1. Simple Machines

2. Force
A push or pull
DAY #1: I will introduce work, force, and motion to the students. I will engage the students by attempting to push a heavy box across the front of the room. I will say comments such as, “this box is so heavy!” “wow, I wish I could lift this box up to the table!” I will then ask the students to brainstorm what they think force means. I will display the definition of force on the power point. I will ask a student to demonstrate a push force with the heavy box. I will ask another student to demonstrate a pull force with the box.

3. Work Energy The ability to do work
Something done whenever a force (push or pull) makes an object move through a distance
DAY #1: We will then discuss work and how it relates to force. I will display the definition of work on the power point for students to see. I will explain that force is a push or a pull; work is done whenever force makes an object move; and energy is the ability to do work. I will ask students to push their text book an inch across their desk (from left to right). I will ask students if they are doing work because we are PUSHING the book and the object is MOVING. I will ask the students if they used energy. I will then get a volunteer to stand in front of the class to participate in holding a stack of books, not moving. I will ask the class if they believe the student is doing work. We will discuss why or why not. Every student will then move their pencil across their desk. We will discuss whether or not this is an example of work. I will then pick up a chair and carry it across the room. I will ask students if they believe I was doing work and using energy or not.
Energy
The ability to do work

4. Machines
Machines are tools that make work easier and help people do work
DAY #1: I will explain to students that for the next few weeks we will be learning about simple machines. I will explain the definition of a machine to students by displaying the definition on the board. I will then explain the definition of a simple machine. I will explain that machines make work easier, faster, and better. I will explain that I want all students to stand up with me and act out each of these motions to remember how machines help us. For making work easier, I will demonstrate a muscle. For faster, I will run in place. For better, I will give a thumbs up sign. I will have students complete these motions with me.

5. Simple Machines Machine with few or no moving parts
DAY #1: I will explain that we will be learning about the machines that help us make work easier, faster, and better in our unit. I will explain that there are 6 simple machines that we will be talking about. I will ask the students if they recognize any of the simple machines on the board. I will then introduce the Simple Machines song to the students. I will encourage students to try to sing along to the words and read the lyrics as they come up with the video on youtube.

6. Force Work Energy Something done whenever a force makes an object move
The ability to do work
A push or pull
Day 2: At the introduction of day number 2, we will first review the definitions of force, work, and energy by matching the word with the definition on the Power Point. I will ask for a student to read the first definition: ‘something done whenever a force makes an object move’. I will ask the students to choral respond the word that matches with the first definition. I will then move the definition next to the correct word. We will repeat these steps with the second and third definition.

7. Machines
Machines are tools that make work easier and help people do work
Day #2: We will then review the definition of a machine and a simple machine. I will ask the students what they remember a machine to be. I will ask the students what a simple machine is. I will ask the students if they remember any simple machines from our song yesterday. I will ask students to stand up. I will ask the students to act out our easier, faster, and better motions to remind us the purpose of simple machines.

8. Inclined Plane
A machine with a flat surface used to move objects higher or lower
Day #2: I will introduce this slide after we read the story Roll, Slope, and Slide. I will ask the students to read aloud the definition with me as I point to each word. I will ask the students which picture is showing an inclined plane helping an object move higher. I will ask the students which picture is showing an inclined plane helping an object move lower. I will ask students to act out their inclined plane by creating a plane with their arm. I will leave this definition on the board as the students add to their flip-book.

9. Lever A machine made of a bar or board that is used to move objects
Day #3: I will introduce this slide after we read the story Scoop, Seesaw, and Raise. I will ask the students to read aloud the definition with me as I point to each word. I will ask students what they believe a load is. I will provide the definition of a load. I will ask students where a fulcrum is on the picture. I will provide the definition of a fulcrum. I will ask students to act out their lever by creating a lever with one arm over a fulcrum, the other arm. I will leave this definition on the board as the students add to their flip-book.

10. Wedge A machine used to cut or split an object
Day #4: I will introduce this slide after we read the story. I will ask the students to read aloud the definition with me as I point to each word. I will ask the students why the ax is an example of a wedge. I will ask students to act out their lever by wedge with their hands. I will leave this definition on the board as the students add to their flip-book.