Station 1 Simple Machines Lego Structured Inquiry

Transcription

1 Station 1 Simple Machines Lego Structured Inquiry At this station, your task is to browse the non-fiction simple machines information provided then use your communication to share your learning. You may wish to add some ideas to your inquiry journal. Next, use your social to work as a group to explore the lego and guide books. When you are ready to begin building, you may work independently or as a group to build a model. All group members should get a chance to explore the Lego and contribute. When your time is up, put EACH PIECE of Lego back in the correct spot. Return your materials to the designated spot.

2 Station 2 Block Launcher Guided Inquiry At this station, your task is to use your social to work with your group to launch a wooden block as many various distances as possible using the materials provided. Your focus here is on accuracy and thinking about how the position of the fulcrum changes the force. You will need to measure the distance your block travels. There are several levers and fulcrums to try. You need to draw and label at least two of your group s set ups (the lever and position of the fulcrum) and describe how it worked. Did it launch the block a long distance? Why do you think moving the position of the fulcrum changes the force? Stay behind launch line during launch Stay aware of the space and where other students are at all times

3 Station 3 Ramps Structured Inquiry 1 Use the materials provided and the timer to determine the fastest way to get the car from point A to point B using the ramp. Record your findings in your inquiry journal. Why do you think this is the fastest way? 2 Use the materials provided and the timer to determine the slowest way to get the car from point A to point B using the ramp. Record your findings in your inquiry journal. Why do you think this is the fastest way? 3 If you were instead using the ramp and the materials to transport a heavy object (such as a box of books or a fridge) from point B to point A (up the ramp) which ramp and materials would you choose and why? Discuss as a group and answer in your inquiry journal. Provide evidence to support your thinking. 4 How does the surface of the ramp affect distance travelled? 5 What happens to the amount of force needed when you change the height of the inclined plane? Be aware of your personal safety lifting items Use extreme spatial awareness when moving ramps

4 Station 4 Lego Open Inquiry Focus o your self-management at this station. When finished, please return each piece of Lego to its original location. You may wish to draw and label what your create.

5 Station 5 Solving Problems At this station, your task is to work as group or in smaller teams to solve the word problems in your basket. Record your thinking in your inquiry journal. 1. Identify and explain how your solution specifically solves the problem.be creative and consider what you have learned about simple machines so far. 2. Identify ay simple machines used and how they make the work easier? 3. Consider the impacts of your solution. Will there be positive impacts? Will there be any negative impacts? What about economic impacts? What about environmental impacts.

6 A girl is sick and cant get up. She needs to feed her fish in their aquarium across the room. What simple machines or other innovations could you use to create a solution for her problem. Draw a picture and label to help you explain your thinking. You are your friend decide to move a large boulder to another place in your backyard. You try to push it, but it doesn't move. Even with both of you pushing, it doesn't budge. Now you are sweating and tired. What simple machines or other innovations could you use to create a solution for this problem. Draw a picture and label to help you explain your thinking. A magician comes to your party. Your dad puts a big tablecloth on the table. Your cake and presents are on the table too. The magician stands up at the party and says, I can pull this tablecloth off without making the cake and presents fall on the floor. He makes a quick move with his hands and everyone is surprised that it worked. Can you explain how he did it? What scientific principles are at work here?

7 Station 6 and Station 12 Maker Station Open Inquiry Focus on safety and respect at this station. Please return materials to their original containers. Ask your adult helper to help you move the cart and any materials. Remember that your work may be used or changed by other students who use this station next. Caution when using tools and moving around this station Slow down and think critically

8 Station 7 Innovations and our Driving Questions At this station, your task is to browse the books. Use our driving questions (on chart paper) to guide your thinking about what you are reading. Apply your communication to share your thinking and discuss as a group. Record your thinking graffiti style on the chart paper. You may wish to work as a whole group or in smaller team.s After you have spent some time with the books, you may use the links and videos on your teacher s website to continue your investigation.

9 Station 8 Mousetrap Game At this station, your have two options. Option 1: Use your social to come to consensus to choose a group reader to read the rules of the game out loud. Be sure to refer to the rules if you get stuck. Have fun playing the game. Option2: Use the whiteboard provided to design a similar trap style game. How will your game use simple machines? You may wish to record your ideas in your inquiry journal.

10 Station 9 Tinker Toys Open Inquiry Clean up all small pieces

11 Station 10 Pulley Play Guided Inquiry At this station, your task is to investigate the different materials provided to think about how a pulley works. Your group should try out ALL of the pulleys to see if you can lift the basket higher than your head. Discuss the following as a group and record your thinking in your inquiry journal. You should use the hooks in Ms. G s classroom when appropriate. 1. Which pulley was the easiest to use? Why? 2. Which pulley was the hardest to use? Why 3. How does using a pulley make lifting a load easier? 4. Why does a pulley need a groove in it? 5. Where would a pulley be useful in your everyday life, e.g., drying clothes? Be mindful of items above your head

12 Station 11 Investigating Screws Your task at this station is to investigate screws and figure out how they make work easier. You will record your thinking in your inquiry journal. 1. Take a pipe cleaner and wrap it around your pencil. 2. Draw a Venn diagram in your inquiry journal and use it to compare your pencil with the pipe cleaner wrapped around to a screw. What is the same? What is different? What other simple machine is a screw related to (connection)? 3. Next, investigate screws using the materials provided. How does the screw make work easier? 4. Try the screws with different devices and materials. Be mindful of your fingers when using the screwdrivers and other materials