UNIT PLANNING TEMPLATE

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: Gears and Pulleys Grade: 4

Number of Days: 10 Days Culminating Task Due Date: Day 10 of Unit

STEP 1
What is important for students to know? What are the enduring understandings? What is the big open question to
A. BIG IDEA FOR inform learning and link curricula?
THIS UNIT Grade 4: Structures and Mechanisms: Pulleys and Gears

The big idea for this unit will be to understand how pulleys and gears work in everyday life. The students will be
examining how pulleys and gears can change the speed, direction, and motion of, and the force exerted on moving
objects. Throughout this unit the students will be demonstrating how people can solve problems using pulleys and
gears. They will be able to recognize different pulleys and gears from the real world and explain the mechanisms
behind the different systems.

When and where might you see pulleys and gears in the real world? Can you give me an example?

How would you explain the process of a pulley system to a student in grade 3? What about gears?

What was the most challenging part about creating your own pulley system?

B . OVERALL What will students learn? Select expectations from each curriculum document (for this unit use Language- Media,
EXPECTATION(S) and one of Science or Social Studies) that the unit will address.

Science
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1. evaluate the impact of pulleys and gears on society and the environment;
2. investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on, moving
objects;
3. demonstrate an understanding of the basic principles and functions of pulley systems and gear systems

Language Arts
Oral Communication
1. listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Writing
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

Media Literacy
1. demonstrate an understanding of a variety of media texts;
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and
techniques;

SPECIFIC What specific expectations from the curriculum documents (may use more than one subject) will be addressed
EXPECTATION(S) throughout the lessons? Include an expectation sort, indicating which will be assessed and which will be covered but
not formally assessed.

Science
1.1 assess the impact of pulley systems and gear systems on daily life
1.2 assess the environmental impact of using machines with pulleys and gears, taking different perspectives into
account (e.g., the perspectives of a car driver or cyclist, someone who is physically challenged, the owner of a multi
floor building), and suggest ways to minimize negative impacts and maximize positive impacts
2.3 use technological problem-solving skills (see page 16) to design, build, and test a pulley or gear system that
performs a specific task Sample problems: Design, build, and test a mechanism that will raise and lower a flag. Design,
build, and test a changing billboard. Design, build, and test a model elevator that could be used in a barn. Design,
 UNIT PLANNING TEMPLATE

build, and test a model drawbridge for a castle.

2.4 use appropriate science and technology vocabulary, including pulley, gear, force, and speed, in oral and written
communication
2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a
variety of purposes (e.g., write a set of instructions for setting up a pulley system)
3.1 describe the purposes of pulley systems and gear systems (e.g., to facilitate changes in direction, speed, or force
3.2 describe how rotary motion in one system or its components (e.g., a system of pulleys of different sizes) is
transferred to another system or component (e.g., a system of various gears) in the same structure
3.3 describe how one type of motion can be transformed into another type of motion using pulleys or gears (e.g.,
rotary to linear in a rack and pinion system, rotary to oscillating in a clock pendulum)
3.6 identify pulley systems (e.g., clotheslines, flagpoles, cranes, elevators, farm machinery) and gear systems (e.g.,
bicycles, hand drills, can openers) that are used in daily life, and explain the purpose and basic operation of each
3.7 explain how the gear system on a bicycle works (e.g., by using the largest gear on the front chain ring and the
smallest gear on the rear wheel, we can move quickly along a flat surface)
3.8 identify the input components that drive a mechanism and the output components that are driven by it (e.g., the
pedals on a bike are the input component; the rear wheel is the output component)

Language
Oral Communication
Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active
listening strategies to suit a variety of situations, including work in groups
Purpose 2.1 identify a variety of purposes for speaking

Writing
Developing Ideas 1.2 generate ideas about a potential topic using a variety of strategies and resources
Research 1.3 gather information to support ideas for writing using a variety of strategies and oral, print, and
electronic sources
Classifying Ideas 1.4 sort and classify ideas and information for their writing in a variety of ways
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be
used to develop a summary, using a variety of graphic organizers
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Media
Purpose and Audience 1.1 identify the purpose and audience for a variety of media texts
Purpose and Audience 3.1 describe in detail the topic, purpose, and audience for media texts they plan to create
Form 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create
Producing Media Texts 3.4 produce media texts for specific purposes and audiences, using a few simple media forms
and appropriate conventions and techniques
LEARNING GOAL(S) Clearly identify what students are expected to know & able to do in language they can understand. What is the
strategy/task that will provide information for assessment? What are the questions that the students will be able to
answer at the conclusion of the unit of study?

Over the course of this unit students are learning:

● to identify different types of pulleys.

● to identify different types of gears.
● to understand the mechanics of pulleys and gears and how they work.
● to identify examples of everyday life pulley and gears.

Learning goals will be stated at the beginning of each lesson and be left in eye sight forentierty of unit. The
expectations of the unit will be discussed throughout the unit with the students.

Students will be assessed by checkbric for culminating project of creating an elevator. The checkbric has been pre
made but will be discussed with students in lesson 7 and changes to checkbric will be considered by request of
students. Throughout the unit students will be assessed through anecdote notes based on engagement in lessons,
discussions and group participation. Students will also be assessed through their daily journal work. Teacher will
assess these journals using success criteria.

By the end of unit students will be able to::

● Identify different pulleys and gears used by common machines
● Explain how pulleys work and why we use them
● Explain how gears work and why we use them
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STEP 2
C. CULMINATING TASK Complete explanation of what students will do/write/say to demonstrate their understanding of the big idea? How
Rich Performance is it differentiated? What Achievement Chart Categories will be addressed?
Assessment Task –Drake,
pg. 69 The students are going to work individually to construct their own elevator using a variety of recycled materials.
They are expected to record their daily accomplishments in their journal. After completing the task they are going to
explain verbally why they selected the specific materials to create their elevator and why they chose that type of
pulley. The students are going to have the choice on how they want to present their pulley system (elevator),
whether that be oral presentation, bristol board or google slides. As stated above, checbic will be adjusted
accordingly to students opinions at lesso seven.

Achievement Chart
Knowledge and Understanding
Students will use their knowledge and understanding skills by writing in their daily journals about their daily
accomplishments with their elevator (pulley system). Students will use knowledge and understanding of pulleys and
gears to identify why they have used certain pulleys and gears in their elevators.

Thinking
Students will demonstrate thinking in the planning process when they are planning how they are going to create the
pulley system to ensure it will be a functioning pulley. Students will explain and demonstrate their thinking through
rough draft in journal.

Communication
Students will use their communication skills when they are presenting their final pulley product to the class
explaining why they selected the materials they did when creating their pulley system.

Application
Students will use their application skills when applying everything they have learned about pulleys to create their
 UNIT PLANNING TEMPLATE

own pulley with recycled materials.

Differentiation
Use of technology will be available if needed and suggested partners will be assigned if needed. Adjustments will be
made accordingly through for each individual lesson.

ASSESSMENT Assessment “of” Learning: What will students say/write/do to demonstrate their learning of the specific
TASKS/STRATEGIES expectations at the end of the unit of study? Does it reflect all or most of the Achievement Categories? Are
assessments “balanced” (say, write, do, perform)?

Say: the students are going to verbally explain why they chose to create their elevator with the materials they chose
and why they chose to create that type of pulley

Write: they are going to record their daily accomplishments in their daily log book

Do: create a working elevator with a variety of recycled materials

SUCCESS CRITERIA How will students demonstrate what they will learn? What will successful acquisition of the learning goals look like
and sound like? How will we know they have learned?

I can…
● identify the 3 types of pulleys
● identify the different types of gears
● understand the mechanics of pulleys and gears and how they work
● identify real-world examples of pulleys and gears

ASSESSMENT TOOLS ● Rubric

What recording ● Anecdotal Comments
strategies will teachers ● Self/Peer
use? ● Other (exemplars/examples, portfolios, journals, conferences)
D. LEARNING SKILLS AND Identify Skills and Attach an Assessment Tool.
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WORK HABITS TO BE
ADDRESSED Refer to Independent Work
Learning Skills and Work Students will be expected to work independently during culminating task and throughout different lessons.
Habits in Growing Success:
Assessment, Evaluation and Self-Regulation
Reporting in Ontario Students are expected to remain in control of their bodies and voices throughout the unit.
Schools Pg. 10.
Initiative
Students are going to demonstrate initiative by continuing to remain focused and always being working on the task
at hand. When a work period is given, they are going to being their work with no reminders and continue to work
through their assignment.

Organization
Students will be expected to keep their daily journal organized and up to date through the unit. Student will also be
expected to organize their ideas for the culminating task, as well as their materials when creating their elevator.

Teacher will use anecdotal notes while observing the students throughout the unit. Each lesson the students will be
assessed on a different learning skill(s).

STEP 3

E. LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow together and scaffold
student learning. What teaching skills/concepts expectations are being introduced for completion of culminating task? Outline or sketch out
each lesson in the unit

LESSON WHAT TEACHER WILL DO WHAT STUDENT WILL ASSESSMENT RESOURCES

DO (say write do)

1. Introduction to Pulleys
Create a KWL chart as a class to
determine what they know and
would like to learn (this can be
used to help develop lessons).
The students are going to watch
a video on pulleys and label a
diagram (this will be used to
assess what the students know).
Overall
Science
3. demonstrate an
understanding of the basic
principles and functions of pulley
systems and gear systems.
Oral Communication
2. use speaking skills and
strategies appropriately to
communicate with different
audiences for a variety of
purposes;
Specific
3.6 identify pulley systems (e.g.,
clotheslines, flagpoles, cranes,
UNIT PLANNING TEMPLATE
Instruct/ Guide/ Assess
Teachers will:
Teacher will introduce the
unit of pulleys and gears.
The teacher will then
discuss pulleys and
introduce the video about
pulleys that will be shown.
TEacher will then guide
class through a discussion
to create KWL chart.
Teacher will guide and
assist students when
needed through
discussions and creating
KWL chart.
Think/ Explore/ Discuss Write - diagnostic open- Open-Ended Activity
sheet to see how much Sheet
Students will: the students know
about pulleys Video
Students will use
listening strategies to Teacher
watch video and listen Questions/Prompts:
to teacher instruction.
Students will then What do we know about
engage in discussion to pulleys?
create KWL chart with
teacher. What do you want to
know about pulleys?
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elevators, farm machinery) and

gear systems (e.g., bicycles, hand
drills, can openers) that are used
in daily life, and explain the
purpose and basic operations of
each

Active Listening Strategies 1.2

demonstrate an understanding
of appropriate listening
behaviour by adapting active
listening strategies to suit a
variety of situations, including
work in groups
Purpose 2.1 identify a variety of
purposes for speaking

2. Types of Pulleys and How We Instruct/ Guide/ Model/ Think/ Explore/ Create/ Write - Exit ticket - Booklets
What is a fixed pulley?

Use Them
The students are going to rotate
through different centres to
learn the different types of
pulleys. There will be 4 stations
(fixed pulleys; movable pulleys;
compound pulleys; creating a
term booklet).
Overall
Science
3. demonstrate an
understanding of the basic
principles and functions of pulley
systems and gear systems.
Oral Communication
2. use speaking skills and
strategies appropriately to
communicate with different
audiences for a variety of
purposes;
Specific
3.1 describe the purposes of
pulley systems and gear systems
UNIT PLANNING TEMPLATE
Assess
Teachers will:
To begin this lesson
teachers will engage
students in a class
discussion about what
they have learned about
pulleys so far. Teacher
will modelled how each
centres will work. After
teacher has modeled the
centres students will then
be given time (roughy 10
mins at each centre) to
explore on their own.
Once centre rotation is
complete teacher will
given the students an exit
ticket questions they must
answer to the best of their
ability.
Discuss Movable pulley? What is Materials for Stations
their job? (rope, paperclips, pencils,
Students will: wire, empty thread
Teacher spool, string, toilet paper
Students will actively Questions/Prompts:
participate in a class roll, tape)
discussion about their What are the three Daily Journals
current knowledge different pulleys?
about pulleys. After the
class discussion What makes them
students will use their different?
listening skills while What do you think is the
teacher is modelling the best type of pulley?
centres. Students will Why?
explore and create at
each centre for 10 mins.
Once centre rotation is
complete students will
complete exit ticket
questions.
 UNIT PLANNING TEMPLATE

(e.g., to facilitate changes in

direction, speed, or force)

3.3 describe how one type of

motion can be transformed into
another type of motion using
pulleys or gears (e.g., rotary to
linear in a rack and pinion
system, rotary to oscillating in a
clock pendulum

Active Listening Strategies 1.2

demonstrate an understanding
of appropriate listening
behaviour by adapting active
listening strategies to suit a
variety of situations, including
work in groups
Purpose 2.1 identify a variety of
purposes for speaking
3. Exploring Pulleys Guide/ Assist/ Assess Think/ Explore/ Create Write: Exit Ticket: Daily Journals

Students are going to create the
different types of pulleys
(learned from the day before).
They are going to focus on the
directional movements each
pulley makes. Students are going
to record what they find in their
Teacher will: Students will: I am a NOVICE Materials for Stations
(rope, paperclips, pencils,
In today’s lesson teacher Students will be I am an APPRENTICE
wire, empty thread
will guide and assist creating their own spool, string, toilet paper
students in creating their pulleys focusing on I am a PRACTITIONER
roll, tape)
own pulleys that they directional movements. I am an EXPERT
have researched from Students will be
previous lessons. Teacher expected to use what

daily journal.
Overall
Science
1. evaluate the impact of pulleys
and gears on society and the
environment
Language Arts
Writing
1. generate, gather, and organize
ideas and information to write
for an intended purpose and
audience;
Specific
1.1 assess the impact of pulley
systems and gear systems on
daily life
Developing Ideas 1.2 generate
ideas about a potential topic
using a variety of strategies and
resources
4. Intro to Gears
The students are going to use
UNIT PLANNING TEMPLATE
will guide and assist
students creating their
pulleys focused on
directional movement. In
regards to assessing
teacher will review daily
journal to see students
progress. This lesson will
be more focused on
students exploring on
their own. Near the end
of the lesson teachers will
ask students to evaluate
their current
understanding of pulleys
through an exit ticket.
Instruct/ Guide/ Assess
they have learned so far Daily Journal Entry
about pulleys and work
to make their own. Teacher
Students will be Questions/Prompts:
expected to record their Remind me of what the
findings in their three pulleys are and
journals. What worked what each of them do.
well? What didn’t work?
Were you surprised by
anything? Students will
complete an exit ticket
on their current
understanding of
pulleys.
Think/ Discuss Do: Anecdotal Notes: Chart Paper
observe the students

their previous knowledge and
create a list of the different kinds
of gears there are, what they do,
and where they see the gears in
everyday life. After a brief
introduction to gears, and the
students are shown the different
gears. They are going to get into
groups and come up with a list
or mind map of things that use
gears and classify from the list
created earlier.
Overall
Science
1. evaluate the impact of pulleys
and gears on society and the
environment
3. demonstrate an
understanding of the basic
principles and functions of pulley
systems and gear systems.
Specific
1.1 assess the impact of pulley
systems and gear systems on
daily life
3.1 describe the purposes of
UNIT PLANNING TEMPLATE
Teacher will:
To start this lesson
teacher will instruct
students to work
individually to make a list
of where they have seen
gears. After teachers will
create a KLEWS chart with
students on gears. This is
the intro in to gears so
teacher will explain
different types of gears to
students such as spur,
idle, crown, bevel, and
worm. Teacher will guide
in students learning about
gears.
Students will: while they are discussing Markers
the different gears with
Students will first think their groups.
about types of gears
they know of making a Observe students lists
list individually. After and their engagement in
students will discuss discussion - LEARNING
and engage in making a SKILLS.
KLEWS chart with the
teacher. After students Teacher
will listen and learn Questions/Prompts:
about the the different What do we know about
types of gears. gears?
What do you want to
know about gears?
What do you think is the
most useful gear? Why?

pulley systems and gear systems
(e.g., to facilitate changes in
direction, speed, or force)
5. Types of Gears
Students are going to learn the
different types of gears today.
They are going to work in groups
with iPads to research their
assigned gear and do a brief
presentation to the class with
their gathered information.
Overall
Science
2. investigate ways in which
pulleys and gears modify their
speed and direction of, ad the
forces exerted on, moving
objects
Oral Communication
1. listen in order to understand
and respond appropriately in a
variety of situations for
a variety of purposes;
Media Literacy
UNIT PLANNING TEMPLATE
Assess/ Instruct/ Assist Explore/ Discover/ Do: Anecdotal Notes: iPads
Create/ Discuss during the group work,
Teacher will: observe their learning Chart Paper
Students will: skills, as well as during
In today’s lesson teacher Markers
will start by engaging Students will discuss the presentation to see
students in a class their current knowledge where future instruction
may need to focus.
discussion about the gears of gears from the
we have talked about last previous lesson. Teacher
lesson. Teacher will Students will be working
Questions/Prompts:
explain to students that in their small groups to
they will be exploring explore and become Can anyone name a gear
gears in small groups and experts on an assigned and what it would be
becoming experts on their gear. Students will be used for?
assigned gear. Teacher expected to present
will assist if needed but their findings on the Where do you see gears
in everyday life?
mostly allow students to gears that they
explore on their own in researched.
their groups.
 UNIT PLANNING TEMPLATE

1. demonstrate an
understanding of a variety of
media texts;

Specific

2.4 use appropriate science and

technology vocabulary, including
pulley, gear, force, speed in oral
and written communication

2.5 use a variety of forms (e.g.

oral, writte, graphic, multimedia)
to communicate with different
audiences and for a variety of
purposes (e.g. write a set of
introduction for setting up a
pulley system)

Active Listening Strategies 1.2

demonstrate an understanding
of appropriate listening
behaviour by adapting active
listening strategies to suit a
variety of situations, including
work in groups

Research 1.3 gather information

to support ideas for writing using
a variety of strategies and oral,

print, and electronic sources
Purpose and Audience 1.1
identify the purpose and
audience for a variety of media
texts
6. Exploring Gears
Continuing from student’s
exploration of the different types
of gear from the previous lesson
students will continue to explore
gears by creating their own gears
with recycled materials.
Students will work in small
groups to create a gear train.
Overall
Science
3. demonstrate an
understanding of the basic
principles and functions of pulley
systems and gear systems.
Language Arts
Writing
1. generate, gather, and organize
UNIT PLANNING TEMPLATE
Instruct/ Assist / Assess Explore/ Discover/ Write: Exit Ticket: Recycled materials to
Create/ Discuss create gears
Teachers will: What made you gears
Students will: turn faster? Slower? Scissors
Teacher will now allow
students to physically After listening to What happens when a
explore gears. They will teacher instruction gear has more teeth?
give instruction to students will be given
students that they will the opportunity to Write: Daily Journal
Entry
exploring gears on their explore and discover
own and need to be gears one their own. Teacher
prepared to answer a After exploring on their Questions/Prompts:
question based on their own students will
exploration. Teacher will discuss and work in What is a gear train?
assist if needed but small groups to create a
When thinking about
encourage students to gear train. Students
the different sizes of
explore on their own. will answer an exit
gears, can anyone
After given an appropriate ticket question about
explain the process of
amount of tie to explore gears after lesson is
two gears working
gears teacher will explain complete.
together?
and introduce what a gear
train is and challenge
Why are gears
students to make their
 UNIT PLANNING TEMPLATE

ideas and information to write own gear trains in small important?

for an intended purpose and groups.
audience;

Oral Communication
2. use speaking skills and
strategies appropriately to
communicate with different
audiences for a variety of
purposes;
Specific

3.2 describe how rotary motion

in one system or its components
(e.g. a system of pulleys of
different sizes) is transferred to
another system or component
(e.g. a system of various gears) in
the same structure

3.4 describe using their

observation, how gears operate
in one plane (e.g. spur gears,
idler gears) and in two planes
(e.g. crown, bevel or worm
gears)

Developing Ideas 1.2 generate

ideas about a potential topic
using a variety of strategies and

resources
Active Listening Strategies 1.2
demonstrate an understanding
of appropriate listening
behaviour by adapting active
listening strategies to suit a
variety of situations, including
work in groups
Purpose 2.1 identify a variety of
purposes for speaking
7. How WE Use Gears - The
Bicycle
In today’s lesson student will
explore gears in something they
use in everyday life, the bike.
Students will examine and
discuss how they think pedals
work on a bike, what the gears
do and how they work and
explore how gears make the
speed of the bike change.
Overall
Science
3. demonstrate an
understanding of the basic
UNIT PLANNING TEMPLATE
Guide/ Assist/ Assess
Teacher will:
Teacher will review and
discuss with students the
types of gears the have
explored in previous
lesson. Teacher will show
students a bike and ask
students what they notice
on the bike in regards to
gears. After discussion
students will be asked to
create a diagram in their
journal and label the gears
they notice on the bike.
teacher will assist if
Explore/ Discover/ Write/Do: In science Bicycle
Discuss journal students will
draw and label the Daily Journal
Students will: elements of the bike
Students will discuss they explored.
their current knowledge Teacher
and what they have
Questions/Prompts:
learned about gears and
apply their knowledge How do we use gears in
in drawing and labelling our everyday lives?
a diagram of a bike in
What types of gears do
their journals.
you see?
What is another way
you can use gears?
 UNIT PLANNING TEMPLATE

principles and functions of pulley needed and assess

systems and gear systems. students journal work.

Language Arts Teacher will introduce

Writing culminating task in a brief
1. generate, gather, and organize summary.
ideas and information to write
for an intended purpose and
audience;

Oral Communication
2. use speaking skills and
strategies appropriately to
communicate with different
audiences for a variety of
purposes;
Specific

3.6 identify pulley systems (e.g.,

clotheslines, flagpoles, cranes,
elevators, farm machinery) and
gear systems (e.g., bicycles, hand
drills, can openers) that are used
in daily life, and explain the
purpose and basic operations of
each

3.7 explain how the gear system

on a bicycle works (e.g. by using
the largest gear on the front
 UNIT PLANNING TEMPLATE

chain ring and the smallest gear

on the rear wheel, we can move
quickly along a flat surface)

3.8 identify the input

components that drive a
mechanism and the output
components that are driven by it
(e.g. the pedals on the bike are
the input component; the rear
wheel is the output component)

Developing Ideas 1.2 generate

ideas about a potential topic
using a variety of strategies and
resources

Research 1.3 gather information

to support ideas for writing using
a variety of strategies and oral,
print, and electronic sources

Active Listening Strategies 1.2

demonstrate an understanding
of appropriate listening
behaviour by adapting active
listening strategies to suit a
variety of situations, including
work in groups

Purpose 2.1 identify a variety of
purposes for speaking
8. Culminating Task
The students will be given two
work period classes to complete
their culminating tasks.
The students are going to work
individually to construct their
own elevator using a variety of
recycled materials. They are
expected to record their daily
accomplishments in their
journal. After completing the
task they are going to explain
verbally why they selected the
specific materials to create their
elevator and why they chose
that type of pulley.
Overall
Science
2. investigate ways in which
pulleys and gears modify the
speed and direction of, and the
force exerted on, moving
objects;
3. demonstrate an
UNIT PLANNING TEMPLATE
Instruct/ Assist/ Guide/ Think/ Explore/ Create/ Write/Do/Performance: Recycled Materials (rope,
Assess Discuss paperclips, pencils, wire,
Hand in science journal empty thread spool,
Teacher will: Students will: with notes and diagrams string, toilet paper roll,
tape)
Teachers will lead a group Students will draw on Rubric on their elevator
discussion about what they have learned
Daily Journals
everything they have throughout the unit and
learned about pulleys and use their journals and
gears. Teacher will give class charts to create
clear instruction and their elevators.
explain the culminating Students will build and
task of creating an create a functioning
elevator individually. elevator and write short
Teacher will be available one paragraph report
to assist and guide explaining their
students if needed but thoughts in creating
ultimately encourage elevator. Students will
students to use their present their elevator
knowledge and anchor orally to the class.
charts around the room to
create their elevators.
Teacher will assist
students’ journals and
their elevator.
 UNIT PLANNING TEMPLATE

understanding of the basic

principles and functions of pulley
systems and gear systems

Language Arts

Writing
1. generate, gather, and organize
ideas and information to write
for an intended purpose and
audience;

Oral Communication
2. use speaking skills and
strategies appropriately to
communicate with different
audiences for a variety of
purposes;

Specific
2.3 use technological problem-
solving skills (see page 16) to
design, build, and test a pulley or
gear system that performs a
specific task Sample problem:
Design, build, and test a
mechanism that will raise and
lower a flag. Design, build, and
test a changing billboard. Design,
build, and test a model elevator
that could be used in a barn.
 UNIT PLANNING TEMPLATE

Design, build, and test a model

drawbridge for a castle.

3.1 describe the purposes of

pulley systems and gear systems
(e.g., to facilitate changes in
direction, speed, or force

Developing Ideas 1.2 generate

ideas about a potential topic
using a variety of strategies and
resources
Research 1.3 gather information
to support ideas for writing using
a variety of strategies and oral,
print, and electronic sources
Classifying Ideas 1.4 sort and
classify ideas and information for
their writing in a variety of ways
Organizing Ideas 1.5 identify and
order main ideas and supporting
details and group them into units
that could be used to develop a
summary, using a variety of
graphic organizers
Active Listening Strategies 1.2
demonstrate an understanding
of appropriate listening
behaviour by adapting active
listening strategies to suit a
variety of situations, including

work in groups
Purpose 2.1 identify a variety of
purposes for speaking
POSSIBLE ASSESSMENT
STRATEGIES
VARIETYOF LEARNING
EXPERIENCES
Learning Experiences
• Inquiry Questions
• Anticipation Guide
• Brainstorming
• Case Study
• Choice Boards
• Class Discussion
• Computer Simulation
• Concept Attainment
• Concept Formation
• Concept Creation
• Concept Mapping
• Critical Dialogue
• Cubing
• Debate (Formal)
• Debate (Informal)
• Examine Both Sides
• Exit ticket
• Four Corners
• Game
UNIT PLANNING TEMPLATE
☐ Teacher Conference ☐ Quiz
☐ Exit Card ☐ Question and Answer
☐ Demonstration
☐ Self Assessment Checklist
☐ Teacher Edit
☐ Concept Attainment, Mind Map, Concept
☐ Checklist
Map ☐ Discussion
☐ Select Response ☐Thumbs Up/Thumbs Down
☐ Observation checklist ☐ Self Assessment Response Form
☐ Interview ☐ Other : Checkbric
☐ Peer Edit
☐ Spot Check
Ensure that there are a variety of learning experiences provided to match the class and individual learning
profile that you have developed for this group of learners (see below). Mark any you have used.
• Game Theory • Jigsaw
• Graffiti • Panel Discussion
• Graphic Organizer • Placemat
• Graph Creation • P/M/I
• Graphing • Problem Based Learning
• Guest Speaker • Puzzle Pieces
• Inside/Outside Circle • RAFTS
• Inquiry • Research (Guided)
• Jigsaw • Research (Independent)
• Journal Writing • Report Writing
• KWL chart • Response Writing
• Learning Centres • Response Journals
• Learning Contracts • Role Playing
• Metaphors • Round Robin
• Movie Review/Analysis • Simulation
• Mind Map • Snowball
• Model Building • Socratic Dialogue/ Rich Questioning
• Note Making (student generated) • Song Creation
• Note Making (teacher generate • Teams Games Tournaments
• Numbered Heads • Three Way Debate
 UNIT PLANNING TEMPLATE

• Think Pair Share • Tiering • Word Wall

• Think Pair Square (Graduated) • Values Line • Word Web
• Think Together – Think Apart • Venn Diagram • Other ___________
• Thinking Routines • Video Clip
STEP 4

REFLECTION

Criteria Exemplars Evidence

Questioning My questions will spark student curiosity
My questions will lead the students to inquiry - pose
and pursue their own questions.
Metacognition Students used metacognitive skills during the unit.
Feedback Assessment as/of/for was incorporated during the
unit and involved the teacher.
Questions are focused on assessing students
understanding of pulleys and gears throughout the unit.
The questions asked will encourage students to make
their own decisions about gears and pulleys based on
what they have learned in the unit.
We are encouraging students to explore the types of
pulleys and gears that interest them through the
questions. More importantly, why do those specific
pulley/gear interests them?
The students will be reflecting in their daily journal to
reflect on what they have learned that day, or they can
pose question they may be interested in learning.
For: discussion, KWL chart
As: Journals, group discussion, anecdotal notes

Of: Journals, oral and written presentation and checkbric

of elevator

Assessment as/of was incorporated during the unit The students were able to both self-reflect in their
and involved student peers. journals and there was opportunities for the students to
 UNIT PLANNING TEMPLATE

have a peer assess them using the success criteria. The

checkbric is designed to allow students to evaluate and
mark their elevator before teacher. Students will
highlights a star, arrow or X to what they feel the
deserve.

Scheduled “check ins” were organized during the We used the daily journal as the check-in process
unit. throughout the unit. This is an opportunity to see where
and how the students are progressing through the
expectations.

Assessment The assessment loop is consistent throughout the The students will be learning about pulley and gears and
Loop unit and closes with the culminating task how they work. They will be introduced to the
culminating task early in the unit and the series of
lessons is a progression to help with the understanding
of the different topics within the unit. The lessons work in
a progressing way that demonstrates the guided release
of responsibility.