![]() They are able to pick them up, feel them, and see them in action. Wheel and Axel Station: Students see different examples of a wheel and axle.Inclined Plane Station: To demonstrate an inclined plane, a group of students can compare lifting a moderately heavy box from the floor to the table, with and without a ramp.Examples of a lever that can be displayed are a fork, a baseball bat, scissors, and a stapler. Lever Station: Students see different examples of a lever.Students rotate stations every 5-7 minutes: Each group should start at a different simple machine station. Students should be divided into six groups. ![]() Note: Before students rotate through the stations, go over safety rules and demonstrate how to work with each simple machine. They are to complete the chart as they travel through the stations. ![]() They should take with them the Simple Machines Resource Chart worksheet ( S-3-4-3_Simple Machines Resource Chart.doc). Instruct students that they will be moving to each station and investigating a simple machine. ![]() Give students the Simple Machines Resource Chart worksheet ( S-3-4-3_Simple Machines Resource Chart.doc) as a way to help them understand some of the different simple machines and what they do. After the examples are placed on the board, have students classify the examples as one of these simple machines shown in the pictures: inclined plane, wedge, screw, lever, pulley, or wheel and axle.Īfter you feel that students have grasped the concept of simple machines, have them complete the following hands-on activity to reinforce understanding of the different types of simple machines. Allow students to share their examples as you record responses on the board or chart. Have students look around the classroom for examples of simple machines. Some simple machines are so simple that we wouldn’t consider them a ‘machine.’ When two simple machines work together, we call it a complex machine.” It keeps students engaged as it progresses, moving from identification of simple machines toward mastery, as students use descriptive adjectives to describe the machines and their tasks.Įxplain to students, “A simple machine can be as small as a stapler, pencil sharpener, wheelbarrow, or our flag pole outside of school. This lesson starts with a hands-on activity, where students’ interest is piqued about simple machines. It is equipped with group and individual activities to help reinforce the lesson for students. You should look through all answers and correct the answers that do not fit with the action. They are given opportunities to ask questions throughout the lesson.Įvaluate students’ work using the Machines in Action 2 worksheet. Students have sufficient opportunities to think more about simple and complex machines during the activities. You will use demonstrations, visuals, and worksheets. Students have adequate opportunities to learn about simple and complex machines throughout the lesson. Students tour the school in search of simple and complex machines. They will be able to identify simple machines. Students learn the differences between simple and complex machines.
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