CEP Lesson Plan Form

Teacher: Emma Turner Date: 24 April 2018

School: RMHS Grade Level: 11/12 Content Area: Engineering/Physics

Title: Analyzing hydraulic systems Lesson #:__ of __

Lesson Idea/Topic and
Rational/Relevance:
Students have just finished looking at how pressure of air and fluids exerts
force on objects to move them. They build pressurized bottle rockets last
week and this lesson will build off of how that fluid pressure caused the
rockets to fly. Similarly, hydraulic systems use more controlled energy in the
form of fluid movement to do work. Students will be able to calculate
pressures in a system and analyze authentic systems for effectiveness.

Student Profile: Class is largely young men, a mix of prior AP Physics students and some who
have struggled to pass any high school science. IEP’s are not known.
Students work best with direct guidance and few distractions in 20 minute
blocks of instruction or activity.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

PSTS08.04.a Understand the theory and principle of operation of hydraulic systems

PSTS.08.04.b Identify and explain the purpose of hydraulic system components

Understandings: (Big Ideas)

Pressure=force/area
Psi=pounds/square inch
Hydraulic systems consist of a reservoir, pump, cylinder, and actuator
Some fluids provide more power than others because they compress less.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Why is fluid power so useful?

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Evidence Outcomes: (Learning Targets)

1. Given 2 of the following measurements: pressure, force, area, I can correctly calculate the the third measurement.

2. Given a syringe, I can accurately identify and describe the cylinder, and actuator.

3. Given a performance assessment sheet, I can analyze the performance of three simple hydraulic systems.

List of Assessments:

1. Set of calculations

2. Sketch of syringe with labeled cylinder and actuator

3. Performance assessment sheet (accountability of tests)

4. Discussion

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Planned Lesson Activities

Name and Purpose of Lesson Analyzing Hydraulic Systems

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? One teach, one assist.
Yes _X__ No ___ Why did you choose this model(s) and what are the teachers’ roles?
While I will be the primary teacher, the match-up teacher knows the class well and can
assist me in maintaining norms
Approx. Time and Materials - Half Sheet for Calculations (one side), sketch (other side)
- PAS
- Syringes
- Tubing
- Water
70 min

Anticipatory Set The strategy I intend to use is: Quick Write (Engage)
Students will have 2 minutes to answer the following question individually:
“Why did we use both air and water in the rockets? Which one compressed?
Procedures The strategy I intend to use is: Inquiry
Engage: (Anticipatory Set)
Explore:
Explain:
Elaborate:
Evaluate: (Closure)
Teacher Actions Student Actions Data Collected

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1. Engage: Ask 1. Write for 2 minutes 1. Collect quick writes.

students to write on question 2. Follow up by asking
for 2 minutes. Write 2. Share out from for a couple
question on board. quick writes. students to share.
Time. Discuss, fluids. 3. Worksheets
2. Explore: Guide 3. Work through 4. Sketches
discussion towards problems
how fluids create progressively more
power in hydraulic independently.
systems. What is 4. Students work
hydraulic system? independently
3. Explain: show how through PAS on
to calculate testing simplified
controlled pressure hydraulic systems
through “I do, we
do, you do” demo.
4. Elaborate: Circulate
and Assist
Closure The strategy I intend to use is: Discussion
Evaluate: Ask students about observations during hydraulic systems testing.
Differentiation Content Process Product Environment
Modifications: Only ask Allow more Structure Rearrange class
students to group work simpler for peer-
calculate one questions in assisted
type of PAS learning
measurement
instead of all
three.
Extensions: Extend by Must test 2 Ask for Same as above.
providing additional application of
cylinder radius hydraulic each system
instead of full system types. type.
area.

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Assessment

1. Set of calculations

2. Sketch of syringe with labeled cylinder and actuator

3. Performance assessment sheet (accountability of tests)

4. Discussion

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

For once, I feel that the large part of the class bell curve achieved all of the objectives
proficiently. At least 50% turned in each activity and could adequately discuss why hydraulic
systems use fluid rather than air, the parts of a hydraulic cylinder, and how to find the pressure
in a hydraulic system given area and force.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I need to demo how to set up the syringes. That was the only part that-while an effective
learning moment for students- was not a needed student-driven lesson. Giving a quick demo on
how to fill the system with water and how to keep air out would have made the lab set-up
process more efficient.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Next, students will get to apply their knowledge of pressure and work in hydraulic systems by
constructing a hydraulic crane with four hydraulic controls.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

Didn’t end up using co-teaching.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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