simple machines - rampages.us · introduction to simple machines & lever science 3.2 purpose:...
TRANSCRIPT
SimpleMachines
3rdGrade Science3.2
JessiSun
EmilyPowers MeganMcNamara
TeachingTimeframe:
7Days+1EvaluationDay
UnitIntroduction:
Ourunitisbasedoffofthescience3.2SOLwhichhighlightsthe6differenttypesofsimplemachines.Itwillcovertheirpurposeandfunctions,andexamplesfoundinschool,home,andworkenvironment.Throughthisunit,studentsaresimplyintroducedtothe6simplemachinesandstronglyencouragedtostartthinkingaboutreal-lifeapplications.Youwillfindthatwhiletheinformationpresentedinthisunitisverydetailedandthoughtout,thelessonsdon’tgointoomuchindepthabouteachmachine.ThisisbecausetheSOLstandardsdonotrequirestudentstobecomeexpertsinthesimplemachines,butthisunitdoesanexcellentjobintroducingtheconceptsandallowingthestudentstohavefunandbecreative. Thisunitisplannedsothatthestudentsareintroducedtoanewsimplemachineeachday.Asnewsimplemachineisintroduced,thestudentswillgetaformaldefinition,explanationoftheirfunctionalongwithanactivitytoenhancetheirlearning.Bycompletingthelessoneachday,thestudentswillgaintheknowledgethatisstatedintheobjectivesofeachlessonandthemainSOL(science3.2).Whilethisconceptwillbenewtothestudents,theyshouldbefamiliarwiththeflowofthelessonandtheirexpectationsintheirclassroomsincethisunitisintendedtobetaughtclosetoSt.Patrick’sDay.Attheendofthisunit,thestudentswillbereadytolearnaboutcompoundmachines.
SimpleMachinesDay1: IntroductiontoSimpleMachines&Lever
Science3.2 Purpose:
• ThepurposeofthislessonwillbetointroducetheconceptofsimplemachinestostudentsbycontinuingtheconversationoftheAncientGreeksandRomans,howtheyusedsimplemachinestomaketheirworkeasier,andbyintroducingArchimedes,the“FatherofSimpleMachines”.Wewillalsoinvestigatethefirstofoursixsimplemachines,thelever,anddiscussrealworldexamplesofitsapplications.Finally,theclasswillbuildtheirownmini-catapultstoexperiencehowleversworkandhowtheyhelpedtheAncientRomans.
• Science3.2:Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude
a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• History3.1ThestudentwillexplainhowthecontributionsofancientGreeceandRomehaveinfluencedthepresentworldintermsofarchitecture,government(directandrepresentativedemocracy),andsports.
Objectives:
• TSWBATintegratethecharacteristicsofaleverintoaworkingmini-catapultusingpopsiclesticks,rubberbands,andplasticspoonswhileworkinginpairs.
Procedure: Introduction:
• Say,“Class,today,we’regoingtolearnaboutanothergreatancientGreekandhiscontributiontoscience!Thiswillbeginareallyexcitingweekoftalkingaboutsimplemachines.Let’slearnaboutArchimedes!”
• Playthefirst15secondsofTedEdvideoonArchimedesandtheLever:https://www.youtube.com/watch?v=YlYEi0PgG1g(V,A)
• RepeatthequotebyArchimedesfromthevideo:“GivemeaplacetostandandIwillmovetheearth.”Leadtheclassinmakingpredictionsaboutwhathemeantorwhattypeofmanwouldsaysuchathingandwhy.(A)
• Continuetoplaytherestofthefirstminuteandahalfofthevideoasitexplainsthebasicsofwhataleveris.(V,A)
• Introducestudentstothesixsimplemachinesbyholdingupposterswithpicturesofcommonexamples.Iwillaskthestudentstochorallyidentifyeachoftheexamples.(V,A)
• Brainstormsomewordsaboutthesemachinestotryandcomeupwithadefinitionsimilarto:Simplemachinesmakeworkeasierforusbyallowingustopushorpulloverincreaseddistances.(V,A)
Development:
• Passoutinteractivenotebookworksheetandhavestudentsglueitintotheirsciencenotebooks.
• Tellstudentsthatwewillbefillinginthisworksheeteachdayaswelearnmoreabouteachofthesixsimplemachines.
• HoldupLeverposterandpointouteachexample.(V,A)• Tellstudentsthatleversmakeliftingaheavyloadeasierbyusingapivot
pointorafulcrum.Pointtothepictureofaseesaw.Themiddlepartisthefulcrum,theheavypartistheload,andtheplacewhereonepushesorpullsistheeffort.(V,A)
• Pointoutthefulcrum,load,andeffortonwheelbarrow,pliers,andscissorswithstudenthelp.(V,A,T)
• Askifanyoneknowswhatacatapultis.PulluppictureofcatapultonSmartBoardandaskclassiftheythinkthisisalever.Pointoutfulcrum,load,andeffortwithstudenthelp.(V,A,T)
• Tellthestudentsthehistoryofcatapults.ThattheywereusedbytheRomanarmytothrowheavythingsattheirenemies.(V,A)
• Tellstudentswearegoingtomakeourowncatapultswithpopsiclesticks,rubberbands,andplasticspoons.Insteadofthrowingrocks,we’regoingtobethrowingsomethingmorefun:minimarshmallows!
• Announcepredeterminedpairsofstudentsandhandoutsupplies:10popsiclesticks,threerubberbands,andoneplasticspoon.
• Tellstudentstostackallbutonepopsiclesticksandsecureeachendwitharubberband.Then,straddleonepopsiclestickandtheplasticspoonacrossthetopandbottomofthestackofpopsiclesticksandsecurethosewitharubberband.Thiswillcreatethefulcrum.(K,T,V)
• Circulatetheroomandhavethestudentspointoutthefulcrum,load,andeffortoftheircatapults.(A,T)
• Takethecatapultsoutsidetoshootmarshmallows.(K,T)• Forstrugglingstudents,Iwillhavesomepremadecatapultsforthemtouse
whentheclassgoesoutsideandalsoforthemtoidentifythefulcrum,load,andefforton.IwillalsohavePost-Itsavailableforthemtousetolabeltheimportantpartsoftheleversotheymayhaveamorepermanentindicatorofwhatthenewvocabularyrepresents.
• Foradvancedstudents,Iwillhavethemplaywiththeheightofthepopsiclesticks.Howdoesashorterstackaffectthedistanceofthemarshmallowversusashorterstack?Iwillalsoallowthemtoexperimentwithdifferentweightedobjects(although,nothingtoodenseforsafetyreasons).
Summary: • Aftertheclasshascomebackinside,havethemwriteintheirinteractive
notebooks.• Aftergivingthemabout5minutestowrite,Iwillhavestudentssharetheir
owndefinitionsandtake-awaysaboutlevers.Materials:
• VideoonYouTube(https://www.youtube.com/watch?v=YlYEi0PgG1g)• Postersrepresentingeachofthe6simplemachines• InteractiveNotebookworksheet• PopsicleSticks• RubberBands• PlasticSpoons• MiniMarshmallows
EvaluationPartA:
• Informally,bycirculatingtheroomduringthebuildingoftheircatapultsandaskingthepairsquestionsaboutthefulcrum,load,andeffortoftheirprojects.
• Informally,byobservingthesuccessoftheircatapultsandensuringeachstudentsharestheworkequallyinconstructingthecatapult.
• Formally,bycheckingtheirinteractivenotebooksandhavingthemsharewhatthey’velearned.
EvaluationPartB: • Whatwerethestrengthsofthelesson?
• Whatweretheweaknessesofthelesson?
• Whatwouldyoudodifferentlyifyoucouldteachthislessonagain?
• Didyourstudentsmeetyourobjectives?Howdoyouknow?
Activityadaptedfrom: http://littlebinsforlittlehands.com/popsicle-stick-catapult-kids-stem-activity Interactivenotebookworksheetfoundhere: https://www.teacherspayteachers.com/Product/Simple-Machines-1237814
SimpleMachinesDay2: Wheel&Axle Science3.2
Purpose:
• Tocontinueourconversationaboutsimplemachinesfollowingtheintroductiongiventhedaybefore.Also,addingasecondsimplemachinetothestudentsknowledge,followingthelever.Also,toinformstudentsaboutwhatawheelandaxleisandwhatitlookslike,andtoprovidereal-lifeexamplesofwheelandaxles.Toinformstudentshowwheelandaxlesmakedifficulttaskseasier.Finally,togivehandsonexperienceofplanning,andcreatingtheirveryownwheelandaxlebybuildingacar.
• MainSOL:Science3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• SupportingSOL:Visualarts3.2Thestudentwilldescribeandusestepsoftheart-makingprocess,includingbrainstorming,preliminarysketching,andplanning,tocreateworksofart.
Objectives:
• TSWBATexplainthefunctionofthewheelandaxleusingtheanchorchartand/orfrommemorywith90%accuracy.
• TSWBATidentifyexamplesofawheelandaxleverballyandwritten,with100%accuracy
Procedure:
Introduction: • Iwillstartbyremindingstudentsthatthedaybeforewestartedlearning
aboutsimplemachines.Iwillaskthemwhattheyrememberaboutsimplemachines,andthelever.Iwillnext,showstudentsamatchboxcarandask,“whatgivethiscartheabilitytomove?”Thiswillinitiatetheconversationintowheels,andintowheelandaxles.(V&A)
• Iwillaskforsomeexamplesofwheelandaxlesandaskhowawheelandaxlemakeslifeeasierforus.(V&A)
• Iwillbeginananchorchartandtitleitwheelandaxle.Asaclass,wewillcomeupwithadefinitionofwheelandaxle,somethingalongthelinesof,“oneofthesixsimplemachinesthatmakesmovingheavyobjectsoverlongdistanceeasieranddonewithlesseffort”Iwillalsodrawapictureofawheelandaxleontheanchorchartwiththepartsclearlylabeled(wheelandaxle.)Theclasswillalsocomeupwithreal-lifeexamples.(V&A)
• Thestudentswillusetheinformationfromtheanchorchartandfromclassdiscussiontocompletethewheelandaxleportionoftheirinteractivenotebook.Givethemabouttenminutestodothis.(K&V)
Development: • Atthispoint,Iwillcallstudentstothecarpetonetableatatime.Onceall
studentsareseatedonthecarpetIwillreadIfIBuiltACarbyChrisVanDusen.Stoppingatmarkedpointsforstudenttomakepredictionsanddrawconclusions.(V&A)
• WhenfinishedreadingthebookIwillexplainthatwearegoingtocreateourowncarsjustlikeJackinthebookdid.Iwillshowthemthesuppliesthattheywillbegiven(buttons,emptytoiletpaperroll,straws.)Iwilltellthemthattheywillhaveapartnertodosoandtheirjobistofirsttalkaboutwhattheywanttheircartolook/belike.Next,theyhavetosketchtheircar,inarealisticmanner.Oncetheyaredonewiththattheymustgettheirplanapprovedbyme.Ifitisapprovedtheywillreceivetheirsuppliestobeginworkontheircars.(V&A)
• Iwillassignpartnersbydrawingstickswiththeirnamesonthem.Oncepartnersarecalled,theywillreceiveaplanningworksheetandmustpromptlyleavethecarpetfindaspacetowork.Studentsshouldbeginworkrightaway.(V&A)
• Iwillwalkaroundduringthistimetoensurethatteamworkisbeingdemonstratedandplanningisgoingsmoothly.
• Onceapairofpartnersisthroughplanningandsketchingtheircar,theyshouldraisetheirhandformetoapproveit.Oncetheplanandsketchareapproved,thepartnerswillreceivetheirsuppliestostartbuildinganddecoratingtheircar.
• Iwillcontinuetowalkaroundasstudentsbegintotransitionfromplanningtheircartoputtingthemtogether.Iwillgivestudents20-30minutestoputtogetheranddecoratetheircars.(T&K&V)
• Onceeveryoneisdone,Iwillaskeveryonetomakesuretheircarrollswhentheypushit.Iftheanswerisno,Iwillgive5moreminutesforthemtofinishup.
• Foradvancedstudents,Iwillencouragethemtodecoratetheircarswhentheyaredone.AfterthatIwillaskthemtoassistwithothergroups.
o Icanalsochallengethemtothinkofwaystomaketheircarmovefasterifitwasreleaseddownaramp.
• Forstrugglers,Iwillasktwogroupstojointogethertobuildacar.Iwillalsobeavailableforassistance.And,Iwillasktheadvancedstudentstohelpincertaingroups.
Summary:
• Carswillbeputawayinaboxonatopshelf(makesuretheyhavenamesonthem!)
• Iwillendbyaskingthestudentswhatawheelandaxleis,whatthepartsare,whataresomeexamples,andhowdotheymakeoutlifeeasier.
• Iwillletthemknowthattheywillseetheircarsagainlaterintheunitwhenwetalkaboutanothersimplemachine.
Materials:
• Namesticks• Book:IfIBuiltACarbyChrisVanDusen
• Emptytoiletpaperrolls• Straws• Buttons• Planningworksheets• Exampleofpre-madecar• Anchorchartpaper• Markers• Decorforthecars:glitter,crayons,markers,glue• Pencils• Interactivenotebooks
EvaluationPartA:
• Formally,bycheckingtheirinteractivenotebooksforcompletedefinitionsandexamplesofwheelandaxle
• Informally,bytheamountofparticipationastudentisinvolvedwithduringclassdiscussion,thebook,andcardesigningandbuilding.
EvaluationPartB:
• Wasthelessoneffective,diditmeetthestandard?Whyorwhynot?
• IfIdiditagainwhatwouldIchangeaboutthedelivery,engagement,andsupplies?
• Didthestudentsrespondwell/enjoyit?
• DidthestudentslearnthenecessaryinformationtoaccommodatetheSOL?
SimpleMachinesDay3: InclinedPlane&RacingRamps
Science3.2 Purpose:
• Thepurposeofthislessonwillbetocontinueourconversationaboutsimplemachinesbyintroducingtheinclinedplane.Wewillbeinvestigatingreallifeapplicationsoftheinclinedplaneandidentifyingeverydaytoolsthatincorporatetheinclinedplane.Wealsowillbeusingthecarsmadeduringthepreviousday’sdiscussionaboutwheelandaxletoracedownaninclinedplanetoillustratehowthisnewsimplemachineworks.Thedatawillbecompiledintopictographsthatwillreflectthefindingsoftheclass.
• Science3.2:Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude
a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• Math3.17Thestudentwill:a)collectandorganizedata,usingobservations,measurements,surveys,orexperiments; b)constructalineplot,apicturegraph,orabargraphtorepresentthedata;
and c)readandinterpretthedatarepresentedinlineplots,bargraphs,andpicturegraphsandwriteasentenceanalyzingthedata.
Objectives:
• TSWobserveandidentifythecharacteristicsandbenefitsoftheinclinedplanebyracingcarsdownarampandrecordinghowthedegreeoftherampaffectsthespeedanddistanceofthecarwith100%accuracy.
• TSWcreateapictographanalyzingthedatafromtheexperimentasaclasswith100%accuracy.
Procedure: Introduction:
• Askthestudentsifsomeonecantellmewhatasimplemachineis.Callon3-4studentsfortheirdefinition.(A)
• Askthestudentsiftheyrememberthetwosimplemachineswelearnaboutduringpreviousdays(leverandwheel&axle).Callontwostudentstoshare.(A)
• Showapictureofamovingtruckwithnoramp.Havethestudentsturnandtalkandcomeupwithasolutionofhowtogetheavyfurnitureontothetruck.Whattoolswilltheyneed?(A,V)
• Have3-4studentssharetheirsolutions.Ifnoonebringsuparamp,ask,“Iwonderiftheremightbeaneasierwayforpeopletowalkintothetruckfromtheground.Maybelikeahill?”Leadthestudentstocomeupwitharamp.(A)
• Say,“Today,we’regoingtolearnaboutanothertypeofsimplemachine:theinclinedplane!”(A)
• ReadInclinedPlanesInActionbyGillianGosmanaskingifstudentshaveseentheexamplesinthebookasweread.(A,V)
• Afterthebook,askthestudentsifanyoneremembersanexampleofaninclinedplane.Callon5-6students.(A)
Development:
• Havethestudentspullouttheirinteractivenotebookswiththesimplemachinespageopen.
• Askstudentsiftheycansharesomecharacteristicsofinclinedplanesthattheylearnedinthebook.(A,V)
• Writeideasontheboard,rephrasingasneededforacompletedefinitionandlistofinclinedplanes:(A,V)
o Makesworkeasier.o Canmakethingsgofaster.o Increasesthedistancetraveledoveragivenarea.o Musthaveaslope,length,andheight.o UsedbytheancientEgyptianstobuildthepyramids.
• Askstudentshowthecarswemadeyesterdaycoulduseaninclinedplane.(A)
• Reaffirm/tellstudentsthataninclinedplanewillmakeourcarsgofasterandthatwe’regoingtomakesomeobservationsaboutinclinedplanes.(A)
• Haveeachpairfromthedaybeforegoretrievetheircarsandlineupatthedoor.
• Leadstudentstothegym/emptyhallway(orsomewhereelsewherethefloorishard)whereIhavesetup3setsof3rampsmadeofcardboardandstackedbooks.Likethis:
• Tellstudentswewillberacingourcarsfromvaryingheightstoseehowthe
steepnessoftherampaffectsthespeedofourcars.(A)
• Showstudentsthedifferentcoloredtapelinesonthefloorin1footincrements.Eachteamwillrecordthelinetheircarcrosseseachofthe3timesitisdroppeddowntheramp.(A,V)
• Thestudentswillstartwiththeshortestramp(Ramp1)andrecordthecoloroftapethecarpassedintheirinteractivenotebook.(V,T,K)
• ThestudentswillrepeatonRamp1&2androtateuntileveryone’scarhasraceddownall3ramps.(T,K)
• IwillcirculatetheroomtoensurethedataisconsistentwithwhatIwanttoillustratewiththisexperiment(steeperrampscreatemorespeed.)
• Returntotheclassroomwithnotebookstosharedata.• Reviewwiththeclasswhatapictographis.(A)• TellclasstolookatthecolortheircarpassedonRamp1.Callouteachcolor
andhavethepairscomeuptostickastickerofthatcolortothepictographtoreflectthecolortheircarrolledtoandrecordthenumbersonthepictographwithstickers(so,if3pairsgottotheblueline,put3bluestickersverticallyontheposter.)(A,V,T)
• ContinueforRamp2and3.• Askstudentsfortheirobservationsoftheir3pictographs(thecolorsthat
werefurthestawayfromtherampshouldappearmoreonRamp3thanonRamp1becausethecarsweregoingfaster.)(A,V)
• Foradvancedstudents,Iwillhavethemmakeotherobservationsabouttheramps.Aretallerrampslongerorshorterthantheothers?Howwouldasteeperrampaffectaloadifitweretravelinguptherampinsteadofdown?Isitharderoreasiertogouparampifit’ssteeper?
• Forstrugglers,Iwillhavethemmergeintoagroupwithmoreadvancedstudentstoobserveandrecordtheircar’sdata.Iwillalsohavethecoloredstickersavailableforthemtostickintheirnotebooksifthatisaneasierwayforthemtorecordtheirdata.
Summary:
• Asktheclass,“Doinclinedplanesmakeworkeasierorharder?”Havetheclassrespondchorally.(A)
• Askvolunteerstoreviewothertypesofinclinedplanesandtheircharacteristics.
• Havestudentsrevisittheirinteractivenotebookstoaddanynewfactstheylearnedduringtheexperiment.
Materials: • InclinedPlanesInActionbyGillianGosman.• Interactivenotebooks• About40oldtextbooksthatarethesamesize.• Cardboardstripsthatarewideenoughforthecars.• Carsfrompreviousday’slesson.• 3differentcolorsofpainter’stape.• 3posterboards(EachlabeledRamp1,Ramp2,Ramp3atthetopandseparated
into3columns)• Stickersofthesamecolorasthepainter’stape.
EvaluationPartA: • Informally,byorallyaskingquestionsduringandafterthereadaloud.
• Informally,byobservingtheteamsracingtheircarsandaskingguidingquestionslike,“Whydoyouthinkthecargoesfurtheronthisrampthanonthisone?Whatcouldthattellusaboutinclinedplanes?”
• Formally,bycheckingtheirinteractivenotebooksandhavingthemsharewhatthey’velearned.
EvaluationPartB: • Whatwerethestrengthsofthelesson?
• Whatweretheweaknessesofthelesson?
• Whatwouldyoudodifferentlyifyoucouldteachthislessonagain?
• Didyourstudentsmeetyourobjectives?Howdoyouknow?
SimpleMachinesDay4: Screw
Science3.2 Purpose: Tocontinuethestudyofthesixsimplemachines,followingtheinclinedplane.Thestudentswilllearnhowtheinclinedplaneandthescrewarerelated.Thestudentwillalsowalkawaywithaknowledgeofhowascrewhelpsuseveryday,aswellassomeexamplesofhowascrewisused.ThestudentswillalsomaketheirownArchimedesscrewthatcantransportsmallobjects.
• MainSOL:Science3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• SupportingSOL:Science3.1Thestudentwilldemonstrateanunderstandingofscientificreasoning,logic,andthenatureofsciencebyplanningandconductinginvestigationsinwhich h)dataaregathered,charted,graphed,andanalyzed; j)inferencesaremadeandconclusionsaredrawn; k)dataarecommunicated; l)modelsaredesignedandbuilt;
Objectives:
• TSWBATexplainthefunctionofascrewverballyand/orwrittenafterclassdiscussionandwatchingavideowith80%accuracy.
Procedure:
Introduction:
• Iwillbeginthelessonbyinformingthestudentsthatwewillbecontinuingourstudyofthesixsimplemachines.Since,itisdayfour,wewillbelearningafourthsimplemachine.
• Iwillthentellthemthattheywillbelearningaboutthescrew.Iwillactivatepriorknowledgebyaskingthemwhattheyalreadyknowaboutascrew.(A)
• Iwillthentakeoutasmallpieceofwoodwithholesalreadypre-drilledintoit,alongwithfivescrewsthataredifferentshapesandsizes.Iwillshowstudentsallofthescrewsatonce.Then,Iwillholdupandwalkaroundwitheachscrew,givingeachscrewanumber1-5,andaskingstudentstomakepredictionsastohowmanyturnsofascrewdriveritwilltaketoscrewthescrewallthewayintothepieceofwood.Theyaretorecordtheirpredictionintheirnotebookindividually.Repeatthisfortheotherfourscrews.(V&A)
• Onceallpredictionshavebeenmade,Iwillscrewthefirstscrewintothewood,countingaloudeachtimethescrewdrivermakesafullrotation.Oncethescrewisallthewayinthewoodthestudentsshouldrecordtheactual
amountofrotationsnexttotheirprediction,alsowriteitontheboardalongwiththescrewnumber.Repeatthisprocessfortherestofthescrews,butchoosewell-behavingstudentstoscrewinthescrews.(V&A&K)
• Onceallscrewsareallthewayscrewedin,Iwillaskthestudentstotalktotheirtableaboutthepredictionstheymadeandactualamountofrotations.Askthemtodrawconclusionsaboutthescrewsize/shapeandtheamountofrotations.Givethestudentsabout2-5minutesforthis.Then,askthestudentstoshareandexplaintheconclusionstheycameupwith.(A)
Development:
• Havestudentspullouttheirinteractivenotebooks.Showthevideo,Whatisascrew?(https://www.youtube.com/watch?v=dDEhrpFb1BU)Stopat0.24secondsforstudentstorecordinformationintheirnotebook.Oncethestudentsarealldonewriting,continuetoplaythevideo.Whenthevideoisover,askstudentsiftheirpredictionsaboutthescrewswouldhavebeendifferentistheysawthisvideobeforehand.Studentsmayputawaytheirnotebooksandcleartheirdesks.(V&A)
• Next,Iwilltellstudentsthattheywillbemakingtheirownworkingscrewingroupsoffour,andthisscrewiscalledanArchimedesscrew.AskwhattheyrememberaboutArchimedesfromdayone.Iwilltellthemthegoaloftheirscrewistomovecerealtoonebowltoanother.Idemonstratethisusingonethatisalreadymade.(A&V)
• Iwillseparatethestudentsintogroupsoffourensuringthateachgrouphasatleastoneadvancedstudentinit.Iwillthenhandoutthedirectionsandsuppliesneededtobuildthescrew(donothandoutcheeriosandbowlsyet.)
• Givethestudentsabout30minutestobuildtheirscrew.Walkaroundandprovideadviceandhelpifneeded.Whenthegroupsbelievetheyhaveaworkingscrew,Iwillgivethemthebowlsandthecheeriostoseeifitworks.(T&K)
• Foradvancedstudents,Iwillaskthemtomakeabargraphifthedatatheygathered.Iwillalsoaskthemtothinkandwriteaboutwaystheycanimprovetheirscrewsoitcanpickupheavierthings,orevenwater.
• Forstrugglingstudents,Iwillhavepre-cutdefinitionsofascrewfromthemtoglueintotheirinteractivenotebook.IwillalsoputthosestudentsintogroupswithstudentswhoIknowworkwellwiththem.
Summary:
• Iwillclosebyaskingstudentstoaskinggroupstoputtheirnamesontheirscrewandturningthemintoadesignatedareaandreturntotheirdesks.
• Iwillaskwhattheylearnedfromthefirstexperimentandfrommakingtheirpredictions,thevideo,andfrommakingthescrew.
• Iwillalsoaskhowthescrewandtheinclinedplanearerelated. Materials:
• Video:https://www.youtube.com/watch?v=dDEhrpFb1BU• Computer• Prometheanboard• Interactivenotebooks• Pencil• Cheerios
• Bowls• Plasticempty2litersbottles(pre-cut)• Dowels• Cardstock(pre-cut)• Tape• Archimedesscrewmakinginstructions(thankstoymiclassroom.com)• Pre-madeArchimedesscrew• Textbooks• Screws• Wood,withpredrilledholes
EvaluationPartA:
• Formally,byassessingwhatstudentswroteintheirinteractivenotebooks.• Informally,byassessingknowledgeofthescrewthroughdiscussionandinteraction.
EvaluationPartB:
• Wasthelessoneffective,diditmeetthestandard?Whyorwhynot?
• IfIdiditagainwhatwouldIchangeaboutthedelivery,engagement,andsupplies?
• Didthestudentsrespondwell/enjoyit?
• DidthestudentslearnthenecessaryinformationtoaccommodatetheSOL?
SimpleMachinesDay5: Wedge&TheFractionLumberjacks!
Science3.2 Purpose:
• Continuetheconversationaboutsimplemachinesandunderstandoneofthesimplemachines,wedge,anditsfunctions
• Writefractionsthatisrepresentedbythemodel• Science3.2
Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• Math3.3Thestudentwilla)Nameandwritefractions(includingmixednumbers)representedbya
model b)Modelfractions(includingmixednumbers)andwritethefractions’
names c)Comparefractionshavinglikeandunlikedenominators,usingwordsandsymbols(>,<,or=).
Objectives:
• Thestudentswillbeabletoidentifywedge,oneofthesimplemachines,anddescribeitsfunctioncorrectlyintheirinteractivenotebook.
• ThestudentswillbeabletowritethefractionsrepresentedbytheVelcrowoodmodelandcomparethetwofractionsintheirinteractivenotebook,gettingatleast80%correct.
Procedure: Introduction:
• First,askthestudentswhatthepurposeofascrewis(reviewingthedaybefore).
• Pullupapictureofastandardwedgeandgiveitsformaldefinitionandexplainitsfunction
• Askstudentstomakepredictionswhenawedgewouldbeusedandwritethemdownintheirinteractivenotebooks
• Watchvideo:https://www.youtube.com/watch?v=LAAwZird80k• Havestudentssharetheirownexamplesandwritethemdownintheir
interactivenotebook• IntroducetheVelcrowoodcuttingactivitybysaying“Today,wearegoingto
belumberjacks!” Development:
• Explainthewoodchopactivity(V,A)o Pickupafractioncardfromthedecko “Cut”thewoodtoappropriatelyrepresentthefraction(V,K)o Havethepartnerpickupanewfractioncardfromthedecko “Cut”thewoodtoappropriatelyrepresentthefraction(V,K)
o Writebothfractionintheinteractivenotebookandillustratetheirwoodpieces(V,K)
o Comparethetwofractionsbyusing>,<,or=signso Continueuntilthepairdoesatleast5comparisons
• Foradvancedstudents…o Doatleast8comparisonso Havethemturnmixedfractionsintoimproperfractionsintheir
journalo Partnerupwithastrugglingstudenttoguideandhelpthem
• Forstrugglers…o Doatleast3comparisonso Havethemdoafractionoftheirchoice(onceortwicedependingon
theirlevelandspeed) Summary:
• Tellstudentstocomebacktothecarpetoncetimeisup(~20-30min)• Askstudentswhenawedgecanbeusedandencouragestudentstofindreal
lifeexamplesinduringtheirday/athomeMaterials:
• Interactivejournal• Pencil• VideoonYouTube• Fractioncards• Velcrowoodpieces• Wedge/Pretendhammer• Computer• Prometheanboard(projector)
EVALUATIONPARTA: • Duringtheactivity,walkaroundtheclassroominordertomanagetheclass• Whilewalkingaround,askstudentswhytheythoughtacertainfractionwasgreater
than,lessthanorequaltotheotherfraction• Havethemanswerincompletesentences“_________isgreaterthan/lessthan/equal
to_________because…”=goodanswer• Askthestudentswhatthewedgeisdoingtohelpthem
o ItmakesiteasiertopulltheVelcroaparto Wedon’thavetopullfrombothdirections
EVALUATIONPARTB: • Didthestudentsmeetyourobjectives?Howdoyouknow?
• Whatwerethestrengthsofthelesson?
• Whatweretheweaknesses?
• Didyourlessonaccommodate/addresstheneedsofallyourlearners?
• Howwouldyouchangethelessonifyoucouldteachitagain?
SimpleMachinesDay6: Pulley&FlagpoleDemonstration
Science3.2 Purpose:
• Continuetheconversationaboutsimplemachinesandunderstandoneofthesimplemachines,pulley,anditsfunctions.
• Toseeareal-lifedemonstrationonhowapulleyworkswithaflagpoleoutside.• Thislessonwillbethelastsimplemachinelessonbecausethepulleywillbea
smoothtransitiontotalkingaboutcompoundmachine.• Science3.2
Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• PhysicalEducation3.4Thestudentwilldemonstrateanunderstandingofthepurposeforrules,procedures,etiquette,andrespectfulbehaviorswhileinvariousphysicalactivitysettings.
a)Demonstrateindependenceandgooduseoftimewhileengaginginphysicalactivity. b)Provideinputintoestablishingrulesandguidelinesforbehaviorinphysicalactivitysettings. c)Workcooperativelywithpeers.
Objectives: • TSWBTidentifyapulley,oneofthesimplemachinesanddescribeitsfunction
correctlyintheirinteractivenotebook.• TSWBTsuccessfullyexpresscooperativebehavioroutsidebytheflagpoleduringthe
demonstration.Procedure: Introduction:
• First,askthestudentswhatthepurposeofawedgeis(reviewingthedaybefore)
• Pullupapictureofastandardpulleyandgiveitsformaldefinition,explainitsfunction,anddifferentpartsofthepulley(V,A)
• Askstudentstomakepredictionwhenapulleywouldbeusedandwritethemdownintheirinteractivenotebooks(V)
• Watchvideo:https://www.youtube.com/watch?v=LiarGb_LK10(V)• Havestudentssharetheirownexamplesandwritethemdownintheir
interactivenotebook(V,A)Development:
• Say“Atourschool,wehaveourownspecialpulleysystemanditgetsusedeverysingleday!”
• Encouragestudentstomakeguessesandgivethemhintstohelpthemgettoguessingtheflagpole
• IntroducethebookOurFlagbyCarlMemling(V)• Beforereadingthetext,discussaboutflags(A)
o Whatisthepurposeofaflag?
o Doonlycountrieshaveflags?§ Helpthemunderstandthatstates,andevencitiescanhave
theirownflagso Doyouthinkhavingaflagisimportant?Whyorwhynot?
• Afterthediscussion,readthebook• Afterreading,askthesamediscussionquestionsfromabove(A)• Say“Nowwe’vereadaboutflagsandwhatthatmeanstous,wearegoingto
gooutsideandseewhatkindofflagswehaveatthefrontofourschoolandseehowthepulleyhelpsus!”
• Beforegoingoutside,remindthemtheetiquettehowtheyshouldbelinedup,howtheyshouldbewalkingdownthehallwayandyourbehavioralexpectationsfromthemwhentheygetoutside
• Havethestudentslineupandtakethemoutsidetotheflagpole• Priortothelesson,makesuretheprincipalisnotifiedaboutthis
demonstration• Gatherthestudentsaroundtheflagpoleandaskthemiftheycanseethe
ropesandthewheelthathelpstheropestaketheflagupanddown(V)• Say“Iknowitlooksabitdifferentfromourvideo,butthatisanotherformof
pulley!”• Demonstratebypullingtheflagdownusingtheropesandexplainhowitis
comingdown(V)• Aftertheflagisdownabouthalfway,havethestudentslineupandpull3
timesandpassuntiltheflagiscompletelydown(V,K,T)• Oncetheflagisdown,explainwhattheyneedtodotogettheflagbackup
(usuallyyouhavetopullonanotherrope)• Demonstratehowtoputtheflagupbypullingtherope4or5times• Letthestudentsusethe3pullsandpassmethodtogettheflagalltheway
up,makingsureeveryonegetsachance(V,K,T)• Foradvancedstudents…
o Havethemcomeupwith3examplesintheirinteractivejournalso Partnerupwithastrugglingstudenttohelpthembrainstorm
examplespriortoorallyexplaining• Forstrugglers…
o Orallyexplainexamplestoyou,theteachero Drawtheflagpoleintheirinteractivejournal
Summary:
• Askstudentswhenapulleycanbeusedotherthanbeingapartoftheflagpoleandencouragethemtofindreallifeexamplesduringtheirday/athome
• Closethelessonbyexplaininghowhardputtinguptheflagwouldbewithoutthepulleysystem
• “Thankstothepulleysystem,weareabletomakethisjobaloteasier!” • Beforegoingbackintotheclass,statewhatisexpectedofthestudentssothe
transitionissmoothandinstantMaterials:
• Interactivejournal• Pencil• PrometheanBoard• Computer
• VideoonYouTube• Book:OurFlag
EvaluationPartA:
• Toevaluateifstudentsunderstood,Iwillinformallyaskthestudentsthedifferentpartsofthepulley
• Explainwhy/howthepulleyworkso “Theropehelpswith_____________”o “Thewheelhelpswith_____________”
EvaluationPartB: • Whatwerethestrengthsofthelesson?
• Whatweretheweaknesses?
• Didyourlessonaccommodate/addresstheneedsofallyourlearners?
• Howwouldyouchangethelessonifyoucouldteachitagain?
SimpleMachinesDay7: WrapUpDay Science3.2
Purpose:
• Toreviewallsixofthesimplemachinesthathavebeentaughtduringtheprevioussixschooldays.Studentswillalsohonetheirtechnologicalskillstoresearchonesimplemachineandcreateanengagingpresentationtosharewiththeclass.Thiswrap-updaywillpreparetheclassastheycontinueontostudycompoundmachineslaterintheunit.
• Science3.2:Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsincludea)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.
• C/T3-5.2:Identifyanduseavailabletechnologiestocompletespecifictasks.a)Identifythespecificusesforvarioustypesoftechnologyanddigitalresources.
•Identifythedifferencesamonglocal,network,andInternetresourcesandtools. •Create,edit,andformatadocumentwithtextandgraphics. •Createandpresentamultimediapresentation. •Createandpopulateaspreadsheetwithdata. •Captureandeditadigitalimage. •Demonstratetheabilitytochooseappropriateresourceswhencompletingassignmentsinvariouscontentareas.
b)Usecontent-specifictools,software,andsimulationstocompleteprojects. •Usetoolsinvariouscontentareasasdirectedbytheteacher.
Objective:
• TSWBATsuccessfullycreateapresentationusingapresentationplatformaboutoneofthesixsimplemachinesgiving3or4examples.
Procedure:
Introduction: • Iwillreviewthesimplemachinesbyaskingstudentstoopentheir
interactivenotebookstothesimplemachinepage.TopromptthestudentsIwillask,“whatdoyourememberaboutthescrew?”“Doyouremembertheactivity/lessonthatwedidwhenwelearnedaboutthescrew?”Thisshouldbeanopendiscussionamongthestudentstorefreshtheirmemory.(A,V)
• Iwillsay,“Ifeellikeweallknowoursimplemachines.Whocannamethesix?Now,Iamgoingtobreakyouguysintogroupsof3andyourgroupwillbecomeexpertsinoneofthesimplemachines!”
• Explaintherequirements/expectationso Everyoneinthegrouphastodothework(eachpersonhascomeup
withonereallifeexample).o Thereshouldbeanintroslide,aslideondescribingthegivensimple
machinefunctionwithpictures,andaslidegivingreallifeexamples
withpictures.Thepresentationmustbedoneonanyofthethreepresentationplatforms,Prezi,PowerPoint,orGoogleSlides.
o Beforebeginningworkonthepresentation,eachgroupmusthaveeachslideplannedoutonablankpieceofpaper,inroughdraftform.Eachgroupmustturnthisinbeforestartingontheactualpresentation.
o Whenallgroupshavecompletedtheirpresentationstheywillpresentthemtotheclass.
Development:
• Iwillbreakthestudentsupintogroupsof3-4(thereshouldbeatotalofsixgroups.)Iwillmakesurethegroupshaveavarietyofstudents,fromthestrugglingtotheadvancedstudents.Toensuretheworkisdonepromptly,Iwillmakesurethereisatleastone“techsavvy”studentineachgroup.
• Iwillthenassigneachgroupasimplemachinebydrawingthenamesoutofthehat.ThegroupthatIthinkislisteningandfollowingdirectionsbestwillgettodrawfirst.Iwillinstructeachgroupnottoopentheirpaperuntileverygrouphaschosen.Iwillcountdownfromthree,afteroneallgroupsmayopentheirpaperthattheydrewfromthehat.
• Iwillpassouttheoutlineworksheet.(V)• Iwillinstructstudentstobeginontheiroutline,andremindthemthatthey
musthaveatitleslide,aslidethatdescribesthesimplemachine,andaslidewithatleastthreeexamples.Iwillremindthestudentstobringtheircompletedoutlinetomewhenitisfinished.(A)
• Oncestudentsshowtheiroutline,Iwillgiveeachgroupalaptopcomputer,andinstructthemtobeginontheirpresentation.WhenallgroupshaveacomputerIwillwalkaroundtheroomtoensureeverychildisparticipatingandstayingontask.Iwillgivetheclass30minutestoworkontheirpresentation.
• Forstrugglers,IwillensuretheyaregroupedwithstudentswhoIknowarestrongandengagingleaderswhowillnotonlyhelpthemwiththeassignment,butensuretheyarecontributingtothegroup.Resourceswillalsobeavailablewithcorrectexamplesforthemtocutandpastefromfortheirpresentation.
• Foradvancedstudents,Iwillgivethemopportunitiestoleadstudentswhomaybestrugglingwiththisassignment.Ifanygroupfinishesearly,Iwillchallengethemtofindandshareanyadditionalfactsthatmight“stumptheteacher”.
Summary:
• Whenagroupsaystheyarefinished,Iwillbrieflychecktheirwork.Afterchecking,Iwillencouragethegrouptoaddmoredetail,design,andotherappealingelementstotheirworkuntiltheothergroupshavefinished.
• Whenallgroupshavefinished,eachgroupwillpresenttheirpresentationstotheclass.Iwillremindallstudentstobeagoodaudienceduringallpresentations.(K,A,V)
• Afterallpresentationsarethrough,Iwillasktheclassiftheylearnedanythingnewfromanyofthepresentations.“Wasthereanyexamplesthatyoudidnotthinkof?”“Isthereanexampleyoucanthinkofthatwasmissingfromapresentation?”(A)
• Iwillclose,bytellingthestudentshowwonderfultheirpresentationswere.Iwillalsocombineallofthepresentationsintoa“studyguide”tobehandedoutlaterintheweek.
Materials: • Interactivenotebooks(topulltheirresearchoutof)• Pre-computer/presentationoutlineworksheet• Pencil• Computer• Powerpoint/Prezi/Googleslides
EvaluationPartA:
• Informally,bycheckingoutlinesbeforethestudentsbegintheirpresentationstoensureallinformationincorrectandalltheguidelineshavebeenmet.
• Informally,evaluateeachstudentsbyobservingeachstudent'sparticipationduringthecreationofthepresentation,aswellas,thepresentingoftheproject.Eachstudentshouldspeakabout30%ofthetime.
• Formally,bycheckingeachpresentationtoensurethatitcorrectlyincludesatleastthreeexamplesandagooddescriptionofthegivensimplemachine.
EvaluationPartB:
• Whatwerethestrengthsofthelesson?
• Whatweretheweaknessesofthelesson?
• Whatwouldyoudodifferentlyifyoucouldteachthislessonagain?
• Didyourstudentsmeetyourobjectives?Howdoyouknow?
SimpleMachinesDay8: EvaluationProject:LeprechaunTrap
Science3.2 Rationale:
• Thisprojectwillevaluatethestudents’understandingandapplicationofthesixsimplemachinesbyaskingthemtomakeaworkingmachineoftheirownwiththepurposeofcatchingaleprechaun.
• Thiswillbeafunwaytoreinforcetheconceptsandideassharedduringoursimplemachinesunit.
• Itwillalsobeanicesegwaytocompoundmachines,whichwillbethenextpartoftheSOLwewillcover.
• Thisprojectwillallowforextensionforadvancedstudentsbychallengingthemtocreateatrapusingmorethanonemachine.
• Thisprojectalsowillallowstrugglingstudentstogethelpfromanadultoutsideofschool.
• Thisprojectalsocanbetransitionedintoanin-classproject,ifstudents’homeenvironmentsarenotconducivetotakehomeprojectsand/ortheydonothaveaccesstosuppliestocompletetheprojectathome.
ThisevaluationwascreatedbyThePolkaDottedTeacher:https://www.teacherspayteachers.com/FreeDownload/Simple-Machines-Leprechaun-Trap
SimpleMachinesUnitResources
• Thisisafourminutevideothatexplainswhatasimplemachineis,aswellaswhateachsimplemachinedoes.Italsowouldagreatwaytointroducecompoundmachines.
o Brainpopjrvideohttps://jr.brainpop.com/science/forces/simplemachines/
• Afungamethatstudentscanplaywhentheyhavesomefreetimewhenonthecomputers.Thegamegivesstudentsabetterunderstandingofhowsimplemachineswork,anditgivesotherexamplesofsimplemachines.
o Simplemachinesgamehttps://jr.brainpop.com/games/simplemachinesgame/
• Aminutetowinitgame!Studentscanchallengeeachothertoseehowmanyminimarshmallowstheycanmakeintocupinaminuteusingtheircatapults.Thiscanbedoneinteams,orasindividuals.Thiscanbeusedasafun,interactivebrainbreak,andasareviewofthelever.
• Agreatonlinematchingactivitytheythecanbedonewiththewholeclassorasanindividual.Thiswouldbegreatforreviewbeforeatest!
o http://www.softschools.com/science/simple_machines/games/• Asimplemachinescootiecatcher!Afun,interactivewayforstudentstostudyfora
simplemachinestest.Itincludespictureexamplesanddescriptionsofeachsimplemachine.
o http://www.azlearningbug.com/postcard/2011/jun/science2.html• Asimplemachinessort.Thiswouldbegreatasastationwhilelearningaboutsimple
machines.Thestudentswillgetexposuretothedefinitionsofthesixsimplesmachines,andexamples.
o https://www.teacherspayteachers.com/Product/Simple-Machines-Sort-Cut-and-Paste-Examples-Definitions-create-an-invention-955736
• Thebook:The3LittlePigsandtheScientificWolf,byMaryFetzner.Acutebooktocombinereadaloudtimewithsciencetime.Thestudentswillgetevenmoreexposuretosimplemachineswhileenjoyingatwistonaclassicstory.
o • Asimplemachineswordsearchwouldbegreatforareviewofkeyvocabulary
terms.Thiswouldbegreatasastationsorforstudentswhofinishotherworkearly.o http://homeschooling.about.com/od/freeprintables/ss/machineprint.htm
• TheBook:HowdoyouLiftaLion,byRobertE.Wells.Thisbookwouldbegreatforanyextratimethatneedstobefilledontheday(orthedayafter)thestudentslearnaboutthelever.
o • Thebook:TheKids’BookofSimpleMachines,byKellyDoudna.Thisisgreatbookfor
kidstolookatontheirownforwaystheycancreatetheirownsimplemachinesathome.Thestudentscouldalsovoteonaprojecttheywouldliketodoinclasstogetmorehandsonexperience.
o
It will soon be St. Patrick's Day and those pesky leprechauns will be up to their old tricks! Leprechauns like to sneak around, make messes, and play tricks on people! This year, we are going to try to outsmart those sneaky little guys! Your job is to build a leprechaun trap, so we can try to catch one! Remember, leprechauns are tricky creatures, so our traps will need to be clever! Your trap must be unique and original. You do not need to buy any materials to create it. Use things around the house, such as: a shoebox, cereal box, etc. Leprechauns are attracted to the color green and love shiny things! Construction paper, glitter, and crayons or markers can also be used. Your leprechaun trap must have at least one of the six simple machines we’ve learned about in class: lever, wheel and axle, pulley, inclined plane, wedge, and screw. Along with your project, you will need to turn in your “Leprechaun Trap Fact Sheet” We will be setting up our traps so please be sure it is completed and returned to school by ___________! Have fun working to create an original trap and use your imagination! I can’t wait to see the amazing ideas you come up with!
Simple Machine ProjectSimple Machine Project
Thank you and good Thank you and good luck!luck!
Leprechaun TrapLeprechaun Trap
It will soon be St. Patrick's Day and those pesky leprechauns will be up to their old tricks! Leprechauns like to sneak around, make messes, and play tricks on people! This year, we are going to try to outsmart those sneaky little guys! Your job is to build a leprechaun trap, so we can try to catch one! Remember, leprechauns are tricky creatures, so our traps will need to be clever! Your trap must be unique and original. You do not need to buy any materials to create it. Use things around the house, such as: a shoebox, cereal box, etc. Leprechauns are attracted to the color green and love shiny things! Construction paper, glitter, and crayons or markers can also be used. Your leprechaun trap must have at least one of the six simple machines we’ve learned about in class: lever, wheel and axel, pulley, inclined plane, wedge, and screw. Along with your project, you will need to turn in your “Leprechaun Trap Fact Sheet” We will be setting up our traps so please be sure it is completed and returned to school by ___________! Have fun working to create an original trap and use your imagination! I can’t wait to see the amazing ideas you come up with!
Simple Machine ProjectSimple Machine Project
Thank you and good Thank you and good luck!luck!
Leprechaun TrapLeprechaun Trap
Answer all questions in complete sentences.
1. What is the name of your trap? ______________________________________ 2. Describe how your trap will catch a leprechaun. ______________________________________
____________________________________________________________________________
3. What materials did you use to make your trap? ______________________________________
____________________________________________________________________________
4. What type of simple machine does your trap have? If it is
made up of more than one simple machine, list all of them. __________________________________________________________________________________________________________________
5. How does the simple machine(s) make work easier in your trap? __________________________________________________________________________________________________________________
Fact Sheet Leprechaun Trap Name: _________________
Rubric Leprechaun Trap Name: _________________
Task Total Points
Explanation of Leprechaun Trap Did you include all steps of how your trap works? Does your explanation make sense? Did you answer in complete sentences?
____/20
Explanation of Materials Used Did you remember to include all materials in your trap? Did you answer in complete sentences?
____/20
Explanation of Simple Machine(s) Does your explanation make sense? Did you answer in complete sentences?
____/20
Made with at least one Simple Machine
____/20
Effort/Creativity Did you do your best work? Are your ideas for your trap all your own?
____/20
Final Grade
Comments: _____________________________________________________________________________________________
NAME: ________________
Draw a picture of the simple
machine
What is it? What does it do?
Example
Pulley
Wheel and Axle
Inclined Plane
Screw
Wedge
Lever