April Cousins Jessica Denson TEDU 414 Unit Plan

Unit Plan: Simple Machines

3rd

Grade

Unit Introduction:

This unit focuses on use and functions of simple machines and their importance in our everyday

lives. This unit takes 2 weeks to complete. Week 1 focuses on an introduction to all 6 simple

machines, as well as a main focus and activities that teach about the use of the pulley, wedge,

lever, and wheel and axle. Week 2 will cover the inclined plane and screw, along with the use

and importance of compound machines (2 or more simple machines combined to make work

easier). This unit plan will cover week 1 of the entire unit.

Objectives:

General Unit Objectives:

1. The students will learn and understand the uses and functions of the 6 simple machines

by completing class activities on each simple machine.

2. The students will be able to apply their knowledge of simple machines in real

situations by being able to use simple machines to help them make work easier in their

everyday life.

3. The students will gain a higher appreciation of how simple machines are used every

day to make moving, lifting, pushing, and pulling objects easier.

Specific Objectives:

The students will be able to correctly identify and label all 6 different types of simple machines when shown tangible examples.

The students will be able to research and identify the purpose, function, uses, and

examples of each simple machine when give computers and worksheets with 80%

accuracy.

The students will be able to demonstrate their understanding of how a pulley

system works, with 80% accuracy, by creating their own fixed pulley system

using various materials provided by the teacher to lift a bucket off the ground.

The students will be able to demonstrate an understanding of how a wedge can

separate an object into equal parts and then record the divided amount in fraction

form with 80% accuracy when given clay and a knife.

Given a Legos lever set, the student will be able to construct a lever with

appropriate fulcrum placement in order to help a Lego minifigure lift a 50g load

with 80% accuracy.

The student will be able to properly identify and label the fulcrum, load, and

effort with 80% accuracy when given a worksheet to draw the levers they

constructed.

Given toy cars with and without wheels and axles and rulers, the student will be

able to measure and compare the distances that the toy cars travel with 80%

accuracy.

Given toy cars with and without wheels and axles and spring scales, the student

will be able to determine and compare the force it takes to move the toy cars with

80% accuracy.

Standards of Learning (SOLs):

Force, Motion, and Energy

3.2 The student will investigate and understand simple machines and their uses. Key

concepts include

a) purpose and function of simple machines;

b) types of simple machines;

c) compound machines; and

d) examples of simple and compound machines found in the school, home, and work

environments.

Probability and Statistics

3.17 The student will

a) collect and organize data, using observations, measurements, surveys, or

experiments;

3.3 Math

The student will

a) name and write fractions (including mixed numbers) represented by a model.

Oral Language 3.1 The student will use effective communication skills in group activities.

a) Listen attentively by making eye contact, facing the speaker, asking questions, and

summarizing what is said.

b) Ask and respond to questions from teachers and other group members.

c) Explain what has been learned.

d) Use language appropriate for context.

e) Increase listening and speaking vocabularies

Reading

3.7 The student will demonstrate comprehension of information from a variety of

print and electronic resources.

a) Use encyclopedias and other reference books, including online reference materials.

b) Use table of contents, indices, and charts.

Responsible Behaviors (PE)

3.4 The student will demonstrate an understanding of the purpose for rules,

procedures, etiquette, and respectful behaviors while in various physical

activity settings.

a) Demonstrate independence and good use of time while engaging in physical

activity.

b) Provide input into establishing rules and guidelines for behavior in physical

activity settings.

c) Work cooperatively with peers.

Visual Communication and Production (Fine Arts)

3.8 The student will use organic and geometric shapes in observational drawing.

Technology Research Tools

C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of

tools and sources, and reflect on alternate strategies that might lead to greater

successes in future projects.

a) Collect information from a variety of sources. Conduct research using various

types of text- and media- based information.

Daily Plans:

Day 1: Introduction to Simple Machines

Purpose:

This will be a two week unit and we will be covering day one. It will be an introduction to

the 6 simple machines and their general purpose, function, and use. This lesson will be a focus

on how simple machines make work easier.

SOL 3.2 Science: Force, Motion, and Energy

The student will investigate and understand simple machines and their uses. Key concepts

include:

a) purpose and function of simple machines;

b) types of simple machines;

c) compound machines; and

d) examples of simple and compound machines found in the school, home, and work

environments.

SOL 3.7 Reading

The student will demonstrate comprehension of information from a variety of print and

electronic resources.

a) Use encyclopedias and other reference books, including online reference materials.

b) Use table of contents, indices, and charts.

SOL C/T 3-5.6 Technology Research Tools

Plan and apply strategies for gathering information, using a variety of tools and sources, and

reflect on alternate strategies that might lead to greater successes in future projects.

a) Collect information from a variety of sources. Conduct research using various types of

text- and media-based information.

Objectives:

The students will be able to correctly identify and label all 6 different types of simple machines when shown tangible examples.

The students will be able to research and identify the purpose, function, uses, and examples of each simple machine when give computers and worksheets.

Procedure:

Introduction

For the start of this lesson the teacher will have a table that will display an example

of each of the six simple machines for the students to see and then ask some questions to

see what the students might already know. They will also be handed a small booklet that

will contain a picture and description of the different types of simple machines that they

will be looking at for the next couple of weeks and students can use this as a reference for

extra help. (visual/auditory)

o “Have you ever seen any of these tools/machines before?”

o “Do you know any of their names?”

o “Do you know what these tools do or what kind of function they might have?”

o “Where have you probably seen them before?”

Development

From here, the teacher will go on to explain the concept of a simple machine and

why they are named so, as well as what a function of the machines might be and why

they are so important. (auditory)

o Simple machines are simple tools used to make work easier. They help us to lift,

push, pull, and divide a load to complete a task more easily.

o The simple machines only work to help us to finish the work, not to do the work for

us. We have to use the tools correctly or they won’t do us any good.

Once the teacher has finished with the introduction to the machines, the students are

to use the first page of their worksheet and label each picture of the simple machines with

the correct name. The class will also come up with a collective definition to describe a

simple machine, but the teacher will ultimately come up with a more concrete definition

for each machine. The teacher will then read the book The Simple Story of the 3 Pigs and

the Scientific Wolf, by Mary Fetzner. This book will be another reinforcement and visual

aid for what the teacher just discussed with the class about simple machines and what

they can actually do for us. (auditory/visual)

Next, the class will get together with a partner and each pair will be allowed to use

the computers or resource books to complete the worksheet. The teacher will provide a

list of possible search topics for the students to enter as well as a few recommended sites.

This part of the page will contain a graphic organizer that has each simple machine listed

and the students are to research and find a short definition of each machine along with a

function, or use, and an example. (auditory/visual/kinesthetic)

It might be a good plan to assign those students who could possibly struggle with the

research portion of the lesson with the more advanced students. This would create a

balance as the students are to work together in order to complete their own packet.

Summary

When every pair has finished their first page, the class will come back together to go

over what they found and ask any questions that they came up with. Depending on the

number of pairings, and to save some time, a few groups will go over one machine and

the next few groups will go over another, and so on. This way everyone should have all

the information for each simple machine and the whole class will have the responsibility

of completing the worksheet.

Materials:

Simple Machines Display

Small ramp (inclined plane)

Hatchet (wedge)

Knife (wedge)

Jar lid, screw (screw)

Crowbar (lever)

Pliers/scissors (lever)

Pulley (wheel/axle and rope)

Toy car (wheel/axle)

The Simple Story of the 3 Pigs and the Scientific Wolf, by Mary Fetzner

Computers

Simple Machines Computer Worksheet/Template

Small booklets put together by the teacher

Evaluation Part A:

Each student will be given an individual assessment based on the completion of the

internet research worksheet

I will know that the student has met the objective if s/he is able to correctly label all six simple machines.

I will know that the student has met the objective if s/he is able to provide an accurate description of at least 5 out of 6 simple machines when using the

computer.

Evaluation Part B:

Did the students meet the objectives?

Did the students accurately complete the research worksheet?

Did the students correctly identify examples of simple machines used throughout the school?

What were the strengths of the lesson?

What were the weaknesses of the lesson?

How would I change this lesson if I could teach it again?

Simple Machines

Directions: Label each picture as the correct type of simple machine. Using the computer, go to

http://www.fi.edu/qa97/spotlight3/v to complete the questions for each simple machine.

Type:

Description:

Example:

_________________________________________________________________

Type:

Description:

Example:

_________________________________________________________________

Type:

Description:

Example:

_________________________________________________________________

Type:

Description:

Example:

_________________________________________________________________

Type:

Description:

Example:

_________________________________________________________________

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Description:

Example:

Name________________________________________________________Date_______________________

Day 2: The Pulley

Purpose:

This lesson will re-introduce the students to the pulley machine and how it works. The class

will learn about where they might find pulleys and students will work together to make one.

SOL 3.2 Force, Motion, and Energy

The student will investigate and understand simple machines and their uses. Key concepts

include

a) purpose and function of simple machines;

b) types of simple machines;

c) compound machines; and

d) examples of simple and compound machines found in the school, home, and work

environments.

SOL 3.1 Oral Language

The student will use effective communication skills in group activities.

a) Listen attentively by making eye contact, facing the speaker, asking questions, and

summarizing what is said.

b) Ask and respond to questions from teachers and other group members.

c) Explain what has been learned.

d) Use language appropriate for context.

e) Increase listening and speaking vocabularies.

Responsible Behaviors (PE)

3.4 The student will demonstrate an understanding of the purpose for rules, procedures,

etiquette, and respectful behaviors while in various physical activity settings.

d) Demonstrate independence and good use of time while engaging in physical activity.

e) Provide input into establishing rules and guidelines for behavior in physical activity

settings.

f) Work cooperatively with peers.

Objectives:

The students will be able to demonstrate their understanding of how a pulley system

works by creating their own fixed pulley system using various materials provided by the

teacher to lift a bucket off the ground.

Students will also be expected to explain the steps necessary for creating their pulley

system by writing the steps in complete sentences on a given handout.

Procedure:

Introduction

The teacher will announce to the class that they will be taking a short field trip to the

schools front lawn to look at a type of pulley that they see every day coming to school.

Once the class has arrived the teacher will explain to the students how a pulley system

works to move the flag up and down the pole using the ropes and a fixed wheel. The

students will see how the flag is attached to the rope and the rope is set in the grooves of

the wheel at the top. When we pull the rope down the flag will either raise or lower

depending on which side of the rope is pulled. (visual/auditory)

Development:

The teacher will explain that the pulley system does not change the weight of the

load that you are trying to move, but that it changes the direction in which you are pulling

the load. It is easier to pull a load downward that it is to pull a load up. (auditory)

From here, the students will come back to the classroom and they will be handed a

couple of worksheets to complete as a class. The first page that they will look at will have

a picture of a pulley with a short definition written beside it. The teacher and students

will work together to come up with examples (and pictures) of pulleys, like the window

blinds in the room. Some other examples include: a crane, a fishing rod, and a flagpole, a

well, stage curtains, garage doors, and a clothesline. The students will not be expected to

know all of these examples or to be able to draw them. (visual/auditory)

The second handout will list pictures as the directions for the students to follow on

how to create their own pulley system using a bucket, some rope, 1-2 large ribbon spools,

and a wire coat hanger. The teacher will give a brief demonstration for the students on

how they should use the materials so that they have a visual on what they are to create.

The students will be expected to explain to the teacher how they created their pulley and

they write down their steps next to each picture. The class will be divided into three

groups and each team is expected to work and communicate together to create their own

functioning pulley system. When each team has finished the teacher will come around

and ask the students to demonstrate their pulley system while explaining how it works. A

surprise test will for each group pulley will have the teacher placing a few amounts of

weight into the bucket to see if the pulley can actually lift a load. (kinesthetic/auditory)

For Strugglers: The group effort will allow for weak students to work with students

as a collaborative team to complete the assignment.

For Advanced: For those students that demonstrate some strength with the lesson, the

teacher can give them the opportunity to create a new pulley using 2 large ribbon spools.

Summary:

After each group has demonstrated they working pulley system for the teacher they

will work together to create the written directions for their groups pulley system and

indicate the maximum weight that it was able to lift. The class will come together at the

end to look at each other’s pulleys and demonstrate for one another that it works.

Materials

Teacher’s handouts

3 group illustrated directions

4-6 large ribbon spools

3 wire coat hangers

3 6 ft. ropes

3 small metal buckets (with handle)

Evaluation Part A:

The student’s will be assessed on their group’s completion of the pulley system

and if the machine was able to work as a fixed system as the teacher added weight

to the bucket. Students will be expected to name the parts of the pulley system in

their explanations (fixed wheel and groove, rope, force)

Students will also be expected to complete a group worksheet that will consist of

everyone’s collaborative effort to come up with the written directions using

complete sentences for their group’s individual pulley machine.

Evaluation Part B:

Did the students meet the objectives?

How do you know?

Did the lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

The Pulley

List and draw a picture of some examples of pulleys:

1) ________________________

2) ________________________

3) ________________________

4) ________________________

5) ________________________

6) ________________________

A pulley is a simple machine in

which a rope and a grooved wheel

work together to help move a load

up or down when the rope is pulled.

Day 3: The Wedge

Purpose:

The purpose of this lesson is to expand on the students understanding of the wedge from the

introductory lesson. We will look at a wedge in the various forms and uses we see in everyday

life.

SOL 3.2 Force, Motion, and Energy

The student will investigate and understand simple machines and their uses. Key concepts

include

a) purpose and function of simple machines;

b) types of simple machines;

c) compound machines; and

d) examples of simple and compound machines found in the school, home, and work

environments.

SOL 3.3 Math

The student will

a) name and write fractions (including mixed numbers) represented by a model.

Objectives:

The students will be able to demonstrate an understanding of the wedge by separating an

object into equal parts and recording the divided amount in fraction form with 90%

accuracy.

Procedure:

Introduction:

The teacher will introduce the wedge to the students by informing them that they use

one every day and that they probably didn’t even know it. The teacher will bring out a

pan of brownies, or a small cake, and a knife to cut the cake. As she is cutting the treat, a

piece for each student, she will inform them that a wedge is something that forces

something apart, or to divide an object into equal parts. She will explain to the students

that the knife is a type of wedge because it is being used to force the solid treat to break

apart into individual parts, just like a wedge. (auditory/visual)

Development:

As the students are enjoying their treat the teacher will begin the class discussion on

the simple machine called a wedge. She will explain, again, that a wedge is a tool used to

separate or force something apart. She will ask the students to think of any other

examples of a wedge based on the example they were just shown. Some example that the

students could know are: teeth, door stopper, ax, saw, chisel, some nails, car tire wedge,

knife, shove, etc. (auditory)

Next, students will be handed a worksheet that they will use to record their answers

for the activity. First the class will record the definition and examples of a wedge from

the board as discussed by the teacher. Then, students will be handed a rectangular piece

of clay and a small plastic knife. First, the students must trace over the large piece of clay

onto the handout to show the clay as a whole. The teacher will then demonstrate how

each student is to use the knife, or wedge, to divide, or separate, the clay into two equal

halves and then trace around the two halves within the whole piece boarder. This is to

demonstrate how equally a solid object can be divided equally. (kinesthetic)

Before the teacher allows the class to do this on their own, she must first review

fraction with the students and how one whole object can be divided down into halves,

fourths, eights, and so on. Once she feels that the students understand this element of the

activity, she can allow them to complete the activity on their own. Students should also

write down the fraction that they have just traced: 1, ½, ¼, etc. Both the tracing and the

fraction numbers will be done in different colored pencils for neatness and organization

on the student’s paper. (kinesthetic/visual)

For Advanced: Students who do well with the fractions will be asked to divide the

clay into other fractions (1//3, 1/9, 1/18, etc.).

For Strugglers: Students who may struggle will only be asked to divide up to 1/16

with their clay.

Summary:

When all of the students have finished tracing over their pieces of clay and recording

the fractions they will take turns sharing with their fellow seat mates about some of the

fractions they came up with. Once everyone has shared with each other, they will turn in

their fraction papers to the teacher for assessment. At the very end of the lesson the

teacher will have one last discussion about the wedge, the purpose and function, and

some examples to ensure that the students have a good understanding of the simple

machine.

Materials

Clay

Small plastic knives

Teacher handouts

Cake/brownies

Metal knife and server

Door stopper

Different colored pencils

Evaluation Part A:

Students will be assessed on their completion of the worksheet to see if they

traced properly and recorded each fraction number to represent each portion with

90% accuracy.

Students will also be checked to see if they copied the definition and examples

word for word from the discussion prior to their independent work.

Evaluation Part B:

Did the students meet the objectives?

How do you know?

Did the lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

The Wedge Works

A Wedge:

________________________________________________________________________

________________________________________________________________________

Examples:

________________________________________________________________________

________________________________________________________________________

Directions: Trace around the whole piece of clay in one color. Then, cut the clay into two equal

halves and trace over both halves in a new color. State the fraction each of the pieces represents.

Continue to cut each piece of clay in half, tracing around each piece with a different color, and

writing the correct fraction in the corresponding color.

Name___________________________________________________________Date_________________

_______

Day 4 Simple Machines: Lever

Purpose:

The purpose of this lesson is to teach students more about the simple machine called a lever. A

lever is a stiff bar that moves about a fixed point and can be used to push, pull, or lift objects.

The students will complete this lesson by working together in groups to create their own lever

with fulcrum out of Legos in order to demonstrate the relationship between the placement of the

fulcrum and the weight of the load to lift.

SOL Science 3.2

The student will investigate and understand simple machines and their uses.

Key concepts include:

a) Purpose and function of simple machines

b) Types of simple machines;

c) Compound machines; and

d) Examples of simple and compound machines found in the school, home, and work

environments.

SOL Math 3.17

The student will

a) Collect and organize data, using observations, measurements, surveys, or experiments.

SOL Visual (Fine Arts) 3.8

The student will use organic and geometric shapes in observational drawing.

Objectives

Given a Legos lever set, the student will be able to construct a lever with appropriate

fulcrum placement in order to help a Lego minifigure lift a 50g load with 80% accuracy.

The student will be able to properly identify and label the fulcrum, load, and effort with

80% accuracy when given a worksheet to draw the levers they constructed.

Procedure:

Introduction:

Begin this lesson by asking the students if they have ever been on a see-saw or teeter-

totter, and have the students explain how it works. Explain that these are both examples

of a simple machine called a lever. Watch the intro to Lever video

(http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=6880) as a class. After the

video, talk about how every lever must have a fulcrum, load, and effort to operate. The

fulcrum is the point at which the lever rests or is supported, and pivots from. The load is

weight that needs to be lifted, and the effort is force you apply to lift the load. Draw an

example of a lever on the board, and have the students help you label the fulcrum, load,

and effort. Next, using chart paper, fill out the K and W of a KWL chart as a whole class

to determine what the students know and want to know about levers. (auditory/visual)

Development:

Have the students group together into groups of 2 or 3. Hand each group a bag of Legos

and instruct them to use the Legos to build a lever that will help the Lego minifigure lift a

50g load. Once the students have built their levers and are able to lift the 50g load, have

the students draw out their lever on the worksheet and label the fulcrum, load, and effort.

Have the students complete the remainder of the worksheet. (kinesthetic/visual)

For Strugglers: Provide assistance with instruction on how to build a lever. Pair these

students with the more advanced students so that they can help provide ideas.

For Advanced: Have these students help the strugglers. Have these students experiment

building different variations of levers to lift different amounts of weights.

Summary:

Once the students have completed their levers and worksheets, have students come back

to their seats to review what they have learned. Have several groups share their ideas for

how they created their lever and whether or not they were able to use the lever to help the

minifigure lift the 50g load. Finish the lesson by referring back to the KWL chart, and

completing the last column as a class.

Materials:

Individual Ziploc bags of Lego lever sets (including minifigure and load; 1 for each

group)

Computer/projector (http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=6880)

Chart paper

Markers

Lever worksheet

Evaluation Part A:

The students will be individually assessed on their ability to name the three components of a

lever (fulcrum, load, and effort), as well as being assessed as a group to be able to construct a

working lever out of Legos.

I will know that the students have met the objectives if they can name all three mandatory

parts of a working lever (fulcrum, load, effort).

I will know that the students have met the objectives if they are able to construct a

working lever system to lift a 50g load.

I will know that the students have me the objective if they are able to draw a 2-D

representation of their lever and accurately label the fulcrum, load, and effort with 80%

accuracy.

Evaluation Part B:

Do the students know all 3 mandatory parts of a lever (fulcrum, load, effort)?

Were the students able to construct a working lever to lift a 50g load?

Were the students able to draw a 2-D representation of their lever and accurately label the

fulcrum, load, and effort?

What were the strengths of this lesson?

What were the weaknesses of this lesson?

How would I change the lesson if I were to teach it again?

Name_____________________________________________Date________________________

Directions: Put together the Legos Lever and draw a picture of it below.

What are the three components that make up a lever?

______________________________________________________________________________

Label the fulcrum (or pivot), the load, and the effort on your drawing of the lever.

How can you make it easier for the lever to lift the 50g block?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Day 5 Simple Machines: Wheel and Axle

Purpose:

The purpose of this lesson is to better familiarize students with the wheel and axle as a simple

machine. The wheel and axle consists of a rod attached to a wheel which makes it easier to move

or turn things. For this lesson, students will experiment with toy cars with and without wheels to

see how wheels and axles make moving objects easier.

SOL Science 3.2

The student will investigate and understand simple machines and their uses.

Key concepts include:

e) Purpose and function of simple machines

f) Types of simple machines;

g) Compound machines; and

h) Examples of simple and compound machines found in the school, home, and work

environments.

SOL Math 3.17

The student will

b) Collect and organize data, using observations, measurements, surveys, or experiments.

Objectives:

Given toy cars with and without wheels and axles and rulers, the student will be able to

measure and compare the distances that the toy cars travel with 80% accuracy.

Given toy cars with and without wheels and axles and spring scales, the student will be

able to determine and compare the force it takes to move the toy cars with 80% accuracy.

Procedure:

Introduction:

Begin this lesson by asking the students to explain how a bicycle works. Ask, ““What do

you have to do to make the wheels turn?” (Apply force to the pedals.) Ask, “Have you

ever noticed exactly what makes it possible for a bike wheel to revolve?” (A rod, called

an axle, goes through the center hole of the wheel, and the wheel is free to turn around

the axle.) A wheel and axle is a simple machine that makes moving objects easier. As a

class, fill out a KWL chart on chart paper, and have the students take notes in their

notebooks. Begin with what the students Know. Ask, “What do you know about wheels

and axles?” Write their responses in the K section of the KWL chart, then ask, “What do

you Want to know?” and record their responses in the W section of the KWL chart.

(auditory/visual)

Development:

1. Introduce the toy car activity by telling the students that they will be experimenting with

toy cars to determine how wheels and axles make moving objects easier. Hand out the

Wheel and Axle Investigation Sheet and ask the students to make their predictions as to

how far they think the toy cars will travel with and without wheels. Mark a place on the

floor with tape. Put the toy car without wheels on the line. Push it from the back and

measure from the tape to the back of the car with a metric ruler. Record the actual length.

Have the students compare their predictions with the actual length. Repeat this process

with the toy car with wheels. Discuss the results. “Which car went farther? Why? What

made it easier for the car to move?” (kinesthetic)

2. Have students make predictions about how much force is needed to pull each toy car up a

ramp. Place a stack of books on the floor and lean the wooden board against it to make a

ramp. Hook the spring scale to the car without wheels. Place the car at the bottom of the

ramp. Slowly pull the car up the ramp. At the top of the ramp, read the force needed to

pull the car up the ramp. Record the actual force. Have the students compare their

prediction with the actual force. Repeat with the toy car with wheels. Discuss the results.

“Which car took more force to ‘tow’ it up the ramp? Why? What made it harder to pull

that car?” Have the students write their conclusions on their handouts. They should

conclude that wheels and axles make it easier for an object to move. (kinesthetic)

For Strugglers: Have these students work in pairs and assist with measurements and

predictions. Give several examples of different types of wheels and axles that are used and

how (a wheelbarrow is used to move dirt, etc.).

For Advanced: Ask these students to write about a time that they used a wheel and axle to

make moving something easier.

Summary:

To bring closure to the lesson, have students brainstorm about as many objects that they

can think of that use wheels and axles. As one student names an object, ask another

student to explain how its wheels and axles make work easier. Complete the L section of

the KWL chart as a lesson wrap‐up. (auditory/visual)

Materials:

Chart paper

Markers

Toy cars with removable wheels

Spring scales

Wooden board

Metric rulers

“Wheel and Axle Investigation” handout

Tape

Stack of books

Evaluation Part A:

The students will be individually assessed on the completion of their Wheel and Axle

Investigation handout.

I will know that the student has met the objective if s/he is able to complete the Wheel

and Axle handout and make predictions with 80% accuracy.

I will know that the student has met the objective if s/he can explain that wheels and

axles make moving objects easier.

Evaluation Part B:

Was the student able to make accurate predictions to state that a car with wheels will

travel farther than a car without wheels?

Was the student able to explain how a wheel and axle makes moving objects easier?

What were the strengths of this lesson?

What were the weaknesses of this lesson?

How would I change the lesson if I could teach it again?

Name_______________________________________________Date______________________

Wheel and Axle Investigation Sheet

If an object has a wheel and axle, then it will be easier to move.

OBJECT

Predicted

distance it will

travel

Actual distance

it traveled

Predicted force

it will need to

get up the ramp

Actual force it

needed to get

up the ramp

Toy car without

wheel and axle _______cm _______cm _______g _______g

Toy car with

wheel and axle _______cm _______cm _______g _______g

Conclusion:____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Unit Evaluation:

In order to evaluate the students, we will have the students work in groups of 3 or 4 to create an

interactive bulletin board on simple machines. The students must create a board that includes a

scene or setting in which all 6 simple machines are being used (i.e. “A Day at the Park”: bicycle

on a ramp, children playing on teeter-totter, etc). Afterwards, the students will have to

individually write a brief summary of how the simple machines in their board are working or

being used. The students will be assessed as a group on the completion of the bulletin board, and

assessed individually on the summary that they wrote.

Resources:

Day 1:

Simple Machines Display

o Small ramp (inclined plane)

o Hatchet (wedge)

o Knife (wedge)

o Jar lid, screw (screw)

o Crowbar (lever)

o Pliers/scissors (lever)

o Pulley (wheel/axle and rope)

o Toy car (wheel/axle)

The Simple Story of the 3 Pigs and the Scientific Wolf, by Mary Fetzner

Simple Machines Mini Book (1 per student)

Computers

Simple Machines Computer Worksheet/Template

Day 2:

Teacher’s handouts

3 group illustrated directions

4-6 large ribbon spools

3 wire coat hangers

3 6 ft. ropes

3 small metal buckets (with handle)

Day 3:

Clay

Small plastic knives

Teacher handouts

Cake/brownies

Metal knife and server

Door stopper

Different colored pencils

Day 4:

Individual Ziploc bags of Lego lever sets (including minifigure and load; 1 for each

group)

Computer/projector (http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=6880)

Chart paper

Markers

Lever worksheet

Day 5:

Chart paper

Markers

Toy cars with removable wheels

Spring scales

Wooden board

Metric rulers

“Wheel and Axle Investigation” handout

Tape

Stack of books