Curriculum Guide

.

     Force and Motion -

                                Simple Machines

by
Elise Mooney and Helen Andersson

        Work smarter, not harder

  • Aim
  • Rationale
  • Audience
  • Pre-reguisites
  • Subject-Matter
  • Goals and Objectives
  • Instructional Plan
  • Materials
  • Assessment and Evaluation
  • Appendices
  • Resources
  • Glossary

    • Aim

     The aim of the Force and  Motion - Simple Machines Web  Page is to familiarize primary students with how simple machines help people do work.  This aim will incorporate use of the World Wide Web.
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    Rationale

    We believe that this module will address state goals  and Chicago Academic Standards.and Frameworks.  The acitivities associated with this module will also incorporate language arts and math goals.  The use of the World Wide Web will allow the students to work at their own pace and to explore related sites.

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    Goals and Objectives

    This physical science module supports the  Chicago  Academic Standards and Frameworks which in turn support state and national goals.  The following letters and numbers from left to right reflect  the Goals, Standards and Framework Statements as stated in the Chicago  Academic Standards book.
    Science:  11,A,1;  B,!,8;  C,!,3,4;    12,D,1,2
    Language Arts:  1,D,1;  3,A,1-5;  B,1-4;  C,1,2
    Math:  7,C,1;  10,A,B.
    The purpose of this module is to ;(1) enhance the students use of the internet search engine for simple machine explorations; (2) provide the teacher with lesson plans with links to other sites, resources and background information; and (3) to meet national, state and city goals
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    Audience

    The target audience for this  science module is third grade students and teachers.  However, many of the activities can be adapted for other primary students and teachers.  All that is needed on the part of the student is an open mind and a willing attitude because many of the concepts are introductory in nature.  To successfully  use the internet, the students should have some computer knowledge.  Teachers must be familiar with using the internet and have at least one computer with internet access and a web browser.
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    Subject-Matter

    This physical science module will cover four of the six types of simple machines; wheel and axle, pulley, lever and inclined plane.  In addition to the simple machines, we'll also discover the effects of pushing and pulling, inertia and friction.  This curriculum module is a working draft, not a complete or comprehensive module.
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    Instructional Plan

    This physical science unit is divided into two basic components: Teacher-directed Activities (Lessons 1-11) that involve teacher assessment of prior knowledge, whole class activities,cooperative group activities, and review of the steps for recording scientific procedures, (Lesson 13 ) that involve performance and written assessments; and Student-directed Explorations (Lesson 12) that explore simple machines and project ideas.  This unit is intended as a four week unit.  The length of this unit (time on task) depends upon the students' prior knowledge and the depth with which you and you students pursue each task. Note: (The reading of The Courage of Sarah Noble or other appropriate book should be read during language arts time.)
    Background Information for Teachers
    Scientific Procedure (Journal Page)
    Lesson 1--K-W-L Chart
    Lesson 2--Forces
    Lesson 3--Friction
    Lesson 4--Inertia
    Lesson 5--Review (Drama and Discussion)
    Lesson 6--Inclined Plane
    Lesson 7--Lever
    Lesson 8--Wheel & Axle
    Lesson 9--Pulley
    Lesson 10--Science Centers
    Lesson 11--Sarah Noble Discussion
    Lesson 12--Student-directed Explorations
    Lesson13--Performance Assessment (Presentations)
    Lesson 14--Written Assessment/s (Quiz, K-W-L, science journals)
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    Materials

    One computer, wih internet access and browser.  See lesson plans for other materials.

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    Assessment and Evaluation

    Students will record observations and complete assigned tasks in their journals.

    Teachers will observe and assess students' participation in individual and cooperative groups during demonstrations and experiments.

    Students will actively participate in constructing a K - W - L  chart.

    Students will, by the end of the unit, demonstrate knowledge of  concepts covered with group presentations and teacher-made written assessment.
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    Appendices

    Sources and Resources

    Science in Action: Simple Machines; Educational Insights, 1987
    Copycat, "Simply Marvelous Machines, Jan/Feb 1999
    Simple Machines- Teacher's Guide;Educational Editorial Services Plus, Delta Education, 1994
    Hands on Science SimpleMachines.John Carraatello; Teacher Created Materials,1988.
    Start and Stop (The Way Things Move). Lola M. Schaeffer; Pebble Books, 1999.
    Simple Machines (Teacher's Guide). Ed. Editorial Services Plus;Delta Ed., 1994.
    Scott-Foresman Science (Teachers's Guide) Gr.3 Addison Wesley Educational Publishers Inc. 2000.

    The Science Book of Machines, Neil Ardley Harcourt  Brace Jovanovitch Publishers, 1992
    Video- The Magic Schoolbus Plays Ball: Forces and Motion

    Student Resources
     

    Vocabulary

    Force
    Friction
    Fulcrum
    Inclined Plane
    Inertia
    Lever
    Pulley
    Ramp
    Screw
    Wedge
    Wheel and Axle
    Work
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