Simple Machines

Lesson 1 - Energy

OBJECTIVE

Students will identify forms of energy, state that heat is produced when one form of energy is converted to another form, and create a toy that demonstrates potential and kinetic energy.

AAAS BENCHMARKS COVERED*

People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens. There is no perfect design. Designs that are best in one respect (safety or ease of use, for example) may be inferior in other ways (cost or appearance). Usually some features must be sacrificed to get others. How such trade-offs are received depends upon which features are emphasized and which are down-played. Changes in speed or direction of motion are caused by forces.The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have.How fast things move differs greatly. Some things are so slow that their journey takes a long time; others move too fast for people to even see them.

NGSS STANDARDS COVERED: 4-PS3-3; 5-PS2-1

COMMON CORE ELA STANDARDS COVERED:

Energy worksheet 1 (Students to read a short text on energy and then discuss with a partner the types of energy described and write down their findings) – 5.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly; 5.SL.1b: Follow agreed-upon rules for discussions and carryout assigned roles; 5.SL.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions; 5.RI.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text; 5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area; 5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts; 5.RI.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently; 5.RF.4: Read with sufficient accuracy and fluency to support comprehension;5.RF.4a: Read on-level text with purpose and understanding; 5.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Energy worksheet 2 (Contains 12 boxes regarding energy transformation that students are asked to fill in as the subject is discussed and illustrated in class ; additionally they are asked to write down the types of energy identified) – 5.SL.1, 5.SL.1b, 5.SL.1d: (see above); 5.W.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience; 5.W.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic;5.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Up to Your Potential worksheet (Where students are instructed to build a toy that stores energy after reading some text and much classroom discussion; they will then record the results) – 5.SL1: (see above); 5.SL.3:

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence; 5.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace; 5.RF.4, 5.RF.4a: (see above); 5.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition); 5.W.4, 5.W.7:(see above), 5.W.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources; 5.W.10: (see above). Vocabulary – 5.RF.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary; 5.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies; 5.L.4a: Use context(e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase; 5.L.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases; 5.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; 5.L.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

COMMON CORE MATH STANDARDS COVERED:

Advanced Line Graph worksheet – 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation; 5.MD.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2,1/4, 1/8).Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Up to Your Potential worksheet (Instructs students to graph the result of the experiment involving the energy in the toy they have created (distance traveled in inches/ number of rotations) – Mathematical Practices 1 thru 8; 5.MD.2 ; 5.G.2: (see above).

Lesson 2 - Forces

OBJECTIVE

Students will define, identify, and give examples and consequences of direct and indirect forces and present their findings graphically.

AAAS BENCHMARKS COVERED*

Results of similar scientific investigations seldom turn out exactly the same. Sometimes this is because of unexpected differences in the things being investigated, sometimes because of unrealized differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. It is not always easy to tell which. Mathematics is the study of many kinds of patterns, including numbers and shapes and operations on them.Sometimes patterns are studied because they help to explain how the world works or how to solve practical problems, sometimes because they are interesting in themselves. Mathematical ideas can be represented concretely, graphically, and symbolically. Changes in speed or direction of motion are caused by forces. The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have.The earth’s gravity pulls any object toward it without touching it.

COMMON CORE ELA STANDARDS COVERED:

Forces worksheet 1 (Involves instructing the class to toss around a ping pong ball while talking about forces both direct (touching) and indirect (not touching) and then to fill in the boxes with what they have learned) –5.SL.1: (see above); 5.SL.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others; 5.SL.1d, 5.W.4: (see above).

Forces worksheet 2 (Has students divided into groups to further explore direct and indirect forces by constructing a ramp and using marbles to demonstrate the effect ; they are then instructed to record their findings in their student booklet) – 5.W.7, 5.W.8, 5.W.10: (see above).

Friction worksheet (Introduces students to the concept of friction as the marbles are rolled down three different surfaces; students work in teams discussing their findings and then are asked to record and graph results and present them to the class) – 5.SL.1: (see above); 5.SL.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; 5.SL.1b: Follow agreed-upon rules for discussions and carry out as-signed roles; 5.SL.1c, 5.SL.1d: (see above); 5.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace; 5.SL.6: Adapt speech to a variety of contexts and tasks,using formal English when appropriate to task and situation; 5.W.7, 5.W.8, 5.W.10: (see above).

“Force and Motion Facts” article and questions – 5.RI.1, 5.RI.3, 5.RI.4, 5.RI.10, 5.W.2, 5.W.4: (see above). Vocabulary – 5.L.4, 5.L.6: (see above).

COMMON CORE MATH STANDARDS COVERED:

Reading a Bar Graph – 5.G.2: (see above). Friction (Graphing and modeling) – Mathematical Practices 1 thru 8; 5.G.2, 5.MD.2: (see above).

Lesson 3 -Velocity and Acceleration

OBJECTIVE

Students will explore acceleration and velocity using ramps and table tennis balls.

AAAS BENCHMARKS COVERED*

Results of scientific investigations are seldom exactly the same, but if the differences are large, it is important to try to figure out why. One reason for following directions carefully and for keeping records of one’s work is to provide information on what might have caused the differences. Numbers and shapes—and operations on them—help to describe and predict things about the world around us.Measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly. Keep records of their investigations and observations and not change the records later. Offer reasons for their findings and consider reasons suggested by others. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.

COMMON CORE ELA STANDARDS COVERED:

Velocity and Acceleration 1 & 2 worksheets (Students again use a 3 piece ramp and marbles to investigate velocity and acceleration; they are instructed to conduct and discuss a series of different trials and then to numerically record, graph, and verbally analyze their findings) – 5.SL.1, 5.SL.1b, 5.SL.1d, 5.SL.2, 5.SL.4,5.W.7, 5.W.8, 5.W.10: (see above).

COMMON CORE MATH STANDARDS COVERED:

Reading a Line Graph – 5.G.2, 5.MD.2: (see above).

Averages – 5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Velocity and Acceleration worksheets – Mathematical Practices 1 thru 8; 5.MD2, 5.G.2:(see above).

Lesson 5 - Levers

OBJECTIVE

Students will explore first class levers and their mechanical advantage.

AAAS BENCHMARKS COVERED*

Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools. Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, but it cannot be entirely eliminated. The solution to one problem may create other problems. Mathematics is the study of many kinds of patterns, including numbers and shapes and operations on them. Sometimes patterns are studied because they help to explain how the world works or how to solve practical problems, sometimes because they are interesting in themselves. The earth’s gravity pulls any object toward it without touching it.

COMMON CORE ELA STANDARDS COVERED:

Levers 1 & 2 worksheets (Students are introduced to first class levers further exploring inclined planes,resistance, effort and fulcrums (pivot points) through a series of experiments again involving spring scales,calibration, and weight; they are to determine six different data points and record their findings on the chart provided; they are then instructed to analyze their findings) – 5.SL.1, 5.SL.1b, 5.SL.1d, 5.SL.2, 5.SL.4,5.W.7, 5.W.8, 5.W.10: (see above).

“Simple Machines” mini-book and questions – 5.RI.1, 5.RI.4, 5.RI.10, 5.RF.4, 5.RF.4a: (see above).

COMMON CORE MATH STANDARDS COVERED:

Levers 1 & 2 worksheets – Mathematical Practices 1 thru 8: (see above).

Lesson 7 - Pulleys

OBJECTIVE

Students will explore the mechanical advantage of pulleys and pulley systems.

AAAS BENCHMARKS COVERED*

Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools. Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, but it cannot be entirely eliminated. The solution to one problem may create other problems.

Mathematics is the study of many kinds of patterns, including numbers and shapes and operations on them. Sometimes patterns are studied because they help to explain how the world works or how to solve practical problems, sometimes because they are interesting in themselves. The earth’s gravity pulls any object toward it without touching it.

COMMON CORE ELA STANDARDS COVERED:

Pulleys 1 & 2 worksheets (Students are asked to conduct a number of experiments involving pulleys, force ,resistance and effort; they are instructed to discuss real world examples of first, second and third class levers and after this review they begin their experiments with pulleys, discussing their findings, recording the data and finally summarizing patterns they have observed) – 5.SL.1, 5.SL.1c, 5.SL.1d, 5.SL.2, 5.SL.3, 5.W.4,5.W.7, 5.W.8, 5.W.10, 5.L.6: (see above).

Vocabulary Lessons 7 & 8 – 5.RF.4c, 5.L.4, 5.L.4a, 5.L.4c, 5.L.5, 5.L.5c: (see above).

COMMON CORE MATH STANDARDS COVERED:

Pulleys 1 worksheet – Mathematical Practices 1 thru 8; 5.MD.2: (see above).