Instructional Unit:
Simple Machines
Table of Contents
[ Instructional Unit Overview
Explanation of subject/topic
Description of unit
Content of unit
Description of students
Time allotment
[ Rationale and purpose of unit
[ Philosophy of teaching as it relates to the unit
[ Unit standards
[ Specific lesson objectives
[ Unit map/plan
[ Lesson outline #1 (gears)
[ Lesson outline #2 (inclined plane)
[ Lesson outline #3 (force)
[ Knapp lesson plan #1 (screw)
[ Supplemental activities (3 activities)
[ Knapp lesson plan #2 (wedge)
[ Supplemental activity instructional guide
[ Knapp lesson plan #3 (pulley)
[ Supplemental activities (instructional guide/assessment tool)
[ Instructional strategies and materials
[ Supplemental resources used throughout unit: resource chart, lyrics to rap, simple machines miniposter, Knapp guide to simple machines content, instructional guide for Discovery Center
[ Assessment Strategies
[ Instructional unit evaluation
[ Chart labels/visuals
Knapp Charter
Instructional Unit Overview
This third grade instructional unit has been designed to meet the criteria for the science goals, objectives, and standards for Knapp Charter Academy.
Statement of Unit Topic
â The topic of this instructional unit is the study of simple machines.
â This unit specifically focuses on three simple machines: the screw, the wedge, and the pulley.
â Three additional lesson plan outlines are included, these outlines address gears, inclined planes, and force
General Description of Unit
This unit has been designed in cooperation with third grade teacher, Jennifer Mack. The unit meets the objectives of Knapp Charter Academy, requirements of the Cornerstone University Education Department as well as national and state standards for this grade level.
Content
This unit has been designed to include an introduction to six simple machines. Content focuses on the defining characteristics, functions, and real-life applications of each of these machines. Each lesson includes a short review of the previous lesson taught, a hands-on learning activity and a brief review of the new material.
Description of Students
This class has received minimal instruction on simple machines in the past. The class is comprised of twenty-four learners. This class responds positively to the inquiry-based science education approach. The class is mainly comprised of enthusiastic and willing learners. These lessons were taught at the end of the school day, from 2pm-3pm and the final lesson from 12:30-1:30.
Time Allotment
One hour has been designated for the instruction of each of the following three lessons. Three additional lesson plan outlines are included and are designed to follow a similar format and timeframe. The lessons were taught on Monday, May 5; Wednesday, May 7; and Thursday, May 8.
Rationale and Purpose of
Instructional Unit:
Simple Machines
This material is important and valuable to young learners for several reasons:
[ Simple machines are virtually everywhere and we use them daily.
[ Learning how to use simple machines can decrease time and effort and create efficient use of our time and energy.
[ Simple machines allow us to accomplish many tasks that are otherwise very difficult or impossible.
[ When learners realize that simple machines allow a hard job to become easy, motivation increases and a difficult job becomes simple.
[ Simple machines allow young individuals to accomplish some of the same tasks that adults do.
[ Simple machines are valuable because they can repair things of value in a relatively easy manner (broken toys, bikes, etc.)
Meeting the needs of diverse learners through unit:
This unit has been designed with the learner in mind. It is vital that students begin to grasp the physical aspects of the world around them at an early age. God’s creation is an awesome and complex phenomena. As good stewards we feel that it is vital to instruct children in the dynamic creative world we live in and interact with. Students need exposure to science that allows them to grasp concepts and apply principles to their lives. This is done effectively when the content is presented in a creative, exciting, fun, and interactive way. This unit has been created with these student needs in mind. It is our hope that those needs will be met and even exceeded.
Instruction unit and philosophy of teaching:
As future teachers we are continually developing a theory and philosophy of teaching. This growing philosophy is clearly reflected in the format and approach of this unit and the plans that comprise it. We strive to balance facilitation with teacher guided instruction. We approach the content area of science with a solid foundation of inquiry-based teaching. We feel that this is the most effective approach to teaching science and thus we have used this approach as a model as we have designed the lessons.
Standards
This unit has been created with the
Michigan Curriculum Framework in mind.
â Students will generate questions about the world based on observation.
[ Constructing New Scientific Knowledge (C) l.1 ] #1
[ Students will develop solutions to problems through reasoning, observation, and investigations (gather information, ask questions, think, observe, predict, collect data, draw conclusions, conduct fair tests, prior knowledge)
[ Constructing New Scientific Knowledge (C) l.1 ] #2
[ Students will identify and use simple machines and describe how they change effort.
[ Motion of Objects (PMO) lV.3 ] #4
[ Students will manipulate simple mechanical devices and explain how their parts work together.
[ Motion of Objects (PMO) lV.3 ] #5
Specific Lesson Objectives
Goals and Objectives Lesson 1 (screw)
[ TLW accurately identify a screw by the defining characteristics of an inclined plane wrapped around a cylinder or cone.
[ TLW explain the purpose of the screw as it is to accomplish a task using little force.
[ TLW describe the purpose of the screw: to hold things together or lift things.
Goals and Objectives Lesson 2 (wedge)
[ TLW identify that a wedge must have two inclined planes.
[ TLW explain that a wedge cuts or splits an object apart.
[ TLW describe that a wedge allows us to complete a job that would not be able to be completed without the use of a simple machine.
Goals and Objectives Lesson 3 (pulley)
[ TLW identify the characteristics of a pulley, which include a grooved wheel with a rope or cable around it.
[ TLW explain that the purpose of a pulley is to move an object up, down, or across.
[ The learner will describe that a pulley makes work easier by changing the weight of where the work is the hardest.
***For each of the above lessons, learner objectives include participation in demonstrations and activities (psychomotor domain) as well as ability to learn and sing the “Simple Machine Rap” during each lesson (music and affective domain) This is included for both reinforcement of content taught and to add a fun and casual dynamic to the material. ***
Unit Map/Plan
This unit is designed to build from one lesson to the next in a natural progression of learning. Simple machine basics such as the concept itself and introductory definitions including the inclined plane are introduced. We have included the screw as our first lesson, as it incorporates the previous concept of inclined planes. Our next lesson covers the wedge, also using an inclined plane. The pulley is then included as a third lesson. The pulley helps to move objects up, down, or across, similar to the function of the inclined plane. Although there is some freedom in order of progression, we have found that the order we chose worked effectively and built student knowledge in a natural way. Due to the similarities that simple machines share, it is vital to incorporate repetition and review within each lesson.
Instructional Strategies and Materials
Strategies employed within each lesson are designed to encompass all aspects of the concept being taught. Included are a variety of teaching methods and hands-on learning activities. These are outlined in detail within each individual lesson plan. Resources compiled are included following each lesson plan.
Daily Lesson Plan
Day 1
Simple Machine – Screw
By: Laura Wolfe
(A brief summary of previous lesson will be included at this time. The classroom teacher has informed us that the class will have been introduced to the topic of simple machines as well as inclined planes. The definitions that the class is familiar with are listed below).
Simple Machines: machines that make work easier and have few/no moving parts.
Inclined planes: a plane (flat surface) going up
Subject/Topic:
Science/Simple Machines/The screw is a simple machine using push, pull, work, and force.
Rationale/Purpose:
Simple machines are a valuable part of everyday life. Understanding and recognizing simple machines allows for more efficient use of our work and time. The function of a screw is important because it makes things easier by reducing the amount of effort required for a job to be done.
Objectives:
The learner will accurately identify a screw by the defining characteristics of an incline plane wrapped around a cylinder or a cone.
The learner will explain the purpose of the screw is to accomplish a task using little force.
The learner will describe the purpose of the screw, which is to hold things together or lift objects easier by using a small force.
Content:
A screw is inclined plane that is wrapped around a cylinder or pole/cone. The purpose of the screw is to hold things together or to lift objects using very little force.
Does anyone remember what an inclined plane is? An inclined plane is a slanting surface connecting one level to a higher level; it helps things move up and down. Examples are ramps, slides, stairs, sloping driveways, and escalators.
Does anyone think that they used a screw today?
Like I mentioned before a screw holds things together or lifts objects with very little force.
Examples that will be demonstrated to the students are: jar lid, light bulb, faucet knob, pen, and apple peeler.
Strategies and Activities:
Upon entering the classroom students will find a small bag with a screw and a picture/s inside. Students will be directed to explore the characteristics of these items (anticipatory set + engage and explore)
Encourage students to ask questions about these items:
How are they related?
Why is the screw made out of metal?
Why might I need this?
Topic of screws will be introduced as the outcome of this mini-discussion
The screw as a simple machine will be introduced through direct instruction
The components of a screw (head, threads – inclined plane) will be discussed using a teacher-built model constructed in class
Students will hypothesize about why the screw is constructed as we have discussed – record answers
Formal definitions and reasoning will serve to clarify the details of this simple machine: screws hold things together and help things go up and down (provide examples)
Discovery groups will be formed (6 groups of 4) and perform a screw activity
Real-life application will be introduced as we discuss the screws around us
Screw-tag activity will follow depending on time (see activity card handout)
Materials:
Overhead projector, transparency, poster, screw examples, baggies with screws and pictures, CD, rap lyrics, screw tags for assessment activity, worksheet, screw drivers/wood blocks
VII: Plans for Individual Differences:
This lesson has been designed to incorporate teaching methods that teach to various learning styles. Activities include music, tactile experience, visual, and challenged inquiry opportunities. It is our hope that all learners will benefit from the variety of approached meshed within this lesson. If the need arises, certain small adjustments and modifications may be necessary. We have also chosen to assist each other as a group, hoping to provide a better teacher/student ratio during instruction and activities.
VIII. Evaluation
Completing simple machine inspector tags will indicate the student’s progress. The student’s will have 5 minutes to complete this activity. When completed the teachers will inspect the student’s tags and assess.
Lesson Critique: Overall I was pleased with the lesson and the class reaction to it. I had the disadvantage of being the first presenter. I was “feeling out” the class and the cooperating teacher as they were doing the same with me. It is less than ideal to have a stranger teaching strangers. As the week continued both our unit group members and the class became more relaxed and comfortable with each other. I was unsure as to the general management situation with the class and I was highly impressed with student behavior, interaction, content knowledge, participation and attitude. I feel that the activities I chose were age-appropriate and suitable for their ability level. Were I to re-teach my lesson I would strive to be more confident and relaxed. I enjoyed the experience and look forward to teaching science in a classroom of my own in the future.
Daily Lesson Plan
Day 2
Simple Machine – Wedge
By: Tiffany Greene
Subject/Topic:
Science/Simple Machines/The wedge
Rationale/Purpose:
Simple machines are a valuable part of everyday life. Understanding and recognizing simple machines allows for more efficient use of our work and time. The function of a wedge is important because it makes things easier by reducing the amount of effort required for a job to be done.
Objectives:
The learner will identify that a wedge must have two inclined planes.
The learner will explain that a wedge cuts or splits an object apart.
The learner will describe that a wedge allows us to complete a job that would not be able to be completed with out the use of a simple machine.
Content
A wedge is related to the inclined plane.
A wedge typically has two inclined planes that the user moves to cut or split an object.
The purpose of a wedge is to cut or split an object easily.
The wedge is actually more like a moving inclined plane. Instead of objects being pushed up its inclined side, the plane moves forward, raising the object.
Other examples of wedges include scissors, bow of a ship, cake knife, and doorstop, teeth, woodpecker’s bill, mole’s claws, orange, banana, etc.
Strategies and Activities:
Review material from previous simple machine days:
Simple Machines: machines that make work easier and have few/no moving parts.