Supporting Question:

What is a: lever plane screw pulley wedge wheel and axle?

Extended Question:

Supporting Question:

Extended Question:

What is force, effort and work?

Where can we see examples of simple machines in everyday tools?

What tools use a combination of simple machines?

Contributing Question (Key Concept 1):

Contributing Question (Key Concept 2):

What are the six different types of simple machines?

How do each of the six different simple machines work?

Concept: Simple Machines Focus Question: What are simple machines and how do they help us?

Contributing Question (Key Concept 3):

Contributing Question (Key Concept 4):

How do people use machines to make things easier?

What will machines look like in the future?

Supporting Question:

Extended Question:

Where can we see examples of simple machines that make life easier?

How do simple machines change force and direction to decrease effort?

Supporting Question:

Extended Question:

What machines will we need in the future?

How will future machines work?

Pretest:
Students will write a definition of what a machine is, explain how they help us and categorise some examples of simple machines Students will also be provided with the opportunity to draw some other examples of simple machines Students will be presented with a scenario, involving the movement of an elephant from one !oo to another, and asked to draw and label and"or explain in writing how they would complete the task using simple machines

Key: #S$% & Smart $otebook 'esource #S'(% & Student 'esource (ooklet #)'% & )eacher 'esource

Key Concept 1: What are the six different types of simple machines? Outco es:
PP S2.4 *dentifies various forms and sources of energy and devises systems that use energy INV S2.7 +onducts investigations by observing, ,uestioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions !e"rning $%o&e C&"ss !e"rning #ndependent ' (uided !e"rning P&en"ry ' Q*P'*%in+ing #ntention )ssess ent *oo&s Classifying pictures of machines/actual machines -oc"bu&"ry bui&ding Core Students present "round Si p&e ."c%ines ('0WS1 into the six simple machine types (lever, pulley, wheel, their categorised & Modelled reading of big )o name the six inclined plane, wedge and screw). ob/ects and explain books, floor storming Metalanguage different types of Share and discuss. their reasoning # looking at pictures and simple machines developing vocabulary (ackground Students are given pictures or actual machines to categorise. Can students through discussion around 2nowledge categorise objects? the pictures% Extended Students label the six different types of simple machines. (SN) Are they able to )o explain the Watch media on simple explain and justify concepts of force, machines. (SN) Listening to Support Extension their choices? effort and work vocabulary in context and 7rovide pictorial support Students classify developing an e g images of an inclined compound machines, understanding of various plane, screw to assist /ustifying their selection aspects and functions of students while categorising E.g. Scissors are made simple machines. of a lever and wedge. ,esources (ig (ook & Simple Machines +oncrete examples of simple machines 3What is a Machine4 & #S'(% 3How 5re Machines 6sed?4 & #)'%

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Key Concept 2: How do each of the six different simple machines work? Outco es:
PP S2.4 *dentifies various forms and sources of energy and devises systems that use energy INV S2.7 +onducts investigations by observing, ,uestioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions UT S2.9 Selects and uses a range of e,uipment, computer8based technology, materials and other resources with developing skill to enhance investigation and design tasks DM S2.8 9evelops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process !e"rning $%o&e C&"ss !e"rning #ndependent ' (uided !e"rning P&en"ry ' Q*P'*%in+ing ,esources #ntention )ssess ent *oo&s In small groups students conduct the following Obser ation Core Show an example of a Metalanguage 2nife experiment. wedge and define A !uestioning doorstop 1xplains what Wedges What happens when the wedge is pushed wedge forces an opening. thick books happens when a between the stack of books (SN) "or#boo# sa$ple 1ngagement wedge is pushed !aterials" four hard covered boo#s, a wedge, a tabletop. between a stack 'ecord on a class chart the $. Stac# the boo#s on the tabletop vertically. Social Support of books different ways wedges work %. &lace the tip of the wedge between the second and third nails e g cut & knife, split & axe, boo#s. hammer tighten & doorstop, hold & '. &ush the wedge between the boo#s. paper nail #S$% Extension +ategorise some examples (iscuss findings as a class. 1xplains how a -esson . variety of wedges work of wedges #S$% 1xplain experiment #S$% )n small groups conduct either the *Nails+ or *,ly it+ experiment to explore how wedges are used to cut or split through something. -n completion students complete wor#boo# activity . identify examples of the different types of wedges and then select one and explain how it wor#s. Support 6se mixed ability groupings Extension 9evise an experiment to demonstrate how a wedge works

"ritten %xperi$ent procedure

3$ails4 & )' 3:ly it 8 )' 3Wedges4 & #S'(%

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Core 1xplains how a pulley can be used to send messages across a room

Show an example of a pulley and define A pulley is a wheel that has a groo e in the ri$ where a rope can run and change the direction of the pull. (SN)

In small groups students conduct the following experiment. Can you use a pulley to help you send messages across the room !aterials .string, paper, paperclip, cotton spools, bamboo stic#s. $. &lace the bamboo stic#s through the centre of the cotton spools.

Obser ation Metalanguage !uestioning 1ngagement Social Support (amboo sticks +otton reels String 7aperclips 3Messages on a 7ulley4 & )'

Extension 1xplains how pulleys can work in a variety of situations

9emonstrate how a load is lifted using a pulley system #S$% 7rovide examples of ob/ects with pulleys for students to explore 1xplain experiment #S$%

%. '. 0. 2.

/ie the piece of string into a loop. Loop the string around the cotton reels 1ttach the paperclip with the message to the string. &ull on the string to move the message to the other side.

paper

(iscuss findings as a class. 3ecord a definition of a pulley, describe a pulley and then draw and explain how the message pulley system wor#ed. Support +onduct experiments in mixed ability groupings Extension +reate a context for students to solve a problem using a pulley system e g lifting a bucket of water Obser ation !uestioning Metalanguage 1ngagement Social Support Shoeboxes Weights pencils 3Wheels and 5xles4 #S'(% "or#boo# sa$ple 37ulleys4 & #S'(%

Core 1xplains how wheels help move loads Extension 1xplains how the surface friction affects the movement

Show an example of a wheel and define A wheel is a round fra$e that turns on a pin or shaft in its $iddle. An axle is the bar on which a wheel turns. #S$% 1xplain the relationship between a wheel and an axle and demonstrate the wheel without the axle to help students understand the importance of the axle *nvestigate and explore items that contain wheel and axles e g paint rollers, skates, toy cars #S$% 1xplain experiment #S$%

*n small groups students investigate how wheels help move loads . 7ut a weight in each shoebox ; +halk a start line on the table top < 7ut one box on the line and then push Mark where it stops = -ay the second box on the pencil rollers at the start line and then push > Mark where this box stops 9iscuss findings as a class & Which box travelled the farthest and moved more easily? Students define a wheel and axle in their workbook and then draw and explain how the pencils made the box move further Support 7rovide students with examples for them to categorise Extension *nvestigate the affect of surface friction on the movement and speed of an ob/ect with wheels

"or#boo# sa$ple ?ariety of surface areas e g carpet, lino, tile, pebble deck, wood )oy cars Metre ruler

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Core 1xplains how loads can be moved using a lever Extension *dentifies the three different classes of levers

Show an example of a lever 9efine lever load and effort (SN) A le er is a bar that rests on a fulcru$. A fulcru$ is the support on which a le er turns or is helped in $o ing or lifting so$ething. &he load is the a$ount of wor# a $achine is expected to perfor$. &he effort is the a$ount of force needed to $o e the load. (rainstorm and list some other examples of levers #S$%

9emonstrate how load, effort and fulcrum relate to levers e g broom, hockey stick or can opener Simulate how levers work e g ruler, rubber and hand 1xplore how the position of the fulcrum affects the amount of force needed to lift the load #S$% . Make a lever using a board and fulcrum ; 7lace a stack of books #weight% on one end < 5d/ust the fulcrum #close to the load, away from the load and in the middle% and investigate the efficiency of the lever 9iscuss findings as a class Students complete worksheet recording definitions of lever, load, fulcrum and effort Students draw, label and explain what happened when the fulcrum was moved to different positions Support 6se mixed ability groups during experiment Extension 1xplore and distinguish between the three classes of levers

Obser ation !uestioning

Metalanguage 1ngagement Social Support

3:orce 5rm 7ower4 & #)'% ruler rubber books wooden planks paint cans

"or#boo# sa$ple

3-evers4 & #S'(%

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Core 1xplains how an inclined plane makes lifting loads easier Extension 1xplains how inclined planes can be used with other simple machines

Show an example of an inclined plane 9efine an inclined plane #S$% A plan# or plane surface put at an angle to a hori'ontal surface. Walk around the school or use maga!ines to find examples of inclined planes and discuss observations

1xplain the following scenario & 5n owner wishes to put a mower on a truck but it is too heavy #S$% 5sk students to brainstorm different solutions to the problem 5fter solving the problem, discuss how ramps and inclined planes can help people 1xplain experiment and ask for predictions #S$% Students are to investigate how changing the angle of an inclined plane affects the speed or a toy car travelling down the ramp 9raw and explain the experiment in student workbook 'ecord and discuss findings as a class Support 6se mixed ability groups during experiment Extension 1xplore how friction affects the efficiency of the inclined plane

Obser ation !uestioning

Metalanguage 1ngagement Social Support 5 @ ' " 5'+

Maga!ines Wooden boards )oy cars

"or#boo# sa$ple

3*nclined 7lanes4 S'( 3:riction4 & #)'81% 3My ?ehicle4 & #)'81%

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Core 1xplain how a screw works Extension 1xplains how the thread affects the workload

Show an example of a screw 9efine a screw #S$% A screw is an inclined plane wrapped around a cylinder. &he groo es on the screw are called threads.

1xplain and discuss the scenario 8 Which screw is the easiest to screw into a block of wood? Ask students to make predictions. Conduct experiment in small groups. Materials: one block of wood, screws the same length with various numbers of threads, masking tape . Wrap a screwdriver handle with a piece of masking tape Mark the tape Bou will count one turn each time the mark comes back to the place it started ; 6sing screws that are the same si!e cylinder but have a different number of threads, screw each one into the wood, counting how many turns it takes 9iscuss the following ,uestions "hich screw too# $ore turns to go all the way into the wood? (s this what you thought would happen? "hat did you learn? 'ecord definition and draw and explain the experiment performed in workbook Support +onduct as a whole class experiment Extension *nvestigate how a screw is a type of inclined plane +an you come up with a way to demonstrate this?

Obser ation !uestioning

Metalanguage 1ngagement Social Support

31asy4 & #)'% (locks of wood Screws with different thread widths Masking tape

"or#boo# sa$ple

3Screws4 & #S'(%

Key Concept 3: How do people use machines to make things easier? Outco es:
PP S2.4 *dentifies various forms and sources of energy and devises systems that use energy INV S2.7 +onducts investigations by observing, ,uestioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions UT S2.9 Selects and uses a range of e,uipment, computer8based technology, materials and other resources with developing skill to enhance investigation and design tasks !e"rning $%o&e C&"ss !e"rning #ndependent ' (uided !e"rning P&en"ry ' Q*P'*%in+ing ,esources #ntention )ssess ent *oo&s Explain and discuss experiment. Core 7or#screw (rainstorm and list /o compare the efficiency of three machines" spoon, hand Obser ation machines that help us held beater, electric beater. ('0W 8and held 5nalyse and !uestioning coffee grinder $. &ass out e4uipment. explain how Select and analyse a %. Set the timer for three minutes. Sifter machines help machine and discuss how 7S9' 7an opener '. /eacher whips cream with electric mixer, students make things the parts work together to #7redict, Share, &i99a cutter use either a spoon5whis# or hand held beater. easier help us 9o, 'eflect% 8and held drill 0. 6eat for three minutes. 2. 7ompare the thic#ness of the cream. Stic#y tape Student dispenser Extended 9irection (iscuss results. 5nalyses and Substantive )n small groups or independently, students select a machine explains how +ommunication to analyse and determine how it wor#s to help us. complex machines use a Each group5individual presents their machine and findings combination of to the class. simple machines Oral %xplanation to make life easier Support Extension 7rovide cue cards with Students select a key words complex machine to 6se mixed ability analyse and describe groupings -esson .

Key Concept 4: What will machines look like in the future? Outco es:
PP S2.4 *dentifies various forms and sources of energy and devises systems that use energy INV S2.7 +onducts investigations by observing, ,uestioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions UT S2.9 Selects and uses a range of e,uipment, computer8based technology, materials and other resources with developing skill to enhance investigation and design tasks DM S2.8 9evelops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process !e"rning $%o&e C&"ss !e"rning #ndependent ' (uided !e"rning P&en"ry ' Q*P'*%in+ing ,esources #ntention )ssess ent *oo&s Core . 9esign, label and explain a futuristic machine 6rainstorm what type of machines we may need in the future. :ustify answers. Students design a machine that may be needed in the future. E.g. transport. 1ll designs should be fully labelled and contain a basic explanation of how it will wor#. Obser ation !uestioning )achine design "ritten explanation W*$+1 5'+ Extended 9esign and create a 'ube Coldberg style machine Support 5ssign a think buddy for all students 1nsure those needing support are given a competent buddy 7rovide students with a word bank Extension 9esign and create a 'ube Coldberg style machine incorporating as many simple machines as possible )achine design Cooperati e s#ills Duality 1xplicit +riteria 1ngagement Student 9irection ?ariety of common ob/ects Metalanguage

Post *est:
Students will write a definition of what a machine is, explain how they help us and categorise some examples of simple machines Students will also be provided with the opportunity to draw some other examples of simple machines Students will be presented with a scenario, involving the movement of an elephant from one !oo to another, and asked to draw and label and"or explain in writing how they would complete the task using simple machines

!iter"cy connections
1xplanation texts 0ral discussions Croup conversations"turn taking

/u er"cy connections
+omparing numbers ;9" <9 Shape 7osition Mass -ength

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