Unit Title: Simple Machines Lesson Title: Simple Machines Game Grade Level: Grades 3-4 Lesson Objectives:

Compare and contrast the form of different types of simple machines Compare and contrast the function of different types of simple machines Discover how simple machines can apply pushes or pulls (forces) to make things move Standards: NYS Standard 4 Key Idea 5: Energy and matter interact through forces that result in changes in motion CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented Procedure: Instructional Strategies/ Learning Tasks 1. Introduce simple machines game. Twitch's friend has asked him to collect four special parts that are needed to build a robot. In order to collect each of the robot parts, you will need to complete four challenging levels. You will use different types of simple machines, including an inclined plane, a wheel and axle, and a lever. Your goal is to help Twitch collect the robot parts using as little effort as possible. 2. Distribute student handout. 3. Ask students to turn to the first page of their packet. Explain what the students will need to do as they help Twitch collect the robot parts. Post expectations on the board. (Expectations are also listed on the Simple Machines Game webpage.) Make a prediction at the start of each level and record your prediction in your packet Record the amount of force left in your packet after testing your prediction Answer the question, "Did you successfully retrieve the robot part?" in your packet (If you were unsuccessful, try something different.) Prepare to share what you observed with the class before moving on to the next level; we will work Accommodations Preview game Review student objective

Review packet Display expectations for activity Review definition/ example of a prediction

together to from a conclusion based on our observations 4. Students complete levels 1-4 of the simple machines game. After each level, prompt students to share what they have observed. Work together to write a conclusion. See the table below for discussion questions and sample conclusions. 5. After students have completed levels 1-4, distribute student assessment.

Model writing a conclusion that summarizes what was observed Assessment gives students a choice to show their understanding by drawing OR writing Sample Conclusion The longer the incline, the more distance is used. The more distance you have, the less force you use to do the same amount of work. Moving the fulcrum changes the amount of force it takes to move the load.

Level Level 1: Inclined Plane Note: It may be helpful to complete level 1 as a class before the students begin working independently. Level 2: Lever

Discussion Questions Why do you think the pencil was the only inclined plane that Twitch could climb?

What word would scientists use to describe the yellow battery? How did the placement of the battery affect the outcome? Did the larger or smaller wheels use less force? Why do you think the second pulley system did not work? How does the number of pulleys in a system affect the amount of force needed to lift the weight?

Level 3: Wheel and Axle

The bigger the wheel, the less force is needed to do the same amount of work. As the number of pulleys in a system increases, the amount of force needed to left the weight decreases.

Level 4: Pulley

Materials and Resources: Student computers Simple machines game http://schacksimplemachines.weebly.com/simple-machines-game.html Student packet Student assessment