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Simple Machines

Simple Machines

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Published by Cassie Peterson
A short lesson on the basics of simple machines.
A short lesson on the basics of simple machines.

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Published by: Cassie Peterson on Apr 28, 2013
Copyright:Attribution Non-commercial


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Simple Machines Grade/Subject: 5th – Science Objectives:   The students will be able to identify the six types

of simple machines. The students will be able to classify simple machines by finding examples.

Standards Addressed: Science Standards:  Give examples of simple machines and demonstrate how they change the input and output of forces and motion. INET NETS Standards:  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Purpose: The purpose of this lesson is to teach students about the basics of simple machines. By the end of the lesson, I want them to be able to identify examples of simple machines and why. Learning Environment: From the beginning of the year, my students are always working

together. I start by putting them into teams, where they rely on each other throughout the year. Even though they work with many different students throughout the year, they have the same four students to turn to when they have questions or concerns. In addition, we do a lot of group discussions. Students are asked to reflect on lessons and new concepts with each other and raise questions. I try to incorporate many different questioning techniques. By modeling these procedures, my students are able to feel more comfortable with completing tasks independently.
Description of Learners: In my class this year, I have 25 students. There are 12 boys and 13 girls. They are an energetic class and have a variety of learning styles. During an inventory taken in the beginning of the year, most students said they learn best through hands-on activities. However, a couple students said they learn best through visual representation and three said they are auditory learners. According to our tests, four of them qualify for Gifted and Talented Services. In addition, I have six students who are in the Title 1 program and two in ESL. I also have two students who qualify for Special Education Services in math and three who receive services in Reading. I also have one student who is identified as having Autism. One student is identified as having Developmental Delay and suffers from other physical ailments, such as Early Childhood Arthritis. Finally, one student was born with only one arm and requires adaptations through and existing IEP.

Introduction:       Lesson:      Show students the YouTube video I created. Give students a variety of simple machines and ask then to make observations about the machine and document in their notebooks (computers or tablets can also be used to do this). Tell students that when we classify things, we put them in categories. Ask students to classify their objects by grouping themselves together with machines they think are similar. Walk around using questioning techniques to help them find the right group. After, ask students to play the games on Edhead to practice identifying more simple machines. Begin by asking students to imagine they are at a zoo and the zookeeper is asking them to help him figure out how to move the biggest animals there. Give students a couple minutes to write down their ideas. Ask students, “What are some ways in which you might move that animal?” Write down suggestions given by students Circle the answers that are machines and ask students why we use machines. Tell students that machines help make work easier.

Assessment:  After students have spent time exploring and playing with simple machines, ask students to look for objects around the school or in their home. They will create a short (2-3 minute) presentation based on the types of simple machines they were able to identify. Pictures of objects will work, along with the actual object. Give students multiple means of finishing this project. They can do an oral presentation or a presentation that involves software programs. A simple rubric will be used to grade each student.

4 Presentation is organized, sequential, and easy to follow. Very logical and interesting 4 The student speaks clearly, makes eye contact with his/her audience, and use precise pronunciation

3 Presentation is organized and logical.

2 Presentation is hard to follow because it is either disorganized or the student jumps around 2 Student mumbles and spends time looking through notes or reading off the screen, instead of presenting.

1 Information is disorganized and out of order, very hard to follow. 1 The student mumbles, speak too softly, or mispronounce words. He or she makes no eye contact is and the presentation is not engaging.

3 The student usually speaks clearly and makes eye contact.

4 The student a full depth of knowledge and is able to answer questions with elaboration and examples.

3 Student seems to understand the topic and answer questions but do not elaborate.

2 Student seems to be uncomfortable with the information and are unable to answer questions be students or teachers.

1 Student leaves out key concepts, are not able to answer questions, and/or report misleading information.

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