Tanya Winship | 1

Table of Contents

Unit Rationale / 2
Guiding Goals / 2
Assessment / 2
Cross-Curricular Connections / 3
Unit Timeline / 5
Unit Overview / 6
Extensions and Adaptations / 13

Forces and Simple Machines

Grade Level: 4/5 Timeline: 4 weeks
Unit Rationale
This unit has been created to connect with the grade 5 curriculum, covering both forces and simple machines. The unit will explore how forces around us affect the movement of objects, how machines use forces to do work, and how we use simple and compound machines to do work for us. Much of this unit comes from the BC Science Probe 5 textbook, but there is also a number of hands-on activities and experiments that go beyond the textbook and allow students to explore and think critically about the information being provided. This unit will also involve some buddy activities with the grade ½ class who are beginning to learn about forces and simple machines themselves, albeit to a lesser degree. By working with our buddies, we can create a mutually beneficial relationship as we discover the beauty of simple machines. Such activities include building boats and thinking about ways to protect an egg that falls from an extreme height. Through these interactive activities, students will gain a deeper understanding and participate in experiential learning.
Guiding Goals
The following goals have been taken from the BC Curriculum guide for Grade 5 Science.
  • demonstrate how various forces can affect the movement of objects
  • demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel

Assessment
Assessment for this unit will come from students’ participation in and completion of hands-on activities, worksheets, questions from the text, and review package. Each activity completed will have a corresponding write-up which will ask the students to think critically about the activity and explain their thoughts or impressions of it.
The final assignment for this unit will be to create a compound machine and complete a write-up explaining what purpose the machine has, why it makes our lives easier, and what simple machines it uses.

Cross-Curricular Connections

Science

Prescribed Learning Outcomes / Suggested Achievement Indicators
It is expected students will be able to…
demonstrate how various forces can affect the movement of objects / accurately describe the effects of increasing and decreasing the amount of force applied to an object (e.g., lifting a wooden block)
compare the effects of friction on the movement of an object over a variety of surfaces (e.g., sandpaper, rug, smooth wood, chalk dust, gravel)
with teacher support, design a fair test to see how an object’s motion is affected by ramps with different surfaces, slope, length, and initial height
demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel / identify and classify everyday devices according to the six basic machines (lever, wedge, inclined plane, screw, roller, axle, wheel, and pulley)
compare the advantages and disadvantages of various simple machines for identical tasks (i.e., choosing the right machine for the right job)
design a compound machine / identify the simple machine incorporated into the working parts of compound machines designed for a specific task (e.g., lifting, pulling, and carrying heavy loads)
proficiently assemble a compound machine, illustrating in detail how it is constructed from a combination of simple machines
describe applications of simple and compound machines used in daily life in BC communities / give several examples of some common heavy machines that contain simple machines (e.g., fork-lift, grader, crane, log-loader)
illustrate in detail how a combination of simple machines can be used to solve various problems in daily life
describe the various ways in which Aboriginal peoples in BC have used machines to meet basic and artistic needs in their daily lives

Language Arts

Prescribed Learning Outcomes / Suggested Achievement Indicators
It is expected students will be able to…
A1use speaking and listening to interact with others for the purposes of
contributing to a class goal
sharing and explaining ideas, viewpoints, and opinions (e.g., debating)
improving and deepening comprehension
solving problems
completing tasks / share ideas relevant to class activities and discussions (e.g., in pairs or small groups, brainstorming, literature circles, book clubs)
listen to classmates and others without interrupting
speak and listen to respond to others’ needs, feelings, and reactions, taking into account verbal and nonverbal cues (e.g., tone, inflection, body language, facial expression)
speak respectfully and use appropriate language and tone when disagreeing
share differing viewpoints and perspectives; learn how to “agree to disagree”
speak and listen in partner, small-group, and whole class discussion to accomplish a task
ask for assistance when needed, and provide support for others sustain conversations with classmates and adults
A4select and use strategies
when interacting with others, including
accessing prior knowledge
making and sharing connections
asking questions for clarification and understanding / refer to relevant texts they have read or heard, or contribute relevant experiences to the topic or task
connect and relate prior experiences, insights, and ideas to those of a speaker
make connections to personal and shared ideas and experiences by talking in pairs or small groups
follow classroom guidelines for interacting (e.g., respectful listening, accepting differing opinions)
ask thoughtful questions and respond to questions with appropriate elaboration
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
April 7th
Lesson 1: What is Motion? / April 8th
Lesson 2: Forces of Motion / April 9th
Lesson 3: Friction / April 10th
Lesson 4: Transfer of Energy / April 11th
April 14th
Lesson 5: Combining Forces / April 15th
Lesson 6: Simple Machines / April 16th
Lesson 7: Levers and Wheels / April 17th / April 18th
NO SCHOOL
April 21st
NO SCHOOL / April 22nd
Lesson 8: Pulleys and Planes / April 23rd
Lesson 9: Screws / April 24th / April 25th
April 28th
Lesson 10: Compound Machines / April 29th
Lesson 11: Review / April 30th
Lesson 12: Create a Compound Machine / May 1st
Lesson 12 (cont’d) / May 2nd
NO SCHOOL

Unit Timeline

Unit Overview

Topic / Learning Outcomes
(SWBAT) / Activities / Materials / Assessment
1 / What is Motion? / - identify ways things move
- think critically about movement / Ask students to write a list of words or phrases that describe the way things move. Next to each entry, have students draw a picture or diagram to illustrate the word or phrase.
Invite students to share their ideas. Students may physically demonstrate some of their motion words or phrases. Encourage students to talk about the variety of motions. Ask what the fastest moving thing you can think of or what’s the funniest, weirdest motion you have ever seen? Suggest that students be on the lookout for interesting and unusual motions as they work through the unit.
Write a journal entry answering the following questions:
- What things can you name that move?
- What things don’t or can’t move?
- What moving things helped you get to school?
- How can you tell whether or not an object is moving? / SMARTBoard
Lined paper
Writing tools / journal entry
2 / Forces of Motion: Push/Pull / - describe movement as either push or pull and classify movements as such / Have students look around the classroom and make some general observations (mentally). While students’ eyes are closed, move a conspicuous object from its place in the classroom. When students open their eyes, ask if they notice anything different around the classroom. When they point out the object has moved, ask how they know I moved.
Give each student an object (toy car, marble, yo-yo, slinky) and ask the students to make the object move. Have them share how the object moves.
Read pages 4-7 of BC Science Probe 5 and answer a set of questions. / Various objects (1 for each student) – slinky, yoyo, toy car, etc.
BC Science Probe 5 / questions from text
3 / Friction / -define and explain friction
- illustrate how surface texture affects friction / Get students to rub their hands together very quickly. Explain that the heat they feel is caused by a force called friction. Friction tries to stop things sliding past each other and slows things down. Without friction, we would slip over every time we tried to walk.
Read pages 8-13 of BC Science Probe 5 and answer a set of questions.
When students are completed, they can complete some experiments with friction. (Test different surfaces, how many marbles needed to move and textbook on carpet, add marbles). / BC Science Probe 5
Sandpaper
Table Cloth
String
Yogurt Cup
Marbles / questions from text
4 / Transfer of Energy / -understand that force can be transferred / Incline marble races. Slide a marble down a ramp at different slopes. Ask students to predict at which slope the marble will move the fastest.
Read pages 16-19 of BC Science Probe 5 and answer a set of questions.
Complete investigation on pages 20-22 of the text (in groups of 3). / Ramp (pool noodle cut in half), marble, and timer
BC Science Probe 5
Empty can, masking tape, measuring tape, full can, board / questions from text
complete investigation
5 / Combining Forces / - access prior knowledge about what has been learned
- understand that forces are not independent of each other / Brainstorm with class what we have learned thus far about force and motion. (How do things move? What affects how they move or how fast they move?)
Read pages 24-26 of BC Science Probe 5.
Watch The Magic School Bus, season 1, episode 10: “The Magic School Bus Plays Ball.” / SMARTBoard
BC Science Probe 5
The Magic School Bus / brainstorm activity
6 / Simple Machines / - identify items as machines (or not)
- predict and re-evaluate their ideas / Have students independently brainstorm any and all machines they can think of. Ask them to write their ideas down.
Have a collection of machines (some simple, some complex, and some things that aren’t machines at all). Students should do a gallery walk and check off (on a sheet) which of these are machines and which are not.
Read pages 32-38 of BC Science Probe 5 and complete an accompanying worksheet.
Ask students to re-evaluate their initial impressions of the machines. Has their understanding changed at all? Students should note any changes to their observation and write an exit slip to explain their process. / Variety of items (some machines, some not, simple, compound)
Checklist
BC Science Probe 5
Worksheet / record of brainstorm
completed checklist
worksheet
7 / Levers and Wheels / - identify and explain the importance of levers
- classify various levers (first-, second-, and third-class)
- explain the importance of wheels / Demonstrate what a lever looks like and how it is used (to crack a nut, to open something, to sweep). Have students explore levers using a ruler and a marker. Does it matter where the marker that supports the ruler is placed?
Read pages 39-41of BC Science Probe 5 and complete a worksheet on the classes of levers.
Students should then read pages 42-43 of BC Science Probe 5 before exploring wheels. Students will be given a variety of materials and asked if wheels make it easier or harder for the object to move. Have students make inferences and record their observations. / Nutcracker, screwdriver, broom (or other levers)
Ruler and marker
BC Science Probe 5
Worksheet
Materials (wheels, spools, construction paper, pipe cleaners) / worksheet
participation in exploration
8 / Pulleys / - describe the use and purpose of a pulley
- determine the difference between a fixed pulley and a moveable pulley
- describe the advantages and disadvantages of each type of pulley / Show a series of images of pulleys (or bring them in) and ask students to predict what the purpose of the pulley is and why it is designed a specific way. After students have written down some general hypothesis, ask a volunteer to explain if and how force is being used and/or is changing. If possible, demonstrate with the flagpole?
Read pages 45-46 of BC Science Probe 5 and write down key vocab.
In groups of 3, have students make their own pulley system (reproducible 12A) and answer the questions. / Images of pulleys (or items)
BC Science Probe 5
Sticks and string / completion of key vocab
worksheet with activity
9 / Planes and Screws / - explain what a plane is and why it is important
- explain what a screw is and why it is important / Ask students to look at the question on page 48, which path would they choose to take? Explain why. Read pages 48-49 of BC Science Probe 5. Were they correct in their guesses?
Have students record all the inclined planes they can think of with illustrations if possible.
Read pages 49-51 of BC Science Probe 5 as a class. Have students continue by independently reading pages 52 and 53. Students should then complete a set of questions on the information from the textbook. / BC Science Probe 5 / record of planes
questions from text
10 / Compound Machines / - determine the difference between a simple machine and a compound machine
- illustrate how compound machines have changed over time / Ask students to return to their observation sheets from the beginning of the unit. Which of those machines was a simple machine? What about the other ones?
Read pages 58-63 as a class and review by completing a Venn Diagram on the board comparing simple machines to compound machines.
Students should read 66-77 independently, identifying anything that they need further clarification on. / Checklist from previous class
SMARTBoard with Venn Diagram
BC Science Probe 5 / completion of Venn Diagram
compared checklist
11 / Review / - apply previous knowledge and learning to complete a summary of the unit / Students should finish previously assigned reading.
A review package will be provided and students must complete before moving on to the final assignment. / Review package / completed review package (graded)
12 / Create a Compound Machine / - know the difference between a simple and compound machine
- create a compound machine that uses simple machines to complete an everyday task
- use their learning to demonstrate understanding and justify their creation / Students will create a machine to accomplish an everyday task. It is not necessary for students to physically create the machine, but they must draw a detailed diagram that illustrates the various parts of the machine.
In addition, students must write a report, answering the following questions:
-Name of machine
-What is its purpose? What task will it complete?
-Is this more efficient than the traditional way of completing a task? Why or why not?
-What simple machines were used in the creation of your compound machine?
-Could this machine actually be created? Why or why not? / Variety of materials (as needed) / creation of compound machine (according to a rubric)

Extensions and Adaptations

This unit is primarily focused on grade 5 curriculum. As such, grade 4 students will still participate and be required to complete activities, but the overall understanding for grade 4 students will be accounted for in assessment Experiential learning, where possible, will replace or enhance the textbook readings. In addition, a number of subsequent experiments may occur should time permit. Some of these can be found on the Science World website: These activities have not been described in the unit overview, but will be considered as extensions of learning and will take place should time permit.

Adaptations will be made on an individual basis and students may focus on one area they are interested in. By not having a unit test, I hope to engage students in a more active way to illustrate their understanding of the material. A final project that asks students to create a compound machine will act as assessment and may be a good way to engage all learners.