KatieConnolly

ScienceCircusTheme:

Work,Work,Work,Work,Work,Work

Lesson1
CatapultCreations!
Lesson2WheelsandAxlestotheRescue!
Lesson3InclinedRacers
Lesson4ScrewThis
Lesson5PullThis

ScienceSOLStrands:Force,MotionandEnergy
3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Key
conceptsincludea)purposeandfunctionofsimplemachinesb)typesofsimple
machinesc)compoundmachinesandd)examplesofsimpleandcompoundmachines
foundintheschool,home,andworkenvironments.

Inordertomeetthisstandard,itisexpectedthatstudentswillIdentifyanddifferentiate
thesixtypesofsimplemachines:lever,screw,pulley,wheelandaxle,inclinedplane,
andwedge.
Differentiateandclassifyspecificexamplesofsimplemachinesfoundinschooland
householditems.Theseincludeascrewdriver,nutcracker,screw,flagpolepulley,ramp,
andseesaw.
Analyzetheapplicationofandexplainthefunctionofeachofthesixtypesofsimple
machines.Anexamplewouldbethataninclinedplaneisaramptomakeiteasierfora
heavyobjecttobemovedupordown.
Designandconstructanapparatusthatcontainsasimplemachine.

Materials

1.
2.
3.
4.
5.
6.
7.

Rubberbands
Popsiclesticks
Marshmallows
Paperclips
Pompoms
Pennies
Pebble

9.PlasticSpoons
10.BottleCaps
11.Pencils

Engage:
Tellthestudents:Congratulationsforlaunchingyourobjectsthefarthestthatyoucould!
Youdidagreatjobbeingconsistentandrecordingyourmeasurements.Nowthatyou
havetestedandlaunchedavarietyofobjects,thisisyourMISSION:

ThetownofLivingstonwasrecentlyhitbyHurricaneAlexander,leavingthosewho
stayedbehindstrandedwithoutsupplies.Thetownissurroundedbywateranditwill
takeatleasttwoweeksforemergencyhelicopterstodeliversupplies.Residentsare
becomingveryhungryanddehydrated.TheteamofEmergencyofficialshavedecided
thattwoweeksistoolongtowait.Theywanttocatapultthesuppliesoverthewaterto
theresidents.Alltheyneednowisacatapult!TheEmergencyofficialshavecontracted
you
todesignandbuildacatapulttolaunchthesuppliesintoLivingston.Beforeyoucan
getthefundingtobuildthecatapult,theofficialshaverequestedthatyouprovidethem
withadesignandaworkingmodelofyourcatapult.Inthreedays,youwillbemeeting
withtheofficialstopresentthemwithyourmodelanddesign,soyoubetterbeready
becausepeople'slivesdependonyou!

Explore:
1. Youmayconsultthefollowingwebsitestohelpyouwithyourresearchforyour
design:
Thispagecontainsinformationaboutthesimplemachinethatmakescatapults
work:thelever.(HINT:thissitemaybeveryusefulforbuildinganefficient
catapult.)
http://plaza.ufl.edu/luzmaria/LEVERS/home.html
Thiswebsiteprovidesinformationonthehistoryofcatapultsaswellasan
overviewofthethreemaintypesofcatapults.
http://www.newton.mec.edu/Brown/TE/CATAPULTS/Catapult_history.html
Thiswebsiteshowsanimationsonhoweachtypeofcatapultworks
http://www.newton.mec.edu/Brown/TE/CATAPULTS/Catapult_animations.html
Thiswebsiteprovidesmoreexamplesofvariouscatapultsandhowtheyare
usedinmoderntimes.
http://www.catapults.info/
2.Describewhatmaterialsyouwilluseincreatingyourcatapultandwhyinyour
sciencenotebook.Includethelabeledpartsofyourlevertosubmittoofficials.
3.Includepredictionsalongwithyourchartastowhatmaterialswillworkthebest.
4.Filloutthechartbelowwithyourresults.

Trial1

Distance
Traveledin
inches

Trial2

Trial3

Trial4

4
. Usingyournewdata,describe(inyoursciencenotebook)whatyourresultswere
andwhathappened.
5.Collectallyourmaterialsandcleanupyourspace

Explain:
(Teacher)AskstudentstocomeuptotheSmartBoardandwritedownwhat
materialsstudentsusedtocreatetheircatapultsinordertosavetheresidentsof
Livingston.Askthestudentstotellyouandtheclasswhatfactorsallowedtheir
supplies(marshmallow)tolaunchfurtherandwhatthattheirmeasurementwas.Did
theymovethefulcrumcloserorfurtherfromtheload?Didtheyswitchouttheoriginal
popsiclestickcatapultforonemadeoutofpencils?Didtheyaddabottlecapontheend
oftheleverfortheobjecttositin?Ifthereisaconflictinresults,forexampleiftwo
groupsofstudentsconstructedsimilarcatapultsbutonehadnoticeablyshorter
distancesthantheother,havethestudentsretesttheircatapults.Askthestudentsto
definethepartsofaleverandhowalevermakesworkeasier.Havestudentsalsowrite
downthematerialsthatdidntworkaswellandwhytheythinkthat.

Elaborate:
1)investigateotherreallifescenariosthatcatapultscouldbeusedin.2)Is
thistypeofsimplemachineusedasmuchastheotherfivesimplemachines?Whyor
whynot?3)Gobacktoyoursciencenotebookanddrawthecatapultthatyoulikedbest
withthedifferentpartslabeled.4)Reflectonwhichcatapultworkedthebestandifthe
officialsapprovedofyourdesign.

Evaluate:
ThankyouforhelpingsavethelivesoftheresidentsofLivingston!Ihope
thatyouenjoyedlearningabouthowleversworkandusingthisknowledgetodesign
andconstructyourcatapult.Write23paragraphsinyoursciencenotebookaboutyour
experiencesdesigningandconstructingacatapult.Makesuretousepropergrammar
andvocabulary.Also,includeotherwaystohelppeoplebyusingacatapult.

SydneyRose
ScienceCircusPaper
042016
ScienceCircusTheme:

Work,Work,Work,Work,Work,Work

Lesson1CatapultCreations!
Lesson2WheelsandAxlestotheRescue!
Lesson3InclinedRacers
Lesson4ScrewThis
Lesson5PullThis

rd
TargetGradeLevel:3
grade

ScienceSOLStrands:Force,MotionandEnergy
3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Key
conceptsincludea)purposeandfunctionofsimplemachinesb)typesofsimple
machinesc)compoundmachinesandd)examplesofsimpleandcompoundmachines
foundintheschool,home,andworkenvironments.
Inordertomeetthisstandard,itisexpectedthatstudentswillIdentifyand
differentiatethesixtypesofsimplemachines:lever,screw,pulley,wheeland
axle,inclinedplane,andwedge.
Differentiateandclassifyspecificexamplesofsimplemachinesfoundinschool
andhouseholditems.Theseincludeascrewdriver,nutcracker,screw,flagpole
pulley,ramp,andseesaw.
Analyzetheapplicationofandexplainthefunctionofeachofthesixtypesof
simplemachines.Anexamplewouldbethataninclinedplaneisaramptomake
iteasierforaheavyobjecttobemovedupordown.
Designandconstructanapparatusthatcontainsasimplemachine.
Materials
1.

Emptyclear2literbottleofwater/soda
2.

Scrapbook/cardstockpaper
3.

Pencil
4.

Woodendowelorwoodenpencil
5.

Scissors
6.

Glue(tackyorhot)
7.

Atack

Engage:
ToengagethestudentsIwillbeginbyreviewingsimplemachines.Iwillaskforthe
typesofsimplemachinesandexamplesforeach.Mostoftheseexampleswillbe
commonobjects,oronesstudentscanidentifyfromtheirpersonallives.Iwillthen
transitionintoabriefdiscussiononsimplemachinesintheoldendays.Thesetools
weredevelopedoutofaneed.Whilethetoolstosolveourproblemshavenotdrastically
changedastheyevolveoffeachother,theproblemsweneedfixedareconstantly
changing.Iwillaskforanyexamplesoftoolsfromtheoldendaysandifanyofthese
incorporatedsimplemachines.Almostalltoolsbothpastandpresentdevelopedfrom
simplemachines.IwillthenintroducetheArchimedesScrew,thecomponentsthatform
it,whatitwasusedfor,andhowexactlyitworks.Thiswillshifttheclassintothe
explorationsectionoftheactivity.

Explore:
AftermyexplanationoftheArchimedesscrewIwanttoteststudentsandtheircreativity
bygivingthemthischallengetheymustmovepopcornfromabowlonastool,which
standsbelowthetableheightontoaplateonthetabletop.Iwilllaythematerialsout
thatwillbeusedlaterontocreateanArchimedesscrewandpresentthemwiththe
challenge.Theywillnotconstructwhateverideatheycomeupwith,butwewilldiscuss
itasagroup.

Explain:
Aftertheclassdiscussionontheirproposedsolutionstothechallenge,Iwillprovidemy
ideaforasolution,theArchimedesscrew.Iwillexplainthatsimilarlytothepopcornthat
neededtobemoveduphill,theArchimedesscrewwasusedtoliftandpumpwater
uphill.Thisscrewisconstructedfromaspecializedinclineplanethatiswrappedaround
arod.Lateronthestudentswillseehowthesecharacteristicsappearfromthematerials
infrontofthem.FortheArchimedesscrewspecifically,itisascrewthatfitstightly
insideacylinder.Inthisinstance,itisapaperspiral(screw)insidea2litersodabottle.

Elaborate:
Nextstudentswillbegivenasetofinstructions*seeattachedpage.
StudentswillthenconstructtheirownArchimedesscrew.Oncethesehavebeen
completedandthegluehasdried(almostinstantdrytimewithhotglue)studentswill
testouttheirmodels.Wewillkeepatrackofhowthescrewsworkedandifstudents
wereabletomovethepopcornornot.Eachstudentwillhaveachancetoshowthe
classwhattheymadeandtestitout!

Evaluate:

ToevaluatestudentsIwillbeobservingwhiletheyareconstructingtheirArchimedes
screw,andasmallpartoftheirgradewillbeonthesuccessoftheirscrew,butalarge
portionwillbeoncompletion.TobetterassessthestudentslearningIwillaskthem
eachtofilloutanexitticket.*Seeattachedsheetforexitticket

Instructions
*sourcelistedatbottom

Step1:
Usingscissors,orasharpknife,carefullycutthebottomoffoftheplasticbottle.

Step2:
Usingapermanentmarker,drawonatriangularshape,asseenbelow,and
carefullycutitout.

Step3:
Traceandcutoutsixcirclesthatarebarelythediameterofthebottle(they
needtofitsnuglyintothebottle,butnotsotightthattheywontturnwhenthescrewis
assembled.

Step4:
Makeaholeinthecenterofeachofthesixdisks.Makeonecuttowardthe
centerofeachdisk,asshownbelow.

Step5:
Gluetheslitedgeofonedisktotheoppositesideoftheslitonanotherdisk.It
ishardtodescribe,butnottoodifficulttoaccomplish.Asyouaregluing,youwillsee
howascrewisbeingformedwhenyoupullitgentlyfromtheends.Continuegluingall
ofthedisksinthisway.USEANICESTRONGGLUE!Letdry.

Step6:
Carefullypushthedowelthroughthecenterholes.Glueoneend(asseen
below),stretchthescrewalittle,thengluetheotherend.Letdry.

Step7:
Pushapin,ortack,throughthetopofthecap.

Step8:
Assemble.Besurethatyourglueiscompletelydrybeforeassembling!Putthe
dowel/diskintothebottleandscrewthecapon,pushingthetacktightlyintothebottom
ofthedowel.

http://kartwheels.org/2015/04/28/archimedesscrewscienceproject/

ExitTicket

1.
Provide2examplesofsimplemachines

2.
Whichmaterialsrepresenttheinclinedplaneandwhat

representstherod?
3.
Whichmaterial/soverallrepresentthescrew?

4.
DidyourArchimedesscrewwork?

SarahPatterson

Lesson1CatapultCreations!
Lesson2WheelsandAxlestotheRescue!
Lesson3InclinedRacers
Lesson4ScrewThis
Lesson5
PullThis

Materials:
1gallonjugofjuice
Metalbroom
7footrope
Desks
Tape
Sciencejournals

ENGAGE:
TogetthestudentscuriousandengagedinthelessonIwillshowthempicturesof
objectsthatusepulleyssuchas:aflagpole,asailboat,acrane,awell,blindson
awindow,curtainsforastage.Iwillshowthemthesepicturesandaskthemto
thinkaboutwhattheyhaveincommon.Iwilltheminformthemthatallofthose
itemsusepulleystoprovidepowerfromoneshafttoanother.

EXPLORE
:
Next,Iwillgivethestudentsajugofjuiceormilk,rope,andabroom.Withagroup
theywillexplorethematerialsandliftthejug.Iwillhavethemtapethebroom
betweentwodesks.Iwillthentellthemtothinkofwaystoliftthejugusingthe
ropeandthebroom.

EXPLAIN:
Thegroupswillexplaintotheclasshowtheyusedthe
materialstoliftthejug.Wewilllookatthe
similaritiesanddifferencesbetweenthedifferent
techniquesthattheygroupsused.

ELABORATE:
Next,explainwhatapulleyisandhowwecancreate
onewithourmaterials.Explainthatthepulley
needstohelpprovidepowertopullthejug.

Demonstratehowtomakethepulleybytyingoneendoftheropetothebroom.
Looptheropethroughthejughandleandthenoverthebroom.Havethemtry
loopingtheropeafewmoretimeslikeitisshowninthepicture.Theyshould
noticethatthemoretimesyoulooptheropethroughthehandletheeasieritisto
liftthejug.
Toextendthisforolderstudentsyoucouldusesmalljugsandhavethestudentspull
themwithstrings.Theycouldthenusespringscalestomeasuretheamountof
forceneeded.

EVALUATE:
Havethestudentsrecordtheirresultsintheirsciencejournals.
SRC="MACHINES/Pulley_ceiling.GIF"PULLEYS.(n.d.).RetrievedApril20,2016,from
https://www.grc.nasa.gov/www/K12/Summer_Training/KaeAvenueES/pulleys.html


MaeveCoakley
rd
3
Grade
ScienceCircusTheme
:Work,Work,Work,Work,
Work

Lesson1:CatapultCreation
Lesson2:WheelsandAxlestotheRescue
Lesson3:InclineRacers!
Lesson4:ScrewThis
Lesson5:PullThis
ScienceSOL
3.2
Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Key
conceptsinclude
a)purposeandfunctionofsimplemachines
b)typesofsimplemachines
c)compoundmachinesand
d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andwork
environments.

Materials
Textbooksorsomethingtopropuprampsatdifferingheights
Wood/hardsurfacestouseasramps
Toycars
Stopwatches
DataSheettorecordtimesandfindaverages(ifapplicable)
GraphwithXandYaxistographaveragespeedsforeachstationinbargraphform
ELMOorDocCamtocompletegraphasclass

Engage
Firstreviewsimplemachinesdefinitionandthesimplemachinescoveredpreviously.
Inclineplanesareusedtomakeworkeasierbyslopingaramptomakemovingheavy
loadsupanddowneasier.
Drawanexampleofinclineplaneontheboard(ramp)andaskifstudentsarefamiliar
withthisshape,andaskifthereareanyexamplesofinclinedplanestheycanthinkof.
Discussthedifferentusesforinclinedplanes(wheelchairramps,movingramps,stairs,
bathtubs,etc.).
Explainthedifferencebetweenpullingobjectsupasopposedtodownandthatwe
havebeentaskedbyNASCARtofindoutwhichheighthilltheyshouldusefortheirraces.

Explainthatthedifferentstationsyouhavesetuparedifferentheightsoftheramps
andreflecttheheightinfeetforNASCARshills.

Explore:
1.First,dividestudentsintodifferentgroupsandassignMAXIMUMfourtoastation.
2.Beforetheymovetostations,demonstratethecorrectwaytoreleasethecardownthe
ramp.
3.Makepredictionsaboutwhichstationwillhavethefastesttimesandwhy.

Explain:
Thislessonexemplifiesthedifferentusesofinclinedplanesandthedifferenttypesof
them.Itshouldbeusedtoexplainand
discussthathigherrampsmakeworkgoing
DOWNeasierwhereasshorterrampsmakeworkgoingUPeasier.
Thetypesofsimple
machinesandhowtheymakeworkeasiershouldbereaddressedattheconclusionof
thislesson.

Elaborate:
Havestudentslistthedifferentusesforinclinedplanesandexamplesforbothupwards
anddownwardsslopes.Findexamplesofinclinedplanesaswellasthinkofsomethey
haveseeninthecommunity.
1.Directstudentsthattheywilldominimumoffourtrials,startingthestopwatchatthe
releasemomentandstoppingitthemomentthecarpassesthefinishline(approx.2
feetawayfromtheendoftheramp)
2.Allowstudentstomovetostations,bringingtheirdatarecordingsheetstocomplete
andrecordtheirtrialsfortheirstation
a. FOROLDERORMOREADVANCEDGROUPS:
youmayallowthemto
experimentwithallthestationsthroughrotation,recordtheirdatafromtheir
trials,findtheirownaverages,andcreateindividualgraphs.
3.Havestudentscompletetrialsoneantatime,rotatingthroughthejobs(racer,timer,
recorder,PitCrew)
4.Havestudentsreturntoseatswhenwrappingupand
findtheaverageoftheirnumbers
ifcapableofdoingso
5.Callbygrouptoreadtheirtrials(ortheiraverages)andcalculateaveragesasaclass
6.Recallclasspredictionsanddiscussiftheywerecorrectorincorrect.
7.Creategraphasclassifitisnotcorrect(slowerspeedswithdecliningheights)
discusspossiblethingsthatcouldhaveaffecteddata(wronglaunch,brokenstopwatch,
startingtimertooearly,endingtoolate,etc.)

Evaluate:

Evaluatestudentsonparticipationindiscussionaswellastheexperimentandcollect
studentworktoanalyzeunderstanding.

AnnieChocran

ScienceCircusTheme:

Work,Work,Work,Work,Work,Work
Lesson1:CatapultCreations!
Lesson2:
WheelsandAxlestotheRescue!
Lesson3:InclinedRacers
Lesson4:ScrewThis
Lesson5:PullThis

ScienceSOLStrand:Force,Motion,andEnergy

3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Key
conceptsinclude
a)purposeandfunctionofsimplemachines
b)typesofsimplemachines
c)compoundmachinesand
d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andwork
environments.

Materials
1.

Cardboardtoiletpaperrolls
2.

4Styrofoamcirclesperroll
3.

1Stirrerstrawperroll
4.

Glue

Engage:
Youareazookeepersassistantandyouwerejusttoldthatanewexhibitwasbuiltforthelions.It
isyourdutytofindawaytomovethelionstotheirnewhomeinthezoo.Youhavetobe
especiallycarefulsincetheyaredangerousanimals.Thezookeeperisdependingonyoutokeep
theanimalssafeandtheworkerssafewhilemovingthelionstothenewhabitat.

Explore:
Iwillshowthemthematerialsofthislesson,piecebypiece.ThenIwillaskthemtothinkofways
theycouldusethesematerialstomovethelionsfromoneplacetoanother.Aftertheyhavehad
timetolookatthematerialsandtalkwithoneanotherIwillaskthemtodrawasimplemachine
usingthesematerialsthattheyfeelwouldworktosolvethezookeepersproblem.Iwillnotgive
anyhintsonhowIplantousethematerialssothatthestudentscanexploredifferentideas.

Explain:
AstheteacherIwillexplainwhatawheelandaxleconsistsof.(Anaxleisarodthatgoesthrough
thewheel.Thisletsthewheelturn.Itiseasiertomovethingsfromplacetoplacebyusingthis
simplemachine.)Aftermyexplanationofthewheelandaxle,Iwilldemonstratehowtoconstruct

oneusingthematerialsIpreviouslyshowedthem.ThenIwillhavethemcreatethesameproduct
asamodelofawheelandaxle.

Elaborate:
Iwillaskthestudentstobrainstormotherwaysawheelandaxelcouldbeusedatthezoosuch
as,portableicecreamcart,souvenirdisplay,ticketbooth,gatestocontrolpathwaysinthezoo.I
willhavethemcreatealistoftheirideasandpresentittotheirneighborattheirdesks.

Evaluate:
Iwillhavethemdisplaytheirfinalproductofthewheelandaxletotheclass.Iwillaskthe
studentstoexplainwhythissimplemachineismoreefficientthantheothersduetothissituation.