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Home , Pulley, Simple machine, The Way Things Work

Grade: 3 Science Strand: , Motion, and Curriculum SOL: 3.2 Unit Planner The student will investigate and understand simple 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 environments.

Time: 2-3 weeks

1. Desired Results Enduring Understandings (BIG Ideas) Machines, both simple and compound, make our everyday work easier. Essential Questions • How does a scientist describe work? • How do we use machines in our every day lives? • How do machines do work? • How do simple machines combine to make work easier? Understanding the Standard Essential Knowledge, Skills and Processes Students will: • Simple machines are that make work easier. Examples of tasks made easier include lifting a heavy • Identify and differentiate the six types of simple weight, moving a heavy object over a distance, pushing machines: , , , and , things apart, changing the direction of a force, or , and . holding an object together. • Differentiate and classify specific examples of simple • The six simple machines are the lever, inclined plane, machines found in school and household items. These wedge, , screw, and pulley. include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw. • The lever is a stiff bar that moves about a fixed point (fulcrum). It is a simple that is used to push, • Analyze the application of and explain the function of pull, or lift things. Examples include a seesaw, crowbar, each of the six types of simple machines. An example and shovel. would be that an inclined plane is a ramp to make it easier for a heavy object to be moved up or down. • The inclined plane is a flat surface that is raised so one end is higher than the other. The inclined plane helps • Identify and classify the simple machines which move heavy objects up or down. An example is a ramp. compose a compound machine, such as scissors, wheelbarrow, and bicycle. • The wedge is wide at one end and pointed at the other to help cut or split other objects. Examples include a • Design and construct an apparatus that contains a knife or ax. . • The wheel and axle consists of a rod attached to a wheel. A wheel and axle makes it easier to move or turn things. Examples include bicycle , roller skates, Science Vocabulary and a door knob. pushing, pulling, force, work, lever, screw, inclined plane, • The screw is an inclined plane wrapped around a wedge, wheel and axle, pulley, fulcrum, crowbar, ax, cylinder or cone. A common use of the screw is to hold compound machine, simple machine, Newton, spring scale, objects together. Examples include a jar lid and wood

Arlington Public Schools 2013 screw. screwdriver, nutcracker, flagpole pulley, ramp, seesaw, scissors, wheelbarrow, bicycle, design, construct, identify, • The pulley is a wheel that has a rope wrapped around it. differentiate, classify, application, function, move Pulleys can be used to lift heavy objects by changing the direction or amount of the force. Examples include a flagpole. • A compound machine is a combination of two or more simple machines. Examples include scissors, wheelbarrow, and bicycle. 2. Assessment Evidence Prior Knowledge Throughout the Unit • Experience with machines in every day life (car, bike, etc) Formative Assessment: • Teacher observation of students engaged in cooperative learning investigations. • KWL • Science notebook (questions, predictions, observations, summaries, charts, drawings) • Conduct simple experiments using appropriate tools • Record data on scientific investigations performed • Keep an ongoing list of simple machines found at home and school as well as their uses and how they make work easier. • Conduct science investigations using simple machines. Students should form hypotheses, record data, draw conclusions, and present data. Summative Assessment: • Test/assessment

3. Learning Plan References to Adopted Materials: • Science Fusion: Simple and Compound Machines, Unit 10 o What Are Simple Machines?, pgs. 401-414 o What Are Some Other Simple Machines?, pgs. 417A-428 o How Do Simple Machines Affect Work?, pgs. 429A-432

Suggested Activities: • Your own Amusement Park Materials needed: balls of different sizes, straws, short boards, small spools, paper plates, the bottoms from small milk cartons, pencils, craft sticks, glue, tape, paper fasteners, crayons, cardboard, scissors, butcher paper, safety goggles. This can be used as a final assessment. Students should not only create their own amusement park but they should label where the different simple machines are found in their park. Review Activities: • Bingo with related vocabulary • Matching –vocabulary words with their definitions and/or pictures Outdoor Connections: • In the garden: Relate the tools used in the garden and on the lawn to simple and complex machines.

• Playground Fun: Have students play on the playground for a set number of minutes. After you call ‘time’, have students either discuss or record their findings as to what kinds of simple machines they used to have fun. Students could also have a tally mark sheet set up beforehand to record their data. As an extension, students could sketch the playground, labeling the simple machines. Or, students could sketch and label their favorite part, and then compare their results.

Arlington Public Schools 2013

• Design Brief: Ancient Ship Building—see worksheet. This is a design challenge in that the students work in engineering teams to design an ancient ship that would have existed in either the ancient Greek or Roman era. There are specific requirements for construction; however, to tie in to this unit, students must clearly have at least 1 simple machine as part of their model. After the teams have worked over a specified time (I suggest 1 week, if possible), then test them in water. I recommend trying this in your outdoor classroom pond, if you have one. If not, a baby swimming pool works well too! 4. Resources Trade books: • Berenstein Bears Science Fair by Stan and Jan Berenstein • Experiments with Simple Machines by Salvatore Tocci • Looking Inside: Machines and Constructions by Paul Fleisher • Pyramid by • Angela Royston’s collection of simple machine books: ; Inclined Plane; Wheel and Axle • Science Experiments With Simple Machines (Science Experiments) by Sally Nankivell-Aston, Dorothy Jackson, Sally Nankivell-Ashton • Simple Machines by Deborah Hodge great book with many experiments • Sandy Walker and Roseann Feldman’s books about simple machines (contain experiments) ; Levers; Wheel and • Science Fusion Leveled Readers Work and Machines(BL); Making Work Easier(OL/Enrichment); Cooking with Machines(AL/Challenge) Web Sites: • Science Standards of Learning, Enhanced Scope and Sequence, Grade 3 http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science3.pdf

• http://atlantis.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm The purpose of this web site is to teach elementary students about the six simple machines. Each of the machine pages contains information and activities for the students to use. Teachers may use the links at the bottom for ideas, resources, and lesson plans. • http://edheads.org/activities/simple-machines/ Students earn about simple and compound machines while they explore the House and Shed! Also includes other resources such as simple machines glossary and simple machine lesson plans. • http://library.thinkquest.org/J002079F/sub3.htm?tqskip1=1&tqtime=0630 a great web site that shows examples of each simple machine and also shows how they work. Using the book, Rats of NIMH, simple machines are explained and demonstrated. The rats were so intelligent that they learned how to use simple machines to build and move things, including Mrs. Frisby’s house. • www.brainpopjr.com • http://www.mikids.com/Smachines.htm Activities and examples of simple machines Videos: • All About Simple Machines, Schlessinger Media, c2000 • Simple Machines (Bill Nye the Science Guy), Disney Educational Productions, c2003

• “The Magic School Bus: Revving Up” • Simple Machines (Physical Science in Action), Schlessinger Media, c2004 • Inclined planes (), Schlessinger Media, c2003

Arlington Public Schools 2013 • Wheels and Axles (The Way Things Work), Schlessinger Media, c2003 • Pulleys (The Way Things Work), Schlessinger Media, c2003 • Screws (The Way Things Work), Schlessinger Media, c2003 • Levers (The Way Things Work), Schlessinger Media, c2003 Discovery Education: • Simple Machines. (Gr. 3-5). Run time: 16:00 • Discovering Simple Machines: Inclined Plane, Wedge, Screw. (Gr. 3-5). Run time: 13:00 • Discovering Simple Machines: Compound Machines. (Gr. 3-5). Run time: 10:00 • Discovering Simple Machines: Lever, Wheel and Axle, Pulley. (Gr. 3-5). Runt time: 15:00 • Discovering Simple Machines: Work and Energy. (Gr. 3-5). Run time: 13:00 • A First Look: Simple Machines. (Gr. 3-5). Run time: 17:00 • Simple and Compound Machines. (Gr. 3-5). Run time: 20:29 • Science Facts and Fun: Machines and Motors. (Gr. 3-5). Run time: 15:00 • Push and Pull: Simple Machines at Work. (Gr. 3-5). Run time: 17:38 Field Trips: • Outdoor Lab Other: • Engineering is Elementary Unit – Marvelous Machines: Making Work Easier (Grades 3-5) • Project Clarion Unit: What’s the Matter? (Your RTG has correlating curriculum documents and materials.) • Project WET: K-12 Curriculum and Activity Guide • Project WILD: K-12 Curriculum and Activity Guide • Project WILD – Aquatic: K-12 Curriculum and Activity Guides • Environmental Education Activity Guide: PreK-8, Project Learning Tree

Arlington Public Schools 2013