Unit Overview

Subject: Science

Michelle Joyce

Grade Level: 3rd grade

Unit Topic: Simple Machines

Stage 1 Desired Results

NYC: Science Scope and Sequence Standards:
PS 5.1f: Demonstrate how mechanical energy may cause change in motion through the application
of force or the use of simple machines such as: Levers, pulleys, inclined planes Wheel and axle
PS 5.1d: Observe and describe how the amount of change in the motion of an object is affected by
friction
PS 5.1b: Observe and describe how the position or direction of motion of an object can be changed
by pushing or pulling.
PS 5.1c: Observe how the force of gravity pulls objects toward the center of the Earth.
Content Understandings:
Students will understand that:
The application of simple machines cause
change in motion.
Simple machines make work easier and
changes the direction that force is applied.
An object is affected by friction when in
motion.
Forces change the direction of an object such
as pushing or pulling.
The force of gravity pulls objects toward the
center of the Earth.
Forces act on every object even when they
are at rest.

Essential Questions:
What are the different types of simple
machines?
What are the specialties of each type of
simple machine?
Why are simple machines important?
What is friction?
How does friction cause difficulty to move
objects?
How does a force applied to an object affect
the speed or direction of an object in
motion?
How is there force acting on every object?
How does gravity affect objects?
How is friction connected to gravity?
How do simple machines relate to friction
and forces?

Students will be able to:

Studentswillbeabletoclassifythedifferenttypesofsimplemachines.
Studentswillbeabletoexplainhowcertainsimplemachinesworkandhowtheyaremadeto
performspecificjobs.
Studentswillbeabletodescribehowsimplemachinesmakeworkeasier,andhowtheyareapplied.
Studentswillbeabletoidentifysimplemachinesindifferentcompoundmachines.
Studentswillbeabletoexplainhowfrictioncausesdifficultytomoveobjects.
StudentswillbeabletoexplainhowgravityaffectsobjectsonEarth.
Studentswillbeabletodiscoverhowforcesareappliedtoobjectstomakethemmove.
Studentswillbeabletodiscoverhowfrictionaffectsgravity.
Studentswillbeabletomakeandtesttheirpredictionsaboutgravity,forcesandfriction.
Studentswillbeabletoconstructasimplemachineandrelateittofrictionandforces.

Stage 2 Assessment Evidence

Performance Tasks:
Interactive science notebooks
Differentiated Graphic organizers
Differentiated Worksheets
Exit Slip Quizzes
Self Assessments
Lab Packets
Simple Machine Project
Simple Machine Poster
Presentation
Rubrics for Self Assessment
Journal Reflections
Unit Test

Other Evidence:
KWL charts, Brain Pop videos, online
games.
Informal Assessments: observations,
checklists, class participation, anecdotal
notes, thumbs up; thumbs down, oral
questioning, discussions.
Homework assignments

Stage 3 Learning Plan

The unit will take place over the course of 13 days. These learning activities will be the main activities
for the unit to introduce the topics. The other days the students will complete worksheets and play
computer games based on these activities and the teacher will address any misunderstandings.
Activity 1: Simple Machines (Lesson 1)
W-Students will be able to identify simple machines and describe how simple machines make work
easier. Students are expected to be prepared with their science notebook to take notes. Students are
expected to complete the activity, which is identifying the objects at six different stations as a simple
machine.
H-Students will be pre-assessed with a KWL chart to see what the students already know about tools
and forces in order to begin the unit. Students will be engaged by watching a video about Simple
Machines from the Brain Pop website.
E-Students will be provided a packet with definitions and pictures of the six simple machines.
Students will also have a checklist with steps to help complete the activity. The teacher will provide
the simple machines that will be at the stations.
R-Students will be assessed by ongoing assessments such as observations, anecdotal notes and
science notebooks. Students will be able to refer back to their packet or definitions and science
notebooks throughout the activity. Students will be assessed based on their packet and participation
during the activity.
E-Students will be able to reflect on their learning during the activity with a partner or at the end of
the activity during the closing discussion. The teacher will assess the students with thumbs up or
thumbs down throughout the activity to observe if students understand. Students will be asked to
write a journal reflection in their science notebook based on the activity and what they learned.
Students will be asked to write a journal reflection in their science notebook based on the activity and
what they learned. The students may also write a short story about when they used a simple machine
throughout their day.
T-The activity will be differentiated through differentiated worksheets used for the experiment: Group
A (above grade level), B (on grade level), C (below grade level). There will be opportunities for
discussion and questions. Struggling students will be able to work in groups with students that are

exceling or understand the material. Checklists will be provided on how to complete the experiment
in steps.
O-The sequence of learning will begin by providing an example of a simple machine to the students
to introduce the unit. The students will watch a video about simple machines. The teacher will
introduce the activity to the students by modeling with a scale and completing a graphic organizer on
the Smart board. Then the students will complete the activity. During the activity, the teacher will
guide the students by posing questions to reach the desired outcome. At the end of the activity there
will be a discussion about the activity and what the students learned.

Activity 2: Simple Machine Poster (2 days)

Students will be able to create a poster about one type of simple machine and relate it to every day
life. Students are expected to be prepared with their science notebook and simple machine packets to
take notes. Students are expected to complete the activity with a group.
Students will be engaged by a video on how different types of simple machines are used in every day
life. Students will be able to participate in a discussion after the video and the lesson.
Students will be able to use their simple machines packet with the given vocabulary terms. Students
will be able to use their science notebook to refer back to. The teacher will provide the students with
materials in order to complete the poster. The teacher will assign the students to a group and a simple
machine to their group.
Students will be assessed by ongoing assessments such as observations, anecdotal notes and science
notebooks. Students will be able to refer back to their packet or definitions and science notebooks
throughout the activity. Students will be assessed based on their packet and participation during the
activity.
Students will be able to reflect on their learning during the activity with a partner or at the end of the
activity during the closing discussion. There will be opportunities for Think, Pair and Share during
the lesson. Teacher will assess the students with thumbs up or thumbs down throughout the activity to
observe if students understand. Students will be asked to write a journal reflection in their science
notebook based on the activity and what they learned. The students may also write a short story about
when they used a simple machine throughout their day. The students will be assessed based on their
poster.
There will be opportunities for discussion and questions. Struggling students will be able to work in
groups with students that are exceling or understand the material. Checklists will be provided on how
to complete the activity in steps. In the poster, the students need to include a drawing of their simple
machine, definition, examples of the simple machine and how it is used in every day life.
The sequence of learning will begin with the teacher engaging the students with a video about how
simple machines are used in every day life with examples. The teacher will facilitate a discussion
with the students about whether they used any of the simple machines and how. The teacher will
introduce the activity with the students by showing a poster about levers that was pre-created. The
teacher will provide the students with an opportunity to ask questions about the activity and then
divide the students into groups. The students will complete the poster by using the checklist provided
in order to complete it correctly. The teacher will have the students present their poster to the class
when they are finished. The teacher will ask the students questions about their poster related to the
topic. The teacher will hang up the posters in the classroom for the students to use as references.
Activity 3: Compound Machines
Students will be able to identify simple machines in compound machines. Students are expected to be
prepared with their science notebook and simple machine packets to take notes. Students are expected
to complete the activity with a group and write in their science notebook. Students will complete an
exit slip quiz and self-assessment at the end of the lesson.

Students will be engaged when the teacher shows the students different types of compound machines.
The teacher will ask the students, What do the machines have in common? Students will participate
in a grand conversation before the activity.
Students will be able to use their notebooks, simple machine packets and posters to help them
complete the activity. Teacher will provide the students with a differentiated worksheet.
Students will be assessed by ongoing assessments such as observations, anecdotal notes and science
notebooks. Students will be assessed based on their lab packet.
Students will self evaluate and reflect their learning with an exit slip quiz and self assessment about
simple and compound machines. Students will be able to reflect whether they feel confident,
somewhat confident or I do not understand based on the content. Students will be asked to write a
journal reflection in their science notebook based on the activity and what they learned. The students
may also write a short story about when they used a simple machine throughout their day.
The activity will be differentiated through differentiated graphic organizers used for the experiment:
Group A (above grade level), B (on grade level), C (below grade level). There will be opportunities
for discussion and questions. Struggling students will be able to work in groups with students that are
exceling or understand the material. Checklists will be provided on how to complete the experiment
in steps.
Teacher will engage the students by showing compound machines to the class. The teacher will ask
the students to observe the machines and observe what they have in common. Students will be asked
to complete an activity by identifying the different types of simple machines included in the
compound machine. There will be different stations and the students have to complete a graphic
organizer. At the end of the activity there will be a discussion about the activity and what the students
learned.

Activity 4: Friction Experiment

Students will be able to predict, test and record their observations on how friction affects an objects
change in motion. Students are expected to be prepared with their science notebooks to take notes.
Students are expected to complete the activity, which is predicting and testing how much weight it
takes to move one to three books. A bucket of water will be tied to one of the books and hang over the
edge of the table. The books will remain on the table. The students will begin with one book on the
table and then the students have to add weights to the bucket in order to move the books. The students
have to predict how many weights it takes the move the books and test their prediction.
Students will be engaged with an experiment that the teacher will perform. The teacher will ask the
students to predict if it is easier to move a textbook or a ping-pong ball. The teacher will perform the
experiment to introduce friction to the students. The teacher will explain to the students that friction
causes simple machines to be used because objects are hard to move when there is friction.
The teacher will provide the definition of friction to the students and checklists with steps on how to
complete the activity. The teacher will provide the students with the materials needed for to conduct
the experiment: books, string, bucket and weights.
Students will be assessed by ongoing assessments such as observations, anecdotal notes during the
experiment and science notebooks. Students will be able to refer back to the definitions in their
packet and science notebook.
Students will be able to reflect on their learning by thumbs up or thumbs down throughout the lesson.
Students will be able to reflect on their learning during the activity with a partner or at the end of the
activity during the closing discussion. Students will be asked to write a journal reflection in their
science notebook based on the activity and what they learned. Students will be assessed based on
their lab packet.
The activity will be differentiated through differentiated worksheets used for the experiment: Group A
(above grade level), B (on grade level), C (below grade level). There will be opportunities for

discussion and questions. Struggling students will be able to work in groups with students that are
exceling or understand the material. Checklists will be provided on how to complete the experiment
in steps.
The sequence of learning will begin with a small experiment where the students have to predict,
observe and test. The teacher will perform the experiment to the students and pose questions to
activate student knowledge. The teacher will introduce the students to friction. The teacher will model
the friction experiment to the students and how to set it up. The teacher will model with one book and
add the weights to try and move the books. The students will be asked to finish the rest of the activity
until they have moved three books successfully and recorded their data. The teacher will ask the
students to connect friction to simple machines, which will also be a question on the worksheet.
During the activity, the teacher will guide the students by posing questions to reach the desired
outcome. At the end of the activity there will be a discussion about the activity and what the students
learned. The students will complete the exit slip quiz and self-assessment.

Activity 5: Gravity (Lesson 2)

Students will predict how gravity affects objects, then test and record their observations to make
conclusions. Students are expected to be prepared with their science notebooks to take notes.
Students will be pre-assessed with a KWL chart to see what they already know about gravity and
forces. Students will be engaged with an experiment performed by the teacher. The students will
make predictions based on their previous knowledge and then observe the experiment to test their
predictions.
Students will be provided a packet with definitions and pictures of the six simple machines. Students
will also have a checklist with steps to help complete the activity. Teacher will provide the materials
needed to conduct the experiment.
Students will be assessed by ongoing assessments such as observations, anecdotal notes and science
notebooks. Students will be able to refer back to their packet or definitions and science notebooks
throughout the activity. Students will be assessed based on their packet and participation during the
activity.
Students will be able to reflect on their learning during the activity with a partner or at the end of the
activity during the closing discussion. The teacher will assess the students with thumbs up or thumbs
down throughout the activity to observe if students understand. Students will be asked to write a
journal reflection in their science notebook based on the activity and what they learned. Students will
be assessed based on their lab packet.
The activity will be differentiated through differentiated worksheets used for the experiment: Group A
(above grade level), B (on grade level), C (below grade level). There will be opportunities for
discussion and questions based on the questions on their worksheet. Struggling students will be able
to work in groups with students that are exceling or understand the material. Checklists will be
provided on how to complete the experiment in steps. The students will have to listen to which object
dropped first and will be assigned jobs for the experiment.
The sequence of learning will begin with an experiment performed by the teacher. The students will
be able to predict, test and observe which object will drop first and the teacher will introduce the
students to the concept of gravity. The teacher will model the experiment to the students and then the
students will complete the activity. During the activity, the teacher will guide the students by posing
questions to reach the desired outcome. At the end of the activity there will be a discussion about the
activity and what the students learned. The students will be able to share the questions that they
answered on their differentiated worksheets.
Activity 6: Air Resistance and Gravity
Students will predict how gravity and friction affects objects, then test and record their observations

to make conclusions. Students are expected to be prepared with their science notebooks and simple
machine packets to refer back to.
Students will be pre-assessed with the gravity experiment from the previous day to understand the
concept of gravity.
Students will be provided a lab packet and checklist to help with the experiment. Teacher will provide
the materials needed to conduct the experiment.
Students will be assessed by ongoing assessments such as observations, anecdotal notes and science
notebooks. Students will be able to refer back to their packet or definitions and science notebooks
throughout the activity. Students will be assessed based on their packet and participation during the
activity.
Students will be able to reflect on their learning during the activity with a partner or at the end of the
activity during the closing discussion. The teacher will assess the students with thumbs up or thumbs
down throughout the activity to observe if students understand. Students will be asked to write a
journal reflection in their science notebook based on the activity and what they learned. Students will
be assessed based on their lab packet.
The activity will be differentiated through differentiated worksheets used for the experiment: Group A
(above grade level), B (on grade level), C (below grade level). There will be opportunities for
discussion and questions based on the questions on their worksheet. Struggling students will be able
to work in groups with students that are exceling or understand the material. Checklists will be
provided on how to complete the experiment in steps. The students will have to listen to which object
dropped first and will be assigned jobs for the experiment.
The sequence of learning will begin with an experiment performed by the teacher involving a
volleyball and feather. The students will be able to predict, test and observe which object will drop
first because of gravity. The teacher will introduce the students to the concept of air resistance or
friction because the feather fell after the volleyball. The teacher will model the experiment to the
students and then the students will complete the activity with multiple trials and objects (Similar to
Lesson 2). During the activity, the teacher will guide the students by posing questions to reach the
desired outcome about gravity and friction. At the end of the activity there will be a discussion about
the activity and what the students learned. The students will be able to share the questions that they
answered on their differentiated worksheets.

Activity 7: Forces (Lesson 3)

Students will understand that forces are always acting on an object. Students are expected to be
prepared with their science notebooks to take notes. Students will participate in a game of Tug of War
as the experiment. Students are expected to be prepared with their science notebooks and simple
machine packets to refer back to.
Students will be pre-assessed with the gravity experiment from the previous day to understand the
concept of gravity.
Students will be provided a lab packet and checklist to help with the experiment. Teacher will provide
the materials needed to conduct the experiment.
Students will be assessed by ongoing assessments such as observations, anecdotal notes and science
notebooks. Students will be able to refer back to their packet or definitions on the chart and science
notebooks throughout the activity. Students will be assessed based on their science notebook and
participation during the activity.
Students will be able to reflect on their learning during the activity with a partner or at the end of the
activity during the closing discussion. The teacher will assess the students with thumbs up or thumbs
down throughout the activity to observe if students understand. Students will self evaluate and reflect
their learning with an exit slip quiz and self assessment about forces and gravity. Students will be able
to reflect whether they feel confident, somewhat confident or I do not understand based on the

content. Students will be asked to write a journal reflection in their science notebook based on the
activity and what they learned.
The activity will be differentiated through differentiated worksheets used for the experiment: Group A
(above grade level), B (on grade level), C (below grade level). There will be opportunities for
discussion and questions based on the questions on their worksheet. Struggling students will be able
to work in groups with students that are exceling or understand the material.
The sequence of learning will begin with a observations and questions posed by the teacher. The
students will be able to observe the rope on the ground and the teacher will ask questions about the
forces on it. The teacher will model the experiment to the students and then the students will
complete the activity. After the Tug of War game, the students will participate in a grand conversation
and Turn and Talks. During the activity, the teacher will guide the students by posing questions to
reach the desired outcome. At the end of the activity there will be a discussion about the activity and
what the students learned. The students will be able to share the questions that they answered on their
differentiated worksheets.

Activity 8: Create Your Own Simple Machine (4 days)

Students will be able to create their own simple machine. Students are expected to be prepared with
their science notebooks and simple machine packets to refer back to.
The teacher will show a model on how to make a simple machine using the materials given. This
model will be pre-created by the teacher.
Students will be able to use their notes from their science notebook and packet to help them create
their simple machine.
Students will be assessed by the final outcome of their project by using a rubric. Students will be also
be assessed by on going assessments such as observations and anecdotal notes based on the students
contribution and participation in the group.
Students will self evaluate their work by using the rubric to self assess their project. The teacher will
use a rubric to evaluate the students projects. Students will be asked to write a journal reflection in
their science notebook based on the activity and what they learned.
Students will be able to work in groups. Struggling students will be able to work in groups with
students that are exceling or understand the material. Checklists will be provided on how to complete
the project in steps.
The activity will take place over the final four days of the unit. The teacher will introduce the project
to the students and how to complete it. The second day, the students will create the project. The third
day, the students will create the poster and finish their simple machine. On the final day, the parents
will watch the students present their final project.
Websites for games:
Identifying Simple Machines: http://www.edheads.org/activities/simple-machines/