Grade 5 Science

Optional Unit: Machines and WorkUnit Overview:

The principles behind simple machines are studied with reference to the use of those machines in transferring forces and accomplishing work.

Related units:

This unit is not related to any other unit in grade 5. The Optional Unit on Simple Machines in grade 3 is related.

Suggested themes:

force, machines, technology

Factors of scientific literacy that should be emphasized.

A4 replicable A5 empirical B3 orderliness B7 force B10 cause-effect B13 energy-matter B15 model C1 classifying C4 working cooperatively C5 measuring C7 using numbers C10 predicting C12 interpreting data D1 science and technology E3 using equipment safely E6 measuring distance F3 search for data and their meaning F5 respect for logic G1 interest

Common Essential Learnings foundational objectives which should be emphasized:

To strengthen students' knowledge and understanding of how to compute, measure, estimate and interpret numerical data, when to apply these skills and techniques, and why these apply to the study of machines. (NUM) To develop a contemporary view of technology. (TL)

Science foundational and learning objectives:

1. Explain the principles of simple machines. 1. Demonstrate how the three classes of levers work. 2. Demonstrate how to use pulleys to lift a mass. 3. Compare force required to lift objects directly and with simple

machines. 4. Identify some common applications of simple machines. 5. Distinguish between simple and compound machines.

2. work done in moving objects. 1. Use a spring scale to measure force. 2. Define work. 3. Calculate the work done on an object.

Suggested Activities:

1. As a class or in small groups, take a walk around the school to find evidence of the kinds of machines that are used. Classify the machines as simple or compound machines. Try to identify which of the simple machines may be used in a more complex machine. This could serve as a springboard for starting this unit. Later as an independent project, machines used at home might be identified. These could be reported in a choice of forms: graphs, lists, written report, pictures, or a combination of formats. A further extension of this could be interviewing school or community personnel to find out about simple machines used in their work.

Factors: A4, A5, B3, B13, C1, C2, C5, C7, C8, C9, C12, D1, F3, F5, G1

Objectives: 1.4

Assessment Techniques: 1, 3, 6

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students make connections between the environment and their learning.

2. Another springboard for starting this unit, would be to web the students' present knowledge either in small groups or as a whole class. Students might also have suggestions for some activities they would like to be involved in and ideas about how they might be evaluated. If students have not experienced the Optional Unit: Simple Machines in grade three, basic information on the lever, screw, pulley, wedge and inclined plane, and the wheel and axle may need to be explored along with gravity, friction, energy and force. Refer to the activities included in that section.

Factors: A2, A5, B3, B7, B9, B13, B17, C2, C4, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.3, 1.5, 2.1

Assessment Techniques: 1, 3, 6

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students are provided with the opportunity to plan for their learning and to have hands-on experiences.

3. This unit lends itself to theming, particularly involving the use of a Medieval castle setting where students might link literature and history to their science. Construction of a "setting" which could include moat and drawbridge, ramps, battering rams, etc. would involve application of simple and compound machines. Students could research the defence of a castle and build structures involving as many "Simple and Compound Machines" as possible. This could be an independent, small group, or class project. Have students include some written reflections, observations, or statements about the applications of simple machines in the project.

Factors: A2, A4, B1, B3, B7, B9, B15, C4, C8, C9, D1, F3, F5, G1

Objectives: 1.4, 1.5

Assessment Techniques: 1, 3, 4, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social Values and Skills, Technological Literacy, Independent Learning. Students have an opportunity to research, plan, and apply their knowledge as one aspect of their learning.

4. On the playground, use the teeter totter to experiment with balancing the use of mass and force required as this lever is raised and lowered. This is a first class lever.

a. Use of balances and scales in the classroom can be set up as centre activities in science or in mathematics to further demonstrate use of first class levers. (If the force arm is longer than the weight arm from the fulcrum, less force is needed. If the force arm is shorter than the weight arm, more force is required.)

b. Use a metre stick, a spring scale, and some weights which can be suspended from the metre stick to experiment with second class levers. Hold or tape a meter stick to a table so that it is suspended beyond the edge. Place an elastic around the metre stick near the overhanging end onto which the spring balance can be attached. The fulcrum will be the table edge. Suspend the weight at various points along the metre stick and compare readings of the spring scale. Record in chart form. Does a pattern develop as the weight is moved along to different positions on the metre stick? Repeat but shorten the distance between the fulcrum (table edge) and where the spring balance is attached. Keep the weight

between the two positions. Are the results still similar? Discuss. Record. [When the force arm is longer than the weight arm (distance from the fulcrum) less force is required but the distance raised is greater.]

c. A third class lever has a fulcrum at one end, the weight at the other and the spring scale to measure force between the two. Place the end of the metre stick against an upright surface such as the wall. You may need a partner to gently hold the fulcrum end in position. The weight to be lifted should be fastened at the opposite end. Try placing the spring scale at various positions along the metre stick as you raise the weight 30 cm or some other desired height. To mark the height the weight is to be raised, use a box or pile of books. This will provide consistency in the height raised each time. What does the spring scale read when it is close to the weight? ... farther away? Approximately how far did you need to move the spring scale upward each time? Discuss and record results. (The force required to lift the weight is greater than the weight. It increases as the force is further from the weight, but the distance raised is less.)

d. As a group, generate examples of each class of lever. Which is most often used? First class--pump handles, crowbar, teeter totter, some salad tongs, scissors, pliers, shears, hammer, etc. Second class--paper cutter, nutcracker, wheelbarrow, etc. Third class--candy tongs, fishing pole, tweezers, stapler, shovel, etc. Record examples of the different classes of simple machines. Record how each class of lever works.

Factors: A2, A4, A5, B1, B3, B7, B9, B10, B13, C1, C2, C4, C5, C8, C9, C10, C12, D1, E3, E6, F3, F5, G1

Objectives: 1.1

Assessment Techniques: 1, 3, 5, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have active involvement in activities to promote learning and make connections to real world examples of machines.

5. Using of recycled or "found" materials (toilet paper rolls, tubes, straws, lids, boxes, pieces of wood, etc.) to construct simple machines provides hands-on participation. These activities may be arranged as in-class centres, as a whole class project, or as a parent and child evening with tasks to be done at each centre.

a. Wheel and axles

With straws as axles and heavy cardboard wheels, cars can be constructed from toilet paper tubes. Use of a hole punch to create holes for the axles and a cut-out on top allows the student to put in a driver or carry a load such as an egg. A dab of the hot glue gun where the wheels are slipped onto the straws allows axles to turn without the wheels falling off. (See grade 3 optional unit.) Races down ramps are

possible. Measuring distances cars go adds another dimension. Cars can be "souped-up" with colour, flags, headlights, and tailpipes. Another version of the wheel and axle is in the use of pinwheels and waterwheels. Pinwheels may be made from a square of paper. Use a ruler to draw on the diagonals to find the centre. Cut along the lines about two-thirds of the way towards centre. Bend in but do not crease every second point. Put a straight pin through the ends and the centre point of the pinwheel. Secure to a straw. Blow on the pinwheel to observe it turning. Poke a hole through the centre of an aluminum pie plate and place a pencil through the hole. Around the edge at regular intervals make cuts with scissors (about eight). Give each edge segment a bend and twist to form the blades of the water wheel. Pour water to make the blades turn or hold the water wheel under a slow-running tap to see it in action. If possible look inside an old clock or watch. Notice the gears (wheels and axles). Gears can be made with lids and coarse corrugated cardboard strips glued around the outer edges. Find the centre of each lid. Nail these "gears" to a piece of wood through the centre of each lid so that one gear meshes with the next. Try this with the same sized gears and different sized gears. Turn one. What happens to the other? Record observations.

b. Screws

Have students examine various screws to observe the pitch of the threads. Discuss which would go into wood or metal faster with a single turn of the screw head. Why are threads on low-pitched screws closer together? Have students use a right-triangular piece of paper to demonstrate the screw. Along the diagonal put a dark line. Carefully roll the triangular paper around a pencil starting at the shortest edge and rolling to the point. What do you observe? Make a hole in a thick piece of cardboard just large enough for the end of a bolt. Screw the bolt onto the cardboard a few turns so that its end shows. Put on the nut. Screw the nut on further. What happens to the cardboard? Discuss.

c. Inclined planes

Have students construct inclines using halves of tubes supported so that marbles, small cars, or other objects might roll down the ramp. Again distances can be measured when varying degrees of incline are used. The use of a spring scale can also be included as students measure the amount of force needed to pull objects up different inclines.

d. Pulleys

If possible, obtain pulleys that may be used as fixed or movable pulleys. Examples: clothesline pulleys, meccano, spools secured by nails or wires. Fasten a pulley to a piece of wood that can be placed at least a metre from the floor. Use a spring balance, a string, and a known weight to measure the force required to lift the weight. What do

you find? (The single-fixed pulley does not change the force required but does change the direction the weight goes up as force is applied downward. A flag pole is a good example to look at.) Fasten the end of the string to the wood. Use a single movable pulley to which you can fasten the weight. Pull upward with the spring balance attached to the other end of your string. What do you discover? (As in the first activity with the fixed pulley, direction is changed. This is how a roofer might lift shingles up to where the work is being done.) Use both the single- fixed and movable pulley with the weight attached and a longer string fastened to the wood. Have the string go through the movable pulley and then the fixed pulley before attaching the spring scale. Now pull down. What do you find when two pulleys are used? (The force should be about half the weight being raised.)

e. Levers (See Activity #4 above.)

Use your mathematics skills to measure the distances that "simulated" forces and weights move using different classes of levers. You will need two pieces of light weight cardboard perhaps 40 cm X 2 cm. Hole punch near both ends and at several points near a midpoint on each. Use a paper fastener as a fulcrum to secure the two pieces of cardboard together. On a large piece of newsprint draw a baseline. Lay your lever along this line. Fasten the bottom one with two short pieces of tape. For a first class lever, the fastener should be at midpoint. Rotate the top lever. Measure from your baseline to the hole punched at each end. One will give you the distance the "weight" was lifted, while the second will measure the distance the "force" moved downward. Change the fastener (fulcrum) to another point off centre. Again rotate the lever and make measurements. Make a chart of your results. For a second class and third class lever, the fulcrum will move to an end hole. Again fasten down the bottom lever to your base line. As you rotate the lever (for second class levers) your force distance will be the measurement at the end opposite the fulcrum while the weight distance will be at various points nearer the middle of the lever. For the third class lever force and weight change positions. Make several measurements for each class of lever. Record and discuss.

f. Wedges

With supervision, have students use the paper cutter, scissors, and various types of knives (perhaps to cut fruit for a fruit salad). This integrates well into a Nutrition theme. Allow students to examine the cutting surface of axes, saws and chisels. Have them notice not only the cutting edge but the wider part which helps separate the wood. If there is sufficient supervision and safety is stressed students may be able to use these tools. Another type of wedge has a rounded point like the nose cone of a rocket or blunt punches. A third type of wedge has a pointed end such as a needle, pin, or nail. Have students record examples of wedges and how they work. Students might use a long narrow rectangular piece of paper, draw one diagonal, and cut along

the diagonal. What do you now have? (two inclined planes or right triangles) Often door wedges and chisels are shaped like this. Now flip one triangle and place the long sides together so that the points are together with short sides of the original rectangle meeting at the 90 degree corners. Diagonals will become the opposite sides of the isosceles triangle. Tape the adjoining edges. Now you have a wedge like that found in a knife or an axe.

6. Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

7. Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2

8. Assessment Techniques: 1, 3, 4

9. Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Technological Literacy, Independent Learning. Students have their learning enhanced when they are able to manipulate objects.

10. Have students design or "invent" a machine: a. to help them do some work; b. to help them exercise their pet; or, c. to aid in movement from one place to another.

Students should be prepared to explain how their construction works, what task it does, what force might need to be applied, and where it would be most useful. Students may use recycled materials collected by the class, materials brought from home, or use shared items. Encourage independent and cooperative work. Some students may choose to do independent work at home and share their creation with the class later.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.5, 2.4

Assessment Techniques: 1, 3, 4, 5, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social Values and Skills, Technological Literacy, Independent Learning. Students have the opportunity to be creative as they construct simple or compound machines that do "work".

11. Students might construct paper boats by paper folding, and experiment with ways to move them across a water surface (air pumps, blowing, paper clips and magnets, etc.) Vary the size or material from which the boat is made. Which method of movement is most efficient? What methods will work with a dinky car to move it across a flat surface? Make measurements and record. Encourage paired and small group work. Have students discuss and share results.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 2.2, 2.4

Assessment Techniques: 1, 3, 4

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Independent Learning. Students have input into their learning, while being encouraged to use their creativity.

12. Work is done when movement occurs as a result of application of a force. Force X the distance moved equals the work done. Demonstrate this by sliding a known weight one metre. Use a spring scale to measure the force used to move the weight. Half the weight but move it two metres. Again measure with the spring scale. Do you do the same amount of work in each case? Use a balance with weights. (Check with primary math classrooms for balances onto which plastic or metal weights may be attached.) Place one weight at the ten. On the opposite side place two weights at the five. Again we have used distance and force (weights) to do equal amounts of work. Provide students with the opportunity to explore other variations with balances, teeter totters, or their own constructions. Have children record what they did and their findings. Share.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 2.1, 2.2, 2.3, 2.4

Assessment Techniques: 1, 3, 4, 6

Common Essential Learnings: All the CELS ( Communication, Critical and Creative Thinking, Numeracy, Technological Literacy, Personal and Social Values and Skills, Independent Learning) can be incorporated here.

13. Often cube-a-links and other building toys (meccano) can be used by students to demonstrate how a simple machine works. Popsicle sticks, bits of wood, hammers and nails, etc. may be left at a centre for students to work with during free time. Allow for individual projects that might demonstrate creativity. Can inclined planes, pulley systems, levers, etc. be created in a number of different ways? How do they help do work? Have students write about their projects. Take time to share with the class.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 2.3

Assessment Techniques: 1, 3, 4, 5, 6, 9

Common Essential Learnings: Use Communication, Critical and Creative Thinking, and Independent Learning.

14. Work and energy are measured in the same units. Energy is measured in joules or Newton-metres. Power is a measure of how quickly work is done. Electrical power or energy used is measured in kilowatt-hours. Use of electrical energy is just one way we do work in our homes. Have students record the number on the power meter at home. Record it again one week later. Compare results. How much power was used? Have each student ask their families to make an effort to conserve energy for a week. Record results once again. Was there a difference? What other factors may have played a part in the results? (kind of weather over the two week period, number in the family and their ages, activities of the family, number of vehicles using plug-ins, etc.) In what ways can energy be conserved? Discuss.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 1.3, 1.4

Assessment Techniques: 1, 3, 4, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Technological Literacy, Independent Learning. Students have the opportunity to do some independent research.

15. Have students work with the vocabulary terms used in this unit on Machines and Work. Have students generate a list of words which may be used as they construct puzzles, crosswords, word searches, riddles, or games. Students may choose to make a dice game in which question/answer cards are necessary if certain spots are landed upon. They may choose to develop questions and answers or definitions and answers to make a variation of Trivial Pursuit. This could be an independent or small group task or assignment. An alternate strategy to reinforce vocabulary and concepts from this unit, would be for pairs of students (or individuals) to develop a set of 20 fill in blank statements, matching, or one or two word answer questions. Pairs could then exchange sheets and try the task. This provides for review as tasks are designed and a further check as another's tasks are completed using open book or a "test". If there is much variation in level of difficulty of designed tasks, one or two tasks could be duplicated as an assessment tool.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 1.5

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have input into planning for their assessment.

16. Research can be a component of this unit. Have students discuss the connection between work and energy (Activity #8 and #10). Energy is the ability to do work. Together generate a list of the kinds of energy we use as we do work, how we can conserve that energy, the sources (resources) for our energy and the kinds of energy most commonly used in Saskatchewan. Other aspects of this unit might be highlighted such as simple and compound machines from both a present and historic viewpoint. After some ideas have been listed or webbed, have students identify ways to obtain research information (interviews, guest speakers, print and audiovisual materials, etc.) and ways to report it (written, graphs and tables, charts, samples and displays, oral presentations, audiovisuals, etc). Tasks may be undertaken individually or in small groups. Allow students to have input into assessment of their projects.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 1.4, 1.5, 2.3, 2.4

Assessment Techniques: 1, 3, 4, 6, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Independent Learning. Students have input into planning for their learning. Freedom to investigate any one of a variety of topics in individual ways provides an opportunity for exploration using the media of choice.

17. If possible, arrange a field trip to an industry where students may observe first-hand the use of simple and compound machines as they help do work. This could be a garage, farm workshop, manufacturing industry, power station, etc. Have students record the kinds of tools and machines used and how they help perform work. Student might provide a written report of their learning following the trip.

Factors: A4, A5, B3, B7, B10, B13, B15, C1, C2, C4, C5, C7, C8, C9, C10, C12, D1, E3, F3, F5, G1

Objectives: 1.4, 1.5, 2.3

Assessment Techniques: 1, 3, 5, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Independent Learning. Students have the opportunity to learn beyond the classroom.

Grade 3 Science

Optional Unit: Simple MachinesUnit overview:

After analyzing the relationship between force and energy, the conversion of force to motion by simple machines is studied.

Related Units:

There is a peripheral connection between the influence of force and energy on objects and the study of the properties of matter in the Core Unit Properties of Matter.

Suggested themes:

changes, energy, force, machines

Factors of scientific literacy that should be emphasized:

A2 historic B1 change B3 orderliness B7 force B9 reproducibility of results B13 energy-matter B17 field C2 communicating C5 measuring C8 hypothesizing C9 inferring D1 science and technology E3 using equipment safely F2 questioning F5 respect for logic G1 interest G3 continuous learner

Common Essential Learnings foundational objectives which should be emphasized:

To use a wide range of activities for developing the students' concept of force. (COM)

To develop students' appreciation of the value and limitations of technology within society. (TL)

Science foundational and learning objectives:

1. Recognize the different types of force and energy. 1. Observe how gravity, magnetism, push and pull, and friction influence

objects. 2. Observe how electrical, chemical, heat, light, sound, and kinetic energy

influence objects. 3. Describe the relation between energy and force.

2. Describe how simple machines convert force into motion. 1. Examine how levers work. 2. Examine how pulleys work. 3. Examine how wheels and axles work. 4. Examine how inclined planes work. 5. Examine some compound machines. 6. Design and construct a simple or compound machine to complete a

particular task. 7. Consider the relationship between energy and motion.

Suggested Activities:

1. This unit may be started with a number of exhibits to pique student interest. Include rulers, wedges, nails, screws, nuts and bolts, small wheels, prisms, egg beaters, a pencil sharpener, and even meccano if it is available. See if children can name any similar attributes of the objects. Allow time for students to handle materials. This is likely the first opportunity these students have had to study simple machines. Introduce new vocabulary: levers, pulleys, screws, wheel and axle, inclined plane, wedge, simple machine, compound machine, energy, friction, motion, force, push, pull, gravity, etc. Post these words. Allow time for students to share what they think each word means. Outline in web or list form, the objectives and concepts to be studied in this unit. Suggest that students might collect objects for learning centres and/or class activities. Help students prepare a list of needed items. Allow for student input into the types of activities they may wish to become involved in as the study proceeds. Discuss assessment at this time.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.1

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have input into planning for their learning.

2. Energy. Each of the sections on energy can become a class project and discussion item, or the class might be divided into groups with each researching aspects of a form of energy and reporting to the class in some way--written report, charts and displays, audiovisuals, speakers, demonstrations, etc. Remember: Energy is the ability to do work.

a. Electrical energy is used everyday in our lives. Have students discuss electrical energy used at home and school, and how it affects our lives. Bring in a fan, a pump for an aquarium, a hair dryer, or a vacuum cleaner to examine how each influences objects. Share ideas for each of these as models for independent work. Record ideas on the chalkboard or on chart paper. Have individual students or small groups choose another source of electrical energy and write about how it affects objects. Share. If time allows, choose simple activities from the grade four optional unit on Electricity and Magnetism to further explore electricity through hands-on activities.

b. Heat energy is used often. Examine common devices for heating--curling iron, stoves and hot plates, kettles, aquarium heaters and other room heaters, etc. Create a display using pictures and/or actual items. Have students take an active part in creating the bulletin board, centre, or chart. Discuss how heat and electrical energy are similar and different. What are the common sources of heat energy? (fuels of various kinds--coal, nuclear (uranium), wood, gas; electricity produced by thermal/heat meaning water, wind, etc.) How can heat energy be conserved? (insulation, clothing, wrappings to hold in heat, thermos, etc.) How can heat energy change things? (drying, warming, cooking, melting, and lighting) In the winter, place a thermometer in a sunny spot on the snow under a white piece of cloth; put a second thermometer on the snow under a dark piece of cloth. Check the temperatures after a period of time. What did you notice? Is the sun's light being changed to heat energy? Which thermometer had a higher reading? Why? Rub your hands together. What do you feel? Why do your hands feel warm? Experiment with changing heat energy into energy of motion. Boil water in a kettle. Make a simple pinwheel. Hold it above the resulting steam. What happens? Set up an experiment to examine hot and cold temperature. In one bowl place ice water with ice cubes. In another bowl put warm tap water. Place a thermometer in each. How does the heat or cold affect the liquid in the thermometer? Place your fingers in the water with one hand in warm water and one in cold (hold an ice cube). Is the heat transferred in the same way to each hand? (In the warm water, heat is transferred to your hand; in the cold water, your heat is transferred to the water and ice.) As an extension for some students, researching early uses of fire is a worthwhile activity. Campfires, fires for cooking, fires to heat branding irons, fires to scare away animals, and fires to provide heat are worth exploring.

c. Light also is in evidence daily, both man-made and natural. Chart natural sources of light (sun, stars, reflected moonlight, fires, lightning, fireflies, etc.) and man-made sources (electric lights, lamps, heating elements, fireplaces, flashlights, etc.). This might be a listing or could include pictures. Student input is important. Have students create their own riddles giving clues/attributes to identify light sources. Share.

Simple hands-on activities for students to try may be found in the grade four optional unit on Light.

d. Sound helps us in our lives, but we also may have noise pollution. Discuss as a class. List useful ways sound occurs in our lives. List examples of noise pollution. Discuss ways in which sound energy is converted to other forms of energy, or other forms of energy are changed to sound energy. List examples as you discuss as a class. Experiment with use of different voice levels as you sing, do a chant, or a rap. Other examples of activities for experimenting with sound may be found in the grade three optional unit on Sound. As an alternate activity, have someone from the deaf community visit to explain how loss of hearing affects their life.

e. Chemical energy is the energy stored in matter and released during a chemical change. In a chemical change one or more different forms of matter occur. Have students try activities to more fully understand chemical changes. Predict what will happen. Discuss and record after doing the activity. Dissolve some washing soda in a small amount of vinegar. Is energy released? In what form? Put a teaspoon of baking soda in water. What happens? Lighting a match and cooking involve chemical energy as well as heat energy. Combining ingredients to make a cake involves chemical changes as ingredients blend and cook. Have students discuss these changes. If time permits, do an activity such as making and baking cookies.

f. Kinetic energy is energy in motion. It is potential energy before it is put into action. What parts of the human body have potential energy? ... kinetic energy as we work and play? Kinetic energy is released in the movement which occurs when you pluck a guitar string and that energy becomes sound energy. Experiment with other musical instruments to produce sound energy. A wooden match has potential energy, but can be used to produce heat and light energy in the chemical reaction as it is lit and burns the wood. Heat, light, and sound energy often move and so are a form of kinetic energy. Discuss. Record other examples.

g. Mechanical energy is yet another form of energy in common use. Things that move have mechanical energy. The simple machines in motion show their mechanical energy. A number of activities using simple machines are included in this unit.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.2

Assessment Techniques: 1, 3, 6, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students learn from examples and participation in activities.

3. A force is a push or pull. It can change the motion of objects. Magnetism is an example of a push or pull on metal objects. Energy is the ability to do work. It

comes in many forms (see Activity #1). Work is accomplished when a force moves an object. Friction can cause a change in motion both positively and negatively. It can work for you as in the treads on tires and the soles of shoes, or against you when you have a rough surface to push or pull an object across. Gravity is the force of one object pulling on another. The obvious one is the earth's gravity. Inertia is the resistance of objects to a change in motion. Present students with some of the statements above. Many are definitions and can become headings on large charts. While working in small groups, have students add examples from their present knowledge and observations. This is a great chance to try cooperative learning and have each group add further to the lists begun by other groups. Have a collection of objects which might be used to demonstrate meaning of terms. Allow students time to experiment and handle materials. Gravity and inertia are involved in this activity. First discuss the movement of your body when a car moves forward suddenly, or the pull on your body as you jump in the air to shoot at the basketball hoop. Try this activity: Put a mug or wide-mouthed jar on the table with a index card across its top. Fold up enough of an edge along one end (about 2 cm) to pull an object with it when it is quickly moved horizontally. Cut a toilet tube in half. Fold it twice to make a rectangular shape. Stand it on the index card with a ping pong ball resting on its top. Pull the index card quickly. What happens? Where did the ping pong ball land? What force prevented the ping pong ball from moving with the index card? What force pulled the ping pong ball into the mug or jar? Predict before you try the activity. Discuss. Record. An alternate activity would be to use a quarter resting on the flat index card (no fold) and quickly removing the index card from the top of the mug.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.1, 1.3

Assessment Techniques: 1, 3, 4, 6, 8

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have a chance for input and active participation.

4. Have students experiment with change, force, push and pull, friction, gravity, motion, and energy.

a. Use scrap paper. In how many ways, can it be changed without use of any tools (simple machines)? (folding, crushing, tearing) If use of tools is allowed how can a piece of paper be further changed? (cutting, colouring or writing on it, poking holes in it, etc.) What kind of force was used in each case? Position of the paper can also be changed. Does it slide easily on a surface? Does it move more easily once it is crushed? What forces are involved? Drop the paper. Now what force is involved?

b. Similar activities can be done using plasticine. Ask about changes in shape, and energy transfer (heat from the hand as the plasticine is

softened and molded). What forces were used? Was there pushing and pulling involved?

c. If time allows, observe and discuss changes in the state of water-as an ice solid, liquid water, and gas when steam emerges as a kettle is boiled. Hold a cool plate in the path of the emerging steam to allow students to observe the change back to the liquid state. Allow the ice cubes to melt. Discuss change and the types of energy involved in freezing, boiling, melting, and condensing. Have students record observations.

d. Discuss different kinds of motion. In gym class have students demonstrate rolling, sliding, hopping, rotating, gliding, moving backward and forward, and side to side. Try a tug-of-war. Use a bench as a slide. In class have students assemble a chart with pictures cut from magazines to identify different types of movement and objects that move in these ways. Discuss motion, whether push or pull were involved, how friction may affect each movement, whether inertia and gravity helped or hindered movement, etc.

e. Further experiment with friction by using various surfaces from smooth to rough (desk top, coarse and fine sandpaper, waxed surface, etc.) You might even include several pieces of doweling or pencils so an object can roll along. Use a small box with some objects inside, an attached string, and a spring scale. Measure the differences in force required to pull the box over each surface. Predict. Discuss. Record.

f. Put elastics around a brick lengthwise; around another brick sideways; and leave a third brick without elastics. Which slides better down a slide or teeter totter? Which is the slowest? Why? Try allowing the bricks positioned both crossways and lengthwise to slide down the ramp. Does it change the results? Is use of rubber a helpful way to create friction? What common items that we use count on the frictional effect of rubber?

g. Discuss friction as it pertains to our daily lives. When is friction useful? Have students generate examples. (grips on shoes and boots, sandpaper, sand on icy sidewalks and roads, tires, etc.) When is it a hindrance? Give examples. (moving objects such as furniture, sliding on a rough surface, wearing out of moving and rubbing parts of machines, etc.)

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C8, C9, D1, F2, G13

Objectives: 1.1, 1.2, 1.3

Assessment Techniques: 1, 3, 5

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Independent Learning, Personal and Social Values and Skills. Students have active involvement in discovering for themselves meanings for terms used in science.

5. Brainstorm ideas for examples of each of the simple machines. Chart. Collect and have students help in the collection of objects which belong in each of the

groups of simple machines to form centres and/or displays (You may want to include pictures on charts or bulletin boards.): Levers--teeter totter, oar, rake, hoe, bat, pick, fork, screw driver, snow shovel, hammer, bottle opener, light switch, pancake turner, stapler, crowbar, scissors, car jack, etc. Screw--different sizes of screws for metal or wood, drill, meat grinder, bolts, nuts, cork screw, swivel chair, jar lid, etc. Inclined plane (ramp)--ladder, escalator, hill, roller coaster, stairs, wheelchair ramp, gangplank, dump truck, unloading ramp, parkade, etc. Wedge- -paper cutter, scissors, crowbar, chisel, axe, prying tools, can opener, door wedge, pins, needles, nails, etc. Pulley- -fan belt, elevators, steam shovels, flagpole, clothesline pulleys, derricks, cranes, lifts, pulleys, gears, old-fashioned well, block and tackle, winch, wire stretchers, venetian blinds, etc. Wheel and axle--windmill, bicycle, roller skate, vehicles, rolling pin, egg beater, helicopter, old-fashioned telephone dial, fishing reel, record player, tapes, door knob, pencil sharpener, bobbins, fans, casters, etc. This is a beginning list for reference. In small groups, allow students to handle items collected and discuss how they fit into categories and how they do work. Are the items simple or compound machines? Have students record what they have learned.

Factors: B1, B3, B7, B9, B13, B17, C2, C8, C9, D1, E3, F2, G1, G3

Objectives: 2.1, 2.2

Assessment Techniques: 1, 3, 4, 6

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have input into planning for their learning and can take an active part in planned activities.

6. Take a walk around the school, schoolyard, and/or neighbourhood. Look for examples of each of the categories of simple machines. Make a list. Have students explore the kinds of simple machines used at home. Are different examples of simple machines possible depending on whether it is a rural or urban setting? Have students bring an example of a simple machine which they use to share. How many different kinds of objects will the class share? Will each of the categories of simple machines be covered? Predict and chart as objects are shared. What kinds of jobs make use of many simple and compound machines? Discuss as a class. Even egg beaters, bicycles, and scissors are compound machines. [Simple machines are ones with very few parts; compound machines are made of two or more simple machines.]

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.1, 2.2

Assessment Techniques: 1, 3, 6

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Technological Literacy, Independent Learning. Students have input into their learning through exploration and discussion.

7. Plan a parent and student afternoon or evening (hour and a half to two hours). Have students collect tubes, light-weight cardboard, pieces of wood, string, spools, straws, aluminum pie plates, other recyclables, etc. Marbles, small toy cars and trucks, some magnets, paper, pencils, rulers, pins, hole punches, hot glue gun(s), meccano, etc. will also be required. Set up stations with directions and/or explanations so that parent and child can work together creating and working with simple machines, examining the relationship between energy and motion, and enjoying their experiences. These activities may be used as individual classroom centres, for small group work, or class demonstration. After working through activities, discuss how energy and motion were related in each. Was what was created a simple or compound machine? Were materials used such as scissors, pencils, rulers, pieces of wood, etc. simple or compound machines? Stations might include:

a. Create a water wheel (wheel and axle) by using an aluminum pie plate with eight equally spaced cuts made from the edge to the bottom of the pan. Twist the "blades" somewhat until they look like a windmill. Poke a hole through the centre. Insert a pencil as an axle. Hold under the tap, or to conserve water, use a pitcher and gently pour water over the blades. What happens? Set up this centre near the sink.

b. Create a pinwheel with a square piece of paper, a pin, and a straw. Rulers, pencils, paper, scissors, pins, and straws will be required at this centre. This is another example of a wheel and axle.

c. Have a number of different sized boxes (books will work), pieces of wood, small cars, metre sticks or rulers, etc. available so that parents and students may work with inclined planes. Vary the length of the ramp (wood) and/or the height as small cars are allowed to roll down the ramp. How far does each go? What gave the best performance? The worst in terms of distance rolled? Was there variation depending on the weight of the small car? This is a hallway activity.

d. Have partners work with long tubes and tape to form ramps. Toilet paper rolls and paper towel rolls can be notched to support the ramps, (boxes or books too). Shorter tubes may be used to create turns in the ramps. How will that affect the distance a marble will roll down the ramp? Repeat procedures similar to (c). Tubes may be cut lengthwise (like waterslides) so the marbles can be watched as they roll. Can you use sharp corners and turns now? Experiment.

e. Have students make a diagonal line on a square paper. (Recycled paper can be used for these activities.) Darken the line with crayon or marker on both sides of the original pencil line. Cut along the pencil line. Each partner may now use one of the triangles to roll around a straw or pencil starting at one of the sides (not the diagonal) and rolling to the point. What have you made? (screw) Count the number of coils around your vertical axis (straw or pencil). Is the pitch of the screw steep? Repeat using a rectangular paper. How does the number of coils and the pitch vary depending on whether you rolled from the long or short side? How does it compare to the first screw created?

f. A more complex activity, but one that parent and child are sure to enjoy, is construction of a car. A toilet paper tube becomes the body of the car. Hole punch two holes at each end of the tube just below the centre of the tube. Cut a small diameter straw in half. Each part will become an axle when placed through the holes punched in the body of the car. You may later wish to shorten them a little. Trace four circles (about the same circumference as the toilet paper tube) on light weight cardboard (or heavy bristleboard). Cut these out and hole punch the centres to become the wheels of the car. Place a spot of glue from the hot glue gun (very small amount or the straw will melt) at the ends of the axles so the wheels do not come off. Wheels may turn on the axles or if secured with the glue the axles will turn. A hole may be cut in the top of the tube to place a driver. Flags on toothpicks, lights, tailpipes, and other accessories may be added to individualize the cars. Cars may be tried on a ramp to see how they run. A variation of the car can be built using small boxes for the body, fast food straws, and drink tops as wheels and axles. Assemble using scissors, hole punch, and hot glue gun.

g. Using balances and weights, a spring scale, rubber bands, wooden rulers and other pieces of wood, triangular prisms for fulcrums (mathematics manipulatives), objects to be lifted or weighed, etc., allow experimentation with levers. Charts may be used to indicate different classes of levers so that each may be tried. Set up a length of wood on a fulcrum. Allow one end to stick over the end of the table. Place an elastic securely around the end of the wood (very near the end). Attach the spring scale so you are able to measure the force required to lift a load of known mass positioned at the other end of the wood. Move the position of the fulcrum. How does that affect the amount of force necessary to lift the load? Other activities may be found in grade five optional unit Machines and Work.

h. Set up a pulley by using a spool with a nail through the centre fastened into a piece of wood. Set the block of wood on the table so the pulley extends just beyond the edge. Attach string to large washers. Experiment with the force needed to raise the washers while using a pulley (the spool). Try raising the washers when the pulley is not used and the string must slide over the nail. Use a spring scale attached to the end of the string to see the difference.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.1, 2.2, 2.3, 2.4

Assessment Techniques: 1, 3, 4, 5, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Techological Literacy, Independent Learning. Students have input into planning for their learning. Student and parent opportunities to work and learn together are being provided.

8. Create or have students draw small pictures (not larger than 3 cm X 3 cm) of different types of simple machines. You will need about 25 different pictures. Collect and duplicate a copy of the set of pictures for each student. Have students make a four by four bingo card by folding a sheet of newsprint into 16 rectangles, marking a Free space in one of the spaces, and then choosing which of the simple machine pictures they wish to use and gluing them in the spaces. Have fun with a bingo game while learning about simple machines! The caller (teacher) may use clues to call: a wedge for cutting wood, a screw for lifting a car to change a tire, etc. The spares may be used for another activity such as a matching game created by each student. Extra pictures may be glued down one side of the sheet of heavy paper. Colour the pictures first. On the opposite side, list the kinds of simple machines (lever, inclined plane, pulley, screw, wheel and axle, wedge). Hole punch beside these (one or more holes depending on what pictures are used). Attach coloured pieces of wool long enough to extend beyond the other side of the paper beside each of the simple machine pictures. Put a little white glue on the ends of the wool to stiffen them for the matching activity as they are put through the holes. Put an answer key on the back. These may become part of a centre for extra practice in identifying simple machines.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.1

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have input into planning for their learning.

9. How can we help lift things? Suspend a broom handle across the backs of two chairs. From it, using stiff wire, suspend a spool with a large nail through its centre but still loose enough to allow it to turn. Twist the wire securely onto the two ends of the nail. (An alternate would be to untwist the wire on a coat hanger, put on a spool, and retwist to secure it. It may then be hung up to use as a pulley.) Allow children to lift buckets of objects by using heavy cord attached to the bucket handle. Discuss the direction of the force used to lift objects in the bucket upward. How does this do work? If it is possible to access a simple hoist, clothes line with two pulleys, or come-along with several pulleys, allow students to examine the number of pulleys and how force required is minimized as the number of pulleys increases. If heavy pieces of wood of different lengths are available, have students experiment with pushing a box of books up the plank when it is steep, less steep but longer. Which is more difficult? How is the energy used related to the motion involved? Use a slide and/or ladder that attaches to the gym apparatus or horse. This allows for active participation with ramps as students use these pieces of equipment. On the playground, use the teeter totter to examine how changing where a person sits (how far from the fulcrum at midpoint), changes the ability to lift a load at the other end.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.1, 2.2, 2.3, 2.4

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have input and involvement in activities which should increase learning.

10. For further activities with motion, try threading a string about three metres long through a straw and suspending the string horizontally between two chairs. Make the string taut. On the straw suspend a couple of pieces of tape. Inflate a long balloon. While holding it closed, attach it to the straw with the tape, and move the straw to the end of the string closest to the opening in the balloon. Predict what will happen. Release the balloon. What happens? What was the force or energy used? What caused the motion? Discuss results. Record the activity using pictures and print.

Factors: A2, B1, B3, B7, B9, B13, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.4

Assessment Techniques: 1, 3, 5, 6, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Independent Learning. Students have hands-on experiences to facilitate their learning.

11. Experiment with ways to reduce friction. Use rollers (dowels or pencils), marbles (like ball bearings used in many gear and wheel assemblies), and different lubricants (talc or cornstarch, soap, vegetable oil, wax) to measure with a spring scale the amount of push or pull (force) used to move a container. Which required the least amount of force to move the same object? ... the most? List the ways the object was moved from least to most force required. Graph the results.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.1, 2.4

Assessment Techniques: 1, 3, 5, 6, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Technological Literacy, Independent Learning. Students are provided with an opportunity to explore a concept in a number of ways and record meaningful information.

12. If Cubs or Brownies are in the class, ask if they know of a way to use friction to produce a fire (heat and light energy). Discuss. Demonstrate with a stick and a fire bow. An alternate activity would be to put a little water in a small can. Measure the temperature with a thermometer. With someone holding the can firmly in place by using a book and hand on top of it, place a piece of ribbon around the can and pull back and forth for a couple of minutes. Measure the water temperature again. What happened? What energy transfer occurred? Discuss. Record.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.2, 2.4

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Numeracy, Critical and Creative Thinking, and Personal and Social Values and Skills an be demonstrated here.

13. In Activity 7(a) a water wheel was created. The turning motion of the water wheel can do work. Secure an eraser to a string. Suspend the eraser by fastening the string securely to one end of the pencil. Be sure the pie plate water wheel is attached securely to the pencil. Hold the pencil very loosely with two curved fingers. The string holding the eraser should coil around the pencil as the water wheel turns lifting the eraser in the process. Work is being done. Discuss with students how work was done. Have students record what they did and the results.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 2.4

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social Values and Skills, Independent Learning. Hands on activities create interest and student learning.

14. Experiment with Newton's Law of Motion which states that an object will stay in motion if no other force acts upon it. Collect three large coffee cans with lids. Number them. In each fasten two alike washers or other weights in various positions (middle of the lid and inside centre bottom of one, opposite inside sides of another); in the third leave the two washers free to move. Put a plastic lid on each end of the coffee cans so they will roll straight. Which will roll the farthest when released from the top of a ramp? Does it stop? What stops it? Predict before rolling the cans down the ramp. Discuss the results. You may wish to measure distances rolled. Record.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.1, 2.4

Assessment Techniques: 1, 3

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Independent Learning. Students have an active role in discovering science and so enhance their learning.

15. An activity that students might try at home to show chemical energy being changed to electrical energy involves a lemon, a dime (an old one works best), and a penny. Wash the dime and penny. Make two slits in the lemon near one another. Into one slit slide the dime leaving a part exposed; into the second cut put the penny. Touch the end of your tongue to the dime and penny at the same time. What do you feel? What has happened? Record your findings and share with others in class.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.2

Assessment Techniques: 1, 3, 4, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning. Students have the opportunity for Independent Learning beyond the classroom.

16. If there is an opportunity, have students bring kites to fly. Kites could also be made as a project. After flying kites reflect on the experience as a group. Have students record their own reactions. What forces were involved? How did each influence the kite? Make folded paper airplanes with different materials. Fly them in the gym or outdoors on a calm day. How did the paper airplane obtain its energy? What forces were involved in determining how long and how far each flew? Discuss as a class the forces affecting airplanes? ... balloons? Some members of the class may wish to research flight of balloons, dirigibles, rockets, or planes from an historical perspective or mechanical aspects of how each flies.

Factors: A2, B1, B3, B7, B9, B13, B17, C2, C5, C8, C9, D1, E3, F2, F5, G1, G3

Objectives: 1.1, 1.2, 2.4

Assessment Techniques: 1, 3, 4, 6, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Independent Learning. Students have an active role in learning about science concepts.

A Reference List for Assessment Techniques

1. Anecdotal Records

notions of valuative impressions

2. Contracts an individual assignment constructed and agreed upon by both teacher and student regarding any or all of the details concerning content, process, product, and evaluation.

3. Observation Checklist

a listing of specific criteria which a teacher looks for, and indicates the presence of, in observing a student's work.

4. Projects includes such things as independent student investigations, Science Fair projects, or other Science Challenge activities.

5. Rating Scales a listing of specific outcomes which are observed by the teacher and evaluated using a scale.

6. Student Portfolios

a collection of student work samples which is used as a basis for interpretation of progress.

7. Tests a. essay b. objective

o fill-in-the-blanks (completion) o matching o multiple choice o short answer o true/false

c. oral

8. Test Stations a location where a student can complete a task in order to demonstrate a competence (e.g., finding the mass of a rock).

9. Written Reports

includes regular journal writing, illustrations, art projects, or laboratory reports at the Elementary Level.