Science Lesson Plan

Simple Machines

Rationale:

Simple machines are tools that make work easier. It is important for a student to know about simple machines for a couple of reasons. One reason is that they can be used to teach about energy and forces in motion, as mandated by the New York State Curriculum. Another important reason is that simple machines are everywhere, for example, a door has hinges (screw) and a doorknob (wheel and axle). I plan to define and discuss simple machines and use tiny simple machines I have made to try to demonstrate to the class about forces, motion, and work. Some new terms to be introduced include work, force, simple machine, lever, fulcrum, pulley, screw, wedge, inclined plane, wheel and axle.

Objectives:

1. From this lesson, a student will be able to classify pictures of tools under the correct simple machine category.

2. From this lesson, a student will be able to list several tools into the correct category of simple machines.

3. From this lesson, a student will be able to define what work and force is by describing how simple machines work.

Standards: Science standard 4, Physical Setting, Key Idea 5: Energy and matter interact through forces that result in changes in motion. Bullet 2: Describe how forces can operate across distances.

Preparation:

Materials for this lesson include 22 sets of each of the following: simple machine information cards, 2 sets of picture cards, envelopes, answer chart, simple machine manipulative and two handouts. The simple machine manipulative will be one of six homemade simple machines, one for each student. The homemade simple machines are made of macaroni wheels, toothpicks, Popsicle sticks, spools of thread, yarn, marshmallows, screws, bolts, and cardboard. The picture cards and information cards will be cutout and placed in envelopes. In addition, I will use overhead sheets and overhead markers.

Introduction:

To begin the lesson, I will define “work” and “force”. Emphesising the fact that work is when a force is used to move an object across a distance. I would explain why pushing against a wall is not considered work. I would write these terms on the overhead projector. I would then explain to the class that we are going to learn about six simple machines. I will then ask if anyone can guess what a simple machine is. I would then write the definition on the overhead projector.

Activity:

1. To begin the activity, I will ask the class to open their information card envelopes and place the information cards in a row on their desk. I would explain to the class that these are some examples of simple machines. I would then ask volunteers to read the definitions aloud for each simple machine. After a definition is read, I will ask the students’ questions like “How might this machine make work easier?”, “How does this simple machine affect force?”  and “What are some tools or things you can think of that look like this?”

2. I will then explain to the class that we are now going to create some of our own simple machines, and remind them to follow the rules. I will then pass out the homemade simple machines to the students. I will then have the students to construct each simple machine, demonstrate, and explain how each machine does work across a distance.

3. I will then invite students to look around the room and point out any simple machines that they see in the room. For each simple machine a student finds, they must verbally classify it and explain how it works.

4. Then I will have the students open their picture envelopes. I will then have them look at each picture and place each picture with the correct simple machine definition. They will do this individually, while I walk around and help anyone struggling.

5. Then I will have them use their answer chart to write down the name of each tool in the appropriate column.

6. I will then review the answer chart with the class, review new terms, and ask if there are any questions and clarify any confusion.

7.  I will pass out a fill-in-the-blank handout labeling certain tools with the correct simple machine classification.

Individual Exploration:

Students will work individually when categorizing pictures of tools under the correct simple machine classification.

Group Exploration:

As a group, the students will construct their own simple machines. They will also look around the classroom and point out any examples of simple machines they may see.

Modifications: For students who have problems reading off the overhead, they will sit at the front table for activities involving the overhead. For the student with ADD, I will closely monitor her throughout the activity to make sure she is on task.

Discussion:

 In the beginning of the lesson, I will ask the students open-ended questions about simple machines. I will ask them if they can think of any examples of simple machines to apply it to their own life.

 Assessment/Further Discussion:

For their final assessment, I will give the students a handout covering the material we just learned. They will be required to work individually and  I will collect them when they are done. I will have the students look around the classroom and identify simple machines in their classroom. For each simple machine in the classroom they find, they must verbally classify it and explain how it works. Later, once they have finished the answer chart, I will assess their understanding by reviewing the chart with them and determine if there is any confusion.   Then I will review terms with the class by calling on students to define terms we have discussed in class. I will then ask if there are any questions and clarify any confusion.

Extension:

At the end of the lesson, I will give the students a fill-in-the-blank handout, requiring students to classifying different objects and giving examples of simple machines.