NTTI
NTTI Media-Rich Lesson Template
Ernest Sessoms, Jr.
NAME
SIMPLY THE BEST!!! Science Lesson – A Lesson on the Six Simple Machines
TITLE
Sixth – Eighth Grades
GRADE LEVEL
Two 45-minute sessions
TIME ALLOCATION
OVERVIEW
This lesson is designed to introduce and discuss the six types of simple machines and
to allow students to identify specific examples of each type. The students will view a
video on simple machines where they will listen to their descriptions. The students will
have an opportunity to sketch examples. In the lesson the students will utilize the
Internet to find information about simple machines on a web site working in pairs. The
students are assessed throughout the lesson by electronic quizzes and formal
assessment in the form of a paper quiz.
Physical Science, Technology
SUBJECT MATTER
LEARNING OBJECTIVES
Students will be able to:
List examples of the six simple machines.
Locate information about simple machines on a given website.
Create a simple machine.
Calculate the mechanical advantage of an inclined plane scenario.
Compare the measurements of the lengths of an object in an experiment.
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STANDARDS
Georgia Standards- http://www.glc.k12.ga.us
Students will be able to:
Describe six types of simple machines (GQCC Science 6.12.1).
Use technology and telecommunications tools to locate, analyze, synthesize,
evaluate, apply, and communicate information. (GQCC, Technology Integration
Research 6.16).
Uses appropriate tools for determining mass volume, temperature, density, and
length (GQCC Science, 6.3.4).
Uses process skills of observing, classifying, communicating, measuring,
predicting, inferring, identifying, and manipulating variables; recording analyzing
and operationally defining, formulating models, experimenting, constructing
hypotheses and drawing conclusions (GQCC, Science 6.1).
MEDIA COMPONENTS
Motion, Energy and Force
#103 Simple Machines
The video gives definitions for work, power, and mechanical advantage. It also
discusses the six simple machines and gives examples of each type. A ten question
quiz is given at the end of the video.
PBA 30 Atlanta’s PBS Station
Running Time: approximately 20 minutes
Simple Machines
www.cosi.org/onlineExhibits/simpMach/sm1.html
The website gives detailed information about each of the six types of simple machines.
Students are able to click on the icons for a narrative that is read about each one.
There is animation and live action demonstrated by the objects on the site.
Science Lessons
www.coe.uh.edu/archive/science/science_lessons/scienceles.html
This is an actual lesson that provides information and some hands-on-experiments
about the six simple machines. The hands-on activity in the NTTI lesson on building an
inclined plane is located at this website.
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MATERIALS
Notebook paper
Flat head screwdriver, butter knife, 2-3 screws, jar lid, a door knob, hammer,
bottle opener, top portion of window blinds
Pencil/pen
Simple Machines Website Question Sheet (1 per pair of students)
Simple Machine Quiz (1 per student)
Rulers (1 per group)
Bags of Rice / 1 cup each (1 bag per group)
Plastic sandwich bags with twist ties ( 1 per bag of rice)
Stacks of books such as 4 science books or 4 other same books
PREP FOR TEACHERS
1. Website Activity – BOOKMARK the websites on the computers that your
students will be use instead of having the students type out the actual URL
address to save time. To bookmark (Netscape Navigator) or add a web page to
a Favorites (Internet Explorer) list:
• Go to the page that you want to Bookmark or add to the Favorites list.
• On the Bookmark menu or Favorites menu, click or Ad to Bookmarks. Add to
Favorites.
• To open one of your Bookmark or Favorites pages, on the Bookmarks or
Favorites menu, click the page you want to open.
2. Create a sample of the 6-squared note-taking sheet to pass around showing the
students how to organize their notes for previewing the video.
3. You may want to obtain two separate copies of the video, Simple Machines
#103. The first video should be CUED at the beginning starting with the opening
title. The second video should be CUED to where the word Lever appears on the
screen in pink.
4. Prepare bags of rice (1 cup each) in plastic sandwich bags closed with a twist tie.
(one per group).
5. Prepare rubber band strips by cutting rubber bands of the same length. (one per
group).
6. The FOCUS FOR MEDIA INTERACTION is the focus or purpose for viewing a
segment of video or utilizing a particular internet site. Before allowing the
students to view a segment of a video or visit a website, give specific instructions
on what the students are supposed to write, record, or think about.
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INTRODUCTORY ACTIVITY: SETTING THE STAGE
1. Prepare a table at the front of the class with the following objects on them. (flat head
screwdriver, butter knife, 2-3 screws, jar lid, a door knob, hammer, bottle opener, top
portion of window blinds)
2. Create a KWL Chart on the board or overhead. Ask the students which objects on
the table are simple machines. Write the responses of 3-4 students on a chart tablet
or on the board under the section K. Then ask the students for a definition for a
simple machine. Write 2-3 of the students’ definitions on the chart under the section
K.
3. Begin a 1-2 minute discussion on why the students chose certain objects as simple
machines and not others and how they came up with the definition.
4. Under the W sections write the statement, Are our responses/definitions correct as
what we want to learn.
5. Explain that at the end of the lesson they will revisit their responses to see how
correctly they answered the questions to complete the L section of the chart.
LEARNING ACTIVITIES
Session 1
Step 1
Explain to the class that they will be learning about simple machines and that they will
begin by viewing a video about simple machines. Tell them that they should take out a
sheet of notebook paper and fold it into six squares. Show or pass around an example
that you have labeled previously. Explain that the six squares are for taking notes on
each of the six simple machines. They should write the name at the top of the square, a
definition, and sketch 1-2 examples. The back of the notebook paper may be used for
taking notes on other concepts that are not a specific simple machine.
Step 2
Viewing the Video
Before beginning the first segment, provide a FOCUS FOR MEDIA INTERACTION, by
asking students to think about how the objects in the video are simple machines and
how so they compare to the definitions given earlier.
*MUTE the sound. START the video at the beginning. You will see the words, “ Simple
Machines ” and an orange clamp. Allow the video to play the introduction, (you will see
a bicycle, can opener, and screw, boy brushing teeth, riding skateboard, & cutting
melon). PAUSE the video when you see the word “Work” appear on the screen.
Discuss each object. Ask the students how the objects fit the definitions previously
given for simple machines.
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*FAST FORWARD the video, or have another copy CUED to the first explanation for
the six simple machines. Press RESUME PLAY when you see the word “Levers”
appear on the screen in pink. Allow the sound to play for this segment. The FOCUS
FOR MEDIA INTERACTION is to take notes on each of the six simple machines and
sketch one to two examples of each simple machine on their notes sheet.
*PAUSE when the word “Inclined Plane” appears. Discuss the examples and parts of
the lever. After discussing some examples, press RESUME PLAY and continue to view
the video about inclined planes. Do the same for the remaining machines (wedge,
screw, wheel and axle, and pulleys.
Step 3
CHECK FOR UNDERSTANDING: Allow the students to volunteer to stand and share
their sketches and definitions for each of the simple machines as a whole group.
Session 2
Step 4
This part of the lesson takes place in a computer lab or in the classroom using a lap top
cart. There should be a sufficient number of computers available for every two students
in the class. Students should be paired with a partner and given a website question
sheet. Note: If you do not have enough computers have students rotate. Allow the
students to work on the computer as partners and inform them that their FOCUS FOR
MEDIA INTERACTION is to answer the questions about simple machines on the
question sheet together. Have students located the BOOKMARKED URL address is
on the first task of the question sheet. Circulate around the computer stations to ensure
all students are on the appropriate website and are on task. The activity should take
approximately 15 minutes.
Step 5
After all pairs have finished finding the answers to the questions from the website sheet,
CHECK FOR UNDERSTANDING by having students share their responses with the
whole group.
Step 6
CHECK FOR UNDERSTANDING on simple machines. The informal assessment
involves the whole class in a review of the KWL chart created earlier. Review the
objects on the table and ask the students if each one is indeed a simple machine and if
so. what type. ANSWERS (flat head screwdriver (LEVER), butter knife (WEDGE), 2-3
screws (SCREW), jar lid (SCREW), a door knob (WHEEL AND AXLE), hammer
(LEVER or WEDGE), bottle opener( LEVER), top portion of window blinds (PULLEY).
Next ask the students if their definitions for simple machines are correct. (A simple
machine is a tool or device that allows you to do work easier.)
Step 7
The students will receive an individual formal assessment. Administer the Simple
Machine Quiz. You may create a teacher-made quiz or use the one provided.
CULMINATING ACTIVITY
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The students will create their own simple machine, an inclined plane. Place the
students into cooperative learning groups of 3 or 4. Select a Runner/Materials Gatherer
to collect the material needed for each group. Each group should collect 4 science
books, a ruler, a rubber band strip, and a bag of rice (previously bagged by the teacher).
Distribute the instructions worksheet to the students. Have the students to follow the
instructions on the worksheet in completing the Inclined Plane. Read the worksheet
aloud to the class, including the procedures and questions. The activity including
answering the questions should take approximately 15 minutes. CHECK FOR
UNDERSTANDING: After the groups have finished, allow the groups to choose a
Reporter to read their group’s answers to the questions.
CROSS-CURRICULAR EXTENSIONS
Language Arts
Ask the students the use the Writing Process to create a story that discusses the
characteristics of two or more simple machines as part of the plot.
Mathematics
Give students the task of calculating the Mechanical Advantage for situations involving
simple machines. To calculate IDEAL mechanical advantage:
Ideal MA = Effort distance
Resistance distance
or E(distance) / R(distance)
Social Studies
Timeline: Research and point out the simple machines used throughout specific periods
of history such as Early Settlements of America, Ancient Egypt, Rome, or Greece.
COMMUNITY CONNECTIONS
As a homework assignment, ask students to write down 10 examples of the type
of simple machines found in a local hardware or all-purpose store such as Home
Depot / Lowes / Target / Walmart.
Assign students the task of creating a log of simple machines observed while
riding to and from school on the school bus or in a car.
Take students on a field trip, ask the students to record in their observation logs
observations of simple machines.
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Group
Members_________________________________________________
Inclined Plane:
An inclined plane is a simple machine. It is a flat surface that is higher on one end. You can use this
machine to move an object to a lower or higher place. Inclined planes make the work of moving things
easier. You would need less energy and force to move objects with an inclined plane.
Try this experiment!
Materials:
• 4 science textbooks
• Ruler
• 1 cup of rice inside a small plastic sandwich bag (closed with a twist tie) rubber band strip tied to
the top of the bag
Procedure:
1. Stack the books in one pile. Lean one book against the other to create an inclined plane.
2. Place the bag of rice on the table. While holding the end of the rubber band, lift the bag of rice straight
up to the top of your book stack.
3. Use the ruler to measure the length of the rubber band.
4. Now, put the bag of rice at the bottom of the inclined plane and drag it to the top of the stack of books
by pulling on the rubber band.
5. When the bag of rice is almost to the top, measure the length of the rubber band.
Review Questions
What simple machine reduces the length of the rubber band in this
experiment?
Why was the rubber band stretched more when the bag was lifted straight up
into the air?
Did the inclined plane make lifting the bag of rice easier? Defend your
answer.
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Name: ________________________________ Date: ___________
LEVERS
MACHINES AT HOME
Not all long, skinny objects are levers. A lever is a simple machine so to be a lever it must use energy to
move a load. Can you find 10 levers in your home or classroom? List the class of each lever.
Lever
Class of Lever
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Name_________________________________
I.
Date_________________
List the type of simple machine for each.
1.
2.
3.
4.
5.
6.
Wheelbarrow________________________
See Saw____________________________
Ramp on a moving truck________________
Bolt________________________________
Chisel______________________________
Faucet Knob_________________________
7. In which situation is a person doing work on an object? Circle your
answer.
a. A school crossing guard raises a stop sign that weighs 10 N.
b. A student walks 1 m/s while wearing a backpack that weighs 15 N.
c. A man exerts a 250 N force on a rope attached to a house.
d. A worker holds a box 1 m off the floor.
8. In a second-class lever,
a. the load is between the fulcrum and the input force.
b. the fulcrum is between the input force and the load.
c. the input force is between the fulcrum and the load.
d. the fulcrum is between the input force and the output force.
9. Hammering a nail into wood is an example of using a
a. Wedge.
b. First-class lever
c. Second-class lever
d. Third-class lever
10. The unit for work is the
a. joule.
b. joule per second.
c. Newton.
d. watt.
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