Understanding Structures and Mechanisms- Movement

Name: Katherine Parker

Lesson One: Introduction to Movement Subject: Science

Grade: Learning Goals: Today we will learn about different forces and types of movement so that we
2 can sort objects by their movement.

Success Criteria: You know you understand when you can identify some ways that objects
move and change position, and explain what it means to push and pull an object.

Ontario Curriculum Overall Expectations:

● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 2.2- Investigate and describe different kinds of movement
● 3.1- Describe different ways in which objects move (e.g., turning, spinning, swinging, bouncing,
vibrating, rolling)
● 3.2- identify ways in which the position of an object can be changed (e.g., by pushing, by pulling,
by dropping)

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Book- Motion: Push and Pull, Fast
● Discussion and observation as students complete and Slow by Darlene Stille and
the activities Sheree Boyd
o https://www.youtube.com/wa
tch?v=qTEvLIPzW28
Accommodations / Modifications: ● https://www.youtube.com/watch?v=
● -lOyW3pEUl0
● JamBoard Activities
● All About Motion Worksheet

Time: 15 Introduction: Motivational Hook

minutes ● Discussion- “What does it mean for something to move?”
Groupings:
● Video (https://www.youtube.com/watch?v=qTEvLIPzW28) of book “Push and Pull,
Fast and Slow” which describes different types of movement
o Stop video at 1:05
o JamBoard
▪ Slide 1- “What motion words can you think of?”
▪ Slide 2- “How can these objects move?”
Time: 30 Lesson:
minutes ● Watch the video (https://www.youtube.com/watch?v=-lOyW3pEUl0) on push and pull
Groupings: ● Jamboard
○ Slide 3- “What things can we push? What things can we pull?”
○ Slide 4- “Match the images to push or pull”
● Worksheet- All About Movement
○ What would be best for rolling, draw a picture of something that swings, draw a
picture of something you can push and something you can pull
Time: 5 Closing:
minutes ● Discussion- “What are some different types of movement that we talked about? What
Groupings:
does it mean to push? What does it mean to pull?”

Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
Lesson Two Part One: Introduction to Simple Machines Subject: Science

Grade: Learning Goals: Today we will learn what a simple machine is and how they can make our
2 lives easier.

Success Criteria: You know you understand when you can identify what a simple machine is
and name some examples of a lever, wheel and axle, and pulley.

Ontario Curriculum Overall Expectations:

● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 2.5- Use appropriate science and technology vocabulary
● 2.6- Use a variety of forms to communicate with different audiences and for a variety of purposes
● 3.3- Identify the six basic types of simple machines- lever, inclined plane, pulley, wheel and axle,
screw, wedge- and give examples of ways in which each is used in daily life to make tasks easier
● 3.4- Describe how each type of simple machine allows humans to move objects with less force
than otherwise would be needed
● 3.5- Identify simple machines used in devices that move people

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Book- Simple Machines by DJ Ward
● Discussion and observation as students complete ● Video- The Simple Machines Song
the activities (https://www.youtube.com/watch?v
=iQu3GY509ZM)
● Simple Machines Sorting Game
Accommodations / Modifications: ● Simple Machines Booklet Handout
●
Time: 15 Introduction: Motivational Hook
minutes ● Watch the video “The Simple Machines Song”
Groupings:
(https://www.youtube.com/watch?v=iQu3GY509ZM) to introduce simple machines
● Discuss how simple machines help make our lives easier
● Read the book “Simple Machines” (only lever, wheel and axle, and pulley)
Time: 30 Lesson:
minutes ● Simple Machines Sorting Game
Groupings: ○ There are 3 cups- one for lever, one for wheel and axle, and one for pulley.
Each cup has 4 different examples of the simple machine. Students will work
together to decide which cup each image belongs to (ex: roller blades in the
wheel cup)
● Simple Machines Booklet
 ○ Students can colour the title page, as well as the lever, wheel and axle, and
pulley pages of their booklet
○ Pages should not be cut out or stapled yet!
Time: 5 Closing:
minutes ● Discuss
Groupings:
○ “What is a simple machine? What does it help us do?
○ “What are the three types of simple machines we learned about today? What
are some examples?

Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
Lesson Two Part Two: Introduction to Simple Machines Subject: Science

Grade: Learning Goals: Today we will learn what a simple machine is and how they can make our
2 lives easier.

Success Criteria: You know you understand when you can identify what a simple machine is
and name some examples of an inclined plane, wedge, and screw

Ontario Curriculum Overall Expectations:

● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 2.5- Use appropriate science and technology vocabulary
● 2.6- Use a variety of forms to communicate with different audiences and for a variety of purposes
● 3.3- Identify the six basic types of simple machines- lever, inclined plane, pulley, wheel and axle,
screw, wedge- and give examples of ways in which each is used in daily life to make tasks easier
● 3.4- Describe how each type of simple machine allows humans to move objects with less force
than otherwise would be needed
● 3.5- Identify simple machines used in devices that move people

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Book- Simple Machines by DJ Ward
● Discussion and observation as students complete ● Video- The Simple Machines Song
the activities (https://www.youtube.com/watch?v
=iQu3GY509ZM)
● Simple Machines Sorting Game
Accommodations / Modifications: ● Simple Machines Booklet Handout
●
Time: 15 Introduction: Motivational Hook
minutes ● Watch the video “The Simple Machines Song”
Groupings:
(https://www.youtube.com/watch?v=iQu3GY509ZM) to introduce simple machines
● Discuss how simple machines help make our lives easier
● Read the book “Simple Machines” (only inclined plane, wedge, and screw)
Time: 30 Lesson:
minutes ● Simple Machines Sorting Game
Groupings: ○ There are 3 cups- one for inclined plane, one for wedge, and one for screw.
Each cup has 4 different examples of the simple machine. Students will work
together to decide which cup each image belongs to (ex: wheelchair ramp in
the inclined plane cup)
● Simple Machines Booklet
○ Students can colour the rest of their booklet
 ○ Pages can be cut out and stapled together if time permits!
Time: 5 Closing:
minutes ● Discuss
Groupings:
○ “What is a simple machine? What does it help us do?
○ “What are the three types of simple machines we learned about today? What
are some examples?

Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
Lesson Three: Identifying Simple Machines Subject: Science

Grade: Learning Goals: Today we will explore the different types of simple machines and identify
2 examples.

Success Criteria: You know you understand when you can identify each simple machine and
explain how they can help us.

Ontario Curriculum Overall Expectations:

● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 2.1 Follow established safety procedures during science and technology investigations
● 2.5- Use appropriate science and technology vocabulary
● 2.6- Use a variety of forms to communicate with different audiences and for a variety of purposes
● 3.3- Identify the six basic types of simple machines- lever, inclined plane, pulley, wheel and axle,
screw, wedge- and give examples of ways in which each is used in daily life to make tasks easier
● 3.4- Describe how each type of simple machine allows humans to move objects with less force
than otherwise would be needed
● 3.5- Identify simple machines used in devices that move people

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Video- The Simple Machines Song
● Discussion and observation as students complete (https://www.youtube.com/watch?v
the activities =iQu3GY509ZM)
● Examples of each simple machine
for students to explore
Accommodations / Modifications: ● Simple Machines Booklet Handout
●
Time: 5 Introduction: Motivational Hook
minutes ● Watch the video “The Simple Machines Song”
Groupings:
(https://www.youtube.com/watch?v=iQu3GY509ZM)
● What are the six simple machines that we have learned about?

Time: 40 Lesson:
minutes ● Simple Machine Exploration
Groupings: ○ There will be an example of each of the six simple machines for students to
explore. Everyone will get a turn to try using each simple machine, and we will
discuss (as a class) which simple machine we think each example is.
● Simple Machines Booklet
○ Students can use their booklets to follow along, and colour each simple
machine as we explore its corresponding example.
Time: 5 Closing:
minutes ● Discuss
Groupings:
○ “What are the six simple machines? What do they help us to do?”
○ “How do simple machines make our lives easier?”

Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
Lesson Four Part 1: Simple Machines Make Work Easier Subject: Science

Grade: Learning Goals: Today we will review the six different simple machines and examine how
2 they make work easier.

Success Criteria: You know you understand when you can identify and explain examples of
different simple machines, and explain how they help us.

Ontario Curriculum Overall Expectations:

● 1- Assess the impact on society and the environment of simple machines and mechanisms
● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 1.1- Assess the impact on society and the environment of simple machines and mechanisms
● 2.5- Use appropriate science and technology vocabulary
● 2.6- Use a variety of forms to communicate with different audiences and for a variety of purposes
● 3.4- Describe how each type of simple machine allows humans to move objects with less force
than otherwise would be needed
● 3.5- Identify simple machines in devices that move people

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Video- The Simple Machines Song
● Discussion and observation as students complete (https://www.youtube.com/watch?v
the activities =iQu3GY509ZM)
● Video- Six Simple Machines Rap
(https://www.youtube.com/watch?v
Accommodations / Modifications: =_NTCToqZ_3Q)
● ● Video- Work Smarter Not Harder
(https://www.science4us.com/eleme
ntary-physical-science/force-and-m
otion/simple-machines/)
Time: 10 Introduction: Motivational Hook
minutes ● Watch the videos “The Simple Machines Song”
Groupings:
(https://www.youtube.com/watch?v=iQu3GY509ZM) and “Six Simple Machines Rap”
(https://www.youtube.com/watch?v=_NTCToqZ_3Q)
● Review the different types of simple machines
Time: 15 Lesson:
minutes ● Watch the video “Work Smarter Not Harder”
Groupings: (https://www.science4us.com/elementary-physical-science/force-and-motion/simple-
machines/)
 ● Simple Machines make our lives easier and they help us do all sorts of things! Imagine
how hard it would be to lift a really heavy box, or to go up the stairs if you had to jump
all the way up to the top, that would be very difficult.
● Activity:
○ The mouse can’t reach the cheese because it is too high up! Using simple
machines, can you think of some different ways for the mouse to reach the
cheese?
Time: 5 Closing:
minutes ● Discuss
Groupings:
○ What are the six simple machines? How do they make our lives easier?

Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
Lesson Four Part 2: Simple Machines and Mechanisms Subject: Science

Grade: Learning Goals: Today we will investigate how simple machines go together to form
2 mechanisms.

Success Criteria: You know you understand when you can explain the parts of a mechanism.

Ontario Curriculum Overall Expectations:

● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 2.5- Use appropriate science and technology vocabulary
● 2.6- Use a variety of forms to communicate with different audiences and for a variety of purposes
● 3.4- Describe how each type of simple machine allows humans to move objects with less force
than otherwise would be needed
● 3.5- Identify simple machines in devices that move people

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Video- How to Draw a Bike
● Discussion and observation as students complete (https://www.youtube.com/watch?v
the activities =-R1HcGow4XM&t=453s)

Accommodations / Modifications:
●
Time: 10 Introduction: Motivational Hook
minutes ● Simple machines come together to form mechanisms. Let’s look at a bicycle.
Groupings:
o What simple machines do we see in a bike?
▪ The wheels, which spin and move
▪ The chain, which is a pulley that moves the wheels
▪ The pedals, which are levers move up and down
o So a bike has 3 different simple machines! Since they all work together, it is
called a mechanism.
Time: 15 Lesson:
minutes ● Art Hub- https://www.youtube.com/watch?v=-R1HcGow4XM&t=453s
Groupings: ○ Draw your own mechanism, a bicycle!
● Once finished, students can add detail (background, people, another bike, etc)

Time: 5 Closing:
minutes ● Discuss
Groupings:
○ What is a mechanism? How many simple machines did we find in a bike?
Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
Lesson Five: Putting It All Together Subject: Science

Grade: Learning Goals: Today we will design our own inventions using simple machines, to make
2 work easier in a candy factory.
Success Criteria: You know you understand when you can use simple machines to create an
invention, and explain how they work.

Ontario Curriculum Overall Expectations:

● 2- Investigate mechanisms that include simple machines and enable movement
● 3- Demonstrate an understanding of movement and ways in which simple machines help to move
objects

Ontario Curriculum Specific Expectations:

● 2.3- Investigate the structure and function of simple machines
● 2.4- use technological problem-solving skills and knowledge and skills acquired from previous
investigations, to design, build, and test a mechanism that includes one or more simple machines
● 2.5- Use appropriate science and technology vocabulary
● 2.6- Use a variety of forms to communicate with different audiences and for a variety of purposes
● 3.3- Identify the six basic types of simple machines

Assessment For Learning, Checking for Understanding Materials/Resources:

& Feedback ● Video- How Candy is Made
● Students will design their own machine to create a (https://www.youtube.com/watch?v
new type of candy in a candy factory. Students =T0ZQQPuM-ag)
should use a variety of simple machines in their
inventions (at least 3).
● Rubric
● Observation and discussion

Accommodations / Modifications:
●
Time: 5 Introduction: Motivational Hook
minutes ● Simple machines come together to form mechanisms that make humans’ lives easier!
Groupings:
o Show video “How Candy is Made”
(https://www.youtube.com/watch?v=T0ZQQPuM-ag)
▪ Stop video at 2:45
o What kinds of simple machines could we see in this candy factory?
▪ A wedge to cut the KitKat, wheels to roll the KitKats, inclined planes to
bring the KitKats up and down
o Introduce summative task, show an example
Time: 40 Lesson:
minutes ● Students will have the period to design, draw, and colour their own candy factory
Groupings: machines. They should circle each simple machine that they use in their invention.
 ● The teacher can discuss with students about their machines (ex: What simple machine
is this? What is it doing? How is it moving?)
Time: 5 Closing:
minutes ● Discuss
Groupings:
○ What kinds of simple machines did we use in our candy factories? How do
simple machines help us?
○ What are the six different simple machines?

Notes:
●

Lesson Reflection:

Note:
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will…
2 – Why: So that…
3 – Success Criteria for this Lesson:
You know you understand when…
 Candy Factory

Overall Incomplete Level 1 Level 2 Level 3 Level 4

Expectations

Knowledge and I have not used My candy I have used 2 My candy I have used 5 or 6
Understanding any simple factory has 1 different simple factory has at different simple
machines in my or 2 simple machines, or 3 least 3 different machines in my
Use the 6 simple
candy factory. machines. of the same simple candy factory.
machines to design a simple machine machines.
candy factory. in my candy
factory.

Thinking My candy The simple Some of the All of the simple All of the simple
Think about how the factory is machines in simple machines in my machines in my
missing simple my candy machines in my candy factory candy factory are
simple machines work in
machines. factory are candy factory are working working correctly
your candy factory.
not working are working correctly. and are unique
correctly. correctly. solutions.

Communication My candy My drawing My drawing is My drawing is My drawing is neat

Show your candy factory factory does not is hard to hard to neat. I can show and colourful. I can
use simple understand. I understand. I how the simple show how each
in a drawing, and explain
machines. cannot show may need some machines work simple machine
how it works.
how the help showing in my candy works in my candy
simple how the simple factory. factory in order to
machines machines in my show the process.
work in my candy factory
candy work.
factory.

Application My candy I cannot With some I can explain I can explain how my
Make connections factory does not explain how help, I can how my candy candy factory makes
between the 6 simple use simple my candy explain how my factory makes work easier, and
machines. factory candy factory work easier. connect this work to
machines and your candy
makes work makes work simple machines.
factory. How does it make easier. easier.
work easier?

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