Science Unit Plan Machines

Lesson Plan Template
EDU423 C & I: Elementary Science Methods
Prepared by:
Kim Dieter
Date: November 17, 2014
Grade Level: 2rd

Time Required: One 45 minute lesson
Learning Objectives
Science Processes: Students will experiment with examples of the six simple machines.
Science Knowledge: Students will memorize definitions and actions for tested
vocabulary words.
State Standards and/or State Grade Level Content Expectations Addressed
S.RS.02.11 Demonstrate scientific concepts through various illustrations,
performances, models, exhibits, and activities
Description of Instruction
I will begin the lesson by dragging a heavy box across the floor. I will make comments like, this is so hard. I
wish I had something to make it easier. This is too much work. I need to lift it up on my desk, but it is to
heavy.
I will have students briefly discuss what they think work means. I will explain to them the definition: work is
when a force moves an object. I will tell them to think of some simple motions to act out such as picking
something up and moving it. I will have all the students stand up and act out the definition while repeating it
aloud. I will then define the term force: a push or a pull. Again, I will have students act out the definition,
repeating the definition as they do so.
I will have a student or students do the following activities while the rest of the class determines whether what
they are doing is work or not. If the students say it is work, the students will tell me what the force is and what
object was moved. If it is not work, the students will explain why not.
Stand holding a heavy pile of books (not work)

Push a pencil across a desk (is work)
Pick up a chair and carry it (is work)

Push against the wall (not work)
Turn a page in a book (is work)
I will then introduce the term machine as something that makes work easier, faster, or
better. I will have some students describe some of the machines they have seen or used
and how they fit the definition I gave them.
I will tell the students that for the next two weeks we will be learning about simple
machines and using what they know to make an invention.
Prior to the beginning of class, I will have set up six stations one station for each simple
machine. I will divide students into six groups and have them rotate through each station,
taking about three minutes per station. This is discovery time so I will not tell them what
the six simple machines are ahead of time. After they have completed each station, I will
tell them which simple machine they were working with. I will pass out a copy of the
worksheet What Machine Is It? For students to complete as they go through the stations.
After the students have gone through all the rotations, I will have students return to their
seats and refer back to my attempt to move the heavy object in the beginning of class. I
will ask them what objects they discovered in their stations that may have helped me
make my work easier.
Formative and/or Summative Assessment
Students will be assessed on experimenting with the materials at each of the six stations
set up for them. They will be assessed on accurately completing the What Simple
Machine is It worksheet.
Resources Required
A large heavy object
Incline Plane Station Several boards of different lengths at least 2 wide, little
matchbox type cars, a toy slide, one or more spring scales, three or four books of a
familiar size such as dictionaries
Screw Station Nuts and bolts, screws, jar with lid, lamp (unplugged) and light bulb
Wheel and Axle Station Little cars, screwdriver, scoot board, hand held egg beater,
crank type pencil sharpener
Wedge Station Doorstop, plastic knife, and nails
Lever Station Hammer, pliers, balance scale, ruler and pencil (for fulcrum).
Pulley Station Small pulleys, a block and tackle
Worksheet - What Simple Machine is It?
What Simple Machine is It?
Name: _______________________
Directions: Write the name of each simple machine on the line by the
correct pictures.

Prepared by:
Kim Dieter
Grade Level: 2rd

Learning Objectives
Science Processes: Students will be able to practice the scientific method when doing
an experiment with simple machines
Science Knowledge: Students will be able to explain that simple machines are used to
do things better, faster or more easily.
S.IP.02.12 Generate questions based on observations.
I will begin by reading the book Inclined Planes by Michael Dahl up to page 19. Then, I
will define plane and have students look for planes in the classroom (desktop, floor,
pieces of paper, etc). Then, I will define inclined plane as a plane that has one end higher
than the other. I will have students act out the definition as they say it by putting their
arms at an oblique angle.
I will gather students to an area of the classroom where I will begin a demonstration. I will
hook a toy car onto a spring scale and have a student lift it straight up. I will have
students note the amount of effort or force it took on the whiteboard. We will measure the
distance the car traveled (from the floor to where it stopped). Next, I will put one end of a
wood board on a dictionary with the other still laying on the floor. I will have a student pull
the car up the board and record the effort. We will then measure the distance the car
traveled (the length of the board). I will help the students to see that in order to use less
force, the distance must be increased. We will discuss how a path straight up a hill is
harder to climb than one that goes back and forth. I will continue adding dictionaries to
the pile and measure the effort with the spring scale so students can see that the steeper
the incline the more effort it takes to travel up it.
I will then have the students come over and circle around my desk. I will place two eggs
on it. I will have the ramp made out of aluminum foil boxes laying nearby. I will elicit from
students the question: what is the best way to get the egg to the ground? I will have
students make a hypothesis and discuss the procedures that guide them towards using
the ramp if necessary. I will pass out the Inclined Plane Investigation worksheet and have
students fill out the question, hypothesis, and procedures portion. I will drop the first egg
straight off the desk (with newspapers on the floor to prevent a large mess). Following
the procedures that the students created, I will use the ramp to lower the egg to the floor.
We will discuss the results of the experiment and I will help students form a conclusion
such as, the ramp (inclined plane) helped lower the egg with less force so it didnt
break. Students will complete the rest of the worksheet recording the results and the
conclusion.
For the formative assessment of this lesson, I will assess the Inclined Plane
Investigation worksheet that the students completed during the lesson.
Resources Required
Book Inclined Planes by Michael Dahl
Materials for Demonstration: toy car, spring scale, tape measure, one or more books the
same size (dictionaries), a 4 long board at least 2 wide, two eggs, and a ramp made of 4
or 5 aluminum foil boxes taped together with tops and ends cut out, and newspaper
Inclined Plane Investigations Worksheet (1 per student)
Incline Plane Investigation
Name: _____________________________
Write your hypothesis (what you predict will happen and why).
Write your procedure (what you are going to do to test your hypothesis).
Draw pictures and write about the RESULTS of the experiment (for both eggs).
Turn paper over if need more room
Write your conclusion (what you learned).

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will sort wedges into appropriate categories according to
their function.
Science Knowledge: Students will memorize definitions and actions for tested
vocabulary words.
performances, models, exhibits, and activities.
I will begin by reading the book Wedges by Anne Welsbacher. Then I will take two
triangular blocks. I will have students identify them as inclined planes. I will then place
them back to back. I will define a wedge as two inclined planes that come to a point to
make lifting or splitting easier. I will have students act out this definition by putting their
hands together to form a point, then turn sideways to lift and split using a chopping
motion. I will have students practice this definition and action twice.
I will then pass out the Working with Wedges worksheet. I will hold up each of the items
listed one at a time. Then students will have to indicate on the worksheet whether each
item is a wedge or not by circling yes or no.
I will then bring students to the carpet area for a demonstration. I will hand a student the
block of wood and ask them to put it against the door and try to move the door. I will give
another student a doorstop and ask her to put it against the door then try to move it. As a
class, we will discuss that the doorstop worked better because it lifted the door so it didnt
move. I will have some clay and will flatten it on some newspaper. Using the block of
wood, I will have a students try to cut the clay in half. Then I will hand another student the
doorstop and ask them to cut the clay. I will discuss with the students how this points out
that wedges are good for splitting things apart. I will take a nail and bolt and try to
hammer each of them into a board. I will ask students to explain why the nail went in and
the bolt didnt. Students will point out where the wedge is on the nail and explain that it is
used to split.
We will review the two ways that wedges work: by lifting or splitting. I will pass out
another worksheet called Working with Wedges and the pictures for the worksheet also
attached and have students cut out each picture and place it in the correct column on the
wedges worksheet.
I will check out the worksheet Working with Wedges that students have completed to
make sure that students have sorted the wedges accurately.
Resources Required
Book Wedges by Anne Welsbacher
Materials for Demonstration
Working with Wedges Cut Out Pictures
Working with Wedges worksheet
WorkingwithWedgesName:__________________________
Circle YES if the item listed is a wedge. Circle NO if the item listed is not a wedge.
Push Pin
Yes
No
Scissors
Yes
No
Nail
Yes
No
Saw
Yes
No
Chisel
Yes
No
Doorstop
Yes
No
Dinner Knife
Yes
No
Decide whether the wedge is used to lift or split apart. Glue its picture under the correct
heading.
LIFT
Pictures to cut out for

Working with Wedges
SPLIT APART
Worksheet
Pictures to cut out for the

worksheet attached

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will draw and label an example of each type of screw.
I will pass out and have students cut out and color the triangle as indicated (see triangle
attached). I will ask students to tell me what simple machine it is (inclined plane). I will
have students wrap the triangle around a pencil, starting where indicated with the color
side out. With their finger, I will have students trace the colored line. I will define a screw
as an inclined plane wrapped around a pole. I will have students act out this definition by
starting in incline plane position the oblique angle with the arm and then students will
wrap their arms around their body.
I will have students work in pairs, and each pair will get two index cards and two different
screws. I will have them pierce the card with the screw then turn the card around and
watch it move up the screw. I will then have the students repeat with the other screw and
observe the differences.
I will read the book Screws by Anne Welsbacher. I will explain that a screw is used to join
things together, grip them, lift them, or hold them tight. I will have students come to the
carpet area. I will demonstrate each of the four things screws can do. For join, I will
demonstrate screwing two boards together. For grip, I will demonstrate by gluing two
pieces of wood together and clamping them with a vise. For lift, I will have a corkscrew to
take a cork out of a bottle. For hold tight, I will have a jar lid, a light bulb in a lamp, and a
tube of toothpaste for students to see, pass around, and use.
I will pass out the worksheet Scrutinizing Screws and have students complete it. I will
leave the demonstration materials in a place where students can consult them if they
would like.
I will assess the worksheet Scrutinizing Screws to make sure that students have the
correct type of screw for each category.
Resources Required
Pencil for each child, an assortment of screws (at least one per child), an index card for
each child, scrap wood, screwdriver, wood glue, vise or c-clamp, corkscrew, cork, screw
on lid such as a jar or tube of toothpaste etc.
Scrutinizing Screws
Name: ___________________________
Directions: Screws can be used to join things, to grip things, to lift things, or to hold
things tight. In the boxes below, draw and label and example of each type.
JOIN
GRIP
LIFT
HOLD TIGHT

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will be able to record the results of an experiment in a

table.
S.IP.02.16 Construct simple charts and graphs from data and observations
I will begin by placing a 6 board over a fulcrum so about two thirds of it is on one side
and one third in on the other. I will call the smallest student in the class to the front of the
room and ask them to pick me up. Obviously she wont be able to. I will tell her that I have
a simple machine that will help her make the job easier. I will stand on the short end of
the teeter-tooter and have her stand on the long end. She should be able to lift me off the
floor easily. I will tell the class that the machine used is a lever.
I will read the book Levers by Michael Dahl. I will then define lever as a bar that pivots
around a fulcrum. I will have the class act it out by having one arm be the bar and move it
across the other, which is the fulcrum. I will define fulcrum as the point on which a lever
rests. I will have the class point to the arm that is the fulcrum.
I will call students up to the demonstration area and demonstrate with their help a variety
of levers. I will have the students point to the fulcrum each time. I will demonstrate prying
a lid off a can with a screwdriver, hammer a nail into a board, pull the nail out of the
board, and cut with scissors. (I will review that the blades are wedges). I will pass out
index cards and have the students fold them in fourths then tape into a triangle so one
side will overlap. I will pass out the units to be weighed (color tiles, pennies, etc.) I will
have students make a lever using the ruler and the cardboard triangle and experiment
with balancing units, including varying the position of the fulcrum. I will provide students
with approximately five minutes of exploration and ask what they have observed. I will
pass out the Lifting with Levers and have students complete it and then share their
results with a partner.
I will assess the worksheet Lifting with Levers. The point of the assessment is not so
much that the answers are exact, but that the table shows that as one end of the lever
nears the fulcrum, the other end can lift more. I will look for understanding of the concept
on the worksheet.
Resources Required
2 x 10 x 6 wooden board, a fulcrum (6 x 6 x 10 post cut diagonally), can with press on
lid (paint, cocoa, etc.), flat blade screwdriver, balance scale, one index card per student,
one ruler per child, tongs or pliers, stapler, scissors, broom, scrap wood, nail, and
hammer.
Lifting with Levers
Name:
__________________________
Use a lever to see how many units one unit can lift. You will need:
A ruler
A fulcrum
15-20 units such as color tiles or pennies
Directions : Put the fulcrum under the ruler at 6 inches. Put a unit on each
side. They should about balance each other. Move the fulcrum to 5 inches.
Add units to the 1-inch side. How many does it take until it lift the one unit?
Record this on the table. Continue moving the fulcrum and adding units to fill
the table.
Units
Fulcrum at
6 inches
5 inches
4 inches
3 inches
2 inches
What did you find out?

_________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why do you think that happened?

________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will be able to distinguish between objects that have
wheels and axles and those that do not.
S.IP.02.12 Generate questions based on observations.
I will take students outside to an area where there is a sidewalk or parking lot. I will place
a board down on the ground and have one student sit on it. I will ask one of the larger
students in the class to push the board down the sidewalk. If the student can budge it at
all, it will be with great difficulty. I will show the students two scoot boards or skateboards
and ask them how they could use those to make the work easier. I will put one scoot
board under each end of the board and have the student move the other student on the
board again. We will discuss why the work was easier this time around.
We will head back to the classroom and I will read the book Wheels and Axels by Michael
Dahl. I will then define a wheel and axle as a wheel with an axle through its center to
move loads. I will have the class act it out by making a circle with thumb and forefinger of
one hand and putting the forefinger of the other hand through the center for an axle. I will
then refer back to the outdoor activity and explain that it was friction that made it difficult
for the board to move along the sidewalk. I will define friction as a force that slows down
objects when they rub against each other. I will act this out by rubbing hands together
quickly and then more slowly. I will encourage the students to act this motion of friction
with me. I will have a student come to the front and try to screw a screw into a board with
their fingers. Then, I will give another student a screwdriver to use instead. I will point out
that the shaft of the screwdriver is the axle and the handle is the wheel. I will then show
other examples of wheels and axles to the class like a pencil sharpener, rolling pin, and
doorknob. I will ask students to call off other examples of wheels and axles and I will write
these examples on the board.
I will then hold up a clock with gears or something that has visible gears. I will explain to
students that gears are a special kind of wheel. I will define gears as wheels with teeth
that fit together. I will have them act this out by interlacing their fingers end-to-end and
rolling them up and down. I will then pass out the worksheet Which Ones are Wheels and
Axles? And the Wheel and Axle Picture Page and have students complete it.
The assessment for this lesson will be the Which Ones are Wheels and Axles?
Worksheet to make sure students have sorted the objects correctly.
Resources Required
2 x 10 x 6 board, two scoot boards, screw, scrap wood, screwdriver, pencil sharpener,
clock with visible gears, doorknob, rolling pin, eggbeater.
WhichOnesareWheelsandAxles?Name:_________________________
Lookateachpicture.Decideifitisawheelandaxle.Cutitoutandglueitinthe
correctspace.
WheelandAxle
NotaWheelandAxle
Wheel and Axle Picture Page

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will be use a pulley to lift a heavy object and record their
observations.
S.IA.03.13 Communicate and present findings of observations and investigations.
I will begin by reading the book Pulleys by Michael Dahl. I will define pulley for the class
as, a wheel with a groove for a rope that is used for lifting. Students will act out the
definition my mimicking the pulling down on the pulley motion.
Todays activity will be a bit different because the students will be using the pulley one at
a time and the filling out their Pulling with Pulleys worksheet. While students are waiting
their turn, the students will take out all their worksheets from this unit and complete
anything that isnt completed. For students who are finished, I will have examples of the
different simple machines set up around the room for students to explore.
The pulley will be hung in a sturdy spot in the classroom. I will hand a student a gallon
milk carton that is full of water and ask him or her to lift the carton. Next I will attach the
carton to the pulley and let the student raise it that way. When students finish the activity,
I will send them to their seats to do the worksheet.
I will call on students to lead the rest of the class in reviewing the vocabulary words and
actions we have learned up to this point in the unit.

I will assess the Pulling with Pulleys worksheet to make sure students have answered the
questions correctly.
Resources Required
Block and tackle or some other kind of pulley
Gallon milk jug filled with water
Pulling with Pulleys
Name: ___________________________
Is it easier to lift something up by pulling down? Lets find out.

Pick up the gallon milk jar full of water. About how high can you lift it? Was lifting it easy
or hard? Now use the block and tackle to lift the jar. Was it easier or harder? Did it take
more time or less time?
Record your answers and draw pictures below. Be sure to use complete sentences.
Describe what it was like to lift the jug on your own.

_________________________________________
_________________________________________
_________________________________________
_________________________________________
Describe what it was like to lift the jug with the block
And tackle. ________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
I learned that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will use lubricants and rollers and observe how they
reduce friction.
S.IA.03.12 Share ideas about science through purposeful conversation in collaborative
groups.
I will begin by reminding students of the first lesson when I was dragging the heavy object
and the sixth lesson when the student was trying to push the other student on the board. I
will tell them each task they tested was difficult or impossible because of friction. I will
review the definition of friction. I will ask the students to recall what helped to reduce
friction and make the work easier (a wheel and axle). I will tell the students that wheels
and axles are one way of reducing friction. They are rollers.
I will have students rub their hands together very rapidly. I will have students take notice
that the friction makes their hands get very warm. I will tell them that in addition to slowing
objects down, friction makes them get very hot so people use lubricants (oily or greasy
substances applied to a surface to make It smooth or slippery) to reduce the friction. They
will have the opportunity to explore how rollers and lubricants help reduce friction.
I will divide the class into groups to rotate through four stations. The students will have
four minutes at each station.
Station One: I will have students make two identical ramps out of the boards and books.
They will place the car with no wheels on one and the car with wheels on the other and
see which car goes down faster and why.
Station Two: I will have students turn one can upside down and cover the surface with
marbles. They will place the other can on top of it and spin it around. Then put the top
can on the floor and spin it around. Which is easier? Why? (Adapted from Simple
Machines by Jo Ann Merrell).
Station Three: Students will line half of the cookie sheet with coarse sandpaper and
grease the other side and see which goes faster. Why? (Adapted from Simple Machines
by Sandra Ford Grove).
Station Four: Cover a 1 x 2 section of the tablecloth with cooking oil. Keep the other side
dry. Give students two identical blocks of wood and have them give each a shove to see
which one slides farther. Why? (Adapted from Simple Machines by Toni Albert).
I will have students share what they observed at the stations. I will ask students which
stations used lubricants to reduce friction (station three and four). I will then ask the class
which stations were rollers used to reduce friction? (station 1 and 2).
As a review of the unit, I will show students the video Simple Machines by 100%
Educational Videos.
During the group discussion after the students have gone to the four stations, I will
monitor students understanding of friction and the use of lubricants and rollers to reduce
it.
Resources Required
Station One: Two identical boards (2 x 24), Two toy cars (one with wheels and one
without), books to make two 12 stacks
Station Two: Two identical cans with rims (not empty), 50 marbles
Station Three: Cookie sheet with sides, coarse sandpaper the size of half the cookie
sheet, vegetable cooking oil, two identical flat lego pieces
Station Four: Disposable plastic tablecloth, cooking oil, two wooden blocks (2 x 2)
Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will decide which simple machine to use for a given task.
CCSS.W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
I will pass out Which Simple Machine Should I Use? (worksheet attached). I will have
students choose one of the scenarios to write about. Depending on how experienced they
are at writing paragraphs, I will give them detailed directions as needed. I will also pass
out a rubric that will assess their ability to write a topic sentence, details, and a
concluding sentence. If the students are not up to this point in writing proficiency, I will
alter the rubric accordingly. This rubric will be passed out and I will go over the rubric with
the students so they know what my expectations are for the paragraph.
Students will then write a paragraph telling which simple machine they would use and
how they would use it for the picture they have chosen.
I will assess students writing using the rubric attached to this lesson.
Resources Required
Writing paper for each child
Copy of Which Simple Machine Should I Use? (1 per student)
Copy of Which Simple Machine Should I Use Rubric (1 per student)
Which Simple Machine Should I Use?
Name: _______________________
To take the bricks over to where
To put the statue of Abraham
men are working?
Lincoln on the pedestal?
To put the lawnmower the in cart?To plant the tree?
Which Simple Machine Should I Use Rubric?
Name: ________________________
Excellent
Acceptable
Needs Work
Doesnt Have
Topic Sentence
Topic Sentence
grabs one
attention
Contains a
topic sentence
Topic sentence
is incomplete
Contains no
topic sentence
Supporting Details
Details contain
many
adjectives
Few supporting
details
Contains no
supporting
detail
Concluding
Sentence
Conclusion
contains a
conclusion
word
Contains
necessary
supporting
details
Contains a
concluding
sentence
Conclusion is
incomplete
Contains no
concluding
sentence
Choice of Simple
Machine
Description of Task
Choice of
simple machine
shows
creativity
Description
contains
several
adjectives
Simple
machine
chosen is
correct
Contains a
description of
the task
Simple
machine
chosen is
incorrect
Description of
task is
incomplete or
unclear
No simple
machine given
No description
of task
Total
/ 20
Comments:

Prepared by:
Kim Dieter
Grade Level: 2nd

Learning Objectives
Science Processes: Students will present a simple machine that they created at home.
During the unit, students were to be inventing something that included two simple
machines. They students were instructed to make the project small enough to fir on their
desks. They were given the report sheet (attached) that tells me about the invention using
complete sentences. Today, the class will be presenting these inventions to the class.
I will draw popsicle sticks at random for the order in which students will give their
presentations.
Students will be assessed based on the project itself (neatness, following assignment
directions, etc.).
Students will also be assessed on the written report (clean, neat, few mistakes).
The third portion students will be assessed on is the class presentation. (student was
able to explain their invention in a clear way with a loud voice and identify the simple
machine used.)
Resources Required
Simple Machine Report (worksheet attached)
SIMPLEMACHINESREPORTName:____________________________
Answerincompletesentences.WhatImade.____________________
__________________________________________________________
__________________________________________________________
ThesimplemachinesIused._________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Howthesimplemachineswork.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
WhatmaterialsIused.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
HowImadeit.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Simple Machines Unit Assessment
Name: _______________________
Date: __________________________
Fill in the blank: Write the correct word from the box on the line.
Machine
Fulcrum
Gears
Plane
Friction
Force
Gravity
Work
Bearings
Lever
Energy
Lifting
1.
2.
3.
4.
_________________________ is a push or pull.

A ___________________________is the point on which a lever rests.
______________________ are wheels with teeth that fit together.
A ___________________ is something that makes work better, easier, or faster.
5. _____________________ results when a force moves an object.

6. ____________________ is a force that slows objects down when they rub
against each other.
7. A ________________________ is any flat surface.
Matching: Draw a line from the item in column A that matches the item in column B.
A
A screw
B
is two inclined planes that come to a point to
make lifting or splitting easier.
A wheel and axle
is a bar that pivots around a fulcrum.
A pulley
is an inclined plan wrapped around a pole.
An inclined plane
is a plane that has one end higher than the

other.
A wedge
is a wheel with an axle around its center to

move loads
A lever
is a wheel with a groove for a rope that is used

for lifting.
True or False: Write T beside each true statement and F beside each false statement.
1.
2.
3.
4.
5.
_____ Machines make a job easier.

_____ A light bulb is a kind of lever.
_____ A screwdriver is a kind of wheel and axle
_____ An inclined plane makes work harder.
_____ A nail is an example of a wedge.
6. _____ A hammer is a kind of lever.

7. _____ A pencil sharpener is a kind of pulley.
8. _____ A car is an example of an inclined plane.
9. _____ The flag is raised and lowered with a pulley.
10. _____ Some objects are more than one kind of simple machine.
Write the name of each simple machine under its picture.

Screw
Wheel and Axle
Lever
Pulley
Inclined Plane
Wedge
___________________
_____________________
_________________
___________________
_____________________
_________________
ExtraCredit:Labelthefulcrumonthemachinethathasone.
Answer each question:
1. Name two things that reduce friction.
______________________________
______________________________
2. What two simple machine are in a pair of scissors?

______________________________
______________________________
3.
4.
5.
6.
What simple machine would you use to get up on a slide? __________________

What simple machine would you use to chop down a tree? _________________
What simple machine would you use to open a door? _____________________
What simple machine would you use to hold two boards together?
___________________
7. What simple machine would you use to keep a door from shutting?
___________________
Think of what simple machines you would use to do the following job. Tell how you
would do it. Please answer in complete sentences.
You want to build a jump for your bike. Your dad said you can use the pile of dirt out
behind the garage for it.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Inclined Plane Investigation Checklist

Name______________________________________
Question
__/2 Pertains to the experiment __/2 Is in the form of a question

Hypothesis
__/2 Is reasonable__/2 A reason for the hypothesis is given
Procedures
__/5 Are complete __/3 Are in order
Results
__/4 First picture is neat, labeled, and clear__/4 Second picture is neat, labeled, and
clear__/6 Written results clearly describe what happened
Conclusion
__/3 Is accurate__/2 Refers to inclined planes
Total
__/35
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Lesson Plan Template

EDU423 C & I: Elementary Science Methods

Grade Level: 2rd

Stand holding a heavy pile of books (not work)

Pick up a chair and carry it (is work)

What Simple Machine is It?

Lesson Plan Template

Grade Level: 2rd

Incline Plane Investigation

Write your conclusion (what you learned).

Lesson Plan Template

Grade Level: 2nd

Date: November 17, 2014

Time Required: One 45 minute lesson

Pictures to cut out for

Pictures to cut out for the

Lesson Plan Template

Grade Level: 2nd

Lesson Plan Template

Grade Level: 2nd

Science Processes: Students will be able to record the results of an experiment in a

Lifting with Levers

What did you find out?

Why do you think that happened?

Lesson Plan Template

Grade Level: 2nd

Wheel and Axle Picture Page

Lesson Plan Template

Grade Level: 2nd

Formative and/or Summative Assessment

Pulling with Pulleys

Is it easier to lift something up by pulling down? Lets find out.

Describe what it was like to lift the jug on your own.

Lesson Plan Template

Grade Level: 2nd

Grade Level: 2nd

Formative and/or Summative Assessment

Which Simple Machine Should I Use?

To take the bricks over to where

To put the statue of Abraham

men are working?

Lincoln on the pedestal?

To put the lawnmower the in cart?To plant the tree?

Which Simple Machine Should I Use Rubric?

Lesson Plan Template

Grade Level: 2nd

_________________________ is a push or pull.

5. _____________________ results when a force moves an object.

A wheel and axle

is a bar that pivots around a fulcrum.

is an inclined plan wrapped around a pole.

is a plane that has one end higher than the

is a wheel with an axle around its center to

is a wheel with a groove for a rope that is used

_____ Machines make a job easier.

6. _____ A hammer is a kind of lever.

Write the name of each simple machine under its picture.

Wheel and Axle

2. What two simple machine are in a pair of scissors?

What simple machine would you use to get up on a slide? __________________

Inclined Plane Investigation Checklist

__/2 Pertains to the experiment __/2 Is in the form of a question

/2 Pertains to the experiment /2 Is in the form of a question