LAP 1
Science Unit: Simple Machines
Chloe Garcia
I.
Content:
• This is the first lesson in a unit on simple machines. Students will review force,
gravity and mass and then learn the definition of work in relation to force. We
will discuss how work can be made easier which will lead to students
understanding the definition of simple machines. Students will use inquiry in
order to predict the functions of each simple machine.
II.
Learning Goal(s):
• Students know that simple machines make work easier.
• Students know the difference between complex and simple machines.
• Students will be able to identify the meaning of work.
• Students will be able to partake in the inquiry process and be able to make
predictions.
• Students will be able to work as a class in demonstrating a complex machine and
then a simple machine.
III.
Rationale:
• It is very important for students to learn about simple machines because they
truly do make work easier. Students need to begin to recognize the different
processes that occur around them on a daily basis. These concepts though
presented in a basic introductory method are truly the beginning of higher level
thinking. This unit provides the opportunity for students to experiment with how
things work and to build and engineer on their own. Students can really test the
limits of their thinking. Students will gain a true understanding of these simple
machines and concepts and it ill give them confidence to continue on in physics
and other sciences as they excel in school. The focus of this lesson is on simple
machines alone because once students understand that a simple machine is there
to make work easier they will be bale to make better educated predictions for
each simple machine as we encounter them throughout the unit.
IV.
Assessment:
• Formal Assessment: Students will write responses to questions in their science
journal and will make predictions as to the function of the simple machines.
• Informal Assessment: I will be looking to see that students can recall the
previous concepts of force, mass and gravity and that they can relate it to our new
concept of work.
• Informal Assessment: I will be looking to see that students can remember the
motion and name of each simple machine and perform them during the games.
• Informal Assessment: Students will contribute their ideas of machines and where
they are used in the everyday world.
V.
Personalization and equity:
• Each student will have their own science journal which will contain vocabulary
has a reference source for ELL students and all those who need extra support.
The fact that they also will have a science journal is great because it is something
that they can easily remember, not lose and everything will be contained in one
source. My students do really well with booklets so this will be a great tool for
them to have and use.
LAP 1
Science Unit: Simple Machines
Chloe Garcia
•
VI.
Using active, physical games is great for my 504 students and other students with
learning disabilities. I have a very active classroom filled with students who
have a lot of energy. Incorporating an active game that will also help them learn
will help to control and contain their behavior and keep them on track throughout
the lesson.
Activity description and agenda:
Time
Activity
10
minutes
Hook: There will be a box with books in it on
the floor. It will be too heavy for kids to pick
up. I will ask students to try and move the box.
Then I will ask them to try and lift it onto a
table. They won’t be able to.
• Why is it hard to move?
• What could we do to make this easier?
• Were you able to move it?
• When you were lifting the box what
were you working against, what force?
Helps toward
understanding
This will engage students in
the lesson and help to
review our previous
concepts of force, gravity
and mass.
Define work: When you use force to move
something for a distance. It has to have moved
from one spot to another.
• If you push against a wall are you
working? No
• If you move your book across the table
are you working?
5
minutes
10
minutes
Machines: What is one way that work could
be made easier? What helps us do things we
can’t do on our own? What helps us not use so
much force or energy?
• Name some machines that you know
• Explain that complex machines are
made up of simple machines and that
simple machines help make work
easier.
Simple Machines: We will go through each
simple machine through the use of pictures and
visuals that I will pass around. They will learn
the name of the machine and come up with a
motion to represent that machine.
• Inclined Plane
• Lever
This will give students the
concept for the unit and
help to connect it to the
world around them as they
name machines.
Students will become
acquainted with the types of
simple machines and their
names. Creating a
movement for each machine
will help give them an idea
of how that machine can be
LAP 1
Science Unit: Simple Machines
Chloe Garcia
10
minutes
10
minutes
•
•
VII.
• Wedge
• Screw
• Pulley
• Wheel and Axel
Game: First we will play a game of Simon
Says and every time I hold up a picture of a
simple machine they will have to do that
motion. Then I will have students assigned to a
simple machine and then will have to create a
complex machine as a group.
• A simple machine works alone
• A complex machine is made up of
many simple machines
Assessment and Anticipation for the rest of
the unit: Students will answer the following
questions in their Science Journal
• What is work?
• How can work be made easier?
• What is a simple machine?
• What is a complex machine?
• Predict how each of these simple
machines can make work easier.
utilized and help them to
remember them all.
Students will be engaged in
a fun and creative way to
help them remember the
machines and to recognize
the difference between a
complex machine and a
simple machine.
This will give me the
chance to see that they
understand the idea of
simple machine, complex
machine and work. I will
also be able to see how well
they are able to make
predictions based off the
knowledge they already
possess.
This lesson will be at the end of the day which means students can get distracted and
impatient. I will be engaging my students from the start of the lesson to keep them
focused and to have their energy concentrated on the lesson. I will also be moving them
around the classroom a lot so they don’t get bored in their seats.
Since this lesson is at the end of the day if we run out of time students can complete the
assessment as a homework assignment instead and can enlist their parents for help or
other family members.
List the Massachusetts Learning Standards this lesson addresses.
2. Engineering Design
Central Concept: Engineering design requires creative thinking and consideration of a variety of
ideas to solve practical problems.
2.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel,
pulley, lever.
Scientific Inquiry Standards
• Ask questions about objects, organisms, and events in the environment.
• Tell about why and what would happen if?
• Make predictions based on observed patterns.
LAP 1
Science Unit: Simple Machines
Chloe Garcia
•
•
•
VIII.
Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand
lenses, and balances) to gather data and extend the senses.
Record observations and data with pictures, numbers, or written statements.
Discuss observations with others.
Reflection
a. This activity was successful in a few ways but most apparent being in student
engagement and students achieving the learning goals. I worry over whether my students
will enjoy a lesson and become genuinely curious and invested in the lesson. I don’t
want my students to just learn but I want them to be interactive and interested. This was
achieved because I made the lesson interactive and physical. Students participated in
attempting to move a very heavy box full of books in order to gain understanding of the
scientific definition of work. The fact that they had a tangible experience to tie into
learning this concept definitely helps. It was also fun for them as they each saw it as a
personal challenge to try and move this box.
The second main learning goal was for the students to learn the names and get an idea of
all the simple machines. Considering how physical my students are I knew the best way
to do this was to make it a movement activity. As a group we decided on movements for
each machine based off its purpose. This proved to be successful as students were
engaged and had a tool to remember the purpose and names of each. They really enjoyed
this as we played Simon Says to help solidify their familiarity. I knew it could also then
function as a way to recall the machines for homework assignments.
b. Based off this lesson I’ve determined to keep making my lessons interactive and student
centered. I want my students to learn through discovery and really applying simple
machines to complete tasks. I also know that my activities need to have the opportunity
for each student to participate and try the experiment. It doesn’t work out well if only
some of the class gets to try, they all need to feel and be included. I also think that
starting with an inclined plane would be the best follow up to this lesson because they are
most familiar with a ramp and I think a gradual introduction and build up will give them
a greater chance and truly comprehending simple machines. If I continuously build on
concepts they already understand they will come to comprehend at a stronger and more
fluid rate.
After the homework assignment was returned I realized that there was still a lot of
confusion over being able to write about simple machines, their names and purpose and
how they make work easier. I received these back after the second lesson so at the
beginning of the third lesson I will review these concepts again as well as put vocabulary
in their science journals which is where they do their homework.