1) Machines All Around Us 3rd Grade Rabbiea Manzoor

2) Rationale: I plan to teach this unit through hands-on experience and relatable examples so that students can understand the importance of machines in their daily lives and how they encounter them. I will use examples that my students are familiar with and have used before so they can relate the information to their own lives and understand that we all use machines everyday even though we may not realize it.

3) Major Goals or Objectives: This unit on machines will cover these aspects that are essential for understanding the unit: a) What simple and complex machines are; b) How simple and complex machines work; c) Examples of simple and complex machines that we encounter everyday; and d) Why simple and complex machines are important to us.

4) SOLs: Science 3.2 The student will investigate and understand simple machines and their uses. Key concepts include a) purpose and function of simple machines;

b) c) d)

types of simple machines; compound machines; and examples of simple and compound machines found in the school, home, and work environments.

Math 3.9 The student will estimate and use U.S. Customary and metric units to measure c) weight/mass in ounces, pounds, grams, and kilograms;

5) SOL Matrix:
Science 3.2 a Science 3.2 b Science 3.2 c Science 3.2 d

Math 3.9 c

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

6) Overview: The main goal of this curriculum unit is to show students that they use simple machines everyday for ordinary tasks. By using the learning cycle approach, the teacher will begin by conducting a guided inquiry of simple machines. This will allow the teacher to assess how much the students know about simple machines and what direction their thinking is leading. Based off of the teachers findings, the students

will then either learn about individual simple machines and do a hands-on activity to build simple machines, or they will skip right into discussing what kind of simple machines theyve encountered and why simple machines are important. Throughout the remainder of the lessons students will realize how they have always used simple machines and how they are helpful. They will think critically about how society would function without simple machines and learn their importance.

7) Materials: a) Heavy box of books b) Worksheets c) Scissors d) Glue sticks e) Parts to make simple machines for lesson 3 a. Lever: a board, a stack of books to balance it on, and a small heavy box to lift with it b. Inclined plane: a board and a small box filled with something to make it heavy c. Wedge: a stack of books and a wedge of wood d. Pulley: a rope and an empty spool with a pencil that fits through the middle e. Screw: a piece of wood, a few screws, and a screwdriver. f. Wheel and Axle example f) Balance scales and materials to measure for lesson 5

g) Examples of simple machines for lessons 6 and 7

8) Safety Concerns: Make sure students are careful when they are playing with the machines. They could smash their fingers. Explain how to handle a screwdriver safely for lesson 3 and collect the screwdriver once the group is done with it.

9) Flow Chart: Begin with lesson 1 and assess students background knowledge of simple machines.

If students have no background knowledge of simple machines then proceed to lesson 2.

If students have sufficient background knowledge of simple machines then proceed to lesson 4.

Proceed to lessons 3-7 in order.

Proceed to lessons 5-7 in order.

10) Lessons: Lesson 1: Introduction: Have a box of heavy books in the front of the class. Ask a student to come up and nudge it (dont let them pick it up) and see if they can move it easily. Have them tell the class how heavy it is. Ask the class how they would put the box on a very high shelf. How would they carry it home if they had to? Let them brainstorm and write their ideas on the board. Then bring out some simple machines and ask them if any could help move the box. Write their ideas on the board in the language the students use. Pay attention to how much the students know about the simple machines. Are they familiar with the machines? Do they know the names of the machines? Are they identifying the correct machine to get the task done?

Lesson 2: Introduction: Ask the students what they think a simple machine is. Explain that a simple machine is a device that makes work easier. Tell the students what a complex machine is. A complex machine is made up of simple machines to create a device that makes work easier. Activity: Give students the Picture Sort handout for them to complete while simple machines are introduced individually. Have cut outs of each simple machine. Once the teacher explains a simple machine to the class and shows examples, the students will find the cut out example of that simple machine and glue it in the correct section of the picture sort.

Simple Machine and Definition Inclined Plane: An inclined plane is a flat surface that is higher on one end. You can use this simple machine to move an object to a lower or higher place. Inclined planes make the work of moving things easier. You would need less energy and force to move objects with an inclined plane. Wedge: A wedge is a kind of inclined plane where the pointed edges are used to do some kind of work like tightening, securing or holding, or splitting things apart. A wedge under a door keeps the door from moving.

Example

Screw: A screw can raise weights or it can press or fasten objects. A bolt or a jar lid is a screw. The jar lid tightens onto the jar with a screw.

Lever: A lever is an arm that pivots (turns) against a fulcrum (point). The fulcrum is the resting or balancing point upon which a lever turns. Someone or something has to push or pull on a lever to make it work.

Wheel and Axle: The wheel and axle is a kind of lever that moves objects across distances. The axle is a rod that goes through the wheel. This lets the wheel turn. The wheels of a car or bicycle are wheels and axles, which allow the car or bicycle to move easily although it is a heavy object.

Pulley: This simple machine is made up of a wheel and a rope. The rope fits on the groove of the wheel. One part of the rope is attached to the load. When you pull on one side of the pulley, the wheel turns and the load will move. Pulleys let us move loads up, down, or sideways. Pulleys are good for moving objects to hard to reach places. It also makes the work or moving heavy loads a lot easier.

Lesson 3: Activity: Break students into 5 groups and give each group the materials to build a different simple machine and the Your Simple Machine Station handout. Have each group figure out which simple machine they have at their station and then have them put it together. Let each group present their simple machine to the class. The teacher will present an example of a wheel and axle since it may be too complicated for students to construct in class. Assessment: Have students turn in a write-up about their observations of one other station. Their handout should guide their write-up.

Your Simple Machine Station

FIGURE IT OUT! You have been assigned to a simple machine station. At your station, there are the materials to demonstrate one of the six simple machines. Figure out which one it is and assemble it. Our simple machine is the ___________________________

PUT IT TO WORK! Now, put your simple machine to work. As a group, use the machine and discuss the following: 1. What your simple machine is 2. The uses of your simple machine 3. Some examples of other machines that may use your simple machine You can write your ideas here:

OBSERVATIONS! Observe the simple machines from the other stations. Imagine doing a task that could involve this simple machine. Think about the following: The task that needs to be done. How you would do a task with your bare hands. How you would do a task using a simple machine for help. Why it is better to do the task with the machine.

Lesson 4: Discussion: Ask the class for examples of simple machines they have seen. Lead a discussion on why theyre important or how life would be different if we didnt have simple machines. Ask the students to think about complex machines. Ask them if they can think of any that they have seen. Some examples are bicycles and elevators. Activity: As a class, go on a mini field trip to find simple and complex machines. Start in the classroom and have students point out simple or complex machines they see. Then take the class around the school to see show them how simple and complex machines are all around us. Have them raise their hand when they see one and share it with the class. Lesson 5: Activity: Give students the What Do You Think? handout to complete. Walk around to help them out while they work. Have students share their work with a classmate around them. Let them discuss the task they do that involves a simple machine. Activity: In small groups, give students a balance scale and have them discuss which simple machine it is. Once they have established it is a lever, give them materials to weigh and compare. Homework: Give students a copy of the Daily Doings with Simple Machines handout to take home with them and have them bring it back completed the next day. Their findings will be discussed in class.

Name: ___________________ Date: ___________ What do you think? 1. Think of a chore or task that you dislike doing and write it below. (Examples: making your bed, washing the dishes, or taking out the trash) ____________________________________________________ 2. Brainstorm ways you use simple and complex machines to make the task easier. Draw your design below.

3. Label all of the simple machines in the drawing of your design.

Name:_____________________ DAILY DOINGS WITH SIMPLE MACHINES How many times do you use simple machines during the day? Make an estimate and fill in the blank below. My Estimate I think I use simple machines _____________________ times a day. Record of Simple Machine Use Write down the name of each object you use and what type of simple machine it is. Then put a checkmark next to the name of each simple machine every time you use it. You may attach another sheet of paper to this worksheet if needed. Add all your checkmarks up at the end of your day! Object Used Example: Curtain Cord Type of Simple Machine Pulley

Your Results Did you use simple machines more or less often than you estimated you would?

Lesson 6: Discussion: Review the students homework as a class. Discuss what kind of simple machines they use on the daily basis and how they are helpful. Activity: Have groups of common simple machines spread around the room for the students to play with. Split the students into groups to rotate around the room and have them discuss what kind of simple machine each group is and how they are similar and different. Lesson 7: Assessment: Have simple machines and complex machines laid out for students to see. Have them label each one with the correct name and give an example of each that they could find at home. Have them turn this in for a grade.

11) Teaching aids:

12) Assessment tools: (tests, observation forms, rubrics, etc.) a) Picture Sort will be checked for accuracy. (___/6 points) b) Daily Doings with Simple Machines will be checked for completion. c) Students observation write-ups from lesson 3 will be graded based off the following rubric in section 13. d) Students final assessment in lesson 7 will be graded based off the following rubric in section 13.

13) Assessment rubrics:

Student Observation Write-Up Rubric

Circle the appropriate score. Then average the scores to get the final grade. The students writing:
Points Objective 1 Does not show understanding of the objective 3 Somewhat shows understanding of the objective 5 Shows understanding of the objective

Demonstrates that they understand how to do a task with the help of the simple machine. Demonstrates that they understand how to do a task without the help of the simple machine. Demonstrates that the student understands the benefit of the simple machine described.

Total points: ________/5

Machines All Around Us: Assessment Rubric

Student labels the following correctly: Inclined Plane Wedge Screw Lever Wheel and Axle Pulley Complex Machine _______/2 _______/2 _______/2 _______/2 _______/2 _______/2 _______/2

Students gives an example of the following: Inclined Plane Wedge Screw Lever Wheel and Axle Pulley Complex Machine _______/2 _______/2 _______/2 _______/2 _______/2 _______/2 _______/2

Total points:

______/28

14) Extension activities: a) This unit can lead into activities using tools made up of simple machines. b) Students could build certain machines used in future experiments, such as a Morse Code Buzzer.

Activities to meet the needs of diverse learners: a) Songs or rhymes about machines could help auditory learners and putting actions with each line would help get kinesthetic learners moving and engaged. b) Having examples of the simple machines would be beneficial for a hearing impaired student so that he/she could get a better idea of the machine by looking at it and touching it.

15) Sources: http://www.doe.virginia.gov/testing/sol/standards_docs/ http://www.wpi.edu/Images/CMS/PIEE/4g1.pdf http://sciencenetlinks.com/lessons/move-it-with-simple-machines/