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: 6.6.1, 7.6.1,8.6.1,9-12.6.1 National Standards:  Math: 1, 3, 9 Science: 10, 12 Technology: 3, 4, 6 Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 21st Century Skills: Information, Communication, Thinking, Reasoning, Personal, Workplace

Overview:

Show students how the simple machines connect to accomplish a task. The students will be able to logically sequence a group of simple machines.  

Objective(s):

To provide practice and sequencing techniques about simple machines, students will work together to construct various simple machines into one working machine.  Students will recognize how small parts work to make a whole.  Students will also see real life examples of these working machines and practice working within a budget to “purchase” building materials.

Time Required:

Five 45 minute class periods

Pre-Requisite Skills:

Problem-solving, sequencing, math skills, engineering skills.

Virtual lab, Incredible Machine CD-ROM, presentation skills.

Cost analysis list, Rules, Scoring Rubric, Incredible Machine CD-ROM, www.edheads.org, trap-o-matic on the cartoon network (requires flash player)

Procedure:

1. Group the students into teams of no more than 3.
2. Give students practice constructing simple machines from recyclable materials (application and analysis)
3. Have each of the groups focus on one type of simple machine (you could have them pick a machine from a hat to ensure that all 6 machines will be covered).
4. To check for understanding, have the class connect their 6 types of simple machines to move an object from the front of the room to the back of the room. (Synthesis, Application)
5. Discuss the interactions of the machines as a class. It is beneficial to discuss how the small parts come together to form a working machine. Point out how the forces and energy are changing throughout the machine. (Evaluation, Analysis, Synthesis)
6. Students will also be completing computer activities on building a complex machine.
7. Have students brainstorm a resource list of recyclable materials to build a device to solve a given problem.  We have included a cost analysis list below.
8. Create a “store” with the materials and assign a cost to each item.  You can create a store within your classroom of the materials the students have provided or you can just have the student choose from the list. (Synthesis)
9. Explain that students are to construct a Rube Goldberg device to transport the egg from the shelf to the frying pan in a cost effective manner (See Rules). (Application, synthesis)
10. The students are to write a description of how their machine works, including a description of which type of simple machine it is and/or the forces and energy transformations involved. (synthesis, comprehension, knowledge, analysis)
11. Allow time for purchasing of material via cost analysis list and construction of device.
12. Each group will then present their device and be graded using a rubric.

The learning activities/strategies in this lesson vary so that each learning style and intelligence area is addressed.  Students will be reading, writing, listening, speaking, problem-solving, reasoning, working with abstract ideas, designing, drawing, creating, visualizing, making a model, using tools, organizing, cooperating, communicating, setting goals, completing projects, reflecting, and understanding and exploring real life examples.  Group students according to their ability or intelligence style so that all students have the opportunity to participate and succeed in developing a working machine to accomplish our task.  Due to the cooperative component of this lesson, special accommodations are not necessary.

Author's Notes:

It’s also nice to film the machines to look back on.  It may also be necessary to change the materials list and/or task for the next year.  At this point, if you are teaching older children you may want to incorporate input/output, efficiency, and mechanical advantage.  Also you may want your students to list the energy transfers within the device.  This can be a very exciting unit for the students but it requires good classroom management to ensure learning by all.

21st Century Assessment:

Monitoring of class discussion, a rubric will be used for the Rube-Goldberg device and the class presentation of the device.