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.