LAP 7
Science Unit: Simple Machines
Chloe Garcia
I.
Content:
• Students will be learning about their final simple machine, the lever. They will
listen to a read aloud about levers in order to learn their different uses and the
different classes of levers. They will then go outside and view a “see saw” that
we have on the playground for a real life example and will then perform
experiments in the classroom.
II.
Learning Goal(s):
• Students know that simple machines make work easier.
• Students will know the purpose of a lever and how it can make work easier.
• Students will know the vocabulary associated with lever such as fulcrum, effort
and load.
• Students will be able to explain how a lever is great for moving heavy objects.
• Students will know that effort is another word for force when it is applied to a
machine.
• Students will be able to participate in discussion with partners and as a class.
• Students will be able to connect this simple machine to their home and out of
school experiences.
III.
Rationale:
• This lesson will continue to add to students’ understanding of simple machines,
their applications and the variety of tools that are available. This lesson will
wrap up the simple machines unit and students will have a strong foundational
understanding on all the machines. This is a good machine to end the unit on
because we can relate it to experiences on the playground. Students will make a
strong out of classroom connection and end the unit on a very active and
enjoyable note.
IV.
Assessment:
• Formal Assessment: Students will label pictures using appropriate vocabulary
and then give an explanation as to why they chose those labels.
• Informal Assessment: Students will have class discussions on while outside and
once back in the classroom on what they noticed with our see saw and how effort
affects load.
V.
Personalization and equity:
• I will add this new vocabulary to our terms chart for our simple machines unit so
that all students but especially ELL students can refer back for help and
reinforcement.
• I am providing students the opportunity to label the pictures so that students who
prefer visual representations and models have a chance to show me that they
understand the topic and don’t have to feel stressed and overwhelmed with solely
a writing portion.
• Going outside and keeping the students moving will keep them engaged and
excited over the lesson. This will be great for my students on a 504 plan who
need to be consistently active and for those on an IEP who will be able to
experience the concept therefore comprehend it a lot more fluidly.
LAP 7
Science Unit: Simple Machines
Chloe Garcia
VI.
Activity description and agenda:
Time
Activity
5
minutes
15
minutes
20
minutes
15
minutes
Ongoing
•
Helps toward
understanding
Objective: We will review the objective for the This will get students in the
lesson which is SWBAT explain a fulcrum,
mindset for the lesson and
effort and load and why we use levers.
help set the tone for the
lesson. They will know that
we will be continuing in our
unit and need to review
important concepts.
Read Aloud: I will read a book about levers so This will give those who
that students are exposed to a variety of
need more support the
examples and see how levers can be used in the chance to gain an
everyday. This will also begin the introduction understanding into levers
into the vocabulary.
and develop ideas while
others who already know
levers can see how they are
used.
Outside Time: We will go outside and use the Students after this
see saw to show how effort on one end can lift experience will have a
the load on the other. I will first show students concrete example that they
with one other while pointing out the
can refer back to when they
vocabulary and then students will be able to
are confused or need a
participate and feel what it is like on their own. refresher about levers. It’s a
great hands on way for them
to apply concepts to real
life.
Assessment and Wrap Up: We will go back
This will give students the
to the classroom and discuss what they noticed chance to listen to their
outside. We will label pictures on the board as peers and tie together their
a class and then students will individually
experience to the
complete a worksheet.
vocabulary and idea of a
lever.
FINAL ASSESSMENT: Students will be
This will show me if
given a packet. I will go over it with them
students really understand
prior to completion, they will determine which simple machines because
simple machines are best to help me move my
they will pick what they
furniture into a new apartment.
think is the best option and
tell me why. It will allow
them to critically think
about simple machines.
This is a long lesson and in order to keep students engaged and focused I will be splitting
the lesson up into two time periods. I will do the objective and read aloud before lunch
LAP 7
Science Unit: Simple Machines
Chloe Garcia
•
VII.
and then continue the lesson after lunch while they are already outside to keep their
mentality and energy on the same path.
For the final assessment I expect different students to show different levels of higher
thinking which is ok. This is why I provided the opportunity for students to draw images
and split up the work into multiple steps to keep students focused and make the work load
manageable.
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.
• 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.
VIII.
Reflection
This lesson was so much fun for students and I’m really glad I ended the unit on such a
high note. The best part was when we all went outside and discovered using the see saw.
Students knew we would be doing this and were so well behaved and paid attention
because they understood how exciting and different it was. What really helped my
students achieve success and understanding about effort and load was my example with
another student. Our see saw is a little difficult in showing a difference in weight and
position because of how it is anchored. However I sat on one end and had the smallest
student sit on the other side and I was able to lift them, representing how effort lifts a
load. They really understood this example and were excited to try it on their own. This
is an experience they can always refer back to for help when necessary.
It really helped students when we labeled pictures as a class because students were able
to hear one another process their ideas. Those that were confused were able to clarify
their thoughts by talking out loud and watching their peers label and explain the image.
This was also a great way to prepare students for their individual assignments, which
LAP 7
Science Unit: Simple Machines
Chloe Garcia
were essentially the same thing. Students had to label images and then instead of
explaining out loud had to write why they chose those labels and put them in specific
areas. This would check and show their thinking about the vocabulary and use of lever.
If I were to do this lesson again I would have provided more examples of a lever in the
classroom. I would have gotten a piece of wood and something heavy to demonstrate a
lever in use. I don’t want their only strong example to be of a see saw when there are so
many more out there. Each student could have done one themselves or watched their
peers in front of the class.