Science- Simple Machines

Timing
 Jan-MidMarch: Simple Machines (combination of Units B and C)
 Mid-March to April 27th: Light and Shadows (Unit D)
 May-June: Plants

Rationale
This unit is based on the Alberta Program of Studies for Grade 4 Science. It combines Unit B (Wheel and Levers) and Unit C
(building devices that move) in order to provide students with content knowledge and hands-on experience.

Outcomes- GLOs

 4-3 Investigate a practical problem, and develop a possible solution.

 4-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible
ways.
 4-6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which
energy is transferred to produce motion.
 4-7 Construct a mechanical device for a designated purpose, using materials and design suggestions
provided. Note: One or more components of the task will be open-ended and require students to determine
the specific procedure to be followed.
 4-8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an
important element in the design and construction of that device.
Title Outcomes Activities Assessment Resources
Intro to B3 -What is a pulley? -Discussion https://www.brainpop.
Pulleys -Observations on pulleys at the table -Observation com/technology/simpl
-Brain Pop video/quiz emachines/pulley/
-Title page
-Rube Goldberg
Lift that B3 -How does a pulley work -Exit slip -doweling
Load -working in small groups to see how they can lift an -thread spools/things
object off of the floor as wheels
-trying out different materials -string/yarn
-lift objects
Rube B3 -what is a Rube Goldberg machine? Set-up idea -Observation -pulley (wheel &
Goldberg for final project -Discussion string)
and -Moveable pulley challenge: first hint- definition of -string
moveable pulley, second hint- pulley needs to move along -place to hang pulley
pulleys rope, third hint- diagram, fourth hint-
demonstration
Flagpole C1, 2, 5, 6, 7 -Building with pulleys -Observation -Pulley Quiz
design and -Pulley quiz -Quiz worksheet
creation -Discussion of problem solving -actual flagpole -string
-Flagpole challenge- building time- gallery walk design -wheels
-clay
-other materials
Multiple B3, C1 -Building a system with multiple pulleys -Observation -Stem Challenge
Pulleys -How a pulley is like a wheel and axle (catch up -Discussion Worksheet
kids who have been missing) -Worksheet -Pulley powerpoint
-focus on problems  solution model and helping -Pulley books
each other
-Stem Challenge worksheet to be completed
Intro to B3, 4, 5 -What is a gear? -Flipbook -All About Gears
Gears -Brainpop video, stopping to discuss certain points -observation reading
-All About Gears reading and questions -discussion -Flipbook
-Types of Gears flipbook -Brainpop video
 (gears)
Gears B3, 4, 5 -How do gears work? -Observation -Kinex gears (from
Exploration -Kinex gears- students have opportunity to explore -Worksheet library)
how gears go together -worksheet questions
-Structured exploration- focus on answering
questions about motion and direction
-Worksheet with questions on direction and motion
Building B3, 4, 5, C1 -How does building gears work -Observation -construction paper
Gears -cut out paper template, make cardboard gears, -Discussion -cardboard
create a gear system -gear templates
-identify challenges/things to tweak to get it to -scissors
work -pins
90o Gears B5 -How do 90o gears work? -worksheet -butter churner
-examples (3-6) -observation -egg beater
-normal gears vs 90o gears and worksheet (what -discussion -cookie scope
direction do they turn, driven vs. driver, size etc) -Self-assessment -whisk thing
-continue building own gears -G’s pulley/gear
machine
Wheels and B4 -Review: how is a pulley like a wheel and axle? -Worksheet -belt systems on wood
axles in -How do wheel to wheel systems work, how do (from school box)
systems belt systems work, how to chain systems work? -elastics
-Stations -gears
- Wheel to wheel station, belt system station, chain -gear model
station, cog/gear station
Intro to B6, 7, 8, -What is a lever -Observation -examples of levers
Levers -All about Levers Scoot page -Student (pictures and real life)
-review concepts by asking a few questions to categories/sorting
whole class
-review what the difference is between 2nd and
third class
Fulcrum B6, 7, 8, -How does your fulcrum placement change the -Worksheet -Lever supplies
Placement effort/force? -Observation -Worksheet
-Learn about how fulcrum makes it easier/harder to -pom poms
 lift things
-In groups students work through Fulcrum
Placement investigation where they make different
classes of levers and move the fulcrum to see how
the number of pom poms needed to lift changes
Catapults C3, 5, 6, 7 -How can levers be used in building? -Observation -cardboard
-Students use materials in science class (from desk -Self assessment -spoons
or from provided supplies) to build a catapult -pom poms
individually -tape
-Discuss safety of testing zone, and why it is -Self assessment sheet
important, consequences of not following rules
-Students complete self assessment at end of class
time
Inclined C1 -What other simple machines are there? -Observation -What Do You Do
Planes -Read What Do You Do With A Problem? Discuss -Discussion With A Problem book
what we can do when we have a challenge in -classroom materials
science class (binders)
-Introduce inclined plane, what do you think you
could use in inclined plane for?
-go on a mini-field trip (to the stairs) to see an
inclined plane
-Challenge students to build an inclined plane using
class materials
Awesome C5 -Students are given the task to design an invention -Worksheet -Cardboard, pipe
Inventing that uses the simple machines we have been cleaners, paper, straw,
learning about tape
-All use same supplies- straw, pipe cleaner,
cardboard, paper
Machine B3, C5 -In small groups students sort pictures of simple -Observation -Sorting slips in
Sort machines into the correct category. Review what a -Discussion baggies
wedge and screw are
-Hints: tell them number in each category (i.e. 9
wheel and axles)
Posters B3, B4, B5, -Students create a poster for a simple machine -Poster -Poster paper
B8 pretending it is for someone who has zero -names of each simple
knowledge machine
-Brainstorm criteria together. Students self-assess -Reference books
before handing in
Test B4, B5, B6, -Students write their test on the Wheels and Levers -Test -Tests
B8 outcomes
Olympics B6, B7, B8 -Connection to current events
-in preassigned pairs students will research a
Winter Olympic sport using CBC Kids Olympics
-Areas to research: what do athletes do in the sport,
what simple machines are used?, how?
Go Carts C1, 2, 5, 6, 7 -Building the cars -Worksheet -EPS
We are going to make go carts but now going to -Observation Worksheet/procedure
focus on improving our designs -Discussion -Building materials
-Students may bring in cars they built earlier or
they may start over again
Cars pt 2 C1, 2, 5, 6, 7 -Creating motion -Observation -EPS
Looking at how we can get our cars to go without -Discussion Worksheet/procedure
just pushing it -Worksheet -Books & board for
-Students experiment with inclined planes, elastics, inclined plane
wind power etc -timers
-rulers
Cars pt 4 C4, 5, 6, 7, -Slowing the cars down -Discussion -EPS
-Stopping a car is just as important as starting -Worksheet Worksheet/procedure
-maybe make a figurine to go on car that needs to -Self-assessment -materials (tape, foam,
be kept safe etc)
-How can we slow down/stop the car without
smashing it into a wall?
Rube B1, B3, C1, -Final Project: Rube Goldberg -Self assessment -Student provided
Goldberg C2, C4 C6, -Students will work in groups of 2/3 to create Rube -Group assessment materials
machines C7 Goldberg machines using as many simple machines -Teacher assessment -science box materials
as possible, they will go through the -Worksheet -Planning/Process
 planning/making changes process and be able to (process/planning) worksheet
explain their choices -Product -Self-assessment sheet
-Final science fair type showcase to show off (checklist)
students work. Student have opportunity to self -group-assessment
reflect on their process, design and final product. sheet
-teacher rubric

Assessment Plan
Formative Assessment
 Observation during discussions and work periods
 Exit slips: at the end of class students will complete an exit slip that asks them to answer knowledge questions, or for students
to reflect on their own knowledge/work they have done that period.
 Worksheets: students will complete worksheets detailing their planning, including portions for design, content-based
questions, and reflection
 Quizzes: the formative quizzes will be for students to identify what they understand, and areas they don’t understand. As well,
it gives the teacher an idea of what areas need to be reviewed, common misconceptions and who may need extra support.
Summative Assessment
 Quizzes: students will be told when the quiz is for marks and when it is formative. If a quiz has more than one outcome on it
then students will receive a mark for each specific outcome, as well as an overall mark on the quiz. For certain students, I will
verbally discuss questions with them to ensure that their language/writing ability does not impede their ability to share their
understanding.
 Worksheets: Students will be given the clear expectation/goal of what they need to understand by the end of the lesson. These
goals will be discussed in class and then students will answer them on their worksheet. They will receive a mark for their
answers, assigned in a similar way to the quizzes in regards to the outcomes.
 Mini-test: Students will complete a mini-test on simple machines. It will consist of fill in the blanks, matching, diagrams, and
short answer. Students on ILP’s will have adapted tests. The test will come before the final project, in order for students to
learn the areas they need to improve on and give them an opportunity to keep learning.
  Final Project: For the students’ final project they will work in groups of 3 to create a Rube Goldberg machine. The idea of
these machines will be explored throughout the unit so that they have a strong understanding of their goal. Students will bring
in materials from home and have clear instructions that they are not to go out and buy anything but should be reusing things
they have at home. Students will need have time to plan their design and materials, do initial building, look at their design
again and make changes. The final day of the unit will involve students sharing their machines and testing them out.
Other
 Peer Assessments: students will have the opportunity to provide each other with constructive feedback in order for them to
help each other learn and for each student to improve their own learning
 Self-Assessments: Students will complete a variety of self-assessment (including checklists and self-guided reflection) in
order for them to take charge of their own learning and identify their own areas of strengths and weaknesses.
 Group-Assessments: Students will go through a group member assessment/collaboration worksheet that will help them to
identify areas of growth, and areas that need improvement