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helping us
work
teacher’s guide
Editors:
Brian A. Jerome Ph.D.
Stephanie Zak Jerome
Assistant Editors:
Louise Marrier
Josh Hummel
Graphics:
Fred Thodal
a message from our company | viewing clearances | use and copyright
a message from our company . . .
Visual Learning is a Vermont-based, family owned company specializing in
the creation of science programs. As former classroom science teachers,
we have designed our programs to meet the needs and interests of both
students and teachers. Our mission is to help educators and students meet
educational goals while experiencing the thrill of science!
viewing clearances
The video and accompanying teacher’s guide are for instructional use only.
In showing these programs, no admission charges are to be incurred. The
programs are to be utilized in face-to-face classroom instructional settings,
library settings, or similar instructional settings.
Duplication rights are available, but must be negotiated with visual learning
systems.
Television, cable, or satellite rights are also available, but must be negotiated
with visual learning systems.
Closed circuit rights are available, and are defined as the use of the program
beyond a single classroom but within a single campus. Institutions wishing to
utilize the program in multiple campuses must purchase the multiple campus
version of the program, available at a slightly higher fee.
Video streaming rights are available and must be negotiated with visual
learning systems.
Discounts may be granted to institutions interested in purchasing programs
in large quantities. These discounts may be negotiated with visual learning
systems.
use and copyright
The purchase of this video program entitles the user the right to reproduce or
duplicate, in whole or in part, this teacher’s guide and the black line master
handouts for the purpose of teaching in conjunction with this video, helping
us work. The right is restricted only for use with this video program. Any
reproduction or duplication, in whole or in part, of this guide and student
masters for any purpose other than for use with this video program is
prohibited.
2
The video and this teacher’s guide are the exclusive property of the copyright
holder. Copying, transmitting, or reproducing in any form, or by any means,
without prior written permission from the copyright holder is prohibited (Title
17, U.S. Code Sections 501 and 506).
Copyright © 2013
ISBN 1-59234-864-0
helping us work
index
teacher’s guide
a message from our company
2
viewing clearances
2
use and copyright
2
student learning objectives
4
assessment
4
introducing the program
5
program viewing suggestions
5
literature connections
5
key vocabulary
6
video script
6
answer key to student assessments
9
answer key to student activities
9
student activities
what do you know now?
10
what have you learned?
11
video review
12
video quiz
12
working
13
machines
14
simple machines
15
helping us work
3
student learning objectives | assessment
student learning objectives
Upon viewing the video and completing the enclosed student activities,
students will be able to do the following:
1  List
some examples of work they do throughout a typical day.
2  Compare a situation in which work is done and when work is not done.
3  Explain that energy is needed to do work.
4  Understand that machines are tools that help us do work.
5  Cite examples of some common machines.
6  Define a simple machine as a device (machine) made of one or two parts.
7  Identify levers, wheel and axle, inclined planes, and wedges as simple
machines.
8  Identify examples of tools or devices that incorporate simple machines.
assessment
what do you know now? (p. 10):
This preliminary assessment is an assessment tool designed to gain an
understanding of students’ preexisting knowledge. It can also be used as a
benchmark upon which to assess student progress based on the objectives
stated on the previous pages.
what have you learned? (p. 11):
This post assessment can be utilized as an assessment tool following
student completion of the program and student activities. The results of
this assessment can be compared against the results of the preliminary
assessment to assess student progress.
video review (p. 12):
The video review can be used as an assessment tool or as a student activity.
There are two sections. The first part contains questions displayed during
the program. The second part consists of a five-question video quiz to be
answered at the end of the video.
4
helping us work
Before showing students the video ask them if they have done any work today. Of course
they will say they have done way too much work already. Then ask them to list the work
tasks they have done. Examples may include cleaning, housework, and school work to
name just a few. Write the examples students provide on the board.
Next, ask students if they are tired from doing all this work. Of course they will say they
are very tired. Ask them why they are tired. They may respond because they worked
hard, or it took a lot of effort. Tell students that energy is needed to do work. Using lots
of energy sometimes makes us tired. Then, explain to students that sometimes we use
tools to help make work easier. Tell students to pay close attention to the video to learn
more about work, energy, and the tools we use to help us work.
program viewing suggestions
The student master “video review” is provided (p. 12) for distribution to students. You
may choose to have your students complete this master while viewing the program or do
so upon its conclusion.
The program is approximately 10 to 12 minutes in length and includes a five-question
video quiz. Answers are not provided to the video quiz in the video, but are included in
this guide on page 9. You may choose to grade student quizzes as an assessment tool
or to review the answers in class.
introducing the program | program viewing suggestions | literature connections
introducing the program
The video is content-rich with numerous vocabulary words. For this reason you may
want to periodically stop the video to review and discuss new terminology and concepts.
literature connections
Dahl, Michael. Tires, Sparks, and Sprockets: A Book About Wheels and Axles.
North Mankato: Picture Window Books, 2006.
Douglas, Lloyd. What is a Wedge? New York: Welcome Books, 2002.
Gosman, Gillian. Screws in Action (Simple Machines at Work). New York:
PowerKids Press, 2010.
Oxlode, Chris. Pulleys (Very Useful Machines). Chicago: Heineman-Raintree, 2003.
Thales, Sharon. Inclined Planes to the Rescue. North Mankato: Capstone Press,
2007.
Wells, Robert E. How Do You Lift a Lion? Park Ridge: Albert Whitman & Company,
1996.
helping us work
5
key vocabulary |video script
key
vocabulary
1
2
3
work
energy
machines
simple machine
wedge
wheel and axle
lever
video script
01 
introduction
02  At
some point you’ve done some work around your house,...
or in your school.
04  Everyday you do different types of work.
05  While doing some types of work you sit down.
06  While other types of work involves you using many muscles to do difficult
tasks.
07  No matter what type of work you do, you often use things to help you work.
08  What are some of the things that help us work?
09  How do they help us?
10  And, why are they important?
11  During the next few minutes we are going to answer these questions,...
12  ... and others as we explore things that help us work.
03  ...
13 
what is work?
14  You’ve
probably been asked by a family member to do work in or around your
home.
15  Maybe you’ve had to clean your room,...
16  ... wash dishes,...
17  ... or do yard work.
18  When is something considered work?
19  We call something work when a force moves an object.
20  When you move a book you’re working.
21  And, when you shovel snow you’re working.
22  When an object does not move, work is not done.
23 
work and energy
you 24  Why does work sometimes make us tired?
decide 25  Work often makes us tired because we use energy to do work.
6
26  Our
bodies use energy while working, and this can make people tired.
helping us work
video script
27  For
example, it takes a lot of energy to shovel all the snow in this driveway.
it takes a lot of energy to stack firewood.
28  And
4
you
observe
5
you
observe
29 
things that help us work
30  We
use many things to help us work.
31  What
is this person using to help him do work?
32  That’s right he’s using a power tool called a drill.
33  The drill is being used to make a hole in this piece of wood.
34  It is an example of a machine.
35  Machines are tools that help us do work.
36  There are many machines in your home that help your family do work.
37  Examples of some of these machines include vacuum cleaners,...
38  ... mixers,...
39  ... and dishwashers.
40  Other examples of machines you may be familiar with include bicycles,...
41  ... large pieces of construction equipment,...
42  ... as well as cars and trucks.
43  Many of these machines make our lives easier, and quite often more
enjoyable.
44 
simple machines
45  Have
you ever hammered a nail into a board?
46  Or perhaps you’ve pushed a wheelbarrow that has a wheel.
47  What
tool is this person using to pry the lid off this paint can?
person is using a screwdriver to pry off the lid.
49  These are examples of simple machines.
50  A simple machine is a machine made of one or two parts.
51  The nail is an example of a simple machine called a wedge.
52  A wedge has slanted sides that come to a point.
53  The wheelbarrow is able to move smoothly because it includes a simple
machine called a wheel and axle.
54  And, the screwdriver is an example of a simple machine called a lever.
55  There are several types of simple machines.
56  Simple machines are important because they make it easier for us to do work.
48  This
helping us work
7
video script
6
7
8
57 
video review
65 
video quiz
58  During
the past few minutes we took a look at work,...
59  ... and at some of the things that help us work.
60  We began by learning that something is considered work when a force
moves something.
61  And, we saw how work requires energy.
62  Next, we highlighted some of the tools used to help us work.
63  Last, we explored some different types of simple machines.
64  This rounded out our investigation of things that help us work.
66  1.
_____ is done when a force moves something.
67  2. Our bodies use _____ while working.
68  3. This drill is a type of ______.
69  4. A _____ machine is made of one or two parts.
70  5. This simple machine is an example of a ________.
helping us work
what do you know now?
1  moved
2  energy
3  standing still
4  work
5  blanket
6  easier
7  simple machines
8  wedge
9  crowbar
10  car
video review (p. 12)
1  Work often makes us tired because we
use energy to do work.
2  This person is using a power tool
called a drill.
3  This person is using a screwdriver to
pry off the lid of the paint can.
what have you learned? (p. 11)
1  wedge
2  work
3  easier
4  crowbar
5  moved
6  standing still
7  car
8  blanket
9  energy
10  simple machines
video quiz (p. 12)
1  work
2  energy
3  machine
4  simple
5  lever
answer key to student activities
working (p. 13)
1  This was work. Work was done when
the books were moved.
2  If the wall did not move, then no work
was done. An object has to move in
order for work to be done.
3  Yes, this is work. Work was done when
the shoe moved or when the shoelaces
moved.
answer key to student assessments | answer key to student activities
answer key to student assessments
machines (p. 14)
The students’ answers
will vary depending on the
pictures drawn or cut out.
simple machines (p. 15)
1  Simple machine: lever; Tool: hammer; Job: pulls out nails from boards.
2  Simple machine: wheel and axle; Tool: faucet or valve shut-off; Job: makes it easier
to turn an axle.
3  Simple machine: pulley; Tool: hoist system; Job: makes it easier to lift objects.
4  Simple machine: inclined plane; Tool: ramp; Job: makes it easier to lift objects over
a distance.
helping us work
9
what do you know
now?
Name:
Select the best answer for each of the following questions.
1
Work is done when something is:
2
What is needed to do work?
3
4
We use machines to make work:
7
Most machines are made of one
or two what?
harder
easier
fun
more dangerous
found
moved
studied
left alone
a job
tools
energy
nothing
Which is not an example of work?
shoveling snow
stacking wood
moving a book
standing still
A machine is a tool that helps us
do what?
work
eat
relax
have fun
5
6
8
10 | helping us work
What simple machine has
slanted sides coming to a point?
screw
wedge
pliers
lever
9
Which is an example of a tool
that uses a lever:
crowbar
ramp
pulley
wheel
Which is not a machine?
bike
hammer
blanket
car
simple machines
electric machines
complex machines
power machines
10
A wheel and axle is used in what
machine?
car
jackhammer
saw
wedge
visual learning systems
what have you
learned?
Name:
Select the best answer for each of the following questions.
1
What simple machine has slanted
sides coming to a point?
6
Which is not an example of
work?
screw
wedge
pliers
lever
2
A machine is a tool that helps us
do what?
shoveling snow
stacking wood
moving a book
standing still
7
work
eat
relax
have fun
3
We use machines to make work:
4
Which is an example of a tool that
uses a lever:
harder
easier
fun
more dangerous
5
found
moved
studied
left alone
visual learning systems
car
jackhammer
saw
wedge
8
Which is not a machine?
9
What is needed to do work?
bike
hammer
blanket
car
a job
tools
energy
nothing
crowbar
ramp
pulley
wheel
Work is done when something is:
A wheel and axle is used in what
machine?
10
Most machines are made of one
or two what?
simple machines
electric machines
complex machines
power machines
helping us work | 11
video review
Name:
you decide
Why does work sometimes make us tired?
you observe
What is this person using to help him do work?
you observe
What tool is this person using to pry the lid off this
paint can?
video quiz
____________ is done when a force moves something.
Our bodies use _______________ while working.
This drill is a type of __________________.
A _______________ machine is made of one or two parts.
This simple machine is an example of a _____________.
12 | helping us work
visual learning systems
working
Name:
You have probably done lots of different types of work. You may have
done yard work, or helped a parent work in your home. What is work?
Work occurs when a force moves something. Decide if work is done in the
following situations.
Directions: Read each activity and then decide if work is done. Explain the
reasons for your decision.
1 Get some books from your teacher. Stack them in a tall pile. Was this
work? Explain your answer.
2 Find a sturdy wall. Push against it for one minute. Was this work?
Explain your answer.
3 Untie your shoelace or take off your shoe. Tie it up or put your shoe
back on. Was this work? Explain your answer.
visual learning systems
helping us work | 13
machines
Name:
Machines are tools that help us work. There are
many machines in your home that help you do
work. Machines are found other places also.
Directions: Draw a picture of a machine in the
boxes below. Or cut pictures from a magazine
and paste them in the boxes below. Then
describe the work the machine does.
1
2
3
4
14 | helping us work
visual learning systems
simple machines
Name:
Directions: Name the simple machine. Describe what the tool is and the
job it does.
1
Simple machine
Tool
Job
2
Simple machine
Tool
Job
3
Simple machine
Tool
Job
4
Simple machine
Tool
Job
visual learning systems
helping us work | 15