machines
Simple and Complex Machines
Introduction
This book is available at three reading levels, as indicated by the one,
two, or three dots beside the Science A–Z logo on the front cover.
This guide offers general instructions that can be used with any or all
of the leveled books. When appropriate, tips are provided for modifying
the instruction for a specific level. The dots in this guide indicate elements
of the instruction that are only applicable to certain book levels.
can only be used with low level
can only be used with middle level
can only be used with high level
can be used with low and middle levels
can be used with middle and high levels
can be used with all three levels
BOOK SUMMARYWork takes place when something is moved over a distance. The book
Simple and Complex Machines introduces seven simple machines that help
us do work: the inclined plane, wedge, screw, lever, wheel and axle,
gear, and pulley. The book explains how each machine does work, and
it provides familiar examples of each machine. All these machines make
work easier by decreasing the force needed to move something. However,
using a machine often increases the distance something must move. Simple
machines can be combined to form a wide variety of complex machines.
Labeled photographs and diagrams support the text.
BEFORE
READING
Preview the book title, cover, and table of contents with students. Ask
them to predict what the book will be about. Invite students to preview
the remainder of the book, looking at the images, captions, and special
features as well as the section heads and glossary. Encourage them to
use this information to continually make and revise their predictions
while reading.
Vocabulary
Instruction for the unit’s vocabulary terms can be found in the Unit Guide.
It defines core and other key science terms, and suggests resources you
can use to teach vocabulary before, during, or after the reading.
These terms are found in the glossary. Certain terms are only found in
certain book levels, as noted.
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NONFICTION BOOK GUIDEMachines—Simple
and Complex Machines
axle
complex machine
force
frictionfulcrum gear
inclined plane
lever
load
machinepulley
screw
simple machine
wheel
wheel and axle
ramp
wedge
work
Reading Strategy
Summarize
Explain that one way readers understand and remember information
in a book is to summarize, or to review and simplify in their mind what
they have just read. Read page 4 of the book with students. Then model
how to summarize this section in your own words.
Think-aloud: I am going to read this section again. This time, I will
underline what I think are the most important things to know. Then I am
going to use just those important things to write a summary of what I read.
Model underlining the most important idea and details for this section.
Use these to write a summary on the board. You may want to use the
sample summary that follows.
Think-aloud: Let’s review my summary of the first page of the book: Machines
are tools that help us do work. Some machines are simple, which means
they have few or no moving parts. Some machines are complex, which
means they are made of several simple machines combined. Notice that I
used some of my own words and some words from the book to create my summary.
As students read, encourage them to summarize other sections of the book.
Have them begin by underlining the main idea and details of a section.
Then help them write (or state) their summary of that section. Encourage
students to continue summarizing in their mind as they read.
Download and print the Summarize Graphic Organizer. Ask students to record
the main idea and details from one of the book’s sections. Then have students
write their summary in the space provided.
The Graphic Organizer can also be used with each of the Quick Reads.
As students read, they should use other reading strategies in addition
to summarizing.
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NONFICTION BOOK GUIDEMachines—Simple
DURING
READING
and Complex Machines
The book begins by explaining that tools are machines that help us
do work. After students read this section, you may want to check for
understanding by having them suggest familiar examples of machines
and identify how each one makes work easier. (Retelling)
Review the key science terms in each section before students read.
Encourage students to read one section at a time and then discuss in
pairs, in groups, or as a class what they read. (See Discussion Questions.)
Students can read the special features of the book to build on the concepts
within each section. Some vocabulary terms can be reinforced in these
features.
Comprehension Skill Focus
Cause and Effect
Examining causes and effects can help students understand how various
machines help people do work. For example, when you apply a push to
one end of a lever (cause), something on the other end moves (effect).
When you release a ball from the top of an inclined plane, the force of
gravity (cause) pulls it toward the ground (effect). These and other causeand-effect relationships involving simple machines can be demonstrated
with common objects.
Have small groups of students identify examples of cause-and-effect
relationships for each type of simple machine they read about in the
book. Then invite them to share their examples with the class.
Examples:
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Using a ramp makes it easier to load furniture into a truck.
¢
When you bite into food with your teeth, which are wedges,
the food breaks into smaller pieces.
¢
If you insert a screw through two pieces of wood, the pieces
stay held together.
¢
When you pedal a bicycle, the wheels and axles make you
and the bicycle move forward.
¢
As one gear rotates in a circle, its teeth match up with another
gear and make it turn as well (in the opposite direction).
¢
Pulling down on a rope connected to a pulley can help lift an
object connected to the other end of the rope.
¢
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NONFICTION BOOK GUIDEMachines—Simple
and Complex Machines
Download and print the Cause and Effect Graphic Organizer. In each box
on the left, instruct students to write a real-world example of a force
being applied to a simple machine (cause). Then, in each box on the right,
have them describe the effect of using that simple machine. Students
should choose different kinds of simple machines to complete their
Graphic Organizer.
The Graphic Organizer can also be used with each of the Quick Reads.
As students read, they should use other comprehension skills in addition
to cause and effect.
Discussion Questions
Use the Discussion Cards during or after reading. The cards are structured
so they can be used for whole-group discussion or assigned to individuals,
pairs, or groups. Choose the activity that best serves your purposes. It may
be helpful to allow students to use their book and completed Graphic
Organizers as they try to answer the questions. Here are some suggested
activities:
Divide the class into groups and have each group discuss the questions
from a section of the book. Then have groups report their responses to
the class.
¢Have all groups discuss all the questions and then discuss the
similarities and differences among the groups’ answers.
¢Place discussion cards at centers and have groups talk about or write
their responses as they rotate through them.
¢Have each student choose a card and write an answer on the back.
Collect the cards and review them with the whole class.
¢Assign certain questions to groups or individuals for homework.
Each question can be answered with certain book levels, as noted with
dots in the upper-left corner of each card. You may want all students
to think about all the questions, even if their book level is not noted
on certain cards. The book section or topic most closely related to the
question appears on each card. Question types are noted in parentheses.
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NONFICTION BOOK GUIDEMachines—Simple
All questions can be answered with all
three book levels, except where noted.
Introduction
¢Why do people use tools and
machines? (understanding)
¢What are three kinds of
work you have done
today? (applying)
¢What are some examples
of simple machines?
(understanding)
¢What are some examples
of complex machines?
(understanding)
¢What is needed to make
something move?
(remembering)
¢How are force, distance,
and work related?
(understanding)
Types of Simple Machines
¢What do you already know
about each of the seven
types of simple machines?
(remembering)
Inclined Plane
¢What is a common example
of an inclined plane, and
how does it help us do
work? (understanding)
¢Why is it easier to push
a load up a gentle slope
than a steep slope?
(understanding)
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5
and Complex Machines
Wedge
¢What is a common example
of a wedge, and how does
it help us do work?
(understanding)
¢How would you break
your food into chewable
pieces if you didn’t have
any wedges? (creating)
¢Why are some wedges
dangerous? (analyzing)
Screw
¢What is a common example
of a screw, and how does
it help us do work?
(understanding)
¢Why do you think some
screws have pointed tips
and others have flat tips?
(analyzing)
Lever
¢What is a common example of
a lever, and how does it help
us do work? (understanding)
¢Which takes more force to
move: a weight placed very
close to or far from a lever’s
fulcrum? (applying)
Wheel and Axle
¢What is a common example
of a wheel and axle, and how
does it help us do work?
(understanding)
¢What is friction, and why
are wheels good at reducing
friction? (understanding)
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NONFICTION BOOK GUIDEMachines—Simple
Gears
¢What is a common example
of something that uses a gear,
and how does it help us do
work? (understanding)
¢If a large gear and a small
gear move together, which
moves with more force?
(analyzing)
Pulley
¢What is a common example
of a pulley, and how does
it help us do work?
(understanding)
¢If you pull down on a
flagpole’s rope, in which
direction will the flag
move? (applying)
¢What are the pros and cons
of using a block-and-tackle
system? (remembering)
Simple Machine Summary
¢Which kinds of simple
machines could be used
to bring a boat from a house
to a lake? (applying)
¢Why could it be said that
a screw and a wedge do
opposite kinds of work?
(understanding)
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and Complex Machines
¢Which simple machines
usually have round parts?
(analyzing)
¢How would you rank the
seven simple machines
in importance, and why?
(evaluating)
Complex Machines
¢What kinds of work might
not get done without complex
machines? (analyzing)
¢If you could invent a complex
machine, what would it do?
What simple machines would
it use? (creating)
¢Which do you think are more
valuable: simple machines
or complex machines? Why?
(evaluating)
Conclusion
¢What might life be like if
we had no machines to help
us do work? (creating)
¢Do you think we have too
many machines in our lives?
Why or why not? (evaluating)
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NONFICTION BOOK GUIDEMachines—Simple
AFTER
READING
and Complex Machines
Encourage students to reread the book.
Reflect on the Reading Strategy: Summarize
Review the reading strategy of summarizing. Invite students to share
how this strategy helped them understand what they read.
Enduring Understanding
In this book, students have read about how simple and complex machines
help make work easier. Discuss the following with students:
¢
How might machines be both helpful and harmful?
Home Project
Ask students to see how long they and their families can go without using
a machine at home. It probably won’t be long. Even the simplest things—
such as opening a door, going up a flight of stairs, or using a knife to butter
bread—involve machines.
Since students will quickly find out how hard it is to go without machines,
turn their attention to looking more closely at some machines around the
home. Ask students to find examples of three common complex machines.
Some good choices might be a manual can opener, a pair of scissors, a shovel,
window blinds, a door, and a bicycle. Explain to students that their job is to
take apart the complex machine in their mind to think about how many simple
machines make it up. Be sure to caution students not to examine any machine
without an adult present. They should write down what they find and share
it with the class.
Go over the lists with the entire group. Students may be surprised to learn
that many seemingly simple tools, such as a shovel (a wedge combined with
a lever), are actually complex machines.
Assess
Download and print the Unit Quiz.
Use the Nonfiction Retelling Rubric to assess understanding.
Quick Check: For individual or group assessment, have students respond
orally or in writing to the following question:
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¢
W
hat are the seven kinds of simple machines, and how does each one make
work easier?
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