Teacher Candidate: Joanna Verde College Supervisor: Anna Guardino

Content Area: Science Cooperating Teacher: Marianne Lannig

Grade: 4 Lesson # 2 Topic: Simple Machines Date: April 18, 2017
District: Carle Place School: Rushmore Avenue School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After learning about the six different simple machines through direct instruction and working in
groups to determine which objects in a mystery bag are simple machines, students will complete
the Simple Machines Quiz, answering seven out of seven questions correctly.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS Elementary Science Standards

Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1f: Mechanical energy may cause change in motion through the
application of force and through the use of simple machines such as pulleys, levers, and inclined
planes.

Indicator:
This will be evident when students learn the definition of a simple machine and learn
about the six different simple machines through direct instruction.

ELA & Literacy Standard (NYS- CCLS)

Speaking and Listening; Comprehension and Collaboration (SL.4.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly.

Indicator:
This will be evident when students engage in group discussions when working in small
groups to determine which objects in a mystery bag are simple machines and what type
of simple machine each of the objects are. This will also be evident when students
participate in a class discussion about the definition of a simple machine.

INSTRUCTIONAL RESOURCES

Simple Machines PowerPoint

Simple Machines Graphic Organizer
5 bags
Items to go inside the mystery bags (catapult, hand-made pulley, toy car, plastic butter
knife, wooden inclined plane, cut off top of a water bottle with the cap)
List of Objects for inside the Mystery Bag
Simple Machines Online Game
Simple Machine Quiz
 SmartBoard
Looseleaf
Science Notebooks
Simple Machines Recording Form
Simple Machines BrainPop Video

MOTIVATION (Engaging the learner(s)*)

Students will view pictures of the six different simple machines on slide two of the Simple
Machines PowerPoint. Students will be asked to brainstorm ideas about what they believe a
simple machine is. The teacher will write down their ideas in a cloud on slide three of the Simple
Machines PowerPoint (Based on these pictures, what do you think a simple machine is? What
makes the objects simple machines?).

DEVELOPMENTAL PROCEDURES

1 Students will view the Simple Machines PowerPoint displayed on the SmartBoard.
2 Students will listen to the teacher define simple machines (slide four) and write the
definition on the back of their Simple Machines Graphic Organizer.
3 Students will continue viewing the rest of the Simple Machines PowerPoint. The teacher
will explain the six simple machines which include an inclined plane, wheel and axle,
wedge, pulley, screw, and lever (slides five to sixteen). After each explanation, the
students will watch a short video of the simple machine in action. Students will also be
asked to come up with examples for each of the simple machines. As the teacher is
presenting the Simple Machines PowerPoint, students will be following along on their
Simple Machines Graphic Organizer and filling in the examples discussed for each
simple machine (When do we use this simple machine? What is an example for this
simple machine?).
4 Students will be placed into four groups of four and one group of three. Students will be
presented with a mystery bag that contains an example for each of the simple machines.
Together students will determine which objects inside the bag are simple machines and
which type of simple machine each item is. Each student will record their findings on the
Simple Machines Recording Form. Students will share their findings with the class and a
class discussion will spark about whether the students are correct (Why is this item a
simple machine? Which simple machine does this object represent? Why do you believe
this object is a pulley?).
5 As a class, students will play a brief game on the SmartBoard entitled Simple
Machines. Some students will be asked to come up to the SmartBoard to complete the
game (Do you agree/disagree with that answer?).
6 Students will independently complete the short Simple Machine Quiz.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Group Work: This will be evident when students work in groups to determine which objects in
the mystery bag are simple machines and what type of simple machine the objects are.
Class Discussion: This will be evident when students share their ideas about the definition of a
simple machine with the class.

Independent Study: This will be evident when students independently complete the Simple
Machine Quiz.

Direct Instruction: This will be evident when the teacher defines simple machines for the class
and when the teacher explains the six different simple machines.

ADAPTATIONS (Exceptionality*)

The student with ADHD, who struggles to focus, will be re-focused and re-directed through the
use of non-verbal cues.

The students who are struggling readers will receive a Simple Machines Quiz that has pictures
that illustrate the description for each simple machine.

DIFFERENTIATION OF INSTRUCTION

Visual Learners: Visual learners will have the opportunity to succeed when they view and fill in
the Simple Machines Graphic Organizer.

Auditory Learners: Auditory learners will have the opportunity to succeed when the teacher is
explaining the six different simple machines.

Kinesthetic Learners: Kinesthetic learners will have the opportunity to succeed when they are
able to touch real-life simple machines in the mystery bag.

Interpersonal Learners: Interpersonal learners will have the opportunity to succeed when they
work in groups to determine which objects in the mystery bag are simple machines and what
type of simple machine the objects are.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

The teacher will informally assess students by working with and monitoring the groups of
students as they try to determine which objects in the mystery bag are simple machines and what
type of simple machine the objects are.

The teacher will informally assess students by assessing students responses as they answer
questions regarding simple machines that are prompted by the teacher.

The students will be formally assessed when they complete the Simple Machines Quiz,
answering seven out of seven questions correctly. The quiz requires students to know how many
simple machines there are and match each simple machine with its correct description.
 INDEPENDENT PRACTICE

Following the lesson on simple machines, students will be asked to go on a scavenger hunt
around their home for homework. Students will be instructed to list examples of the different
simple machines they find in their home in their science notebooks. Students must list at least
one example for each type of simple machine.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: Students who have a difficult time distinguishing between the
simple machines will receive direct teacher intervention. The student, under direct intervention
with the teacher, will watch the BrainPop video entitled Simple Machines. The teacher will pause
the video periodically, so the students are able to list the properties of each of the simple
machines in their science notebooks. The teacher will then name examples for each of the
simple machines. Students will discuss which simple machine they believe it is and why, using
the property list they have created as a guide.

Academic Enrichment: Students who easily met the lesson objectives will try to think of how
they could create their own simple machine using any miscellaneous objects they could find
around the classroom. Students must consider the function and components of the simple
machine. Students will write a short paragraph on looseleaf explaining how they would create
their simple machine, what simple machine they would create, and why it is an inclined plane,
wheel and axle, wedge, pulley, screw, or lever.

REFERENCES
Elementary Science. (n.d.). Retrieved from http://www.p12.nysed.gov/ciai/mst/pub/

elecoresci.pdf

New York State P-12 Common Core Learning Standards for English Language Arts & Literacy.

(n.d.). Retrieved from https://www.engageny.org/resource/new-york-state-p-12-

common-core-learning-standards-for-english-language-arts-and-literacy

Simple Machines [Video file]. (n.d.). Retrieved from

https://jr.brainpop.com/science/forces/simplemachines/

Simple Machines Game. (n.d.). Retrieved from http://www.learninggamesforkids.com/simple-

machines-games/label-it.html

Simple Machines Shutterfold for Interactive Science Notebooks. (n.d.). Retrieved from

https://www.teacherspayteachers.com/Product/Simple-Machines-Shutterfold-for-

Interactive-Science-Notebooks-991782