Vancouver Island University Faculty of Education
YEAR 6 POST BACC - FRAMEWORK PLANNING MATRIX
Part 1
Grade(s):
5
Title of Unit:
Simple Machines
Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).
a) In this study, students begin to understand the relationship between effort (applied force) and simple machines. By exploring and experimenting with a
variety of objects, students develop understanding of the relationship between the mass and motion of an object and the force needed to change the
object’s direction, speed, and position. Through hands-on activities, students identify and understand the characteristics and uses of the simple machines.
Students describe how the application of machines reduces the applied force required for people to do work. They also design and construct both simple
and compound machines with a useful function.
b) i) Lever
ii) Pulley
iii) Wheel and Axle
iv) Friction
Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
Students are already learning about simple machines, so I am simply continuing and finishing the unit. This is a great intro into physical sciences.
List the Provincial Learning Outcomes (PLOs):
Grade 4:
Processes and Skills of Science (PSS) – make predictions, supported by reasons and relevant to the content.
Grade 5:
Processes and Skills of Science (PSS) – identify variables that can be changed in an experiment
Physical Science (PS):
a) Demonstrate how various forces can affect the movement of objects
b) Demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw and wheel
c) Design a compound machine
d) Describe applications of simple and compound machine used in daily life in BC communities
Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning.
Students will be building a compound machine with the simple machines we have learned about. They will be having a small competition to see who can build
the fastest compound machine.
C:\Users\DeanThorsell\Documents\Year 6 Simple Machines.docx
Revised: January 2009
Resources: What resources will you use in this unit?
BC Science Probe 5
Simple Machines
Part 2
Learning Outcomes
What are the unit level learning
outcomes? What do you want
students to
learn/understand/appreciate?
SWBAT
1) Describe work.
2) Describe each simple machine
and how it makes work easier.
Description of Learning
Activities & Strategies
What teaching strategies & activities
will you utilize to enable students to
achieve the learning outcomes?
5) Design a compound machine
using two or more simple
machines.
Assessment Criteria
What method (e.g. write/say/do) and
tool/instrument will you use to collect
evidence of the learning?
By what criteria do you decide that
the outcome has been successfully
met? What will you look for in the
evidence?
Say: Explain to students what a lever is
and how it is used.
Students will listen to the description
of a lever. They will also learn about
the fulcrum.
Do: show the students an example of a
lever and demonstrate how it works.
Students will watch a demonstration
and make predictions about the work
being done. They will also make
predictions about the fulcrum and
how it can change the amount of
work.
Lesson 1,2 – Lever
(LO # 2, 3, 4, 6)
I will describe what a lever is.
3) Make predictions about simple
machines based on understanding
of work.
4) Show how different forces can
affect the movement of objects.
Assessment Method/Tool
We will investigate how it makes work
easier.
They will make their own lever and
explore how it makes work easier.
6) Describe simple and compound
machines used in daily lives in
BC.
C:\Users\DeanThorsell\Documents\Year 6 Simple Machines.docx
Revised: January 2009
Do: guide and observe the students in
exploring levers and how they can
make lifting something easier.
Students will create their own lever
and test how it makes work easier.
Students will write down two or
three examples of levers on their
brainstorming sheet for their
compound machine.
Lesson 3,4 – Pulley
(LO # 2, 3, 4, 6)
Say: Explain to students what a pulley
is and how it can be used.
Students will listen to the description
of a pulley.
Do: show the students an example of a
pulley and demonstrate how it works.
Students will watch the
demonstration and make predictions
about the work being done.
Do: guide and observe the students in
exploring the idea of a pulley and how
it can make lifting
Students will create their own pulley
and test how it makes work easier.
I will describe what a pulley is.
SWBAT
1) Describe work.
2) Describe each simple machine
and how it makes work easier.
3) Make predictions about simple
machines based on understanding
of work.
We will investigate how it makes work
easier.
They will make their own pulley and
explore how it makes work easier.
Students will write down two or
three examples of pulleys on their
brainstorming sheet for their
compound machine later.
4) Show how different forces can
affect the movement of objects.
5) Design a compound machine
using two or more simple
machines.
6) Describe simple and compound
machines used in daily lives in
BC.
Lesson 5,6 – Wheel and Axel
(LO # 2, 3, 4, 6)
A) Say: Explain to students what a
wheel and an axel are.
I will describe what a wheel and an axel
are.
B) Do: show the students an example
of a wheel and axel and demonstrate
how they work.
We will investigate how they make
work easier.
They will make their own wheel and
axel and explore how it makes work
easier.
C:\Users\DeanThorsell\Documents\Year 6 Simple Machines.docx
Revised: January 2009
C) Do: guide and observe the students
in exploring the idea of a wheel and
axel and how they can work easier.
A) Students will listen to the
description of a wheel and axel.
B) Students will watch the
demonstration and make predictions
about the work being done.
C) Students will create their own
wheel and axel and test how it makes
work easier.
Students will write down two or
three examples of wheels and axels
on their brainstorming sheet for their
compound machine later.
Students will listen to object of
assignment.
Lesson 7,8 – Building a Compound
Machine (LO #5)
I will tell the students that they will be
making a compound machine by using
the simple machines we already
learned.
We will review the simple machines
learned and go over the criteria for the
compound machine.
They will brainstorm ideas for building
their compound machine.
Say: remind students what the
assignment is going to be.
Do: Hand students the criteria sheets.
Say/Write: review the simple machines
covered and the brainstorming sheet
that has been used at the end of each
lesson. Write some of these ideas on
board for any students who were away.
Say: go over the criteria for the
machine with the students for full
understanding.
Do: observe students while they
brainstorm for their compound
machine. Answer
C:\Users\DeanThorsell\Documents\Year 6 Simple Machines.docx
Revised: January 2009
Students will look at their criteria
sheet and brainstorming sheet to
review the simple machines learned.
Students will add any simple
machine ideas that are missing from
their sheets.
Students will draw, write or mind
map ideas for a compound machine
that does work. Students can ask the
teacher questions but the machine