Simple Machines Rule!

Overview:

The students and teacher will go on a ‘movement’ hunt in their neighbourhood, and around their class and school during which they will record all the different things that move. Discussion will revolve around what types of things move, how they move, and why people use them for movement. An investigation of the six simple machines can result from this shared experience. After gaining knowledge of the different simple machines, students will be asked to design and build a structure, such as a vehicle, using at least two simple machines that will then be used in a variety of experiments with inclined planes.

Grade Level: 2

Strand and Topic: Understanding Structures and Mechanisms: Movement

Inquiry Focus:

What is movement?How can we use movement to help us do work?How do simple machines help move objects?How does more than one simple machine work together in a mechanism?How can the students use this knowledge to make informed choices when designing and building a structure (vehicle) that meets a specific purpose, such as moving down an inclined plane?

Big Ideas:

Movement is a change in position of an object. Simple machines help objects move. Mechanisms are made up of one or more simple machines.

Overall Expectations:

Science and Technology

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.

Language: Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

Language: Writing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

Language: Media Literacy

1. demonstrate an understanding of a variety of media texts

The Arts: Visual Arts

D1. apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

Specific Expectations:

Science and Technology

1.1 assess the impact on society and the environment of simple machines that allow movement (why machines make work easier)

2.1 follow established safety procedures during science and technology investigations 2.2 investigate and describe different kinds of movement 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 in oral and written communication

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, including gear; screw; and 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 peopleLanguage: Oral Communication

2.1 identify a variety of purposes for speaking 2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of

situations, including paired sharing and small- and large-group discussions 2.3 communicate ideas, opinions, and information orally in a clear, coherent manner

using simple but appropriate organizational patterns 2.4 choose a variety of appropriate words and phrases to communicate their meaning

accurately and engage the interest of their audience 2.7 use a few different visual aids to support or enhance oral presentations

Language: Reading

1.1 read some different literary texts, graphic texts, and informational texts 1.2 identify several different purposes for reading and choose reading materials

appropriate for those purposes 1.3 identify several reading comprehension strategies and use them before, during, and

after reading to understand texts 1.4 demonstrate understanding of a text by retelling the story or restating information

from the text, with the inclusion of a few interesting details 1.5 use stated and implied information and ideas in texts to make simple inferences and

reasonable predictions about them 1.6 extend understanding of texts by connecting the ideas in them to their own

knowledge and experience, to other familiar texts, and to the world around them

Language: Writing

1.1 identify the topic, purpose, audience, and form for writing 1.2 generate ideas about a potential topic, using a variety of strategies and resources 1.3 gather information to support ideas for writing in a variety of ways and/or from a

variety of sources 1.4 sort ideas and information for their writing in a variety of ways, with support and

direction 1.5 identify and order main ideas and supporting details, using graphic organizers 1.6 determine whether the ideas and information they have gathered are suitable for

the purpose, and gather new material if necessary 2.1 write short texts using several simple forms

Language: Media Literacy

1.1 identify the purpose and intended audience of some simple media texts

The Arts: Visual Arts

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community or observations of nature

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Students with Exceptionalities:

Students with an IEP or English Language Learners will require some adaptations to be successful with the learning goals of this inquiry unit. Modified or accommodated expectations will be identified in the student’s IEP or by the ELL teacher and must be addressed. Adaptations may include modification of some/all expectations, use of a variety of instructional strategies, use of varied learning resources, and assessment accommodations.

Key Concepts:

Movement, position, simple machines, mechanism

Prior Skill Sets:

- respectful listening and speaking skills during the knowledge building circles; - observation skills and recording skills during inquiry-based investigations of simple

machines;- cutting/fastening skills during the hands-on activities in order to be successfully engaged

in this inquiry.

Prior Knowledge:

Students will need to have prior knowledge of fair tests (changing only one variable in order to test how it performs) and experimental procedures (Science and Technology, Specific Expectation 2.3).

Students will need to have prior knowledge of how to make a poster (i.e., format) (Writing, Specific Expectations 1.1 and 2.1).

Materials and Equipment:

Wheel and axle – various toy vehicles, skateboard, etc.

Inclined plane – ramps made out of a piece of wood and books (add or subtract books in order to change the height of the ramp)

Lever – teeter totter, stapler, bottle opener, etc. Pulley – clothesline pulley, etc. Gear – hand eggbeater, hand drill, etc. Screw – screws, hand drill, etc. Wedge – screwdriver, nail, door wedge, toy axe, etc. craft sticks various thicknesses of paper tongue depressors modeling clay glue, tape scissors reuseable materials (boxes, paper tubes, cardboard, etc.) skewers dowels straws cardboard wheels plastic bottle caps with a hole punched in the middle ramp blocks, coins, masses, stones Non-fiction storybooks on the six simple machines; multi-media resources; computer

access

Related Background Resources and/or Links:

Science and Technology Resources:

STAO “Connecting to the Natural World” (ideas for taking students outside; general ideas even though it is Junior) http://stao.ca/cms/gr-4-5-6-environmental-ed/1062-general-overview

Inclined PlanesAnne WelsbacherBridgestone Books, c2001ISBN 9780736806107

Noisy MachinesJim PipeStargazer Books, 2009ISBN 9781596041806

PulleysAnne WelsbacherBridgestone Books, 2001ISBN 9780736806121

Pulleys

Chris OxadeSmart Apple Media, c2008ISBN 9781599200842

Pulleys and GearsAngela RoystonHeinemann Library, c2001ISBN 1575723204

Pulleys and GearsDavid GloverHeinemann Library, c2006ISBN 1403485933

RampsKay ManolisBellwether Media, 2010ISBN 9781600143465

Ramps and WedgesAngela RoystonHeinemann Library, c2001ISBN 1575723212

ScrewsAnne WelsbacherBridgestone, 2001ISBN 9780736806138

ScrewsKay ManolisBellwether Media, 2010ISBN 9781600143229

ScrewsChris OxladeSmart Apple Media, c2008ISBN 9781599200859

Step-by-step Experiments with Simple MachinesGina HaglerChild’s World, c2012ISBN 9781609735869

What are Pulleys?Helen FrostPebble Books, c2001ISBN 0736808477

What are Wheels and Axles?Helen FrostPebble Books, c2001ISBN 0736808507

WheelsChris OxadeSmart Apple Media, c2008ISBN 9781599200873

http://www.mikids.com/Smachines.htm

http://www.edheads.org/activities/simple-machines/

https://www.youtube.com/watch?v=9yZmOMY8qgw

Indigenous Resources:

For Print Resources:First Nations owned bookstore and publishing house that offers a variety of authentic resources www.goodminds.com

Aboriginal Perspectives: The Teacher’s Toolkit:The toolkit was developed by the Ontario Ministry of Education to support elementary teachers in integrating First Nation, Metis, and Inuit histories, cultures, and perspectives. Available at:www.edu.gov.on.ca/eng/aboriginal/ toolkit.html and www.goodminds.com

Additional Resources:www.edu.gov.on.ca/eng/aboriginallibrary.queensu.ca/webedu/grad/aboriginal.pdfwww.nwmo.ca/aboriginaltraditionalknowledgeAboriginal science and technology society - www.casts.caAssembly of First Nations - www.afn.caHolistic learning modules- www.ccl-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.html

Safety:

Teachers need to follow the safety procedures referenced in the STAO Elementary Safety resource (http://stao.ca/res2/unifElemSafety/):

general safety, pages 7-9, 21, 25-33, 35-40 simple machines safety, pages 62-64 designing, building, and testing constructions safety, pages 73-76 equipment safety, pages 77-78 nature study safety, pages 96-97

Teachers need to follow established school and board safety procedures in order that all activities are conducted in a safe manner.

Students should be able to use safe practices to ensure their personal safety and that of others in a variety of situations.

Be knowledgeable about established safety procedures for the use of scissors and fastening materials when building the project.

Use established procedures for maintaining a well-organized work space.

Instructional Planning and Delivery:

The time required to complete this inquiry will depend upon student background, student skill sets, level of student interest, and any additional time necessary for the completion of student work. Estimated time of inquiry completion is approximately twelve to fourteen instructional periods.

Engage (I SEE):

This stage is designed to create student interest and curiosity, and enables teachers to begin to assess prior knowledge of the students. This is a teacher-led activity to engage students and provide a shared experience from which to draw on later in the inquiry process. See Resource list for general ideas about taking students outside.

Take the students outside to participate in a ‘movement’ hunt where they record all the various things that move in their community. This could also be augmented with a ‘movement’ hunt inside the classroom and the school. During this activity, students may have comments and questions about what they are doing. Record these for later reference on a clipboard, iPad, sticky notes, etc. Take advantage of any teachable moments to discuss related topics, such as how the things that they observe are moving and why do people need these things (i.e., what is the advantage of the object moving as it does).

Questioning (I WONDER):

The traditional storytelling/talking circle/knowledge building circle includes the concept of “group talk” where formal and informal conversation (think/pair/share, brainstorming, jigsaw, etc) takes place. This includes the sharing of information in a safe manner with agreed upon rules of respect and responsibility (which are posted nearby). A “talking stone”, which signifies the speaker, can be passed around the circle from student to student; the circle is complete when all have had a chance to speak and be heard respectfully (can set a time limit but must have opportunity to resume); all are sincerely thanked for their respectful participation. The use of kinesthetic activities to confirm understanding of information shared (clap, look at a friend and smile, okay symbol, thumbs up, etc) is included. This begins as a teacher-led circle until the students are familiar with the process. Then the students are able to take a more active role in which teacher and students co-lead, eventually leading to the stage when students are able to initiate the discussion and information sharing with independence.

In a knowledge building circle (inside the classroom or outside), the students are asked open-ended questions to inspire their own questions for further inquiry. This is also the time to reference the comments and questions given during the ‘movement’ hunt activity and build them into the discussion. This is a safe place to allow students to gradually take more initiative in the inquiry process as teachers are able to gauge when students are ready to move from more teacher-directed instruction to teacher-student co-led inquiry, and eventually to student-initiated inquiry. An alternative to a knowledge building circle would be to have the students discuss their findings and questions via think/pair/share, elbow partner discussion, or in small groups. This will allow the sharing of information through different ways of student collaboration. The whole group could then reconvene to share and discuss these findings.

Teacher-led Student-led

What do you notice about the things that we recorded? (What is the same/different?)

Why do you think that people use these things?

How do these things move?

How can we sort these things?

What does this make you wonder about?

Possible questions may include the following:

Why are we playing with these things?

How do people use this ‘thing’?

Why do wheels and gears turn?

Why do teeter-totters go up and down?

Explore / Inquiry activity (I DO):

Six Simple Machines:

Building upon the discussion from the knowledge building circle, bring out examples of the six simple machines. Teacher asks the students if they can identify ways that these are similar to the things they found on their ‘movement’ hunt and classify the objects into like groups. The students may know the names of some of the simple machines but will need the names of all of them. Discuss the way these objects move, what are their purposes and any further student comments and questions.

Assess Prior Knowledge: Have students record what they know about simple machines, either in words or pictures or a combination in a learning log, on a storyboard, in a performance for their peers, etc. This will provide an initial assessment of where individual students are in their understanding of simple machines and will allow the teacher to plan next steps to support their students’ learning.

Further Simple Machine Exploration:

Teacher begins to share the lead in the inquiry with the students through this exploration activity by telling the students that they will be exploring these simple machines in more depth in work groups. Each group will be responsible for one simple machine of their choice; researching using books, computer, and multi-media resources, exploring how it works (using the sample objects), and why people need it. They will then be responsible for reporting this information to the knowledge building circle and answering any questions the whole group may have for them. Provide further initiative and exploration opportunities for the students to explore each of the six machines that they were not responsible for; an expert student could remain at each simple machine in order to answer any further questions. Consolidate the students’ findings, observations, explanations, and questions during a knowledge building circle or small group/partner collaboration.

Explain: The students can record what they now know about the six simple machines. This recording can be done in a portfolio, art project, self-selected presentation, song, etc. This will allow the teacher to do a gap analysis of student understanding in order to ensure that those students who are missing information will be given further instruction.

Wheel and Axle Assembly:

In order to complete the culminating activity, students will need experience making a simple wheel and axle assembly that can be used on their vehicle. Teachers will provide the method for the students to make the same basic vehicle base in order to explore the attached wheel and axle assembly. This base could then be used in the culminating activity as the base of their own chosen vehicle, if the students are not ready to take on more initiative. If the students have the confidence and ability to build a vehicle from scratch, that would be a more enriching experience for them.

1. A box or piece of cardboard will be used as the chassis of the vehicle. 2. Two straws (or half straws, depending on the size of the chassis) will be glued to the

bottom of the chassis to serve as axle holders; they need to be parallel and spaced toward the front and back of the vehicle such that the wheels do not interfere with each other when assembled and in motion.

3. One wheel should be attached to the axle, the axle inserted into the front axle holder, then the other wheel attached.

4. Repeat with the rear axle holder. 5. The wheels may need to be glued to the axle to avoid coming off when the vehicle is in

motion (caution: do not allow glue to accidently attach the axle to the axle holder as this will stop all motion;the wheel and axle can be glued together because they act as a system when turning but they need to be able to freely move within the axle holder).

6. Once dry, students can test their vehicles on the floor and with an inclined plane (to give further exploration opportunities with that simple machine).

Explain: Students can record what they learned about assembling a wheel and axle vehicle, something they did not know before, something that they needed to help a peer with during the build, something that they noticed once they were able to test their vehicle, something that they would do differently when building their next vehicle, etc. This recording could be done in the form of a learning log/procedural writing piece, a comic strip depicting the steps of assembly, a photo essay of the various stages with oral or written descriptions, storytelling, etc. Students can be given these options for explaining their work before they begin their task so that they know what form their explanation will take and can prepare for it (i.e., especially in the case of a photo essay in which they would need to record as they build). This is also an opportunity to ask open-ended questions and record anecdotal observations.

Students may have questions that will lead to further research or experimentation that will be valuable in supplementing their understanding of simple machines. Allow students the opportunity to explore further using their own ideas with teacher guidance. This may take the form of one of the following:

whole group research (i.e., teacher-led: teacher reading a non-fiction story while students take notes or draw pictures either individually, in partners, or on a chart for all to see);

small group or partner research where students are given support and are only responsible for a portion of the research (teacher-student co-led);

or individual research on topic of choice with presentation of choice (student-led), depending upon student independence level and ability to conduct an inquiry based on their ideas/questions.

Students will need access to written materials, multi-media, and/or computers in order to do further research into the questions that they are wondering about. See Resource list.

Consolidation Activity:

In order to show their learning, students can create a poster showing all of the six simple machines. This can be done as an information poster or an advertisement for the simple machines. In a knowledge building circle, discuss/review the success criteria of making an effective poster (building on prior knowledge), and review the six simple machines and their various ways of causing movement. Post the success criteria for reference during the poster

creating activity. The posters can be displayed around the room, students can take a gallery walk to see their peers’ work, and the teacher can ask open-ended questions of each illustrator (i.e., why did you choose a tractor as your example of a wheel and axle simple machine?). This is an opportunity to record anecdotal observations.

This will provide insight into student thinking and their understanding of the concepts of simple machines, how they work, and why people need them.

Dependent upon student interest and ability to take initiative in the inquiry process, this could be extended to include a research project. Those students needing more teacher direction could do a project based upon a teacher-initiated topic, such as a simple machine of their choice, resulting in an oral or written report or a visual arts project.

Students who are more independent in their approach to inquiry could research a project of their choice and present it to the class using a strategy that they have decided upon, such as art based construction, performance, song, dance, computer slide show, etc. A field trip to a manufacturing facility would be informative for students.

Students may have questions that will lead to further research or experimentation that will be valuable in supplementing their understanding of simple machines. Allow students the opportunity to explore further using their own ideas with teacher guidance as needed.

Students will need access to written materials, multi-media, and/or computers in order to do further research into the questions that they are wondering about. See Resource list.

Additional Ideas:

Students may want to create a procedural writing piece based on how they built their wheel and axle assembly (using prior knowledge of procedural writing).

Students may want to create a piece of artwork that illustrates how a simple machine works (i.e., a before, during, and after picture showing how the simple machine moves).

Extend / Redesign:

Students are asked to design and build a vehicle that includes two simple machines, using their knowledge of the six simple machines. This vehicle will then be used in a variety of experiments involving an inclined plane to further consolidate student learning. A student-led brainstorming session could be done during a knowledge building circle or small group/partner collaboration in order to get student-generated suggestions for appropriate vehicles. These suggestions should

be recorded by students on chart paper, blackboard/chalkboard, computer, or overhead so that students can then make their own choice of vehicle from this list.

Students with less independence could use the chassis/wheel and axle that they made during the Wheel and Axle Assembly activity as the base for this vehicle; additions may be made to this chassis in order to make their specific vehicle with another simple machine included.

Students with more independence should have the opportunity to construct their chosen vehicle from scratch.

Success criteria need to be recorded during a class brainstorming session so that students know what is expected of them and what they need to do in order to achieve success. The success criteria should be posted and referred to often during the design-and-build process.

This could include the following:

Design Criteria: Vehicle must: Include at least two simple machines (one simple machine must be a wheel and axle) Fit on the ramp where it will be tested Perform the task for which it is designed (i.e., roll down a ramp) Be aesthetically pleasing (well-built and pleasing to look at)

Students need to have access to materials and fasteners in order to build their vehicles. They can help brainstorm a list of materials that are available to be used in the construction process.

Students need time to devise a plan (a labeled diagram will suffice) before beginning to build their chosen vehicle. This plan may change during the building process but that is all part of the technological problem process (plan, test, revise, test, revise…). A final labeled diagram is one way to record this process of problem solving; an oral explanation of the changes and the reasons behind the changes would provide valuable information about student thought processes.

Once completed, the vehicle can be shared with classmates and teacher in an oral, written, or visual presentation, or dramatic performance giving an explanation of the two simple machines, how they work (including what their purpose is), how they were built, and what the student would change if they were able to build it again.

For those students needing more teacher guidance, suggested experiments using these vehicles can be completed with varying heights of inclined planes (by changing the number of books under one end of the ramp).

For those independent students, they can suggest their own experiments using ramps (i.e., with different surfaces, putting different loads on the vehicles, etc). Before beginning, students should make a hypothesis as to what they think is going to happen when the height of the ramp is changed and why they think that is going to happen. Then the students should do a number of fair tests down the ramp at each of the predetermined heights and record what they observed. Were their predictions correct? Why? If not, why?

Indigenous Connections:

In order to be respectful of First Nations, Metis, and Inuit, this inquiry has used the holistic wheel as a guide to assist in planning knowledge building circles (storytelling circles), mini-lessons, hands-on activities with real-world connections and proven successful assessment strategies.

An outline of the holistic wheel follows:

Holistic Wheel:

Using the holistic wheel with all students when planning lessons will engage the students through the following means:

Spiritual: holistic approaches that incorporate cultural concepts, resources, and/or artifacts

Physical: interactive and collaborative activities; visual and hands-on

Emotional: humour; storytelling and group talk (knowledge building circles); reflective

Intellectual: mini-lessons, procedures and routines, assessment tools; life-long learning; real-world connections

For further information, please use the resources cited in this unit.

Evaluate (I REMEMBER):

Throughout the Instructional Planning and Delivery process, there are multiple opportunities for teachers to assess learning. Teachers should use the “knowledge building circle” discussions, questions, and information sharing in the assessment for learning as students grasp the knowledge that they are exploring, through anecdotal observations, question and answer, teacher-student conferences with timely oral feedback, learning logs, labeled pictures, etc.

Teachers should use the “Explain” activities to assist in the assessment as student learning in the varied and differentiated ways given (storyboards, storytelling, visual arts, dramatic presentations, computer work, etc) that will allow different learning styles to be successful.

The “Consolidation” and “Extend” activities can be used by teachers to assist in the assessment of student learning when students are able to use the knowledge that they have gained throughout the inquiry process in an applied, hands-on manner with real-life connections.

The success criteria could become the basis of a co-created rubric that would be used to evaluate the project (see example below).

Evaluation of this activity should include anecdotal observations of the design-and-build process, evaluation of how well the student was able to achieve the components of the success criteria, as well as a self-evaluation of how well the student felt the project fulfilled the design criteria set out at the beginning of the build and what the student would do differently if able to

do the project again. Additional anecdotal observations of the experimental process should also be noted. Checklists, portfolios, student-teacher conferences, creative journals, and self-selected performances could also be used to assist in evaluating student learning, based upon the focus of the activity.

Sample rubric based on design project success criteria:

Success Criteria Level 1 Level 2 Level 3 Level 4

Vehicle has at least two simple

Vehicle has one simple machine

Vehicle has one simple machine

Vehicle has two simple working

Vehicle has more than two

working machines

that sometimes works effectively

that works and one that is sometimes effective

machines that are effective

simple working machines that are effective

Vehicle dimensions meet the criteria (i.e., fits on the ramp) allowing it to perform its intended task

Vehicle does not fit on the ramp (too wide or too long for top of ramp) and is not able to complete the task

Vehicle almost fits on the ramp allowing it to still go down the ramp with some success

Vehicle fits on the ramp and performs the task for which it was intended

Vehicle fits on the ramp and performs the task for which it was intended and more

Vehicle is aesthetically pleasing (well-built/looks good)

Vehicle shows little attention to detail

Vehicle shows some attention to detail

Vehicle shows attention to detail

Vehicle well thought out, extra detail

Student followed all safety procedures during the building process

Student needed reminders to use safety procedures

Student needed some reminders to use safety procedures

Student used safety procedures independently

Student used safety procedures independently and could effectively explain each rule

Student could explain how he/she used the simple machines effectively for the performance task

Student could offer little explanation as to how the simple machine worked in his/her vehicle

Student could offer some explanation as to how the simple machines worked in his/her vehicle (or at least how it should have worked)

Student could explain how the simple machines worked in his/her vehicle

Student could explain how the simple machines worked in his/her vehicle with detail and insight