NAME OF UNIT: Simple Machines ESTIMATED # OF DAYS approximately 45 Days Highland Park Science Curriculum Third Components Unit Name Force, Motion, and Energy Descriptive Overview Generalizations/ Enduring Understandings When a force acts on an object and energy is transferred, work is being done. People use machines to make work easier. Forces can move objects and do work. Simple machines make work easier. A system is many parts acting as one (together). Work is done when force acts through a distance on an object. Concepts Force, movement, friction, work, system, change, interaction, create, design, discover, generalize, modify, assemble, rank, select, tell opinion and justify, will this work, evaluate, explain, choose, identify, give examples, operate Guiding/ Essential Questions 1. What makes something move? 2. Why do some things move faster than others? 3. What makes an object stop moving? 4. What is a force? 5. How does a force cause change? 6. What are the two ways that force can change the motion of an object? 7. Why are some things harder to push or pull than others? 8. What force is always pulling on objects? 9. What is a simple machine? 10. What is a system? 11. Is a simple machine also a system? Explain. 1
1. What is a change in motion? Highland Park Science Curriculum Third 2. What causes a change in motion? 3. Why do things stop moving? 4. How is friction controlled? 5. Why is friction considered to be a force? 6. How can you tell whether an action is work? 7. How does energy change? 1. What are the six kinds of simple machines? 2. How are the inclined plane, the wedge, lever, and the screw related? 3. How are the wheel, axle, pulley related? 4. How does a lever work? 5. How does each kind of simple machine make work easier? 6. What are some examples of each kind of simple machine? 7. What is a compound machine? Learning Targets The students will explore the uses of various types of energy. ELA Connection: collect information from multiple sources of information The students will demonstrate the flow of electricity in circuits. The students will experiment with force and its effects on objects. Formative (FOR learning) Sixth Six Weeks Formative : Simple Machines Charades and Cartoons 2
Highland Park Science Curriculum Third Summative (OF learning) Select assessment for chapter 4 Lift It, Push It, Pull It Download Webccat TEKS (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: (A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat; and (B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: (A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world; (B) collect data by observing and measuring using the metric system and recognize differences between observed and measured data; (C) construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data; (D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations; (E) demonstrate that repeated investigations may increase the reliability of results; and (F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. (3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 3
Highland Park Science Curriculum Third (A) collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and (B) use safety equipment as appropriate, including safety goggles and gloves. (6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: (A) explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life; (B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons; and (C) observe forces such as magnetism and gravity acting on objects. Vertical Connection K-5 TEKS K-5 5.6 Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water (D) design an experiment that tests the effect of force on an object. K 1 2 3 4 5 K.6A 1.6A 2.6A 3.6A 4.6A 5.6A K.6B K.6C K.6D 1.6B 1.6C 1.6D 2.6B 2.6C 2.6D 3.6B 3.6C 4.6B 4.6C 5.6B 5.6C 4.6D 5.6D 4
Highland Park Science Curriculum Third Health TEKS 6) Influencing factors. The student understands factors that influence individual and community health. The student is expected to: (A) relate how protecting the environment promotes individual and community health; (B) identify common health problems that result from unhealthy environments such as skin cancer, poisoning, and respiratory illness; (D) describe roles and responsibilities of family members in promoting and practicing health behaviors. (7) Influencing factors. The student comprehends ways in which media and technology influence individual and community health. The student is expected to: (A) describe how the media can influence knowledge and health behaviors; and (B) identify ways in which health care has improved as a result of technology. (8) Personal/interpersonal skills. The student understands how relationships can positively and negatively influence individual and community health. The student is expected to: (B) describe ways in which peers and families can work together to build a healthy community. (11) Personal/interpersonal skills. The student recognizes critical-thinking, decision-making, goal-setting, and problem-solving skills for making health-promoting decisions. The student is expected to: (A) practice critical-thinking skills when making health decisions; (B) gather data to help make informed health choices; (C) explain the positive and negative consequences of making a health-related choice; (D) explain the importance of seeking assistance in making decisions about health; Processes and Skills 1. Collect information through measuring 2, Demonstrate safe practices 3. Construct graphs, tables, and charts and record data 4. Observe simple machines and systems. 5. Infer 6. Communicate results 7. Hypothesize 8. Control variables 9. Investigate how things move. 10. Design a toy. 5
11. Predict Highland Park Science Curriculum Third Topics On the Move! Pushes and Pulls Forces in Motion Doing Work Getting Work Done More Simple Machines Facts A force is a push or a pull on an object. When the position of an object changes, we say the object is in motion. Speed is a measure of how fast an object changes position and can be measured. The characteristic of objects to resist a change in their motion is known as inertia. All objects exert a gravitational force on each other and proportional to their masses and the distance between the two objects. Friction is caused when two surfaces rub together. Friction causes heat. Lubricants can reduce friction. Work is being done when a force causes a change in an object s motion. 6
Highland Park Science Curriculum Third Energy is usually defined as the ability to do work. Simple machines have few or no moving pats. A lever is a simple machine made up of a bar that moves about a fixed point.. An inclined plane is a simple machine with a slanted surface used to lift things. A wheel and axle is a simple machine that is made up of a wheel and an axle. A pulley is a grooved wheel around which a rope or chain is passed that is used to lift objects. heavy objects. The fixed pulley is stationery and used to lift and lower objects. A screw is an inclined plane wrapped around a center post. A wedge is two inclined planes together that cuts, fastens, or pries apart. Language of Instruction Position, motion, speed, force, gravity, weight Friction, work, energy Simple machines, machine, lever, wheel and axle, pulley, inclined plane, wedge, screw, compound machine State Connections National Connections Resources Interactive Vista, Tall Tales/Toy Company Learning Experience 7 7
Science Notebook Vista, Tall Tales/Toy Company : Learning Experience 8 Highland Park Science Curriculum Third Student Investigations/ Student Products Week Thirty-One: Vista: Tall Tales/Toy Company Learning Experience 1 Week Thirty-Two: AIMS Connection 2 : Take It Easy Week Thirty-Three: Vista: Tall Tales/Toy Company : Learning Experience 5 Week Thirty-Four: Investigate What Work Is p. 99 with Science journal pp.37-38 Week Thirty-Five: Quick Lab : Make a Lever pg. 110 of text Week Thirty-Six: Choice of Teacher Led Activity: Take students to lab for additional Dacta building OR AIMS: Machine Shop, The Plane Truth. Pgs. 148-154 Formative (FOR learning) Summative (OF learning) Core Labs Sixth Six Weeks Formative : Simple Machines Charades and Cartoons Sixth Six Weeks Formative : Simple Machines Charades and Cartoons Select assessment for chapter 4 Lift It, Push It, Pull It Download Webccat Volume Mass/Matter Energy-Light, Optics and Sound Magnetism Simple Machines- Push and Pull/Kick the Bucket Simple Machines- Lever-Lego-#4 & 8 Simple Machines- Wheel and Axle- Lego #10 & 11 Simple Machines- Pulley-Fixed and Movable/ Milk a Mammoth Simple Machines-Inclined Planes Science Extravaganza 8
GEMS Highland Park Science Curriculum Third AIMS Bridging II TAKS Connection 2 : Take It Easy Machine Shop: The Plane Truth, pages 148-154 PASS, Bridging II TAKS: Module 2, Matter and Magnetism (Elaborate and Evaluate) Snapshots (Dana Center experiences/labs) 3.5 (B) Observe and manipulate a flashlight, toy car, or truck. Identify and describe parts and their functions. 3.6 (A) Using a ramp with adjustable height allow a sphere to roll down and hit an object. Measure and record the changes in position and direction of motion of the object to which the push had been applied. Repeat with the ramp at a different height or location. Links www.mhschool.com/science and enter the keyword LOST www.mhschool.com/science and enter the keyword MUSCLES Milking a Mammoth by Erin Hukill The Way Things Work by David McCulley www.mhschool.com/science and enter the keyword CLIMBERS www.mhschool.com/science and enter the keyword QUAKES Lego Dacta www.mhschool.com/science and enter the keyword KEYS www.mhschool.com/science and enter the keyword RAMP Textbook Correlation *Text: Intro. Unit 2, Chapter 3, p. 65 & read Topic 1, pp. 66-75. Complete Study Guide 1 and Topic Practice 1 from activity book Lift It, Push It, Pull It *Text: Read Topic 2, pp. 76-85. Complete Study Guide 2 & Topic Practice 2 from activity book Lift It, Push It, Pull It 9
Highland Park Science Curriculum Third *Text: Read Topic 3, pp. 86-95. Complete Study Guide 3 & Topic Practice 3 from activity book Lift It, Push It, Pull It *Text: Read Topic 4, pp. 98-105. Complete Study Guide 4 & Topic Practice 4 from activity book Lift It, Push It, Pull It *Text: Read Topic 5, pp 106-115. Complete Study Guide 5 & Topic Practice 5 from activity book Lift It, Push It, Pull It Field Trips Challenge/ Extension Health: Coordinated School Health Program *Text: Read Topic 6, pp. 116-124. Complete Study Guide 6 & Topic Practice 6 from Activity Book Lift It, Push It, Pull It Create a vehicle that uses the wheel and axle to move. Coordinated School Health Program Healthy and Wise: Elementary Online; Monthly Newspaper- Sports, Exercise, Food, Health Research/Updates, Body Basics, Safety/Health Awareness, Relationships/Social/ Mental Health www.caprockpress.com 3 Health Textbook http://www.macmillanmh.com/health/2005/student/level1.php?isbn=002280384x&st=tx 10