LAP 2
Science Unit: Simple Machines
Chloe Garcia
I.
Content:
• Students will learn the first of six simple machines, the inclined plane. They will
predict, experiment and draw conclusions to determine how an inclined plane can
make a specific task and work easier.
II.
Learning Goal(s):
• Students know that simple machines make work easier.
• Students will know that an inclined plane (ramp) is a simple machine
• Students will be able to explain how an inclined plane makes work easier
• Students will be able to make predictions, participate in an experiment and make
conclusions
• Students will be able to connect this simple machine to their at home and out of
school experiences
III.
Rationale:
• Inclined planes or ramps are one of the most familiar simple machines to
students. They can easily recall seeing a wheelchair ramp or ramps on the back
of trucks and other instances as well. Starting the study with this simple machine
will give them a nice beginning, one that they can start with confidence and
strength because it is so familiar. Students will be able to recall their prior
knowledge and make connections during and after the lesson. It is important for
students to learn about the simple machines around us and how they help in our
every day. It will require them to be more aware and observant which are
important skills in any student.
IV.
Assessment:
• Formal Assessment: Students will write down their predictions, observations and
conclusions in their science journal.
• Informal Assessment: Students will share out loud different predictions on how
an inclined plane could be used to make work easier.
• Informal Assessment: Students will talk to one another and voice their
observations during the experiment.
• Informal Assessment: Students will make connections to their every day life and
outside world on how else an inclined plane could be used.
• Formal Assessment: Students will do a sketch to stretch on the experiment by
creating an image and using correct terminology.
V.
Personalization and equity:
• Each student will have their own science journal which will contain vocabulary
has a reference source for ELL students and all those who need extra support.
The fact that they also will have a science journal is great because it is something
that they can easily remember, not lose and everything will be contained in one
source. My students do really well with booklets so this will be a great tool for
them to have and use.
• Using active, physical games is great for my 504 students and other students with
learning disabilities. I have a very active classroom filled with students who
have a lot of energy. Incorporating an active game that will also help them learn
LAP 2
Science Unit: Simple Machines
Chloe Garcia
•
•
VI.
will help to control and contain their behavior and keep them on track throughout
the lesson.
Starting the lesson with a simple machine they are already familiar really helps
those who need more support and time coming to conclusions and making
connections. I think this lesson will give everyone confidence and keep the
students on the same page so they can learn as a class.
Many students become easily distracted and bored in school and I believe that by
making so many opportunities for connections outside the classroom that
students will remain engaged and interested in the subject.
Activity description and agenda:
Time
Activity
5
minutes
Introduction: We will define “incline” as a
class (slanted).
• How do we think an incline can be used
to make work easier? They can look at
their journals for help.
5
minutes
Explain Experiment: I will explain to the
students that we will be going to the stairwell
and trying to take a box of dictionaries up the
stairs. I will explain the rules and what is
expected of them and how they have to be quiet
and listen in order to be safe and for the
experiment to work properly.
Staircase: We will go to the stairwell and I
will have students make predictions on what
they think will happen when we try to move a
box of dictionaries up the stairs.
10
minutes
10
minutes
Helps toward
understanding
This is where students will
make predictions and share
ideas about what they think
an incline can be used for.
It will also activate prior
knowledge, as they will
relate it to what they already
know.
Students will hear and
understand the expectations
so they know how to behave
and what they will be doing.
This is where students will
practice the inquiry process.
Students will first make
predictions, then participate
in the experiment while
Then I will have each group try and get a box
recording observations. It
of dictionaries up the stairs and as they do so
will give them the hands on
the other students will record their observations experience that will help
and pay attention to how many students it takes them understand the effect
to complete the task.
on an incline.
Afterward we will use an inclined plane and
each group will do it once again and students
will take notes.
Wrap Up: We will go back into the classroom
and discuss how the incline affected the
process.
• What did the incline do?
This will check for
understanding and help to
bring together the
predictions, observations
LAP 2
Science Unit: Simple Machines
Chloe Garcia
and then the conclusion so
• How did it change from the first
that students really
experiment to the second?
understand how the incline
• What effect did it have on the force?
Students should arrive at the understanding that helped make the work
easier.
it takes less force with the incline, which we
can tell me because it took less people.
10
minutes
I will then ask students to brainstorm other
ways that an incline can be used so they can
connect it to what they know.
Assessment: Students will do a mini sketch to
stretch in their science journals. They will
draw a picture of the experiment and explain
what happened with force, work and the
inclined plane.
Homework: Students will go home and record
an inclined plane that they see and explain how
it makes work easier.
•
•
•
VII.
This is the formal
assessment for this lesson.
Students will have the
opportunity to explain how
much understanding they
have through both pictures
and writing. They will then
have the chance to do so
again and make a school to
home connection.
This lesson will be at the end of the day which means students can get distracted and
impatient. I will be engaging my students from the start of the lesson to keep them
focused and to have their energy concentrated on the lesson. I will also be moving them
around the classroom a lot so they don’t get bored in their seats.
Since this lesson is at the end of the day if we run out of time students can complete the
assessment as a homework assignment instead and can enlist their parents for help or
other family members.
Students all want to be able to participate in the experiment which is why instead of
doing one in front of the class I will be breaking up the class into groups where each
group has an opportunity to participate in the experiment.
List the Massachusetts Learning Standards this lesson addresses.
2. Engineering Design
Central Concept: Engineering design requires creative thinking and consideration of a variety of
ideas to solve practical problems.
2.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel,
pulley, lever.
Scientific Inquiry Standards
• Ask questions about objects, organisms, and events in the environment.
• Tell about why and what would happen if?
• Make predictions based on observed patterns.
• Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand
lenses, and balances) to gather data and extend the senses.
LAP 2
Science Unit: Simple Machines
Chloe Garcia
•
•
VIII.
Record observations and data with pictures, numbers, or written statements.
Discuss observations with others.
Reflection
a. This lesson was very successful in students reaching their learning goals but also in
execution of the activities themselves. The best part about this lesson was that it was
discovery based, physical and students used their background knowledge to teach
themselves about inclined planes and how they can make work easier. Students had
already learned about simple machines, work and force. All I did was split them into
groups and explained that they would be making predictions and observations. I went
over the meaning of those words because they aren’t familiar using them in science but
know prediction from reading. After a review of directions and how to behave so that
everyone was safe we left and went to the Multipurpose Room staircase.
Having the students physical get up and move to another location made them very excited
and kept them interested because it was new and different. They had never done science
actually using the school building before. I gave students the box full of dictionaries and
all I asked was for them to get it to the bottom of the stairs. I didn’t tell them how or give
them guidelines. Students went above and beyond and made me so proud. They
discussed what they were going to do before attempting to move the box, they
collaborated a group and all agreed on a solution before taking action. Each and every
group showed teamwork and respect for one another.
After the activity without the inclined plane I gave the simple machine to the students and
asked them to use the ramp. It was great to see the multiple ways that groups decided to
use the ramp. Some stationed members at the top, the side and the bottom to control the
direction of the box as it traveled downward while others kind of did a quick push of the
box down. It provided a great opportunity for students to make different observations
and notice the differences on how the activity could be achieved.
When we had a class discussion afterward students noticed how much harder it was to
move the box without the ramp. They said that they felt tired and it was a lot of force for
each person. Each person had to pull up and at the same time to get it down stairs. They
figured out that the ramp made it easier before they didn’t have to pull as hard, they
didn’t have to use that much force. They could just have the ramp do the work and move
it with a small push.
I think next time I would have less writing because it took students a while to get their
thoughts down and it ended up being repetitive with each prediction and observation. I
would have preferred they focused on writing a good prediction and observation for one
group them for all 4. I would have probably had them do one written and then do a
pictorial of another so they could get some detail and visual representation.
b. I ended up not assigning the homework because it was clear that they really understood
the concepts and we had run over into the next day. It also proved to me that building off
what students already know is a great idea. That is why for the next lesson I will be
doing the wedge since a wedge is two inclined planes put together at a point. It will be a
LAP 2
Science Unit: Simple Machines
Chloe Garcia
good transition. I will also continue to make my lessons active and full of student
engagement where they can be loud and talk with one another about what they are
observing.