Model-It

LEARNING
PLAN
Tara Anderson
Science
3rd Grade
Inquiry Into Simple Machines
Learnin Tarets
I can ! ! !create a model "ith "heels and a#les to sho" ho" $orce e$$ects its motion!
I can ! ! !o%ser&e and measure a "heel and a#le model to sho" a pattern and predict $uture
actions!
Ne#t Generation Science Practice's()
Asking Questions and Defining Problems
Define a simple problem that can be solved through the development of a new or improved object
or tool. (3-P!-"#
Ne#t Generation Per$ormance E#pectation's()

3-PS*-+! Plan and conduct an in&estiation to pro&ide e&idence o$ the e$$ects o$ %alanced
and un%alanced $orces on the motion o$ an o%,ect!
$%larification tatement& '(amples could include an unbalanced force on one side of a ball can make it start
moving) and* balanced forces pushing on a bo( from both sides will not produce an+ motion at all.,
$Assessment -oundar+& Assessment is limited to one variable at a time& number* si.e* or direction of forces.
Assessment does not include /uantitative force si.e* onl+ /ualitative and relative. Assessment is limited to
gravit+ being addressed as a force that pulls objects down.,
3-PS*-*! Ma-e o%ser&ations and.or measurements o$ an o%,ect/s motion to pro&ide e&idence
that a pattern can %e used to predict $uture motion!
$%larification tatement& '(amples of motion with a predictable pattern could include a child swinging in a
swing* a ball rolling back and forth in a bowl* and two children on a see-saw., $Assessment -oundar+&
Assessment does not include technical terms such as period and fre/uenc+.,
Essential Science 0uestion)
0hat is a force1
2ow are the forces of pushing and pulling the same1
2ow are the+ different1
Materials.Resources.1iital Media Needed)
3ails (" per group#
-utton (" per group#
4 Piece of st+rofoam
3 cardboard ramps (per group#
3 stacks of books (! books* " books* and 5 books per group#
+ard stick (4 per group#
Data collecting worksheet (4 per person#
Model-It Learnin Acti&ity
Enae
As a class* discuss what simple machines are. -uild one list b+ writing
students6 ideas on the board. Add to that list the things the+ wonder about
simple machines or don7t know.
how e(amples of simple machines and discuss the ideas the+ added to the
list without telling them which ones could be true about the simple machines.
Allow them to predict and interpret simple machines from prior knowledge..
E#plain
Explain that objects at rest will remain at rest unless acted upon by an
unbalanced force. Objects in motion will remain in motion at the same speed
and direction unless acted upon by an unbalanced force. A force is a push or
a pull.
A simple machine is a device that makes work easier. The six simple
machines are: inclined plane, wedge, screw, lever, wheel and axle, and
pulley.
All simple machines transfer force. Some change the direction of force, while
others change the strength of the force. Still others change both the direction
and the strength. Most simple machines make work easier by allowing you to
use less force over a greater distance to move an object. Some machines
make work easier by allowing you to move things farther and/or faster.
Explain to students that they will build a model car (axel and wheel) and test
different heights of incline planes
E#plore
8orm three groups.
Allow students to see patterns and record findings on attached worksheet.
2ave students construct mental and conceptual models of simple machines
within their journals* notebooks* or worksheet.
Model
Ask students to develop a model car out of the t+rofoam* nails* and buttons.
9nderstand the relationship between parts of the model and actual simple
machines.
Provided suggestions for improving our model.
9nderstand the effect of the height of the ramps to the distance traveled.
:nce the models are completed&
%omplete three trials at heights of ! books* " books* and 5 books (depending on the
thickness of the books#.
9se a +ardstick to measure and record the distance traveled from the bottom of the
ramp to the front of the stopped car.
E&aluate As- students to respond to the $ollo"in)
Describe +our car model.
'(plain how +our model shows how force and motion var+ depending on the
height of the incline plane ramp.
Will the height of a ramp change how far a car travels down a track?
2ow can +our model be improved1
Ask students to show their model car to other groups.
;ou* as the teacher* should be able to evaluate the understandings of the
group work and progress in making a model car and b+ reviewing the results
of the data worksheet.
Asses their worksheets and the answers the+ provided for the before and after
evaluations of their wheel and a(el car model* as well as the data collection
worksheet.
E#tend
imple machine scavenger hunt
%ards are placed around the room with clues to a simple machine.
tudents must match the card number and the worksheet number in order to
match the correct clue with the correct simple machine
Re$erences)
3< =ead tates. (!>43#. Next generation science standards: For states, by states ('arth7s Place
in the 9niverse). ?etrieved from http&@@www.ne(tgenscience.org@search-performance-e(pectations1
tidA!$,B43CtidA!$,B4"Ctid$,B!DCtermAnodeAtidAdepth$,B4>>
1.) Will the height of a ramp change how far a car travels
down the track? Why?
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
2.) Describe your car and track model. Use inclined plane
and wheel and ael in your description.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
!.) "plain how your model shows how force #push$pull)%
motion #ob&ects direction$speed)% and work #force used to
move ob&ect over a distance) vary depending on the height
of the incline plane ramp.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
'.) (ow could you improve your model car?
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA