WV State Standards: Science: 6.1,6.2.21, 6.3.05, 7.1.08, 7.2.24, 7.3.01, 7.3.05, 8.2.25, SC.O.PS.2.17, 2.18 Technology: 6.4.1, 7.4.1, 8.4.1, 9-12.4.1 National Standards:  Science: 10, 12 Technology: 3, 4, 6 Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis 21st Century Skills: Communication, Information processing, thinking and reasoning, personal and workplace

Overview:

The students will be able to identify the six types of simple machines in everyday objects. 

Objective(s):

The students will explore everyday objects and describe which simple machines they contain. They will be able to discuss the various simple machines and the uses of each. The students will gain an understanding of the forces involved with simple machines.

Time Required:

Three 45 minutes class periods

Pre-Requisite Skills:

Computer/Internet skills, Exercises on force and motion

We have provided a website for informational purposes to ensure that the students understand the concepts of force and motion. http://school.discovery.com/lessonplans/programs/forcesandmotion

Computer, Internet, Webquest, blogs

Household gadgets (i.e. screwdriver, screw, toy car, can opener, hammer, knife, etc.)
Inventor’s toolbox website
Gadget Anatomy Quiz online: http://www.mos.org/sln/Leonardo/GadgetAnatomy.html

1. The teacher will provide a collection of small household gadgets for the students to observe.  Some examples include screwdriver, screw, toy car, can opener, hammer, knife, etc. Teacher may also show a short film on simple machines
2. In small groups the students will compare each gadget and create a blog/journal as to how this gadget makes life easier. (Comprehension)
3. Introduce students to simple machines via the Inventor’s toolbox website.
4. After instruction on simple machines, the students will examine their own gadget then draw and label the simple machines of their own gadget. They will create a foldable of the gadget with the simple machine named and how it makes work easier.  You could also have the students discuss energy and force changes as well.  This will be used in the foldable game below. (Synthesis, Analysis, Knowledge, Application)

The instruction is differentiated due to the peer group work.  The students can either draw or explain the machines containing their gadgets.  We will ensure that students meet the standards addressed by doing constant informal assessment.

Author's Notes:

This lesson will follow a unit on force and motion.
You can create a Webquest using the following url or you can use it for informational purposes:
http://www.mos.org/sln/Leonardo/InventorsToolbox.html

21st Century Assessment:

The Foldable game: Have students trade the foldable and assess their knowledge of simple machines.
Gadget Anatomy Quiz online: http://www.mos.org/sln/Leonardo/GadgetAnatomy.html
Assessment of the answers to the foldable quiz and the completion of the Gadget Anatomy Quiz. Teacher observation of group work will also be done.  Checking the blogs/journals is another means of assessment.