5th-6th Grade
Simple Machines: Lesson 1
INTENDED CURRICULUM
BIG IDEA: (display in class during the lesson)
A simple machine is a mechanical device that changes the direction or magnitude of
a force. A simple machine uses a single applied force to do work against a single
load force. They are the elementary "building blocks" of which all complicated
machines are composed.
Investigations 1 and 3: Simple Machines
Idaho Standard(s) addressed:
LESSON CONTENT GOALS
GUIDING QUESTIONS
1. A force is a pull or push on an object.
1. What is force?
2. Force is measured in units called
newtons.
2. How can we measure force?
3. Work is accomplished when a object
moves as a result of force acting on it.
3. What is a work?
4. Work is measured in a unit called
joules. Work = force x distance.
4. How can we measure work?
5. Friction is a force that resists motion
whenever two objects rub against
each other.
5. What is friction?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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IMPLEMENTED CURRICULUM
Teacher’s Notes:
This lesson takes at least 6 teaching days.
Advance Preparation:
Part I:
CM 1 – Class Data Chart for Force and Work
solid objects for the students to test like books, shoes, a brick, a block of wood, a pencil box
For every four students:
1 meter stick or tape
1 spring scale
4 objects to test
2m piece of string
Part II:
CM 2 – Class Data Chart for Friction
1 tube petroleum jelly
paper towels
For every four students:
1 meter stick or tape
1 spring scale
1 wooden board (not in unit can use 60 cm of table top instead)
3-20cm strips of sandpaper
3-20cm strips of waxed paper
masking tape
Brief Review of the lesson:
DAY 1: Read engaging scenario and review clues.
Write a Focus Question
Writes a Prediction
DAY 2: Create a plan and data collection device
Collects Data
DAY 3: Begin Part II
Read engaging scenario and review clues.
Write a Focus Question
Writes a Prediction
DAY 4: Create a plan and data collection device
Collects Data
DAY 5: Making Meaning Conference
DAY 6: Writes Claims and Evidence
Writes Conclusions
Reflection
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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DAY ONE
ENGAGING SCENARIO ONE: Teacher says:
“Lewiston Engineering Company makes and uses different types of
machines. They would like to create an activity center at their plant
that students can visit on school field trips. The activity center will
contain several activities for students to do and learn more about
simple machines. They need our help. They need us to do some
testing of the activities to make sure that students will learn
something about simple machines. Lewiston Engineering has sent us
some materials that may help us with the tests. When we conduct the
tests of the activities they would like for us to keep accurate records
of our information in science notebooks and then send them the
information. They need this information in about two months. The
people at Lewiston Engineering think that we need to learn
something about force, work, and friction before we start testing
their simple machine activities. They have also sent us some
materials that may help us with this. When we conduct the tests to
learn about force, work and friction they would like for us to keep
accurate records of our information in science notebooks and then
send them the information. They need this information in about a
week. ”
What is the problem we need to solve?
What do we need to investigate?
Word Wall
simple machine -
only require manual force
from people or animals to
perform work.
force - a force is
a push or pull on an object.
Word Wall
work - work is
accomplished when an object
moves as a result of a force
acting upon it.
Word Wall
friction - a force
that resists motion whenever
the surfaces of two objects rub
against each other.
Word Wall
Conduct a kit inventory at this point. You may either inventory the whole kit or just inventory the
equipment used in this lesson. Open the kit inventory by stating – “The engineers from Lewiston
Engineering sent along some equipment for us to use to learn more about force, work and friction. I
have put them in this pillowcase (or large bag). Let’s see if we can identify them.”
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Call on one student at a time to come to the front of the classroom. Ask the student to select one item
from the pillowcase without showing it to the rest of the class. Ask the student the following three
questions:
What color/shape is the object?
Where have you seen this before?
What do you think we will use this for in the unit?
After the student responds to the three questions have each group try to determine the identity of the
object.
Place the object in a zip-lock bag and mount it on the word wall with a word card underneath it.
Have the students make a chart in their notebooks with the following columns to record their entries
from the kit inventory.
Object
Sketch
Use
Reminds Me Of
Repeat this process with all objects. Tell the students that the word/object wall and their science
notebook entries from the kit inventory will always have the correct spelling for each of the objects. It
is expected that whenever they use the object or write about it in their science notebooks, that they will
use the correct name and spelling for the object.
Then reread the engaging scenario.
FOCUS QUESTION (discuss in groups, display, record in notebooks)
Teacher’s Notes:
Teacher says,
“What do the engineers from Lewiston Engineering want us to do first?”
To test some models of pendulums to find out how many cycles a clock needs to be
accurate
“What do the engineers from Lewiston Engineering want us to do next?”
To test some activities about simple machines foe an activity center they want to build
“What did they give us to help?”
Some materials
What else do they want us to do?
They would like for us to keep accurate records of our information in
science notebooks and then send them the information.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Ask – what is force? Let students share their ideas. Then have a volunteer stand facing a wall in the
classroom and ask them to push against the wall. Explain that the student is exerting a force on the
wall.
Have another student stand behind their desk with the chair pulled out. Ask the student o slide the
chair under their desk.
Ask – what force was used to move the chair? (push).
Ask - what force would be used on the chair if you wanted to move it out from under the desk again?
(pull)
Write the term – newton on the board.
Explain that a newton is the unit of measure of the
amount of force that is the push or pull on an object.
newton - a unit used to
measure the force which is the push or
pull on an object.
Word Wall
Ask – what was the difference between pushing against the wall and pushing against the chair?
(The wall did not move, the chair did.)
Explain that work is only accomplished when an object moves as a result of a force acting upon it. If
an object does not move, no matter how much force is applied to it, no work is done.
Write the term – joule on the board.
Explain that a joule is the unit of measure work. One joule of
work equals one Newton of force acting to move an object the
distance of one meter. (hold up a meter stick).
joule - a unit used to
measure work. One joule of work
equals one Newton of force acting to
move an object a distance of 1 meter.
Word Wall
Display the spring scale. Demonstrate how to use and read the spring scale and how to “zero” the
scale if it fails to point to zero with no load attached. Explain that the numbers on the scale represent
newtons of force.
Display the objects the students will test for force and work, a spring scale, meter stick and the string.
State – “These are the materials the engineers from Lewiston Engineering sent us to learn more about
force and work. The engineers have given us a problem to solve. They want to know how many
newtons of force and how many joules of work will be needed to move each of these objects from the
floor to the top of your desk.
“Discuss this problem with your group and what you know about force and work and record it as the
FOCUS QUESTION. This is the problem we are going to investigate and solve. Keep in mind the
clues we mentioned and be prepared to share your ideas. Model a sentence starter by writing the
following on the board:
How can we find out … ?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Walk around the room listening to their ideas. Solicit appropriate examples to share with the class. If
possible display their ideas on the board or a transparency. Have the class notice which ones do not
address the problem in the scenario. If there are groups still struggling with writing a focus question,
have them select one of the displayed focus questions. They are to record it a CLASS FOCUS
QUESTION below their own.
A suggested class focus question:
How can we find out how many newtons of force and how many joules of work are needed
to move each object from the floor to the top of our desks?
PREDICTION (record in notebook)
Teacher’s Notes:
Lead the students to generate predictions for their focus question. Teacher says, “Now that you have a
Focus Question, discuss with your group what you might think is the answer to your question. Write a
prediction. Remember how we measure force and how we measure joules. Remember your prediction
has to include a “because” statement. Use the sentence starter to help you write them.”
Prediction sentence starters:
I think that a ____ will need ____ newtons of force and ____ joules of work to be
moved from the floor to the table top because_________.
Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how
to record it in their notebooks. As students finish recording their predictions have them share their
ideas with the class.
Help students see the relationship between the focus question and the prediction.
Guide and assist those groups that are still having difficulty writing a prediction.
Close by stating that tomorrow the students will begin to use some the materials sent by the engineers to
begin to find a way to solve the problem.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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DAY TWO
Today we are going to test the force and work required to move the materials from the floor to your
desktop sent to us by Lewiston Engineering. Remember that Lewiston Engineering wants us to send
them a report right away about what we know about force and work so we will need to carefully
observe and record our observations, sketches and what we have learned in our science notebooks.
Here is the equipment that was sent to us to solve our problem for Lewiston Engineering. Each group
will test three objects.”
Explain that each group is going to lift a variety of objects with the spring scale from the floor to the
top of their desks. Write on the board that they are going to need to:
•
•
•
determine the newtons of force required to lift each object
measure the distance each object is lifted
calculate the amount of work done in joules
Write the equation - W = F x d on the board. Explain that the W stands for work in joules, F for force
in newtons and d for the distance from the floor to the top of the desk. Explain that they will need to
use this equation to calculate the amount of work done (joules) for each object. To do this they will
have to multiply the force required to lift the object (newtons) by the distance the object moved
(meters).
Ask the students – “How will you keep track of your measurements and calculations?”
Have each group construct a data collection device. Return to what they are going to do that was
written on the board. Ask – “What are you going to observe, measure and calculate? How are you
going to keep track of this data? Be sure to give your data collection device a name”
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Circulate and assist groups that are having difficulty. Have groups share out their data collection
devices. For groups having difficulty you may share the following sample data collection device.
Work = Force x distance
Object Tested
Force (newtons)
distance (meters)
Work (joules)
Distribute the materials and have the students begin the investigation. Be sure to remind them that it is
important to record their data on their data collection device. Also ask the students to make a labeled
sketch of their set up. Note: As an extension you may wish to have students make a bar graph of their
results. Circulate and assist students having difficulty. End the day by having students do a Quick
Write in their science notebooks about what they think their data represents.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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DAY THREE
Open the lesson by reminding the students that the people at Lewiston Engineering wanted us to learn
something about work, force and friction before starting the activities with simple machines. State –
“So far we have learned about work and force. Today we will begin to learn about friction.”
Begin by having the students stand behind their desks with their chairs pulled out. Instruct them to
push their chairs back in and then pull them back out again.
Ask – “ Why did you have to use force to move their chair?”
Have the students observe, feel and then describe the texture of both the floor and their chairs. Have
them look for signs of wear.
Ask – “What caused the wear?”
Explain that no matter how smooth a surface may feel, there are always rough spots. When the chair
was pushed and pulled, the roughness on the surface of the floor rubbed against the roughness on the
surface of the chair feet, making it somewhat difficult for the two objects to slide past each other.
Review the term friction from the word wall.
Have the students rub their hands together briskly until their palms become warm.
Ask – “Where did the heat come from?”
Do a kit inventory for the materials if you have not done so. Display the materials for this
investigation (wooden board, spring scale, half a brick, meter stick, three sandpaper strips, two pieces
of waxed paper, and a few long pieces of masking tape.
State – “The engineers from Lewiston Engineering have sent us these materials to learn more about
friction. They have a challenge for you. They are not sure which of these surfaces will require the
least amount of work to move the brick across it. They want you to find that out.”
“Discuss this problem with your group and what you know about force, work and these surfaces and
record it as the FOCUS QUESTION. This is the problem we are going to investigate and solve. Keep
in mind the clues we mentioned and be prepared to share your ideas. Model a sentence starter by
writing the following on the board:
How can we find out … ?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Walk around the room listening to their ideas. Solicit appropriate examples to share with the class. If
possible display their ideas on the board or a transparency. Have the class notice which ones do not
address the problem in the scenario. If there are groups still struggling with writing a focus question,
have them select one of the displayed focus questions. They are to record it a CLASS FOCUS
QUESTION below their own.
A suggested class focus question:
How can we find out how which of the three surfaces – wooden board, sandpaper, waxed
paper, will require the least amount of work to move a brick across it?
PREDICTION (record in notebook)
Teacher’s Notes:
Lead the students to generate predictions for their focus question. Teacher says, “Now that you have a
Focus Question, discuss with your group what you might think is the answer to your question. Write a
prediction. Remember how we measure force and how we measure joules. Remember your prediction
has to include a “because” statement. Use the sentence starter to help you write them.”
Prediction sentence starters:
I think that the _____ will require the least amount of work to move across it
because_________.
Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how
to record it in their notebooks. As students finish recording their predictions have them share their
ideas with the class.
Help students see the relationship between the focus question and the prediction.
Guide and assist those groups that are still having difficulty writing a prediction.
Close by stating that tomorrow the students will begin to use some the materials sent by the engineers to
begin to find a way to solve the problem.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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DAY FOUR
Today we are going to test the force and work required to move the brick across three different
surfaces. Remember that Lewiston Engineering wants us to send them a report right away about
what we know about force and work so we will need to carefully observe and record our observations,
sketches and what we have learned in our science notebooks. Here is the equipment that was sent to
us to solve our problem for Lewiston Engineering. Each group will test three surfaces – the wooden
board, the sandpaper and the waxed paper, to see how much force and work is required to pull the
brick across that surface in order to test your predictions.”
Write the equation - W = F x d on the board. Review that the W stands for work in joules, F for force
in newtons and d for the distance the brick is pulled across each of the three surfaces. Explain that
they will need to use this equation to calculate the amount of work done (joules) for each surface. To
do this they will have to multiply the force required to lift the object (newtons) by the distance the
brick was pulled across the surface (meters). Also explain that they should use the same distance for
all three surfaces.
Ask the students – “How will you keep track of your measurements and calculations?”
Have each group construct a data collection device. Return to what they are going to do that was
written on the board. Ask – “What are you going to observe, measure and calculate? How are you
going to keep track of this data? Be sure to give your data collection device a name”
Circulate and assist groups that are having difficulty. Have groups share out their data collection
devices. For groups having difficulty you may share the following sample data collection device.
Work on Three Different Surfaces
Surface Tested
wooden board
sandpaper
waxed paper
Force (newtons)
Distance (meters)
Work (joules)
Have the students measure the length of the wooden board with their meter sticks. Instruct the students
to place the board flat on the floor or their desktop. Instruct them to tie one end of the string around
the brick and the other end around the brick. Place the brick at one end of the board. Have one
student pull the brick across the board using a steady pulling motion while another holds the board
still. Remind the students to record their data and calculate the amount of work in their science
notebooks.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Next have the students place their sandpaper strips end to end and tape them to the board. Then have
then use the spring scale to pull the brick across the sandpaper the entire length of the board. Again
the students need to record their data and calculate the amount of work in their science notebooks.
Finally, instruct the students to remove the sandpaper, place the pieces of waxed paper end to end, and
tape them to the board. Then have then use the spring scale to pull the brick across the sandpaper the
entire length of the board. Again the students need to record their data and calculate the amount of
work in their science notebooks. Also ask the students to make labeled sketches of their three set ups.
Close the lesson with the students doing a Quick Write in their science notebooks about what they
think their data represents.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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DAY FIVE
MAKING MEANING CONFERENCE (Teacher directed)
Prepare two class data charts or make a transparency of CM 1 and CM 2 to use for a class discussion
of the data. Begin a class discussion of the data the students collected when they lifted the objects
from the floor to the top of their desks.
Write or project CM 1 on the board. Have a group of students complete a line on the chart with their
data. Continue the process until all objects lifted have been listed. Then conduct a class discussion
regarding the data. Have each group explain their results and how the results were calculated. Check
for agreement or disagreement with the rest of the class.
Then ask the following questions:
•
•
•
Which objects required the most force to lift? The least force?
Which objects required the most work to lift? The least work?
What do you see as the relationship between force and work?
Write or project CM 2 on the board. Have a group of students complete a line on the chart with their
data. Continue the process until all three surfaces have been listed. Then conduct a class discussion
regarding the data. Have each group explain their results and how the results were calculated. Check
for agreement or disagreement with the rest of the class.
Then ask the following questions:
•
•
•
•
•
•
Which of the three surfaces required you to do the most work?
Why do you think more force was required to move the brick across the sandpaper?
On which surface was the brick easiest to move?
Why do you think the brick moved most easily across the waxed paper?
On which surface did the brick display the most friction? Explain.
On which surface did the brick display the least friction? Explain.
Optional: Have the students rub their thumb and forefingers together and listen to the sound it makes.
Discuss. Then walk around the room and apply a dab of petroleum jelly on each student’s forefinger.
Tell them to rub their thumb and forefinger together again and listen to the sound it makes. Discuss.
lubriacnt - is a substance
that reduced friction between two
moving parts.
Word Wall
Introduce the term lubricant. Is petroleum jelly a lubricant? What are other lubricants? Distribute
paper towels for the students to remove the petroleum jelly from their fingers.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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Then conduct a class discussion using the template below:
1) Reviewing
data.
Remember, this is the conferencing stage. It is preferable that students not take notes during
this activity, but contribute with their results. However, don’t discourage students who wish to
add down information during the discussion. Ask students to use the information that was
recorded from their science notebook entries.
2) Observing
and looking for patterns.
Teacher guides students to share - making claims supported by evidence. To initiate analyzing
the information observed the teacher can say:
•
What is force?
•
What is work?
•
What rule can you state about friction and the surfaces?
•
What the relationship between force and work?
Guide students in writing CLAIMS based on the data charts. As they share information, assist
students in making associations with claims based on their evidence. Teacher should make
the claim orally or written on the board and students should provide the evidence.
EXAMPLES
Claims
I claim that…………..
I know that ………….
Evidence
I claim this because………..
I know this because ………..
1. Heavier objects require more force and work 1. the big book took ….. while the roll of
to lift them
tape tool … when the distances were the same.
2. Smoother surfaces require less work to pull
an object across them
2. the brick took … on waxed paper and … on
sandpaper
Teacher decides to list as many claims and evidence needed for students to understand the
process.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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DAY 6
CLAIMS AND EVIDENCE: (record in notebooks) Teacher says:
“You need to write down at least 3 claims and evidence statements.
Remember, these claims must be based on your data.”
Teacher will see students individually as they write claims based
on their observed evidence.
Example sentence structures:
I claim that ____________ I claim this because ____________.
I know that_____________. I know this because _________.
Share and discuss claims and evidence.
CONCLUSION: (record in notebook)
Students are then asked to revisit their original predictions and write a sentence that
states whether the evidence from their observations supported each or not. They are to
explain why and provide clear explanations regarding how their evidence supported, or
did not support, their predictions regarding work, force and friction using the sentence
stem “ The evidence supported/did not support my prediction because … . “ They are
also to write a conclusion using the following sentence stem: “Today I learned… .” or
“In conclusion, … .”
REFLECTION: (record in notebook)
Students will revisit the “Big Idea” and their results. Ask them to respond to
one of the following stems:
“What really surprised me about force, work or friction was … .”
“A new question that I have about force, work or friction is … .”
“I would really like to know more about … .”
Share these in class.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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FEEDBACK GUIDE
PROFICIENCY
Simple Machines – LE 1
S
T
Notebook Components
Focus Question (2)
• Relates to scenario.
• Cannot be answered yes or no
• Investigable
Prediction (2)
• One sentence that answers problem
• Uses “because”
Data
• Data chart with correct calculations for work and force
• Labeled sketch for work and force investigation
• Data chart for friction on three surfaces
• Labeled sketch for friction investigation
Claims and Evidence
• Three claims and evidence statements related to guiding
questions
Conclusions
• Prediction revisited and affirmed/revised
• “Today I learned” or “In conclusion” statement
Reflection
• Responds to one of the stems
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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ENGAGING SCENARIO
“Lewiston Engineering Company makes and
uses different types of machines. They would
like to create an activity center at their plant
that students can visit on school field trips.
The activity center will contain several
activities for students to do and learn more
about simple machines. They need our help.
They need us to do some testing of the
activities to make sure that students will learn
something about simple machines. Lewiston
Engineering has sent us some materials that
may help us with the tests. When we conduct
the tests of the activities they would like for us
to keep accurate records of our information in
science notebooks and then send them the
information. They need this information in
about two months. The people at Lewiston
Engineering think that we need to learn
something about force, work, and friction
before we start testing their simple machine
activities. They have also sent us some
materials that may help us with this. When we
conduct the tests to learn about force, work
and friction they would like for us to keep
accurate records of our information in science
notebooks and then send them the information.
They need this information in about a week.”
What
is the
problem
weMachinesneed Lesson
to solve?
TESLA,
Scaffolded
Inquiry,
Grade 5-6 Simple
1, 01/31/10
What do we need to investigate?
17
CM 1 – Class Data Chart for Work and Force
Object
Tested
Force
(newtons)
Distance
(meters)
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
Work
(joules)
18
CM 2 – Class Data Chart for Friction
Surface
Tested
Force
(newtons)
Distance
(meters)
Work
(joules)
wooden
board
sandpaper
waxed
paper
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines- Lesson 1, 01/31/10
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