Date: March 1, 2021

Grade: 4
Number of students: 18
Length of class: 1 hour
Teachers: Kelsey Shoults
Topic: Science: Rollers versus Wheel and Axel

General Outcome: 

Science: 4–6 Demonstrate a practical understanding of wheels, gears and levers by

constructing devices in which energy is transferred to produce motion.

Specific Outcomes: 

Science:

SLO 2: Compare the wheel and the roller, and identify examples where each are used.

SLO 3: Construct devices that use wheels and axles, and demonstrate and describe their use in:

• model vehicles

Learning Objectives:

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

- Identify differences and similarities between rollers and the wheel and axle
- Create a pop can dragster – regular roller and wheel and axle

Materials and Equipment

- Smart Board
- Popsicle sticks
- Pop cans
- Elastics
- Pipe cleaner
- Beads
-
 
Preparation and Logistical Considerations 
- Check technology

Introduction Time

Roller Students will walk around the room and I will call out a number. When I call out the number 10 min
Review they will get in a group of that number and discuss one of the following questions.

Question: What is a roller?

 Question How do rollers work?

Question: What were rollers used for?

Question: What are some examples of rollers?

Body Time

Roller Explain to students today we are going to be making our own roller cars. 30 min
Dragster
Students will need:
- An empty pop can
- Popsicle stick
- 2 Plastic beads
- Elastic band
- Pipe cleaner
- TEACHER: Hammer and nail

Students will work in pairs to create their dragster:

- A hole will be put in the middle of the students pop can
- Students will feed the pipe cleaner through the pop can
- Students will hook the elastic band around the tab of their pop can
- Students will hook the pipe cleaner around the other end of the elastic and twist the
pipe cleaner to close the hook
- Students will pull the pipe cleaner and elastic through to the bottom of the can
- Students will feed the 2 beads onto the pipe cleaner and the elastic
- Students will push the two beads to touch the bottom of the pop can and split the
elastic above the beads and feed the popsicle stick through.
- Students will remove the pipe cleaner

Roller play Students will get some time to play around with their dragsters. 20 min
and - Have races
discussion - Try different surfaces

Discussion:
- Question: How is the dragster powered?
- Question: Where is the energy stored?
- Question: What might be reducing friction inside the can?

Wrap Up Time
Exit Slip On a small slip of paper students will explain to me in one sentence what a roller is, and one 10 min
real life example of a roller.

Assessment :

- Observation
- Discussion
- Questions

Exit Slip:
What is a roller?

How does a roller work?

Tell me one example of a roller?