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Lesson
Title:
Simple
Machines

Class: Science
Simple Machines

Cours
e:
Grade
4/5

Brayden
Haidenger
November 23,
2015

COURSE OUTCOMES
41 Investigate the nature of things, demonstrating purposeful action that leads to inferences supported by
observations.
42 Identify patterns and order in objects and events studied; and record observations, using pictures,
words and charts, with guidance in the construction of charts; and make predictions and generalizations,
based on observations.
44 Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.

SPECIFIC OUTCOMES
1. Explain how rollers can be used to move an object, and demonstrate the use of rollers in a practical
situation.
2. Compare the wheel and the roller, and identify examples where each are used.
6. Demonstrate ways to use a lever that:
applies a small force to create a large force
applies a small movement to create a large movement.
7. Predict how changes in the size of a lever or the position of the fulcrum will affect the forces and
movements involved.

LEARNING OBJECTIVES
-By the end of the lesson student will be able to:
1.) Identify the six classical simple machines and their properties. (Knowledge)
2.) Recognize how gears interlock and act upon each other. (Knowledge)

MATERIALS AND EQUIPMENT


-Simple Machine work book.
-Two duct tape and a bottle cap mock gear system.
-Shower curtain rod.
-Wooden board.
-Hard surfaced text book.
-Cans.
-Lid with a nail in it.
-Chisel.
-Hammer.
-String.
-Two 5 lbs. weights.
-Box of screws.
-White board.
-White board markers.

PREPARATION AND LOGISTICAL CONSIDERATIONS


-Have all the materials prepared and ready for class.
-Sharing among the students.
-Safety in the lab.
-Clear board to write on.
-Space to conduct experiments.
-Have work books printed off ahead of time.

PROCEDURE
Introduction
-Welcome students from recess and ask them to sit at their desk with only a
pencil.
-Review safety in the Science Lab.
-Remind the students of expectations, such as raising their hands.
-Ask students to be focused and on task because there is a lot to cover today.
-Hand out/ or have worksheets handed out at the start of the class and ask them
not to play with the work sheets, but that they can fill out the sheet as the lesson
goes along with the relevant page.
Body
-Introduce the Six Classical Simple Machines on the white board.
-Names: Screw, Inclined Plane, Pulley, Wheel and Axel, Wedge,
Lever.
-That the students will see a demonstration of each one.
-Start with the inclined plane.
- (Have a sting tied to a weight before class.)
-Set up a board leaned against a chair in the center of the class.
-Explain how the inclined plane works, then ask the class if it is easier or
harder to lift the weight up on the inclined plane or not.
- Have a student come up and lift the weight with the rope straight up. Ask
them if that was an easy or hard task.
-Next have the same student pull the weight up the board by the rope. Ask
them if that was easier or harder than lifting the weight straight up.
-Explain that the task should be easier and if they can think of any examples
for the use of an inclined plane. Write examples on the white board.
-Ex.) Wheel chair ramp, Hot Wheels track, Egyptians used to build the
pyramids, stairs, latter, roller coaster.
-If necessary have a second student try.
-Introduce and show Screw, Wheel and Axel, Wedge.
-Pass examples around the class.
-Remind students of safety and handling the examples.
-Explain characteristics of each machine.
-Ask students for examples of each thing. Write on the white board.
-Examples:
Screw- Screw, bolt, cork screw, bottle caps, jar lids, light bulbs.
Wheel and Axel- Wheel barrel, car, bike, wagon, pencil sharpener, door know, egg
beater, rolling pin.

Time

5 min

Time
5 min

10 min

10 min

3
Wedge- Chisel, saw, axe, knife, shovel, plow, nail, door stop.
-Collect examples from the class.
-Introduce cans as a roller. Display how rollers can be used to move a board. Ask the
difference between a Wheel and Axel and a roller.
-Introduce the gear.
-Ask someone to describe a gear. A wheel and axel with teeth to
interlock with another gear.
-Set up a desk center of the classroom and display and describe the
mock gears.
-Spin in different combinations, meanwhile asking students what
they observe.
-Introduce the Lever.
-Set up a text book of the side of the desk book and explain the part
of a lever.
-Fulcrum, Load, effort.
-Test weight on text book. Then replace with the board. With various
placements ask if the students think it is easier or harder to hold up
the load.
-Ask the students to think of examples. Write them on the white
board.
-Introduce the Pulley.
-Ask three students to come to assist you. Get on student to lift the
weight straight up with the rope. Then get the other two students to
hold the shower pole in the air and string the rope and weight over
it. Have the same student lift the weight using the rope again. Ask
which is easier.
-Then separate the rod into two. Have a student hold the two, and
have a student pull on each of the poles. Then have the two
students hold each pole and wrap string around the two poles and
have the student that tried to hold them together, pull on the rope.
See activity B in the hand out.
-After have students brain storm uses and examples of the pulley
system. Write on the board.
-Examples: Sailboats, cranes, wells, clotheslines, window blinds,
garage doors, elevators, flag pole.
Closure
-Thank students for their good work.
-Have the students do an exit slip on a spare piece of paper.
-Name the six simple machines and give two examples of each
-Have them hand in exit slip on the way out of the class.

5 min

10 min

10 min

Time
5 min

Assessment
-Formative Observational assessment of answers and participation. Learning
Objectives 1 and 2.
-Formative exit slip. Learning Objective 1.

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Additional Notes:
-All materials are brought from home in this case.

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