AHISD #11
Anoka Hennepin K-12 Curriculum Unit Plan
Department: Science
Unit Title: Models and Designs with Simple Machine Emphasis
Course/Grade Level: 5
Number of Lessons/Days: Trimester 3/Days 22
Unit Summary: The main purpose of this unit is to engage students in the concept of a scientific model and in the design
and construction of models. Students will use appropriate tools and techniques to gather, analyze, and interpret data.
Students will perform various experiments and communicate their findings with peers.
DESIRED RESULTS (STAGE 1)
Program Understanding:
• III. Students will understand that scientists use the properties and interactions of energy and matter to explain how the
physical world works.
• IV. Students will understand that the study of science involves processes that unify science disciplines and provide
students with ideas and structures to help them understand the natural world.
• V. Students will understand that the process of inquiry is a collection of information verified through observation and
experimentation which allow scientists to critically analyze, draw conclusions and make inferences about the natural
world.
• VI. Students will understand that scientists use various communications to share knowledge and promote understanding
about our natural world.
• VIII. Students will understand that scientists design and use technology to answer questions, share information, and
solve problems.
Minnesota State/Local/Core Standards/Benchmarks and Technology Standard(s) ad dressed:
5.1.1.1 Science is a way of knowing about the natural world, is done by individuals and groups, and is characterized by
empirical criteria, logical argument and skeptical review.
o
o
5.1.1.1.1 Evidence & Communication: Explain why evidence, clear communication, accurate record keeping,
replication by others, and openness to scrutiny are essential parts of doing science.
5.1.1.1.2 Replicating Investigations: Recognize that when scientific investigations are replicated they generally
produce the same results, and when results differ significantly, it is important to investigate what may have caused
©Anoka-Hennepin ISD #11
Updated 06/18/13
1
AHISD #11
o
o
such differences.
5.1.1.1.3 Differing Explanations: Understand that different explanations for the same observations usually lead to
making more observations and trying to resolve the differences.
5.1.1.1.4 Models for Phenomena: Understand that different models can be used to represent natural phenomena
and these models have limitations about what they can explain.
5.1.1.2 Scientific inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of
alternative explanations.
o
o
o
5.1.1.2.1 Planning Investigations: Generate a scientific question and plan an appropriate scientific investigation,
such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the
question.
5.1.1.2.2 Collecting Relevant Evidence: Identify and collect relevant evidence, make systematic observations and
accurate measurements, and identify variables in a scientific investigation.
5.1.1.2.3 Critiquing an Experiment: Conduct or critique an experiment, noting when the experiment might not be fair
because some of the things that might change the outcome are not kept the same, or that the experiment is not
repeated enough times to provide valid results.
5.2.2.1 An object’s motion is affected by forces and can be described by the object’s speed and the direction it is moving.
o
o
o
5.2.2.1.1 Simple Machines: Give examples of simple machines and demonstrate how they change the input and
output of forces and motion.
5.2.2.1.2 Force & Changing Motion: Identify the force that starts something moving or changes its speed or direction
of motion.
5.2.2.1.3 Relating Force to Motion Changes: Demonstrate that a greater force on an object can produce a greater
change in motion.
Overarching Understanding(s) from Curriculum
Map/Course Understandings:
Students will understand that…
• forces cause changes in speed or direction of motion.
• scientists develop models to understand how systems work
and predict future occurrences.
• scientific investigations require us to ask questions, make
observations, ask more questions, plan and create tests to
verify predictions with evidence and data, to then generate
further questions.
• scientists work individually and collaboratively to
©Anoka-Hennepin ISD #11
Updated 06/18/13
Essential Question(s) from Curriculum Map. Course
Essential Questions:
To understand, students will need to consider such
questions as....
• How can an object’s motion be affected?
• What is science and scientific inquiry?
• How do scientists share what they know with others?
• How do tools help scientists?
2
AHISD #11
understand the natural world and learn from one another.
• scientists use a variety of written and oral communication
skills to convey their findings.
Topical Essential Questions for Unit:
To understand, students will need to consider such
questions as....
• How are physical and conceptual models important in
the world of science?
• How is the engineering process important to future
improvements?
• How do simple machines make life easier?
• How is my go-cart a simple machine?
• How are force and motion connected?
To understand, students will need to…
know… Students will need to know the following in order to… be able to… (Students will be able to DO.. skills,
(e.g. facts, concepts, generalizations, rules, theories, principles) procedures, processes)
Topical Understanding(s) Specific to Unit:
Students will understand that…
• scientists develop and use models to explain how different
systems work.
• scientists/engineers collaborate, gather data, and construct
models to design products.
• simple machines are used to make work easier.
• friction and other forces can affect the speed, direction and
movement of an object.
• a model is a representation or explanation of a system.
• conceptual models can be communicated through numbers,
words and drawings.
• electric devices need a complete circuit in order to work.
(Gr. 4 connection Electricity and Magnetism Unit)
• an object’s motion is affected by forces.
• simple machines make work easier.
(Gr. 2 connection Systems and Interactions Unit)
• design is a product and a process for figuring out how to
construct something.
• systems can be designed to perform specific functions.
• engineers collaborate to find solutions to problems using the
©Anoka-Hennepin ISD #11
Updated 06/18/13
• develop conceptual models.
• communicate models through written and oral
discussion and drawing.
• construct physical models to compare to conceptual
models.
• modify models based on newly discovered evidence.
• organize and assemble components to make a physical
model.
• compare peer models.
• apply engineering process to develop rolling carts.
• design systems to meet specific function. (ie. hum
3
AHISD #11
stages of the engineering process of:
o IDENTIFY PROBLEM
o BRAINSTORM
o DESIGN
o BUILD
o TEST & EVALUATE
o REDESIGN
o SHARE SOLUTION
• changing one variable at a time makes results more valid.
• levers, wheels and axles are simple machines.
• friction can affect the movement of an object.
•
•
•
•
dinger, modify carts)
investigate how variables change cart performance.
form explanations by observing, communicating,
comparing, organizing and relating.
work individually and as a collaborative team.
explain how a simple machine can make work easier.
ESSENTIAL VOCABULARY
MCA Essential Vocabulary:
o Engineering: using math and science to design and build
things that solve problems
o Force: a push or pull on an object
o Friction: the force that keeps things from moving easily
o Input: what goes in to a machine, such as power or
energy
o Motion: a change of position; movement
o Output: the act or process of making something;
production
o Simple Machine: a tool with few or no moving parts
that uses energy to make work easier
Models and Designs Essential Vocabulary:
©Anoka-Hennepin ISD #11
Updated 06/18/13
4
AHISD #11
o Black box: any system that cannot be directly observed
or understood
o Circuit: a closed pathway in which electricity flows
o Conceptual Model: a way to explain something in words,
drawings or numbers
o Design: a plan or process for building something
o Lever: a simple machine that can be used to lift a weight.
It has a fulcrum, which can be located in the center, near
the end or at the end of the lever
o Model: a way to explain how something is built or how it
works
o Physical Model: a 3-D object built to show how
something works
o Variable: a factor that can be changed in an experiment
that may affect the results
o Wheel and axle: a simple machine with a wheel and a
rod inserted through the middle that work together to
make work easier
• Common misunderstanding(s):
o All inventions are planned.
o Designing takes only one try.
o Levers are used to only move heavy objects.
o Engineers have all the time and resources to complete a
project.
o The more parts the “better” the machine/system.
o An object will always travel in the direction it faces.
o The more complicated the machine, the better it is.
©Anoka-Hennepin ISD #11
Updated 06/18/13
5