Science Unit Plan

Grade 5 Simple Machines

By Laura Breau Deanna Dykeman-Gaudet Chris Jones And Jillian Johnston

Table of Contents
1. Unit Overview..p.3 2. Unit Plan Outcomes.p.4 3. Lesson Plans ...p.7
I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. Introduction to Simple Machines Simple machines Past and Present Deanna Lever Wheel and Axle Pulleys Inclined Plane Screw Wedge Mouse Trap Web Quest Egyptian Pyramids A new invention Catapult Presentation

XV.

5. Summary/Reflectionp.89 6. References...p.90

Unit Overview
Physical Science- Forces and Simple Machines This unit consists of fifteen written lesson plans with three of them being cross- curricular and four lessons require 3-4 days to complete. The unit has been created using an inquiry process for students so most of the work will be hands-on activities with minimal direct instruction from the teacher. Activities can be left open ended so students must use their individual skills and problem solving skills to create solutions. Regarding the layout, the units have each been outlined using the 5 Es. They also contain the resources a teacher would need if they have no previous background knowledge in the area of simple machines. The lessons in this unit have been outlined in a specific order. The students will be exposed to a bulletin board to create interest, the categories of simple machines will be explored, their changes over time and the effects these changes have on people and the environment. The students will choose a final project that suits their learning style and present it to the class.

Curriculum Outcomes
STSE
Students will be expected to Nature of Science and Technology 104-7 Demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results 105-5 identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence Relationships Between Science and Technology 106-4 Describe instances in which scientific ideas and discoveries have led to new inventions and applications Social and Environmental Contexts of Science and Technology 107-1 Describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs 107-8 Describe examples of technologies that have been developed to improve their living conditions

Skills
Students will be expected to Initiating and Planning 204-1 propose questions to investigate and practical problems to solve 204-3 State a prediction and a hypothesis based on an observed pattern of events 204-5 Identify and control major variables in their investigations 204-7 Plan steps to solve a practical problem and to carry out a fair test of a

science-related idea

Performing and Recording 205-2 Select and use tools to manipulate materials and build models 205-4 Select and use tools for measuring 205-5 Make observations and collect information relevant to a given question or problem 205-6 Estimate measurements 205-8 Identify and use a variety of sources and technologies to gather pertinent information Analysing and Interpreting 206-6 Suggest improvements to a design or constructed object 206-9 Identify new questions or problems that arise from learning new information Communication and Teamwork 207-1 Communicate questions, ideas, and intentions, and listen to others while conducting investigations

Knowledge
Students will be expected to 303-12 Investigate different kinds of forces used to move objects or hold them in place 303-13 Observe and describe how various forces, such as magnetic, mechanical, wind induced, and gravitational, can act directly or from a distance to cause objects to move 303-14 Demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object

303-15 Investigate and compare the effect of friction on the movement of an object over a variety of surfaces 303-16 Demonstrate the use of rollers, wheels, and axles in moving objects 303-17 Compare the force needed to lift a load manually with that required to lift it using a simple machine 303-18 Differentiate between the position of the fulcrum, the load, and the effort force when using a lever to accomplish a particular task 303-19 Design the most efficient lever to accomplish a given task 303-20 Compare the force needed to lift a load using a single pulley system with that needed to lift it using a multiple pulley system

NSES Standards: Physical Science (PS) Content Standard B: As a result of their activities in grades 5-8 all students should develop an understanding of: Properties and change of properties in matter (PS4) Motions and force (PS5) Transfer of energy (PS6)

Lesson Plans
1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) Introduction to Simple Machines Simple machines past and present Load, Effort, Distance Lever Wheel and Axle Pulleys Inclined Plane Screw Wedge Mouse Trap Web Quest Egyptian Pyramids A new invention Catapult Presentation

#1

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February 2012 Lesson 1/15

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Introduction to Simple Machines NB Curriculum Outcome:

Academic Standards Addressed:

Students will be expected to: 107-1 describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs 107-8 describe examples of technologies that have been developed to improve their living conditions NSES Content Standards: Content Standard A: As a result of their activities in grades 5-8, all students should develop: Abilities necessary to do scientific inquires Understanding about scientific inquiry Physical Science [PS] Content Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: Motion and Forces [PS 5]

Content to be taught:

This is the first lesson of the unit, and students will look at modern and antique examples of simple machines. Prior Knowledge: Students will be familiar with some examples of simple machines because they have been exposed to the bulletin board on the wall of the classroom which was set up prior to the start of this unit. Misconception: That a machine has to be really big, compared to simple machines like can openers. Students will be able to classify examples of simple machines from everyday use, and also tools from the past.

Childs prior knowledge and misconceptions:

Performance Objectives:

Engagement: Concept Development: Engaging Question: Have you ever used a simple machine? Show students pictures of simple machines to get them thinking, and discussing. These questions will be discussed as a class. A web could be created on the board to show all the examples that students give of simple machines. Exploration: Materials: 5 examples of a modern simple machine 5 examples of an antique simple machine 20 worksheets (1 for each student) Students will be in their table groups (5 groups of 4); each group will be given a modern day example of a simple machine as well as an antique example of a simple machine. Students will look at the two objects together within their group to classify what sort of simple machine the object represents. As a group they will fill out the work sheet provided. Explanation: *teacher will set up 2 tables, one to display modern simple machines and one to display the antique simple machines* Have each table group come up to the front of the class and place their tools either on the antique table or the modern table. Explain each tool, and the simple machine it has. Elaboration: After each group presents, ask students if they see any simple machines in the classroom. Evaluation: Students will be evaluated on the completion of their worksheet which will be handed in at the end of class.

Accommodations:

Differentiation Strategy: An accommodation for this activity would be to draw pictures instead of using words in the chart, or to do it on a computer if they have hard time writing.

Pictures to show the students to get them talking in the Engaging section

 #2
Teacher: Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines and writing workshop (cross curricular) 5 February 2012 60 min

School/District: Subject Area(s) Addressed: Grade Date Submitted: Lesson/Unit Duration:

Lesson Title:

Simple Machines Past and Present NSES Standards: Physical Science(PS) Content Standard B: As a result of their activities in grades 5-8 all students should develop an understanding of: Properties and change of properties in matter (PS4) Motions and force (PS5) Transfer of energy (PS6) NB Curriculum: Students will be expected to: 107-1 describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs 107-8 describe examples of technologies that have been developed to improve their living conditions Grade 5 Writing Standard Form (Explanatory Report)

Academic Standards Addressed:

Content to be taught:

Childs prior knowledge and misconceptions:

The students will learn that the use of simple machines has changed over time. They will compare object from the past and compare them to present day machines. They will write a paragraph explaining how it has changed and the effect on the people using it. The students were introduced to items in the last lesson. Antique and present day items were brought in for a hands on experience. They would understand how to categorize antique vs. present day items.

Performance Objectives:

The students will each receive a card with an item on it. Some will receive antique items and others will receive the present day equivalents. The student will pair up with their match, they will discuss the differences, they will brainstorm ideas using a graphic organizer and they will write a paragraph explaining how it has changed and the effect on the people using it.

Concept Development:

Engagement:
Engaging Question: Can anyone tell me a simple machine that someone would have used 100 years ago? Can anyone tell me what we use in the present to do accomplish that same job? Show the students a picture of a shovel and a backhoe. Discuss how this has changed the workload for people. Benefits and negatives.

Exploration:
Materials:
Card matches Graphic organizer Writing handout

Proceedure:
-I will show pictures to the students of items from the past on the Smartboard and we will discuss their uses. --I will then show them pictures of the present and discuss their uses. -I will have these pictures printed out onto cardstock, I will pass every student a card and the students must circulate the room to find the item that matches their item. Example, items used for the same job but that has changed overtime. (Shovel and Backhoe) -The students will pair up, brainstorm (using the graphic organizer) about ways that their machine has changed and the effects of these changes on the people and the environment.

Explanation: Using the handout:

-Students will write a paragraph describing the changes and the effects of the changes. Questions that should be answered: How has the machine changed? What effects has this had on people? What effects has this had on the environment? In your opinion, has these changes been positive or negative? How and Why?

Elaboration:
If you had to dig a large hole in your back yard. Do you think it would be better to use a shovel or a backhoe? Why? This would depend on why the hole was being dug. If the hole had to be neat and precise then a shovel would be more appropriate.

Evaluation:
The paragraphs will be assessed using a checklist. Did the students answer the following questions?
How has the machine changed? What effects has this had on people? What effects has this had on the environment?

Does the student understand that there can be positive and/or negative effects? I will also look at the answers given in the elaboration.

Accommodations:

Differentiation Strategy:
Accomodated students could verbally answer the questions and explain the changes to the teacher. Modified students will be able to categorize the items and acknowledge that change has occurred but will not be able tell the positive or negative effects on people and environment.

Student Assessment Checklist:

Did the students answer the following questions?
How has the machine changed? What effects has this had on people? What effects has this had on the environment? Does the student understand that there can be positive and/or negative effects? I will also look at the answers given in the elaboration.

YES

Partially

NO

Examples of smart board lesson:

Example of card matches: Axe-Past Wood splitter- now

#3

Teacher:

School/District: Subject Area(s) Addressed:

Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Ideal School Unit 3: Physical Science Forces and Simple Machines Grade 5 February, 2012 60 min

Lesson Title:

Simple Machines Load, Effort, Distance NSES Content Standard A: Students should develop 1) abilities necessary do scientific inquiry and 2) understanding about scientific inquiry. Content Standard B: Students should develop an understanding of Physical Science: Motion and Forces.(PS5) NB Science Curriculum
204-7 plan steps to solve a practical problem and to carry out a fair test of a science-related idea. 303-17 compare the force needed to lift a load manually with that required to lift it using a simple machine. Students will consider the

Academic Standards Addressed:

amount of effort needed to lift or move heavy objects using the knowledge they gained through the study of forces.
303-12 investigate different kinds of forces used to move objects or hold them in place

Content to be taught:

Machines work by changing one form of energy to another. When we use a machine, we put energy into it. Force is a push or pull. Machines enable us to increase a force, increase the speed of an object, change the direction in which a force is acting, or change the place where a force is acting Humans discovered simple machines many years ago and found they could multiply the force they could apply to an object or change the direction in which an effort force is applied. In any situation, we need to identify the load: the amount of force we must overcome to move an object and effort: the amount of force we apply to the object to move it. Simple machines decrease the amount of effort we need to move an object. We must also consider the distance over which these forces are applied.

Childs prior knowledge and misconceptions:

Students have been introduced to simple machines and the categories of levers, wheel and axle, pulleys, inclined planes, wedges and screws. Antique tools and simple household items were categorized. A common misconception is that more complex machines must contain more than these simple machines. In reality, many machines are compound made up or 2 or more simple machines.

Performance Objectives:

After observing the operation of various machines using the video Simple Machines students will be able to identify the load, effort and distance. They will design a multistep machine on paper with at least two simple machines.

Materials:

Video Simple Machines 706277, VH Simple machine manipulatives M Multistep Machine worksheet

Concept Development:

Engagement: My grandmother is moving out of basement apartment to an apartment on the first floor. She has a beautiful old upright piano that she wants to move. It has wheels, but we need to get it up some stairs, then down a long hallway into her new apartment. Engaging Question: I wonder how simple machines can help me move this heavy piano? Exploration: 1. The teacher draws the scenario of stair and a long hallway to the new apartment. 2. The teacher says, Lets start with the stairs. Do we need to push or pull? (Push)What is the load? (The weight of the piano.)What could we use to decrease the effort of pushing the piano up the stairs? 3. Students brainstorm and share at their tables. Volunteers are picked from different table groups to come up to the board and demonstrate how their idea works. (see explanation) 4. The teacher says, Now that the piano is up the stairs, how can we get it down the hall. Do we push or pull (could push or could do both) What could we use to decrease the effort of pushing the piano down a hall (a lot of friction from the carpet, maybe lay down a smoother surface)? 5. Once again students brainstorm and discuss as table groups then volunteers come up to the board and demonstrate how their idea works. (see explanation) Explanation: Students can explain orally, with a diagram, in writing or kinaesthetically. If answers are plausible, the teacher reviews them and gets the student to point out the type of force, the load, the effort and the distance. If answers are not plausible, the teacher offers hints or suggestions and guides the students towards the right answer. A logical approach would be to use an inclined plane, a board as long as possible, to push the piano up the stairs. As the piano has wheels, it can be pushed, or pushed and pulled down the hall. To reduce friction if there is a carpet, a smooth surface could be placed down to help the piano move easier.

Elaboration: Students will be given the worksheet Multistep Machine and asked to draw a multistep machine that has at least two simple machines in it. They are to label the simple machines used by their name and label the load, effort, and distance. They will write a name for their machine and a short explanation of what the machine does. Evaluation: The students will be observed during the classroom discussion for their understanding of the concepts of simple machine, load, effort and distance. Their worksheets will be corrected and marked with a checklist.

Accommodations/ Modification

Accommodation: ESL one on one instructions, answer with diagrams and arrows instead of verbally. Visual Impairment large print, tactile models. Modification: Advanced create a 3 or more multistep machine. Design this and bring it to class. Approaching standard Color and label with a word bank a diagram of a simple machine being used.

MULTI-STEP MACHINES Student Name: Date:

Draw a picture of a multi-step machine that has at least two simple machines in it. Name your machine invention. Label the load, and effort on each simple machine. Write a description of what your machine does.

My machine name is: My machine can be used to:

MULTI-MACHINE CHECKLIST Students Name: Date:

YES Student draws a 2 or more compound machine. Student names the machine. Student writes a description of what the machine does. Student correctly labels load and effort in first machine. Student correctly labels load and effort in second machine.

NO

TOTAL

/5

COMMENTS:

#4

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines 5 February, 2012 60 Minutes

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Simple Machine - Levers NB curriculum 204-3, 104-7, 303-12, 303-17, 303-19 303-18 Differentiate between the position of the fulcrum, the load, and the effort when using a lever to accomplish a particular task. NSES Content Standard A Content Standard B (PS 5)

Academic Standards Addressed:

Content to be taught:

Students will investigate the advantages and disadvantages of changing the position of the fulcrum in a lever. They will also become familiar with the common terms associated with levers (effort, load, fulcrum). Although students will not be required to memorize the three types of levers, they should explore the differences that occur depending on the relative positions of the effort, load and fulcrum. Children will have gained some prior knowledge of levers from activities within the first couple of classes.

Childs prior knowledge and misconceptions:

Performance Objectives:

Students will be able to identify the effort force, load, and fulcrum of a lever. They will be able to construct a lever and make and test hypotheses about the effect of changing the fulcrums position.

Materials:

30cm (12 in.) wooden ruler Flat sided pencil 2 paper cups 8-10 small objects of equal mass, such as washers Masking tape Marking pen Small objects to serve as loads: chalk sticks, boxes of paper clips, chunks of clay.

Concept Development:

Engagement: Engaging Question: Where is the load, fulcrum, and effort in your lever? When did you use the least amount of force to move the load? The most? When you moved the load with a small force, what moved the greatest distance the load or the effort force?

Exploration: Students will build levers using classroom materials. They will make and test hypotheses about the effect of moving the fulcrum closer to or farther from the load. Explanation: Students will record the results of their tests and provide answers to the three guiding questions using terms associated with levers (effort, load, fulcrum). Elaboration: Students will be provided with 4 images of levers. In a paragraph students will explain which design shows the easiest way to lift a heavy box and which shows the hardest way. Evaluation: Student workbooks will be collected at the end of the session to assess if the students are using proper terminology to explain how levers work, and if they have been able to identify load and effort differences from moving the fulcrum in their models.

Differentiation Strategy: Accommodations: Students will work in pairs to complete the activity.

Move Those Loads

Directions
1. Label one cup Effort Force and label the second cup Load. 2. Tape one cup to each end of the ruler. 3. Place a load in the Load cup and center the ruler on the flat sided pencil. How much effort force is needed to move the load? 4. Add washers to the Effort Force cup, how many did you have to add to move the cup? 5. Make and test hypotheses about the effect of moving the fulcrum closer or farther from the load. How many washers does it take to move the load? 2 board markers Chunk of clay Box of paper clips Magnet Based on what youve learned from your experiments, explain in a short paragraph which lever design shows the easiest way to lift a heavy box and which shows the hardest way? 1. Push Box 2. Push Box
Box Fulcrum Fulcrum

Fulcrum close to load

Fulcrum in the middle

Fulcrum far from load

3. Push

4.

Push

Box

Fulcrum

Fulcrum

#5

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February, 2012 60 Minutes

School/District: Subject Area(s) Addressed:

Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Simple Machine Wheel and Axle NB Curriculum 104-7, 204-3, 303-12, 303-16 205-2 Use simple machines to reduce effort or increase the distance an object moves. NSES Content Standard A Content Standard B (PS5)

Academic Standards Addressed:

Content to be taught:

Students will identify the parts of a wheel and axle, and explore the relationship between the diameter of the wheel and the force needed to turn the axle. Students previously understood what a wheel was but many werent aware of how a wheel could turn. Many students had only considered wheels on cars, bikes and skateboards. They will have been introduced to the concept of a wheel and axle in the introductory lessons at the beginning of the unit.

Childs prior knowledge and misconceptions:

29

Performance Objectives:

We use simple machines everyday to help make difficult tasks easier. Simple machines provide a trade-off between the force applied and the distance over which the force is applied. A wheel and axle is a simple machine made of two parts, an axle (or rod) attached to the center of a larger wheel. The wheel and axle move together - effort applied to the wheel turns the axle, or effort applied to the axle turns the wheel. Wheel and axles are used to lift or move loads. A wheel and axle can produce a gain in either effort or distance, depending on how it is used. When the force is applied to the wheel in order to turn the axle, force is increased and distance and speed are decreased. When the force is applied to the axle in order to turn the wheel, force is decreased and distance and speed are increased.

Engagement: Concept Development: Materials: 10-12 Meter sticks (rulers) Engaging Question: How does the size of the wheel affect the amount of force needed to turn it? Exploration: Students will construct a simple wheel and axle using a meter stick and a partner. They will make and test hypotheses about the effect of increasing or decreasing the size of the wheel. They will record their results on the experiment sheet provided. Explanation: Because the wheel is larger than the axle, it always moves through a greater distance than the axle. Such a situation multiplies the force applied to the axle, but as always requires a trade off by moving the effort over a greater distance. Steering wheels and screwdrivers are common examples. Changing the diameter of either the wheel or the axle controls the mechanical advantage the amount of help that using a simple machine provides - of a wheel and axle system. As the diameter of the wheel increases (and the axle stays the same), the mechanical advantage increases and a greater force is applied to the axle. Elaboration: Students will create a wheelbarrow to solve a problem.

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Materials per pair: Stones 2 sticks of equal length (Aprox. 40cm) A plastic bag Short pencil Tape Scissors Piece of cardboard Shoe box Thread spool

Directions You have a problem. You have a 25kg pile of rocks that needs to be moved. There are only the two of you and you need to move the pile about 50 meters. Here is the problem, you only have 30 minutes to do it or youre not going to get paid. Construct a wheelbarrow using the materials provided. Keep in mind the knowledge you gained from your previous experiments. Evaluation: Formative assessment Students will be visually assessed and interviewed for understanding after the completion of the activity. Students will submit completed worksheets. Differentiation Strategy: Accommodations: Written instructions, oral instructions and a visual aid will be provided to support learning.
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The Marvellous Wheel and Axle

How does the size of the wheel affect the amount of force to needed to turn it? Procedure
1. Student #1 firmly grasps the center of the stick with one hand. You are the axle. 2. Student #2 places his/her hands immediately on either side of the axle hand. Your hands represent the edges of the wheel. 3. Student #2 gently tries to turn the stick "wheel" while the student holding the middle axle firmly tries to keep the stick from turning. Student # 2 should pay close attention to the force needed to turn the wheel. Record your effort on a scale of 1-5, 1 being no effort and 5 being a lot of effort. 4. Student #2 moves his/her hands a bit farther apart and tries to turn the wheel again. He/She continues to move their hands apart. What do you notice? Move hands further apart after each attempt Attempt #1 Attempt #2 Attempt #3 Attempt #4 5. Think about it: What is the relationship between the size of the wheel and the amount of force needed to turn it? Where does the trade off between force and distance occur? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
32

Amount of effort required to turn 1-5

Wheelbarrow
Youve been provided with; Stones 2 sticks of equal length A plastic bag Short pencil Tape Scissors Piece of cardboard Shoe box Spool

You have a problem. You have a 25kg pile of rocks that needs to be moved. There are only the two of you and you need to move the pile about 50 meters. Here is the problem, you only have 30 minutes to do it or youre not going to get paid. Construct a wheelbarrow using the materials provided. Keep in mind the knowledge you gained from your previous experiments.

Explain why you chose to build your wheelbarrow using the design you did. How does it make the job easier? _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

33

#6

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February 2, 2012 60 min

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Pondering Pulleys NSES Outcomes: Content Standard A Abilities necessary to do scientific inquiry; understanding about scientific inquiry Content Standard B Develop an understanding of motion and forces (PS5). Curriculum Outcomes: Physical Science: Forces and Simple Machines:
204-7 plan steps to solve a practical problem and to carry out a fair test of a science-related idea. 205-2 select and use tools to manipulate materials and build models. 205-4 select and use tools for measuring. 205-5 make observations and collect information relevant to a given question or problem. 205-6 estimate measurements. 303-20 compare the force needed to lift a load using a single pulley system with that needed to lift it using a multiple pulley system.

Academic Standards Addressed:

Content to be taught: Defini Definition of a Pulley: A simple machine consisting essentially of a wheel with a grooved rim in which a pulled rope or chain can run to change the direction of the pull and thereby lift a load. 3 type Types of Pulleys: Fixed Pulley: A single pulley that only changes the direction of the lifting force. Moveable Pulley: A pulley that moves with the load. The movable pulley allows the effort to be less than the weight of the load. Combined Pulley: Makes life easier as the effort needed to lift the load is less than the weight of the load as well as changes the direction of the applied force to life the load.

34

Pulleys are simple machines that allow us to multiply the effect of an effort force or change the direction in which the effort force is applied. With a single pulley system like a flag pole, the effort force direction is changed; we move a flag upwards by pulling the rope downwards. The distance the effort is applied is approximately the same distance the load moves. In a block and tackle or two pulley system, you need to pull the rope about twice the distance that the load will move, however, the effort required is about half of what you would have used with a single pulley. -A combined pulley system not only changes the direction of the force exerted it also uses a movable pulley so that less force has to be exerted to lift the object. A 3 pulley system can lift three times the weight that a single pulley can; it will take about three times more rope too. The easier it becomes to lift objects, the longer the rope needs to be. These are based on ideal conditions. In the real world, there is friction between the rope and the pulley system and we lose some of the energy used to move an object because it is changed to heat (thermal energy).

Childs prior knowledge and misconceptions:

The teacher will have been shown a pulley in previous lessons and would have asked the students what they thought it was and what it was used for. They would have talked about single pulleys like a flagpole, a water well, a clothesline reel. Double pulleys would have been shown like industrial cranes or other lifting devices. A possible misconception would be that as the pulley system gets more complicated, it will be harder to use (require more effort). To use and compare different pulley systems to understand that the effort required to lift a load becomes less (it becomes easier to lift) by adding in pulleys, but as we increase the number of pulleys used, the distance the rope must be pulled increases.

Performance Objectives:

Materials:

For class demonstration: a bucket of rocks, 1 fixed pulley attached to the end of a 1 metre supported pole, a 2 metre rope. For centre: 50 pennies in a bucket, 4 metal washers, a shoe, 1

35

fixed pulley set up with a spring scale attached to a support, 1 fixed pulley and movable pulley set up with a spring scale attached, 1 meter stick, worksheet, pencil, diagrams of single and compound pulley systems.

ENGAGEMENT 1. Show the buckets of rocks and ask for some volunteers to lift the bucket to about 60 cm and describe how that feels. Have them to guess how much it weighs. Ask if they pushed or pulled the bucket or rocks. Draw a quick diagram showing the effort as a pull upwards. 2. Show a pulley. Ask: I wonder if this could help me lift the bucket of rocks? Discuss responses. 3. Ask: How will we string the bucket in a fixed pulley system? Discuss their suggestions and guide answers with further questions. 4. Have several people try lifting the bucket with the pulley to 60 cm. Ask which is easier? Which direction did you push or pull the rope? Discuss the replies. 5. Draw a quick sketch showing the effort force as a downward pull. Discuss that a single pulley allows you to apply the effort force in a different direction and makes the effort force decrease. 6. Present a mental challenge: What else can we do to make it even less effort to lift the bucket of rocks? EXPLORATION Groups of 4-5 will do this as a centre and record their results on a worksheet. The centre contains 50 pennies in a bucket, 4 metal washers, a shoe, 1 fixed pulley set up with a spring scale attached to a support, 1 fixed pulley and movable pulley set up with a spring scale attached, 1 meter stick, worksheet, pencil, diagrams of single and compound pulley systems. Procedure Compare a single pulley system and a compound pulley using a spring scale. Complete the worksheet. 1. Attach the bucket of pennies to each pulley set up and

36

record the scale values. 2. Attach the 4 metal washers to each pulley set up and record the scale values. 3. Attach the shoe to each pulley set up and record the scale values. 4. Circle which pulley set up required the least force. EXPLANATION On the worksheet, write an explanation about this by discussing the force effort and how the load is lifted. Write an explanation about the amount of rope needed in each pulley system. ELABORATION At the centre, students will be provided the equipment to create a three pulley system. They can create this then compare the spring scale values between 1, 2, and 3 pulley systems. EVALUATION The teacher will circulate during the centres and observe students conversations, guide questions with further questions and model if necessary. Students worksheets will be evaluated for plausible measurements and interpretation of the results as well as written explanations. Differentiation strategies Accommodations: ESL one on one instructions, step by step instructions in diagram form. Visual Impairment Enlarged Print, one on one verbal instructions. Some students will circulate with a peer mentor. Modification: Teacher or peer will model the lift without a spring scale then get the student to try. The effort will be rated on a visual effort scale.

Accommodations/ Modifications

37

PULLEY CENTRE WORKSHEET

GROUP MEMBERS NAMES: DATE:

Spring Scale Value Load Single Pulley 50 pennies in a bucket 4 metal washers A shoe

Spring Scale Value Compound Pulley

Circle the type of pulley that required the least force Single pulley Compound pulley Single pulley Compound pulley Single pulley Compound pulley

Explain why the pulley system you selected required the least force:

About how much less effort do you need with a compound pulley? Why?

What do you notice about the amount of rope in each system? What happens with the length of rope or the distance when effort force is decreased?

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WHAT IS A PULLEY?
A pulley is a simple machine that can be used to lift and move heavy objects. A pulley looks like a wheel with a groove that moves loosely on an axle. A rope can be passed around this wheel. Something fixed to one side of the rope can be lifted by a person pulling on the other side. Since it is much easier to pull down than up, using pulleys makes it easier or requires less effort to lift the object.

A single pulley moves the load the distance the rope is pulled. A double pulley moves the load only half the distance that the rope is pulled, but with half the effort. A three-pulley system can lift 3 times the weight that a single-pulley system can.

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#7

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines 5 February, 2012 60 min.

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Measuring force using inclined planes NSES Standards: Physical Science (PS) Content Standard B: As a result of their activities in grades 5-8 all students should develop an understanding of: Properties and change of properties in matter (PS4) Motions and force (PS5) Transfer of energy (PS6) NB curriculum: Physical Science: Forces and Simple Machines:
204-7 plan steps to solve a practical problem and to carry out a fair test of a science-related idea. 205-2 select and use tools to manipulate materials and build models. 205-4 select and use tools for measuring. 205-5 make observations and collect information relevant to a given question or problem. 205-6 estimate measurements.

Academic Standards Addressed:

Content to be taught:

The students will discover the advantages to using an inclined plane to move an object to a higher level The inclined plane is a plane surface set at an angle, other than a right angle, against a horizontal surface. The inclined plane permits one to overcome a large resistance by applying a relatively small force through a longer distance than the load is to be raised.

40

Childs prior knowledge and misconceptions:

Students have been introduced to the simple machines and examples of each therefore, they have seen examples of their use. A commom misconception is that less distance means less effort when in fact the longer the distance travelled with an incline plane the less effort that needs to be applied.

Performance Objectives:

The students will construct a simple device that can be used to measure the force needed to get an object from one point to a higher point using an inclined plane. They will use this device to measure and understand how an inclined plane makes work easier.

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Concept Development:

Engagement: Engaging Question: Why do you think people use inclined planes? (You can move heavy objects up without a lot of force) Which requires less force, pulling the load straight up or moving it along a sloped board? (Moving it along the board) Exploration:

Materials:
Piece of cardboard 25x12 cm 3 paper clips elastic 1 meter length board string small box of crayons 5 books wood wax and cloth for polishing the wood

Directions:
Have the students make a force measurer by clipping one paper clip to the card board, attach an elastic to the paper clip and clip another paper clip to the end of the elastic. They must then make their own scale divisions. The first line should be at the bottom of the elastic. The students will then elevate one end of the board by placing three books under it. The students should wax the board until its smooth. - Have the students determine how much force is needed to lift the box of crayons from tabletop straight up to the high end of the board using their force measurer. To do this they will need to tie a string to the paper clip hanging from the bottom of the elastic on their force measurer. How much force is needed to lift the box? - -Now have them measure the force using an inclined plane. They should pull the box up the length of the board, parallel to the surface of the board - Have the students compare the amounts of force needed for each. Experiment with different loads and lengths of boards and heights of the inclined plane - Students can use a provided worksheet to record their findings. Explanation:

Think-pair-share:
Using the worksheet that the students filled out. They can pair up with a partner and compare their findings.

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Refer the students back to the original engaging question. Has their findings changed their opinions of which requires less forcepulling the load up or using the inclined plane? - What did you notice when you used different lengths of boards? Summary:

Discuss with the class what findings were common from group to group.
Elaboration: Give them a scenario and get them to solve the problem. (Refer to student handout.) Evaluation: Using the information the students provide check for understanding. (refer to student worksheet #2)

Accommodations:

Differentiation Strategy: For accommodated students the force measurer will already be assembled. They may verbally explain to me their reasons or just draw the picture showing their explanation.
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Modified students will measure forces but may not be able to tell why the longer board requires less force.

Measuring Force
Items being lifted Length of board Measured force

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46

#8

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February 2012 60 min

School/District: Subject Area(s) Addressed:

Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration: Simple Machines- Screws

Lesson Title:

Academic Standards Addressed:

NB Curriculum Outcome: Students will be expected to: Use simple machines to reduce effort or increase the distance an object moves (205-2) State a prediction and a hypothesis based on an observed pattern of events (204-3) Make observations and collect information relevant to a given question or problem (205-5) NSES Content Standards: Content Standard A: As a result of their activities in grades 5-8, all students should develop: Abilities necessary to do scientific inquires Understanding about scientific inquiry Physical Science [PS] Content Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: Motion and Forces [PS 5]

Content to be taught:

Students will screw different screws into a piece of wood and compare the results of each. As this is the 8th lesson in our 15 lesson unit, students have talked about screws, and had a chance to use other simple machines.

Childs prior knowledge and misconceptions:

47

Performance Objectives:

Students will use screwdrivers to screw screws into pieces of wood. Engagement:

Concept Development: Engaging Question: Are all screws the same? Does it matter how far apart the threads are on a screw? Exploration: Materials: 4 different kinds of screws Different screw drivers A piece of wood for each student to use Stop watch Have students examine a variety of different types of screws Fill in the work sheet with their hypothesis as to which screws will be easier and quicker to screw into the wood. Students will then use the stop watches to time and see how long it takes to screw in each screw into the wood. Use the graphic organizer/worksheet provided to record results Explanation: Students answer the last two questions on the work sheet to ensure understanding. Elaboration: Ask students if they can think of other examples of screws that we did not cover? Evaluation: Students will attach their hypothesis and result sheet into their science journal which the teacher will evaluate

48

Accommodations:

Accommodations for this lesson would be to use a bigger size font for students who are visually impaired, or to have the directions on a computer for a student to listen to rather than read.

Hypothesis: List screws in the order from quickest to slowest: 1) 2) 3) 4) Results: TIME Screw 1 Screw 2 Screw 3 Screw 4

Why do you think the screw #___ was fastest? _____________________________________________________________ _____________________________________________________________ Why do you think screw #___was the slowest? _____________________________________________________________ _____________________________________________________________

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#9

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February 2012 60 min.

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title: NB Curriculum Outcome: Demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object (30314) NSE Content Standards: Content Standard A: As a result of their activities in grades 5-8, all students should develop: Abilities necessary to do scientific inquires Understanding about scientific inquiry Physical Science [PS] Content Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: Motion and Forces [PS 5] Students will look at examples of wedges and use manipulatives to look at different types of wedges, and their functions. As this is lesson 9, students have been introduced to the concept of the wedge, and this lesson will allow them to look at and work with wedges. Students will look at and explore different types of wedges and their functions.

Academic Standards Addressed:

Content to be taught:

Childs prior knowledge and misconceptions: Performance Objectives:

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Engagement: Concept Development: Engaging Question: What simple machines are there in a guillotine? Can you find any in this picture? Exploration: Materials: Picture of guillotine Lego to make a wedge Pictures of different kinds of wedges for examples to students After students have examined the picture of the guillotine they will use the Lego blocks provided to make an example of a wedge. Pictures of wedges will be provided to the students (see attached photos) Explanation: Students will draw their wedge that they designed, and explain what they would use it for. See attached worksheet Elaboration: Students will show a shoulder partner their wedge they designed with Lego, and also the drawing and explanation they did. Evaluation: Students will be evaluated on completion of worksheet.

Accommodations:

Students may work in pairs to create their wedge, and explain its use.

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 FIRST PICTURE TO SHOW

STUDENTS.DO YOU SEE ANY SIMPLE MACHINES IN THIS PICTURE?

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#10

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February 2012 60 min.

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Mouse Trap NB Curriculum Outcomes: propose questions to investigate and practical problems to solve (204-1) suggest improvements to a design or constructed object (206-6) NSES Content Standards: Content Standard A: As a result of their activities in grades 5-8, all students should develop: Abilities necessary to do scientific inquires Understanding about scientific inquiry Physical Science [PS] Content Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: Motion and Forces [PS 5]

Academic Standards Addressed:

Content to be taught:

Students will problem solve to set up the game Mouse Trap, and work as a team to identify the simple machines in the game. Students will then respond either by writing or drawing to suggest a way to improve the design of the game or to design another simple machine to add on to the game. This will be the students first time looking at the game Mouse Trap, they may have the misconception that because this is a game there are no simple machines.

Childs prior knowledge and misconceptions:

Performance Objectives:

To problem solve and put the game together, and to suggest improvements or an add-on to the game to make it better.

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Concept Development:

Engagement: Engaging Question: Lets brainstorm some board games that have simple machines Create a list on the board of games that they come up with. Exploration: Materials: 5 Mouse Trap games 20 I Spy Simple Machines sheets Improvement/add-on work sheets (20 of each) Each table group will be given a Mouse Trap game, which they will be required to set up together. Once the game is set up the students will be given a worksheet to fill out called I Spy Simple Machines. Students will simply put the number of simple machines they see for each category. Explanation: Students will share with the other table groups the results they got from the I Spy sheet. Elaboration: Have students brainstorm in their table groups ways that they could either improve, or add on to the mousetrap game. This can be shown either in writing or by drawing (or both). Evaluation: Students will be evaluated on the completion of their two worksheets.

Accommodations:

Students have the opportunity to work in groups, and to draw or write their observations.

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NAME: _____________________________________

I Spy Simple Machines in Mouse Trap

____ Levers ____ Wheel & Axle ____ Pulley ____ Lever ____ Screw ____ Inclined Plane

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How I would Fix/Add on to the Mouse Trap game:

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NAME:_____________________________________________

How I would Fix/Add on to the Mouse Trap game:

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________
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#11

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines and Language Arts (cross curricular) Grade 5 60 Minutes

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Webquest Complex Machine NB Curriculum 104-7, 204-1, 204-3, 205-2, 207-1, 303-12 204-7 Design a system of machines to solve a task. Grade 5 Writing Standard Form (Explanatory Report) NSES standards Content Standard A Content Standard B (PS5)

Academic Standards Addressed:

Content to be taught:

Students have become familiar with various simple machines and will be given the task to explore and create a complex machine made up of 2 or more simple machines. Students will experiment with various designs, follow investigations, and create a machine to accomplish a task. Students were introduced to Rube Goldberg early in the unit. They investigated the game Mouse Trap, a Rube Goldberg machine.

Childs prior knowledge and misconceptions:

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Performance Objectives:

Students will design and create a complex machine to accomplish a task. They will display their creation to the class on presentation day and demonstrate its capabilities. Students will create an instruction manual complete with operating instructions, illustrations and trouble-shooting information.

Engagement: Concept Development: Materials: Students may use a variety of materials to create their complex machine such as; tape, string, screws, nails, ramps, marbles, cups, dominos, hammer, pulleys, etc. Safety: Students should be reminded to use caution when working with a hammer and nails, screws or any other sharp objects. Engaging Question: You have a BIG problem, the company you started 3 years ago, Acme Simple Machines, has not produced a new product since opening its doors and your stockholders are not happy. After all, no sales means no profits. As President of ASM, it's your duty to do something right now. You need to create a blockbuster product, something that will have consumers lining up in the aisles. You need a product that will make cash registers ring and you need to keep it simple... However, there's just one small problem - you may have been the muscle behind the company but design wasnt your expertise. You dont know much about simple machines. So, before you design your ground breaking product, you need to learn some more about simple machines. Exploration: Using the websites listed, you will learn about the six simple machines, their history, the inventors and how they make our lives easier.
http://edheads.org/activities/simple-machines/ http://www.teacher.scholastic.com/dirtrep/simple/index.htm http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.rube-goldberg.com/ http://www.rubegoldberg.com/

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Explanation: 1. Was the effort worth the benefit of creating your new machine? Explain your decision based on what youve learned through your investigation of simple machines and your invention of your machine. 2. Students should be prepared to answer peer questions on presentation day regarding their design and be able to provide support for their answers. Elaboration: Evaluation: The assignment will be evaluated using the rubric provided. Differentiation Strategy: Accommodations: Students have been provided with a choice assignment. This project is one of four.

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Simple Machines
Introduction
As you explore this Web-Quest you will learn about the six simple machines, their history, the inventors of simple machines and how they make our lives easier. You will also get to invent your own machine.

Your Task
You have a BIG problem, the company you started 3 years ago, Acme Simple Machines, has not produced a new product since opening its doors and your stockholders are not happy. After all, no sales means no profits. As President of ASM, it's your duty to do something right now. You need to create a blockbuster product, something that will have consumers lining up in the aisles. You need a product that will make cash registers ring and you need to keep it simple... However, there's just one small problem - you may have been the muscle behind the company but design wasnt your expertise. You dont know much about simple machines. So, before you design your ground breaking product, you need to learn some more about simple machines.

Process
There are actually three separate tasks to accomplish in this Webquest. First, you must become familiar with the 6 different types of simple machines by studying pre-selected sites on the web. Next, you and a partner must design and build a machine that accomplishes a specified task. Your completed machine must consist of a minimum of two

61

simple machines. Finally, you are to create an instruction manual complete with operating instructions, illustrations and trouble-shooting information. Task 1 Using the websites listed below, you will learn about the six simple machines, their history, the inventors and how they make our lives easier. Task 2 - The time has come for you to begin designing and building your product. The device you're making is a simplified version of a Rube Goldberg device. In these types of machines, many individual steps are tied together to accomplish a task. Usually, the effort you expend is many times greater than the benefit you get from the machine. Your machine must complete one of the following tasks:

Crush a soda can Pick up paper clips

Wake you up in the morning Dispense some candy

Feed your pet Break an egg

Specifications:

1. Your completed project must consist of a minimum of 3 simple machines linked together. 2. One machine must be a member of the inclined plane family. 3. One machine must belong to the lever family. 4. The third machine is one of your own choosing; however, only one inclined plane may be used in your device. (Two inclined planes will be allowed only if more than three simple machines are used in your project.) 5. You may not connect two identical machines (i.e. you cannot have two levers in a row.) 6. A car moving down a ramp only counts as one simple machine. 7. Once you start your machine, you may not touch it until the task is completed. In addition, you may not directly apply force to any pulley used in the machine (i.e. you can not pull up or down on a pulley).

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8. You may work alone or work in pairs. Be sure to choose a partner that you find easy to work with. 9. Bonus points will be awarded if levers from two different classes are used. Task 3 - Every product comes with an instruction manual and your machine is no different. You are now tasked with producing an instruction manual that helps a consumer utilize your invention. Your manual must contain the following information:

an eye-catching cover which includes the name of your machine a detailed sketch of your device with all the simple machines labeled a detailed description of what your machine does and how it works a troubleshooting section - what to do if your product doesn't work

Resources

http://edheads.org/activities/simple-machines/ http://www.teacher.scholastic.com/dirtrep/simple/index.htm http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.rube-goldberg.com/ http://www.rubegoldberg.com/

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Assessment Rubric

Name:

Date:

Title of Project: ________________________________________

4 Task Considerations Machine completes task efficiently. 3 Machine completes task after one adjustment. Gadget contains working machines from both the inclined plane and pulley families. Constructed gadget is sturdy. 2 Machine completes task after several adjustments. Gadget contains one working machine. Constructed gadget is somewhat delicate; falls apart after use. 1 Machine does not complete stated task. Gadget does not contain any functional machines.

Design Completion

Gadget contains three or more working machines. Constructed gadget is sturdy and displays good construction techniques.

Quality of Construction

Constructed gadget easily falls apart.

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#12

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines and Social Studies (cross curricular) Grade 5 February, 2012 3-4 hours

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Project: Exploring how simple machines were used in the past NSES Standards Content Standard A Students will develop the abilities necessary to do scientific inquiry and understanding about scientific inquiry. Content Standard B Students should develop an understanding about motion and forces.(PS5) NB Curriculum: Physical Science: Forces and Simple Machines 205-2 select and use tools to manipulate materials and build models 205-4 select and use tools for measuring 205-5 make observations and collect information relevant to a given question or problem 205-6 estimate measurements 205-8 identify and use a variety of sources and technologies to gather pertinent information. Identify examples of machines that have been used in the past and developed over time, using books, software packages and the Internet. NB Curriculum: Social Studies 5.2.1 Explain how place and environment influenced where an ancient society began and how it changed over time. 5.2.2 Describe how place and environment affected, and were affected by, the diverse lifestyles of the people within an ancient society Students will research either: Egyptian pyramids, Britains Stonehenge, First Nation totem poles or inukshuks. Students will be guided to use scholarly websites as well as books and software programs. They are to postulate how that monument would be built today.

Academic Standards Addressed:

Content to be taught:

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Childs prior knowledge and misconceptions:

Students have learned simple machines, what they are and the basic mechanics of the six types. They have looked at simple machines in the past and present. A common misconception is that these large structures must have been built by very complicated machines or even extraterrestrials! Students need to understand simple machines can do big jobs too.

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Performance Objectives:

Students will research one large monument (Egyptian pyramid, Britains Stonehenge, First Nations totem pole or an Inuksuk) using books, software and online resources. They are to investigate the size and weight of the building blocks used and report how this was assembled using simple machines if it is known. If it is not known, they are to come up with a plausible explanation using simple machines. They will demonstrate their findings as a poster or as a model, and be able to explain to their classmates and answer questions at an end of unit demonstration day. Large Photographs or Drawings of Egyptian Pyramids, Britains Stonehenge, First Nations totem poles and Inuksuk. Books Software programs Online Resources: www.nationalgeographic.com/pyramids/pyramids.htmlCached Similar www.ancientegypt.co.uk/pyramids/home.htmlCached - Similar www.stonehenge.co.uk/about.phpwww.stonehenge.co.uk/about.php www.activemind.com/Mysterious/Topics/stonehenge www.sfu.ca/archaeology-old/museum/totempoles/totem_home.htm www.nativeonline.com/totem_poles.htm www.inukshukgallery.com/inukshuk.html www.thecanadianencyclopedia.com Poster board Markers Tape, glue Bricks, inclined planes, wedges, pulleys, wheel and axles, levers.

Materials

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Engagement: Concept Development: Show pictures of the Egyptian Pyramids, Britains Stonehenge, First Nations totem poles and Inuksuks. Engaging Question: I wonder how these structures were made? Were they made in pieces and assembled as they were put up? How did they move such heavy parts around? What simple machines did or could they have used? Exploration: 1. The student(s) will follow and complete the provided worksheet. 2. Students use books, software and the internet to research what is known. They must include the name of the monument, the time period it was built in, how it was built and what simple machines were used. 3. Resources are documented. Explanation: Students will explain using photos or diagrams and labels on a poster, or a working model of how this monument was built. They must explain verbally and/ or in a written format their information.

Elaboration: Students explore (using books, software and the internet) how large monuments are built today, and list the machines used presently, and the simple machines involved in these compound machines. Resources are documented. Evaluation: Students will present their findings at an end of unit class demonstration day. Their worksheet will be monitored during the project and passed in with the project. Their demonstration will be evaluated separately (see final unit lesson plan).

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Differentiation Strategy: Accommodations/ Modifications Accommodations Student can copy diagrams of how these were assembled and include on their poster. Student can give only a written, or only a verbal explanation. Modifications Student can make a collage poster of various historic monuments

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HISTORICAL MONUMENT RESEARCH WORKSHEET Student Name: Monument: Period it was built:

Purpose of the monument:

How it was/may have been built:

Simple Machines used:

How it might be built today:

Resources used:

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#13

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines 5 February, 2012 3-4 hours

School/District: Subject Area(s) Addressed:

Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title: NSES Standards: Physical Science(PS) Content Standard B: As a result of their activities in grades 5-8 all students should develop an understanding of: Properties and change of properties in matter (PS4) Motions and force (PS5) Transfer of energy (PS6) NB Curriculum: propose questions to investigate and practical problems to solve (204-1) suggest improvements to a design or constructed object (206-6)

Academic Standards Addressed:

Content to be taught:

Childs prior knowledge and misconceptions:

The students will develop a new invention using 3 different simple machines. It has to solve a problem the students has chosen to solve. They will use the knowledge that they have acquired over the past several weeks, as well as new information they research online and books. They will apply this information apply as a presentation for their peers. The students are familiar at this point in the unit with simple machines, what their uses are, how they were used in the past, how they are used in present day and the effects these changes have on people and the environment.

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Performance Objectives:

The students will prepare a presentation for the class. They will come up with a problem they want to solve. For example, getting a pile of bricks from the sidewalk into the back of a truck. They will then decide what 3 simple machines they want to use and how they will be put together to make this task possible. They will draw a plan of their invention and then construct it to show the class along with an explanation of its use.

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Concept Development:

Engagement: Engaging Question: Did you ever have a problem and wish that there was an easy solution to the problem? Did you ever think of creating a new invention to solve that problem? Do you know of any inventors? What did they invent? What problem were they solving? Exploration: Materials: Books and online resources Guideline journal Materials collected from home Proceedure: -The students will decide on a problem they would like to solve. For example, getting a pile of bricks from the sidewalk into the back of a truck. - They will research what the best machines would be to incorporate in their design. -They will come up with a sketch to plan their invention using 3 different simple machines. -Once they have their invention planned out they must construct their invention. Explanation: The student will present their new invention to the class explaining how this new invention will solve the original problem. Elaboration: The students will create a commercial or newspaper add promoting the new invention telling why people should buy this product. Evaluation: A student checklist will show the students completion of the expectations and I will be conferencing with the students throughout their research to answer questions and offer suggestions.

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Accommodations:

Differentiation Strategy: Accommodated students may only use 1-2 simple machines to make their new invention. Modified students may research other inventors inventions and tell how their invention solved a problem.

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My New Invention Problem_____________________________________________ ____________________________________________________ ____________________________________________________ The 3 simple machines I want to use in my invention are: 1)__________________________________________________ 2)__________________________________________________ 3)__________________________________________________ List of resources I used in my research:

Materials I need to build my new invention:

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 I have successfully completed my new invention. The name of my invention is ___________________________________________________. I will sell it for $_____________________________________

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#14

Teacher:

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston TBA Unit 3: Physical Science Forces and Simple Machines and Math (cross curricular) Grade 5 February, 2012 3-4 hours

Lesson Title:

Catapult How far can it go? NB Curriculum 207-1, 206-6, 303-18 303-19 Design the most efficient lever to accomplish a given task. Grade 5 Math PR2 Represent and describe patterns and relationships using graphs and tables. NSES standards Content Standard A Content Standard B (PS5)

Academic Standards Addressed:

Content to be taught:

Students will investigate the advantages and disadvantages of changing the position of the fulcrum in a lever. Students will design and create their own catapult to project an object a minimum of 5 meters. Catapults were long used as weapons to launch large boulders to destroy walls and defeat armies. A catapult is actually made up of a few different simple machines.

Childs prior knowledge and misconceptions:

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Performance Objectives:

Students will design and create their own catapult using materials provided. They will experiment with different designs in an effort to produce the most amount of force (launch the furthest). They must consider which design will best serve their purpose.

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Concept Development:

Engagement: Materials: Chopsticks, coffee sticks, elastics, glue, paper, plastic spoon, forks, clay. Safety: Advise students to take caution with their design and testing. Be sure to test in an area where there is plenty of space so they do not hit anyone. Engaging Question: I wonder how far you can catapult a piece of clay. What is essential to building a catapult that will catapult objects far? Is there a prior experience, in this class, you can use to help you decide on the best design? Exploration: Draw and plan the design of your catapult. Once a design has been settled upon, you may start to build it. Once completed you will need to test your catapult and make some adjustments. Keep track of your tests by using a table, chart or graph. You should have at least 10 different tests outlining what modifications you have made. Explanation: On presentation day you should be prepared to model your catapult and provide support for your design choice. Provide your peers with the data youve collected and explain why you believe your model is the best one possible. Elaboration: Find a partner in the class who has also created their own catapult. Compare the two models and test your hypotheses. Decide which is the better design and support your answer with evidence. Evaluation: Students will be interviewed. Was your catapult successful? Explain why. Students will also be required to submit their design and data represented by a graph of their choice.

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Differentiation Strategy: Accommodations: Students have been provided with a choice assignment. This project is one of four.

Notes and Comments: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Catapult Design

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Test 1 Test 2 Test 3 Test 4 Test 5 Test 6 Test 7 Test 8 Test 9 Test 10 Test 11 Test 12 Test 13 Test 14 Distance (cm)
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Modification

#15

Teacher:

Laura Breau, Chris Jones, Deanna Dykeman-Gauget, Jillian Johnston Unit 3: Physical Science Forces and Simple Machines Grade 5 February 2, 2012 60 min.

School/District: Subject Area(s) Addressed: Grade Level(s)/Course: Date Submitted: Lesson/Unit Duration:

Lesson Title:

Presenting inquiry based projects NSES Outcomes: Content Standard A Abilities necessary to do scientific inquiry; understanding about scientific inquiry Content Standard B Develop an understanding of motion and forces. Curriculum Outcomes: Physical Science : Forces and Simple Machines: Nature of Science and Technology 104-7 demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results. Relationships Between Science and Technology 106-4 describe instances in which scientific ideas and discoveries have led to new inventions and applications. Analysing and Interpreting 206-6 suggest improvements to a design or constructed object. 206-9 identify new questions or problems that arise from learning new information. Communication and Teamwork 207-1 communicate questions, ideas, and intentions, and listen to others while conducting investigations.

Academic Standards Addressed:

Content to be taught:

Students will learn how to present their presentation in a stepwise logical fashion using scientific language. Students will learn to politely and diplomatically suggest changes and ask questions after their peers present their projects.

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Childs prior knowledge and misconceptions:

Students may have presented projects in the past in a rambling all over the place fashion. Students may not realize there is a better way, and that using a logical approach makes it easier to present and easier to learn from someone elses presentation. A common misconception is that pictures and diagrams are enough. They need to be able to interpret and present their information and develop further questions from their data.

Performance Objectives:

1. 2. 3. 4.

Provide a clear step-wise presentation. Listen to others. Communicate questions, ideas and intentions. Suggest improvements to the systems of machines designed by students in the class.

Materials: Concept Development

Worksheet, presentation information in the format described in each choice, background diagrams and models as required.
ENGAGEMENT/EXPLORATION 1. Introduce the topic of making presentations to their classmates. 2. Ask: After we have researched the topic we are interested in, how could we show our results in a meaningful way? 3. The teacher writes replies on chart paper. 4. Ask: After we present, how could we find out if our classmates have questions? If our classmates have questions, should they put their hands up? 5. The teacher writes down replies on chart paper. 6. Ask: After you see a presentation, how would you ask a question? How would you suggest another way to interpret the data or do something a different way? How many questions should a presenter answer minimally? 7. The teacher writes the replies on the chart paper. 8. The class comes to a consensus on how they will approach the presentations. The teacher creates a guideline poster. EXPLANATION There will be a worksheet to guide students in each of the four presentation options as they research their topic. They should include their topic, the question they are answering, the questions and they went through to answer this (keep track of

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your resources), if data is presented in charts or graphs it must have an interpretation of the data, and conclusions both written and sketched. In some projects, this will be as a model or poster. Presentations will be made to the class, and the student should answer at least 2 questions from the class and 1 from the teacher. Asking questions is how scientists come up with new ideas and more questions. Students should put up their hands to ask questions. The student should ask at least two other students a question about their presentation. Questions will be asked respectfully. If an alternate approach is possible, students could start with I wonder if...

ELABORATION Individuals may ask more than two students questions, but they must not monopolize the presentations. They may give other information about the topic if it is done respectfully. EVALUATION Worksheets will be marked out of 10, based on completing the required fields. The presentations will be marked with a rubric (see attached). The teacher will observe for potential problems in assessment by being conscious that some students do poorly due to lack of effort, lack of ability, and/or lack of writing ability. If this is noted, the teacher should ask one on one clarifying questions. Differentiation strategies Accommodations: ESL one on one instructions, step by step instructions in diagram form. Visual Impairment Enlarged Print, one on one verbal instructions Some students will circulate with a peer mentor. Modification: Students may need one on one discussion and hands on manipulation of items while questions are asked about the concept.

Accommodations/ Modifications

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PULLEY CENTRE WORKSHEET

GROUP MEMBERS NAMES:

Load

Spring Scale Value Single Pulley

Spring Scale Value Compound Pulley

Circle the type of pulley that required the least force Single pulley Compound pulley Single pulley Compound pulley Single pulley Compound pulley

50 pennies in a bucket 4 metal washers A shoe

Explain why the pulley system you selected required the least force:

About how much less effort do you need with a compound pulley? Why?

What do you notice about the amount of rope in each system? What happens with the length of rope or the distance when effort force is decreased?

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SCIENCE PRESENTATION: SIMPLE MACHINES RUBRIC Students Name: Date:

Topic

3 Topic is clearly stated and specific.

2 Topic is stated but too broad

1 Topic is too general and broad. The question they are answering or problem they are solving is not clearly outlined. Resources are not stated. No logical step wise approach is presented.

The question they Parts of the Inquiry are answering or question or Question or problem they are problem are Problem solving is clearly clearly outlined. outlined. Resources The type of Not all resources resources used are stated. are clearly stated. Step wise approach is present only in parts of the inquiry. Data/ charts/drawings/ graphs are present but not clearly explained.

Steps taken to Progress solve the problem Steps in or answer the Inquiry question are outlined. Data Analysis Data/ charts/ drawings/ graphs are clearly explained.

Data/charts/drawin gs/graphs are not present.

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Answering Questions

Student successfully answered 2 or more questions. Student questioned politely 2 other presenters.

Students answered 1 question about the presentation. Student questioned 1 other presenter.

Student cannot answer questions about their presentation. Student did not ask questions or was rude when asking questions.

Asking Questions

Comments: Effort

Optimal (1 pt)

Poor(0 pt)

Alternate assessment: If yes, what?

TOTAL

/22

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 Summary
Simple Machines can be used in many different ways and for many different purposes. We are only limited by our imagination.

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 Reflection
We feel we were successful in covering all the outcomes, different learning styles and creating a discovery based experience for students to explore and guide their own learning to successfully understanding of forces of physics. One things that we could preview happening is that as a teacher facilitating this in their classroom storage may end up becoming an issue. This is a unit that many students love and it is taught in the spring so this lends itself to outdoor activities. We finished our unit in 15 lesson plans however, we feel that it would definitely take more than 15 classes to effectively cover the content. References Abruscato, Joseph and DeRosa, Donald. (2010) Teaching Children Science, A Discovery Approach. Pearson Education Inc. Boston USA.

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