Title: Up, Down, In and Through the Body
Author : Jennifer Smith
Subject Area(s): Simple Machines, Wedges/Levers
Grade(s): 4-5
Description of Lesson: Students will use their bodies to identify types of simple
machines they use everyday
Length of Lesson: 2 periods
Student Objectives: Students will identify the wedges and levers of the body.
Students will identify the
fulcrum for each body lever.
Materials: cloth bag with wide strap, presliced apples, carrots and paper towels,
mirrors
Procedure:
Day 1 Students will have been introduced to the 6 types of simple machines
previously and will have done introductory activities on each type of machine.
Explain to students they’ll see a video on the skeletal system and ask them what
does that have to do with simple machines? Once video is through, divide
students into pairs and pass out carrot/apple slices and paper towels. Have
students take a bite of the apple and the carrot. Ask them what they used to
accomplish this. They will say or point to their front teeth. Explain these are
"incisors" and they pull things apart. Ask them what type of simple machine their
incisors are? (Wedges) Refer to simple machines chart if needed. Explain that
incisors must be located in front so we don't interfere with our own body when
biting (don't want to bite our cheeks). What other body parts do you think are
wedges? (fingernails) Explain that molars are shaped differently as their job is to
break down food. Hand students My Body and Simple Machines Worksheet and
then have students check their own teeth and that of their partner against the
worksheet. Ask them how molars are shaped. How are they different from
incisors? Have them write down their verbal answers/thoughts on worksheet
Day 2 Ask students to place the tote bags on their elbow and then bending arm
to their chest. What body part served as the fulcrum? What Body part served as
the lever? What body part served as the load? If unsure, ask them to repeat and
feel where the effort is being exerted. That's the load. Then have students try it
by placing the bag on their mid forearm. Which was easier? Which was more
difficult? Why?
Technology: references for Worksheet Images
http://www.google.com/imgresimgurl=http://www.heritagedentalgr.com/i/whitefillings-molars
after.jpg&imgrefurl=http://www.heritagedentalgr.com/gallery.html&usg=__0J4O5
UT48WJwJQLyzNnddnF_0w=&h=204&w=300&sz=22&hl=en&start=0&tbnid=VL
a3iNxcXCFiQM?:&tbnh=141&tbnw=149&prev=/images%3Fq%3Dmolars%26hl%
3Den%26biw%3D1040%26bih%3D630%26gbv%3D2%26tbs%3Disch:10,240&it
bs=1&iact=rc&dur=300&ei=OH9NTM24J4SgsQPDq5xI?&page=1&ndsp=15&ve
d=1t:429,r:13,s:0&biw=1040&bih=630
Skeletal System Video: http://www.youtube.com/watch?v=auydf4Eh45o
Scientific Explanation: A simple machine uses force to spread work out over a
greater distance and a wedge, even in the human body, does this by seperating
two things while a lever uses a bar pivoted on a fixed point to raise or move a
wieght by pushing down on one end while raisign up the other end.
Assessment: Indentifying incisors as wedges during apple/carrot experiment.
Answers on Body and Simple Machines Worksheet.
Kansas Science Standards: Standard 1, Benchmark 1: The student will
demonstrate abilities necessary to do the processes of scientific inquiry.
Missouri Science Standards (GLE’s): Strand 7.1, Concept A. Scientific inquiry
includes the ability of students to formulate a testable question and explanation,
and to select appropriate investigative methods in order to obtain evidence
relevant to the explanation..
My Body and Simple Machines Worksheet
Name ____________________________Room____ Date______________
A wedge is a simple machine that is narrow on one end and wide on the other.
Often wedges look like triangles. When you put force on the wide end, all the
force goes into a tiny area on the narrow end. This makes it easier to break
things into two pieces
Look at the picture of the teeth above. Which teeth are like wedges?
__________________________
Explain how you know this.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Can you think of another body part that is like a wedge?
__________________________
l
A lever is used to help lift things. There are three parts. The fulcrum is the pivot
point. It stays in
place and the lever rotates around it. The load is the thing being lifted. The effort
is the energy that you
put into doing the lifting. Think of your arm as a lever. Try lifting a bag by
bending your arm.
Can you identify the three parts of the lever? (Hint: read the paragraph
above).
The bag is
____________________
My elbow is
____________________
My upper arm muscles are
____________________
Try moving the bag to the middle of your forearm. Now lift it. Is it easier or harder
to lift?
______________________
Did you move the load closer to the fulcrum or farther from it?
______________________
Can you think of any other parts of your body that act like a lever?
------------------------------------------------------------------------------------------------------------------------------------Simple machine body hunt
Name__________________________Room_____Date______________
Find as many levers and wedges as you can on this skeleton. Draw an arrow
pointing to the part, and write “wedge” or “lever”. Remember, not all body parts
are simple machines!
Standards:
Kansas Standard 2. Benchmark 2: The student will describe the motion and
purpose of objects
Missouri Strand 2.2, Concept F. Work transfers energy into and out of a
mechanical system