April Cousins
Jessica Denson
TEDU 414 Unit Plan
Unit Plan: Simple Machines
3rd Grade
Unit Introduction:
This unit focuses on use and functions of simple machines and their importance in our everyday
lives. This unit takes 2 weeks to complete. Week 1 focuses on an introduction to all 6 simple
machines, as well as a main focus and activities that teach about the use of the pulley, wedge,
lever, and wheel and axle. Week 2 will cover the inclined plane and screw, along with the use
and importance of compound machines (2 or more simple machines combined to make work
easier). This unit plan will cover week 1 of the entire unit.
Objectives:
General Unit Objectives:
1. The students will learn and understand the uses and functions of the 6 simple machines
by completing class activities on each simple machine.
2. The students will be able to apply their knowledge of simple machines in real
situations by being able to use simple machines to help them make work easier in their
everyday life.
3. The students will gain a higher appreciation of how simple machines are used every
day to make moving, lifting, pushing, and pulling objects easier.
Specific Objectives:
 The students will be able to correctly identify and label all 6 different types of
simple machines when shown tangible examples.
 The students will be able to research and identify the purpose, function, uses, and
examples of each simple machine when give computers and worksheets with 80%
accuracy.
 The students will be able to demonstrate their understanding of how a pulley
system works, with 80% accuracy, by creating their own fixed pulley system
using various materials provided by the teacher to lift a bucket off the ground.
 The students will be able to demonstrate an understanding of how a wedge can
separate an object into equal parts and then record the divided amount in fraction
form with 80% accuracy when given clay and a knife.
 Given a Legos lever set, the student will be able to construct a lever with
appropriate fulcrum placement in order to help a Lego minifigure lift a 50g load
with 80% accuracy.
 The student will be able to properly identify and label the fulcrum, load, and
effort with 80% accuracy when given a worksheet to draw the levers they
constructed.
 Given toy cars with and without wheels and axles and rulers, the student will be
able to measure and compare the distances that the toy cars travel with 80%
accuracy.

Given toy cars with and without wheels and axles and spring scales, the student
will be able to determine and compare the force it takes to move the toy cars with
80% accuracy.
Standards of Learning (SOLs):
Force, Motion, and Energy
3.2 The student will investigate and understand simple machines and their uses. Key
concepts include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
Probability and Statistics
3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or
experiments;
3.3 Math
The student will
a) name and write fractions (including mixed numbers) represented by a model.
Oral Language
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies
Reading
3.7 The student will demonstrate comprehension of information from a variety of
print and electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
Responsible Behaviors (PE)
3.4 The student will demonstrate an understanding of the purpose for rules,
procedures, etiquette, and respectful behaviors while in various physical
activity settings.
a) Demonstrate independence and good use of time while engaging in physical
activity.
b) Provide input into establishing rules and guidelines for behavior in physical
activity settings.
c) Work cooperatively with peers.
Visual Communication and Production (Fine Arts)
3.8 The student will use organic and geometric shapes in observational drawing.
Technology Research Tools
C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of
tools and sources, and reflect on alternate strategies that might lead to greater
successes in future projects.
a) Collect information from a variety of sources. Conduct research using various
types of text- and media- based information.
Daily Plans:
Day 1: Introduction to Simple Machines
Purpose:
This will be a two week unit and we will be covering day one. It will be an introduction to
the 6 simple machines and their general purpose, function, and use. This lesson will be a focus
on how simple machines make work easier.
SOL 3.2 Science: Force, Motion, and Energy
The student will investigate and understand simple machines and their uses. Key concepts
include:
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
SOL 3.7 Reading
The student will demonstrate comprehension of information from a variety of print and
electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
SOL C/T 3-5.6 Technology Research Tools
Plan and apply strategies for gathering information, using a variety of tools and sources, and
reflect on alternate strategies that might lead to greater successes in future projects.
a) Collect information from a variety of sources. Conduct research using various types of
text- and media-based information.
Objectives:
 The students will be able to correctly identify and label all 6 different types of simple
machines when shown tangible examples.
 The students will be able to research and identify the purpose, function, uses, and
examples of each simple machine when give computers and worksheets.
Procedure:
Introduction
For the start of this lesson the teacher will have a table that will display an example
of each of the six simple machines for the students to see and then ask some questions to
see what the students might already know. They will also be handed a small booklet that
will contain a picture and description of the different types of simple machines that they
will be looking at for the next couple of weeks and students can use this as a reference for
extra help. (visual/auditory)
o “Have you ever seen any of these tools/machines before?”
o “Do you know any of their names?”
o “Do you know what these tools do or what kind of function they might have?”
o “Where have you probably seen them before?”
Development
From here, the teacher will go on to explain the concept of a simple machine and
why they are named so, as well as what a function of the machines might be and why
they are so important. (auditory)
o Simple machines are simple tools used to make work easier. They help us to lift,
push, pull, and divide a load to complete a task more easily.
o The simple machines only work to help us to finish the work, not to do the work for
us. We have to use the tools correctly or they won’t do us any good.
Once the teacher has finished with the introduction to the machines, the students are
to use the first page of their worksheet and label each picture of the simple machines with
the correct name. The class will also come up with a collective definition to describe a
simple machine, but the teacher will ultimately come up with a more concrete definition
for each machine. The teacher will then read the book The Simple Story of the 3 Pigs and
the Scientific Wolf, by Mary Fetzner. This book will be another reinforcement and visual
aid for what the teacher just discussed with the class about simple machines and what
they can actually do for us. (auditory/visual)
Next, the class will get together with a partner and each pair will be allowed to use
the computers or resource books to complete the worksheet. The teacher will provide a
list of possible search topics for the students to enter as well as a few recommended sites.
This part of the page will contain a graphic organizer that has each simple machine listed
and the students are to research and find a short definition of each machine along with a
function, or use, and an example. (auditory/visual/kinesthetic)
It might be a good plan to assign those students who could possibly struggle with the
research portion of the lesson with the more advanced students. This would create a
balance as the students are to work together in order to complete their own packet.
Summary
When every pair has finished their first page, the class will come back together to go
over what they found and ask any questions that they came up with. Depending on the
number of pairings, and to save some time, a few groups will go over one machine and
the next few groups will go over another, and so on. This way everyone should have all
the information for each simple machine and the whole class will have the responsibility
of completing the worksheet.
Materials:
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Simple Machines Display
 Small ramp (inclined plane)
 Hatchet (wedge)
 Knife (wedge)
 Jar lid, screw (screw)
 Crowbar (lever)
 Pliers/scissors (lever)
 Pulley (wheel/axle and rope)
 Toy car (wheel/axle)
The Simple Story of the 3 Pigs and the Scientific Wolf, by Mary Fetzner
Computers
Simple Machines Computer Worksheet/Template
Small booklets put together by the teacher
Evaluation Part A:
Each student will be given an individual assessment based on the completion of the
internet research worksheet
 I will know that the student has met the objective if s/he is able to correctly label
all six simple machines.
 I will know that the student has met the objective if s/he is able to provide an
accurate description of at least 5 out of 6 simple machines when using the
computer.
Evaluation Part B:
 Did the students meet the objectives?
 Did the students accurately complete the research worksheet?
 Did the students correctly identify examples of simple machines used throughout
the school?
 What were the strengths of the lesson?
 What were the weaknesses of the lesson?
 How would I change this lesson if I could teach it again?
Name________________________________________________________Date_______________________
Simple Machines
Directions: Label each picture as the correct type of simple machine. Using the computer, go to
http://www.fi.edu/qa97/spotlight3/v to complete the questions for each simple machine.
Type:
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Example:
Day 2: The Pulley
Purpose:
This lesson will re-introduce the students to the pulley machine and how it works. The class
will learn about where they might find pulleys and students will work together to make one.
SOL 3.2 Force, Motion, and Energy
The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
SOL 3.1 Oral Language
The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
Responsible Behaviors (PE)
3.4 The student will demonstrate an understanding of the purpose for rules, procedures,
etiquette, and respectful behaviors while in various physical activity settings.
d) Demonstrate independence and good use of time while engaging in physical activity.
e) Provide input into establishing rules and guidelines for behavior in physical activity
settings.
f) Work cooperatively with peers.
Objectives:
 The students will be able to demonstrate their understanding of how a pulley system
works by creating their own fixed pulley system using various materials provided by the
teacher to lift a bucket off the ground.
 Students will also be expected to explain the steps necessary for creating their pulley
system by writing the steps in complete sentences on a given handout.
Procedure:
Introduction
The teacher will announce to the class that they will be taking a short field trip to the
schools front lawn to look at a type of pulley that they see every day coming to school.
Once the class has arrived the teacher will explain to the students how a pulley system
works to move the flag up and down the pole using the ropes and a fixed wheel. The
students will see how the flag is attached to the rope and the rope is set in the grooves of
the wheel at the top. When we pull the rope down the flag will either raise or lower
depending on which side of the rope is pulled. (visual/auditory)
Development:
The teacher will explain that the pulley system does not change the weight of the
load that you are trying to move, but that it changes the direction in which you are pulling
the load. It is easier to pull a load downward that it is to pull a load up. (auditory)
From here, the students will come back to the classroom and they will be handed a
couple of worksheets to complete as a class. The first page that they will look at will have
a picture of a pulley with a short definition written beside it. The teacher and students
will work together to come up with examples (and pictures) of pulleys, like the window
blinds in the room. Some other examples include: a crane, a fishing rod, and a flagpole, a
well, stage curtains, garage doors, and a clothesline. The students will not be expected to
know all of these examples or to be able to draw them. (visual/auditory)
The second handout will list pictures as the directions for the students to follow on
how to create their own pulley system using a bucket, some rope, 1-2 large ribbon spools,
and a wire coat hanger. The teacher will give a brief demonstration for the students on
how they should use the materials so that they have a visual on what they are to create.
The students will be expected to explain to the teacher how they created their pulley and
they write down their steps next to each picture. The class will be divided into three
groups and each team is expected to work and communicate together to create their own
functioning pulley system. When each team has finished the teacher will come around
and ask the students to demonstrate their pulley system while explaining how it works. A
surprise test will for each group pulley will have the teacher placing a few amounts of
weight into the bucket to see if the pulley can actually lift a load. (kinesthetic/auditory)
For Strugglers: The group effort will allow for weak students to work with students
as a collaborative team to complete the assignment.
For Advanced: For those students that demonstrate some strength with the lesson, the
teacher can give them the opportunity to create a new pulley using 2 large ribbon spools.
Summary:
After each group has demonstrated they working pulley system for the teacher they
will work together to create the written directions for their groups pulley system and
indicate the maximum weight that it was able to lift. The class will come together at the
end to look at each other’s pulleys and demonstrate for one another that it works.
Materials
 Teacher’s handouts
 3 group illustrated directions
 4-6 large ribbon spools
 3 wire coat hangers
 3 6 ft. ropes
 3 small metal buckets (with handle)
Evaluation Part A:
 The student’s will be assessed on their group’s completion of the pulley system
and if the machine was able to work as a fixed system as the teacher added weight

to the bucket. Students will be expected to name the parts of the pulley system in
their explanations (fixed wheel and groove, rope, force)
Students will also be expected to complete a group worksheet that will consist of
everyone’s collaborative effort to come up with the written directions using
complete sentences for their group’s individual pulley machine.
Evaluation Part B:
 Did the students meet the objectives?
 How do you know?
 Did the lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson?
 What were the weaknesses?
 How would you change the lesson if you could teach it again?
The Pulley
A pulley is a simple machine in
which a rope and a grooved wheel
work together to help move a load
up or down when the rope is pulled.
List and draw a picture of some examples of pulleys:
1) ________________________
2) ________________________
3) ________________________
4) ________________________
5) ________________________
6) ________________________
Day 3: The Wedge
Purpose:
The purpose of this lesson is to expand on the students understanding of the wedge from the
introductory lesson. We will look at a wedge in the various forms and uses we see in everyday
life.
SOL 3.2 Force, Motion, and Energy
The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
SOL 3.3 Math
The student will
a)
name and write fractions (including mixed numbers) represented by a model.
Objectives:
 The students will be able to demonstrate an understanding of the wedge by separating an
object into equal parts and recording the divided amount in fraction form with 90%
accuracy.
Procedure:
Introduction:
The teacher will introduce the wedge to the students by informing them that they use
one every day and that they probably didn’t even know it. The teacher will bring out a
pan of brownies, or a small cake, and a knife to cut the cake. As she is cutting the treat, a
piece for each student, she will inform them that a wedge is something that forces
something apart, or to divide an object into equal parts. She will explain to the students
that the knife is a type of wedge because it is being used to force the solid treat to break
apart into individual parts, just like a wedge. (auditory/visual)
Development:
As the students are enjoying their treat the teacher will begin the class discussion on
the simple machine called a wedge. She will explain, again, that a wedge is a tool used to
separate or force something apart. She will ask the students to think of any other
examples of a wedge based on the example they were just shown. Some example that the
students could know are: teeth, door stopper, ax, saw, chisel, some nails, car tire wedge,
knife, shove, etc. (auditory)
Next, students will be handed a worksheet that they will use to record their answers
for the activity. First the class will record the definition and examples of a wedge from
the board as discussed by the teacher. Then, students will be handed a rectangular piece
of clay and a small plastic knife. First, the students must trace over the large piece of clay
onto the handout to show the clay as a whole. The teacher will then demonstrate how
each student is to use the knife, or wedge, to divide, or separate, the clay into two equal
halves and then trace around the two halves within the whole piece boarder. This is to
demonstrate how equally a solid object can be divided equally. (kinesthetic)
Before the teacher allows the class to do this on their own, she must first review
fraction with the students and how one whole object can be divided down into halves,
fourths, eights, and so on. Once she feels that the students understand this element of the
activity, she can allow them to complete the activity on their own. Students should also
write down the fraction that they have just traced: 1, ½, ¼, etc. Both the tracing and the
fraction numbers will be done in different colored pencils for neatness and organization
on the student’s paper. (kinesthetic/visual)
For Advanced: Students who do well with the fractions will be asked to divide the
clay into other fractions (1//3, 1/9, 1/18, etc.).
For Strugglers: Students who may struggle will only be asked to divide up to 1/16
with their clay.
Summary:
When all of the students have finished tracing over their pieces of clay and recording
the fractions they will take turns sharing with their fellow seat mates about some of the
fractions they came up with. Once everyone has shared with each other, they will turn in
their fraction papers to the teacher for assessment. At the very end of the lesson the
teacher will have one last discussion about the wedge, the purpose and function, and
some examples to ensure that the students have a good understanding of the simple
machine.
Materials
 Clay
 Small plastic knives
 Teacher handouts
 Cake/brownies
 Metal knife and server
 Door stopper
 Different colored pencils
Evaluation Part A:
 Students will be assessed on their completion of the worksheet to see if they
traced properly and recorded each fraction number to represent each portion with
90% accuracy.
 Students will also be checked to see if they copied the definition and examples
word for word from the discussion prior to their independent work.
Evaluation Part B:
 Did the students meet the objectives?
 How do you know?
 Did the lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson?
 What were the weaknesses?
 How would you change the lesson if you could teach it again?
Name___________________________________________________________Date_________________
_______
The Wedge Works

A Wedge:
________________________________________________________________________
________________________________________________________________________
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Examples:
________________________________________________________________________
________________________________________________________________________
Directions: Trace around the whole piece of clay in one color. Then, cut the clay into two equal
halves and trace over both halves in a new color. State the fraction each of the pieces represents.
Continue to cut each piece of clay in half, tracing around each piece with a different color, and
writing the correct fraction in the corresponding color.
Day 4 Simple Machines: Lever
Purpose:
The purpose of this lesson is to teach students more about the simple machine called a lever. A
lever is a stiff bar that moves about a fixed point and can be used to push, pull, or lift objects.
The students will complete this lesson by working together in groups to create their own lever
with fulcrum out of Legos in order to demonstrate the relationship between the placement of the
fulcrum and the weight of the load to lift.
SOL Science 3.2
The student will investigate and understand simple machines and their uses.
Key concepts include:
a) Purpose and function of simple machines
b) Types of simple machines;
c) Compound machines; and
d) Examples of simple and compound machines found in the school, home, and work
environments.
SOL Math 3.17
The student will
a) Collect and organize data, using observations, measurements, surveys, or experiments.
SOL Visual (Fine Arts) 3.8
The student will use organic and geometric shapes in observational drawing.
Objectives
 Given a Legos lever set, the student will be able to construct a lever with appropriate
fulcrum placement in order to help a Lego minifigure lift a 50g load with 80% accuracy.
 The student will be able to properly identify and label the fulcrum, load, and effort with
80% accuracy when given a worksheet to draw the levers they constructed.
Procedure:
Introduction:
Begin this lesson by asking the students if they have ever been on a see-saw or teetertotter, and have the students explain how it works. Explain that these are both examples
of a simple machine called a lever. Watch the intro to Lever video
(http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=6880) as a class. After the
video, talk about how every lever must have a fulcrum, load, and effort to operate. The
fulcrum is the point at which the lever rests or is supported, and pivots from. The load is
weight that needs to be lifted, and the effort is force you apply to lift the load. Draw an
example of a lever on the board, and have the students help you label the fulcrum, load,
and effort. Next, using chart paper, fill out the K and W of a KWL chart as a whole class
to determine what the students know and want to know about levers. (auditory/visual)
Development:
Have the students group together into groups of 2 or 3. Hand each group a bag of Legos
and instruct them to use the Legos to build a lever that will help the Lego minifigure lift a
50g load. Once the students have built their levers and are able to lift the 50g load, have
the students draw out their lever on the worksheet and label the fulcrum, load, and effort.
Have the students complete the remainder of the worksheet. (kinesthetic/visual)
For Strugglers: Provide assistance with instruction on how to build a lever. Pair these
students with the more advanced students so that they can help provide ideas.
For Advanced: Have these students help the strugglers. Have these students experiment
building different variations of levers to lift different amounts of weights.
Summary:
Once the students have completed their levers and worksheets, have students come back
to their seats to review what they have learned. Have several groups share their ideas for
how they created their lever and whether or not they were able to use the lever to help the
minifigure lift the 50g load. Finish the lesson by referring back to the KWL chart, and
completing the last column as a class.
Materials:
 Individual Ziploc bags of Lego lever sets (including minifigure and load; 1 for each
group)
 Computer/projector (http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=6880)
 Chart paper
 Markers
 Lever worksheet
Evaluation Part A:
The students will be individually assessed on their ability to name the three components of a
lever (fulcrum, load, and effort), as well as being assessed as a group to be able to construct a
working lever out of Legos.
 I will know that the students have met the objectives if they can name all three mandatory
parts of a working lever (fulcrum, load, effort).
 I will know that the students have met the objectives if they are able to construct a
working lever system to lift a 50g load.
 I will know that the students have me the objective if they are able to draw a 2-D
representation of their lever and accurately label the fulcrum, load, and effort with 80%
accuracy.
Evaluation Part B:
 Do the students know all 3 mandatory parts of a lever (fulcrum, load, effort)?
 Were the students able to construct a working lever to lift a 50g load?
 Were the students able to draw a 2-D representation of their lever and accurately label the
fulcrum, load, and effort?
 What were the strengths of this lesson?


What were the weaknesses of this lesson?
How would I change the lesson if I were to teach it again?
Name_____________________________________________Date________________________
Directions: Put together the Legos Lever and draw a picture of it below.
What are the three components that make up a lever?
______________________________________________________________________________
Label the fulcrum (or pivot), the load, and the effort on your drawing of the lever.
How can you make it easier for the lever to lift the 50g block?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Day 5 Simple Machines: Wheel and Axle
Purpose:
The purpose of this lesson is to better familiarize students with the wheel and axle as a simple
machine. The wheel and axle consists of a rod attached to a wheel which makes it easier to move
or turn things. For this lesson, students will experiment with toy cars with and without wheels to
see how wheels and axles make moving objects easier.
SOL Science 3.2
The student will investigate and understand simple machines and their uses.
Key concepts include:
e) Purpose and function of simple machines
f) Types of simple machines;
g) Compound machines; and
h) Examples of simple and compound machines found in the school, home, and work
environments.
SOL Math 3.17
The student will
b) Collect and organize data, using observations, measurements, surveys, or experiments.
Objectives:


Given toy cars with and without wheels and axles and rulers, the student will be able to
measure and compare the distances that the toy cars travel with 80% accuracy.
Given toy cars with and without wheels and axles and spring scales, the student will be
able to determine and compare the force it takes to move the toy cars with 80% accuracy.
Procedure:
Introduction:
Begin this lesson by asking the students to explain how a bicycle works. Ask, ““What do
you have to do to make the wheels turn?” (Apply force to the pedals.) Ask, “Have you
ever noticed exactly what makes it possible for a bike wheel to revolve?” (A rod, called
an axle, goes through the center hole of the wheel, and the wheel is free to turn around
the axle.) A wheel and axle is a simple machine that makes moving objects easier. As a
class, fill out a KWL chart on chart paper, and have the students take notes in their
notebooks. Begin with what the students Know. Ask, “What do you know about wheels
and axles?” Write their responses in the K section of the KWL chart, then ask, “What do
you Want to know?” and record their responses in the W section of the KWL chart.
(auditory/visual)
Development:
1. Introduce the toy car activity by telling the students that they will be experimenting with
toy cars to determine how wheels and axles make moving objects easier. Hand out the
Wheel and Axle Investigation Sheet and ask the students to make their predictions as to
how far they think the toy cars will travel with and without wheels. Mark a place on the
floor with tape. Put the toy car without wheels on the line. Push it from the back and
measure from the tape to the back of the car with a metric ruler. Record the actual length.
Have the students compare their predictions with the actual length. Repeat this process
with the toy car with wheels. Discuss the results. “Which car went farther? Why? What
made it easier for the car to move?” (kinesthetic)
2. Have students make predictions about how much force is needed to pull each toy car up a
ramp. Place a stack of books on the floor and lean the wooden board against it to make a
ramp. Hook the spring scale to the car without wheels. Place the car at the bottom of the
ramp. Slowly pull the car up the ramp. At the top of the ramp, read the force needed to
pull the car up the ramp. Record the actual force. Have the students compare their
prediction with the actual force. Repeat with the toy car with wheels. Discuss the results.
“Which car took more force to ‘tow’ it up the ramp? Why? What made it harder to pull
that car?” Have the students write their conclusions on their handouts. They should
conclude that wheels and axles make it easier for an object to move. (kinesthetic)
For Strugglers: Have these students work in pairs and assist with measurements and
predictions. Give several examples of different types of wheels and axles that are used and
how (a wheelbarrow is used to move dirt, etc.).
For Advanced: Ask these students to write about a time that they used a wheel and axle to
make moving something easier.
Summary:
To bring closure to the lesson, have students brainstorm about as many objects that they
can think of that use wheels and axles. As one student names an object, ask another
student to explain how its wheels and axles make work easier. Complete the L section of
the KWL chart as a lesson wrap‐up. (auditory/visual)
Materials:
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Chart paper
Markers
Toy cars with removable wheels
Spring scales
Wooden board
Metric rulers
“Wheel and Axle Investigation” handout
Tape
Stack of books
Evaluation Part A:
The students will be individually assessed on the completion of their Wheel and Axle
Investigation handout.
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I will know that the student has met the objective if s/he is able to complete the Wheel
and Axle handout and make predictions with 80% accuracy.
I will know that the student has met the objective if s/he can explain that wheels and
axles make moving objects easier.
Evaluation Part B:
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Was the student able to make accurate predictions to state that a car with wheels will
travel farther than a car without wheels?
Was the student able to explain how a wheel and axle makes moving objects easier?
What were the strengths of this lesson?
What were the weaknesses of this lesson?
How would I change the lesson if I could teach it again?
Name_______________________________________________Date______________________
Wheel and Axle Investigation Sheet
If an object has a wheel and axle, then it will be easier to move.
OBJECT
Predicted
distance it will
travel
Actual distance
it traveled
Predicted force
it will need to
get up the ramp
Actual force it
needed to get
up the ramp
Toy car without
wheel and axle
_______cm
_______cm
_______g
_______g
Toy car with
wheel and axle
_______cm
_______cm
_______g
_______g
Conclusion:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Unit Evaluation:
In order to evaluate the students, we will have the students work in groups of 3 or 4 to create an
interactive bulletin board on simple machines. The students must create a board that includes a
scene or setting in which all 6 simple machines are being used (i.e. “A Day at the Park”: bicycle
on a ramp, children playing on teeter-totter, etc). Afterwards, the students will have to
individually write a brief summary of how the simple machines in their board are working or
being used. The students will be assessed as a group on the completion of the bulletin board, and
assessed individually on the summary that they wrote.
Resources:
Day 1:
 Simple Machines Display
o Small ramp (inclined plane)
o Hatchet (wedge)
o Knife (wedge)
o Jar lid, screw (screw)
o Crowbar (lever)
o Pliers/scissors (lever)
o Pulley (wheel/axle and rope)
o Toy car (wheel/axle)
 The Simple Story of the 3 Pigs and the Scientific Wolf, by Mary Fetzner
 Simple Machines Mini Book (1 per student)
 Computers
 Simple Machines Computer Worksheet/Template
Day 2:
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Teacher’s handouts
3 group illustrated directions
4-6 large ribbon spools
3 wire coat hangers
3 6 ft. ropes
3 small metal buckets (with handle)
Day 3:
Clay
Small plastic knives
Teacher handouts
Cake/brownies
Metal knife and server
Door stopper
Different colored pencils
Day 4:
Individual Ziploc bags of Lego lever sets (including minifigure and load; 1 for each
group)
Computer/projector (http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=6880)
Chart paper
Markers
Lever worksheet
Day 5:
Chart paper
Markers
Toy cars with removable wheels
Spring scales
Wooden board
Metric rulers
“Wheel and Axle Investigation” handout
Tape
Stack of books