Simple Machines
Author: Carmelina Pizzi
Grade Level: 3rd
Timeframe: This lesson will be part of a unit on simple machines and the duration of time is dependent on the students. 1-2 weeks 45 min a day.
Lesson Description or Explanation
What is a simple machine? Students will investigate and create simple machines. They will then use the below listed website to assess their understanding of simple machines.
Indiana Curricular Standards
Core Standard 2
The Nature of Technology
Significance of Inventions
• Identify ways in which people use technology and tools in their daily life and work. Describe how recent inventions have significantly changed the way people live.
• Student Performance: Students use technology to solve a want or a need. Students use an engineering design process (ask, imagine, plan, create, improve) to design a solution to a problem. Students discuss the results (intended and unintended) of their solution.
o 3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live.
o 3.1.7 Recognize that and explain how an invention can be used in different ways, such as a radio being used to get information and for entertainment.
ISTE Standards
Technology Operations and Concepts
b. Students select and use applications effectively and productively.
Research and Information Fluency
b. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Assessments
Formative/Summative
• Students are engaged and interested in the experiment.
• Students answered guiding questions at the end of the lesson.
• Students will write questions they have and further investigation they wish to do.
• Discuss out loud what students are thinking about the experiment.
• Students will print off their scores and share with the teacher what they learned from the website.
Prior Knowledge
Curricular Knowledge or Skills: Children have been exposed to simple machines, they may not know them as this label, but they recognize devices that make work easier for them.
Technology Knowledge: Children have been exposed to the computer and the internet for other assignments for reading and writing. They have collected data from the internet and used excel to plug in information.
Technology
Internet Resources: (please list URLs)
http://www.edheads.org/activities/simple-machines/index.htm
http://www.iste.org
http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx
https://oncourse.iu.edu/
http://www.internet4classrooms.com/links_grades_kindergarten_12
http://www.google.com
Hardware: Computer with internet, keyboard, mouse, printer
Software: Photo shop, Microsoft word, excel (plug in data), power point
Procedure
Differentiation /Instructional Strategies:
• What does work mean to scientist?
• Work is done when a force is used to move an object over a distance.
• Work is measured- FORCE X DISTANCE = WORK
• Suppose you use force to push the wall, are you doing work? No, the wall does not move.
• What if you push a door open, it moved your doing work.
• Most common forms of work are: Pushing, Pulling, and Lifting.
• How can we make work easier? Machines make work easier.
• Ask students, “What is a simple machine?”
• A simple machine…
-Increase the speed of something
-Reduce the effort needed to do something
-Change the direction of the force that you use
• There are 6 types of simple machines you may have come in contact some time in your life.
• Inclined Plane- slide, ramp, hill,
• Wedge- shovel, knife, teeth, saw
• Screw- end of a light bulb, drill, jar lids
• Lever- a bar used to lift an object, with a fulcrum (a support on which a lever turns or pivots)- teeter-totter, scissors, hammer pulling up a nail, bottle opener
• Wheel and Axle- bike tires, rollerblades, car tires,
• Pulley- a wheel that’s grooved that holds a rope or cable- these have pulley’s- flagpole, crane, elevator
• We will be conducting experiments with simple machines.
• See if you can recognize any simple machines being used
• What if we needed to pull a car up on top of a two story building?
• In small groups let children take pictures of simple machines they have made or can find around the school.
• Print pictures and have class identify the simple machine.
1. Navigate to Edheads Simple Machines Activities to learn about Simple Machines
http://www.edheads.org/activities/simple-machines/index.htm
2. Launch
3. Create a slide for each of the simple machines (Pulley, Wheel & Axel, Gear, Lever, Inclined Plane, Screw, and Wedge).
4. Use the Simple Machines Worksheet to help plan your slides. Find examples for each of the simple machines. Use a digital camera to find authentic examples, if possible.
5. Click the T and type a heading for your slide.
6. Click on File Open Pics4Learning Image…
7. Search for pulley or an example of a pulley and select picture, insert image, and close browser.
8. Click copy and move to the pulley slide. Click paste and resize the picture.
9. Repeat the search for each of the simple machines. Hint: If you cannot locate a picture using the simple machine name, search for an example of the simple machine.
10. Browse through the Stickers to locate more pictures of simple machines and add them to your slides.
11. Click the T and write a description for each of the simple machines.
12. Click share and save your slides individually. Add a title to the
WebBlender site. Delete text boxes on all of the pages.
13. You may have to copy and paste missing images. Alternately, you can share your slides with the show option.
14. Save and Publish
Differentiated Instruction
ESL
• A translator is available for the website in multiple languages.
• Using pictures to support communication.
Challenge/Extend
• Students will be asked to participate and demonstrate the experiment taking the lead of a small group and showing how to build a simple machine.
• Students will be able to dig deeper into changing the experiment and finding new answers that they will share in whole group.
• We will come together to share findings and outcomes to the investigation in a power point presentation.
Special Needs
• Students will be able to perform the experiment at their table they can be seated or stand if needed.
• Using the website they can have head phones or subtitles.
• Using pictures to support communication.
• Students with special needs use simple machines more so then others they may be an expert in this subject.
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