Published on AASL Learning4Life Lesson Plan Database
Simple Machines
Created by: Judi Paradis
Title/Role: School Librarian
Organization/School Name: Plympton Elementary School
Location: Massachusetts
Grade Level: 5
Type of Lesson: Lesson in a unit
Type of Schedule: Flexible
Collaboration Continuum: Intensive
Content Area:
Science
Content Topic: Define and identify simple machines
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness
for needs, importance, and social and cultural context.
Dispositions Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of
resources and information.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence
leads to a decision or conclusion.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
Scenario: Fifth grade teachers tell the library teacher that they are beginning a unit on simple machines,
and are looking for an engaging way to have students understand the role each machine plays in making
work easier. The librarian knows that the third grade is also studying this topic and suggests that students
create videos to show third graders how each machine works and develop a scavenger hunt to see that
simple machines that exist throughout the school building. The librarian suggests having students use preselected websites to gather information so they can also work on website evaluation. The teachers create
a script for the video, while the librarian identifies a series of websites for students to use. The librarian and
teachers work together to create a sheet to gather definitions and evaluate the sites. They introduce the
lesson together using the Smartboard, and the librarian leads a discussion on website evaluation using
their findings. Students write scripts in their classroom, and the librarian helps students use Flip cameras to
create their videos. Students create scavenger hunts in the classroom. Once videos and scavenger hunts
are complete, the librarian will host a meeting time where fifth graders can "teach" third graders.
Overview: Students will use five pre-selected websites to define types of simple machines and gather
examples. They will evaluate the websites as part of this lesson to determine which provided the best
information, was easiest to navigate, and most understandable. Following this lesson, students will create
a scavenger hunt and video to teach other students about simple machines.
Final Product: The final product for this lesson will be a video created with a Flip camera to show a
simple machine and its use in real life. Students will also create a scavenger hunt that will help third grade
students identify simple machines in our school building.
Library Lesson: Students will learn that there are differences in how websites present information that
can affect understanding. They will also be able to define the types of simple machines, and they will learn
how to use Flip video camera as part of this unit.
Estimated Lesson Time: 45 minutes
Assessment
Product: Students will use the information gathered in this lesson to create a video demonstrating one
type of simple machine. The teacher and library teacher will use a checklist to ensure that their video
defines the simple machine, describes how it makes life easier, and provides a real-life example of this
machine. Students will also be assessed on their ability to present their information clearly and
efficiently. Students will create a scavenger hunt for students in third grade that identifies examples of
simple machines found in the school building. The teacher will use a checklist to ensure that the
students can find one example of each type of simple machine to show to younger students. Students
should be able to explain the characteristics of each simple machine they identify in use in the building.
Process: The library teacher and classroom teacher will evaluate students' definitions to ensure they
are correct before students can go on to create a script for their video. They will also ensure that
students evaluate each website before beginning a class discussion about website evaluation. The
library teacher will collect and review all website evaluation sheets to ensure that students have
completed them correctly. The library teacher will provide feedback about student work on the website
evaluation sheet to the teacher.
Student self-questioning: As students work, they should ask themselves: "Can I determine websites
are easiest to read?" "Can I determine which websites are easiest to navigate?" "Can I decide if these
websites contain accurate information? "Am I able to decide which website is the clearest in providing
explanations?"
Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Physical Object
Interactive Resource URL: http://pinterest.com/judiparadis/simple-machines/
Resources instructor will use:
Projector
Laptop
Smart board
Other
Other instructor resources: students will need access to computers
Instruction/Activities
Direct instruction: Students will come to the library with their classroom teacher for introduction to our
lesson. The teacher and librarian will together explain that students will create a video and scavenger
hunt to show younger students what simple machines are and how they help us do work. The librarian
will then use the Smartboard to show students how to find the websites they will be using to collect
definitions and examples. The librarian will explain that students should explore each website and that
part of their work will be to determine which websites are best for their purposes. They will rate websites
for quality of information, ease of navigation, and ability to understand the information (e.g., reading level
and vocabulary).
Modeling and guided practice: The teacher and librarian together will demonstrate how to work as a
team to find the definition of a gear. They will look at two websites, see if they can find definitions and
examples of a gear and determine how to construct their own definition based on their reading. They will
then discuss how they will use the website rating sheet to determine which of the two websites was the
most helpful.
Independent practice: Students will be paired to look at websites and gather definitions using the
sheets provided. Students will be asked to use the website rating on their sheets to rate the five websites
they are using as they proceed. Once their work is completed, their teacher or librarian must check their
work for accuracy and completeness.
Sharing and reflecting: Once students complete their work online, they will be asked to work as a
group to: Identify each of the simple machines using actual models of these borrowed from the science
department Identify a real life example of a simple machine (with emphasis on those we can see in the
library) Discuss their opinions about the websites--which would they rank highest for navigation? for
quality of information? for ease of understanding? Is there consensus? Which would they recommend to
an adult? To another fifth grade student? To a third grade student?
Have you taught this lesson before: Yes
Strategies for differentiation: In this lesson, pairing students allows stronger readers to assist less able
readers. Further differentiation is provided by using a variety of websites to ensure that a wide range of
students will be able to see what characteristics of a website are best for their needs. Students will both
discuss and write up their findings. The discussion should help to ensure that all students are familiar with
machine definitions and examples.
This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose
of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage
requests to the ALA Office of Rights and Permissions.
Name _______________________________________________________________________
Simple Machines
We are going to be exploring simple and complex machines in science. Based on our work
today, we will create videos and a scavenger hunt to help third grade students find out about
these machines.
Let’s get started by finding out what simple machines are and how they work. Look at the
websites listed for you on the website evaluation sheet. Fill out the data sheet here as you
collect information. Look at ALL the simple machine websites as you work.
Simple
machine
Pulley
Screw
Lever
Wedge
Wheel and axle
Inclined plane
Definition—what is it?
At least one real world
example of this simple
machine
Name: ____________________________________________________________________
Website Evaluation: The websites you used today were chosen because they have accurate
information about simple machines. However, some may be more helpful than others. After you
look at each one, discuss the following with your partner and then rate each website from 1 (the
worst) to 5 (the best):
•
Quality of information: Was the information on this site complete and did it appear to be
correct? Was their enough information and examples to help you really understand what each
machine is used for?
•
Navigation: How easy was it to find information on this website? Did you understand how to
click around and move from page to page easily? Could you find what you were looking for?
•
Easy to understand: Was this site easy to read? Did the site explain the meaning of words
that were new to you? Did it seem to be written mostly for adults or kids?
Website
Quality of Information Navigation
Easy to understand
Simple MachinesFranklin Institute
MI Kids
Inventor’s tool box
Investigate and Report
on Simple Machines
Ed Heads
Add some notes here about anything special you noticed about a particular site (things you
really liked or really did not like):