Teacher Page
Discovering Simple Machines
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| Project
Description |
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| We use simple machines
every day. Most of the time, we don’t relate
the common objects that we use (hammers, doorstops,
ramps, bicycles, etc.) with their function as simple
machines. We aren’t aware of the fact that
using a stick to lift a stone illustrates the use of a
lever or that cutting that juicy steak with a knife
illustrates the use of a wedge. As
technology changes, simple machines also change in
appearance and efficiency. Stone hammers have been
replaced with those made of steel in most cultures.
Instead of using a pulley to lift water from a well, the
turn of a knob brings water into our homes. A doorknob is
actually a wheel and axle; a butcher’s scale is
really a lever.
In this unit, the students will identify six simple
machines and how they work. They will categorize
common objects according to their function as simple
machines. The students will display what they’ve
learned through the use of charts, illustrations, and
models. Each student will select one simple machine
for a hands-on demonstration.
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| Project
Goals |
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| Essential
Question: |
| How are simple machines
reflected through the ages? |
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| Specific
Questions: |
- What is a simple machine?
- What is a lever and how does it work?
- What is a pulley and how does it work?
- What is a wedge and how does it work?
- What is an inclined plane and how does it
work?
- What is a wheel and axle and how does it work?
- How have the materials used to make simple
machines changed over time?
- How have new materials made simple machines
more efficient?
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| Illinois
and CPS Learning Standards |
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| State Goal # |
CAS Letter |
CFS # |
| STATE
GOAL 12: HAVE
A WORKING KNOWLEDGE OF THE FUNDAMENTAL CONCEPTS
AND PRINCIPLES OF THE LIFE, PHYSICAL, AND
EARTH/SPACE SCIENCES AND THEIR CONNECTIONS.
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D |
2 |
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GOAL 11: HAVE
A WORKING KNOWLEDGE OF THE PROCESSES OF
SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN TO
INVESTIGATE QUESTIONS, CONDUCT EXPERIMENTS, AND
SOLVE PROBLEMS.
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C |
2,3 |
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GOAL 5: USE
THE LANGUAGE ARTS FOR INQUIRY AND RESEARCH TO
ACQUIRE, ORGANIZE, ANALYZE, EVALUATE, AND
COMMUNICATE INFORMATION
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A
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7
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Unit Prerequisites
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- Students should be
familiar with using the internet .
- Students should be
able to recognize familiar tools and household
utensils.
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| Performance
Actions |
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Access:
- Examine models of simple machines.
- Search the Web for sites that show animated
models of simple machines.
- Investigate what materials have been used to
produce simple machines over the ages.
Interpret:
- Analyze the materials that have been used to
produce simple machines.
- Compare/contrast materials that are used today
with materials used in the past.
- Categorize simple machines according to
materials used.
Produce:
- Draw a picture of a simple machine.
- Build a model of a simple machine.
- Write a report to tell what the machine is and
how it works.
Communicate:
- Share your model and your report with the
class.
- Discuss how your simple machine has changed
over time.
- Display the model in the school.
Evaluate:
- Critique how well each cooperative group
worked.
- Assess whether or not each member understands
simple machines.
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| Performance
Assessment Plan |
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| Performance Indicator |
Assessment Tool |
| Language Arts-Grade 3 |
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| 5 A:7 |
Project rubric |
| Science 11 C: 2, 3;
12 D: 2
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Group work checklist; project rubric
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Teacher Resources
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