Students examine simple machines and predict their use here

Title – Simple Machines

By – Jeanette LaMarca

Primary Subject – Science

Secondary Subjects – Language Arts

Grade Level – 4-5

Objectives:

• Students will describe simple machines and predict how they help us in our everyday lives by examining actual examples.
  
• Students will use pictures to identify examples of simple machines and state their purpose.
  
• Students will improve their understanding of physical science by examining the relationship between motion, force, and simple machines.
  
• Students will complete an independent assignment based on simple machines by using what they learned about motion, force, and simple machines.

NYS Standards to Be Addressed:

Standard 4 – Science -

Energy and matter interact with forces that result in changes in motion.

Students will describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.

Materials Needed:

• Several examples of simple machines
  
• Teacher-made brainstorm chart
  
• Teacher-made simple machine chart
  
• How simple machines are used sentence strips
  
• Motion and Force teacher-made reading
  
• Color-coded vocabulary words on index cards
  
• rings
  
• Worksheet (classwork)
  
• Vocabulary books
  
• Pencils

Anticipatory Set:

• Students will describe how simple machines look and predict how they help us in our everyday lives by examining actual examples.
  
• Students will identify simple machines and explain their use by relating to their own experiences with simple machines.

Procedure:

1. State objectives to students. Explain that they will be learning about simple machines in science. Today, we will be previewing what simple machines are and important terms that explain how simple machines work.

2. Teacher will present simple machines to students. Students will be given time to examine each simple machine presented. Students will describe the simple machines and predict how each simple machine is used and how they help us in our everyday lives. Teacher will record ideas on a brainstorming chart.

3. Use the teacher made simple machine chart to provide students with the definition of simple machines and show the six kinds of simple machines. Students will read the name of each simple machine and examine pictures for each. Students will then match each simple machine presented on the chart with a sentence strip that indicates how it’s used.

4. Teacher will present students with Motion and Force sheet. Explain to students that simple machines need force in order to move or to be put in motion. Students will take turns reading each paragraph aloud.

5. After the first paragraph has been read, elicit examples of motion from students. Ask students how they get to school every day or activities they do during gym. Students will also give examples of force after reading the second paragraph. Discuss with students how they get their sled to the top of a hill when going sledding or close their bedroom door at night. Demonstrate how magnets pull or use force when they are attracted to certain objects.

6. Teacher will present index cards on a ring to students containing definitions of the colored words found on the Motion and Force sheet. Review with students how motion, force, and simple machines are related. Explain to students that they will continue to compile important terms relating to simple machines on the ring of index cards. A card will be added each time they learn a new word.

Closure:

A teacher-made worksheet will be completed with assistance from the teacher and in pairs. Students will use the simple machine chart, index cards, and class discussion to assist them while they work. Teacher will monitor the students’ understanding of material covered in class. Students will share their answers after completing the independent task.

Assessment:

• Students will access their background knowledge of simple machines when examining actual examples.
  
• Students will correctly identify the sentence strip which states how each simple machine is used.
  
• Students will accurately complete the simple machine class assignment by using the simple machine chart, index cards, and class discussion.

Extension:

• Students will use their vocabulary books to write their own definitions of simple machine, motion, and force. Students will draw a picture of each vocabulary word.

• Students will find and observe one simple machine that is used in their home. Provide students with an observation sheet to record the object, the type of simple machine, and how the simple machine makes a job easier.

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Jeanette LaMarca

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