Simple Machines Digital SamplerWEB

Simple Machines
Design Project
Project Guide
Freetal
i
g
i
D pler!
Sam
Table of Contents
Simple Machines Design Project Digital Sample
Project Guide
Project Guide: Table of Contents
Teacher Background Information
Design Project: Simple Machines

Materials and Preparation
Session 2
Session 3
Assessments
Teacher Masters
Visual Pack
I Wonder Circle
More about Science Companion
Module Components
Full Curriculum List
Science Companion Unique Features
Online Pilots
Professional Development
Contact Us!
Turn to the next page to learn how to use
this Digital Sampler.
Simple Machines Design Project - Sample Project Guide
2011 Edition, Release 1.0.1210Copyright 2010 Chicago Science Group.

All Rights Reserved. Except as permitted under the United States Copyright Act, no part of this publication may
be reproduced or distributed in any form or by any means or stored in a database or retrieval system without
the prior written permission of the publisher. This publication is provided under a license agreement. (See www.
sciencecompanion.com/terms-of-use.) Access and use are limited by the terms of that agreement.
SCIENCE COMPANION, EXPLORAGEAR, the CROSSHATCH Design and the WHEEL Design are trademarks of
Chicago Science Group and Chicago Educational Publishing, LLC.
www.sciencecompanion.com Chicago Educational Publishing Company, LLC.
Navigation.....
How To Use This Sampler
If you are using Adobe Acrobat or the Adobe
Acrobat Reader, youll have an easier time with
navigation if you give yourself a Previous View
button. This tool works like a Back button, and will
allow you to retrace your jumps within the le so
you dont get lost.
Previous View button on

Page Navigation toolbar.
Any text in blue is a link. Clicking blue text will take

you to another page of the sample.
Enjoy your digital experience!
Science Companion
www.sciencecompanion.com
Project Guide
The Engineering Design Project Series was developed to support compatible
modules by allowing students to design and/or build animal homes, tools, machines, and designs
of their own creation. Taking between 4-6 sessions, the projects strengthen skills and ideas about
choosing materials, using tools, working with the limitations of materials, solving problems
and overall project design.
Project Guide shows teachers how to integrate technology and design skills in a hands-on,
inquiry format for their students. Through a series of sessions, students develop strong process
and design skills.
The Project Guide brings teachers up to speed for the science content with the design project
through Teacher Background Information and in-context session notes. Teachers can feel
comfortable with leading the classwhether they have a long history of teaching science
and engineering or not.
Each Project Guide focuses on a Big Idea. Through a series of dierent experiences and
discussions over 4-6 sessions, students develop a deep understanding of the Big Idea
by designing a project to demonstrate their understanding.
Sessions follow a consistent sequence.

Engage In this section of a session, the teacher introduces the topic. The goal is to
briey generate interest, activate prior knowledge, or link the days activities to what
has come before.
Explore This is often (but not always) and hands-on exploration conducted in small
groups.
Reect and Discuss In this important section, the teacher and students discuss what
they observed, share ideas and data, and reect on the days activities. This portion of
session brings the class back to the Big Idea.
Youll nd that while the session format is very consistent, students explore science content,
engineering principles and the process of doing science in a large variety of ways.
Youll also nd that students LOVE the mix of active,

hands-on, minds-on science.
Table of Contents
Project Guide Overview
Philosophy and Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teacher Background Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Science Library and Web Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Simple Machines Design Project

A Quick Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Session 1: Exploring Simple Machines. . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Session 2: Simple Machine Walk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Session 3: Designing Machines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Session 4: Building Machines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Session 5: Demonstrating Machines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Assessments, Teacher Masters, Visuals

Assessment: Simple Machines Rubric
Teacher Masters
Visuals: Simple Machines in Our World
Some portions of the design project are not included in this sample.
Any text in blue is a link. Clicking blue text will take you to another
page of the design project.
SIMPLE MACHINES DESIGN PROJECT
Table of Contents
Teach e r Bac kgro und

Inf o r mat ion
Teacher Background
Information
Introduction
Humans have been making and using machines for a long, long
time. We create these machines to help us to survive and do our
work. We use these machines every day and in all aspects of our
lives. In this project, students will learn how very simple machines
can be utilized to make our work easier.
Machines
When we do work, we must expend energy. To conserve our
energy and make our work easier, humans have invented a wide
variety of machines. Machines are simply devices that help us to
apply forces and do work. Some machines, such as power saws,
tractors, or cars are complicated and have many moving parts.
For thousands of years, we have also used many simple machines
to help us do our work. Simple machines are devices that change
the force we can exert on an object. They allow us to lift heavier
objects or pull things with more force than we could without the
simple machine. Simple machines often have only one or even
no moving parts. The six simple machines that your students will
explore in this project are:
Levers
Inclined planes
Wedges
Screws
Wheels and axles
Pulleys
T each er B ac kgro und

I nf or mat io n
Lever
A lever is a bar that rests on a support called a fulcrum. When force
is applied to one end of the lever it pivots around the fulcrum
and is able to lift an object. When the fulcrum is moved closer to
an object, the object is easier to lift, but cannot be lifted as high.
When the fulcrum is moved farther away from an object, the object
is more difficult to lift, but it can be lifted higher.
lever
fulcrum
Inclined Plane
The inclined plane is a very simple machine with no moving parts.
It is a sloping surface with one raised end. The more gentle the
slope of an inclined plane, the easier it will be to slide or roll the
object.
A ramp is a common type of inclined plane. Furniture movers use
ramps because it is easier to slide or roll a heavy box up a ramp
than to lift it up into a truck.
Wedge
A wedge is like an inclined plane, but instead of helping move
objects to a higher point, a wedge helps to cut objects apart or
hold them together.
Knives and axes are common wedges used to cut objects apart,
while a door stop is a wedge used to hold objects together. The
sharper the edge of a wedge, the easier it is to drive in or under an
object.
Screw
A screw is a rod with a helical thread (groove) around its outside
surface. There is often another matching piece with a hole
threaded on the inside. The rod moves through this hole as it is
turned. A nut and bolt is an example.
Screws have many purposes including fastening objects together
(wood or metal screws), making holes in the objects (drill bits), or
squeezing things together (a vise). A wood screw is a combination
of a screw (the threaded body) and a wedge (the sharp point).
Wheel and Axle

Wheels and axles are used on many devices. On a bicycle, for
example, the wheel is connected to the axle and the axle is
connected to the frame. On a car, the steering wheel, which the
driver turns, is connected to an axle which turns machinery inside
the front of the car.
Some wheels and axles move together as one piece and act as
simple machines. If you apply a turning force on the outside of the
wheel, then there is a much greater force applied to turning the
axle. An example of this type of wheel and axle is a water wheel.
With a water wheel, the water pushes on the wheel and the wheel
exerts a much greater force on the axle.
Water Wheel
10
Other types of wheels and axles are common and useful, but
they are not quite simple machines. Wheels, such as those on
a skateboard, do not apply a force to the skateboard. Instead
they help the skateboard to move because they cut down on
friction. Friction is a force that acts to resist the motion of objects
that touch one another. Since a wheel rolls along the surface (as
opposed to sliding), there is very little force opposing its motion.
The distinction between the use of a wheel and axle as a simple
machine to change force and the use of a wheel to reduce friction
is not an important one for the children to make. The main point
is that a wheel and axle is very useful, both to change force and to
reduce friction.
Pulley
A pulley is a special type of wheel and axle. It is a small wheel with
a groove in the rim. A heavy object can be lifted by a rope or belt
that moves within the rim and is attached to the object. Several
pulleys can be combined to greatly reduce the force needed to lift
a weight.
A common type of pulley is a single pulley. A single pulley can
be set up as a fixed pulley or a moveable pulley (See illustrations,
below.) With a fixed pulley, below left, the only advantage is that
you pull down to raise the load, which is much easier than pulling
upwards. The force applied is the same as the weight of the load.
With a movable pulley the force applied to the rope is only half
of the weight of the load, but the rope must be pulled upward.
(The illustration, below right, shows a combination of a fixed and
movable pulley.) That is why, as shown, the two types are often
combined, so that the force required is only half and the pull is
downward.
Fixed Pulley
Moveable Pulley
11
Work
Work means many things to many different people, but in science
work has a very special meaning. In science, work occurs when a
force acts to move an object. For example, when you lift a box off
the ground, you are doing work. You are using a force (the pull of
your arm muscles) to move an object (the box). By contrast, if you
have lifted the box and are holding it at waist height, you are not
doing work. Even though your arm muscles are straining, since the
box is not moving, no work is being done.
The amount of work done in a given activity depends on the
amount of force as well as the distance that the object moves. For
example, it takes more work to lift a 10 kg box to ones waist than
to lift a 5 kg box to ones waist. Similarly, it takes more work to lift
a 10 kg box from the floor over ones head than it takes to lift that
same box waist high.
Work and Simple Machines

We can lift a 100 kg box using only a 20 kg force by using a long
lever. But to raise the box 10 cm we have to move the other end of
the lever by 50 cm. With the lever, the force you must apply is less,
but the distance over which you must apply it is greater. The work
done is the same, but you can move the box with much less force.
Simple machines dont gain us energy, but they allow us to do
things with our own energy, which we could not do otherwise. If
there is no friction in the simple machine, the work (and energy)
applied to the simple machine is the same as the work (and
energy) accomplished by the machine. If there is friction, such as in
a pulley system, some energy is lost.
12
| Teacher Background Information
13
S I M P L E M A C HIN E S
DESIGN PROJECT
Simple Machines
Design Project
A Quick Look
Overview
Big Idea
Students learn about the six types of simple machines and how
they make our tasks easier. They apply their knowledge of simple
machines to design machines that utilize at least two simple
machines. They plan and draw pictures of their designs, build their
machines, and then demonstrate them for the class.
Simple machines make

many tasks easier. They can
be used by themselves or
in combination with other
simple machines.
Process Skills
Classifying
Creating and using
models
Planning a process
Reasoning
Technology/Design
Skills
Designing or building

Choosing materials
Key Notes
The activities for this project will take at least two weeks and,
depending on student interest and the complexity of their
projects, could last longer.
This project is comprised of multiple sessions. Review the

entire project before teaching the first session.
If you think youll need students to bring any materials in from

home for their simple machines design projects, send home
the Teacher Master Request for Materials a week prior to
starting the project.
For more information about the science content in this

project, see the Teacher Background Information on pages
8-12.
Using tools
Working with the
limitations of materials
Solving problems
18
Standards and Benchmarks

While designing, building, and demonstrating their machines,
students develop Science and Technology Standard E (Abilities
of Technological Design): Identify a simple problemPropose a
solutionmake proposals to build something or get something
to work betterImplement proposed solutionsEvaluate
a product or designCommunicate a problem, design, and
solution.
Notes
They also focus on The Human Organism Benchmark 6A (Human

Identity): Human beings have made tools and machines to sense
and do things. They also address The Habits of Mind Benchmarks
12C and 12D (Manipulation and Observation and Communication
Skills): Choose appropriate common materials for making simple
mechanical constructions; and Make sketches and diagrams to
aid in explaining procedures and ideas.
Rubric: Simple Machines
Project Goals
1. Learn about the six types of simple machines.
2. Learn that simple machines make it easier to do tasks.
3. Design, build, and demonstrate a machine that solves a
problem, and that incorporates at least two simple machines.
Assessment Options
Consider using the Simple Machines Rubric to assess the students
after Session 2. Use the Planning and Implementing a Design:
Checklist and Self-Assessment after the completion of Session 5.
Checklist: Planning and Implementing

a Design
Self-Assessment: Planning and
Implementing a Design
19
Materials
Item
Quantity
Notes
Bolts
4 per station
For screw station. (Session 1)

For machine designs. (Sessions 3, 4, and 5)
Clay
1 package
For wheel and axle station. (Session 1)

Dowels, small
2 per station
For pulley and wheel and axle stations.

(Session 1)
Dowels, large
2 per station
For pulley and wheel and axle stations.

(Session 1)
Pulleys
2 per station
For pulley station. (Session 1)
Pulley cord
1 roll to cut up

Nuts
4 per station

Screwdriver, Phillips
2 per station
For wheel and axle station. (Session 1)

Screws
1 package
Spools
8 per station

Bags, grocery size
1 per pair
Binders, 3-ring
3 per station
For lever station. (Session 1)

Boxes, large, 30 cm (12 in) tall
1 per pair
ExploraGear
Classroom Supplies
20
Boxes, small, shoebox size
Several
Books
5 per station
Cardboard, large,
50 cm x 15 cm (20 in x 6 in )
1 per station
For inclined plane station. (Session 1)
Cardboard, small,
15 cm x 15 cm (6 in x 6 in)
2 per station
For wedge station. (Session 1)
Cardboard, small,
15 cm x 15 cm (6 in x 6 in)
8 per station
Chop sticks
2 pairs
per station
Erasers
3 per station

For machine design. (Sessions 3, 4, and 5)
Hole punch, single hole
1 per station
To punch holes in cardboard pieces at screw

station. (Session 1)
Meter sticks
2 per station

Paper, 8 1/2 x 11
Several sheets
per station
Item
Quantity
Notes
Paper, 8 x 11
Several sheets
per pair
For machine design. (Sessions 3, 4, and 5)
Pencils
4 per station

Push pins
Several per
station
Rubber bands
Several
Ruler
4 per station

Scissors
4 per station
1 per station

Skewers, wooden
Several
Staplers
For wheel and axle and pulley stations. (Session 1)

String
1 roll
For inclined plane, wheel and axle, and

pulley stations. (Session 1)
Classroom Supplies (continued)
Tape
2 rolls
Tongs
1 per station
Toy truck
1 per station
For inclined plane station. (Session 1)
Twist ties
Several per pair
Curriculum Items
Book: How Do You Lift a Lion?*
Overhead Transparencies: Levers, Inclined Planes, Wedges, Screws, Wheels and Axles, and Pulleys
Teacher Master Request for Materials (Session 1)
Teacher Master Simple Machine Stations (Session 1)
Teacher Master Simple Machine Uses (Session 1)
Teacher Master Simple Machine WalkStudent (Session 2)
Teacher Master Simple Machine WalkTeacher (Session 2)
Teacher Master Machine Criteria (Session 3)
Teacher Master Machine Sketch and Materials (Sessions 3 and 4)
Teacher Master Simple Machine Ideas (Sessions 3 and 4)
Rubric: Simple Machines (optional)
Checklist: Planning and Implementing a Design (optional)
Self-Assessment: Planning and Implementing a Design (optional)
* If this book is not available, you will receive a substitute that is appropriate for this session.
21
Notes
Preparation
Session 1
q Read the Teacher Master Simple Machine Stations to find
out what materials you need to gather to set up the stations for
the exploration and for examples of the simple machine setups.
q Set up the simple machines stations. At each station, have the

following materials available for the sensory observation.
Levera ruler and a pencil.

Inclined planea m long piece of cardboard.
Wedgea pair of scissors and a push pin.
Screwa nut and bolt.
Wheel and axleTie one end of a 2 m piece of string to
one of the staplers. Tie the other end of the string to the
shaft of a screwdriver. Wrap the string around the shaft of
the screwdriver a few times (like a yo-yo) until it is taut.
Pulleytwo pulleys, a 1 m piece of string tied to another
stapler, a 2 m piece of pulley cord tied to the third stapler.
q Create labels with the names of each type of simple machine:

lever, inclined plane, wedge, screw, wheel and axle, and pulley.
q Make forty-eight copies of the Teacher Master Simple

Machine Uses. Give one to each group, and place the rest at
each simple machine station.
Session 2
q Review the Teacher Master Simple Machine WalkTeacher
to become familiar with examples of simple machines in the
classroom and around the school. Decide what, if any, simple
machines you want to seed the classroom with.
q Make one copy of the Teacher Master Simple Machine

WalkStudent for each student.
Session 3
q Make one copy of the Teacher Master Machine Criteria and
the Teacher Master Machine Sketch and Materials for each
pair.
q Look over the Teacher Master Simple Machine Ideas to see

examples of the types of machines the students might create.
q Set up the machine design materials at the supply station.
22
Session 4
q Set up the machine building materials at the supply station.
Notes
q Create a designated place in the classroom where students can

store their machines after building them.
Vocabulary
axle The rod which is connected to a wheel and
on which the wheel turns.
force A push or a pull on an object.
friction A force that resists motion when two
surfaces touch each other.
fulcrum The fixed point around which a lever
pivots.
inclined plane A surface, such as a ramp, with one end
higher than the other.

lever A bar that can rest on and pivot around a
support called a fulcrum.
machine A tool that makes it easier to do work.
pulley A small wheel with a groove in the rim
that turns on an axle. A rope or belt moves
within the groove.
screw A rod with a thread (small ridge) that
winds with a gentle slope around the
outside.
simple machine A tool with one or no moving parts that
changes the force (either in amount or in
direction) acting on an object.
wedge An object that moves to split things apart
or hold them together.
wheel A round object that is connected to an
axle.
23
Session 2Simple Machine Walk

Engage
Introductory Discussion
Notes
Sessions 1, 4 and 5 are not

included in this sample.
Students look at and discuss photographs of simple machines used

in everyday life. Then they go on a Simple Machine Walk in the
classroom and around the school to search for more examples.
1. Show common examples of simple machines by displaying the
photographs on the following visuals:
Levers
Inclined planes
Wedges
Screws
Wheels and axles
Pulleys
2. While showing the photographs, discuss the way these simple
machines work as well as some of their uses. Ask for volunteers
to describe how they have used some of these simple
machines.
3. Prepare the class to go on a Simple Machine Walk. During
this walk students will search the classroom and the school
grounds for simple machines.
Teacher Note: Review the Teacher Master Simple Machine Walk

Teacher for examples of a wide variety of simple machines in the
classroom and around the school.
Overhead Transparencies: Levers,

Inclined Planes, Wedges, Screws,
Wheels and Axles, and Pulleys
Teacher Master 6
Session 2
Simple Machine Walk
27
Notes
4. Hand out a copy of the Teacher Master Simple Machine

WalkStudent to each student. Explain that during the walk,
they should record any levers, inclined planes, wedges, screws,
wheels and axles, and pulleys they see.
Explore
Begin the search for simple machines. Start in the classroom. Then
take the class into the hallway, outside on the playground, and
into the parking lot. If possible, arrange to get a guided tour of the
school custodians shop. When finished, return to the classroom.
Reflect and Discuss

1. Ask for volunteers to describe the simple machines they
observed and recorded during the walk.
2. Have a discussion about the simple machines the class found.
Ask some of the following questions:
Teacher Master 5
Big Idea
simple machines.
28
What type of simple machine did they see the most of?
What type of simple machine did they see the least of?
Were there any simple machines that were hard to classify?
(Some devices, such as a staple puller, a scissors, and a can
opener include more than one type of simple machine.)
3. Encourage students to share anything else they noticed or

learned about simple machines during the walk.
Session 2
Simple Machine Walk
Session 3Designing Machines
Notes
Engage
Introductory Discussion

Students learn about the simple machine design project and

review the types of simple machines.
1. Explain that over the next several sessions, students will
design, build, and demonstrate a machine that uses simple
machines. Discuss some of the following details of the project:
Today the class will use what they have learned about
simple machines to design a machine of their own.
Students will divide into pairs and decide on the materials

they want to use for their machines. Then they will sketch
and write about their designs.
In the next session, they will build a machine based on

their designs.
In the final session, they will demonstrate their machines to

the class.
2. Before moving on to the design project, ask for volunteers to

describe the following six simple machines and give at least
one example:
Lever: A bar that rests on and pivots around a point called
the fulcrum. Examples: Teeter-totter, stapler, tongs, clothes

pin.
Inclined plane: A surface with one end higher than
the other. Examples: stairway, escalator, mountain road,

loading ramp.
Wedge: An object that moves to split things apart or hold

them together. Examples: door stop, knife, axe, nail.
Screw: A rod with a thread that winds around the outside

with a gentle slope. Examples: wood screw, drill bit, cork
screw, nut and bolt.
Wheel and axle: A round object connected to an axle.

Examples: screwdriver, bicycle wheels, car wheels.
Pulley: A small wheel with a groove in the rim that turns

on an axle. Examples: sailboat pulley, flag pole pulley,
clothes line pulley.
Session 3
Designing Machines
29
Notes
Explore
Students learn some basic aspects of the design process. Then they
look through materials and sketch out their designs.
1. Briefly discuss the evolutionary nature of the design process
with the class. Point out the following:
A first design is the beginning of the process. Designers
often make changes along the way as they develop their

ideas.
Designers may end up building something that is

completely different from their original idea.
Designers may experience frustration as they try to make

an idea work. This is a natural part of the design process.
2. Divide the class into pairs and hand out a copy of the Teacher
Master Machine Criteria to each pair. Read through the
following machine criteria with the class:
The machines must include at least two simple machines in

their design.
The machines must be able to move a 50 g (about 2 oz)
rock a horizontal distance of at least 50 cm (about 1 ft).
The machines must be able to move the same rock a

vertical distance of at least 30 cm (about 1 ft).
The machines must be built only with materials supplied in

the classroom.
Teacher Master 7
3. Let the partners examine the materials at the supply station

before creating their designs.
Explain that they dont need to collect materials right now.

They will design the machines today, but wont begin
building them until the next session.
Allow the students to look at, feel, and play with any of
the materials. While looking through them they should be

thinking and talking with their partners about how they
will use them to satisfy the project criteria.
Teacher Note: Allow ample time for the students to explore the
materials before making their designs. This minimizes extra time involved in
re-designs.
30
Session 3
Designing Machines
4. Hand out a copy of Teacher Master Machine Sketch and

Materials to each pair. Work with students to make sure they
record the following information about their designs:
Notes
A brief description of each simple machine

A list of materials required to build each simple machine
A description of the way the simple machines will work
together to satisfy the design criteria
A labeled sketch of the machine

5. Have the Teacher Master Simple Machine Ideas available to
hand out to each pair. This teacher master includes examples
of simple machines that can be built using common materials.
Reflect and Discuss

Sharing
1. If any students are having difficulty with their designs, give
them the opportunity to get feedback from you and the rest of
the class by sharing their problems and questions.
2. Encourage the students to share their designs with their
classmates. Emphasize that these are initial plans and that
these plans may change once they start building their
machines.
Teacher Masters 8-10
Big Idea
simple machines.

Session 3
Designing Machines
31
Simple Machines
Design Project
Assessments/Teacher Masters/Visual Packet
Simple Machines Design Project

Assessments/Teacher Masters/
Visual Pack:
Table of Contents
Assessments
Simple Machines Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Planning and Implementing a Design: Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Planning and Implementing a Design: Self-Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teacher Masters
Request for Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Simple Machine Stations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3
Simple Machine Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Simple Machine WalkStudent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Simple Machine WalkTeacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Machine Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Machine Sketch and Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Simple Machine Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-10
Visual Pack
Levers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Inclined Planes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Wedges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Screws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Wheels and Axles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Pulleys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2011 Edition Copyright 2010 Chicago Science Group. All Rights Reserved
Printed in the United States of America. Except as permitted under the United States Copyright Act, no part of
this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval
system without the prior written permission of the publisher.
SCIENCE COMPANION, EXPLORAGEAR, the CROSSHATCH Design and the WHEEL Design are trademarks of
Chicago Science Group and Chicago Educational Publishing Company, LLC.
ISBN 10: 1-59192-557-6 ISBN 13: 978-1-59192-557-6
1 2 3 4 5 6 7 8 9 10-Cenveo, 0810
Chicago Educational Publishing Company, LLC
Simple Machines Design Project Assessments/Teacher Masters/Visual Pack: Table of Contents
4 - Exceeds
Expectations
Explores content
beyond the level
presented in the
lessons.
3 - Secure
(Meets
Expectations)
Criterion A
Criterion B
There are six types of simple

machines: lever, inclined plane,
wedge, screw, wheel and axle,
and pulley.
The six simple machines make it

easier to do our tasks.
Understands at a secure level (see

box below) how to recognize the six
types of simple machines and shows
interest in looking for ways they
are used in everyday situations.
Understands at a secure level (see

box below) and can apply their
understanding to demonstrate and
explain how combinations of two
or more simple machines make it
easier for us to do our tasks.
Can recognize the six types of

simple machines.
Can demonstrate or explain how all

six simple machines make it easier
for us to do our tasks.
Recognizes some but not all of the

six simple machines.
Knows that, in general, simple

machines make it easier to do
tasks, but is unable to explain how
all six simple machines make it
easier for us to do our tasks.
Is unable to recognize any of the

simple machines.
Doesnt know that simple machines

make it easier for us to do our
tasks.
Understands
content at the
level presented
in the lessons and
does not exhibit
misconceptions.
2 - Developing
(Approaches
Expectations)
Shows an
increasing
competency with
lesson content.
1 - Beginning
Has no previous
knowledge of
lesson content.
Simple Machines: Assessment 1
Name:
Date:
Simple Machine WalkStudent

List examples of the following simple machines that you see on the walk:
Levers:
Inclined Planes:
Wedges:
Screws:
Wheels and Axles:
Pulleys:
Simple Machine WalkStudent (Session 2)
Simple Machines Teacher Master 5
Simple Machine WalkTeacher

Simple Machine
Simple Machine Examples
Classroom
Leverslight switch, staple puller, stapler, door, binder clip,

scissors, clip board, clothespin*, can opener*, bottle opener*,
tongs*
Wedgesstaple puller (sharp edge), knife, fork, can opener
(sharp disks), door stop
Screwsscrews attaching various objects in classroom (desk,
light switch plate, bulletin board), cork screw, bottle with
screw cap
Wheels and Axlesdoor knob, pencil sharpener, tape
dispenser, overhead projector, screwdriver, bottom of chair
Pulleysshoelace eyelets, blinds
Hallways
Leversfire extinguisher, light switch, lever on drinking

fountain
Inclined planesstairway, wheel chair ramp
Screwsscrews attaching various objects in hallways (art,
drinking fountain, overhead light)
Playground
Inclined planesslide, ladder to slide, school roof

Screwsscrews attaching various objects on playground
(play structure, basketball hoop, tetherball pole)
Pulleysflag pole
Parking lot
(mainly on cars)
Leversgear shift, blinker, door handle, window switch

Inclined planesroad, driveway, stairs, wheel chair curb
access
Screwsscrews or bolts attaching various objects (car license
plate, bike rack, light poles)
Wheels and Axlessteering wheel, car wheel and axle
Custodians
shop**
Levershammer, crow bar, pliers, clippers

Wedgesax, clippers (sharp edge), chisel
Screwsvarious screws and bolts, clamp, vice, drill bit
Wheels and Axlesdrill, skill saw
Pulleysvarious pulleys
*Teacher Note: Seed the classroom with these and other items from home.
**Teacher Note: If youre unable to visit the custodians shop, you may want to seed the classroom with some of
the examples listed there.
Simple Machine WalkTeacher (Session 2)
Machine Criteria
The machine the partners design, build, and demonstrate must satisfy the following
criteria:
1. It must include at least two simple machines in its design.

2. It must be able to move a 50 gram (about 2 oz) rock a horizontal distance of at
least 50 cm (about 1 feet).
3. It must be able to move the same rock a horizontal distance of at least 30 cm
meter (about 1 foot).
4. It must be built only from materials supplied in the classroom.
Machine Criteria (Session 3)
Name:
Date:
Machine Sketch and Materials

Describe each simple machine:
List the materials required to build each simple machine:
Describe how the simple machines will work together:
Draw and label a sketch of your machine:
Machine Sketch and Materials (Session 3)
Simple Machine Ideas

Simple Machine
Description
Lever
A lever made of 2 rulers that

are attached by rubber bands.
A fulcrum made of an eraser
that is squeezed between the
rulers.
Inclined Plane
A ramp made of pieces of

stapled cardboard or paper
that is taped to or resting on
top of a cardboard box.
Pulley
A wooden spool and a dowel

rod attached between two
holes in a box. The assembly
is attached to the top of a
cardboard box (with screws or
tape).
Wheel and Axle
One end of a string tied onto

the shaft of a screwdriver and
then wrapped around the shaft
a few times to tighten it (like
a yo-yo). The other end tied to
the rock. Then lift the rock by
turning the screwdriver handle.
Simple Machine Ideas (Session 3), page 1 of 2
Example
Simple Machine Ideas

Simple Machine
Description
Wheel and Axle
Single axle cart: Spherical

wheels formed from play
dough or clay. An axle made
of a piece of pencil and then
attached to a piece of paper
that is looped around the axle
and stapled together.
Wheel and Axle
Double axle cart: Spherical

wheels formed from play
dough or clay. Axles made of
wooden skewers. Each axle is
attached to a cardboard board
frame with wire or twist ties.
Simple Machine Ideas (Session 3), page 2 of 2
Example
Levers
Overhead Transparency: Levers (Session 2)

Simple Machines Visual 1
2011 Edition. Copyright

2010 Chicago Sc ence Group.
All Rights Reserved.
www.sc encecompanion.com
Inclined Planes
Overhead Transparency: Inclined Planes (Session 2)


Wedges
Overhead Transparency: Wedges (Session 2)


Screws
Overhead Transparency: Screws (Session 2)


Wheels and Axles
Overhead Transparency: Wheels and Axles (Session 2)


Pulleys
Overhead Transparency: Pulleys (Session 2)


Doing Science
ITThhininkk
I RReeccoorrdd
I
I W
Woon
ndde
e
rr
rr
e
v
o
e
ssccov
D
Di
n
panio
m
o
C
ce
der
Scien e I Won ents
th
tud
uses
elp s they
h
o
t
Circle ct on how tists!)
refle her scien
.
ot
(and o science
d
I Wonder Circle
y
Trry
IT
veve
D i g
Doing
S i c
Science
I
O
I
bs
O
b
s
eerr
I Wonder: notice, ask questions, state problems

I Think: consider, gather information, predict
I Try: experiment, model, test ideas, repeat
I Observe: watch, examine, measure
I Record: record data, organize, describe, classify, graph, draw
I Discover: look for patterns, interpret, reflect, conclude,
communicate discoveries
2011 Edition. Copyright 2004 Chicago Science Group.

All rights reserved. Except as permitted under the United States
Copyright Act no part of this publication may be reproduced or
distributed in any form or by any means or stored in a database or
retrieval system without the prior written permission of the publisher.
www.sciencecompanion.com Chicago Educational Publishing Company LLC
I Wonder...
Whats in Science Companion?

For the Teacher
Teaching
and
Assessment
Teacher Lesson
Manual
Assessment
Book
Student Notebook
Teacher Guide
Great
Classroom
Support
Reference Materials
Teacher Reference Materials

Lesson O
Teacher Masters
Visual Aids
Transparencies and Posters

I Wonder Circle Poster
in English & Spanish
I Discover...
Whats in Science Companion?

For the Student:
Classroom
Supplies
Student Science
Notebook
Exploragear Kit
Student
Reference Book
Trade Books
English & Spanish
Great
Curriculum
Support
ulum le
c
i
r
Cur vailab
a
d
now rint an
in p gital!
di
(Levels 4-6)
(Levels K-3)
PreK-6 Inquiry Science Curriculum
Motion
While deciding what makes a solid a

solid, watching water disappear from
an open cup, or comparing various
liquids, children find the value in asking
questions and probing the world
around them for meaningful answers.
Life Science
Through activities that engage

childrens bodies and minds, children
move their own bodies in various ways
to learn about motion, as well as build
ramps, roll toy cars, drop and crash
marbles, slide pennies and shoes, and even fly paper
airplanes.
Life Cycles
From watching a pea sprout to feeding

apples to butterflies, children closely
study four organisms, including
humans, to observe the remarkable
growth and change that living things
experience during their life spans.
Early Chilhood
Solids, Liquids, and Gases
Earth Science
Physical Science
From collecting animal tracks to

dissecting flowers, children deepen
their understanding of what makes
something alive as well as exploring
the similarities and differences among
Physical Science
living things.
Collecting and Examining Life
Early Science Explorations
Weather
Physical Science
Life Science
Through experiments with prisms,

mirrors, bubbles, water, sunlight, and
flashlights, children bring rainbow
effects into their classroom and onto
the playground. They also mix colors to
observe that colored light produces different results
than mixing pigmented paints, dough, or water.
Magnets
Earth Science
Rainbows, Color, and Light
Rocks
Earth Science
Early Chilhood
Inspiring students to explore their world.
Soils
From making a collage of the leaves

and seeds they find to constructing a
lever from rocks and wood, children are
introduced to the wonders of science
and scientific exploration. Contains 7
studies in one book: Growing and Changing; Class Pet;
Collections from Nature; Constructions; Dirt, Sand and
Water; Sky and Weather; and My Body.
One day students learn to use a
thermometer to record temperature,
another day they measure rainfall
or investigate the nature of ice.
Throughout the year, students use
their senses as well as scientific tools to discover that
weather is a dynamic part of nature.
From testing what sort of everyday

objects are attracted to magnets to
comparing the strength of different
magnets, children deepen their
observation skills while learning about
the nature of magnets.
One day children examine fossils,

another day they might test minerals.
As children collect, examine, describe,
and experiment with rocks, minerals
and fossils, they hone their observation
skills and begin to unravel the puzzle of what rocks are
and how they are formed.
From closely observing soil components
and their properties to discovering the
importance of earthworms, children
use their senses of sight, smell, and
touch to explore the wonders of soil.
www.sciencecompanion.com 888.352.0660
Earths Changing Surface
Life Science
From building river models that explore

erosion and deposition to touring the
school grounds looking for evidence of
the earths changing surface, students
use hands-on investigations to discover
the dynamic nature of the earths surface.
Human Body in Motion
Physical Science
By modeling how muscles move bones,

testing reflexes, and measuring the
effects of exercise on breathing and
heart rate, students begin to appreciate
the interactions between body parts
and recognize the importance of protecting them by
making healthy choices.
Watery Earth
Matter
Energy
Whether watching light bend a

pencil in water or building a periscope,
the combination of hands-on, multisensory learning enables children
to understand what light is, how it
behaves, and why it makes sight possible.
One day children chart the moons

cycles, another day they might make a
scale model of our solar system. By
observing the world around them, they
address questions such as Why are
there seasons? and Why does the moon appear to
change shape?
Whether following a drop of water
through the water cycle, measuring
their own water usage, or exploring
how filters clean dirty water, students
are encouraged to use what they learn
to have a positive impact on water resources.
With challenges like exploring what
they can learn about an unknown
substance called Whatzit, students
experience the excitement of scientific
discovery and gain an appreciation of
the scientific method used by professional scientists.
Whether testing the efficiency of light
bulbs, exploring heat conduction,
or designing an imaginary invention
demonstrating the transfer of energy,
students discover that energy is at the
root of all change occurring in the world around them.
Force and Motion
By demonstrating and explaining

ways that forces cause actions and
reactions, as well as gaining a deeper
understanding of basic forces such as
friction and gravity, students discover
the many ways that forces affect the motion of objects
around them.
Building Skills
Physical Science
Earth Science
By watching composting worms create

soil, to modeling the nutrient cycle,
students have the opportunity to
investigate the organisms that carry
out the process of decomposition and
recycle nutrients in an ecosystem.
Earth Science
Natures Recyclers
Our Solar System
Earth Science
Life Science
Whether exploring static charges,

figuring out how to get a light bulb
to light, or testing the conductivity of
everyday objects, students experience
firsthand the excitement of electricity
and scientific discovery.
Physical Science
Electrical Circuits
Light
Physical Science
Physical Science
From going on a nature walk to

dissecting owl pellets, children are
asked to think about how organisms
(plants, animals, fungi, and microscopic
living things) survive in the places they
live, and how they interact with other living things.
Science Skill Builders
With 21 lessons spanning the breadth

and depth of science skills, students
develop a core understanding of using
tools in science, scientific testing,
observation skills, and the importance
of analysis and conclusions.
Design Projects
Animal Homes, Human Tools, Simple

Machines, Moving Systems, Electrical
Circuits, Human Systems.
The design project series was
developed to support compatible
modules by allowing students to design and/or build
animal homes, tools, machines, and designs of their
own creation. Taking between 4-6 sessions, the
projects strengthen skills and ideas about choosing
materials, using tools, working with the limitations of
materials, solving problems, and overall project design.
Technology
Life Science
Habitats
Unique Features...
Program Features
FOSS
Prepares students to do
inquiry-based science
Hardback, colorful, content-rich
student reference materials for
upper elementary students
Bound student science notebooks
to foster student literacy and
reading skills
Parallels in instructional design to
Everyday Mathematics
Variety of assessment strategies
P
P
A variety of pilot options to fit the

interests and needs of districts
Correlations to local and state
science standards
Teacher must gather minimal
teacher supplied items
Early Childhood activity-based
modules available
Unique content offered to meet
standards
Children develop science habits of
mind in addition to content
knowledge
Engaging activities nourish
childrens curiosity
Supports teachers in reaching
Big Ideas
Full curriculum available digitally
P
P
(K Only)
Science Companion
P
P
P
P
P
P
P
P
P
P
P
P
P
P
STC
Lesson O introduces students to

the scientific method through the
I Wonder Circle
Student Reference Books
The original Student Science
Notebooks
Developed by the creators of
Everyday Mathematics
Teacher-friendly formative and
summative assessment strategies
Several no-cost pilot options,
including an innovative online pilot
program
Correlated to state standards with
customized local standard
correlations available upon request
ExploraGear and Supplemental
Classroom Supplies available
Modules developed specifically

for PreK-K available
Light and Rainbows, Color, and

Light modules available
I Wonder Circle integrates
modules as tool for student
reflection
Engaging, hands-on activities
focused on Big Ideas
Reflective Discussions help
children integrate their experience
and build science knowledge
Hyperlinked teacher materials
(iTLMs) & digital student materials
build affordable access
A New Way to Pilot...

An Innovative Free Online Pilot Program!
We know that both time and financial resources are limited for
school districts these days.
So, we are delighted to introduce an exciting new digital opportunity
for you to try Science Companion materials at no cost, at a scale that
is easily manageable. And its high tech, too!
Come to our Online Pilot Website and find:

Sample lessons from eight of our modules.
Conversation and support from content and teaching experts.
Free digital teacher materials and student resources.
Directions on how to order lending library for kit materials.
A pilot that will give you a rich taste of inquiry science but requires no more than a handful of classroom sessions.
I think this is an awesome resource for doing science.
Field Test Teacher
There are a limited number of online pilots available,

so contact us now to find out how you can
explore Science Companion at your pace, for free.
(And, of course, we have traditional pilots available too. Just ask!)
888-352-0660
[email protected]
Professional Development
Succeed with Science Companion
Inquiry-based learning in science is exciting, effective,

and evocative. It also can be challenging.
We can help you take the mystery out of inquiry!
Philosophy
A half-day session introducing the methodology,

pedagogy, and best practices of Science Companion.
Implementation
Building from specific modules your district is using,

a hands-on exploration of how to best implement
Science Companion in your classrooms.
Designed by the
University of Chicagos
Center for Elementary
Math & Science
Education.
Assessment and Science
Participants
Formative and summative assessment can work together

to strengthen teaching and test scores!
Teachers and administrators

in districts using Science
Companion.
Coming from Everyday Math
Length
Science Companion was developed by the same researchers who developed Everyday Mathematics, and many of
the same pedagogical tools are used. Making the jump to
Science Companion is easy!
Train the Trainers
Build a community of Science Companion experts in your

district or intermediate unit.
Its in the Bag!
Fully customizable workshops to meet your needs. Contact us to

learn how we can best help you!
Mix and Match to your needs

to build a half day or full day
session.
Continuing Education
CEUs available, please ask us

about we can work with you to
arrange credits.
Cost
Ask your rep for more

information!
The spirit of inquiry. An invitation to curiosity. The tools for success.
Contact Us!
Get a Full Curriculum Sample
Check out a Pilot Program
Get a Custom Scope & Sequence
Find your Sales Rep
Phone/Fax: 888-352-0660
8400 Woodbriar Drive
Sarasota, FL 34238
link
r
e
eith re
k
c
Cli or mo n!
f
tio
a
m
info
[email protected]
The spirit of inquiry. An invitation into curiosity.
The tools for success.

Simple Machines Digital SamplerWEB

Uploaded by

Copyright:

Available Formats

Simple Machines Digital SamplerWEB

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Simple Machines Digital SamplerWEB

Uploaded by

Copyright:

Available Formats

Simple Machines

Design Project: Simple Machines

More about Science Companion

Simple Machines Design Project - Sample Project Guide

2011 Edition, Release 1.0.1210Copyright 2010 Chicago Science Group.

Previous View button on

Any text in blue is a link. Clicking blue text will take

Sessions follow a consistent sequence.

Youll also nd that students LOVE the mix of active,

Simple Machines Design Project

Assessments, Teacher Masters, Visuals

SIMPLE MACHINES DESIGN PROJECT

Teach e r Bac kgro und

Wheels and axles

SIMPLE MACHINES DESIGN PROJECT

Teacher Background Information

T each er B ac kgro und

SIMPLE MACHINES DESIGN PROJECT

Teacher Background Information

Wheel and Axle

SIMPLE MACHINES DESIGN PROJECT

Teacher Background Information

SIMPLE MACHINES DESIGN PROJECT

Teacher Background Information

Work and Simple Machines

SIMPLE MACHINES DESIGN PROJECT

| Teacher Background Information

SIMPLE MACHINES DESIGN PROJECT

Teacher Background Information

Simple machines make

This project is comprised of multiple sessions. Review the

If you think youll need students to bring any materials in from

For more information about the science content in this

SIMPLE MACHINES DESIGN PROJECT

Standards and Benchmarks

They also focus on The Human Organism Benchmark 6A (Human

Checklist: Planning and Implementing

SIMPLE MACHINES DESIGN PROJECT

For screw station. (Session 1)

For wheel and axle station. (Session 1)

For pulley and wheel and axle stations.

For pulley and wheel and axle stations.

For pulley station. (Session 1)

For pulley station. (Session 1)

For screw station. (Session 1)

For wheel and axle station. (Session 1)

For machine designs. (Sessions 3, 4, and 5)

For pulley station. (Session 1)

Bags, grocery size

For machine designs. (Sessions 3, 4, and 5)

For lever station. (Session 1)

Boxes, large, 30 cm (12 in) tall

For machine designs. (Sessions 3, 4, and 5)

Boxes, small, shoebox size

For machine designs. (Sessions 3, 4, and 5)

For lever station. (Session 1)

For inclined plane station. (Session 1)

For wedge station. (Session 1)

For screw station. (Session 1)

For lever station. (Session 1)