OVERVIEW:  Making Life Easier!

AUTHOR(S):  Carolyn Jose

VITAL INFORMATION

Subjects: 

Science

Unit and Topic:

Simple Machines

Grade/Level:

8

Time Allotment:

2 – 90 minute blocks, or 4 45 minute periods

Pre-Requisite Skills:

Students must have

  • Basic Computer skills
  • Basic understanding of parts of a car  

Objective(s):

The students will be able to:

  • Identify simple machines and  their uses
  • Construct mouse trap powered cars
  • Assess car design

Summary:

 Students will begin with a short pre-test on their knowledge of simple machines.    (http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/test.htm)  Together we will use a PowerPoint to discuss simple machines.

Students will further their understanding about simple and compound machines while they explore the House and Tool Shed

( http://www.edheads.org/activities/simple-machines/index.htm  ).  Students will view a VRML model of a car and locate the discussed simple machines.   Students will then create a mousetrap car from kits and identify the simple machines in the car.  The cars will then be used for the math lesson.

 

 

 

PREPARATION

 

Instructional Materials

 PowerPoint

Computers with Internet access

Mousetrap kits (with Balsa wood, brass rods, mousetraps, compact disks, washers, rubber stoppers, string, and zip ties) from http://docfizzix.com/shop/vehicle-kits/k700df.shtml $12.95 as of July 2008

 Hot glue gun

 

Resources:

 

 

 

IMPLEMENTATION

 

Introduction/Motivation:

 Explain to students that they will create a car using simple machines that they will race during their math lesson.

Learning Context :

Students will gain understanding about using simple machines to build automotives in the world

Procedure:

Students will take a pretest to assess their prior knowledge of simple machines from http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/test.htm.  They will then discuss as a group using a PowerPoint the different types of simple machines and their uses.  Using the Ed Heads simple machines website, students will explore different tools found around the house and garden shed that are simple and compound machines.  Next, students will view a VRML model of a car and locate the simple machines found within the car.  Following class discussion, students will assemble a mousetrap car using a kit provided, with instructions (and freedom to adapt instructions).  They will put together a basic structure of a car for their model.

Differentiated Instruction:

Students that are more advanced will put together the Mouse Trap game by Hasboro and identify the simple machines used instead of the House and Tool Shed computer activity.

Sample Student Products:

 

Collaboration:

Students will work in groups of 4 or 5 to create their mouse trap car.

Author's Comments & Reflections:

Teachers may want to cut mousetraps to avoid students “snapping” them.  Also, pre-drill boards.  Students may benefit from seeing a completed mousetrap racer and demonstration of how it runs.  Creative students love to be able to customize vehicles through stickers and other items of that sort.

 

 

 

STANDARDS & ASSESSMENTS

 

Standards

WV CONTENT STANDARDS AND OBJECTIVES:

http://wveis.k12.wv.us/nclb/Content/public/cso/popUp.cfm

 SC.O.8.2.23   graph and interpret the relationships of distance versus time, speed versus time, and acceleration versus time.

 SC.O.8.2.25 illustrate and calculate the mechanical advantage of simple machines.

SC.S.8.2 

·         demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives.

·         apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences

 

USA - 21ST CENTURY LEARNING SKILLS & ICT LITERACY

21C.S.5-8.3
Standard 3: Personal and Workplace Skills  The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact prod

21C.O.5-8.3.LS. Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.

21C.O.5-8.3.LS.5 Student exhibits interpersonal and problem-solving skills when in the role of leader. He/she helps others stay focused on the goal, monitors progress of the group, and successfully moves the group toward the goal.

 

NATIONAL STANDARDS:

NATIO http://www.nap.edu/readingroom/books/nses/html/6d.html#csa58NAL STANDARDS

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

·         Focus and support inquiries while interacting with students.

·         Orchestrate discourse among students about scientific ideas.

·         Challenge students to accept and share responsibility for their own learning.

·         Recognize and respond to student diversity and encourage all students to participate fully in science learning.

·         Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

Coordinating people, ideas, materials, and the science classroom environment are difficult, continual tasks. This standard focuses on the work that teachers do as they implement the plans of Standard A in the classroom.

 

Assessment/Rubrics

Students will retake the pre-assessment as the post-assessment test.  Students will then discuss what worked within the cars and what did not as well as improvements if the lesson were to be given again.  Mousetrap car construction will be assessed by the discussion of the improvements and effort put into the design (not by if or how fast the car runs).