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Simple Machines Delta Science Reader SSimpleimple MachinesMachines Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader has three main sections: Think About . , People in Science, and Did You Know? Be sure to preview the reader Overview Chart on page 4, the reader itself, and the teaching suggestions on the following pages. This information will help you determine how to plan your schedule for reader selections and activity sessions. Reading for information is a key literacy skill. Use the following ideas as appropriate for your teaching style and the needs of your students. The After Reading section includes an assessment and writing links. VERVIEW Students will O discover the forces that make things move The Delta Science Reader Simple Machines and stop moving introduces students to the world of simple understand how work and energy are machines and the energy that makes them related and learn the formula for work. Students explore the six simple calculating work machines—the inclined plane, the lever, the wheel and axle, the pulley, the wedge, and identify the six simple machines and how the screw—and read about the difference they work between simple and compound machines. examine nonfiction text elements such The book also presents biographical as table of contents, headings, lists, and sketches of two key scientists in this field— glossary Archimedes, an ancient Greek mathematician, and Lillian Gilbreth, a twentieth-century extend their reading by writing about the inventor. Students also investigate the levers ways that simple machines affect their lives in the human body and find out how a roller interpret photographs and diagrams to coaster works. answer questions complete a KWL chart delta science modules Simple Machines 105 © Delta Education LLC. All rights reserved. Permission to reprint for classroom use only. READING IN THE what they know about the topic from their personal experiences and hands-on science CONTENT AREA SKILLS explorations. Point out that if they have • Compare and contrast a variety of simple ever pulled a wagon, pushed a shopping machines cart, turned a doorknob, or even used a spatula, they have used a simple machine. •Recognize cause-and-effect relationships by exploring the transfer of energy To stimulate discussion, ask questions • Think critically about why and how such as these: How would the use of simple machines affect daily life items, such as a wagon, shopping cart, doorknob, or spatula make a task easier? •Preview, make predictions, and set a Encourage students to talk about other purpose for reading tools that they use that make their daily • Skim and scan text tasks easier. Explain that they are about to learn about simple machines—the • Adjust reading rate when text content is foundation of tools that make work easier. more challenging •Draw conclusions Begin a KWL chart by recording any facts or ideas that students have about simple •Interpret graphic devices machines in the K column. Ask students to • Summarize and restate information maintain their own charts as they read. K W L + What What What What NONFICTION TEXT ELEMENTS I Know IWant I Learned I Want to to Know Explore Simple Machines includes a table of Further contents, headings, photographs, diagrams, captions, boldfaced terms, and a glossary. CONTENT VOCABULARY The following terms are introduced in Preview the Book context and defined in the glossary: compound machine, distance, efficiency, Have students take a few minutes to skim effort, energy, force, friction, fulcrum, the pages of Simple Machines. Explain gravity, inclined plane, inertia, joule, kinetic that skimming is a way of looking over or energy, lever, machine, motion, newton, previewing what they will read. As they potential energy, pulley, resistance, screw, skim, they should read the title, table of simple machine, speed, wedge, wheel and contents, headings, and boldfaced words axle, work. and examine the photographs and diagrams. EFORE READING Call attention to the various nonfiction text B elements and explain how they can help Build Background students understand and organize what they read. Point out that the table of Access students’ prior knowledge of simple contents lists all the headings in the book machines by displaying the cover, reading and their page numbers. Ask, How do the the title, and inviting students to share headings help you know what you will 106 delta science reader © Delta Education LLC. All rights reserved. learn about? Point to some of the illustrations Set a Purpose and ask questions such as What does this picture show you? How do you think it will Discuss with students what they might expect help you understand the text? Explain that to find out when they read the book, based the words in boldface type are important on their preview. Encourage them to use the words related to simple machines. Point out questions in their KWL charts to set an overall that these words are defined in the glossary. purpose for reading. Choose one word and have students find its definition in the glossary. UIDE THE READING After the preview, ask, What questions do G you have about machines, work, and energy Preview the book yourself to determine the that you hope this book will answer? Have amount of guidance you will need to give for students write these questions in their KWL each section. Depending on your schedule charts. Remind them that they will be and the needs of your class, you may wish to completing their charts after they finish consider the following options: their reading. • Whole Group Reading Read the book aloud with a group or the whole class. Preview the Vocabulary Encourage students to ask questions and You may wish to preview some of the make comments. Pause as necessary to vocabulary words before reading, rather than clarify and assess understanding. waiting to introduce them in the context of • Shared Reading Have students form the book. Possibilities include creating a word pairs or small groups and read the book wall, vocabulary cards, sentence strips, or a together. Pause students after each text concept web. section to clarify as needed and to discuss For example, let students work in small any questions that arise or have been groups to develop webs for each of the answered. New questions can be added simple machines based on points made in to the KWL chart. the Build Background discussion and in the • Independent Reading Some students preview. Here is an example. may be ready to read independently. Have them rejoin the class for discussion of the book. Check understanding by asking uses fixed students to explain in their own words gravity what they have read. Tips for Reading pulley • If you spread out the reading over several days, begin each session by reviewing the previous day’s reading and previewing wheel moveable what will be read in the upcoming session. with grooves • Begin each text section by reading or having a volunteer read aloud the heading. A concept web for pulley. Discuss what students expect to learn, based on the heading. Have students examine any illustrations or graphics and read accompanying captions or labels. delta science modules Simple Machines 107 © Delta Education LLC. All rights reserved. • Help students locate context clues to the with the pronunciation of inertia meanings of words in boldface type. (in-UR-shuh) and joule (jool). Remind them that these words are defined in the glossary. Provide help with •As students read page 3, remind them words that may be difficult to pronounce. to find the main ideas. Ask, What are the two main ideas on this page? • As appropriate, model reading strategies (Work is done only when something students may find helpful for nonfiction: moves. There are two types of energy: adjust reading rate, ask questions, kinetic and potential.) paraphrase, reread, visualize. • After students have read about kinetic Think About . (pages 2–11) and potential energy, have them compare and contrast these two types Pages 2, 3 What Makes Things Move? of energy. Ask, What do kinetic and and How Are Work and Energy Related? potential energy have in common? (They are both forms of energy; they • Have students look at the photographs both have the same amount of energy; and captions on pages 2 and 3. Ask, energy can change from one type to the What do these two photographs other.) How are these two types of illustrate? (Someone is applying force energy different? (Kinetic energy is to make the wagon and cart move.) energy that is in motion. Potential energy is energy that is stored.) • Before students begin reading this section, ask them to look for the main • Assess students’ understanding of ideas as they read. When they have the text by asking them to apply their finished, ask, What are the main ideas learning to their own experiences. on page 2? (Force is the action that For example, you might ask, What are causes an object to move faster, slower, some examples of inertia in your own change direction, or stop; gravity and life? (Accept all reasonable answers, friction are forces; speed is how fast such as a runner overrunning a base in something is moving.) baseball or softball, or a sled having to be pushed to start sliding.) •Point out the boldfaced word newton. Ask, Why do you think the measure of force is called a newton? (It is named Page 4 What are Simple Machines? and after Isaac Newton.) Ask, Why do you Inclined Plane think is it named after Sir Isaac Newton? (Newton observed that a • Before students begin reading, moving object will keep moving or encourage them to organize the stay still unless a force acts on it.
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