Title of Project: Simple Machines

Author of Project: Maria Lougheed mloughe@fmcsd.ab.ca

Grade Level: Grade Four

Curriculum Connections: Science Topic B - Wheels and Levers

Key Understanding(s):
Students will learn about basic components of simple machines: how they are assembled, how they operate, how they are used.

Students will explore different techniques that can be used to transfer motion from one component to another, using simple connectors and various levers, gears, pulleys and band driven systems.

As they work with these components, they learn the functions that each can perform, including sample applications and ways that they can be used in a larger system. As part of their studies, they examine how these simple machines are used to change the speed or force of movement.

Curriculum Outcomes:
Science Outcomes:
Students will:
· Demonstrate a practical understanding of simple machines by identifying devices in which energy is transferred to produce motion.

Students will:
· Demonstrate and identify ways to use a lever that:
-applies a small force to create a large force
-applies a small movement to create a large movement.

Students will:
· predict how changes in the size of a lever or the position of the fulcrum will affect the forces and movements involved.

Students will:
· identify simple machines used at home or school.

Technology Outcomes:
C1. Students will access, use and communicate information from a variety of technologies.
2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)

C4. Students will use organizational processes and tools to manage inquiry.
2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary
2.2 organize information, using such tools as a database and electronic webbing
2.3 reflect on and describe the processes involved in completing a project

C5. Students will use technology to aid collaboration during inquiry.
2.1 retrieve data from available storage devices, such as a shared folder, to which a group has contributed
2.2 record group brainstorming, planning and sharing of ideas by using inspiration program

C6. Students will use technology to investigate and/or solve problems.
2.1 select and use technology to assist in problem solving
2.2 use data gathered from a variety of electronic sources to address identified problems
2.3 use graphic organizers, such as inspiration to present connections between ideas and information in a problem-solving environment
2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as a database

C7. Students will use electronic research techniques to construct personal knowledge and meaning.
2.2 use selected presentation tools to demonstrate connections among various pieces of information

F1. Students will demonstrate an understanding of the nature of technology.
2.1 apply terminology appropriate to the technologies being used at this division level
2.2 identify and apply techniques and tools for communicating, storing, retrieving and selecting information

F3. Students will demonstrate a moral and ethical approach to the use of technology.
2.1 comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements
2.2 work collaboratively to share limited resources
2.3 use appropriate communication language and etiquette

F4. Students will become discerning consumers of mass media and electronic information
2.3 discuss how technology can be used to create special effects and/or to manipulate intent through the use of images and sound

F6. Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
2.1 power up and power down various technologies and peripherals correctly
2.2 use and organize files and directories
2.3 use peripherals, including printers and scanners
2.4 use appropriate keyboarding techniques for the alphabetic and punctuation keys

P1. Students will compose, revise and edit text.
2.1 create and revise original text to communicate and demonstrate understanding of forms and techniques
2.2 edit and format text to clarify and enhance meaning, using such word processing features

P2. Students will organize and manipulate data.
2.1 enter and manipulate data by using such tools as a database for a specific purpose
2.2 display data electronically

P3. Students will communicate through multimedia.
2.1 create a multimedia presentation
2.2 access available databases for images to support communication

P4. Students will integrate various applications.
2.1 integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document
2.2 vary font size and font style, and placement of text and graphics, in order to create a certain visual effect

P5. Students will navigate and create hyperlinked resources.
2.2 navigate through a document that contains links to locate, copy and then paste data in a new file

Brief Project Description:
Each student will choose a simple machine and write how they think it will work. The student will do the experiment, write down the procedures and record in a database what they saw happening. Then they will go to the internet to copy a picture of the machine and copy it onto their database report. Finally they will write their conclusion. After doing the experiments they will objects and label those that are a wheel and axle, label the simple machines used in a lawnmower, and complete a word search on simple machines to demonstrate their understanding. As a conclusion, they will use hyperstudio, to draw and color two examples of each type of simple machine.

This description is aimed at providing the reader a brief idea of the intent of the project. It should create a context for the students and other potential users.

Recommended Resources, Prior Knowledge and Skills:
-Claris works 4.0, Hyperstudio 4.0, Inspiration 6.0
-Simple Machines by Solski Group
-Topic B: Wheels and Levers - Edmonton Public Schools Publication
-Video: Simple Machines (20 min.) - Access BPN 3651 01
-Samples of Simple Machines
-Dacta Kit (Lego)
-Materials for each of the students - see Topic B: Wheels and Levers (Edmonton Public Schools Publication page 118)

Student Task:
1. Go to your simple machines folder on the student fileserver. Open up the Inspiration file that has been prepared for you. Brainstorm all the machines that you know using the rapid fire tool on Inspiration. Sort the machines into groups using the Create Tool and explain why you put them together. Make sure you save your work.

2. Open up the Simple Machines Database placed in your folder. Before entering the information into a database you must first do the experiments with the simple machines in the classroom. Take all the information that you collected and type it into the correct boxes on the data sheet entitled "Simple Machines". Simple Machines Database Exemplar-attached.

Also visit the internet links below to find a picture of the machine that you tried out and insert it in the place indicated on the database. Be sure to click on the picture and "save this image as", into your folder on the student fileserver. Finally write your conclusion and findings. Make sure you save your work every few minutes.

Simple Machines Web Sites:

Inclined Plane-http://teacher.scholastic.com/dirtrep/simple/plane.htm
Wedge-http://teacher.scholastic.com/dirtrep/simple/wedge.htm
Screw-http://teacher.scholastic.com/dirtrep/simple/screw.htm
Lever-http://teacher.scholastic.com/dirtrep/simple/lever.htm
Wheel and Axle-http://teacher.scholastic.com/dirtrep/simple/wheel.htm
Pulley-http://www.ed.uri.edu:80/SMART96/ELEMSC/SMARTmachines/machine.html

The Elements of Machines: Simple Machines-http://www.mos.org/sln/Leonardo/InventorsToolbox.html

Marvelous Machines-http://www.ed.uri.edu:80/SMART96/ELEMSC/SMARTmachines/machine.html

Spotlighting-Simple Machines-http://www.fi.edu/qa97/spotlight3/spotlight3.html

3. Open up the Simple Machines Drawing activity placed in your folder. Using the arrow tool on the toolbox, find and label six simple machines on the picture below by clicking on the label and dragging it to the correct spot in the picture. Remember to save your work when you are complete.

4. Open up the Wheel and Axle Painting activity placed in your folder. Look at the objects and label those that have a wheel and axle by using the text tool.

5. Open the Hyperstudio file in your folder and follow the directions. On each page you have to draw and color at least two examples of each simple machine using the tools and colors palette in the rip off menus. You also can study further by using the links to the internet sites to help you. Make sure that you save each page of your stack when you have entered information.

6. As a conclusion to the unit, students will create a Word Search of Simple Machine vocabulary using the spreadsheet tool in ClarisWorks.

The doing of the experiments, completing the reports and activities will demonstrate understanding of the unit.

Assessment:
Using the various rubrics below, each activity will be assessed:

1-Brainstorming with Inspiration Rubric
4 - Exceeds expectation and has several outstanding ideas
3 - Meets expectation and has some ideas
2 - Approaching expectation and has few ideas
1 - Below expectation and has no ideas

2-Simple Machines Database Rubric
4-Identifies the purpose and special features
3-Identifies the purpose
2-Identifies part of the purpose
1-Identifies wrong purpose

4-Lists all materials and equipment
3-Lists all the materials
2-Lists some of the materials
1-Lists wrong materials

4-Predicts with correct facts and creates a new hypothesis
3-Predicts with correct facts
2-Predicts with some facts
1-Guesses

4-Lists all steps and special details
3-Lists all the steps
2-Lists some of the steps
1-Lists incorrect steps


4-All of the Data is recorded and organized correctly
3-Most of the Data is recorded and organized
2-Some of the Data is recorded
1-False or incorrect results

4 -Shows understanding of the concepts and creates new hypothesis to apply to another situation
3-Shows understanding of the concepts learned
2-Shows some understanding
1-No conclusion or shows misconceptions

4 -Downloads a graphic from the internet with ease
3-Shows understanding of how to download a graphic from the internet
2-Needs help downloading a graphic from the internet
1-Unable to download a graphic from the internet

3-Drawing Tools Rubric
4-I am able to use all the drawing tools fluently and label my diagram correctly
3-I can use the drawing tools and label my diagram most often correctly
2-I can use the drawing tools with some help from the teacher and label my diagram most often correctly
1-I am unable to use the drawing tools and I label my diagram incorrectly

4-Painting Tools Rubric
4-I am able to use all the painting tools so my diagram looks professional
3-I can purposefully use most of the painting tools
2-I can use the painting tools with some help from the teacher
1-I am unable to use the painting tools

5-Hyperstudio Rubric
4-I am fluent at using hyperstudio and need no help from my teacher
3-I am able to use Hyperstudio with little or no assistance
2-I am able to use Hyperstudio but I require some assistance
1-I am unable to use Hyperstudio without much support from the teacher

4-I am able to draw and color 2 examples of each simple machines fluently
3-I am able to draw and color most examples of each simple machine
2-I need help from my teacher to draw and color each simple machine
1-I am unable to draw and color 2 examples of each simple machine

4-I am able to create a word search of simple machine vocabulary with a spreadsheet
3-I am most often able to create a word search of simple machine vocabulary with a spreadsheet
2-I need help from my teacher to create a word search of simple machine vocabulary with a spreadsheet
1-I am unable to create a word search of simple machine vocabulary with a spreadsheet