Christopher Cobbs
Juan Rivera
3rd Grade Science Unit Plan:
Simple Machines
Unit Introduction:
These lesson plans cover the second week of the unit concerning simple
machines. The concepts of force, motion and energy have already been introduced in
relation to the simple machines screw, wheel & axle, and wedge. This week we will be
focusing on simple machines lever, pulley, and incline planes. We will incorporate a
variety of modalities to teach these concepts through engaging activities. This
scaffolding method serves to build a firm understanding of the way which these simple
machines function. Each lesson of the unit is designed to connect these scientific
concepts to everyday experiences.
Objectives:
General Unit Objective:
Upon finishing this unit students should be able to identify the six simple machines and
list examples of where they can be found. Furthermore they will be able to understand
how these machines make tasks easier in relation to changes in force, motion, and
energy. With this knowledge students are able to identify the simple machines within
compound machines found in everyday life. They should develop an appreciation for
basic mechanics and the ability to understand how machines around them work through
careful observation.
Specific Objectives:
1. Given a labeled graphic organizer, students will be able to illustrate examples of
machine with at least 80% accuracy.
2. Using the makeshift see-saws in the playground, the students will write a
hypotheses for each experiment conducted, as well as observable notes based
on their repeated tests as they check for consistency and accuracy.
3. Given a toy car rolling down a Hot Wheels track from heights of 6 inches, 1 foot,
and 1 ½ feet, students will be able to measure and record the distances the toy
car has traveled within 4 inches of accuracy.
4. The students will be able to choose and draw or paint a type of pulley from the
text (or design their own invention), and label its key parts with 75-100%
accuracy. The students will also write the appropriate function for a pulley in a
sentence, and explain how they’re being used in their illustration.
5. Given a laptop, students will be able to research and describe three compound
machines identifying and list at least two simple machines found in them with
80% accuracy.
Standards of Learning:
Computer Technology 3-5.7: Draw conclusions from research and relate these findings to real-world
situations.
a) Use research to support written and oral presentations.
• Apply research derived from digital resources to original work.
• Demonstrate how to cite digital resources when developing nonfiction reports
and presentations.
b) Apply knowledge when conducting research to develop accurate and balanced
reports.
• Use best practice guidelines for evaluating research results.
English 3.1: The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
Fine Arts 3.3: The student will develop art ideas from a variety of sources, including print,
non-print, and technology.
Math 3.9: The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 1/2-inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
Math 3.17: The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and
write a sentence analyzing the data.
Physical Education 3.4: The student will demonstrate an understanding of the purpose for rules,
procedures, etiquette, and respectful behaviors while in various physical activity settings.
a) Demonstrate independence and good use of time while engaging in physical activity.
b) Provide input into establishing rules and guidelines for behavior in physical activity
settings.
c) Work cooperatively with peers.
Science 3.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature
of science by planning and conducting investigations in which
a) observations are made and are repeated to ensure accuracy;
b) predictions are formulated using a variety of sources of information;
c) objects with similar characteristics or properties are classified into at least two
sets and two subsets;
d) natural events are sequenced chronologically;
e) length, volume, mass, and temperature are estimated and measured in metric
and standard English units using proper tools and techniques;
f) time is measured to the nearest minute using proper tools and techniques;
g) questions are developed to formulate hypotheses;
h) data are gathered, charted, graphed, and analyzed;
i) unexpected or unusual quantitative data are recognized;
j) inferences are made and conclusions are drawn;
k) data are communicated;
l) models are designed and built; and
m) current applications are used to reinforce science concepts.
Science 3.2: The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and
work environments.
Daily Plans:
Day 1: Review all the simple machines that were introduced the previous week. They
include wedge, wheel & axle, and screw. We will introduce the new text Simple
Machines (Starting with Science) by Deborah Hodge. Students will use a graphic
organizer to illustrate the simple machines they reviewed and the ones introduced. In
addition student will write the new vocabulary terms in their reflection journal (Refer to
Day One Lesson Plan for the vocabulary words).
Day 2: We will focus on levers on the playground. First we will have the students write
hypothesis how the see-saw works as a simple machine. They will break into groups,
and investigate the mechanics behind the lever via participation. Then back at class,
they need to write a summary of their findings. (Science SOL 3.1)
Day 3: We will focus on properties of incline planes through the scientific
method. Students will measure the lengths a toy car travels down an inclined plane
given different heights. They will be required to make predictions, record data, and
make conclusions based on their results. (Math SOL 3.9 & 3.17)
Day 4: The book Pull, Lift and Lower (A Book About Pulleys) by Michael Dahl will be
read to the whole class. Students will participate in an Arts activity where they draw or
paint an example of a pulley from the text or their own intuition with labels.
Day 5: We will show a video clip of students using hand-built compound machines
(http://www.youtube.com/watch?v=e5OG65Aaisc) and the class will identify the simple
machines within them (pausing after specific demonstrations). This will work as a
review as well as an introduction to compound machines. Students will then pair up and
use a computer to research and identify three examples of compound machines and
what simple machines make them up. Partners will share one of their findings to the
class as the teacher will make a list on the whiteboard for students to copy into their
reflection journal. (science SOL 3.2)
Assessment:
A three page worksheet “quiz” will be administered. The first will be matching the
simple machines with its definitions. The second page is short answer in identifying
what simple machine would be used to conduct a certain task. Lastly, two pictures of
compound machines will be presented and the student will have to identify the two
simple machines that work together.
Three-point Stance
Day One
Purpose:
In today’s lesson students will be refreshed on the three simple machines (screw, wheel
and axle, and wedge) taught the previous week as well as introduced to simple
machines (lever, pulley, inclined plane) to set the stage for the week’s science lessons.
Science 3.2: The student will investigate and understand simple machines and their uses. Key concepts
include:
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home and work
environments.
Objective:
Given a labeled graphic organizer, students will be able to illustrate examples of each
machine with at least 80% accuracy.
Procedure:
Introduction: (<5 minutes)
 Students will review the simple machines- screw, wedge, and wheel & axle with a
lecture presentation explaining their relation to force, motion, and energy. To
begin the discussion the teacher will ask the whole class, “Can anyone name one
of the simple machines we covered last week?” followed by “Can anyone give
me a characteristic of a [simple machine]?” Lastly, “Name an item that uses a
[simple machine].” The teacher will respond with an explanation to how the
stated item makes a task easier. (Auditory)
Development: (25 minutes)
 Have the students (one cluster or row at a time) make their way to the carpet and
take a seat.
 The teacher will present the text, and have the students make predictions of what
the three remaining simple machines through a picture walk. (Visual)
 The teacher will read the book Simple Machines (Starting with Science) by
Deborah Hodge, questioning students on their thoughts and observations
throughout the book. Example inquiries include: (Auditory)
o “How would you use [simple machine] in your daily life?”
o “What else could you use to create this [simple machine]?”
o “Can anyone think of another place you would find a [simple machine]?”
 Upon finishing the book, call on students to explain characteristics and examples
of each simple machine.
 Once the students return to their desk, a graphic organizer, with each simple
machine labeled in a section, will be handed out. Students will be instructed to
sketch a model of the simple machine in its respective box, which will serve as a
study tool and assessment. (Visual/Tactile)
 For struggling students, simple sketch drawings showing some feature of each
simple machine is an acceptable response.
 For advanced students, original definitions should be written next to their
illustration of the different simple machines.

Summary: (10 minutes)
In closure, the teacher will write the newly introduced simple machines (lever,
incline plane, and pulley) on the board, as well as short descriptions of their
functions. The students will copy these terms into their reflection journal which
will become part of their new vocabulary words for the week.
o Simple Machine - Machine that operates without electricity and is used to
make work easier.
o Lever - A stiff bar that turns on a fulcrum and is used to move heavy loads.
o Pulley - A wheel with a groove that a rope or wire fits into. A pulley is used
to lift or move things.
o Inclined Plane - A sloping surface used to move heavy loads up or down.
o Additional terms:
 Fulcrum: The resting or balance point upon which the lever turns.
 Screw: A sloping surface that winds in a spiral around a shaft. A
screw is used to fasten or move things.
 Wheel and Axle: A wheel or set of wheels fastened to a bar or rod.
Wheel and axle is used to move things or change the power, speed
or direction of a movement.
 Wedge: An object with a wide end and a pointed or sharp edge. A
wedge is used to split or separate things.
Materials:
Simple Machines (Starting with Science) by Deborah Hodge, labeled graphic organizer
worksheet, pencils, and their reflection journal.
Evaluation Part A:
Once they have completed the worksheet, students will come to the teacher’s
desk to have their graphic organizers assessed. The student will have to explain
their drawings and any misconceptions will be clarified. If several students have
common misunderstanding of particular aspects, the teacher should take note
and modify further lessons accordingly.
Evaluation Part B:
 Did the lesson accommodate all of the student needs?
 What were the strengths/weaknesses of the lesson?
 What would you change?

Name: ___________________
Levering with Force
Screw
Wedge
Wheel & Axle
Lever
Incline Plane
Pulley
Day Two
Purpose:
In this lesson, the students will take a closer look at the simple machine, levers. Using
several makeshift see-saws in the playground, the students will conduct a scientific
investigation on the mechanics behind levers as well as how they behave while under
altered conditions.
Physical Education 3.4: The student will demonstrate an understanding of the purpose for rules,
procedures, etiquette, and respectful behaviors while in various physical activity settings.
a) Demonstrate independence and good use of time while engaging in physical activity.
b) Provide input into establishing rules and guidelines for behavior in physical activity settings.
c) Work cooperatively with peers.
Science 3.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature
of science by planning and conducting investigations in which
a) observations are made and are repeated to ensure accuracy;
b) predictions are formulated using a variety of sources of information;
c) objects with similar characteristics or properties are classified into at least two
sets and two subsets;
d) natural events are sequenced chronologically;
e) length, volume, mass, and temperature are estimated and measured in metric
and standard English units using proper tools and techniques;
f) time is measured to the nearest minute using proper tools and techniques;
g) questions are developed to formulate hypotheses;
h) data are gathered, charted, graphed, and analyzed;
i) unexpected or unusual quantitative data are recognized;
j) inferences are made and conclusions are drawn;
k) data are communicated;
l) models are designed and built; and
m) current applications are used to reinforce science concepts.
Science 3.2: The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and
work environments.
Objective:
Given makeshift see-saws, the students will investigate how the position of the fulcrum
on a lever affects the amount of force required to lift an object and reach equilibrium
through completing a Scientific Investigation Report with at least 80% accuracy.
Procedure:
Introduction: (<5 minutes)



Let the students know that today’s focus shall be on levers.
Have the students turn and talk to a partner. Have the students discuss about
what a lever is, based on the definition from their graphic organizer. (Auditory)
Line them up and take the students out to the playground.
Development: (15-20 minutes)




Pass a clipboard out to each student, along with the corresponding worksheet,
then break them into groups of four.
The teacher will explain to the students the rules/guidelines for this activity.
(Auditory)
o Students are not to be shoving, pulling or otherwise putting their hands on
another student with the intent of wanting them to fall off the wooden
planks.
o Students are to wait patiently until it is their turn to conduct the
experiments.
o No more than three students may be on a plank at any given time.
Disclaimer: If the weather is cold outside, the students should do warm up
exercises before beginning the experiments, as coordination will be required.
Using the makeshift see-saws, the students will perform the several experienced
from their worksheet. They must first write their hypothesis, then conduct their
experiment, then write down their observable notes. (Visual, Kinesthetic)
o Two-to-three students will be interacting with the makeshift see-saw, while
the other student(s) fill in their Scientific Investigation Report, then they
switch places. This ensures that all the students participate. (Kinesthetic)
 The teacher will Instruct the students writing into their SIRs to ask
themselves:
 “What happens when force is applied to one side of the
plank?”
 “Will it take equal weight on each side for the plank for it to
be balanced?”
o If not, “What side requires more force?”
 Meanwhile, while the activities are taking place, the teacher should
be going from group to group to answer all questions and monitor
their behavior. Making sure that they are all following the rules and
guidelines.
Summary: (5~8 minutes)


Once the investigations come to a close, gather the students once more.
Have them take their clipboard and share their results with another student that
wasn’t from their own investigation group. (Auditory)
o They are to discuss:
 Did their predictions come true? In not, what happened?
 What actually happened during their experimentations.

Why did that happen?
How could this simple machine help our make our lives simpler?
Materials:
5 logs, 2ft in diameter cut in half; 5, 2 yard long 2X4s; worksheets (See
attachment); clipboards
Evaluation Part A:

The students are required to actively participate in all experiments and
discussions to receive a participation grade. The students will need to complete
the given worksheet with 90% accuracy to be considered successful.
Evaluation Part B:
 Did the lesson accommodate all of the student needs?
 What were the strengths/weaknesses of the lesson?
 What would you change?
Inclined Plane Toy Car Experiment
Day Three
Purpose:
Today we will cover inclined planes and investigate how they relate to force, motion and
energy through investigative inquiry. As we have already defined the simple machine at
the beginning of the week, it is time to see them used in action. Students will observe
an inclined plane’s effect on the transfer of energy by measuring the distance a toy car
travels down a track, from different heights. They will use yard sticks to record these
measurements, in U.S. customary units, and analyze the results.
Science 3.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature
of science by planning and conducting investigations in which
a) observations are made and are repeated to ensure accuracy;
b) predictions are formulated using a variety of sources of information;
c) objects with similar characteristics or properties are classified into at least two sets and two
subsets;
d) natural events are sequenced chronologically;
e) length, volume, mass, and temperature are estimated and measured in metric
and standard English units using proper tools and techniques;
f) time is measured to the nearest minute using proper tools and techniques;
g) questions are developed to formulate hypotheses;
h) data are gathered, charted, graphed, and analyzed;
i) unexpected or unusual quantitative data are recognized;
j) inferences are made and conclusions are drawn;
k) data are communicated;
l) models are designed and built; and
m) current applications are used to reinforce science concepts.
Math 3.9: The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 1/2-inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
Math 3.17: The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs
and write a sentence analyzing the data.
Objective:
Given a toy car rolling down a Hot Wheels track from heights of 6 inches, 1 foot, and 1
½ feet, students will be able to measure and record the distances the toy car has
traveled within 4 inches of accuracy.
Procedure:
Introduction: (5-10 minutes)


The teacher will set up a whole class demonstration on a large table using two
eggs and explain that one will be dropped from two feet and the other will be
released down a three foot cardboard ramp that is two feet high. Students will be
asked to make predictions as to what will happen, then the teacher will call on
random students for answers. (Auditory/Visual)
Upon witnessing the dropped egg break and the other egg roll down the ramp
and across the table, students will be asked to turn to a partner and
discuss, “How did the ramp impact the force of energy in the two falling
eggs?” When students have generated ideas some will be called on to share
their thoughts. With these responses the teacher will mold the following
explanation: (Auditory)
o “The egg that I dropped lost all of its energy when it hit the table with the
force of gravity. When the egg rolled down the inclined plane, the energy
was gradually released over a longer distance and allowed the force to
continually move across the table.”
Development: (20-25 minutes)



To introduce today's activity the teacher will explain that, “We are going to
investigate how the height of an inclined plane impacts the amount of energy
released by working with toy cars. You will be in groups of four to conduct this
experiment where we will measure the distance the car travels on the floor.”
(Auditory)
o The teacher will then model to the whole class what is expect of them by
taping one end of a Hot Wheels track to the wall and having the other end
lay on the floor. Two yard sticks will be placed on the floor on each side of
the track’s direction to keep the car in a straight path. The teacher will
release the car from the top of the track then measure the distance it has
traveled from the base of the track using the yardstick. (Visual)
The teacher will hand out the worksheet and review the directions, highlighting
key points. These include that students are to make a hypothesis; release the
car three times from each of the three heights, recording all of the
measurements; and everyone in the group must take equal turns measuring.
(Visual)
Stations will be spaced around the classroom with each having heights of 6
inches, 1 foot, and 1 ½ consecutively marked and labeled on the wall or other
similar surface. Students will be called into predetermined groups of four where
each group will collect one Hot Wheels car, one Hot Wheels straight track, two
yard sticks, and tape. Once all their materials are collected they may start the
activity.


The teacher will walk around the classroom to answer any questions and
manage behavior. When groups have completed collecting all of their data they
will clean up their materials and return to their desks.
The teacher will ask each group to circle and read their middle (median)
measurement for each given height and calculate the class averages. Students
will record these lengths on their worksheets.
Summary: (5-10 minutes)

To conclude the lesson the teacher will ask the following questions to the entire
class and ask that they respond with raised hands… (Auditory)
o “Did anyone predicted the correct height at which the toy car would travel
the furthest?”
o “Did anyone make a close prediction as to how far the car would travel?”
 The teacher will facilitate a class discussion by asking students what conclusions
they can make from the results. Once several students have voiced their ideas
the teacher will form the following final explanation and instruction: (Auditory)
o “So from our experiment we saw how the steeper the slope of an inclined
plane, the more energy it will release as the car travel down the 1 ½ tall
ramp the furthest. Thinking about it in reverse, if we were to push the car
up the ramp it would take more energy to reach the top than the lower
ramps. It’s just like running up a steep hill versus a gradual one- you will
have to use more energy to reach the top. Now the back of your
worksheet please write something you learned about inclined planes
through today’s experiments.”
Materials:
Two eggs, 6”X3’ piece of cardboard, 10 yard sticks, 6 identical Hot Wheels cars,
6 standard 23” Hot Wheels straight tracks, tape, worksheets (attached)
Evaluation Part A:

To evaluate the students I will grade their worksheets by comparing their
measurements to the class averages. If at least one of their three measurements
in each of the given heights is within 4 inches of the class average, then they
have successfully met the objective. Furthermore I will assess their newfound
knowledge from what they wrote on the back of the worksheet and give points for
describing an accurate characteristic of inclined planes that was covered during
the lesson.
Evaluation Part B:



Did the lesson accommodate all of the student needs?
What were the strengths/weaknesses of the lesson?
What would you change?
Name: _______________________
At what ramp height do you predict the toy car will travel on the floor the
furthest? How far do you think the car will go?
__________________________________________________________
__________________________________________________________
__________________________________________________________
___
Ramp Height
6 inches
Distance Car Traveled
1. _______________________
2. _______________________
3. _______________________
Class Average: ____________
1 foot
1. _______________________
2. _______________________
3. _______________________
Class Average: ____________
1 ½ feet
1. _______________________
2. _______________________
3. _______________________
Class Average: ____________
Pull, Lift, Lower; everything about Pulleys
Day Four
Purpose:
In today’s lesson the students will dive deeper into the simple machine, Pulleys. The
students will participate in reading discussions as they identify the different types of
pulleys, while expanding their vocabulary.
Fine Arts 3.3: The student will develop art ideas from a variety of sources, including print,
non-print, and technology.
English 3.1: The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
Science 3.2: The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and
work environments.
Objective:
The students will be able to choose and draw a type of pulley from the text (or design
their own invention), and label its key parts with 75-100% accuracy. The students will
also write the appropriate function for a pulley in a sentence, and explain how they’re
being used in their illustration.
Procedure:
Introduction: (<5 minutes)


The teacher will introduce the book to the classroom.
As the students examine the cover page, they will engage in a discussion and
converse about what the book’s focus will be based on. (Visual/Auditory)
Development: (15-20 minutes)


The teacher will read to the book, with a whiteboard nearby to write ideas on.
While reading, the teacher will stop on every pages to ask the students questions
about the reading, as each page presents new information. Their responses will
then be recorded on the board for their own use. Questions may include:
(Auditory)
o “What components make up this type of pulley?”
o “What function does this pulley server?”
o “Why do some pulleys use more than one wheel?”
o “Does the axle on a first-class pulley ever move?”
 “Why not?”
Afterwards, the students will be given a blank sheet.
o On it, the students will draw or paint a type of pulley they learned about
from the text, and label it using the following words: (Tactile)
 Wheel, Cable, and Heavy Load.
 (Axle must be labeled if included in their drawing)
 They must also draw arrows, showing what direction the load is
going, and what direction the cable is being pulled from.
o Underneath that, the students will write in a short sentence about the
pulley they selected and what purpose does it serve.
Summary: (<10 minutes)

The teacher will call on several students to share their illustrations, and have
them explain to the class how their pulley could be used in everyday life.
(Auditory/Visual)
Materials:
Pull, Lift, Lower A Book About Pulleys by Michael Dahl, paper, drawing/coloring
utensils.
Evaluation Part A:


The student will actively participate in class discussions as part of their participation
grade.
The student will then take what they learned from the read aloud, draw a pulley
(Either from the book, or their own invention) and label it with 100% accuracy using
the terms provided.
Evaluation Part B:



Did the lesson accommodate all of the student needs?
What were the strengths/weaknesses of the lesson?
What would you change?
Force, Motion and Energy
Day Five
Purpose:
Today we will introduce compound machine by identifying the simple machines found
within different examples. This lesson serves to increase their knowledge of how simple
machines function as well as how they can work together to perform a task. Students
will utilize their research strategies by browsing the internet for new examples of
compound machines.
Science 3.2: The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and
work environments.
Computer Technology 3-5.7: Draw conclusions from research and relate these findings to real-world
situations.
A. Use research to support written and oral presentations.
• Apply research derived from digital resources to original work.
• Demonstrate how to cite digital resources when developing nonfiction reports and
presentations.
B. Apply knowledge when conducting research to develop accurate and balanced reports.
• Use best practice guidelines for evaluating research results.
Objective:
Given a laptop, students will be able to research and describe three compound
machines identifying at least two simple machines found in them with 80% accuracy.
Procedure:

Introduction: (<5 minutes)
The teacher will begin with a brief whole class lecture by defining a compound
machine as “a machine that consists of two or more simple machines.” Students
will then be presented with three common compound machines and asked to
identify a simple machines within the item by raising their hands. They include
scissors (lever and wedge), a pencil sharpener (screw and wheel & axle), and a
picture of a bicycle (wheel & axle, screw, lever, pulley). There will be an
explanation for where each of these simple machines are located on the
examples.




Development: (20 minutes)
The teacher will show a short video clip of a third graders who made their own
compound machines. Students should be instructed to watch carefully as the
video will be paused at various points to see if anyone can identify the simple
machines that are used. The stopping times are as follows:
http://www.youtube.com/watch?v=e5OG65Aaisc
o 0:23- pulley and incline plane
o 0:39- wheel & axle and pulley
o 1:05- pulley and lever
 If at any of these points students do not recognize what simple
machine is used, the teacher will replay that segment again.
Students will then be deliberately paired up, matching advanced learning
students with lower performing students or with behavioral traits in mind. They
will be instructed to use the computers the computers to research and find three
new examples of compound machines and record the name, description, and
simple machines found in them.
o The teacher must reiterate the proper use of computers and inform
students that if they are caught on any website that is not related to the
assignment, their laptop will be taken away and they will have to come up
with their own ideas
As students work the teacher will walk around and ask students to explain what
machines they have identified. Each pair should get additional instruction on one
of their findings with an explanation for how the simple machines work
together. Once the allotted time has concluded students will return laptops to the
cart and return to their desks.
Summary: (10 minutes)
The teacher will call on pairs to share their findings by asking them to describe
one compound machine they identified and a description of it’s purpose. They
will then tell me what simple machines are found in them which will write on the
whiteboard. Students are to take out their reflection journals and copy down
some of the examples.
Materials:
Computer, computer projector, worksheets (attached), 10 or more laptops
Evaluation Part A:
 To assess the students understanding their worksheets will be collected and
graded. Points will be dispersed as- 2 for staying on task while on the laptops, 1
for each identification, 2 for each description, and 3 for identifying the simple
machines (the most important aspect of the objective) for a total of 20 points.
Evaluation Part B:
 Did the lesson accommodate all of the student needs?
 What were the strengths/weaknesses of the lesson?
 What would you change?
Compound Machine
Machines
Description
Simple
Resources
Simple Machines (Starting with Science) by Deborah Hodge
Pencils
Reflection journal
5 logs, 2ft in diameter cut in half
5, 2 yard long 2X4s
Clipboards
Two eggs
6”X3’ piece of cardboard
10 yard sticks
6 identical Hot Wheels cars
6 standard 23” Hot Wheels straight tracks
Tape
Pull, Lift, Lower A Book About Pulleys by Michael Dahl
Paper
Drawing/coloring utensils
Computer
Computer projector
http://www.youtube.com/watch?v=e5OG65Aaisc
10 or more laptops
Images used from the internet:
Atom Logo - http://www.supergraphictees.com/product/science-logo-graphic-t-shirt/
Scissors - http://www.learnersdictionary.com/definition/scissors
Compound Machine http://lizarum.com/assignments/physical_computing/2008/mechanisms/pulleys.html