Introduction

Activity
List

Classroom
Materials

Web
Resources

DPS
Standards

 

ILT Project
Site
Machines and Work:
Across the Ages

(Grades 6 - 8)

Machines and Work - Activity #1

Intended Learning

Students will observe and identify type six simple machines.

Materials and Resources

  1. Simple Machines Introduction PowerPoint
  2. Simple Machines Are Everywhere worksheet

Activity Description

  • Share with students that they are about to become Scientists of Simple Machines as they explore an exciting Unit on Simple Machines.
  • Discuss with the class the answers.

Machines and Work - Activity #2

Intended Learning

Using a modified version of the familiar story of the Three Little Pigs and the Big Bad Wolf, this lesson explores how the wolf could have used simple machines to catch the three little pigs.  Students will identify the simple machines in the story, evaluate the strengths and weaknesses of the machines used, and create a design of a machine that the wolf could have used to catch the pigs.

Materials and Resources

  1. Copy of Three Pigs and the Scientific Wolf (by Mary Fetzer) (available from Pieces of Learning)
  2. One copy of a Cause-Effect Multi-Flow Chart per group (some groups may have the same identified simple machine flow-chart).

Activity Description

  • After sharing with students that the purpose of the book they are about to read is to identify and analyze the simple machines being used, read the Three Pigs and The Scientific Wolf
  • Following the story, brainstorm the different simple machines used by the wolf
  • With students in 2-3 person cooperative groups, give each group a cause-effect multi-flow chart.  Give students time to generate and record responses on the cause-effect multi-flow maps to illustrate the cause and effect relationships present that caused each machine to fail.  Direct evidence from the text must be included. 
  • The teacher will introduce the challenge for tomorrow's class in which each cooperative group will draw a model of a machine the wolf could use to catch the pigs. The groups should be given about fifteen minutes to brainstorm possible ideas. This will allow the students to begin to think through the challenge.
  • The next day, the students will be given the class period to complete their drawing of the tool to catch the pigs.  Share with the students that the pigs cannot be maimed, injured, killed, crippled, or hurt in anyway—only captured! Group roles may be assigned by the teacher, if needed. The teacher's role during this time is to offer guidance, suggestions, and to question students during the process.

Machines and Work - Activity #3

Intended Learning

In this lesson, students gain knowledge about simple machines through an Internet Web quest that will apply to all three lessons in the unit. Students will work with a partner to complete the data gathering and written activities.

Materials and Resources

  1. Computer Lab
  2. Pre-loaded copies of Simple Machines Field Trip

Activity Description

  • Organize students into partners for research gathering and written work.
  • Share with the students that today they are going to take an ‘Internet Field Trip’ to learn more about Simple Machines.
  • Discuss the steps on the handout, and instruct students that they will visit the Web sites listed and complete the requested information. Each student can complete their own handout, or they can work as a team on one.
  • Direct the students to begin gathering data. Supervise and assess progress.
  • Continue into the next day, if needed to complete any remaining research.
  • Assemble students to share the results of the research.
  • Engage students in a discussion covering answers to the focus questions.

Machines and Work - Activity #4

Intended Learning

Students learn the basic principles of work, force and effort as applied to simple machines.

Materials and Resources

  1. Teacher Notes on Work, Force and Effort
  2. Student handouts on Work, Force and Effort
  3. Per group:  one pencil, one ruler, 2 coins

Activity Description

  • Familiarize yourself with the work / force teacher notes and the "Jumping Coin Experiment".
  • Provide each student with the work / force student handouts.
  • Individually or in small groups, have the student complete the readings and questions.
  • After a brief classroom discussion, provide the materials to the students for the "Jumping Coin experiment".
  • Provide ample time for the experiment, discussion, and writing reflection.

Machines and Work - Activity #5

Intended Learning

Students observe and record observations of simple machines in everyday life. 

Materials and Resources

  1. Clipboard or facsimile
  2. Student handout - Student Scavenger Hunt
  3. Look What We Found! Inspiration
  4. Computer
  5. LCD projector

Activity Description

  • Share with the students that today they are going on a scavenger hunt to find every-day uses of simple machines.
  • Have students get into groups, providing each group with a hard writing surface, a copy of the Student Scavenger Hunt, and a writing utensil.
  • Take students to the various locations to observe and collect various uses of simple machines.  Encourage them to look for simple machines WITHIN a complex machine.  Groups should work independently of each other to encourage greater collection of data.
  • Have students complete the collection of data from their home as homework, then record it on the group worksheet.
  • Return to the classroom and use the Look What We Found! Inspiration template to gather all the student observations.

Machines and Work - Activity #6

Intended Learning

Students apply the principals of simple machines to create events in a wacky obstacle course, similar to those seen on popular television shows such as Survivor, Fear Factor, or Endurance.  Students will wok with a partner to prepare a visual presentation and an expository description of the obstacle course. 

Materials and Resources

  1. Obstacle Course Instruction sheet
  2. Butcher paper and markers for each group

Activity Description

  • Share with the students that the producers of Survivor are hosting a contest and you have entered them on their behalf.  Their task will be to create some new challenges for the show.
  • Allow ample time for students to complete their obstacle courses.
  • Have students present their butcher paper obstacle courses to other groups.

Machines and Work - Activity #7

Intended Learning

Students will work collaboratively to use their knowledge of simple machines and use them in designing a complex machine to improve a common household product or do a daily task of their choosing.

Materials and Resources

  1. Introduction to the Culminating Activity PowerPoint
  2. Sample project (commercial from Honda) - http://autorepair.about.com/library/multimedia/hhonda-ad-300k.swf
  3. Computer lab
  4. LCD projector
  5. Student Packet for Culminating Activity:
    1. Overview of project
    2. Student role sheets with supporting websites
    3. Legal Eagle Worksheet
    4. Research and Development Worksheet
    5. Rube Dude (or Dudette) worksheet
    6. Patent Application Form
    7. Design Sheet

Activity Description

  • Share with the students that they are going to be bringing together all the information they have acquired on Simple Machines in a final culminating project.  This project is their “test”.
  • Show students the Culminating Activity Introduction PowerPoint
  • Show students two samples of projects”
  • Create student groups of three
  • Provide each group with one Student Packet
  • Go over the instructions, timeline for completion (to be determined by you), and answer any questions students have.
  • Give students work time in the lab to become experts in their roles.  Consider having “mini-meetings” of expert groups to share expertise (but not ideas on their invention).
  • Give students work time to work as an invention team to create their complex machine.