Beruflich Dokumente
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1. The teacher will explain to the students that they have been learning about all the
ways we work (energy, movement) and that now we will study what makes the
work easier and how it is done.
2. The teacher will activate the students prior knowledge and display a picture of an
animated bicycle on the Smart board. The teacher will have the students observe
the bicycle picture.
3. The teacher will explain to the students the following situation, When you are
riding your bicycle, how do you make the bicycle move? The teacher will have
one student answer the question. (The answer is placing your foot on the pedal to
move the wheels.) The teacher will conclude that the bicycle makes it easier and
quicker to travel to places. The teacher will say, The pedal and wheel help move
the bicycle and these are known as a simple machine.
4. The teacher will display the definition of a simple machine on the Smart board
and read it aloud to the class.
5. The students will watch a Brain pop video that is about 3 minutes long. In this
video it will introduce the simple machines to the students using examples and
animations.
6. The teacher will ask the students to staple the definition sheet and graphic
organizer in their notebooks to use for the lesson.
Procedure: 20 minutes
1. The teacher will introduce the activity to the students. The teacher will distribute a
checklist to each student, which will help him or her complete the activity. The
teacher will explain to the students that they should use the checklist to finish the
activity. (The teacher will also display the checklist on the board as the students
complete the activity.)
a. The teacher will explain to the students that they will visit the six different
stations in the classroom that have a simple machine and pictures on how
to use them. The students are also able to touch the simple machines to
observe how they are used. The students have to identify the simple
machine at that station using the definition page to help them. In the
graphic organizer, the students will write the type of simple machine,
qualities of the simple machine and draw a picture of the simple machine.
2. The teacher will model how to complete the activity. (The teacher will display a
graphic organizer on the Smart board similar to the students graphic organizer.)
3. The teacher will have a small scale and show it to the students. The teacher will
show how both sides of the scale move back and forth while weighing objects.
The teacher will refer back to the definition page and realize that a fulcrum is part
of simple machine that makes the two sides move. The teacher will identify the
scale as a lever.
4. The teacher will write lever in the graphic organizer and ask the students what
were the qualities that they realized about the scale. The teacher will write the
qualities in the graphic organizer in the correct section. The teacher will also draw
a picture of the scale.
5. The teacher will ask the students to put a thumbs up or thumbs down to check if
they understand the content. If more than half the students have thumbs down
then the teacher will address their misunderstandings.
6. The teacher will divide the class into six equal groups and each group will be
assigned at a station. The teacher will explain to the students that they will receive
about two to three minutes at each station to observe the simple machines and fill
out their graphic organizer.
7. The students will begin the activity and the teacher will observe the students as
they complete it. The teacher will also provide guiding questions during the
activity to help the students identify the simple machine.
8. The teacher will direct the students to their station and begin the timer for two
minutes. The teacher will also display the checklist on the Smart board for the
students to refer back to on how to complete the activity.
9. The teacher will time the students and when two minutes is finished then they will
switch to the station on their left.
10. The activity will end when all the students have completed all of the stations. The
teacher will ask the students to return to their seats with their graphic organizer.
11. The teacher will ask a student from each group to identify the simple machine at
one center and explain how they determined it was the correct type of simple
machine.
Closure: 5 minutes
The teacher will ask the students, Based on your observations, why are simple
machines important to use? The teacher will have the students write their answer in
their notebook and ask the students to refer to one example from the experiment in
their answer. The teacher will have a few students share their answer to the class. The
answer should be about how simple machines make moving objects easier.
anecdotal notes will include an evaluation of the students work based on the completion of the
assessment and correctness. The teacher will also observe and evaluate the students ability to
use the checklists provided and if he or she follows directions to complete their work.
11. Differentiation:
This lesson incorporates several different ways of differentiation for at risk and disabled
students. This lesson also incorporates the multiple intelligences.
Differentiated Worksheets
Group A (Above Grade Level)
Group B (On Grade Level)
Group C (Below Grade Level and English Language Learners):
Power Point Presentation for visual learners.
Group C students will be paired with Group A students for the experiment.
Checklist will be provided for all students.
Group discussions and group work for the experiment.
12. Resources:
Brain Pop Junior