Simple Machines - MEP Summer Curriculum · PDF file · 2013-05-15classroom board, draw a chart ... make our study of simple machines easier, ... Optional Computer Extension: Fun...

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Lesson 5:

Simple Machines

LESSON DESCRIPTION: Students will develop an understanding of the types of simple machines and their uses. Through the exploration of each type of simple machine, the students will explore how each machine works, what forces are involved in the machine, and the way that the machine makes work easier. The lesson includes indoor, outdoor and computer-based activities.

MAJOR CONCEPTS:

Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of simple machines — the wedge, wheel and axle, lever, inclined plane, screw, and pulley — in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today.

Why do engineers care about simple machines? How do such devices help engineers improve society? Simple machines are important and common in our world today in the form of everyday devices (crowbars, wheelbarrows, highway ramps, etc.) that individuals, and especially engineers, use on a daily basis. The same physical principles and mechanical advantages of simple machines used by ancient engineers to build pyramids are employed by today's engineers to construct modern structures such as houses, bridges and skyscrapers. Simple machines give engineers added tools for solving everyday challenges.

Simple machines are devices with no, or very few, moving parts that make work easier. Many of today's complex tools are really just more complicated forms of the six simple machines. By using simple machines, ordinary people can split huge rocks, hoist large stones, and move blocks over great distances. However, it took more than just simple machines to build the pyramids. It also took tremendous planning and a great design. Planning, designing, working as a team and using tools to create something, or to get a job done, is what engineering is all about. Engineers use their knowledge, creativity and problem-solving skills to accomplish some amazing feats to solve real-world challenges. People call on engineers to use their understanding of how things work to do seemingly impossible jobs and make everyday activities easier. It is surprising how many times engineers turn to simple machines to solve these problems.

Simple machines definitions: o Work: the result of a force moving on an object o Force: a push or pull on an object that causes it to change direction, move or stop o Machine: a device for doing some kind of work o Fulcrum explanation link o Inclined plane: a sloping surface used to move heavy loads up or down o Wedge: an object with a wide end and a pointed or sharp edge; a wedge is used to split,

raise, or separate things o Lever: a stiff bar that turns on a fulcrum and is used to move heavy objects

Lever explanation link

Fulcrum: the part of the lever that supports the length of the bar

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Weight arm: the part from the fulcrum to the weight you want to lift

Force arm: the part from the fulcrum to where you are pushing or pulling the weight

Load: the amount of weight that the lever will lift

Pulley: a wheel with a groove that a rope or wire fits into; a pulley is used to lift or move objects

Forces involved in a catapult: Acceleration: change in speed over time Force: strength or energy exerted, cause of motion or change Inertia: tendency of an object to resist any change in its motion Propel- to push or drive forward or onward by means of a force Reference point- a fixed point of comparison

ACTIVITIES: All Ages Activity 1 introduces the topic to the students. Then choose between All Ages Activities 2 and 7

based on materials and time available. ALL AGES ACTIVIES:

Activity 1: Simple Machines Introduction

Use a worksheet, scavenger hunt, powerpoint and optional online-module to learn about simple machines

Activity 2: Why do we use Simple Machines

Students make homemade butter to understand why simple machines are used Activity 3: See-Saw Lever Exploration

(Outdoors)- Use a see-saw to understand how levers work Activity 4: What is an Inclined Plane?

Use a chair, a heavy book, and a spring scale to explore the force involved in an inclined plane.

Activity 5: What is a Wedge?

Learn to identify wedges and design your own wooden wedge Activity 6: What is a Lever?

Create your own lever in the classroom out of wood and books Activity 7: What is a Pulley?

Students practice using a pulley to send secret messages using a teacher-made pulley.

Includes optional online-module K-2 ACTIVITIES:

Activity 1: Movement affects other movement: Moving Machines Activity

Create imaginary machines using your own body 3-5 ACTIVITIES:

Activity 1: Make a Catapult

Students create catapults and compete in a marshmallow catapulting competition

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Lesson 5 Simple Machines

ALL AGES: Duration: 1 hour Student Objectives: To understand what a

simple machine is and how it helps engineers build.

To identify six types of simple machines.

To explore how the same physical principles used by engineers today to build skyscrapers were employed in ancient times by engineers to build pyramids.

Key Vocabulary: Engineering, Inclined Plane,

Lever, Pyramid, Pulley, Screw, Simple Machine, Wheel and Axle

Materials Needed: If the following links don’t work, download them from lesson plan website Introduction to Simple

Machines PowerPoint Presentation

Simple Machines Reference Sheet

Worksheet Worksheet Answers Extension Activity: Simple

Machines Scavenger Hunt! Worksheet

Extension Activity: Simple Machines Scavenger Hunt! Worksheet Answers

Optional Songhttp://www.totally3rdgrade.com/simple_machines.html

Optional Fun Simple Machines Module

Activity 1: Simple Machines Introduction (all ages) Lesson Plan: 1. Know / Want to Know / Learn (KWL) Chart: Create a classroom

KWL chart to help organize learning about a new topic. On a large sheet of paper or on the classroom board, draw a chart with the title "Building with Simple Machines." Give examples of simple machines so that students know what you are referring to (wedge, wheel, lever, pulley, etc) .Draw three columns titled, K, W and L, representing what students know about simple machines, what they want to know about simple machines and what they learned about simple machines. Fill out the K and W sections during the lesson introduction as facts and questions emerge. Fill out the L section at the end of the lesson.

2. Introduction: How did the Egyptians build the Great Pyramids thousands of years ago without modern tools such as bulldozers, trucks and cranes? Without these modern tools, how did Egyptian workers cut, shape, transport and place enormous stones? Well, one key to accomplishing this amazing and difficult task was the use of simple machines.

3. Optional Powerpoint: Show the Introduction to Simple Machines PowerPoint Presentation or print out the slides to use with an overhead projector.

4. Hand out Simple Machines Reference Sheet and go over the types of simple machines.

a. Can you see any of these simple machines around the classroom? How do they work? Sometimes it is difficult to recognize simple machines in our lives because they look different than the examples we see at school. To make our study of simple machines easier, let's imagine that we are living in ancient Egypt and that the leader of the country has hired us as engineers to build a pyramid.

5. Hand out the Simple Machines Worksheet. Allow students to complete the worksheet individually or in groups and then go over the answers as a class.

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6. Hand out the Extension Activity: Simple Machines Scavenger Hunt! Worksheet . Put students in pairs or groups and have them go around the room looking for simple machines.

7. Optional Song: Simple Machines song- simple machines song- Put the lyrics on the board or on a projector or screen and teach students this Simple machines song. http://www.totally3rdgrade.com/simple_machines.html

8. Closing Discussion: Today, we have discussed six simple machines. Who can name them for me? (Answer: Wedge, wheel and axle, lever, inclined plane, screw, and pulley.) How do simple machines make work easier? (Answer: Mechanical advantage enables us to use less force to move an object, but we have to move it a longer distance.) Why do engineers use simple machines? (Possible answers: Engineers creatively use their knowledge of science and math to make our lives better, often using simple machines. They invent tools that make work easier. They accomplish huge tasks that could not be done without the mechanical advantage of simple machines. They design structures and tools to use our environmental resources better and more efficiently.) Tonight, at home, think about everyday examples of the six simple machines. See how many you can find around your house!

9. Optional Computer Extension: Fun Simple Machines Module -Students can do this online module individually on the computer.

10. Complete the KWL Assessment Chart (see the Assessment section). Gauge students' understanding of the lesson by assigning the Simple Machines Worksheet as an OPTIONAL take-home quiz. As an extension, use the attached Simple Machines Scavenger Hunt! Worksheet to conduct a simple machines scavenger hunt in which students find examples of simple machines used in the classroom and at home.

Lesson Plan Source: http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_simple/cub_simple_lesson01.xml

Duration: 1 hour

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Student Objectives: To explore how machines

help us work. To identify different types

of machines and how they work.

Key Vocabulary: Work Force Machine

Materials Needed: Two half-pints of whipping

cream (for the entire class) A jar with a screw-on lid

(for the entire class) A clear glass bowl An electric mixer Salt - 1 teaspoon Crackers, one 16 oz.

package (two crackers per child)

A stopwatch Chart paper Journal or piece of paper,

and pencil Copies of Appendix A -

Making Butter for each student

Activity 2: Why do we use simple machines? (all ages)

Lesson Plan: 1. Discuss with the students the definitions of work, force, and

machine. Examples of work: riding a bike, walking, and pushing a box. Examples of force: opening a door or pushing a wagon. Write the definitions on the board. Have the students write down in a journal the vocabulary words and definitions.

2. Ask students to name different kinds of machines and how they work. Do these machines make work easier? How do the machines move? Do these machines push or pull on the object?

3. Explain to the students that the class will be making butter. Tell the students that when cream is mixed for a time, it will separate into butter and buttermilk. Ask students to hypothesize: Would it be quicker and easier to make butter from cream by using an electric mixer (a machine) than by shaking the cream in a jar? Record the student’s responses on chart paper.

4. Now pour one half-pint of cream into a jar. Screw the lid on tightly. Pour the other half-pint of cream into a bowl. Ask students to take turns shaking the jar to mix the cream. Use a stopwatch to see how long it takes to make butter. Record the time on the chart paper.

5. Next, pour the other half-pint of cream into a bowl and mix with the electric mixer. Ask students to make a prediction of the amount of time it will take to make the butter with the electric mixer. Set the stopwatch to see how long it takes to make butter this time. Did it take the amount of time that they predicted? Did it take longer to make butter by shaking it or with the electric mixer? Record the results.

6. Pour off the buttermilk that has separated from the cream. Add salt to the butter and serve the butter on the bread as a treat

7. Ask the students if they can name other machines that make work easier. List some of their examples on the chart paper.

1. Assessment/Evaluation: Have the students compare the two times that are recorded on the chart paper. How long did it take to make butter by shaking the cream? How long did it take to make butter with the electric mixer? Which method required more work? Did the electric mixer make work easier and quicker? The students can write simple sentences to answer each question.

Lesson Plan Source: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1235/2_SimpleMachines.pdf

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Duration: 30 min Student Objectives: To learn how to balance

forces using a lever Key Vocabulary: Lever Simple Machine Materials Needed: See-saw Meter sticks Science Journals

Activity 3: See-Saw Lever Exploration (all ages)

Lesson Plan: 1. Show students examples of a lever in the classroom or online.

Examples in the classroom are a stapler or scissors. Explain what a fulcrum, load and effort are.

2. Students will need to take their journals/paper to write on to the play area. You will need meter sticks, two or more students of about the same weight (Volunteers work best). Record student weights by using a bathroom scale or other scales at your school (or choose students that are clearly different weights, such as a really tall and really small kid).

3. Balance the see-saw with two students who weigh about the same; the see-saw should be centered on the support bar. Both riders are at the same distance, measure the distance.

4. Students need to predict what will happen if one rider leans forward?

5. Experiment by having one rider lean forward. Record what happened in journals.

6. Balance the two riders again. 7. Predict what will happen if one rider carefully leans back?

Record the results. You as the teacher should stand behind the student leaning back for safety reasons.

8. The teacher or adult and a student volunteer, who weighs less than the teacher, become the riders on the see-saw. Predict what will happen if both rides set on the see-saw at the far end of each side. Riders get on the seesaw and everyone record what happened in their journals.

9. Have students independently use all they have observed and learned to explain the results from the seesaw adventure. Ask the students to tell how they would balance the last two riders.

a. Sketch and explain their ideas in the journal. b. Try some of the student ideas for balancing the adult

and student. Make sure the distance is measured for each rider when they are finally balanced on the seesaw. Record all data and observations in the journal.

c. Students should describe in a journal/on paper the relationship they have discovered about levers.

d. Sketch the seesaw and label the following: load, effort, distance and fulcrum.

e. Discuss student ideas about the relationship they have discovered about levers.

Lesson Plan Source:

http://www.livinghistoryfarm.org/farminginthe30s/lrscience05.html

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Duration: 1 hour Student Objectives: To identify that an inclined

plane is a simple machine that makes lifting easier.

To develop an understanding of quantities associated with energy, movement, and change.

Key Vocabulary: Inclined plane Materials Needed: One heavy book One large, strong rubber

band One length of string about 3

feet long Three smooth boards, one

2 feet long, one 3 feet long, and one 4 feet long

One large paper clip One chair One spring scale One measuring tape Journal/paper and a pencil

for each student

Activity 4: What is an Inclined Plane? (all ages)

Lesson Plan: 1. Write the definition of an inclined plane on the chalkboard and

have the students enter it into their journal. After giving the definition of an inclined plane to the students, they can give examples of inclined planes in everyday life.

2. Demonstrate to the students by using one of the boards, a chair, a heavy book, rubber band, string, and a paper clip how you can pull the heavy book up an inclined plane and the work is made easier. To demonstrate, put the large rubber band around the book, place the paper clip in the rubber band, and attach the string to the other end of the paper clip. The teacher can demonstrate pulling the book up the incline plane the first time.

3. Replace the string with the spring scale. Afterwards, have different students pull the book up the incline plane. Discuss with the students how much force is used in the pulling of the book by noticing the number of pounds of force it took to pull the book up the inclined plane. The needle will move on the spring scale as the book is pulled up the incline plane. The number on the spring scale is the pounds of force used to pull the book.

4. Attach a heavy book to the spring scale by placing a large rubber band around the book and attaching it to the paper clip on the spring scale. Have a student lift the book without the use of the inclined plane by holding the spring scale with the book attached to the scale. Discuss the difference in the amount of force that was used by lifting the book straight up and compare it to using the incline plane. Did it need more power and energy to lift it straight up? If you would like to do this in small groups then additional materials can be used for each group.

5. Now have the students try to use different lengths of wood to make the inclined plane. The students can observe that the two foot board is at a very steep incline, the three foot board is at a medium incline and the four foot board is at the gentlest incline. Allow students to write down their findings.

6. The students can measure the length of the board with a measuring tape on their paper and write the length of the boards, then record the number on the spring scale when the book is pulled up the incline. The number on the spring scale is the pounds of force used to pull the book and the length of the board is the distance

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7. Have them answer questions: Which inclined plane required the least force to move the book? Which inclined plane was the longest? Which incline plane required more force and what was the length of that inclined plane?

8. With the teacher’s guidance the students should come to the conclusion that the gentler the slope of the inclined plane, the less the force, or effort is needed to move an object up the slope. Only the object must be moved further when less force is used. And the steeper the slope the more force is needed to move the object up the slope.

9. The teacher will evaluate the worksheet that the students filled out about inclined planes. The student will need to completely fill out the worksheet for evaluation.

Lesson Plan Source: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1235/2_SimpleMachines.pdf

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Duration: 1 hour Student Objectives: To identify that a wedge is a

simple machine that is also a small inclined plane that is used a tool.

To identify everyday objects that are wedges.

Key Vocabulary:

Wedge

Simple Machine

Materials Needed: One apple for each student One large wooden block

approximately four inches square (cube)

Smaller blocks of wood approximately 2’’ high and 4’’ long, cut into a shape of a door wedge, one for each student

Washable markers for each student

One small can of play dough

A variety of objects such as: nail, chisel, push pin, scissors, pencils, door wedge,

index cards, tape, etc. (some items are wedges, some are not)

Activity 5: What is a Wedge? (all ages) Lesson Plan: 1. Pass out an apple for each student. Have each student take a

bite out of the apple. Tell the students to use their front teeth first. Take another bite using your back teeth. Ask the class which is easier and why? Explain that your front teeth are good examples of wedges. Write the definition of wedge on the chalkboard and have the students record it into their Simple Machines Journal.

2. Have a student use the large square wooden block and prop open the classroom door. Next have another student prop open the door with one of the wooden wedges. Discuss with the class which worked better and why. Did it raise an object or split an object apart? Did the wedge exert a force on the door? (It raised the door slightly and exerted a strong force on it.)

3. Now ask a student to divide the mound of playdough with the large flat wooden block. Ask the class what happened? Next ask the student to divide the playdough using a wedge. The wedge cut the play dough in half very easily and the wooden block just mashed the play dough. Discuss what happened in each instance. Did it split or raise an object.

4. Write the definition of a wedge on the chalkboard and have the students record it in their journals. Then see if they can name other wedges that they may use in everyday life.

5. Arrange the different objects on a table and have students identify each object. Next, ask if the objects are wedges.

6. Give each student one of the wooden wedges. Explain that they are going to take their wedges and decorate it with markers. The wedge can be used as a doorstop in their home.

Lesson Plan Source: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1235/2_SimpleMachines.pdf

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Duration: 1 hour Student Objectives: To learn to label the parts

of a lever. To explain how a lever

operates. To understand how moving

the fulcrum of a lever can change the effort needed to lift a load.

Key Vocabulary: Lever Fulcrum Weight arm Force arm Load Materials Needed: One board 2” x 6” x 6’ long One small triangular piece

of wood about 6”high and 8”long

Fifteen books of the same size

One black marker One tape measure Science journals

Activity 6: What is a Lever? (all ages)

Lesson Plan: 1. Explain to the students that in this activity one of the students is

going to be able to lift up the teacher. Set the fulcrum (triangular piece of wood) and the lever (the long piece of wood) on the floor. Place the wood so that one end of the board is only about a foot from the fulcrum.

2. Ask a student to come forward and press down on the opposite end of the lever, using only their arms. Could the student lift you? Was it difficult or easy? Explain to the students the parts of the fulcrum: the lever, fulcrum, force arm, and weight arm. Write the definitions on the chalkboard and have the students copy these definitions into journals/papers. Have the students answer the question: It is easier to lift a load when the fulcrum is closer to the weight arm or further away? Discuss their answers. Explain that in the next part of the lesson they will discover the answer to this question.

3. Measure the long board used in the above activity, and mark the center of the board with the marker. Next, mark the board every 12” from the center of the board to one end. Print the number 1 on the center mark, the number 2 at the next mark and so on, until all of the marks have been numbered.

4. Set the center of the board on the fulcrum, then have a student place six books on the end of the board that has been marked (this is the weight arm and the books are the load).

5. Now have a student place books on the other end of the lever, until the six books have been lifted as high as possible (this is the force arm). The students can record on in their journals how many books it took to lift the load at the 1st position.

6. Repeat the same process as in steps 6 and 7, but move the fulcrum to the 2nd, 3rd, and 4th positions. Record the number of books it took to lift the load and the position of the fulcrum.

7. Explain to the students that the number of books it takes to lift the load is the effort needed to lift.

8. Continue to have students move the fulcrum and record the number of books it takes to lift the load until you reach the last position on the lever. The closer the fulcrum is to the load, the easier it is to lift the load. In the science center, there can be other examples of levers placed so that the students can discover more about levers. Examples: A nutcracker, a claw hammer, a flat head screw driver, and an empty can of paint.

Lesson Plan Source: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1235/2_SimpleMachines.pdf

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Duration: 1 hour Student Objectives: To identify a pulley as a

simple machine that is used for lifting heavy objects or moving objects up and down or side to side.

Key Vocabulary: Pulley Materials Needed: Pulley system: 2 thread spools 3 feet of string Long nails the

longer than your thread spools

Smaller nails to nail your boards together

Four boards, these can be cut from a 2” x 4” x 8’ of lumber (Cut the lumber in four sections two feet long)

Hammer Paper clips and paper (to

send messages) Small pieces of paper to

write messages Student materials: Small pieces of paper to

write notes and pencils Paper clips Optional Online module

Activity 7: What is a Pulley? (all ages)

Lesson Plan: 1. Write the definition of a pulley on the chalkboard and have the

students write it in their Simple Machines journal. Ask the students if they can name something that the school may use each day that is a pulley. (The raising of the flag on the flagpole.)

2. Explain to the students that they are going to use a pulley system to send messages to one another. The Message Pulley System can be assembled before the lesson or make up the form of the pulley and wrap the string over the pulleys while showing how it

works to the class. Demonstrate how the message system works and the movements of the pulleys.

3. Pass out the message paper and have the students write a note to someone else in the class. In pairs, the students can send their message to

their friend using the message pulley system. 4. The students can attach their notes to the pulley system with

paper clips. Each pair of students stands at one end of the pulleys. The students will pull the top of the cord and send their message to the other student to retrieve. Let all of the students have a turn using the pulley message system.

5. Ask the students to answer the following questions: a. How did the pulley message system work? What did it

do? b. Can you name two other ways that we use pulleys in our

everyday lives? 6. Optional Online Extension: Pulleys and Levers to Catch a Burglar

Online module Lesson Plan Source:

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1235/2_SimpleMachines.pdf

How to assemble the Pulley:

1. Hammer two of the four sections together to make an upside down “T”.

2. Attach the thread spools with the long nails by putting them through the opening in the spools and hammering them into the upright part of the “T”.

3. Tie the ends of the string together and loop it over the pulley spools.

4. Pull on the upper string to move your messages.

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Lesson 5 Simple Machines

K-2 ACTIVITIES:

Duration: 30 min Student Objectives: To use cooperative problem

solving skills to demonstrate a moving machine using their body shapes and movements.

Key Vocabulary: Simple machines, force Materials Needed: An assortment of safe,

simple machines with movable parts, such as a can opener, a clock with visible works, a stapler, window shades, wheelbarrow, car, etc

Activity 1: Movement affects other movement: moving machines activity (K-2)

Lesson Plan: 1. Together,

examine the collection of simple machines. Observe and talk about what each machine does and how the different parts work together. Encourage students to notice how the movement of one part causes another part to move.

2. Divide into small groups of three or four. Challenge each group to choose a machine. Explain that the machine each group chooses can be real, such as an ice cream machine or a computer, or imaginary - a dream machine or cloud catcher, for instance. Then find a way for each child in the group to be a part of that machine. Students can invent and act out the movements of the parts in their machine. Remind them that when one part moves, other parts move too!

3. Encourage students to use their whole bodies when creating a machine movement. Explain that the movement of their machine can also be accompanied by sounds.

4. Help the groups develop their machine ideas and movements. Suggest that after they decide what they want to be and who will be the one to turn their machine on, they can "build" their machine student by student. One student becomes part of the machine and does that part's movement. The second student "connects" to the first and does a movement, and so on, until all the parts of the machine are working together.

5. Challenge the machines to work faster and faster and then to slow down and stop as the machines are turned off.

6. Come together as a group and discuss the different forces involved in their machines (gravity, friction, push and pull, etc).

7. Spin-Off: Invite students to create two-part musical machines. Partners can invent movements to do together, and you can play different kinds of music for the machines to move to.

Lesson Plan Source: http://www.scholastic.com/teachers/lesson-plan/activity-plan-4-5-moving-machines

Tip: Starting machine movements slowly makes it easier for other parts to connect!

Remember: Some students will need assistance inventing movements that both relate to the machines and connect to another student’s movement. Encourage students to think about the machines they've chosen and the movements the various parts make. Remind the students to observe their partner's movement for a moment before adding on their own.

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Duration: 1 hour Student Objectives: To work in groups to build

catapults out of everyday objects; and

Demonstrate their understanding of motion and forces by using the catapults to launch objects.

Key Vocabulary: Acceleration, Force, Inertia,

Propel, Reference point Materials Needed: Catapult examples

and Pictures of catapults

Cardboard shoe box (1 for each catapult)

Rubber bands (4 for each catapult)

Popsicle sticks (2 for each catapult)

Masking tape (one 6-inch piece for each catapult)

Plastic spoon (1 for each catapult)

Rulers (1 per group)

Scissors (1 per group)

Marshmallows (2 per group)

Masking tape (for launching competition)

Object of your choice as a target

Activity 1: Make a Catapult (3-5)

Lesson Plan: 1. Begin the lesson by discussing motion and energy. Ask

students: How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act upon objects in motion?

2. Tell students they are going to work in groups to create catapults out of everyday objects. Explain that catapults were often used as weapons of war during the Middle Ages. Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. Ask students what type of simple machine a catapult is (Catapults work as a lever to throw heavy objects a considerable distance)

3. Show students Catapult examples and Pictures of catapults so they can get an idea of ways to build a catapult.

4. Tell students that after building their catapults, they will compete to see whose catapult can fling a marshmallow the farthest and whose catapult can fling an object closest to a target.

5. Divide students into groups of five, and give each group the supplies they will need to make their catapults (see materials list) as well as any other objects you wish to provide. Tell the groups that they can design their catapults however they please, but they can use only the materials you have provided-nothing extra. Give students time to design and build their catapults, and ask them to name their team.

6. Once students have completed their catapults, clear an area in the classroom that can be used for the launching competition. Using masking tape, mark a starting line. Place the target object about 10 feet in front of the line.

7. One at a time, have the student teams place their catapults on the line and fling a marshmallow at the target-their goal is to hit the target. Mark where each

Lesson 5: Simple Machines

3-5 Activities

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team's marshmallow landed with a piece of masking tape that has been labeled with the team's name.

8. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its marshmallow. Talk about the design of the winning catapults. Why did this design work the best?

9. Have students again place their catapults on the starting line and fire a second marshmallow — their goal, this time, is to achieve the greatest distance. Again, mark where each marshmallow lands with a piece of labeled masking tape. Once all the catapults have been fired, have students measure the distance from the starting line to where their marshmallow landed.

10. As a class, determine which catapult was able to launch a marshmallow the greatest distance. Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the marshmallow farther than the others?

11. Have each student write a paragraph that answers the following questions.

a. What was your group attempting to achieve with its catapult design?

b. How did the catapult set the marshmallow in motion?

c. Which challenge did your catapult meet best, accuracy or distance?

d. What could you have done to make the catapult better?

i. What helped the catapult work as well as it did?

ii. What did this activity teach you about motion and forces?

Lesson Plan Source: http://www.fossweb.com/modules3-

6/LeversandPulleys/activities/rubegoldbergmachine.html