Forces and Simple Machines - UBC Blogs



center510003963670Forces and Simple MachinesTanya WinshipUBC Teacher Candidate2014 906000Forces and Simple MachinesTanya WinshipUBC Teacher Candidate2014 Table of ContentsUnit Rationale2Guiding Goals2Assessment2Cross-Curricular Connections3Unit Timeline5Unit Overview6Extensions and Adaptations13Forces and Simple MachinesGrade Level: 4/5 Timeline: 4 weeksUnit RationaleThis unit has been created to connect with the grade 5 curriculum, covering both forces and simple machines. The unit will explore how forces around us affect the movement of objects, how machines use forces to do work, and how we use simple and compound machines to do work for us. Much of this unit comes from the BC Science Probe 5 textbook, but there is also a number of hands-on activities and experiments that go beyond the textbook and allow students to explore and think critically about the information being provided. This unit will also involve some buddy activities with the grade ? class who are beginning to learn about forces and simple machines themselves, albeit to a lesser degree. By working with our buddies, we can create a mutually beneficial relationship as we discover the beauty of simple machines. Such activities include building boats and thinking about ways to protect an egg that falls from an extreme height. Through these interactive activities, students will gain a deeper understanding and participate in experiential learning. Guiding GoalsThe following goals have been taken from the BC Curriculum guide for Grade 5 Science. demonstrate how various forces can affect the movement of objectsdemonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheelAssessmentAssessment for this unit will come from students’ participation in and completion of hands-on activities, worksheets, questions from the text, and review package. Each activity completed will have a corresponding write-up which will ask the students to think critically about the activity and explain their thoughts or impressions of it. The final assignment for this unit will be to create a compound machine and complete a write-up explaining what purpose the machine has, why it makes our lives easier, and what simple machines it uses. Cross-Curricular ConnectionsSciencePrescribed Learning OutcomesSuggested Achievement IndicatorsIt is expected students will be able to…demonstrate how various forces can affect the movement of objectsaccurately describe the effects of increasing and decreasing the amount of force applied to an object (e.g., lifting a wooden block)compare the effects of friction on the movement of an object over a variety of surfaces (e.g., sandpaper, rug, smooth wood, chalk dust, gravel)with teacher support, design a fair test to see how an object’s motion is affected by ramps with different surfaces, slope, length, and initial heightdemonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheelidentify and classify everyday devices according to the six basic machines (lever, wedge, inclined plane, screw, roller, axle, wheel, and pulley)compare the advantages and disadvantages of various simple machines for identical tasks (i.e., choosing the right machine for the right job)design a compound machineidentify the simple machine incorporated into the working parts of compound machines designed for a specific task (e.g., lifting, pulling, and carrying heavy loads)proficiently assemble a compound machine, illustrating in detail how it is constructed from a combination of simple machinesdescribe applications of simple and compound machines used in daily life in BC communitiesgive several examples of some common heavy machines that contain simple machines (e.g., fork-lift, grader, crane, log-loader)illustrate in detail how a combination of simple machines can be used to solve various problems in daily lifedescribe the various ways in which Aboriginal peoples in BC have used machines to meet basic and artistic needs in their daily livesLanguage ArtsPrescribed Learning OutcomesSuggested Achievement IndicatorsIt is expected students will be able to…A1use speaking and listening to interact with others for the purposes ofcontributing to a class goal sharing and explaining ideas, viewpoints, and opinions (e.g., debating)improving and deepening comprehensionsolving problemscompleting tasksshare ideas relevant to class activities and discussions (e.g., in pairs or small groups, brainstorming, literature circles, book clubs)listen to classmates and others without interruptingspeak and listen to respond to others’ needs, feelings, and reactions, taking into account verbal and nonverbal cues (e.g., tone, inflection, body language, facial expression)speak respectfully and use appropriate language and tone when disagreeingshare differing viewpoints and perspectives; learn how to “agree to disagree”speak and listen in partner, small-group, and whole class discussion to accomplish a task ask for assistance when needed, and provide support for others sustain conversations with classmates and adultsA4select and use strategieswhen interacting with others, includingaccessing prior knowledge making and sharing connectionsasking questions for clarification and understandingrefer to relevant texts they have read or heard, or contribute relevant experiences to the topic or taskconnect and relate prior experiences, insights, and ideas to those of a speakermake connections to personal and shared ideas and experiences by talking in pairs or small groupsfollow classroom guidelines for interacting (e.g., respectful listening, accepting differing opinions)ask thoughtful questions and respond to questions with appropriate elaborationMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYApril 7th Lesson 1: What is Motion?April 8th Lesson 2: Forces of MotionApril 9th Lesson 3: FrictionApril 10th Lesson 4: Transfer of EnergyApril 11th April 14th Lesson 5: Combining ForcesApril 15thLesson 6: Simple MachinesApril 16th Lesson 7: Levers and WheelsApril 17th April 18th NO SCHOOLApril 21stNO SCHOOLApril 22ndLesson 8: Pulleys and PlanesApril 23rdLesson 9: ScrewsApril 24th April 25th April 28th Lesson 10: Compound MachinesApril 29th Lesson 11: ReviewApril 30th Lesson 12: Create a Compound MachineMay 1st Lesson 12 (cont’d)May 2nd NO SCHOOLUnit TimelineUnit OverviewTopicLearning Outcomes(SWBAT)ActivitiesMaterialsAssessment1What is Motion?- identify ways things move- think critically about movementAsk students to write a list of words or phrases that describe the way things move. Next to each entry, have students draw a picture or diagram to illustrate the word or phrase.Invite students to share their ideas. Students may physically demonstrate some of their motion words or phrases. Encourage students to talk about the variety of motions. Ask what the fastest moving thing you can think of or what’s the funniest, weirdest motion you have ever seen? Suggest that students be on the lookout for interesting and unusual motions as they work through the unit.Write a journal entry answering the following questions: - What things can you name that move?- What things don’t or can’t move?- What moving things helped you get to school?- How can you tell whether or not an object is moving?SMARTBoardLined paperWriting toolsjournal entry2Forces of Motion: Push/Pull- describe movement as either push or pull and classify movements as suchHave students look around the classroom and make some general observations (mentally). While students’ eyes are closed, move a conspicuous object from its place in the classroom. When students open their eyes, ask if they notice anything different around the classroom. When they point out the object has moved, ask how they know I moved. Give each student an object (toy car, marble, yo-yo, slinky) and ask the students to make the object move. Have them share how the object moves.Read pages 4-7 of BC Science Probe 5 and answer a set of questions.Various objects (1 for each student) – slinky, yoyo, toy car, etc.BC Science Probe 5questions from text3Friction- define and explain friction - illustrate how surface texture affects frictionGet students to rub their hands together very quickly. Explain that the heat they feel is caused by a force called friction. Friction tries to stop things sliding past each other and slows things down. Without friction, we would slip over every time we tried to walk.Read pages 8-13 of BC Science Probe 5 and answer a set of questions.When students are completed, they can complete some experiments with friction. (Test different surfaces, how many marbles needed to move and textbook on carpet, add marbles).BC Science Probe 5SandpaperTable ClothStringYogurt CupMarblesquestions from text4Transfer of Energy - understand that force can be transferredIncline marble races. Slide a marble down a ramp at different slopes. Ask students to predict at which slope the marble will move the fastest.Read pages 16-19 of BC Science Probe 5 and answer a set of plete investigation on pages 20-22 of the text (in groups of 3). Ramp (pool noodle cut in half), marble, and timerBC Science Probe 5Empty can, masking tape, measuring tape, full can, boardquestions from textcomplete investigation5Combining Forces- access prior knowledge about what has been learned- understand that forces are not independent of each otherBrainstorm with class what we have learned thus far about force and motion. (How do things move? What affects how they move or how fast they move?)Read pages 24-26 of BC Science Probe 5.Watch The Magic School Bus, season 1, episode 10: “The Magic School Bus Plays Ball.”SMARTBoardBC Science Probe 5The Magic School Busbrainstorm activity6Simple Machines- identify items as machines (or not)- predict and re-evaluate their ideas Have students independently brainstorm any and all machines they can think of. Ask them to write their ideas down.Have a collection of machines (some simple, some complex, and some things that aren’t machines at all). Students should do a gallery walk and check off (on a sheet) which of these are machines and which are not. Read pages 32-38 of BC Science Probe 5 and complete an accompanying worksheet.Ask students to re-evaluate their initial impressions of the machines. Has their understanding changed at all? Students should note any changes to their observation and write an exit slip to explain their process.Variety of items (some machines, some not, simple, compound)ChecklistBC Science Probe 5Worksheetrecord of brainstormcompleted checklistworksheet7Levers and Wheels- identify and explain the importance of levers- classify various levers (first-, second-, and third-class) - explain the importance of wheelsDemonstrate what a lever looks like and how it is used (to crack a nut, to open something, to sweep). Have students explore levers using a ruler and a marker. Does it matter where the marker that supports the ruler is placed?Read pages 39-41of BC Science Probe 5 and complete a worksheet on the classes of levers.Students should then read pages 42-43 of BC Science Probe 5 before exploring wheels. Students will be given a variety of materials and asked if wheels make it easier or harder for the object to move. Have students make inferences and record their observations.Nutcracker, screwdriver, broom (or other levers)Ruler and markerBC Science Probe 5WorksheetMaterials (wheels, spools, construction paper, pipe cleaners)worksheetparticipation in exploration8Pulleys- describe the use and purpose of a pulley- determine the difference between a fixed pulley and a moveable pulley- describe the advantages and disadvantages of each type of pulley Show a series of images of pulleys (or bring them in) and ask students to predict what the purpose of the pulley is and why it is designed a specific way. After students have written down some general hypothesis, ask a volunteer to explain if and how force is being used and/or is changing. If possible, demonstrate with the flagpole?Read pages 45-46 of BC Science Probe 5 and write down key vocab. In groups of 3, have students make their own pulley system (reproducible 12A) and answer the questions. Images of pulleys (or items)BC Science Probe 5Sticks and stringcompletion of key vocabworksheet with activity9Planes and Screws- explain what a plane is and why it is important- explain what a screw is and why it is important Ask students to look at the question on page 48, which path would they choose to take? Explain why. Read pages 48-49 of BC Science Probe 5. Were they correct in their guesses?Have students record all the inclined planes they can think of with illustrations if possible.Read pages 49-51 of BC Science Probe 5 as a class. Have students continue by independently reading pages 52 and 53. Students should then complete a set of questions on the information from the textbook. BC Science Probe 5record of planesquestions from text10Compound Machines- determine the difference between a simple machine and a compound machine- illustrate how compound machines have changed over timeAsk students to return to their observation sheets from the beginning of the unit. Which of those machines was a simple machine? What about the other ones? Read pages 58-63 as a class and review by completing a Venn Diagram on the board comparing simple machines to compound machines. Students should read 66-77 independently, identifying anything that they need further clarification on. Checklist from previous classSMARTBoard with Venn DiagramBC Science Probe 5completion of Venn Diagramcompared checklist11Review- apply previous knowledge and learning to complete a summary of the unitStudents should finish previously assigned reading. A review package will be provided and students must complete before moving on to the final assignment. Review packagecompleted review package (graded)12Create a Compound Machine- know the difference between a simple and compound machine- create a compound machine that uses simple machines to complete an everyday task- use their learning to demonstrate understanding and justify their creationStudents will create a machine to accomplish an everyday task. It is not necessary for students to physically create the machine, but they must draw a detailed diagram that illustrates the various parts of the machine.In addition, students must write a report, answering the following questions:Name of machineWhat is its purpose? What task will it complete?Is this more efficient than the traditional way of completing a task? Why or why not?What simple machines were used in the creation of your compound machine?Could this machine actually be created? Why or why not?Variety of materials (as needed)creation of compound machine (according to a rubric)Extensions and AdaptationsThis unit is primarily focused on grade 5 curriculum. As such, grade 4 students will still participate and be required to complete activities, but the overall understanding for grade 4 students will be accounted for in assessment Experiential learning, where possible, will replace or enhance the textbook readings. In addition, a number of subsequent experiments may occur should time permit. Some of these can be found on the Science World website: . These activities have not been described in the unit overview, but will be considered as extensions of learning and will take place should time permit. Adaptations will be made on an individual basis and students may focus on one area they are interested in. By not having a unit test, I hope to engage students in a more active way to illustrate their understanding of the material. A final project that asks students to create a compound machine will act as assessment and may be a good way to engage all learners. ................
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