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"Science VI (English)"

Chapter 9: FORCES AND MACHINES.

Student Learning Outcomes (SLOs)

Based on the chapter's content, here are the identified SLOs:
1.​ Recognize wheel and axle and identify their uses.
2.​ Describe pulley systems and their kinds.
3.​ Identify the uses of pulleys in daily life.
4.​ Describe the functions of a pulley system and gear system.
5.​ Describe how motion in a system of pulleys of different sizes is transferred to motion in
another system of various gears in the same structure.
6.​ Investigate with the help of an experiment the effort required by different gear systems to
lift the same load.
7.​ Find out how the action of a pulley system is altered by changing the tension of the band
connecting two pulleys.
8.​ Design and make a system of pulleys and gears for a structure that moves in a prescribed
and controlled way and performs a specific function.
9.​ Identify and make modifications to their own pulley and gear system to improve the way
they move the load.
10.​Describe how a bicycle functions.
Lesson Plans
Here are lesson plans constructed based on the identified SLOs. The time/periods are
estimates and can be adjusted.

Lesson Plan 1: Wheel and Axle

●​ Class: VI
●​ Chapter: 9
●​ Topic: Wheel and Axle
●​ Time/Periods: 1 Period
●​ Date: (To be filled by teacher)
1. STUDENT LEARNING OUTCOMES
●​ Recognize wheel and axle and identify their uses.
2. MATERIALS
●​ A doorknob, toy car, screwdriver, picture of a Ferris wheel, and a fan.
●​ The textbook page on "Wheel and Axle."
3. INFORMATION FOR TEACHERS
●​ Explain that a wheel and axle is a type of lever where the fulcrum is the center of the
wheel.
●​ The wheel is the circular path where effort is applied, and the axle is the rod that passes
through its center.
●​ It's a simple machine used to turn or move a load easily and can help change the size of
movements, which is useful for traveling long distances without much effort.
4. INTRODUCTION
●​ Begin with a thought-provoking question: "How do we make our work easier?" Introduce
the concept of simple machines.
●​ Show an image of a jeep from the textbook and ask students to identify any simple
machines they see.
●​ Introduce the wheel and axle as the first simple machine to be studied.
5. DEVELOPMENT
●​ Concept Explanation: Explain what a wheel and axle is by showing real-life examples
like a doorknob or a toy car.
●​ How it Works: Demonstrate how a larger effort on the wheel turns the axle to move a
load, making work easier. Explain how it changes movement size to cover large distances
with less effort.
●​ Discussion: Ask students to identify more examples of wheel and axle systems in their
daily lives, such as bicycle wheels, fans, or Ferris wheels.
6. CONCLUSION / SUM UP/ WRAP UP
●​ Summarize the key points: A wheel and axle consists of a wheel and a rod (axle) that
work together. They are a type of lever and are used to move or turn things easily and
travel long distances with less effort.
7. ASSESSMENT
●​ Ask students to name three objects they see every day that use a wheel and axle.
●​ Ask them to explain how a car's steering wheel is an example of a wheel and axle.
8. FOLLOW UP
●​ Students will draw and label a diagram of a wheel and axle and list two examples of its
use in transportation.

Lesson Plan 2: Pulleys

●​ Class: VI
●​ Chapter: 9
●​ Topic: Pulleys (Fixed and Movable)
●​ Time/Periods: 2 Periods
●​ Date: (To be filled by teacher)
1. STUDENT LEARNING OUTCOMES
●​ Describe pulley systems and their kinds.
●​ Identify the uses of pulleys in daily life.
●​ Describe the functions of a pulley system.
2. MATERIALS
●​ A small pulley, rope, and a light object (e.g., a book or a small weight).
●​ Diagrams of fixed and movable pulleys.
●​ The textbook page on "Pulleys."
3. INFORMATION FOR TEACHERS
 ●​ A pulley consists of a grooved wheel with a rope or belt.
●​ A fixed pulley is attached to a fixed support and changes the direction of force, making it
easier to lift a load.
●​ A movable pulley moves with the load and reduces the amount of effort needed to lift it.
●​ Multiple pulleys can be combined to form a double pulley system or a block and tackle to
lift very heavy loads with less effort.
4. INTRODUCTION
●​ Ask students how they would raise a flag on a flagpole or lift a bucket of water from a well.
Introduce the pulley as the simple machine used for this purpose.
5. DEVELOPMENT
●​ Fixed Pulley: Demonstrate a fixed pulley. Attach the pulley to a fixed point and a load to
one end of the rope. Ask a student to pull the other end down. Explain that the direction of
the force is changed from pulling up to pulling down, which is often more convenient.
●​ Movable Pulley: Demonstrate a movable pulley by attaching the pulley to the load itself.
Explain that the pulley moves up and down with the load. Show how it requires less effort
to lift the load.
●​ Uses: Discuss real-world uses of pulleys, such as in cranes, elevators, and for drawing
water from wells.
●​ Combined Systems: Explain that using two or more pulleys (a double pulley system)
further reduces the effort needed to lift a load. This is why complicated pulley systems are
used in construction and on ships.
6. CONCLUSION / SUM UP/ WRAP UP
●​ Recap the two main types of pulleys and their functions: Fixed pulleys change the
direction of force, while movable pulleys decrease the effort required.
●​ Emphasize that the more pulleys you use, the easier it is to lift a heavy load.
7. ASSESSMENT
●​ Ask students: What is the main difference between a fixed and a movable pulley?
●​ Have them name one example of a fixed pulley and one of a movable pulley.
8. FOLLOW UP
●​ Students will complete a worksheet matching pictures of different pulley systems to their
descriptions (fixed, movable, double).
●​ They will also be asked to find another example of a pulley system in their home or
community and describe its purpose.

Lesson Plan 3: Gears

●​ Class: VI
●​ Chapter: 9
●​ Topic: Gears
●​ Time/Periods: 2 Periods
●​ Date: (To be filled by teacher)
1. STUDENT LEARNING OUTCOMES
●​ Investigate with the help of an experiment the effort required by different gear systems to
lift the same load.
●​ Describe the functions of a gear system.
2. MATERIALS
●​ Two or more gears of different sizes (e.g., from a toy or a simple gear kit).
●​ A visual aid showing gears meshing.
 ●​ The textbook pages on "Gears."
3. INFORMATION FOR TEACHERS
●​ A gear is a wheel with teeth. They work in pairs, with the teeth fitting together.
●​ Gears can change speed, direction, or force.
●​ A large gear driving a small gear increases speed but decreases force (gearing up).
●​ A small gear driving a large gear increases force but decreases speed (gearing down).
●​ When two gears mesh, they always turn in opposite directions.
4. INTRODUCTION
●​ Show a picture of a bicycle's gears and chain. Ask students how they think pedaling
makes the bicycle move. This leads to the introduction of gears as another simple
machine. 5. DEVELOPMENT
●​ Concept Explanation: Explain that a gear is a toothed wheel. Show how two gears mesh
together and how turning one makes the other turn.
●​ Functions: Use the gears to demonstrate the three main functions:
○​ Changing Direction: Turn one gear clockwise and show that the meshed gear
turns counter-clockwise.
○​ Changing Speed: Use a large gear and a small gear. Turn the large gear slowly
and show that the small one turns much faster. Explain this is "gearing up." Then do
the opposite. Explain this is "gearing down."
○​ Changing Force: Explain the trade-off between speed and force. A gear system
that increases speed gives less force, and one that increases force gives less
speed.
●​ Application: Discuss where gears are used, such as in watches, bicycles, and car
engines.
6. CONCLUSION / SUM UP/ WRAP UP
●​ Summarize the roles of gears: they are simple machines that transmit power and can be
used to change the direction, speed, or force of a movement.
7. ASSESSMENT
●​ Ask students: If you have a small gear turning a large gear, what happens to the speed
and the force?
●​ Ask them to identify a household item that uses gears (e.g., a clock, a hand drill).
8. FOLLOW UP
●​ Students can attempt the "Activity 2" from the textbook using cardboard to create their
own gears and experiment with them.
●​ They will answer the activity questions to reinforce their understanding of how gear size
affects speed and rotation.

Lesson Plan 4: Combined Systems and Bicycle Function

●​ Class: VI
●​ Chapter: 9
●​ Topic: Combined Systems & Bicycle Function
●​ Time/Periods: 1 Period
●​ Date: (To be filled by teacher)
1. STUDENT LEARNING OUTCOMES
●​ Describe how motion in the system of pulleys of different sizes is transferred to motion in
another system of various gears in the same structure.
●​ Identify and make modifications to their own pulley and gear system to improve the way
 they move the load.
●​ Describe how a bicycle functions.
2. MATERIALS
●​ A bicycle.
●​ Diagrams showing the chain and gears of a bicycle.
●​ The textbook page on "A Bicycle."
3. INFORMATION FOR TEACHERS
●​ A bicycle is an example of a compound machine, a machine made up of several simple
machines.
●​ A bicycle's operation relies on a pulley-like system using a chain and gear wheels.
●​ The chain transfers the force from the pedals to the rear wheel, making it turn and move
the bicycle forward.
●​ Changing gears (e.g., in a mountain bike) allows the rider to adjust the speed or force
depending on the terrain.
4. INTRODUCTION
●​ Bring a bicycle into the classroom or use a large picture. Ask students to identify the
different simple machines they see, like the wheel and axle, and the gears.
5. DEVELOPMENT
●​ Combined Machines: Explain that complex machines like a bicycle and a jeep are called
compound machines because they are made of many simple machines working
together.
●​ Bicycle Mechanism: Point out the key parts of a bicycle's drive system: the pedals, the
crankarm, the chain ring, the chain, and the rear freewheel (gears).
●​ Transfer of Motion: Trace the path of the force. Explain that the force from the rider's
legs turns the pedals, which turn the gear connected to the chain. The chain then pulls the
gear on the back wheel, making it rotate and propel the bicycle forward.
●​ Gearing Up/Down in a Bicycle: Discuss how multi-geared bicycles function. Explain that
a higher gear (large front gear, small back gear) gives more speed on flat ground, while a
lower gear (small front gear, large back gear) provides more power for going uphill.
6. CONCLUSION / SUM UP/ WRAP UP
●​ Summarize how a bicycle is a compound machine that uses a system of pulleys (the
chain and gears) to transfer motion from the pedals to the wheel, making work easier and
allowing for faster travel.
7. ASSESSMENT
●​ Ask students to describe, in their own words, how a bicycle's gears and chain work
together to move the bike.
●​ Ask them to explain why a cyclist would use a "low gear" when going uphill.
8. FOLLOW UP
●​ Students will be asked to identify another compound machine (e.g., a car, a crane) and
list the simple machines it incorporates.