have you seen them?
How do they make work easer?
Wrte students answers on the board
2
Expectations for
Learning and
Behaviour
Students w work wthn groups assgned and be respectfu of
the materas and resources provded
Advance
OrganizerAgenda
Power-pont presentaton w provde basc outne and
scahodng throughout the esson.
!ransition to Bod" Watch NASA youtube vdeo about gears
!od1 Time
Learning Activit"
#$
Consder what makes a gear? 2
Teacher Notes:
Assessments/
Dierentiation
Propose the foowng questons:
What s ncuded n a gear?
What s the purpose of the gear n the tem?
Learning Activit"
#%
Gear actvty !"
Teacher Notes:
Assessments/
Students w par up by one comng up and pckng a
popsce stck wth ther partners name on n
Adapted from a template created by Dr. K. Roscoe
2
Lesson Plan ED 3505
Dierentiation
Gear packages w be handed out to expore the
dherent uses and conguratons that gears can take.
Each package w ncude nstructons and a dagram to
hep them aong.
I w crcuate and observe the students, ookng for
partcpaton and hepng wth any questons students
may have.
Learning Activit"
#&
Revew Handout #
Teacher Notes:
Assessments/
Dierentiation
Students w compete a summary sheet to assess ther
eve of understandng wth gears. Ths w be used to
determne f we need to go over gears or move onto
evers
&losure Time
'onsolidation of
Learning(
Revew the handout answers so that students can see how they
dd. They can ask any questons they may have.
Use Randomzer to seect student to expan ther
answer to a queston on the revew handout
$
)eedbac* )rom
+tudents(
Ouestons and resuts of revew handout
)eedbac* !o
+tudents
Thank you for partcpatng and askng such great questons.
!
!ransition !o ,ext
Lesson
There w be a revew of gears and then an ntroducton to
pueys next cass
S-on+e
%ctivit1/%ctivities
Students w have the opportunty to both further expore and bud usng
the gear materas.
There w be more compex drectons for new gear pro|ects and pueys to
nvestgate (dherentaton).
)e9ections .rom t#e
lesson
3 T#in+s t#at /ent /ell,
3 T#in+s I:d &#an+e,
Adapted from a template created by Dr. K. Roscoe
3
Lesson Plan ED 3505
Adapted from a template created by Dr. K. Roscoe
4
Lesson Plan ED 3505
2014%10%13'
1'
I n t r o d u c t i o n t o G e a r s
B y J u l i e A l l r e d
G E A R S
R e v i e w o f l a s t c l a s s
W h a t i s a l e v e r ?

L e v e r S e a r c h - F i d a l e v e r i t h e ! o " o f i t e # s
G E A R S
$ t r o t o % e a r s & i d e o '
( u r W o r l d ' ) o w % e a r s W o r *

h t t + ' , , w w w - y o u t u ! e - c o # , w a t c h ? v . R S / v 0 & $ y 1 2 *
G E A R S

1 . O n t h e m a g e b e o w , a b e t h e f o o w n g : G e a r , T e e t h , A x e , M e s h e d A r e a


2 . W h a t t w o t h n g s c a n a g e a r s y s t e m c h a n g e ?

3 . H o w d o y o u m a k e a g e a r t r a n ?

4 . H o w a r e g e a r s a n d w h e e s s m a r ?

5 . W h a t t y p e o f g e a r s m e e t a t a n a n g e ?

6 . W h a t t y p e o f g e a r s u s e a s c r e w ?

7 . W h a t t y p e s o f g e a r s a r e b e n g u s e d n t h e h a n d m x e r a n d e e c t r c m x e r
s h o w n b e o w ?




% e a r s h a v e t e e t h o t h e # t h a t i t e r l o c *
W h e t e e t h f r o # t w o 3 e a r s a r e i c o t a c t 4 w e s a y t h e y a r e
# e s h e d -
W h e t h r e e o r # o r e 3 e a r s a r e u s e d t o 3 e t h e r t h e y a r e
c a l l e d a 3 e a r t r a i -

G E A R S
S + u r % e a r s
5 h e t e e t h # e e t o a f l a t s u r f a c e a d c a c h a 3 e t h e
s + e e d a d d i r e c t i o o f # o t i o -
N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D a t e : _ _ _ _ _ _ _ _ _ _ _ _

G e a r I n f o r m a t o n
L k e p u e y s , +e a r s c a n b e u s e d t o t r a n s f e r f o r c e s a n d m o t o n f r o m o n e o b | e c t t o
a n o t h e r . S o m e +e a r s1 st e m s c a n a s o b e u s e d t o c h a n g e t h e s p e e d a n d d r e c t o n
o f t h e m o t o n . G e a r s h a v e t e e t # o n t h e m t h a t n t e r o c k w t h t e e t h f r o m o t h e r
g e a r s . W h e n t e e t h f r o m t w o g e a r s a r e n c o n t a c t , w e s a y t h e y a r e m e s# e d .
W h e n t h r e e o r m o r e g e a r s a r e u s e d t o g e t h e r t h e y a r e c a e d a +e a r t r a in . G e a r s
t u r n o n a n a 3 l e , s m a r t o a w h e e .

T h e r e a r e m a n y t y p e s o f g e a r s d e s g n e d f o r d f f e r e n t p u r p o s e s . T h e y d f f e r n t h e
a r r a n g e m e n t a n d t y p e o f t e e t h , t h e w a y t h e a x e s a r e p u t t o g e t h e r , a n d t h e a n g e
a t w h c h t h e t e e t h m e e t .

S p % r & e a r s
I n s p u r g e a r s , t h e t e e t h m e e t o n a f a t
s u r f a c e a n d c a n c h a n g e t h e s p e e d
a n d d r e c t o n o f m o t o n .


W o r m & e a r s
I n w o r m g e a r s , a n a x e o r s h a f t h a s a
s c r e w t h r e a d t h a t c o n n e c t s w t h
a n o t h e r g e a r . T h s s y s t e m s u s e d t o
r e d u c e t h e s p e e d a n d c h a n g e t h e
d r e c t o n o f m o t o n .


B e v e l & e a r s
I n b e v e g e a r s , t w o g e a r s c o n n e c t a t
a n a n g e . B e v e g e a r s a r e o f t e n c o n e -
s h a p e d . T h e y c a n a s o c h a n g e t h e
s p e e d a n d d r e c t o n o f m o t o n .


' a c k a n d ( i n i o n & e a r s
I n r a c k a n d p n o n g e a r s , a s n g e g e a r ,
c a e d t h e p n o n , m e e t s w t h a
t o o t h e d r a c k . T h e r a c k m a y s d e o r
s t a y n o n e p a c e . T h e s y s t e m
c h a n g e s c r c u a r m o t o n n t o m o t o n
n a s t r a g h t n e .

G E A R S
B e v e l % e a r s
5 w o 3 e a r s c o e c t a t a a 3 l e -
B e v e l 3 e a r s a r e o f t e c o e -
s h a + e d -
5 h e y c a a l s o c h a 3 e t h e
s + e e d a d d i r e c t i o o f # o t i o -


N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D a t e : _ _ _ _ _ _ _ _ _ _ _ _

G e a r I n f o r m a t o n
L k e p u e y s , +e a r s c a n b e u s e d t o t r a n s f e r f o r c e s a n d m o t o n f r o m o n e o b | e c t t o
a n o t h e r . S o m e +e a r s 1 s t e m s c a n a s o b e u s e d t o c h a n g e t h e s p e e d a n d d r e c t o n
o f t h e m o t o n . G e a r s h a v e t e e t # o n t h e m t h a t n t e r o c k w t h t e e t h f r o m o t h e r
g e a r s . W h e n t e e t h f r o m t w o g e a r s a r e n c o n t a c t , w e s a y t h e y a r e m e s# e d .
W h e n t h r e e o r m o r e g e a r s a r e u s e d t o g e t h e r t h e y a r e c a e d a +e a r t r a i n . G e a r s
t u r n o n a n a 3 l e , s m a r t o a w h e e .

T h e r e a r e m a n y t y p e s o f g e a r s d e s g n e d f o r d f f e r e n t p u r p o s e s . T h e y d f f e r n t h e
a r r a n g e m e n t a n d t y p e o f t e e t h , t h e w a y t h e a x e s a r e p u t t o g e t h e r , a n d t h e a n g e
a t w h c h t h e t e e t h m e e t .

S p % r & e a r s
I n s p u r g e a r s , t h e t e e t h m e e t o n a f a t
s u r f a c e a n d c a n c h a n g e t h e s p e e d
a n d d r e c t o n o f m o t o n .


W o r m & e a r s
I n w o r m g e a r s , a n a x e o r s h a f t h a s a
s c r e w t h r e a d t h a t c o n n e c t s w t h
a n o t h e r g e a r . T h s s y s t e m s u s e d t o
r e d u c e t h e s p e e d a n d c h a n g e t h e
d r e c t o n o f m o t o n .


B e v e l & e a r s
I n b e v e g e a r s , t w o g e a r s c o n n e c t a t
a n a n g e . B e v e g e a r s a r e o f t e n c o n e -
s h a p e d . T h e y c a n a s o c h a n g e t h e
s p e e d a n d d r e c t o n o f m o t o n .


' a c k a n d ( i n i o n & e a r s
I n r a c k a n d p n o n g e a r s , a s n g e g e a r ,
c a e d t h e p n o n , m e e t s w t h a
t o o t h e d r a c k . T h e r a c k m a y s d e o r
s t a y n o n e p a c e . T h e s y s t e m
c h a n g e s c r c u a r m o t o n n t o m o t o n
n a s t r a g h t n e .

G E A R S
N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D a t e : _ _ _ _ _ _ _ _ _ _ _ _

G e a r I n f o r m a t o n
L k e p u e y s , +e a r s c a n b e u s e d t o t r a n s f e r f o r c e s a n d m o t o n f r o m o n e o b | e c t t o
a n o t h e r . S o m e +e a r s1 st e m s c a n a s o b e u s e d t o c h a n g e t h e s p e e d a n d d r e c t o n
o f t h e m o t o n . G e a r s h a v e t e e t # o n t h e m t h a t n t e r o c k w t h t e e t h f r o m o t h e r
g e a r s . W h e n t e e t h f r o m t w o g e a r s a r e n c o n t a c t , w e s a y t h e y a r e m e s# e d .
W h e n t h r e e o r m o r e g e a r s a r e u s e d t o g e t h e r t h e y a r e c a e d a +e a r t r a i n . G e a r s
t u r n o n a n a 3 le , s m a r t o a w h e e .

T h e r e a r e m a n y t y p e s o f g e a r s d e s g n e d f o r d f f e r e n t p u r p o s e s . T h e y d f f e r n t h e
a r r a n g e m e n t a n d t y p e o f t e e t h , t h e w a y t h e a x e s a r e p u t t o g e t h e r , a n d t h e a n g e
a t w h c h t h e t e e t h m e e t .

S p % r & e a r s
I n s p u r g e a r s , t h e t e e t h m e e t o n a f a t
s u r f a c e a n d c a n c h a n g e t h e s p e e d
a n d d r e c t o n o f m o t o n .


W o r m & e a r s
I n w o r m g e a r s , a n a x e o r s h a f t h a s a
s c r e w t h r e a d t h a t c o n n e c t s w t h
a n o t h e r g e a r . T h s s y s t e m s u s e d t o
r e d u c e t h e s p e e d a n d c h a n g e t h e
d r e c t o n o f m o t o n .


B e v e l & e a r s
I n b e v e g e a r s , t w o g e a r s c o n n e c t a t
a n a n g e . B e v e g e a r s a r e o f t e n c o n e -
s h a p e d . T h e y c a n a s o c h a n g e t h e
s p e e d a n d d r e c t o n o f m o t o n .


' a c k a n d ( i n i o n & e a r s
I n r a c k a n d p n o n g e a r s , a s n g e g e a r ,
c a e d t h e p n o n , m e e t s w t h a
t o o t h e d r a c k . T h e r a c k m a y s d e o r
s t a y n o n e p a c e . T h e s y s t e m
c h a n g e s c r c u a r m o t o n n t o m o t o n
n a s t r a g h t n e .

R a c * a d 6 i i o % e a r s
a s i 3 l e 3 e a r 4 c a l l e d t h e
+ i i o 4 # e e t s w i t h a t o o t h e d
r a c * - 5 h e r a c * # a y s l i d e o r
s t a y i o e + l a c e -
5 h e s y s t e # c h a 3 e s c i r c u l a r
# o t i o i t o # o t i o i a
s t r a i 3 h t l i e -
G E A R S
% R ( 7 6 A 8 5 $ & $ 5 2
G E A R S
R 9 & $ 9 W ) A : ; ( 7 5
Adapted from a template created by Dr. K. Roscoe
POWER POINT
<
Lesson Plan ED 3505
Adapted from a template created by Dr. K. Roscoe
=
Lesson Plan ED 3505
Adapted from a template created by Dr. K. Roscoe
ACTIVITY HANDOUTS
>
Lesson Plan ED 3505
Adapted from a template created by Dr. K. Roscoe
?
Lesson Plan ED 3505
Adapted from a template created by Dr. K. Roscoe



N a m e :

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D a t e :

_ _ _ _ _ _ _ _ _ _ _ _ E x p l o r i n g G e a r s T h s

e x p e r m e n t

s

d e s g n e d

t o

e t

y o u

g e t

a n

o p p o r t u n t y

t o

c r e a t e

g e a r s

a n d

s e e

t h e m n

a c t o n . O b s e r v a t
i
o n s : F

r s t

G e a r






D
r
e c t

o n

t

T u r n s








N u m b e r

o f








S e c o n d

G e a r D
r
e c t

o n

t





N u m b e r

o f

T u r n s









































T u r n s


























































T u r n s S m a

C o c k w s e 6 S m a

S m a

C o c k w s e 6 M e d u m S m a

C o c k w s e 6 L a r g e
Use ths gear system to answer the rst two questons
beow
If you turn the 1st gear cockwse, what drectons
do the 2nd, 3rd and 4th gears turn. Draw arrows
to show the drecton.
If we add one more gear after the 4th gear, what
drecton w t turn?
Labe the: Gear, Teeth, Axe, Meshed Area
What two thngs can a gear system change?
How do you make a gear tran
GEARS REVIEW
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