Science
SCI.IV.3.5
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:
Manipulate simple mechanical devices and explain how their parts work
together.
SCI.I.1.1 SCI.II.1.3 SCI.II.1.1 SCI.II.1.2 SCI.II.1.4 -
Grade: 2
Generate reasonable questions about the world based on observation.
Manipulate simple devices that aid observation and data collection.
Develop an awareness of the need for evidence in making decisions scientifically.
Show how science concepts can be illustrated through creative expression such as language arts and fine
arts.
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
Resources
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.
•
Identify simple machines as parts of a
mechanical devise or tool.
•
Explain how each part works and how the
parts work together
Other Resources (continued from column at right)
The Official Shel Silverstein Web site for kids!
shelsilverstein.com/indexSite.html
Howtoons - invent new toys and gadgets through
FUN cartoons called Howtoons.
http://www.howtoons.org/
HUGE, comprehensive list of simple machine web
sites – AMAZING http://edtech.kennesaw.edu/web/simmach.html
Simple Machine Construction Site – Very Cool!
http://home.earthlink.net/~kandyhig/sm/
Jennings, Terry. Planes, Gliders, Helicopters &
Other Flying Machines. Kingfisher, 1993 .
Constructing Toys & Concepts for K-2. NEW
DIRECTIONS UNIT.
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 - activity
Friction Block - activity
Simple Machines Grade 1 & 2
In the Kits:
Pulley
Inclined Plane
Wheel & Axle
Lever
Fulcrum Balance
Geer Rack
Simple Machines
Other Resources:
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
BCISD Classroom Resources – Physical
Science
http://www.remc11.k12.mi.us/bcisd/classres/psci
ence.htm
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
Instruction
Benchmark Question: How do we manipulate
simple machines and make their parts work
together?
Assessment
Give each student a copy of appendix A
Putting the Simple in Simple Machines.
(Copy Attached)
Focus Question: What is a simple machine?
Using a variety of a simple machines, the teacher
will show students the six simple machines.
1. Show students a pair of scissors and a
hammer. Ask what they have in common (both
are simple machines / tools).
2. Ask students to brainstorm machines / tools
they know or use at home.
3. Provide students with definitions and
background:
a. Machines help us do work faster and
more easily.
b. Machines are made up of one or more
simple machines.
c. There are six simple machines: lever,
pulley, wheel-and axle, inclined plane,
wedge, and the screw.
d. Show students examples of each tool
from illustration or actual machines.
From Putting the “Simple” in Simple Machines – 7
lesson unit designed for 2nd grade. See Appendix.
Ask students to identify the six simple tools
and label each tool using the vocabulary
introduced in the lesson.
(Stacy Czuba will do rubric)
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.
THE WAY MACHINES WORK
Before looking at the six simple machines, it is important to help students understand some of
the principles that make machines work: force, friction, work, energy, and power.
WHAT IS FORCE?
Purpose
To help students understand that force is a push or pull that makes an object move.
Background
Force is a push or a pull. Every machine needs force to make it work. It is force that
produces movement; no object moves without being pushed or pulled m some way. A
machine is designed so that exactly the right amount of force produces the right amount of
movement just where it is needed.
Force may make a resting object begin to move. For example, the force of a golf club
hitting a golf ball sends the ball into the air. Force may also change the movement of an
object that is already in motion. For example, the force of a bat hitting a pitched ball sends
the ball into the outfield. Force can also change the shape of an object. For example,
squeezing and pounding clay changes its shape.
Teacher preparation
Prepare a number of index cards with simple descriptions of actions that involve a push or
a pull, such as:
a batter hitting a baseball
a game of tug-of-war
a person pushing a door shut a person pulling a door open a person using a
slingshot
a football player kicking a football a person pushing a baby stroller
THE WAY MACHINES WORK
6
Carson-DellosaPubl.CD-7296
Activity
1. Write the definition of force on the chalkboard: Force is a push or a pull. Refer to the
background information given above to help students discuss examples of force and its
importance in the way machines work.
2. Explain that you are going to playa game of "Forceful Charades" in which students will
take turns acting out actions that involve some kind of force, either a push or a pull. The
student or students who perform the action may not speak at all. (It will take several
students to act out a game of tug-of-war.) The rest of the class must guess what action is
being performed and then tell whether the force is a push or a pull.
3. Begin by letting students pick one of the cards that you have prepared, so that they
will know what kind of action to perform. Once students understand the game and
the concept of force, let them think of original actions that illustrate force.
@Carson-DellosaPubl.CD-7296
7
THE WAY MACHINES WORK
THE WAY MACHINES WORK – ACTIVITY
A PERSON HITTING
A GOLF BALL
A HOCKEY PLAYER
SCORING A GOAL
A PERSON PUSHING
A BABY STROLLER
A PERSON PUSHING
SOMEONE ON A SWING
A FOOTBALL PLAYER
KICKING A FIELD GOAL
THE WAY MACHINES WORK – ACTIVITY
A PLAYER KICKING
A SOCCER BALL
A PERSON
USING A SLINGSHOT
PUSHING A
DOOR OPEN
PUSHING A
DOOR SHUT
HITTING
A BASEBALL
Berrien County ISD Collaborative Curriculum
PUTTING THE "SIMPLE" IN SIMPLE MACHINES
Grade Level: Second
Presented by: Lou Tucker, Donna Cueto, Ridge View Elementary, Kennewick, WA
Length of Unit: Seven Lessons
I ABSTRACT
We live in the machine age and depend on machines in almost every activity of our
daily lives. This unit introduces students to simple machines that make our lives easier
by helping us do our work. Background information is provided about: levers, pulleys,
wedges, inclined planes, screws, gears, wheels and axles. Through observation and
hands on activities, the lessons identify six simple tools that are combined and used in
everyday machines to help make work easier. The principles of force and friction that
make tools and machines work, are also explored through experimentation and
demonstrations. Basic vocabulary and science concepts are presented in activities and
designed to engage student's imaginations. Ideas for assessment and evaluation are
also discussed.
II OVERVIEW
A. Concept Objectives
1. A machine is a device that does work.
2. Specific tools are made to perform a specific job.
3. Simple machines help make work easier.
4. Machines change one kind of work into another.
5. There are six simple, or basic machines:
a. inclined plane: a sloping surface that makes lifting or moving an object easier
b. wedge: a small inclined plane used to raise an object or split it apart
c. screw: an inclined plane wrapped around a cylinder used to hold things together
d. lever: a strong board or rod that rests on a support (a fulcrum), used to help lift a
weight with less effort
e. wheel-and-axle: a large wheel and cylinder that are fastened together and turn
together. It is used to help lift a heavy load with less effort. A gear is a wheel with
teeth.
f. pulley: a wheel with a grooved rim in which a rope or belt moves, used for lifting
heavy objects
6. Force: a push or pull action that makes an object move.
7. Friction: a force that slows down motion between two objects that touch.
B. Core Knowledge Content:
1. Simple Machines:
a. Specific tools are made to perform specific jobs.
b. Simple machines help make our work easier.
c. Simple machines are combined and used in familiar tools and machines.
d. Simple machines examined: lever, pulley, wheel-and-axle, inclined plane, wedge,
and screw
e. Gears: wheels with teeth and notches.
f. Friction and ways to reduce friction (lubricants, etc.)
Berrien County ISD Collaborative Curriculum
C. Specific Skills Addressed
1. Science processing skills: observing, making and testing hypothesis, classifying,
sorting, collecting data, recording data, interpreting data, identifying and controlling
variables
2. Math processing skills: using spatial sense, ordering data, graphing, linear
measurement, using a spring scale, predicting, and estimating.
III BACKGROUND KNOWLEDGE
A. For Teachers:
1. Hirsch Jr. E.D., What Your 2nd Grader Needs To Know.
2. Carratello, John and Patty. Simple Machines. Teacher Created Materials, Inc. 1988.
3. Grove, Sandra Ford; Hechtman, Judi. Simple Machines. Creative Teaching Press, 1997.
4. Simple Machines. Delta Science Moeul3, Delta EDU. Inc. 1988.
5. Carson-Dellosa. Simple Machines. 1994.
B. For Students:
1. Machines are introduced in second grade. Students may have varying degrees of
background knowledge, thus defining machines and their specific jobs will be
necessary.
2. Students are introduced to the scientific method in first grade and should review the
process.
IV RESOURCES
Carson -Dellosa, Simple Machines. 1994.
Simple Machines. Delta Science Module, Delta Education Inc. 1998.
Simple Machines. Teacher Created Materials, Inc. 1988.
V LESSONS
Lesson One: What is a Machine?
A. Objectives:
1. Students will identify familiar machines and tools.
2. Students will be introduced to six simple machines.
B. Materials:
1. Pictures or real examples of six simple machines.
2. Activity sheet (Appendix A) one per student.
C. Key Vocabulary:
Machines, wheel-and-axle, wedge, pulley, lever, inclined plane, screw
D. Procedures/Activities:
1. Show students a pair of scissors and a hammer. Ask what they have in common (both
are simple machines/tools).
2. Ask students to brainstorm machines/tools they know or use at home.
3. Provide students with definitions and background:
a. Machines help us do work faster and more easily.
b. Machines are made up of one or more simple machines.
c. There are six simple machines: lever, pulley, wheel-and axle, inclined plane,
wedge, and the screw.
d.
Show students examples of each tool from illustration or actual machines.
Berrien County ISD Collaborative Curriculum
E. Assessment:
1. Give each student a copy of Appendix A.
2. Ask students to identify the six simple tools and label each tool using the vocabulary
introduced in the lesson.
Lesson Two: Inclined Planes Ease Lifting
A. Objectives:
1. Students learn how inclined planes ease lifting heavy objects.
2. Students will apply the scientific methods of investigating, observing, experimenting, and
drawing conclusions to explore friction.
3. Students will learn to read a spring scale.
B. Materials:
Overhead of Appendix B -spring scale
- board - books
- string - cookie sheets
-sandpaper-tape
- vegetable oil - paper towels
- copies of Appendix B - small objects (erasers, checker pieces, paper clips, etc.)
C. Key Vocabulary
inclined plane, spring scale, weight, force, friction, ramp
D. Procedures/Activities:
1. Ask students which is the easier way to lift three books-straight up or by using a ramp?
Record their responses.
2. Explain to the students that they will be using the scientific method to test their
"hypothesis," or what they think will happen.
3. Put Appendix B on the overhead; complete the scientific process filling in the form as
the steps are completed by the teacher and one or two of the student assistants.
(Optional: student copies for each to fill out)
4. Title of Experiment: The inclined plane. Explain that an inclined plane is a flat surface
with one end higher than the other. Sometimes called a ramp. Show an example.
5. What we want to know? Which is the easier way to lift three books – straight up or by
using a ramp? Students write their answer on individual forms or as a group on the
overhead.
6. Hypothesis: What do you think will happen (individual or group responses)? Record
response. Procedure: How I will find out (step by step)?
a. Introduce the spring scale- reading and recording weights.
b. Tie three books together. Stack seven books in a pile.
c. Lift the three books to the top of the seven-book pile with a spring scale. Record
the weight as I lift the books straight up.
d. Use the board and seven books to make an inclined plane.
e. Pull the three books up the ramp with a spring scale. Record the weight as I lift the
books up the ramp.
7. Results: What actually happened?
a. Which way was easier?
b.
Is that what you thought?
Berrien County ISD Collaborative Curriculum
8. Conclusions. What did I learn?
a. The inclined plane tramp made lifting the books easier.
b. An inclined plane/ramp makes it easier to lift heavy objects.
9. Ask students: what if we pulled the book up a carpeted inclined, a metal inclined, etc.
10 Test the hypothesis.
11. Explain that a force called "friction" makes it harder to move something across something
else. When two things rub against each other, friction slows them down. How can we
reduce the friction between a ramp and the weight being moved on it?
F. Assessment
1. Students test hypothesis about friction and inclined planes through the scientific method.
2. Using cookie sheets half covered with sand paper and secured with tape, students will: lift
sheet, release objects down both sides, observe and record which object reaches the
bottom first.
3. Teacher and student conference as they perform tests and record results.
Lesson Three: Easy Lift Lever
A. Objectives:
1. Students will learn how levers decrease the effort needed to lift heavy objects.
2. Students will create models of levers with fulcrums.
3. Students will investigate different ways to lift pennies (or other objects) using rulers as
levers and a rectangular eraser as the fulcrum.
4. Students will observe how weight affects the use of a lever.
5. Students will discover that by moving the heavier objects towards the center of the
ruler (or fulcrum), less force is needed.
B. Materials
- rulers - rectangular erasers -pennies or other objects such as weights.
C. Key Vocabulary
Lever, fulcrum, force, first class levers, Point of Balance (Background), Second class
levers: wheelbarrows, nutcracker
D. Procedures/activities
1. Have students balance their ruler on the eraser and then stack four pennies on one
end. Challenge students to raise the pennies without touching them.
2. Explain how levers are used to lift heavy objects in a similar fashion.
3. Have students stack four more pennies on the opposite end. Note observations.
4. Have students determine the minimum amount of pennies needed on the opposite
stack to lift the 8 pennies off the ground.
5. Challenge: Ask students to place seven pennies on one end and four pennies on the
other. Ask students to lift the seven pennies without adding more pennies (or other
objects) to the four on the opposite end. (Clue: Have students reposition one stack of
pennies on the ruler.
Berrien County ISD Collaborative Curriculum
6. Discuss that by moving the heavier object towards the center of the ruler (the point of
(balance or fulcrum) less force is required to balance the stack.
E. Assessment
Observe students as they test and explore levers.
Ask- What happens when there are more pennies on one end of the ruler?
• How did you lift the pennies on the ruler without touching them?
• How did you lift the pennies on the ruler without adding more pennies to the other side?
Lesson Four: Pulleys, Wheels, and Axles
A. Objectives
1. Students learn how wheels, axles, and pulleys are used to lift heavy objects.
2. Students will construct models of pulleys and wheel-and-axle machines
3. Students will observe how rotating wheels can help lift heavy objects.
4. Students will communicate their results through discussion and or drawings.
B. Materials
- small paper cups - hole punch - unsharpened pencils
- large spools - masking tape - small objects (paper clips, erasers, pebbles) - 6", 12" and 36"
pieces of string
C. Key Vocabulary
wheels, pulley, axles
D. Procedure/Activities
1. In advance, make small buckets with handles using paper cups, whole punch, and 6"
piece of string. (Appendix C)
2. To construct model students will need: 1 bucket, one 12" string, two 36" strings, an
unsharpened pencil, a thread spool, masking tape and assorted small objects. (See
Appendix C for an example.)
3. Explain how spinning "wheels" and string can help lift heavy objects.
4. Have students tie one end of the short string to their bucket handle and tape the other
end around the middle of a pencil.
5. One student places small objects inside the bucket and holds one end of the pencil so
the bucket hangs freely. Have partners spin the ends of the pencil. Ask students to
observe the pencil rotating and the bucket moving upward.
6. Students create a second "lifting device" by making a pulley system using spools.
7. Students pull a 36" piece of string through the center of the spool. Next they tape the
string and spool between two desks.
8. Students remove the pencil from the first model and attach a 36" piece of string to the
one already attached to the bucket handle.
9. Make a pulley system by placing their bucket on the floor and looping the string over
the spool. Students lift their bucket off the floor by pulling the string downward against
the spool.
10. Ask students which needs less force to be moved: a roller skate on its side or on its
wheels?
Berrien County ISD Collaborative Curriculum
Materials
1. Roller skate
2. Rubber bands
3. Ruler
Attach rubber bands to roller skates and measure their rubber bands before you pull.
Pull the skate on its side and measure rubber bands during the pull.
Students would conclude that the wheel and axle used less force to move.
E. Assessment
Observation and discussion of students testing results.
Lesson Five: Get into Gears
A. Objectives
1. Students will learn how gears are used to do work.
2. Students will construct models of gears.
3. Students will observe how gears work.
4. Students predict how moving one gear will affect the movement and direction of
another.
5. Students observe that connected gears move in opposite directions.
C. Materials
- glue - push pins - scissors - file folders - Appendix D, one per student
- 8%" X 11" pieces of thick cardboard
Optional: eggbeater, hand-drill, clock or other examples of gears.
D. Procedures/Activities
1. Show students an example of a machine with gear (clock, hand-drill, eggbeater etc.),
and ask students if all the gears will move in the same direction.
2. Explain to students that they will construct a model of gears, then test their hypotheses
about the direction that the gears will move.
3. Give each student a copy of Appendix D, a file folder, glue, scissors, 3 pushpins, and a
piece of cardboard.
4. Students glue Appendix D to file-folder and carefully cut out illustrated gears.
5. Place largest gear on cardboard and put a pushpin through the center. Pin the
smallest gear next to it so the "teeth" (cogs) interlock.
6. Instruct students to rotate the big gear clockwise a full turn and observe the direction
and number of times the small gear turns.
7. Invite students to add a third gear on the other side of the small gear and repeat
testing.
E. Assessment
Through observation and discussion the students will explain what happens to the small gear
when the big gear turns. Did they move in the same direction?
Student Conference: What did you learn about gears?
Berrien County ISD Collaborative Curriculum
Berrien County ISD Collaborative Curriculum
APPENDIX B
Science Experiment Form
Name
Title of my Experiment
Question – What do I want to find out?
Hypothesis – What do I think?
Procedure – How will I find out? (step by step)
1.
2.
3.
4.
5.
Results – What actually happened?
Conclusion – What did I learn?
Berrien County ISD Collaborative Curriculum
APPENDIX C
Wheel – and - Axle
Pulley
Berrien County ISD Collaborative Curriculum
APPENDIX D
GET INTO GEAR
Berrien County ISD Collaborative Curriculum
APPENDIX E
A screw is a simple machine. It is really a curved inclined plane.
Berrien County ISD Collaborative Curriculum
APPENDIX F
Berrien County ISD Collaborative Curriculum
APPENDIX G
This is a
It can
What can it do?
for you.
**********************************************************************************************************
This is a
It can
What can it do?
for you.
Berrien County ISD Collaborative Curriculum
Lesson Six: Wonderful Wedges
A. Objective
1. Students learn how wedges are simple machines that are used to split, cut, go through
or move an object.
2. Students will observe how wedges are used to raise heavy objects from flat surfaces.
3. Students will compare wedges to inclined planes.
B. Materials
- thick cardboard - hardback books - yarn - scissors - tape -hammers - board - nails, with and
without points
C. Vocabulary
wedge, split, blunt
D. Procedures/Activities
1. Teacher cuts different sized cardboard wedges (triangles).
2. Students are given 3 wedges, a book, yarn, scissors, and tape.
3. Discuss how wedges are like moveable inclined planes. They reduce the amount of
effort needed to move objects.
4. Students test and compare their wedges on books lying flat on desktop. One student
pushes a wedge under the book's spine while another keeps it from sliding. One
student measures and cuts string to match the height the book was raised. Students
repeat testing with other wedges and books.
5. Ask students to compare the string lengths and the force needed to move each book.
Which wedge worked best? How are wedges different from inclined planes?
6. Discuss how wedges can also be used to split or pierce material. Knives, chisels,
axes, pins, needles, and nails are wedges.
7. Ask students what is easier to pound into a board: a nail with a point (wedge) or a
blunt nail (without wedge)?
8. Measure nails. Record the measurements. Student hammers the nail with the wedge
end 5 times. Measure the part you see. Record measurement. Then hammer the nail
with the blunt end 5 times. Record measurements. Students compare measurements.
E. Assessment
Observation and discussion of experiments.
Student Conference. which wedge worked best? . How are wedges different from inclined
planes? . Which nail was easier to pound?
Lesson Seven: Screws
A. Objective
1. Students will discover that a screw is an inclined plane.
2. Students will feel and observe a screw in motion.
3. Students will create a curved inclined plane and compare the threads of a screw to a
winding mountain road.
4. Students will compare a screw and a nail.
Berrien County ISD Collaborative Curriculum
B. Materials
- pencils -Appendix E, one per student - screw drivers (optional) - nails - variety of large
screws same size but different threads -firm modeling clay or a bar of soap
C. Vocabulary
screw, nail, screwdriver, spiral, nail, curved inclined plane
D. Procedure/Activities
1. Pass out screws to students. Ask them to examine the threads of different screws,
noting the number of spirals.
2. Have each student place two fingers at the base of a screw and turn the screw
clockwise with the other hand to feel the screw move downward.
3. Have students compare the spiraling screw to a winding mountain road (the spiraling
path takes more time to travel but less effort).
4. Provide each student with a copy of Appendix E, scissors, a marker, and a pencil.
5. Students construct a curved inclined plane and compare it to the screw.
6. Ask students to predict which will use less effort and less force to insert into a bar of
soap (or firm clay): a screw or a nail? Record predictions. Which will take less time?
7. Students use their hands to insert a nail and a screw into a bar of soap and determine
which effort requires less force. Students will try to remove both items by pulling them
out of the soap. Which was harder to remove?
8. Students should discover that it takes less effort to insert the screw into the soap
because the force is applied over a greater distance.
9. Explain to students that, as the force is applied, along the spiral of the screw, the
screw cuts straight into the soap.
E. Assessment
Observation and discussion of student test results.
VI CULMINATING ACTIVITY
There are many ideas for extending this unit. It is fun and student interest is high. One
culminating activity that we have used is a student created pop-up tool book. Using
Appendices F, G, and construction paper, students create a book that demonstrates learning
objectives they have mastered. .
VIII BIBLIOGRAPHY
Albert, Toni M. Ed. Step by Step Science: Simple Machines. North Carolina: Carson Dellosa
Publishing, 1994. CD-7296 K-3.
Carratello, John and Patty. Hands on Science: Simple Machines. California, Teacher Created
Materials Inc., 1998. ISBN 1-55734-227-X.
Cerebus, Deborah, Rice, Cheryl F. Connecting Science and Literature. California, Teacher
Created Materials, 1991. ISBN 1-55734-341-1.
Finch, Karen. File Folder Games for Science k-3. North Carolina: Carson Dellosa
Publishing,1993. CD-2008.
Berrien County ISD Collaborative Curriculum
Fox, Elizabeth. Delta Science Module; Simple Machines. New Hampshire: Delta
Education,1998. ISBN 087504-750-5.
Garcia, Adela. Investigating Science; Simple Machines. California, Creative
Teaching Press,1987.
Grove, Sandra Ford, Hechtman, Dr. Judi. Explore and Discover: Simple Machines.
California, Creative Teaching Press, 1997. ISBN 1-57471-297-7.
Hirsh, Jr. E.D. What Your Second Grader Needs To Know. New York: Doubleday
Dell Publishing, 1998. ISBN 0-385-48120-9.
Schaffer, Frank. Machines and Work. Frank Schaffer Publishing. ISBN 0-86734-896-8.
Schaffer, Frank. Simple Machine Concepts. Frank Schaffer Publishing. ISBN 086734-732-5.
Trend. Simple Machines. Poster Set.
Other Kinds of Levers
You have learned that there are three kinds of levers. You have seen examples of each kind.
The pictures below are of types of levers. Cut the pictures apart and sort them into three
groups according to the type of lever.
Simple Machines
Most machines are made up of a number of elements that work
together to perform a task. No matter how complex machines are,
they all originate from six types of simple machines. The activities
below will familiarize students with simple machines.
A Bicycle Built for You
(Science/Critical Thinking)
The six simple machines shown on page 11
which are the basis for all complex machines,
have had an enormous impact on everyday life.
Examine a picture of a bicycle or bring one into
the classroom. How many of these simple
machines an students identify? A variation of all
six simple machines will probably be identified.
Imagine that you live in a world without wheeled vehicles – a world where
the wheel and all of Its varies uses is totally unknown. Describe your
lifestyle. How do you communicate? Travel?
Where Is It Used?
(Research)
Divide the class into small groups. Assign each group one of the machines from page 11 and
ask them to find out about the machine's earliest uses. Then have each student bring to class
a modern-day device based on a simple machine. Discuss these devices and display them
throughout the study.
Suggested Reading
If “necessity is the mother of invention” then technology is its father. Many
innovations and inventions answer economic, military, or social needs. Without
the necessary technology the most ingenious designs would remain on paper
for future generations to rediscover. Still, one can marvel at the ideas behind
the earliest innovations – and admire the minds that conceived them.
The books and activities in this section will help students appreciate the longterm benefits of some of the modern world's basic innovations and understand
the genius of some gifted early inventors.
Nonfiction
Dreamers and Doers: Inventors Who Changed The World highlights the accomplishments of Robert
Goddard, Charles Goodyear, Thomas Edison, and George Eastman.
The Invention Book contains the stories behind thirty-six inventions from the burglar alarm to the zipper.
For the would-be inventor, there is a list of contraptions in need of invention.
The Inventions of Leonardo da Vinci gives a clear and comprehensive overview of da Vinci's major
designs arranged by topic.
Leonardo da Vinci highlights the artist, inventor, and scientist in three-dimensional pop-up movable
pictures.
Mistakes That Worked is full of fun facts and anecdotal accounts about the oddball origins of foods, toys,
clothing, and devices that we use today. It's entertaining as well as informative.
Simple Electrical Devices investigates the discovery of electricity and its uses over the years. It also
introduces students to famous names in the field.
The Story of Benjamin Franklin, Amazing American tells the life story of Benjamin Franklin in simple,
straightforward language.
Thomas Alva Edison: Bringer of Light is an easy-to-read survey of Edison’s life and major inventions.
Thomas Edison: Inventing the Future describes the ups and downs of Edison's life and his major
inventions.
What's the Big Idea, Ben Franklin? is a humorous anecdotal biography of the statesman and inventor.
Fiction
Ben and Me looks at Benjamin Franklin through the eyes of a mouse residing in the inventor's house. The
author blends fact and fantasy in this very funny story.
Imagination Green tells of a young boy in colonial times who dreams up inventions that will one day
revolutionize the world.
The Long Winter offers a vivid picture of pioneer suffering and survival during a winter of blizzards. The
absence of modern conveniences like electricity is noteworthy.
The Young Leonardo da Vinci imaginatively reconstructs the boyhood of Leonardo around the field. few
facts known about his early life.