Unit Overview: Grade 5 Forces and Simple Machines
Subject Area: Science
Dates: October 9 – November 30 (8 weeks)
Topic-Theme: Forces and Simple Machines
Grade: Grade 5
Time per Lesson: 50 minutes
Lessons per weeks: 2 (15 lessons total)
Rationale/Overview:
This unit will focus on the relationship between applied force and simple machines, such as how simple and complex machines can make work easier. The unit
will begin with a lesson to link everyday movement to the idea of motion. This lesson also introduces students to how to use science journals and the importance of writing a proper
lab report. The unit then focuses on different types of forces, including gravity and friction. Once students have covered motion and forces, they will be introduced to simple and
complex machines. Students will have many opportunities to conduct science experiments in pairs and groups to explore how simple machines work. Students will also have two
opportunities to explore and show what they know about simple and complex machines by devising their own Rube Goldberg Machine and a Catapult.
Student Background: Students will not have covered anything in this unit. However, students will have already had practice working in groups.
Resources: Scholastics Canada: Forces and Simple Machines—Putting It in Motion Teacher’s Guide B.C. Edition and Student book.
Overall Assessment:
Prior to commencing the forces part of this unit, students will be introduced to the learning outcomes they will cover in language that they can understand. They will complete a
personal assessment of where their knowledge is at this point in relation to the PLO on forces. They will revisit this personal assessment at the end of the forces part of this unit and
journal about their progress. Students will also complete another personal assessment of where their knowledge is in relation to simple and compound machines at the beginning and
end of this part of the unit. Furthermore, each lesson will have an introduction to the overall concepts in the lesson so that students know what they should be learning. In addition,
each activity will be individually assessed on different focuses to get an idea of where the student is in relation to the PLOs. However, assessment of the progression of lab report
writing will be a process of looking at and assessing individual parts of the lab report in different lessons. In addition, science journals will be used for multiple assessment purposes.
First, student answers to questions are written down and can be noted on a checklist and given feedback. Second, lab reports written and/or filled in inside of the science journal can
be assessed for specific reasons, such as the construction of a hypothesis, or correctly writing out the steps of an experiment. And third, student understanding of concepts can be
gleaned in student written material in the science journals, for which feedback can be given. Most activities in this unit involve either pair or group work. This will provide students
with the opportunity to learn from their peers, work collaboratively, work on problem-solving skills and think critically with others. This unit also contains one summative
assessment in the form of a test of students knowledge on forces and motion to ascertain that the class is ready to move into part two of this unit on simple machines. However, at
the end of the simple machines part of the unit, I have decided to have students in pairs build a caterpault using simple machines and to write a report on it to demonstrate their
knowledge of simple machines.
The focus of this unit will be on covering the four PLOs. However, many of the processes and skills of science will also be included, but they will not be the focus of the unit.
Prescribed Learning Outcomes:
1. demonstrate how various forces can affect the movement of objects
2. demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel
3. design a compound machine
4. describe applications of simple and compound machines used in daily life in B.C. communities
Processes and Skills of Science:
5. identify variables that can be changed in an experiment
6. evaluate the fairness of a given experiment
7. describe steps in designing an experiment
8. show scientific interest and curiosity
9. demonstrate safe practices in using tools and materials and conducting investigations
10. show increasing confidence as scientific problem solvers
Lesson #
and Topic
Learning
Intentions
Resources
-pencils (30)
Week 1
Lesson 1:
What is
motion?
~50 min.
Students will learn
how to use science
journals and what
motion is.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects
8. Show scientific
interest and
curiosity
-science
journals (30)
-plant growth
movie clip
-definition sheet
(30)
- 30 glue sticks
-chart paper
-felt pen
-traffic light
sheet (30)
Week 2
Lesson 2:
What are
some
different
Kinds of
Motion?
~50 min.
Students will learn
what types of
motion there are.
They will also learn
and practice how to
write a hypothesis.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects
8. Show scientific
interest and
curiosity
-pencil crayons
- 8 slinkys
-8 marbles
-8 toy cars
-8 yoyos
-science
journals
-pencils
-4 pictures of
motion (swing,
trampoline, high
beam and ferris
wheel).
- 30 definitions
sheet
-30 glue sticks
-30 Group Self
evaluation
sheets
Lesson Activities
Assessment
Vocabulary: motion
Introduction:-introduce science journals and how to complete a proper science
journal entry
Cumulative Activities: (1) What do you know about things that move? Write
down a list of things in and around your house that move or can be moved.
pair and share list ideas
(2) Next have students write down movement words.
Now have students think about how things move. Ask for volunteers to
physically demonstrate some of their motion words and phrases
(3) Ask students the question, “What things do and don’t move?” —Compile a
large class list in a t-chart on chart paper.
-show a video clip of a plant growing over time—ask students if plants move
prior to showing movie, then after movie.
class discussion and criteria building for a definition of what motion is and
who/what moves
-Science
journal entry
will receive
effective
descriptive
feedback
Closure:-motion definition handout for science journal
-hand out traffic light on PLO to be covered in the forces part of the unit:
explain and have students complete
Vocabulary: oscillating, reciprocating, rotational, and linear motion.
Introduction: Show students each of the four pictures of motion (swing,
trampoline, high beam and ferris wheel) and ask them what time of motion is
occuring in each of them. I am looking for incomplete answers, but I want
students to start thinking.
Cumulative Activity: -A review of how to work in a group
-In groups of four, each group will be given one marble, one slinky, one toy car,
and one yoyo. Each group will:
1. start to experiment with the movement of the objects on their desks.
2. Try to make the toys move in different ways
3. describe the motion of the toys in the table provide in their science journals
4. Find another group and compare each description of each toy’s movement.
Where the same words used to describe the observed motion of the toys?
Closure: -Show students pictures of the four types of motion again and this
time explain each type of motion
-Give students a definition sheet with images to glue into science journal. Each
student will copy down definitions on the board for each type of motion
(oscillating, reciprocating, rotational, linear).
-Then have each group member glue into their science journals and fill out the
Group Self evaluation sheet.
-traffic light
(selfevaluation
for/as
learning)
-Questioning
and informal
checklist
-science
journal entry
-Group Self
evaluation
-Rubric for
lab report
Notes
Expected Behaviour:
Students will be expected
to actively listen when
someone is speaking,
while sitting quietly at
their desks. Also students
will be expected to
participate in group
discussion, raising their
hand to speak. Students
will also be expected to
sit quietly during the
video. Students will also
be expected to follow
teacher instructions.
Expected Behaviour:
Students will be expected
to actively listen when
someone is speaking,
while sitting quietly at
their desks. Also students
will be expected to
participate in group
discussion, raising their
hand to speak. Students
will also be expected to
follow teacher
instructions. Students
will also be expected to
work cooperatively in a
group.
Week 2
Lesson 3:
What
Forces
Cause an
Object’s
Motion to
Change
~50 min.
Students will learn
that force moves
objects, and inertia
means objects are
not moving.
Students will also
learn what
unbalanced and
balanced forces
mean. Focus on
hypothesis writing.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects.
6. Evaluate the
fairness of a given
experiment
-8 marbles
-30 pencils
-string
-8 straws
-8 small blocks
of wood
-8 hardcover
books
-30 group
experiment
handouts
-30 definition
sheet
-30 glue sticks
-science journal
Week 3
Lesson 4:
Forces—
Gravity
~50 min.
Students will learn
how the force of
gravity affects the
mass of ojects.
Students will learn
and practice how to
record observations.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects.
-15 spring
scales
-15 elastic
bands
-15 rulers
-15 clothespins
-different
weighted
objects
-science
journals
- 30 definitions
sheet
-30 glue sticks
Vocabulary: force, unbalanced forces, balanced forces, inertia
Introduction: Review motion with students, asking what they think will
happen to a bag of groceries in the back seat of a car that suddenly stops. Quick
discussion.
-Recap what students know about objects moving in several ways—speed up,
slow down, or change direction. They also keep moving unless something stops
them.
-Ask students to discuss and answer as a class the question: “What makes an
object’s motion change?”
-Introduce the concept of forces and of unbalanced and balanced forces.
Cumulative Activity: -In groups of four, have students explore motion of
objects and link it to forces. Each group will be given a marble and a block of
wood and will be asked on their group handout to move them in different ways
(towards, away from, in a circle) without touching them with their hands.
Students will also be given string and a straw.
-Challenge on handout: Students will have to make a hypothesis for (1)How
many ways can you make the objects move away from you and what tools were
used? And (2) How many ways can you make the objects move towards you
and what tools were used?
Then each group will conduct the experiment trying to answer these questions:
(1)How many ways could your group make the objects move away from you
and what tools were used? (2) How many ways could your group make the
objects move towards you and what tools were used?
Closure: Teacher then links the pushes and pulls acted on the marble and the
block in the experiment to the mini lesson on what force is. Teacher revisits,
explains and elaborates on the terms of force, inertia, unbalanced and balanced
forces. Student input from experiment exploration will be encouraged.
-Handout definition sheets for students to glue in their science notebooks.
Students will copy in the definitions for force, unbalanced forces, balanced
forces, inertia.
Vocabulary: gravity
Introduction: Ask students, “Why don’t we float around like we do in space?”
Give students 2 minutes to write down their idea in their science journal. Then
short class discussion.
-Introduce the concept of gravity.
Cumulative Activity: In pairs, students will investigate the force of gravity
through an experiment while following the worksheet instructions. Pairs will
use an elastic band, a ruler, a clothespin, different weighted objects and a spring
scale. Students will measure the effects of gravity with the ruler and the spring
scale and write a lab report on their observations.
Closure: Handout definition sheets for students to glue in their science
notebooks. Students will copy in the definition for gravity throughout the
discussion and explanation of the term.
-science
journal entry
for group
experiment.
–rubric for
hypothesis
and lab
report
-Rubric of
student
observations
in science
journal lab
report.
-descriptive
feedback in
science
journals
about
student lab
report
Expected Behaviour:
Students will be expected
to actively listen when
someone is speaking,
while sitting quietly at
their desks. Also students
will be expected to
participate in group
discussion, raising their
hand to speak. Students
will show safe behaviour
all the time, but
especially during the
experiment time.
Students will also be
expected to follow
teacher instructions.
Students will also be
expected to work
cooperatively in a group.
Expected Behaviour:
Students will be expected
to actively listen.
Students will also be
expected to show safe
behaviour all the time,
but especially during the
experiment time.
Students will also be
expected to work
cooperatively in a pair.
Week 3
Lesson 5:
Forces—
friction
~50 min.
Week 4
Lesson 6:
How can
friction be
reduced?
~50 min.
Students will work
in groups to
experiment with
different surfaces to
explore friction.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects.
6. Evaluate the
fairness of a given
experiment
8. show scientific
interest and
curiosity
Students will learn
to measure forces
using the
measurement unit
of Newtons.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects.
9. Demonstrate safe
practices in using
tools and materials
and conducting
investigations
-8 ramps
-8 sheets of tin
foil
-towels (8) three different
sized balls (8 of
each)
- 30 rulers
- 8 stopwatches
-science
journals
-30 glue sticks
-30 table chart
sheets
-8 experiment
instructions
-pencils
-30 definitions
sheet
Vocabulary: friction, mass
Introduction: Students will rub their hands together lightly, then pressing more
firmly. Students will then be asked what differences they noticed.
-Then a student volunteer will be asked to describe the experience of sliding
down a rope. What happens to the parts of one’s body that are in contact with
the rope?  this is a friction ‘burn’. Then ask students: How is sliding down a
slide like rubbing your hands together? Ideas are recorded on the board.
Introduce concept of friction.
-science
journal entry
(lab report)
Activity: In groups of four, each group has a ramp, tin foil, a towel, three
different sized balls, a ruler, and a stopwatch. Following the experiment
instructions handout, students will hypothesize which ball and which surface
will have the object complete the distance of the ramp faster. Groups will note
their test results in the table chart glued in their science journals.
Consolidation: students will share their results with the class. Discussion of
why things moved faster or slower.
-Handout definition sheets for students to glue in their science notebooks.
Students will copy in the definitions for friction and mass.
-15 spring
scales
Vocabulary: Newtons, spring scale
-string
-15 pencil cases
Introduction: Introduce the measurement of forces, Newtons by reading and
introduction to Issac Newton and his discovery. Then show students a spring
scale and how it works, mentioning that it measures Newtons.
-rocks
-pencils
-instructions
handout
-60 pencil
crayons
-science journal
-30 definitions
sheet
-30 glue sticks
-pencil crayons
Expected Behaviour:
Students will be expected
to actively listen. Also
students will be expected
to participate in group
discussion, raising their
hand to speak. Students
will also be expected to
show safe behaviour all
the time, but especially
during the experiment
time. Students will also
be expected to work
cooperatively in a group.
Cumulative Activity: Students learn to measure force in Newtons using a
spring scale. Students will conduct an experiement using pulling motions on a
pencil case filled with rocks and measure the newtons it takes to move it. Then
they will place a different surface underneath the pencil case filled with rocks,
and then measure the newtons again. They will note whether or not they are
different.
Closure: Handout definition sheets for students to glue in their science
notebooks. Students will copy in the definitions for Newton and spring scale.
-Have students return to the traffic light handout in their science journals on
PLOs covering motion and forces, and have them complete the second column
of circles with using either green, yellow, or red pencil crayons.
-science
journal entry
-traffic light
selfevaluation
Expected Behaviour:
Students will be expected
to actively listen. Also
students will be expected
to participate in group
discussion, raising their
hand to speak. Students
will also be expected to
show safe behaviour all
the time, but especially
during the experiment
time. Students will also
be expected to follow
teacher instructions.
Week 4
Lesson 7:
Review:
Motion
and Forces
~50 min.
Week 5
Lesson 8:
Simple
machines
~50 min.
Students will show
what they have
learned in the
forces and motion
quiz.
PLOs:
1. Demonstrate how
various forces can
affect the
movement of
objects.
Students will learn
what simple
machines are.
PLOs:
1. demonstrate how
various forces can
affect the
movement of
objects
2. demonstrate
mechanical
advantage of simple
machines
3. design a
compound machine
4. describe
applications of
simple and
compound
machines used in
daily life in B.C.
9. demonstrate safe
practices in using
tools and materials
and conducting
investigations
-pencils
-forces and
motion Quiz
sheets (30)
-30 traffic light
self evaluation
sheets
-Simple
machines such
as scissors,
pencil
sharpeners,
screwdrivers,
pulleys,
tweezers, wheel
-chairs or tables
pulleys, gears or
cotton spools,
boxes, books,
broom sticks,
string, boards
for ramps
-Bill Nye video
clip (5 ½ min.)
-science
journals
- 30 definitions
sheet
-30 glue sticks
Opening: 10 minute review of the four different kinds of motion and the forces
of gravity and friction. Also revision of how we measure forces using Newtons.
Activity: Motion and Forces Quiz. Students will have 40 minutes to complete
the quiz. When students finish early, they can have silent reading time.
Prior to lesson: Students will be handed a new Traffic Light self-assessment on
simple and compound machines which will be glued into their science journals.
Students will complete the first column of circles by coloring either red, yellow
or green.
Vocabulary: simple machine, compound machine
Introduction: Students will watch a short Bill Nye video introducing simple
machines. Class discussion of what a simple machine is and which ones we saw
in the video.
-Students will then each be handed a sheet with a diagram where the six types
of simple machines will be identified. The teacher will show students a pair of
scissors, a door stop, a screw, tweezers, a bicycle and a pencil one at a time and
ask for student involvement in deciding in which category each belongs. When
the category has been agreed upon, the students can write down the object’s
name in the category on the diagram.
Activity:
Students will find out that all tools and gadgets they use in their daily lives are
actually simple machines and that several simple machines working together are
called complex machines. In the experiment exploration as a class, students will
be given the question, “Is there a part of your body that is a lever?”—Yes, your
arm. I will then explain that I will ask for 12 volunteers to help lift a table with
me sitting on it, using only one of their fingers. I will ask students to write a
prediction, will it work or not? Why or why not?
Then 12 student volunteers will lift me on a table. Then a class discussion of
why it worked. Students will find out that machines can be used to reduce effort
by changing the direction or strength of a force, or by transferring it from one
part to another.
Closure: Students will glue in definitions sheet and write out the definitions for
simple machines and compound machines in their science journals.
Assessment
of learningquiz
-Checklist
from
listening to
comments
and
discussions
of students
-science
journal entry
-Questioning
-traffic light
selfevaluation
Expected Behaviour:
Students will be expected
to actively listen and
participate in group
discussion. Students will
also be expected to
follow teacher in
instructions and look
only at their own quiz.
Expected Behaviour:
Students will be expected
to actively listen. Also
students will be expected
to participate in group
discussion, raising their
hand to speak. Students
will also be expected to
show safe behaviour all
the time, but especially
during the experiment
time. Students will also
be expected to follow
teacher instructions.
Week 5
Lesson 9:
How can
levers help
you move
objects?
~50 min.
Week 6
Lesson 10:
Simple
Machine
Centers
Part 1—
How can
an inclined
plane, a
wedge, a
screw, a
wheel and
a pulley
help you
move
objects?
~50 min.
Students will learn
about the three types
of levers.
PLOs:
1. demonstrate how
various forces can
affect the movement
of objects
2. demonstrate
mechanical
advantage of simple
machines
4. describe
applications of
simple and
compound machines
used in daily life in
B.C.
6. evaluate the
fairness of a given
experiment
Students will learn
about inclined
planes, wedges,
screws, wheels and
pulleys.
PLOs:
1. demonstrate how
various forces can
affect the movement
of objects
2. demonstrate
mechanical
advantage of simple
machines
4. describe
applications of
simple and
compound machines
used in daily life in
B.C.
-Tape
Vocabulary: lever, fulcrum, load and effort
-30 pencils
Introduction: Show the Bill Nye the science guy video clip about levers. Then
ask students, “What is a lever?” and “What does a lever look like?” “What types
of machines did we see in the video that are used every day?” Students
responses will be written on the board.
-30 rulers
-60 pennies
-Bill Nye video
clip
-table
-science
journals
- 30 definitions
sheet
Activity: In a class-wide exploration, students will observe how levers help
them move objects. They also learn about the three different classes of levers.
They will each explore the three types of levers by experimenting with a pencil
taped down acting as a fulcrum and having a ruler going across it with a penny
at each end. Students will be led in this exploration by the teacher. Then
students will have to answer the question, “What type of lever would you use to
lift a hippopotamus out of his bath and why? Students will explore on their own
the three types of levers and then write a detailed response of in their science
journals.
-Questioning
-Observation
checklist by
teacher
-rubric for
student
written
response
Expected Behaviour:
Students will be expected
to actively listen. Also
students will be expected
to participate in group
discussion, raising their
hand to speak. Students
will also be expected to
show safe behaviour all
the time, but especially
during the experiment
time. Students will also
be expected to
independently follow
teacher instructions.
Closure: Students will write down/glue in definitions of lever, fulcrum, load
and effort in science journals
-30 glue sticks
-Bill Nye video
-science journal
-30 definition
handouts
-30 glue sticks
-30 pencils
-30 group
experiment
handout
-Cardboard
-corrugated paper
-scissors
-push pins
-hammers
-jar lids/bottle top
-short dowel pegs
-different gadgets
that use gears
-Spring scales, string
-boards
-heavy books
-wood blocks
-various nails
-screws
-screwdrivers
Vocabulary: inclined plane, wedge, screw, wheel and pulley
Introduction: -Show Bill Nye video clip on simple machines, then reexamine
the initial stair question. Class discussion.
Activity:
Simple Machine Centers : Teacher will demonstrate each experiment at each
center, and then place students into groups of six. Students will have 20 minutes
at each center. When 15 minutes are up, students will receive a 5 minute
warning. After the 20 minutes are up, students will rotate to a new center.
Centers:
1. Inclined plane: Students will experiment with inclined planes to
answer the question, “how do stairs help you in your everyday life?”
2. Wedge/Screw: Students will explore the functions of a wedge and a
screw.
3. Wheels: Students will learn about different kinds of wheels, including
gears, cams, and cranks. They build and test a set of model gears and a
model drive chain.
4. Pulleys: Students will observe how pulleys help move objects. First
they build and operate a fixed pulley, then a moving pulley.
Afterwards, they compare the results of both experiments.
Closure: Students will glue in the definition sheets in their science journals then
as a class discuss the definitions of inclined plane, wedge, screw, wheel and
pulley.
-Questioning
-lab reports
in science
journal
Expected Behaviour:
Students will be expected
to actively listen. Also,
students will be expected
to show safe behaviour
all the time, but
especially during the
experiment time.
Students will also be
expected to work
cooperatively with group
members.
Week 6
Lesson 11:
Simple
Machine
Centers
Part 2—
How can
an inclined
plane, a
wedge, a
screw, a
wheel and
a pulley
help you
move
objects?
~50 min.
Students will learn
about inclined
planes, wedges,
screws, wheels and
pulleys.
PLOs:
1. demonstrate how
various forces can
affect the
movement of
objects
2. demonstrate
mechanical
advantage of simple
machines
4. describe
applications of
simple and
compound
machines used in
daily life in B.C.
Week 7
Lesson 12:
Rube
Goldberg
machines
~50 min.
Week 7
Lesson 13:
Rube
Goldberg
machine
~50 min.
Students will learn
about compound
machines and learn
about Rube
Goldberg Machines
PLOs:
3. design a
compound machine
Students will learn
to make their own
Rube Goldberg
Machine
PLOs:
3. design a
compound machine
-science journal
-30 glue sticks
-30 pencils
-30 group
experiment
handout
-Cardboard
-corrugated paper
-scissors
-push pins
-hammers
-jar lids/bottle top
-short dowel pegs
-different gadgets
that use gears
-Spring scales, string
-boards
-heavy books
-wood blocks
-various nails
-screws
-screwdrivers
-large sheets of
white 11x17
paper
-pencils
-video clip of a
Rube Goldberg
machine
-different
materials for
rube goldberg
machines
-11x17 paper
-pencils
-video clip of a
Rube Goldberg
machine
-different
materials for
rube goldberg
machines
Vocabulary: inclined plane, wedge, screw, wheel and pulley
Introduction: Teacher will again demonstrate each center to students, and then
students can continue to work in the centers that they did not yet visit in the
previous lesson.
Activity: Students remain in their original groups of six. Students will have 20
minutes at each center. Teacher will again go over each center. Students will go
to the centers that they didn’t visit during the previous lesson.
Centers:
1. Inclined plane: Students will experiment with inclined planes to
answer the question, “how do stairs help you in your everyday life?”
2. Wedge/Screw: Students will explore the functions of a wedge and a
screw.
3. Wheels: Students will learn about different kinds of wheels, including
gears, cams, and cranks. They build and test a set of model gears and a
model drive chain.
4. Pulleys: Students will observe how pulleys help move objects. First
they build and operate a fixed pulley, then a moving pulley.
Afterwards, they compare the results of both experiments.
-Questioning
-lab reports
in science
journal
Expected Behaviour:
Students will be expected
to actively listen. Also,
students will be expected
to show safe behaviour
all the time, but
especially during the
experiment time.
Students will also be
expected to work
collaboratively with
group members.
Closure: Class discussion of what students learned about simple machines from
the centers.
Vocabulary: compound machine, Rube Goldberg Machine
Introduction: Ask students if they have ever heard of a Rube Goldberg
machine. Then show students the video clip of a rube goldberg machine.
Activity: Each student will create their own Rube Goldberg machine that will
perform a useful function in the classroom. It will contain at least 3 simple
machines and will use material provided in the classroom. Before students
create their machines, they will need to draw a detailed rough draft of their
Rube Goldberg machine.
Closure: Students will glue in the definition sheets in their science journals then
as a class discuss and fill in the definitions of compound machine and Rube
Goldberg Machine.
Introduction: Students will be shown a few more examples of Rube Goldberg
Machines.
Activity: Students will finish their detailed rough draft of their Rube Goldberg
machine.
Then students will each build their Rube Goldberg Machines .
Closure:
Students will present their Rube Goldberg machines.
-teacher
created
rubric for
Rube
Goldberg
machine
design
-teacher
created
rubric for
Rube
Goldberg
machine
design
Expected Behaviour:
Students will be expected
to actively listen.
Students will also be
expected to show safe
behaviour all the time,
but especially during the
experiment time.
Students will also be
expected to follow
teacher instructions.
Expected Behaviour:
Students will be expected
to show safe behaviour,
especially during the
experiment time.
Students will also be
expected to respectfully
listen to peer
presentations.
Week 8
Lesson 14:
Catapult
Part 1 –
planning
Students will be
able to design a
compound machine
based on medieval
machinery.
PLOs:
3. design a
compound machine
~50 min.
-science journal
-pencil
-movie clips and
pictures of
catapults
-definition
handout
-glue sticks
-11x17 paper
Week 8
Lesson 15:
Catapult
Part 2—
building
and
presenting
~80 min.
Students will build a
catapult.
PLOs:
1. demonstrate how
various forces can
affect the movement
of objects
2. demonstrate
mechanical
advantage of simple
machines
3. design a
compound machine
6. evaluate the
fairness of a given
experiment
8. show scientific
interest and curiosity
9. demonstrate safe
practices in using
tools and materials
and conducting
investigations
-11x17 paper
-pencils
-science
journals
-student created
rubric for
catapults
-glue sticks
-scissors
-marshmallows
-tape
-string
-elastic bands
-rulers
-cardboard
strips
-sphaghetti
-plastic bags
-other materials
Introduction: -Link the use of simple machines to Ancient Greece, the setting
for our novel study. Introduce the catapult. Show a video clip of a few different
styles of catapults. After film, ask students what types of simple machines they
saw in the catapults. Generate a list on the board.
Activity: -Tell students that they will be creating their own catapults in pairs.
However, the class needs to decide together what will be the criteria for the
project so that students can be sure to show everything they know about simple
machines working together. The teacher will tell students in advance of
deciding on a criteria together that students will have a chance test their
catapults out in the school’s field to see whose throws a marshmallow the
farthest.
-Once the criteria for the catapult is agreed upon, students will get into pairs of
their choice and will start planning their catapult in their science journals by
writing out a list of the simple machines it will use and the materials needed to
make it, as well as the general design. When students have reached an
agreement with their partner as to the design, they will gain teacher approval to
insure that the materials needed can be attained. Then they can fetch a large
piece of white paper upon which they can do a simple/rough drawing of their
design.
Closure: Students will glue in their science journals the blank definition sheet
for catapult. As as class, students will fill in the definition.
-Student/
teacher
created
rubric
-descriptive
feedback on
catapult
design
Introduction: Students will be told that they have the entire class to build their
catapults. Questions about project will be answered.
Activity: Students will be given a paper copy of the student created rubric for
the catapults. Then students will build their catapults, test them and complete a
lab report which includes a hypothesis how far they think a marshmallow will
go, list of materials, list of steps to create catapult, and observations of
catapult’s performance.
Closure: Catapult launch outside in the field
-Student/
teacher
created
rubric
-lab report
for catapult
Expected Behaviour:
Students will be expected
to actively listen. Also
students will be expected
to participate in group
discussion, raising their
hand to speak. Students
will also be expected to
show safe behaviour all
the time, but especially
during the experiment
time. Students will also
be expected to work
cooperatively with
partner.
Expected Behaviour:
Students will be expected
to actively listen. Also
students will be expected
to participate in group
discussion, raising their
hand to speak. Students
will also be expected to
show safe behaviour all
the time, but especially
during the experiment
time. Students will also
be expected to work
cooperatively with
partner.