Force, Motion and Simple Machines Unit Unit Summary In this six week unit students will study the concepts of force and motion and explore simple machines and how they make work easier in our daily lives. Curriculum-Framing Questions Essential Question How does force affect motion? Unit Questions How can forces be used to make objects move, change direction, or stop? How is the motion of an object related to the size of the object and the amount of force that is applied to the object? What is gravity and how does it affect things on the earth? How do simple machines make work easier for people? Content Questions What is force? What is gravity? What are the types of simple machines? Assessment Processes Pretest Posttest Simple Machines Rubric Science journal: entries defining and illustration concepts, vocabulary and understandings Internet field trip Culminating Activity: Designing your own machine.

At a Glance Grade Level: 4th Subject: Math Topics: Force, Motion, Simple Machines Higher-Order Thinking Skills: Creativity, Analysis, Problem Solving, Data Analysis Key Learnings: Simple machines, Gravity, Force and Motion Time Needed: 6 weeks, 45minute lessons, 3 times per week Background: Georgia, United States

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Instructional Procedures Week One: Introducing the Unit: Begin by posting the Unit Question: How does force affect motion? Elicit students’ initial responses and have them record their thoughts in their science journals as well as classroom charts. Have students complete pre-test. Introduce concepts and definistion of force, motion and simple machines. To help students understand simple machines in a concrete way, involve them in a variety of hands-on experiences working with reallife simple machines. Allow students to explore and use models of simple machines. Have students participate in introductory activity Internet Field Trip: Simple Machines in pairs and explore various internet sites related to simple machines such as edheads , see resource page for more suggestions. Internet Field Trip: Simple Machines In this lesson, students gain knowledge about simple machines through an Internet Web quest that will apply to all three lessons in the unit. Students will work with a partner tocomplete the data gathering and written activities. OBJECTIVE Students will: 1. Observe and identify the types of simple machines. 2. Conduct research and gather data to increase knowledge of simple machines. 3. Apply knowledge and organize data to complete a graphic organizer and focus questions. 4. Identify and understand terms that apply to simple machines. 5. Communicate data and observations with a partner. MATERIALS 1. Internet Field Trip Worksheets (PDF) 2. Computers with Internet access 3. Simple machine examples - these can be actual items, pictures, or a list on theboard. Examples include: hammer, door jam, crowbar, roller skate, doorknob, toy car, jar lids, light bulbs, nail, fork, knife, crane, flagpole, fishing reel, scissors,pliers, eggbeater, rolling pin, and spatula. SET UP AND PREPARE 1. Make a class set of the Internet Field Trip Worksheets. 2. Organize students into partners for research gathering and written work. 3. Gather simple machine examples, but do not display them until research iscompleted. 4. Reserve computer time if necessary.

Instructional Procedures DIRECTIONS DAY I Step 1: Assess prior knowledge of simple machines through discussion questions: 1. How many of you have ever visited an aquarium with dolphins, or sharks? 2. What is the largest animal the aquarium might have? 3. How do you suppose the aquarium moves the animals from the ocean to theirlocation or from one tank to another? 4. If you were a marine biologist asked to transport a killer whale (orca) that is 22 feet long and weighs over 7 tons from the sea to your aquarium, what would you do? 5. Some of you suggested using machines to move the whale. What do you think of when you hear the word "machine?" 6. Why do we use machines? 7. Machines make our work easier. Can you think of some examples? (answers will vary, but most will likely be complex machines) 8. Many machines are complex, with lots of moving parts. All complex machines are made from simple machines. Some simple machines only have one part that doesn't move. Can anyone name a simple machine? (Record ideas or examples on the board.) 9. There are six simple machines, and today we are going to take an ‘Internet Field Trip' to learn more. Remember the problem with moving the whale, and we will discuss this again. Step 2: Arrange students into partners. Distribute the Internet Field Trip Worksheets. Step 3: Discuss the steps on the handout, and instruct students that they will visit the Web sites listed and complete the requested information. Review each section of the handout, and check for understanding. Each student can complete their own handout, or they can work as a team on one. Step 4: Direct the students to begin gathering data. Supervise and assess progress. DAY II Step 5: Complete any remaining research. Step 6: Assemble students to share the results of the research. Step 7: Engage students in a discussion covering answers to the focus questions. Step 8: Invite students to take a look at the collection of simple machine objects (or pictures/list). If you have actual objects, let students handle them and identify the work they perform. Ask students to classify each object as one of the six simple machines. Step 9:

Instructional Procedures Step 9: Request students to share the examples of simple machines they cited on their graphicorganizer, without mentioning what type of machine it is. Ask other students to classify the machine and what type of work it performs. Step 10: Closure: Ask the class if they remember the marine biologists' problem with moving a killer whale. Now that students are familiar with the six simple machines, encourage them to suggest methods of moving the whale. Which machines would be useful? Would they use a combination of machines? Step 11: Create anticipation for Lesson Two by dropping a teaser for the next activity: Now that students are familiar with the functions of the six simple machines, ask them to start thinking about how the machines could be used to create an obstacle course. SUPPORTING ALL LEARNERS Working with a partner will assist struggling readers and ESL students. Knowledge of the six simple machines can be reinforced by manipulating physical examples of each type. LESSON EXTENSION Enrichment Activities: Dirtmeister's Science Lab on Levers A fun hands-on activity for early finishers, or the entire class. Scholastic's Dirtmeister keeps students engaged with a lever-building project that culminates with a challenge. In the book Mrs. Frisby and the Rats of NIMH by Robert C. O'Brien, the rats are so clever they learn how to use simple machines to build and move things, including Mrs. Frisby's house. Read this section of the book, and have students illustrate the rats' invention. ASSESS STUDENTS Assessment should be determined by completion of the graphic organizer and focus questions. ASSIGNMENTS 1. Research simple machine information from Web sites. 2. Work with a partner to complete a graphic organizer and focus questions. 3. Think of methods to apply what has been learned to the construction of an obstacle course. HOME CONNECTION Simple machines are found everywhere around the home. Students could involve parents in compiling a list of simple machines in each room. Which room has the most? Which has the fewest?

Instructional Procedures Week Two: Lesson Title: Simple Machines Scavenger Hunt Essential Question(s): How do simple machines affect our ability to do work? How do we use simple machines in everyday life? Teacher Instructions: This activity may be conducted over a couple of days involving searches in the classroom, around the school, and at students’ homes. If you wish to conduct this activity in the classroom, assess what simple machines are in the classroom, and supplement as needed. For example, you may have a pencil sharpener in the classroom that contains one or more such as a lever, screw, or wedge. There may be window blinds that include a pulley and lever. If you venture further out on the school grounds, your students may observe a pulley on a flagpole or a wheel and axel on a car or bus. Have students complete the simple machine scavenger hunt by looking for simple machines around them. During this activity, have students take pictures of simple machines they have found with a digital camera and create a digital album slideshow of simple machines in cooperative groups. Take anecdotal notes while students are experimenting to document skills that may need reviewing before continuing the unit. Assessment: Students will record observations on chart as well as taking digital photos of simple machines and creating a slideshow of simple machines found. Enrichment/Extension/Homework: For homework, have students find a simple machine at home. Ask them to draw a picture or take and print a digital photo. Includes these pictures in the slide show and include a paragraph that states how the simple machine is used at home and how it makes work easier.

Simple Machines Scavenger Hunt Directions: Follow your teacher’s instructions and look for simple machines in the classroom, school, or home. Object (Example) Window Shade

Simple Machine(s) it Represents Pulley on shade pulls it up or down

Use at home or school We pull the shade down to block the sun

Instructional Procedures Week Three: Lesson Title: Ramp it Up Essential Question(s): How do inclined planes affect motion? Teacher Instructions: Read a selection from a book such as “How Can I Experiment with an Inclined Plane?” Provide students with a variety of materials such as blocks, small boards, meter sticks, etc. to make ramps. Have students create models of inclined planes and experiment with how an inclined plane affects the motion of toy cars. If possible, have students visit a place in the school or on school grounds where there is a ramp for handicapped persons. If a cart or wagon is available, you may want to demonstrate how work is made easier with a ramp. How does it feel to move the same amount of materials up a distance on stairs versus a ramp/ inclined plane? Assessment: Record of measurements in science log Enrichment/Extension/Homework: Can students figure out a way to add a seatbelt for a passenger to a toy car/vehicle? Provide plastic toy figures or clay to make passengers. Students may use yarn, rubber bands, twist ties, or other materials to make seatbelts for “passengers”. Which of Newton’s Laws of Motion are demonstrated when passengers do not wear seatbelts? Lesson Title: Marble Race Essential Question(s): How does gravity work with simple machines? Teacher Instructions: Prop one end of a meter sticks with an object (book) to make a ramp. Put a meter tape on the floor with the zero mark at the bottom end of the ramp. Students can make a table in their science journals, with columns labeled Starting Position and Time. Roll the marbles down the ramp one at a time. Start the marbles from different positions on the ramp. Students record the starting position of each marble. Measure the time it takes the marble to travel the length of the meter tape. Record time and graph results. Materials: meter stick, books, 10 marbles, meter tape or ruler, stopwatch or clock with second hand Assessment: Graphs in Science Journal Enrichment/Extension/Homework: Extend the lesson by providing additional sized marbles or small rubber balls. Does the size of the marble or ball affect its speed going down the ramp?

Instructional Procedures Week Four: Simple Machines, Survivor-Style Students apply the principles of simple machines to create events in a wacky obstacle course, similar to those seen on popular television shows, such as Survivor, Fear Factor, and Endurance. Students will work with a partner to prepare a visual presentation and an expository description of the obstacle course. OBJECTIVE Students will: Demonstrate knowledge by designing and constructing a model of an obstacle course utilizing simple machines. Develop expository writing to sequentially describe the use of the model. Present creative and written work in an oral presentation. MATERIALS Completed graphic organizer from Lesson One to be used as a resource Obstacle Course Planner (PDF) Sample obstacle course model, photographs, drawings, or video clips from television shows. SET UP AND PREPARE Make a class set of the Obstacle Course Planner (PDF) Prepare models of obstacle course events. These can be made simply with cardboard, craft sticks, bottle caps, toy car wheels, spools, twine, etc. Options: Draw, collect photographs, or record video clips of possible events from television shows. Suggestions: Pulley: Rappelling event, hoisting water in a bucket, or running a flag up a pole Lever: Events using a see-saw, scissors, catapults, tweezers, wheelbarrow, shovels, and bats are all forms of levers Wedge: Ice skates, an ax for chopping wood, doorstops, knives, and nails are types of wedges. Wheel and axle: Events with wagons, dollies, bicycles, skateboards, carts, cranks, merry-go-rounds, etc. Inclined plane: Ramps, wings, sloping roads. An inclined plane paired with a wheel and axle: pushing a wagon uphill, or riding a skateboard down a ramp. Screw: Bolts, screw-top lids, spiral staircases, airplane propellers, wrenches, light bulbs, key rings, and faucets are some examples. REPRODUCIBLES Obstacle Course Planner (PDF) DIRECTIONS DAY I Step 1: Ask if there are questions from Lesson One, review if necessary to check for understanding of simple machines. also used as a spiral slide, spiral steps, etc.)

Instructional Procedures Step 2: Initiate a discussion: "Now that you know simple machines can be found everywhere, think about a playground. What equipment would you see made from simple machines?" (Swings use pulleys; slides are inclined planes; merry-go-rounds are a wheel and axle; see-saws are levers; wedges can be seen as shovels in a sandbox; screws, of course, hold most of the equipment together but are also used as a spiral slide, spiral steps, etc.) Step 3: Encourage the students to list as many possibilities as they can brainstorm. Write a list on the blackboard. Step 4: Inquire as to how many students have seen a television show where contestants compete on some type of obstacle course. Students will suggest programs such as Survivor, Fear Factor, and Endurance. Allow the students to enthusiastically discuss the types of obstacle course events and television shows they have seen. Step 5: Inform students that their task is to show what they have learned about simple machines by creating an obstacle course for a television show of their choice, or one of their own imaginations, using six simple machines. Step 6: Model the samples, photographs, drawings, or video clips. Engage students in a discussion regarding changes or alternatives they would have used for samples. Invite students to suggest materials to use, bases to build upon, and places to find ideas. It should not be necessary to spend money; all materials are easily found at home. (One inspired idea from a student: A toilet paper roll, or biscuit can, torn along the seams makes a great spiral for a screw!) Step 7: Direct students to work with their previous partner to a) plan the course using the Obstacle Course Planner, b) write an expository paper giving detailed sequential instructions for the course, c) physically construct their model, and d) present the course and the written information to the class in an oral presentation. Step 8: Review the Obstacle Course Planner and Guidelines. Discuss that the expository writing should include instructions on how a person would run the obstacle course from start to finish. This could be written in numbered steps, or paragraph format. Discuss that the culmination of the project will require each team to share their work with the class. Step 9: Allow students to begin their work with partners. Circulate and check for understanding. Day 2 & Day 3 Step 1: Engage students in discussions regarding the progress of their work as they finish the requirements of the project. Day 4 Step 1: Invite students to share their models, and read the expository writings. Allow students to positively discuss and investigate each project.

Instructional Procedures Step 2: Generate excitement for the final part of the unit by informing students that they are now ‘experts' at simple machines, and they need to start thinking of ways that simple machines could be used to invent something the world has been waiting for. SUPPORTING ALL LEARNERS Working with partners will benefit students who are struggling with the concept of simple machines. Struggling readers or writers may be partnered with students who can benefit from helping another student. ESL students can write the planner and instructions in their first language. LESSON EXTENSION Design a playground for the future using simple machines as the basis. This activity could work well for early finishers or for extra credit. Turn the entire project into a PowerPoint presentation. ASSESS STUDENTS Students should be assessed on the model based on the completion of the assignment, rather than the level of creativity. Bonus points can be awarded for creativity, color, neatness, etc. The expository writing should be assessed based on following the valid sequence of events, and thorough coverage of each part of the obstacle course. The overall weight of the project points should be determined individually. ASSIGNMENTS Review Lesson One information. Discuss simple machines usage on a playground and obstacle course. Work with a partner to create an obstacle course with events using six simple machines. Work with a partner to complete an Obstacle Course Planner and an expository writing piece that provides written instructions for the course. Build the obstacle course in class with a partner. Present all work to the class. HOME CONNECTION Send a letter home to explain the project getting support for your students' search for items to bring for the creation of the obstacle course. Include a list of materials in the letter that would be suitable for the project.

Instructional Procedures Week Five: It's a Whatchamacallit In this lesson, students will utilize higher level thinking skills by formulating new applications for simple machines in an original invention that solves a common problem. OBJECTIVE Students will: Brainstorm ideas for a new product using simple machines. Communicate a finished project through an oral, written and graphic presentation. MATERIALS Invention Project Brainstorming (PDF) Computers, books, examples of wacky inventions, kid inventions, inventors (optional) Websites to visit: http://totallyabsurd.com/absurd.htm http://www.kidzworld.com/site/p1010.htm http://www.bkfk.com/ SET UP AND PREPARE Make a class set of the Invention Project Brainstorming (PDF) handout. Collect books from the media center on inventions and inventors. Reserve computer time if necessary. REPRODUCIBLES Invention Project Brainstorming (PDF) DIRECTIONS DAY I Step 1: Praise students for the creative jobs they did on their Simple Machine Obstacle Courses, and inform them that their superior work has earned the class the right to work on a special project. Today you are going to venture into unknown territory and become inventors of never-before-conceived-of inventions. Some might call them ‘wacky inventions'! Step 2: Initiate a lively discussion by asking the class what the wackiest invention is that they know about. The Clapper? Chia Pets? Rain boots for dogs? These are fairly reasonable compared to the thousands of crazy new inventions that flood the U.S. Patent office each year. (Explain that the U.S. Patent office protects the ownership of inventions for their inventors.) What about the "Dad Saddle"? A real invention to hop on pop! The Dad Saddle slips around Daddy-o's waist and evenly distributes the weight load on his hips for maximum comfort.

Instructional Procedures Or maybe you're a little lazy, and would like to own a "Motorized Ice Cream Cone." Just flip the switch, and this handy gadget spins the ice cream around your tongue to avoid a cramp in your hand. Perhaps you would like to have a "Cricket Gun" for Christmas. Maybe your dog needs a watch? Or you could just be in the mood for a new pair of "Deer Ears." These are all real inventions that have been submitted for patents. Step 3: Explain that most inventions do something positive to benefit humankind. Invite the students to offer suggestions of inventions that helped people. (Answers will vary.) Step 4: Discuss the fact that some inventions that seem crazy at the time turn out to be of a huge benefit to people. For instance; disposable diapers, Post-it Notes, Velcro, and Teflon were all considered crazy initially. Step 5: Motivate students to think about inventions by telling them that they will use computers to search out wacky inventions, smart inventions, and famous inventors. Step 6: Allow students to gather information by visiting the Web sites listed here, or searching the Web under the topics "wacky inventions," "best inventions," and "inventors". It is not necessary that students locate specific information, but that they gain the insight that there is a lot of inventing going on, by a wide variety of inventors. Direct students to make notes about the facts they locate to share with the class. If it is not possible to use computers, most media centers have a wealth of books on inventors and inventions. DAY 2 and 3: Review information that was located about inventions and inventors. Engage students in a conversation concerning the information they read about wacky inventions or inventors. The main point to understand is that most inventors aren't Leonardo da Vinci. Most of the best inventions were invented by accident, or by little-known inventors. Great inventions usually come about because of a common need to solve a problem. Step 8: Ask students this question "Did you ever wish there was an invention that could... do what?" What do you think needs to be invented? It's your turn to become the inventor, and design the wackiest invention you can create to solve a common problem of modern man. Step 9: Invite students to suggest problems that should be solved, or products that should be invented. Emphasize that the only rules governing the invention are that a common problem is solved, and at least one simple machine is used in the invention. Step 10: Distribute the Invention Project Brainstorming handout and review the guidelines. Students are to use the worksheet to list products they wish someone would invent to solve a common problem, then think of ways the problem could be solved, and finally, suggest the use of at least one simple machine to put into the invention. Step 11: Monitor student's progress on the worksheets to observe any students struggling with the concepts.

Instructional Procedures Step 12: Direct students to meet with their previous partners when they have completed their worksheets, Teams are to analyze each other's brainstorming lists and determine the best products to invent. Step 13: Students may draw their chosen invention, or better yet, build a mock-up. Explain to students that a mock-up is a pretend product that companies photograph, use for meetings, etc, until the real thing has been manufactured. Depending on how difficult the product is, students may wish to draw a detailed sketch listing the parts of the product and their functions, as opposed to creating a mock-up. DAY 4 (This work could start on Day 3 depending on how fast the students worked.) Step 14: Engage students in presentations of the inventions. Presentations should include the Invention Brainstorming worksheet, and a mockup of the product (or a good detailed drawing). Students should be prepared to defend the necessity of the product, and inclusion of the simple machine in an effective invention that solves the common problem. SUPPORTING ALL LEARNERS ESL and struggling students are welcome to do research only and locate as many facts as they can regarding inventions. Research, and computer time, is very beneficial to most. LESSON EXTENSION Each year, the Massachusetts Institute of Technology (MIT) hosts an invention competition. Last year's Battle of the Crazy Machines is available to see online: http://www.pbs.org/safarchive/4_class/45_pguides/pguide_301/4531_mit.html#act1 ASSESS STUDENTS Students should be assessed based on the completion of the Invention Project Brainstorming worksheet, completion of an invention that follows the guidelines, and quality of the presentation. ASSIGNMENTS Research inventions and inventors. Complete a Brainstorming Activity Sheet. Brainstorm ideas for common problems that could be solved by an invention utilizing a simple machine Create a mock-up of the product, or a detailed drawing. Present the project to the class in an oral presentation. HOME CONNECTION Invite parents in for the presentations.

Instructional Procedures Week Six: GRASP activity Goal: Create a model of a car, train, airplane, or boat that will move a certain distance faster than others or carry a larger load than others. Role: Engineer/Designer Audience: Classmates who have a certain amount of cargo to place on board – use paperclips to represent cargo. Scenario: Each student must produce a means of transportation that has to move from one point to another. They car, plane, etc must also carry a load of objects such as paper clips. Students may be given a variety of materials that will help them create a model of a car, boat, airplane, or train. The teacher may wish to make one “prototype”. Model cars may be powered by a balloon as it deflates. Boats with paper sails may be powered by a small electric fan across a plastic container of water. Model airplanes may be made of thin cardboard or balsa wood with a twisted rubber band to power a propeller. Paper airplanes may just be powered by the arm of the thrower. “Close to the Wind: The Beauford Scale” is a children’s literature selection appropriate if you plan to have students build models of wind (fan) powered boats. Product: Model of train, car, airplane or boat that shows simple machines working together to accomplish work – moving paper clips from point A to point B. Have students complete post-test and turn in science journal for summative assessment.