Grade: 3rd (from 4th)
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 motion
of objects.
Benchmark:
Manipulate simple mechanical devices and explain how their parts work together.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation
SCI.I.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.II.1.1 - Develop an awareness of the need for evidence in making decisions scientifically.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and
fine arts.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Context
Name and uses for parts of machines:
• Inclined Planes
• Levers
• Wheels And Axles
• Pulleys
• Gears
• Screwdrivers
• Wedges
Simple mechanical devices such as
bicycles, bicycle pumps, pulleys, faucets,
clothespins, and can openers.
Knowledge and Skills
Resources
Students will operate a simple mechanical device, such
Coloma Resources:
as egg beater, can opener, or pencil sharpener. Students
will explain how each part works and how the parts work Discover the Wonder – Grade 3
Module C – Chapter 3, pages 42-47
together. (e.g. egg beater contains wheel and axle, gears,
wedges/blades)
•
•
•
•
Turn handle
Engage wheel and axle
Gears turn
Wedges / Blades turn
Other Resources:
Was the Great Pyramid Built with Simple
Machines? - NSTA article – Science and
Children – Oct. 04 / Excellent activity for
students described in article with built-in
assessment
http://www.nsta.org/main/news/stories/science_a
nd_children.php?news_story_ID=49833
– Extensions – NOVA online Adventure –
Exploring the Pyramids
http://www.pbs.org/wgbh/nova/pyramid/
Constructing Toys & Concepts for K-2. NEW
DIRECTIONS UNIT.
http://www.BCMSC.k12.mi.us/
Jennings, Terry. Planes, Gliders, Helicopters &
Other Flying Machines. Kingfisher, 1993.
Instruction
Benchmark Question: How do we manipulate
simple machines and make their parts work
together?
Focus Question: How do simple machines work?
Using a hand can opener as an example of a simple
mechanical device, the teacher will ask students to
identify the simple machines it contains. Students will
explain how the simple machines work together to open a
can.
Assessment
The class will read or listen to Shel
Silverstein’s “Homework Machine.” Each
student will design a simple mechanical
device for doing homework that uses at
least three different simple machines. Each
student will draw and label a diagram of his
or her own homework machine. Each
student will describe how the machine
works in a paragraph, poem, or song.
Pairs of students will be given a simple mechanical device
to manipulate. Examples of simple mechanical devices
include bicycles, eggbeaters, and clothespins. Students
will identify the simple machine(s) in the machine and
discuss how the mechanical device works.
For example: An egg beater contains a wheel and axle,
gears, and wedges/blades. It works in the following way:
1. Handle is turned
2. Wheel and axle are engaged
3. Gears turn
4. Wedges/Blades turn
5. Blades cut into and mix ingredients (eggs, flour, sugar,
etc) necessary to make cake batter
Each student will select a mechanical device from a
collection at the front of the room. He or she will write a
list of steps explaining how it works. He or she will
present a demonstration speech to the class.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Completeness of design
Apprentice - Designs homework machine with one
simple machine.
Basic - Designs homework machine with two
different simple machines.
Meets - Designs homework machine with three
different simple machines.
Exceeds - Designs homework machine with more
than three simple machines.
Criteria: Accuracy of explanation
Apprentice - Identifies simple machines incorrectly
and provides little or no explanation.
Basic - Identifies simple machines correctly but
may not be able to explain how they work together.
Meets - Identifies simple machines correctly and
explains how some of them work together.
Exceeds - Identifies simple machines correctly and
explains how all of them work together.
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.