How+can+simple+machines+be+used+to+make+work+easier?


 * Daily Lesson GAME Plan**
 * Lesson Title**: Maximum Lift **Related Lessons:** Work and Power
 * Grade Level:** 9th grade Physical Science **Unit:** Work, Power, and Simple Machines

**GOALS** • Students will develop the abilities necessary to do scientific inquiries. • Students will increase their understanding about scientific inquiry.
 * Content Standards**:
 * Science as Inquiry**

• The concepts of work and power and how simple machines make work easier.
 * Physical Science**

**ACTION** Prior to this lesson I will need to make sure that I have signed up for the computers so that students can do their initial research on what simple machines are, and how to apply them to their scientific problem. I will also need to decide how I am going to group students for this lesson. I will also need to decide on what materials students are allowed to use other than the simple machines.
 * ISTE NETS-S**
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Technology research
 * 4) Critical thinking, problem solving and decision making
 * Before Class Preparation:**

**DURING CLASS**
 * ** Time: ** ||  ** Instructional Activities **  ||  ** Materials and Resources: **  ||
 * 10 min ||  Have students brainstorm ideas of what they think a simple machine  ||  None  ||
 * || is. Have students begin to list some examples of simple machines  ||   ||
 * || along with an explanation as to why they believe that it is making  ||   ||
 * || work easier.  ||   ||
 * 10 min ||  Fully explain what the objective, or problem, is for this lesson.  ||  None  ||
 * 5 min ||  Get students groups arranged into groups. I will have  ||  None  ||
 * || predetermined groups arranged that students will be working in.  ||   ||
 * 30 min ||  Each group will have access to a computer so that they can begin to  ||  Computers  ||
 * || research what exactly simple machines are, get ideas of how they  ||   ||
 * || are going to use them to accomplish this task, and begin to  ||   ||
 * || understand the reason why simple machines are able to make  ||   ||
 * || work easier.  ||   ||
 * 50 min || Students will get one class period to begin working with different  ||  String or rope, single and  ||
 * || simple machines provided to them to see first hand how they work.  ||  double pulleys, a heavy mass  ||
 * || Each group will be provided with pulleys as a starting point.  ||  to begin working with.  ||
 * 30 min || Students will have another opportunity to go back to the  ||  Computers  ||
 * || computers to conduct research based on questions they still have  ||   ||
 * || about simple machines, and how they can put different simple  ||   ||
 * || machines together into a system.  ||   ||
 * 100 min || Groups will have two more class periods to work on and design  ||  String or rope, single and  ||
 * || what they believe will be the most efficient system of simple  ||  double pulleys, a heavy mass  ||
 * || machines to lift their mass.  ||  to begin working with.  ||
 * 20 min || We will come back together as a class and discuss what students  ||  None  ||
 * || have found up to this point about why a simple machine makes  ||   ||
 * || work easier. We will talk about what must change in order for a  ||   ||
 * || machine to make work easier. We will also brain storm some of  ||   ||
 * || the simple machines that are being used so far, and I will give any  ||   ||
 * || necessary tips or suggestions that the student might still need to  ||   ||
 * || know.  ||   ||
 * 50 min || Students will have one final class period to finish the design of  || A spring scale to measure the ||
 * || their simple machine system. Student will begin to demonstrate to  || amount of force needed to ||
 * || the class what they have come up with.  || lift their mass. ||
 * Notes: || Each group will then put together a write up explaining how their  ||  None  ||
 * || simple machine system is making work easier. Students will need  ||   ||
 * || to talk about the specific reasons why the amount of force needed  ||   ||
 * || to lift the mass significantly decreased.  ||   ||
 * || know.  ||   ||
 * 50 min || Students will have one final class period to finish the design of  || A spring scale to measure the ||
 * || their simple machine system. Student will begin to demonstrate to  || amount of force needed to ||
 * || the class what they have come up with.  || lift their mass. ||
 * Notes: || Each group will then put together a write up explaining how their  ||  None  ||
 * || simple machine system is making work easier. Students will need  ||   ||
 * || to talk about the specific reasons why the amount of force needed  ||   ||
 * || to lift the mass significantly decreased.  ||   ||
 * || to lift the mass significantly decreased.  ||   ||

**Evaluation** Once completed this activity will be graded based on two criteria. One, were the students able to lift the mass to a height of one meter while using lesson force? Secondly, were the students able to explain the reasons why a simple machine makes work easier to accomplish? This will be a pass/fail project score where students must continue to work on their project until these two areas are successfully met. The one group that lifts the mass with the least amount of force will receive extra credit points for the class.
 * Lesson Reflections and Notes**: