Science SCI.IV.3.4 Grade: 2 Strand: Using Scientific Knowledge in Physical Science - Motion of Objects Standard: All students will describe how things around us move, explain why things move as the do, and demonstrate and explain how we control the motions of objects Benchmark: Identify and use simple machines and describe how they change effort. Constructing and Reflecting: SCI.I.1.1 SCI.I.1.3 SCI.I.1.6 SCI.II.1.4 - Generate reasonable questions about the world based on observation. Manipulate simple devices that aid observation and data collection. Construct charts and graphs and prepare summaries of observations. Develop an awareness of and sensitivity to the natural world. . Vocabulary Context Names and uses for parts of machines: • inclined planes • levers • pulleys • wheels and axles • gears • screws • wedges • fulcrum Simple mechanical devices such as: • bicycles • bicycle pumps • pulleys • faucets • clothespins • can openers Knowledge and Skills Benchmark Clarification: Simple mechanical devices usually contain two or more simple machines that work together as a system. Examples of simple mechanical devices include the following: egg beaters, can openers, or pencil sharpeners. It is important for students to manipulate a variety of devices and to discuss with their peers how the parts work together. Some devices may be taken apart and put back together. Students will: • Identify familiar machines and tools. • Operate a simple mechanical device • Explain how simple machines decrease work. Resources Coloma Resources: Newbridge Early Science Program “Simple Machines” Teacher’s Guide Laws of Motion - chart Balloon Car Race - activity Critter Cars - activity Magnets (from school kits – page 9 of the Big Book) Gravity Balls Friction Block In the Kits: Simple Machines Grade 1 & 2 Pulley Inclined Plane Wheel & Axle Lever Fulcrum Balance Geer Rack Simple Machines Other Resources: Other Resources (continued from column at right) The Official Shel Silverstein Web site for kids! shelsilverstein.com/indexSite.html Simple Machine Construction Site – Very Cool! http://home.earthlink.net/~kandyhig/sm/ HUGE, comprehensive list of simple machine web sites – AMAZING http://edtech.kennesaw.edu/web/simmach.html BCISD Classroom Resources – Physical Science http://www.remc11.k12.mi.us/bcisd/classres/pscie nce.htm Howtoons - invent new toys and gadgets through FUN cartoons called Howtoons. http://www.howtoons.org/ Michigan Teacher Network Resources http://mtn.merit.edu/mcf/SCI.IV.3.E.5.html Exploratorium – Science Snacks about Mechanics http://www.exploratorium.com/snacks/iconmech anics.html Putting the “Simple” in Simple Machines – 7 lesson unit from Pro Teacher site – from the core knowledge national conference (also in appendix) http://www.proteacher.com/cgibin/outsidesite.cgi?external=http://www.corekno wledge.org/CKproto2/resrcs/lessons/299machin e.pdf&original=http://www.proteacher.com/1100 64.shtml&title=Putting%20the Jennings, Terry. Planes, Gliders, Helicopters & Other Flying Machines. Kingfisher, 1993 . Constructing Toys & Concepts for K-2. NEW DIRECTIONS UNIT. Instruction Assessment Benchmark Question: How do we manipulate simple machines and make their parts work together? Assessments are within each simple machine lesson. Focus Question: What is a simple machine? See assessments (attached) Using a variety of a simple machines, the teacher will show students the six simple machines. Students will do 6 activities illustrating the 6 types of simple machines – see the appendix – Putting the “Simple” in Simple Machines – 7 lesson unit designed for 2nd grade. . Teacher Notes: Describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motion of objects. Young children should become acquainted with the scientific descriptions of the motion of objects, which generally includes discussion of speed, direction and changes in speed or direction. The understanding of the force/motion relationship can become increasingly quantitative, as the students get older. Instruction should be included which will help students overcome a common belief that sustained motion always requires sustained force. As older elementary children study motion, they discover that an object moves in a straight line and at a constant speed as long as balanced forces act on it. When a force acts on an object, it can change speed or direction. The greater the force acting on the object, the greater the change in the object's speed and/or direction. Scientists attribute all changes in motion to forces, pushes, or pulls exerted by people, machines, magnets, friction and gravity. As students reach middle school level, they will continue to find the description of motion challenging and need to be aware that changes in speed or direction are associated with unbalanced forces. Early elementary students can develop a foundation for understanding magnetic attraction through various investigations of magnetism. Determining categories of objects that are attracted to a magnet, distances through which a magnet will attract objects and how many small objects a particular magnet will attract helps children consolidate their experiences into scientific knowledge. Middle school students can analyze the attractive and repulsive forces exerted by electrical and magnetic fields and experiment to create magnetic objects with the use of electric current. Experiences with electromagnets, doorbells, speakers, and magnetic switches assist students in understanding the relationship between magnetism and electricity. Simple electric motors work when a permanent magnet is combined with an electromagnet. Electricity is converted into magnetic fields, which in turn causes something to move. Electrical circuits are an aspect of electricity and magnetism encountered every day. Elementary students should be able to understand that simple machines are devices controlling forces. A lever can transform a small downward force into a large upward force thus making a task easier. Simple machines help us to accomplish tasks that would otherwise be impossible. Young children can see simple machines all around them. Homes and playgrounds offer rich experiences for children to experiment with concepts related to simple machines. By middle school, students should be able to not only identify the types of simple machines but also design applications for use of them. High school students should be able to analyze patterns of force and motion in complex machines. They should be able to explain how the machine works and predict the effect changing a component will have on the machine.