Second Grade, Levers and Pulleys and Gears, Oh My! 2005 Colorado Unit Writing Project 1

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Levers and Pulleys and Gears, Oh My!

Grade Level or Special Area: 2nd Grade, Science

Written by: Amy Hoen, Academy Elementary School, Westminster, CO

Length of Unit: Six lessons (approximately six days; one day=one 40 – 50 minute lesson)

I. ABSTRACT

In this unit, second graders will understand the difference between compound and simple machines. Students will also realize the purpose and importance of various types of simple machines and the effects of friction through hands-on projects.

II. OVERVIEW

A. Concept Objectives

1. Students understand how to conduct, communicate about, and evaluate scientific investigations. (adapted from Colorado Science State Standard 1)

2. Students will develop an understanding of qualities associated with energy, movement, and change. (Core Knowledge Concept Objectives)

B. Content from the Core Knowledge Sequence

1. Second Grade Science: Simple Machines (p. 61) a. Simple machines

i. lever ii. pulley

iii. wheel-and-axle

a) gears: wheels with teeth and notches

b) how gears work, and familiar uses (for example, in bicycles)

iv. inclined plane

v. wedge

vi. screw

b.

Friction and ways to reduce friction (lubricants, rollers, etc.)

C. Skill Objectives

1. Students will be able to identify various simple machines such as a wedge, lever, pulley, gear, wheel and axle, inclined plane, and a screw.

2. Students will explain how simple machines help to make work easier. 3. Students will understand that simple machines stand alone.

4. Students will understand the meaning of friction.

5. Students will perform experiments to help them understand how to reduce friction.

6. Students will understand how a lever works through hands-on experimentation. 7. Students will be able to identify various types of levers and how they work. 8. Students will understand how a pulley works through hands-on experimentation. 9. Students will understand how a wheel-and-axle works.

10. Students will be able to identify various types of wheels and axles. 11. Students will understand how gears work.

12. Students will be able to identify different items that use gears in order to operate. 13. Students will understand how an inclined plane is useful.

14. Students will understand that a screw is actually a twisted inclined plane. 15. Students will understand how a screw can move objects.

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III. BACKGROUND KNOWLEDGE

A. For Teacher

1. What Your Second Grader Needs to Know by E.D. Hirsch 2. Simple Machines by Deborah Hodge

B. For Students None

IV. RESOURCES

A. Experiments with Friction by Salvatore Tocci (Lesson Two) B. Levers by John Hudson Tiner (Lesson Three)

C. Levers by Sally M. Walker and Roseann Feldman (Lesson Three) D. Pulleys by John Hudson Tiner (Lesson Three)

E. Pulleys by Sally M. Walker and Roseann Feldman (Lesson Three)

V. LESSONS

Lesson One: The Big Guys vs. The Little Guys: A Lesson on Compound vs. Simple

Machines (approximately 40 minutes)

A. Daily Objectives

1. Concept Objective(s)

a. Students will develop an understanding of qualities associated with energy, movement, and change.

2. Lesson Content

a. Simple machines i. lever ii. pulley

iii. wheel-and-axle

a) gears: wheels with teeth and notches

b) how gears work, and familiar uses (for example, in bicycles)

iv. inclined plane

v. wedge

vi. screw

b. Friction and ways to reduce friction (lubricants, rollers, etc.) 3. Skill Objective(s)

a. Students will be able to identify various simple machines such as a wedge, lever, pulley, gear, wheel and axle, inclined plane, and a screw. b. Students will explain how simple machines help to make work easier. c. Students will understand that simple machines stand alone.

B. Materials

1. Magazines (two-three per student)

2. White 11” x 15” construction paper (one piece per student) 3. Glue (one bottle per student)

4. Scissors (one pair per student) 5. Black crayon (one per student)

6. Teacher toolbox of simple machines (pictures or physical examples of the following door stop, scissors, hammer, nail, etc., try to include one of each type in your toolbox)

7. Appendix A: example diagrams of bulletin board layout (for teacher reference) 8. Appendix B, page 1: simple machine bulletin board labels (one copy for teacher) 9. Appendix B, page 2: simple machine bulletin board labels (one copy for teacher)

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10. Appendix B, page 3: simple machine bulletin board pictures (one copy for teacher)

11. Appendix B, page 4: simple machine bulletin board pictures (one copy for teacher)

C. Key Vocabulary

1. A simple machine makes work easier without using electricity to power the machine.

2. When we refer to work in this unit, we mean using a force to move an object to a different location.

D. Procedures/Activities

1. Before you begin –

a. You will be constructing a student- and teacher-made bulletin board as you progress through this unit. Cut out the simple machine labels and pictures from Appendix B, pages 1-4 and glue them to construction paper. Next, have them laminated and ready for use later in this lesson. b. How you assemble this bulletin board is strictly up to you. The idea,

though, is to have the board divided in half horizontally with a piece of yarn or border so that on the top you will have simple machine names and examples. Then, on the bottom will be all of the students’ machine posters they have made from Lesson One. See Appendix A for sample layouts.

2. Begin today’s lesson explaining that students are going to learn about various types of simple machines. Tell the class that they are going to start by making a poster of machines with which they are familiar.

3. While you pass out a white piece of 11” x 15” construction paper, have students get out a black crayon.

4. Next, have the students fold their paper in half (burrito/hot dog style).

5. Keeping the paper folded in half, demonstrate to students how to fold their paper into thirds. You probably will have to walk around and assist some students with this. This now gives each student six boxes to glue a machine picture into for a total of six pictures per student poster.

6. Once the class has completed folding their papers, open the paper back up and lay the paper flat horizontally on the desk. Have the students trace the fold lines with their black crayon.

7. Once they have traced all of the fold lines, have students put the crayon away and get out their glue and scissors as you pass out two–three magazines to each of them.

8. As you are passing out the magazines, explain that they need to find pictures of six machines, cut them out and then glue one picture into each of the boxes. There should be one machine for each box. Give them approximately 15 minutes to complete this task.

9. Give them directions to pick up their area as they complete their poster, which means to put glue and scissors away and then designate a spot in your class for them to return the magazines.

10. After 15 minutes, have students tell about the machines they have chosen for their pictures.

11. After a five-minute discussion, ask students to share what all of these machines have in common. Help guide this into the conclusion that they all help to perform a job in some way.

12. Reinforce their correct answer with the vocabulary term work. Machines and simple machines help us do work or make work easier. Explain that work is

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using a lot of effort or force to move something from one place to a different place.

13. Next, take out your toolbox and tell them that you have some machines of your own tucked inside your toolbox that you are going to share with them.

14. As you pull out each machine, have students identify what they are (i.e. (wedge) nail and ax, (wheel and axle) pencil sharpener and toy car, (lever) hammer and wheelbarrow, (gears) clock and pencil sharpener, (screw) jar and light bulb (inclined plane) ramp and stairs, (pulley) crane and flag pole.).

15. Once all of the simple machines have been shown, ask students if they would agree that these items are in fact machines.

16. Whether the answer is yes or no, explain that they are what we call simple machines. Simple machines are machines which do not require electricity to operate, but do help us make work easier.

17. Hold up each item again, one at a time, and ask someone how that machine makes work easier. Do this for each tool until you have gone through all of them, each time reinforcing how it helps make work easier.

18. Now explain that there are different groups or categories that each of the simple machines fit into. Show each simple machine picture with its name. As you display these to the class, staple them to the board in a horizontal row and have students tell where each example you had in your toolbox would go. (Should you be able to adhere some of your examples to the bulletin board, do so.) 19. Once the lesson is complete, ask students what simple machines they think make

up their complex/compound machines and list them under each picture. Encourage or remind them to use the new words they have been introduced to such as wedge, inclined plane, pulley, gears, etc.

20. Give students five–ten minutes to do this and then collect their posters to display on the bulletin board.

E. Assessment/Evaluation

1. Review the posters you have collected above to check for understanding.

Lesson Two: Nothing’s Gonna Stop Me Now! A Lesson on Friction (approximately 40 - 50 minutes)

a. Students understand how to conduct, communicate about, and evaluate scientific investigations.

b. Students will develop an understanding of qualities associated with energy, movement, and change.

2. Lesson Content

a. Friction and ways to reduce friction (lubricants, rollers, etc.) 3. Skill Objective(s)

a. Students will understand the meaning of friction.

b. Students will perform experiments to help them understand how to reduce friction.

B. Materials

1. Experiments with Friction by Salvatore Tocci (optional) 2. Half sheet of notebook paper (one per student)

3. Two toy cars of equal size 4. One square foot of carpet 5. One square foot of linoleum

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7. Experiment boxes (one box for every group of four students), fill each box with a wide, smooth board, small wooden block, small plastic block, and an eraser 8. Ice cubes (one cube for every group of four students)

9. Paper towels (one per student)

10. A cup

11. Appendix C: Object Description Sheet (one per student) 12. Appendix D: Friction Worksheet (one per student) C. Key Vocabulary

1. Friction is created when a force helps to slow a moving object down or to bring it to a complete stop.

1. Before You Begin --

a. Think through your timing and decide if and when you are going to have someone fetch the ice cubes you will need (i.e. your aide, parent

volunteer or a student). You might also opt to just have them sitting there from the beginning.

b. In addition, to save yourself some time, it is probably easiest to run Appendices C and D off front to back, which will conserve paper as well. 2. Begin today’s lesson with a short review of yesterday’s material. In order to

make this more challenging, cover up the top half of your bulletin board.

3. Have students set a folder up on their desks to keep “paper peekers” away. Then challenge students to list the name of each simple machine they were introduced to yesterday on a half sheet of notebook paper. Give a prize (i.e. a piece of candy or a small toy) to the student who can correctly list them all first or the most first. If you would like, set a short time limit of 30 seconds. After a minute, collect everyone’s paper to see who remembers and who does not.

4. Once the papers are collected, uncover the bulletin board and quickly review the different types of simple machines as well as why they’re a simple machine (a tool that stands alone, not requiring electricity to operate and helps to make work easier). Also, review the definition of work (using a force to move an object from one place to another).

5. Next, tell the class that today we are going to learn about something called friction and how we can reduce friction. (You may wish to read some introductory information for the book listed above in the materials section.) 6. Demonstrate the idea of friction using the rock-covered cardboard square and the

toy car. Roll the car across the cardboard square. Ask a student to explain what happened as the car rolled across the rocks. (Student response should be that it slowed down or stopped.)

7. Ask the class why they think this happened. (The car slowed down because of the rocks.) Try to get them to elaborate on how the rocks slowed the car down. 8. Next, explain that the rocks created friction between their surface and the wheels

of the car. Ask the class then what they think friction is or does. (Friction is a force that slows an object down or brings it to a complete stop.)

9. Give the class some examples of when and how people use friction to help them perform a task.

a. The soles on hiking boots help keep you from slipping while hiking on a trail.

b. Gymnasts put powder on their hands to keep them very dry as they perform on the uneven parallel bars so that they won’t slip off.

c. Car tires have tread on them to give better traction on the road so that the car won’t slip or slide on the wet or icy pavement.

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10. Tell the class now that they have seen friction at work they are going to perform some experiments to see how we can reduce friction at times when we would like objects to move more quickly.

11. Break the class into groups of four. Once they have settled into their groups, gather their attention and explain that one person from each group will be

assigned to pick up their experiment box as well as bring it back. However, once the box has been brought to the group it is not to be opened until more directions have been given.

12. Next, have one person from each group come get an experiment box for their group.

13. As you pass out copies of Appendices C and D, have a student helper give a paper towel to each student for the melting ice cube.

14. Next, distribute one ice cube to each group.

15. Now have the students look over their Object Description Sheet. Read the directions together and give further explanation if needed.

16. Explain to the groups that each student will get to hold each object and write down their descriptions but they will only have five minutes to do so. (If you think your students will argue over objects, assign a starting object to each person in the group and work out a rotation.)

17. When time is up, talk about the different descriptions or observations that were made.

18. Now tell the class that they are about to begin their experiment. Have the tallest person in the group get the board out of the experiment box. Next, have each person place the item they were holding last at the top edge of the board. Now have everyone put their hands behind their backs, on top of their heads, or sit on them, something that will keep them from touching what is on the desk while you give directions.

19. Explain that, in a moment, the shortest person in the group is going to lift the board up slowly at an angle until the objects begin to move down the board as if they were on a slide. It’s everyone else’s job to observe what happens with all of the objects as they move down the board. Reiterate that the board is to be lifted ever so slowly – lift it as if you are a turtle. At your signal, have them begin. 20. When everyone is finished, discuss what happened.

a. Which item moved down the board fastest? (ice) Why? (It’s slick.) b. Which one went the slowest? (eraser) Why? (It is made of rubber.) c. What about the wood block and the plastic block? Which one went

faster? (The plastic one went faster.) Why? (It has a slick surface.) d. Why were all of these things able to move down the board? (They all

have smooth surfaces and some have slick surfaces. The ones with both smooth and slick surfaces moved the fastest.)

21. Next, explain that smooth and/or slick surfaces help reduce or lessen friction. 22. Now have them place all of the items back in the experiment box except for the

ice cube, which you can collect in the cup and then throw the paper towels away. Have the person that collected the box at the beginning of the lesson now return it to a designated area. Let them know that they will need to remember which group they were in for tomorrow.

23. Once all of the items have been returned and areas picked up, have the students take their description sheets back to their seats and turn them over to Appendix D on the back side.

24. Have students answer the first two questions on their own. Once you see that they are finished, read the last question to them aloud. Show the students the

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carpet and linoleum squares. Give them time to make their predictions. When everyone has finished completing their sentence, collect the papers.

25. Now have two students come to the front of the class to roll the cars across the squares. Explain that they only need to give them a gentle nudge. Reinforce the student’s predictions with a discussion of which car went fastest (the one on the linoleum square). Ask why. (The linoleum is smooth and slick which helps reduce friction.)

26. A final question you can pose to them is, “If you were to slide down a slide on the playground and a slide at a water park, which would you travel down faster?” (the water park slide) Why? (Because not only is it smooth but it has running water on top of it making it much slicker than the playground slide.)

1. Check for understanding using the above final activity and Appendix D.

Lesson Three: Levers and Pulleys (approximately 40 – 50 minutes)

2. Lesson Content a. Levers b. Pulleys 3. Skill Objective(s)

a. Students will understand how a lever works through hands on experimentation.

b. Students will be able to identify various types of levers and how they work.

c. Students will understand how a pulley works through hands-on experimentation.

B. Materials

1. Levers by John Hudson Tiner (optional, great for pictures)

2. Levers by Sally M. Walker and Roseann Feldman (optional, great for pictures) 3. Pulleys by John Hudson Tiner (optional, great for pictures)

4. Pulleys by Sally M. Walker and Roseann Feldman (optional, great for pictures) 5. Ruler (one per student)

6. Text books (one per student, preferably a heavy one) 7. Pencil (one per student)

8. Experiment boxes (one box for each group of four students), see Appendix E for directions on how to assemble these boxes

9. Teacher toolbox (fill your box with physical examples or pictures of levers and pulleys in action; items or pictures to include might be a pop can tab, hammer, door, scissors, tweezers, see saw, wheel barrow, bottle opener, screw driver, cranes, pull of window blinds, flag pole, clothesline)

10. White construction or copy paper (one piece per student)

11. Appendix F: Simple Machines Homework Grading Sheet (one copy per student for the teacher)

C. Key Vocabulary

1. A lever is some sort of bar which rests on a fulcrum and can help move objects. 2. A pulley is a simple machine with a wheel and a rope looped over it.

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1. Begin today’s lesson with a review of what it means to do work.

2. After the review, bring out your toolbox and explain that today students will learn specifically about two simple machines that help us do work: a lever and a pulley. Let them know that they will be performing a couple of experiments using these tools as well.

3. Tell the class that they are going to do an experiment with a lever first. Explain that levers are bars that rest on a fulcrum and can help move objects.

4. Tell the class that they each have the makings of this simple machine right in their desks. Have them get out a ruler, pencil and a textbook.

5. Next, explain that the ruler will act as the lever, the pencil as the fulcrum and the book is obviously what you are going to move.

6. Demonstrate how to set up the lever by placing the pencil close to the edge of the desk and then resting the ruler on top of it at the 6 inch mark. Next, have the students place the book on the end of the ruler that is on the desk. Finally have them lift the book by pressing down on the opposite end of the ruler.

7. You can extend this activity by having them place the fulcrum closer to the object and further away from it. The closer the fulcrum is to the book, the easier it will be to lift. The further away from the book it is, the harder it will be to lift. 8. Next, ask students what this may remind them of on the playground (see saw). 9. With that, show them examples of other levers and explain again that when a

lever is used, it will rest on a fulcrum and help to lift or lower objects.

10. Then have students explain how some of the tools in your toolbox work. Have them come up and even demonstrate how they think they work. (The books listed in the “Resource” section have excellent pictures of these levers at work.) 11. Now have students put all of these items away. Ask them if they remember the

name of the second simple machine they are learning about today. (pulley) 12. Explain that a pulley has a wheel with a rope looped over it that can lift, lower or

move objects.

13. Next, have them get into the groups they were in yesterday. The same person that collected the experiment box yesterday will need to do so again today. 14. Once they have the box at their group, have the box collector open it and remove

the three items. Have this person lay the plain screwdriver on the desk with the head of it resting on the desk and the metal tip hanging over the edge the same way you did the ruler. That person will need to hold the head of the screwdriver down.

15. Then have that person pick another person in the group to place the can on the ground and then loop the string up and over the screwdriver. Have the group member pull on the string to lift the can.

16. Explain that it may be somewhat easy to lift, but in a minute, you will use a homemade pulley that will help reduce the friction that is being created right now between the screwdriver and the string. As a review, ask what friction is and how it can be reduced. (Friction is a force applied to an object to slow it down or stop it. When an object is moved against a smooth or slick surface, it helps reduce friction.)

17. Have the person holding the can give it to one of the other group members that hasn’t had a job yet. Have the remaining fourth person place the altered screwdriver on the desk. Again, they will need to hold the head of the

screwdriver down. Explain that the spool is acting as the wheel of the pulley. Now have the person with the can loop the string over the spool. Next, they will pull on the string to lift the can. Ask if it was actually easier.

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18. Have the last two students who were running the experiment place the objects back into the box. Again, the person that collected the box will return it to you. 19. Have the students return to their seats. Now you can show them examples of

pulleys in action that are in your toolbox.

20. Once you have gone through the examples, have students get out a pencil as you pass out the construction paper.

21. Have them fold their paper in half. On one half of the paper, label lever and on the other half label it pulley.

22. Have the students draw a picture of the lever they made in class today. Next, have them label the fulcrum.

23. Now have the students draw a picture of something you showed them that uses a pulley. When they are finished, have them circle the pulley in their picture. 24. Last, assign the homework assignment that will be due the next day in which

they have to bring in one picture of a lever and one picture of a pulley. These can be found in a magazine, online or they can simply draw one and turn it in. If they would like, they could even bring in an actual physical example. Be sure that when they bring them in tomorrow that you check them off on their grading sheet in Appendix F. (This assignment I would forewarn parents about in my Monday newsletter. However, I don’t give out every explicit detail to the

assignment because our team has found that when we give too much information, the parents rush and do everything the first night and turn it in before their children have really learned anything about the subject. This defeats the whole concept of teaching and then reinforcing that day’s concept with a follow-up homework assignment.)

1. Collect their pictures they made above.

Lesson Four: Merrily We Roll Along: A Lesson on Wheels-and-Axles and Gears (approximately 40 – 50 minutes)

2. Lesson Content

a. Wheel-and-axle

i. gears: wheels with teeth and notches

ii. how gears work, and familiar uses (for example, in bicycles) 3. Skill Objective(s)

a. Students will understand how a wheel-and-axle works.

b. Students will be able to identify various types of wheels and axles. c. Students will understand how gears work.

d. Students will be able to identify different items that use gears in order to operate.

B. Materials

1. Two bowls 2. Water

3. Liquid dish soap 4. A rotary egg beater 5. A mixing spoon

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6. Two aprons 7. Four towels

8. Teacher toolbox with either physical or pictorial examples of wheels-and-axles and gears:

a. wheels-and-axles: bicycle, roller blades, tricycle, train, car, steering wheel, door knob, windmill

b. gears: eggbeater, can opener, bicycle, clock 9. Pencils (one per group of four)

10. Notebook paper (one piece per group of four)

11. Stampers or mini stickers (one stamp per group or one set of mini stickers per group)

12. Appendix G, page 1: Simple Machines Quiz (one copy per student)

13. Appendix G, page 2: Simple Machines Quiz Answer Key (for teacher reference) C. Key Vocabulary

1. An axle is a rod that goes through the wheel, which the wheel spins on. D. Procedures/Activities

1. Before you begin today’s lesson, either pass back their homework assignment from last night or have them get it out of their desk. In addition, you might want to think about when to have your two bowls with water and liquid dish soap set up on top of the towels.

2. Begin today’s lesson asking students what it is that simple machines do. (They make work easier.) Review the definition of work and then ask them how the simple machines they have learned about so far make work easier. (They can help to lift, lower or move heavy objects more easily.)

3. Have students volunteer to show examples from their homework of those machines they have already learned about. As they share, collect their picture or item and attach it to the bulletin board. (If you begin to run out of room, make note of those you have chosen and then choose different students as you come to each new machine.)

4. Explain that today’s lesson will feature two simple machines that help us do something more quickly: wheels-and-axles and gears.

5. Tell the class that they see wheels-and-axles everyday. Explain that an axle is the rod that goes through the wheel that the wheel spins on.

6. Tell the class that, in their groups, they are going to play a game called “Guess What’s in the Toolbox.” Explain that in your toolbox you have eight examples of wheels-and-axles. It is their job to guess all of the examples in your toolbox, if not more, in one minute.

7. Break them into their groups. Pass out one piece of notebook paper and one pencil per group. When you say begin, the first person in the group will write down one idea, then he/she will pass it to the next person in the group. This will continue until everyone has had a turn. Then they will repeat the process until they have eight examples. If time isn’t up, they can continue to name objects that use wheels-and-axles.

8. Once time is up, collect the pencils and pass out stampers.

9. Next, show each item you had in your toolbox, allowing the students time to put a stamp or sticker next to that item if they have it on their list.

10. After all of the items have been shown, ask which groups named all eight. Reward them with some kind of small prize (candy, sticker, or bookmark). Next, ask if any group came up with more than eight examples. Discuss the extra examples to make sure they are in fact a wheel-and-axle. Reward those groups

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that came up with additional examples with some sort of small prize (candy, sticker, or bookmark).

11. Explain again that this simple machine helps do work more quickly but it is not the only one. Tell them that next, they are going to learn about gears. Collect their papers and have them to move back to their desks.

12. Explain that gears are wheels with teeth that interlock. When one gear moves, it forces the other gear next to it to move as well. Show students this using the can opener you have in your toolbox.

13. Ask the students if they have seen gears in other places. (A bicycle is really the only example I think they will come up with.) Show them the back of your demonstration clock and explain that the gears help the hour and minute hands move around the clock. Next, show them the egg beater.

14. Set the two bowls with liquid dish soap out on desks as you explain that you are going to pick two students to have a race. The person who makes the most bubbles first wins the race. Show that one person will get to use the egg beater while the other person gets to use the mixing spoon.

15. Choose two students to come up. Have them put the aprons on and hand them their tools. Instruct them to place their tools in the water and when you say go they can begin.

16. Give an adequate amount of time for the bubbles to appear and then have them stop. Have the other students choose the winner based not only on who made bubbles first, but who made the most bubbles. Then have someone explain why the student with the egg beater won the race. (The egg beater has gears to help the beaters spin much faster which will help make bubbles more quickly.) 17. Pass out Appendix G1: Simple Machines Quiz. Make sure your bulletin board is

covered and that they have folders up on their desks. 18. When all students have finished, collect their quizzes.

19. Last, assign the homework assignment that will be due the next day in which they have to bring in one picture of a wheel-and-axle and one picture of a gear. These can be found in a magazine, online or they can simply draw one and turn it in. If they would like, they could even bring in an actual physical example. Be sure that when they bring them in tomorrow that you check them off on the grading sheet in Appendix F.

1. Appendix G1 is your assessment.

Lesson Five: Is it a Bird? Is it a Plane? Why It’s a Screw: A Lesson on Inclined Planes

and Screws (approximately 40 – 50 minutes)

2. Lesson Content

a. Simple Machines i. inclined planes ii. screws

3. Skill Objective(s)

a. Students will understand how an inclined plane is useful.

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c. Students will understand how a screw can move objects. B. Materials

1. Teacher toolbox (fill with physical examples or pictures of inclined planes and screws):

a. inclined planes: ramp, stairs, escalator, baggage carousel, slide b. screws: jar lid, wrench, light bulb, plant hanger, toothpaste cap 2. Experiment boxes (one per group of four students)-fill each box with two hard

boiled eggs, two cans that are of the same size, one screwy water can (see Appendix H: Screwy Water Can assembly directions) and food coloring (any dark color)

3. One textbook per group of four students 4. One bowl per group of four students 5. Water

6. Appendix I: An Inclined Plane Gone Screwy! (one copy per student) 7. Scissors (one pair per student)

8. Highlighter or crayon (one per student) 9. Tape or glue

10. Appendix J: Egg Drop Observation Sheet 11. Pencils (one per student)

C. Key Vocabulary

None

1. Begin today’s lesson again with yesterday’s homework. Either pass back their wheel-and-axle and gear examples or have them get them out of their desks. Have students share some of their findings and post them on the bulletin board. Try to pick students that have not yet had their work displayed on the board. For those students that share, have them explain how their particular simple machine works. If they are unsure, help them.

2. Next, pass back yesterday’s quiz and review the answers with students,

answering any questions they may have. You can then either send home the quiz or collect it for their Monday folders. (Monday folders are what our school uses once a week to send home all completed and graded papers as well as parent communication.)

3. Tell the students that they will have an opportunity to work in their groups today, performing two different experiments. Their experiments today will focus on two different simple machines: the inclined plane and the screw. Both of these simple machines make work easier by moving objects from one place to another more easily.

4. Pass out Appendix I: An Inclined Plane Gone Screwy. Tell students that this is a very simple picture of an inclined plane. Ask them what it could be that helps people move things from one place to another. (ramp)

5. Ask what people might move up and down a ramp (boxes, furniture, people in wheelchairs use them). If you have these examples in your teacher toolbox, show them as they mention them.

6. Next, show them pictures of other inclined planes such as stairs, escalators and the ramp coming out of the baggage carousel. Explain to students that using an inclined plane requires less force to move an object, which makes work easier and right now they are going to break into their groups to help prove this. 7. Have students get out their pencil, highlighter, scissors and glue.

8. Next, have them move to their groups. As they move, have the box collector come collect the experiment box.

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9. Have one person from each group get out a textbook. Next, the box collector should remove the two eggs and two cans from the box. He/she will pick one other person in the group to conduct the second experiment with the other can and egg.

10. Pass out Appendix J: Egg Drop Observation Sheet. Explain to students that they are going to move the egg in two ways. The first way will simply be to drop the egg. The second time will require use of the inclined plane. After each

experiment, they will have to record their observations. Go over the specific things they are to look for as the experiment is done.

11. Explain that first they need to predict what they think will happen once the egg is dropped. Next, have the box collector take the egg and rest his/her arm on the can that is provided. On the count of three, those students will drop the egg. Give everyone in the group a moment to record their observations.

12. Next, have the person that performed the experiment clean up the egg and place his/her can back in the box. Discuss what they thought would happen and what actually happened.

13. Now have the second person set up the textbook on the can so that it makes an inclined plane. Have students write a prediction of what they think will happen to this egg. On the count of three, have the second student release the egg to roll down the inclined plane. Let students record their observations as to what happened to the egg.

14. As that student cleans up his/her egg, discuss the students’ findings with them. What happened to the second egg? (It didn’t break.) Why? (The inclined plane didn’t use as much force to lower the egg, so it rolled gently down the inclined plane rather then dropping quickly.)

15. Have them put the textbook away as well as the other can. Next, tell them that they are going to perform an experiment with a screw, but first they are going to make one. Have them get out Appendix I: An Inclined Plane Gone Screwy, scissors and a highlighter. Explain that screws are really inclined planes that are twisted.

16. First, have them highlight the oblique line on the inclined plane. Then cut along the lines. Next, have them roll the inclined plane starting at the left edge rolling it in until the entire inclined plane has been rolled up. Make sure they keep the bottom edge in a straight line as they roll it. Last, you can either have them glue the tip to keep it in place or come around with tape to secure it. Once this is complete, have them put away their highlighters, glue, scissors and pencils. 17. Ask the students what they have seen screws used for (to hold boards together or

in place). Explain that today they are going to see how a screw can move things rather than being used as a fastener. Tell the class that now the other two people in the group will have a chance to do our next experiment in which a screw moves water.

18. One person needs to get a bowl from you and fill it up with water. Then he/she needs to add a few drops of food coloring to the water.

19. The next person will set the screwy can into the water and slowly turn it until colored water begins to move into and up the tubing. If time permits, allow the water to drain from the tubing and have the other student who filled up the bowl twist the screwy water can to move the water. Last, have them dump out the water, return the bowl to you and put the screwy water can back into the experiment box.

20. Next have students go back to their desks with their things while the experiment box collector returns the box to you.

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21. Now bring out your own toolbox again and have students name things that have screws on them. If they are having a hard time go ahead and show them items you have included in your toolbox.

22. Assign the homework assignment that will be due the next day in which they have to bring in one picture of an inclined plane and one picture of a screw. The pictures could also be of items that they know use an inclined plane or a screw. These pictures can be found in a magazine, online or they can simply draw one and turn it in. If they would like they could even bring in an actual physical example. Be sure that when they bring them in tomorrow that you check them off on the grading sheet in Appendix F.

1. The homework assignment is your ongoing assessment throughout the unit.

Lesson Six: Wedges and I Don’t Mean Blocks of Cheese (approximately 30 – 40 minutes)

2. Lesson Content a. Wedges 3. Skill Objective(s)

a. Students will be able to identify various wedges and state their use. B. Materials

1. Teacher toolbox (include physical examples or pictures of wedges: doorstop, ax, nail, ice pick, knife)

2. Student-made posters from the bulletin board 3. Black marker, crayon or pencil (one per student)

4. Appendix K, page 1: Simple Machines Study Guide (one copy per student) 5. Appendix K, page 2: Simple Machines Study Guide Answer Key (for teacher

reference) C. Key Vocabulary

None

1. Before you begin – Take down the student posters from the bulletin board and have them ready to be passed out later during this lesson.

2. Begin today’s lesson again with yesterday’s homework. Either pass back their inclined plane and screw examples or have them get them out of their desks. Have students share some of their findings and post them on the bulletin board. Try to pick students that have not yet had their work displayed on the board. For those students that share, have them explain how their particular simple machine works. If they are unsure, help them.

3. Explain that wedges can sometimes look very much like inclined planes; however, they have a different use. This simple machine helps split things apart or change a forward movement. Show one example from your toolbox, have a student tell what it is and what it is used for. Next, see if it can inspire the class to think of additional examples. Again, if they name items that are in your toolbox, pull them out as they are mentioned. Make sure to not only name the items, but also have the students explain how it is used.

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4. Next, tell the students you want to see how much they have learned about simple machines. Remind them that many simple machines can be put together to create a compound or complex machine such as those they glued onto their poster. 5. Have students get out a black marker, pencil or crayon as you pass back their posters. Explain that you want them to look at each picture and find simple machines that have been used on each complex machine. When they find one, list it under the picture. Remind them to put commas in between the simple machines listed. Give them about 15 – 20 minutes to complete this task. 6. Collect the pictures once they have finished or time is up.

7. Assign the homework assignment due the next day in which they have to bring in one picture of a wedge. The picture could also be of an item that they know uses a wedge. This picture can be found in a magazine, online or they can simply draw one and turn it in. If they would like they could even bring in an actual physical example. *** However, you might want to explain that they may not bring in an actual knife or ax or anything else that can be construed as a

weapon.*** Be sure that when they bring this in tomorrow that you check them off on the grading sheet in Appendix F.

8. Send home the study guide, which would be due the next day. However, depending on your teaching style you may choose to send it home at a different time during the unit or to give them more than one night to complete it.

1. The study guide and final homework assignment are your assessments.

VI. CULMINATING ACTIVITY

A. The final assessment will be set up in eight stations in which the students will need to rotate. At seven of the eight stations, place a picture or an object to highlight each simple machine. Make three copies of Appendix L to place at each station. Cut them apart and glue them down to construction paper and laminate.

B. At the last station, set out your cardboard square with the attached rocks, your linoleum square and the carpet square. Label each square A, B, or C. Make a copy of Appendix M to place at that station. Cut it out, adhere it to construction paper and laminate it. C. Choose eight students at a time to begin one rotation. Make a copy of Appendix N for

them to write their answers on. Give them two–three minutes at each station, signaling when it is time to switch. Once those eight students have rotated through all eight stations, have them sit down so that another eight students can rotate through. D. (The following activity isn’t intended to be graded as part of the test. It simply is

something for the rest of the class to do while the others are testing.) While students are taking their test, pass out one piece of construction paper and one piece of notebook paper to the rest of the class. Have them design a complex machine that makes a job easier. One prompt that might help motivate them is to think of a chore they can’t stand doing around the house. Ask what machine they could build in order to help them do that job. What would it do? How would it work? Have them write a paragraph that helps them really think through what their machine will do as well as plan what simple machines they will have to use in order to put this machine together.

E. Once they have their plan, they can use the construction paper to draw a detailed design of their machine including pictures of the simple machines used within their complex machine.

F. The entire test is worth a total of 18 points. Each simple machine station is worth two points, one point to name the simple machine and one point to explain how it makes work easier. Stations eight and nine are worth two points each, one point for each question as well as one point for each explanation.

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VII. HANDOUTS/WORKSHEETS

A. Appendix A: Example Diagrams of Bulletin Board Layout B. Appendix B: Simple Machine Bulletin Board Labels and Pictures C. Appendix C: Object Description Sheet

D. Appendix D: Friction Worksheet

E. Appendix E: Experiment Box Assembly Instructions F. Appendix F: Simple Machines Homework Grading Sheet G. Appendix G: Simple Machines Quiz and Answer Key H. Appendix H: Screwy Water Can Instructions

I. Appendix I: An Inclined Plane Gone Screwy! J. Appendix J: Egg Drop Observation Sheet

K. Appendix K: Simple Machines Study Guide and Answer Key L. Appendix L: Simple Machines Station Directions

M. Appendix M: Friction Station Directions

N. Appendix N: Simple Machines Test Answer Form O. Appendix O: Complex Machine and Paragraph Rubric

VIII. BIBLIOGRAPHY

A. Hodge, Deborah. Simple Machines. Buffalo, New York: Kids Can Press Ltd., 1998. 1-55074-311-2.

B. Tiner, John Hudson. Levers. North Mankato, Minnesota: Smart Apple Media, 2003. 1-58340-135-0.

C. Tiner, John Hudson. Pulleys. North Mankato, Minnesota: Smart Apple Media, 2003. 1-58340-136-9.

D. Tocci, Salvatore. Experiments with Friction. New York, New York: Children’s Press, 2002. 0-516-22512-X.

E. Walker, Sally M. and Roseann Feldman. Levers. Minneapolis, Minnesota: Lerner Publications Company, 2002. 0-8225-2218-7.

F. Walker, Sally M. and Roseann Feldman. Pulleys. Minneapolis, Minnesota: Lerner Publications Company, 2002. 0-8225-2220-9.

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Appendix A

Additional student posters can be hung below the bulletin board.

Additional student work can be hung below

or to the right of the bulletin board.

Simple Machines

lever pulley gears

wedge inclined wheel and screw plane axle

Student Work

Simple Machines Student Work

lever pulley gears wedge inclined plane wheel and axle screw

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Appendix B, page 1

wedge

lever

screw

inclined

plane

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Appendix B, page 2

pulley

wheel

and axle

gear

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Appendix C

Object Description Sheet

Name________________________

Date______________

Directions: Look at and feel the four objects that were in your experiment box.

On the lines below describe what you see and feel as you investigate each object.

1. Wooden

Block

__________________________________________

_________________________________________________________

2.

Plastic Block

___________________________________________

_________________________________________________________

3. Eraser

_______________________________________________

_________________________________________________________

4. Ice

Cube

_____________________________________________

_________________________________________________________

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Appendix D, page 1

Friction

Name ____________________ Date

___________

After having observed a couple of experiments today, you have learned a couple of

things about friction.

First, what is friction? ____________________________________________

______________________________________________________________

Next, what two things in our experiments caused a reduction or lessening of

friction?

______________________________________________________________

Finally, I am going to show you one last experiment. Predict which square the car

will move across more quickly; the carpet or the linoleum? Be sure to explain why.

It will move more quickly across the _____________________________because

______________________________________________________________

_____________________________________________________________.

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Appendix D, page 2

Friction Answer Key

Name ____________________ Date

___________

After having observed a couple of experiments today, you have learned a couple of

things about friction.

First, what is friction? ___Friction is a force that helps slow down an object or

bring it to a complete stop._________________________________

Next, what two things in our experiments caused a reduction or lessening of

friction?

__A smooth and or slick surface._____________________________

Finally, I am going to show you one last experiment. Predict which square the car

will move across more quickly; the carpet or the linoleum? Be sure to explain why.

It will move more quickly across the _______linoleum square better___ because

there isn’t any friction causing it to slow down.

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Appendix E

Experiment Box Assembly Instructions

What you will need:

one soda can per box (cleaned with tab still in tact)

rocks

two screwdrivers per box

one rubber band per box

one spool per box

one 3 foot piece of heavy string per box

one paper clip per box

Assembly directions:

Soda Can

Loop one end of the string through the paper clip and tie it off. Next, hook the paper clip

through the tab of the can. Fill the can with rocks to make it heavy.

Screwdriver

Put the screwdriver through the hole of the spool. Next, wrap the rubber band around the end of

the screwdriver to keep the spool from falling off.

Place the soda can and screwdriver into the experiment box along with the additional

screwdriver.

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Appendix F

Simple Machines

Homework Grading Sheet

Name______________________

_____ Lever

_____ Pulley

_____ Wheel and Axle

_____ Gears

_____ Inclined Plane

_____ Screw

_____ Wedge

_____ Total Points

7

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Appendix G, page 1

Simple Machines Quiz

Name ____________________________

Date ____________

What is work?

______________________________________________________________

What is friction?

______________________________________________________________

Name two surfaces that help reduce friction.

_________________________

_______________________

List the four simple machines you have learned about so far.

_________________________

_______________________

_________________________

_______________________

Explain how these and all simple machines are useful.

______________________________________________________________

Draw a picture of one simple machine.

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Appendix G, page 2

Simple Machines Quiz

Answer Key

Name ____________________________

Date ____________

(All answers are worth one point making this quiz worth a total of 10 points.)

What is work?

_______

using a force to move an object to a different location

____________________

What is friction?

_

Friction is created when a force helps to slow a moving object down or to bring it to a complete stop

_

Name two surfaces that help reduce friction.

_______

smooth

__________

_______

slick/slippery________

List the four simple machines you have learned about so far.

__________

lever

___________ _______

pulley

____________

_____

wheel-and-axle

__________ _______

gears

_____________

Explain how these and all simple machines are useful.

__

They help make work easier in some way.

_____________________

Draw a picture of one simple machine.

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Appendix H

Screwy Water Can

Assembly Directions

Materials:

One long can or tube (such as a Pringles can or tennis ball tube)

White Paint

Aquarium tubing (4 ½ ft. long)

Duct tape

Assembly Directions:

If you have a clear container, you won’t need to paint it. However, if you are using a bright can

with writing on it, it would be best to paint it white so that students can see the colored water

traveling up the tubing.

Next, tape one end of the tubing to the bottom edge of the can making sure not to close off the

opening of the tube. Then begin wrapping the tubing around the can in a spiral effect. Once you

reach the top, cut off any excess tubing and tape the end in place again making sure not to close

off the opening.

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Appendix I

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Appendix J

Egg Drop

Observation Sheet

Name _________________________________

Date

__________

I predict that the egg will ____________________________ when dropped

straight down.

What happened to the first egg that was dropped straight down?

Describe what happened in great detail. Was your prediction correct? Did it move

quickly or slowly? How did the egg look after it was dropped?

______________________________________________________________

I predict that this time the egg will __________________________ when

released down the inclined plane.

What happened to the second egg that was allowed to roll down the inclined plane?

Describe what happened in great detail. Was your prediction correct? Did it move

quickly or slowly? How did the egg look once it got to the bottom?

______________________________________________________________

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Appendix K, page 1

Simple Machines

Study Guide

Name ____________________

Date _____________

Match the picture of the simple machine with its name. Be sure you can name all

seven from memory for the test.

1.

lever

2.

inclined plane

3.

wheel-and-axle

4.

screw

5.

gear

6.

wedge

7.

pulley

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Appendix K, page 2

8.

What is friction?

______________________________________________________________

9. Name two ways to reduce friction.

_______________________

10.

What is the definition of work?

_____________________________________________________________

11. What is the purpose of all simple machines?

_____________________________________________________________

12. Name one simple machine and explain how it makes work easier.

_____________________________________________________________

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Appendix K, page 3

Simple Machines

Study Guide

Name ___Answer Key_______

Date _____________

Match the picture of the simple machine with its name. Be sure you can name all

seven from memory for the test.

1.

lever

2.

inclined plane

3.

wheel-and-axle

4.

screw

5.

gear

6.

wedge

7.

pulley

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Appendix K, page 4

8.

What is friction?

Friction is when a force is applied to slow an object down or stop it.

9. Name two ways to reduce friction.

with a smooth surface

with a slick or slippery surface

10.

What is the definition of work?

Work occurs when force is applied to move an object from one place to another.

11. What is the purpose of all simple machines?

Simple machines help to make work easier.

12. Name one simple machine and explain how it makes work easier.

____

Answers will vary

____________________________________________

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Appendix L

Name the simple

machine that is at work

here and explain how it is

making work easier.

Name the simple

here and explain how it is

making work easier.

Name the simple

here and explain how it is

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Appendix M

Which square creates the

most friction? Explain

your answer.

Which square helps

reduce friction the most?

Explain your answer.

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Appendix N, page 1

Simple Machines Test

Name ___________________________

Date___________

1.

Simple Machine ________________________

How it makes work easier ______________________________________

2. Simple