Simple Machines (3rd grade, SOL 3.2)
Just “Plane” Simple (Inclined Planes)
Purpose: Today is the third lesson in a series of lessons that involves simple
machines. In this lesson, we will introduce the purpose and function of an inclined
plane. The students will be able to participate in a real-world demonstration to
promote their understanding of how an inclined plane can make work easier. Students
will also be provided with and understand the use of inclined planes through real world
examples. This lesson is important because inclined planes make up one part of a screw
so students must know what it is.
VA SOL- Force, Motion, and Energy
Science 3.2The 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.
Scientific Investigation, Reasoning, and Logic
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.
Objectives: Given a wrap-up worksheet, TSWBAT draw/write their observations of
the demonstration, explain the purpose, and give 3 real world examples of inclined
planes, with 100% accuracy.
·
Procedure:
Introduction:
● Review information the students learned the previous day about levers and
wedges. This will be a discussion based conversation and I will ask questions
such as : (A)
○
Who remembers what a wedge is? (wide at one end pointed at the other)
○
What are wedges useful for? (helps cut/split/hold and object)
○
What are some examples of a wedge? (knife, axe, door stop)
○
Who can tell me what a lever is? (stiff bar that moves about a fixed
point or fulcrum)
○
What are levers useful for? (can push or pull or lift things)
○
What are some examples of a lever? (see saw, crowbar, shovel)
● Call the students to the carpet in from of the whiteboard and write the words
INCLINED PLANE on the board. (V)
● Ask students if they can make a prediction about what they think an inclined
plane. Listen to student responses and respond accordingly. (A) (V)
● I will play a short 2 minute video clip about inclined planes. (V) (A)
● Questions
○
What is an inclined plane? (flat surface raised on one end)
○
What is an incline plane used for? (Used to move objects up and down)
○
Can you name some examples from the video? (pyramids, ramps, etc.)
Development:
● Briefly discuss what they learned about inclined planes from the video.
● Write the definition of an inclined plane on the board with student assistance.
(flat surface that is raised so one end is higher than the other to assist with
moving objects up and down) (V) (A)
● Share some ideas of real world examples. (A) (V)
● Gather the students as a class, grab a crate that holds a bunch of books with a
rope attached to the handle.
● Head out to the slide (inclined plane) on the playground.
● Once outside, ask students how can we get the heavy box of books from the
ground to the top of the slide. (student responses could be lift it up, pull using
the rope, or push up the slide). (A) (V)
● I will then ask a group of 4 students to come up and demonstrate (2 students
at top of playset, 2 on ground) The two students on the ground will be
attempting to pick the box of books up and hand them to the 2 students at the
top. (V)
● Then they will try and use the slide to push and pull the box of books up the
slide. The students will see that it was much easier and quicker to use the slide.
(V) (A) (K)
● The class will head back inside and straight to their desks
● Pass out a worksheet for the students to describe in 3 sentences what
happened during the demonstration, write the purpose of inclined planes, give 3
examples, and draw a quick picture of an inclined plane. (T)
● For strugglers: If time allows, during the demonstration I will allow those to
come up and help with the demonstration. If not, I will show these students
additional examples. For the worksheet, I will have the students just write one
sentence of what the observed rather than 3.
● For advanced learners: I will have these students try and come up with 6 real
world examples and how inclined planes are useful rather than just 3.
Summary:
● I will call on one student to give me a quick summary of what inclined planes are.
● Call on a different student to tell me how they are useful
● Ask three others to give a real world example that they wrote down.
● They will also turn in the completed worksheets into the basket
● If any student is still confused, I will go over that material in greater detail
Materials:
● https://www.youtube.com/watch?v=sTOWiDDgTIk (Video about inclined
planes)
● Crate full of books (to make it heavy)
● Rope
● Worksheet
● Pencil
Evaluation Part A:
● I will assess the students by their participation in the opening and ending
discussions on inclined planes.
● I will also assess the students by their completion of the worksheet with 100%
accuracy. They should have been able to describe the demonstration, give the
purpose, and real world examples as well as draw a quick picture.
● I will keep note of students by writing their name down in these boxes as they
work
“Got it”
“Working on it”
“Struggling”
Evaluation Part B:
· Did your lesson accommodate/address the needs of all your learners?
· What were the strengths of the lesson?
· What were the weaknesses?
· How would you change the lesson if you could teach it again?