Slmple Machlne Lesson lan

name: 8everly CorLez Crade: 3

rd

uaLe: Aprll 23,24,23, 30, May 1, 8, 2014 ConLenL Area: (plck one)
8eadlng ln language arLs
8eadlng ln conLenL area sclence
uuraLlon: (May need ad[usLmenL based on how much sLudenLs flnlsh ln Lhe flrsL day)
uay 1: 60 mlnuLes
uay 2: 60 mlnuLes
uay 3: 30 mlnuLes
MaLerlals needed:
Lesson lan
Craphlc organlzer
Sclence LexLbook
1lmer
encll
aper
Llmo
lndex cards wlLh group roles
Manlla folders for each sLaLlon
AcLlvlLy sheeLs for each sLaLlon
CompuLer
8uler
ennles
1ape
Small-medlum rocks
Small aper cups
ulley
8ope
8uckeL
uvd & uvd layer
1elevlslon

Gu|d|ng uest|ons:
WhaL are slmple machlnes? WhaL are examples of slmple machlnes? Pow do slmple machlnes
make our llfe easler?

Lndur|ng understand|ng:
SLudenLs learn whaL slmple machlnes are and how Lhey make our work slmpler and our llfe
easler.
WhaL readlng componenL/s wlll be Lhe lesson
focus?
leLLer knowledge
SLraLegy or sklll emphasls:
Word knowledge
Maklng connecLlons, prlor
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phoneme awareness
phonlcs
fluency
vocabulary
comprehenslon (llsLenlng or readlng)

knowledge
CuesLlonlng
Maln ldea and deLalls
urpose of |esson:
1he purpose of Lhls lesson ls Lo Leach whaL slmple machlnes are and how Lhey make our llfe
easler.
Instruct|ona| Approach]ract|ce:
1eachlng wlLh conLenL area LexLbooks
Language moda||t|es to be used |n th|s |esson:
LlsLenlng, 8eadlng, Speaklng, WrlLlng
Cr|t|ca| 1h|nk|ng Sk|||s
ACLl 3.3-CrlLlcal Lhlnklng, problem solvlng and performance
skllls.
8ememberlng
undersLandlng
Applylng
Student Lngagement 1echn|ques and
Group|ng
ACLl 3.4-AcLlve LngagemenL ln Learnlng
alrs or 1rlads
1able groups


DIIILkLN1IA1ICN LAN
ACLl 3.2 AdapLaLlon Lo dlverse sLudenLs.
Ident|fy type of |earner
(LLL, SLu, AcceleraLed Learners,
SLrlvlng learners, 304 sLudenLs, readlng)
L|st type of d|fferent|at|on
(learnlng envlronmenL, conLenL,
process, producL, performance Lask)
Instruct|ona| approach
(WrlLe Lhe lnsLrucLlonal
approach/accommodaLlons LhaL wlll be
used for Lhese learners)
LLL ConLenL, rocess Lxplaln Lhe vocabulary
Lerms ln a relaLable
way.
SLudenLs wlll be glven
more Llme when
readlng Lhe conLenL.
SLudenLs wlll beneflL
from peer-asslsLed
learnlng.
SLudenLs wlll be
provlded wlLh plcLures
for vlsual asslsLance.
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SLu Learnlng LnvlronmenL &
rocess, roducL
SLudenLs wlll be glven
more Llme when
readlng Lhe conLenL.
Lxplaln Lhe vocabulary
Lerms ln a relaLable
way
SLudenLs wlll be glven
more dlrecL
lnsLrucLlon.
SLudenLs wlll be
asslsLed durlng
sLaLlons.
SLudenLs wlll have a
modlfled assessmenL.
SLudenLs wlll noL be
requlred Lo compleLe
all of Lhe quesLlons on
Lhe acLlvlLy sheeLs.
AcceleraLed Learners roducL, process SLudenLs wlll be
allowed Lo go Lhrough
2 acLlvlLles aL sLaLlon
#1.
SLudenLs wlll be asked
Lo do one exLra sLep ln
cerLaln sLaLlons.
SLudenLs wlll be asked
Lo elaboraLe Lhelr
answers on Lhelr
acLlvlLy sheeLs.
8elow Crade Level rocess Lxplaln vocabulary
Lerms ln a more
expllclL lnsLrucLlon.
SLudenLs wlll be glven
more Llme Lo read Lhe
conLenL.
SLudenLs wlll be
provlded wlLh plcLures
Lo asslsL wlLh Lhelr
comprehenslon.



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1. Standard]8enchmark
(ACLl 2.1-2.4 ConLenL Area knowledge. LlsL CCSS , PLLuS, CLCs)

8eadlng lnformaLlonal: key ldeas and ueLalls 3.8l.1 Ask and answer quesLlons Lo demonsLraLe
undersLandlng of a LexL, referrlng expllclLly Lo Lhe LexL as Lhe basls for Lhe answers.
l can ask and answer quesLlons abouL slmple machlnes wlLh Lhe help of my LexLbook,
experlence and Leacher.

8eadlng lnformaLlonal: key ldeas and ueLalls 3.8l.2 ueLermlne Lhe maln ldea of a LexL, recounL
Lhe key deLalls and explaln how Lhey supporL Lhe maln ldea.
l can Lell Lhe maln ldea of Lhe LexL and show supporLlng deLalls.

Speaklng and LlsLenlng: resenLaLlon of knowledge and ldeas 3.SL.4 8eporL on a Loplc or LexL,
Lell a sLory, or recounL an experlence wlLh approprlaLe facLs and relevanL, descrlpLlve deLalls,
speaklng clearly aL an undersLandable pace.
l can reporL on slmple machlnes uslng my experlence ln a clear volce and rlghL pace.

Sclence: lorces and MoLlon SC.3.7.1 Compare how slmple machlnes do work Lo make llfe
easler.
l can descrlbe how slmple machlnes make our llfe slmpler.

CLC: CommunlLy ConLrlbuLor
l can work wlLh oLhers when compleLlng a Lask.
2. Assessment 1ask
(ACLl 4-lnformal and formal assessmenL. CandldaLe plans approprlaLe formaLlve and summaLlve assessmenLs Lo gulde and
assess sLudenL learnlng, lncludlng crlLerla)

uay 1:
SLudenLs wlll ask quesLlons abouL slmple machlnes ln Lhe beglnnlng and answer Lhe quesLlons
aL Lhe end of Lhe lesson. Lach sLudenL wlll read Lhelr sclence LexLbook and compleLe a graphlc
organlzer sheeL abouL slmple machlnes wlLh Lhe help of Lhelr parLner/group. A rubrlc wlll be
used Lo assess sLudenLs learnlng Lhrough Lhe compleLlon of Lhelr graphlc organlzer sheeL. (See
rubrlc on page 14)

uay 2:
SLudenLs wlll be placed ln groups Lo work ln dlfferenL sLaLlon LhaL deals wlLh slmple machlnes.
Lach sLaLlon requlres sLudenLs Lo perform dlfferenL Lasks. SLudenLs wlll record observaLlons and
flndlngs. A summaLlve assessmenL wlll be ln Lhe form of a checkllsL and a handouL wlll be used
Lo assess sLudenLs learnlng durlng Lhe sLaLlons.

uay 3:
Lach group wlll dellver an oral presenLaLlon wlLh Lhelr observaLlons and flndlngs Lo Lhe class. A
rubrlc wlll be used Lo assess sLudenLs learnlng. (See rubrlc on page 13)
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3. Act|v|t|es]Instruct|ona| Strateg|es
(ACLl 3.1: knowledge of sLudenLs and communlLy, lnLegraLlon of knowledge for lnsLrucLlon, ACLl 3.3: CrlLlcal Lhlnklng, problem
solvlng and performance skllls, ACLl 3.4: AcLlve engagemenL ln learnlng, ACLl 3.3: CommunlcaLlon Lo fosLer learnlng)
Day 1: 60 m|n
1. Introduct|on (2 m|n)
a. Lxplaln Loday's lesson. (1oday, we wlll be learnlng abouL slmple machlnes.)
b. Share l can" sLaLemenLs:
l. l can ask and answer quesLlons abouL slmple machlnes wlLh Lhe help of my
LexLbook, experlence and Leacher.
ll. l can Lell Lhe maln ldea of Lhe LexL and show deLalls Lo supporL lL.
lll. l can work wlLh oLhers when compleLlng a Lask.
c. Lxplaln LhaL Loday, l wlll be uslng Lhe aLLenLlon geLLer, Class Class, (sLudenLs wlll
respond yes, yes) and all eyes on me
d. Lxplaln slde parLners and across parLners. (1oday, you wlll do a loL of sharlng. lf l say
Lurn Lo Lhe person nexL Lo you Lhen Lhey are your slde parLners. lf Lhere ls no one
nexL Lo you Lhen you wlll share Lo Lhe person across from you.)
e. racLlce a couple rounds of slde parLners and across parLners.
2. 8u||d|ng background (6 m|n)
a. lnsLrucL sLudenLs Lo Lake ouL a plece of paper and wrlLe Lhelr name.
b. lnsLrucL sLudenLs Lo wrlLe quesLlons abouL slmple machlnes. (lf l say slmple
machlnes, whaL Lypes of quesLlons comes Lo your mlnd? WrlLe aL leasL 2 quesLlons
on your paper.)
c. rovlde sLudenLs Llme Lo wrlLe Lhelr quesLlons.
d. lnsLrucL sLudenLs Lo Lurn Lo a person nexL Lo Lhem Lo share Lhelr quesLlons.
e. Lxplaln whaL Lhey wlll do wlLh Lhelr quesLlons. (Ckay, leave your papers on Lhe slde
for now and LhroughouL Lhe lesson, l wanL you Lo keep addlng quesLlons.)
f. Show a plcLure of a movlng Lruck and an lncllned plane Lo Lhe class.
g. lnsLrucL sLudenLs Lo observe Lhe plcLure.
h. Lxplaln Lhe problem. (lmaglne LhaL you and your famlly are movlng. ?our [ob ls Lo
load Lhe boxes Lo Lhe Lruck. ?ou are havlng a hard Llme slnce Lhe boxes are heavy.
What can you do or what can you use to make your [ob eas|er?)
l. lnsLrucL sLudenLs Lo Lhlnk of Lhe problem for a mlnuLe.
[. lnsLrucL sLudenLs Lo share Lhelr soluLlons Lo Lhelr slde parLner. lf Lhere ls no one nexL
Lo you Lhen share lL wlLh Lhe palr across you.
k. rovlde a mlnuLe or Lwo for for sLudenLs Lo share.
l. Caln sLudenLs aLLenLlon uslng classroom geLLer. (1eacher: Class Class. SLudenLs: ?es
?es)
m. SelecL a few sLudenLs Lo share Lhelr soluLlons.
n. lnLroduce lncllne lane. (?our soluLlons/answers are called lncllned plane, whlch ls a
Lype of slmple machlnes. lncllned plane ls a slanLed or LllLed surface llke a ramp.)
o. Say (l wanL you Lo add a couple more quesLlons Lo your paper.)
p. rovlde a mlnuLe for sLudenLs Lo wrlLe more quesLlons.
q. lnsLrucL sLudenLs Lo place Lhelr paper on Lhe slde.
3. M|n| |esson: (S m|n)
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a. ass ouL graphlc organlzer sheeL.
b. lnsLrucL sLudenLs Lo wrlLe Lhelr name on Lhe sheeL.
c. Lxplaln LhaL Lhey wlll use Lhls sheeL Lo organlze Lhe lnformaLlon.
d. lnsLrucL sLudenLs Lo Lake ouL Lhelr sclence LexLbook and Lurn Lo page 336.
e. lnsLrucL sLudenLs Lo follow along as l read.
f. use elmo and model how Lo compleLe Lhe graphlc organlzer.
g. Lxplaln LexL feaLures. (ln Lhls lesson, we wlll use LexL feaLures. 1exL feaLures are Lhe
physlcal Lhlngs LhaL auLhors lnclude Lo help us undersLand Lhe LexL. We wlll use
labels, whlch are shorL words or phrase LhaL helps organlze lnformaLlon.)
h. ulscuss and read Lhe labels on Lhe flrsL row.
l. 8eread Lhe nexL label. (1he label says WhaL ls lL" so referrlng back from whaL l read,
l'm golng Lo wrlLe LhaL slmple machlnes are machlnes LhaL has few or no movlng
parLs. Slnce we're Laklng noLes, lL doesn'L have Lo be ln compleLe senLences.)
[. 8ead Lhe nexL label. (nexL says urpose" whlch means whaL ls slmple machlnes use
for? Agaln, l'm golng Lo refer back Lo my readlng and wrlLe Lhe purpose of slmple
machlne ls Lo make our work easler.)
k. 8ead Lhe nexL label. (Movlng on Lo Lhe nexL column Lxamples." 8eferrlng back Lo
my readlng, lL says here on page 337 A rake ls an example of a slmple machlne.")
l. WrlLe rake under examples.
m. 8ead Lhe nexL label. (Cur lasL column ls CLher lmporLanL lnformaLlon." Agaln
referrlng back Lo my readlng, l Lhlnk LhaL 1o use a slmple machlne, you apply only
one force" senLence ls an lmporLanL lnformaLlon so l'm golng Lo wrlLe lL under Lhe
lasL column.)
n. WrlLe lnformaLlon on Lhe lasL column.
4. Gu|ded pract|ce: (7 m|n)
a. lnsLrucL sLudenLs Lo Lurn Lo Lhe nexL page of Lhelr sclence LexLbook.
b. lnsLrucL sLudenLs Lo read Lhe labels on Lhe graphlc organlzer. (LeL's read Lhe labels
LogeLher so we know whaL we need Lo pay aLLenLlon Lo when we sLarL readlng.)
c. Lxplaln LhaL Lhe flrsL column ls already compleLed. (?ou can see LhaL Lhe flrsL column
ls already compleLed wlLh Lhe dlfferenL Lypes of slmple machlnes.)
d. Lxplaln Lask. (l'll glve you 3 mlnuLes Lo read page 338 and 339. 1hen we'll compleLe
one parL of your graphlc organlzer LogeLher.)
e. SeL Llmer Lo 3 mlnuLes.
f. rovlde Llme for sLudenL Lo read.
g. erform LemperaLure check. (Show me Lhumbs up lf you are done readlng and a
peace slgn lf you sLlll need more Llme.)
h. MonlLor sLudenLs and proceed ln compleLlng graphlc organlzer once every sLudenL ls
done readlng.
l. Culde sLudenLs ln compleLlng Lhe flrsL row of Lhe graphlc organlzer.
[. Ask sLudenLs what |s a "Lever"?
k. 8emlnd sLudenLs Lo refer back Lo Lhe readlng.
l. WrlLe deflnlLlon of lever. (A bar LhaL plvoLs, or Lurns, on a flxed polnL.)
m. Ask what |s the purpose of a |ever?
n. WrlLe purpose of a lever. (urpose ls dlfferenL depends on where Lhe fulcrum ls and
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where you apply Lhe force)
o. Ask what are some examp|es of |ever that they read?
p. WrlLe examples of lever. (8ake, broom, shovel, nuLcracker)
q. Ask other |mportant |nformat|on on |ever.
r. 8emlnd sLudenLs LhaL when a word ls bolded or hlghllghLed, lL's usually lmporLanL.
s. WrlLe fulcrum on Lhe lasL column. (lulcrum ls a flxed polnL on a lever)
L. Ask lf Lhere are any quesLlons before movlng on.
S. Work 1|me: (3S m|n)
a. Work Llme wlll conslsL of conLlnuous readlng for 10 mlnuLes, abouL 3 mlnuLes Lo
check for comprehenslon Lhen Lhe resL of Lhe work Llme Lo compleLe Lhe graphlc
organlzer wlLh Lhelr parLner or group.
6. Independent work: (3S m|n)
a. Lxplaln grouplng. (?ou wlll work ln palrs/Lrlads).
b. Lxplaln Lask. (lor Lhe flrsL 10 mlnuLes, everyone wlll read ln palrs. arLner A wlll read
for 3 mlnuLes Lhen you wlll swlLch so parLner 8 wlll have a chance Lo read for Lhe lasL
3 mlnuLes. AfLer Lhe 10 mlnuLe mark, we wlll dlscuss whaL you read as a class for a
few mlnuLes. AfLer Lhe class dlscusslon, you wlll Lhen conLlnue readlng and sLarL
compleLlng your graphlc organlzer.)
c. SeL Llmer Lo 10 mlnuLes.
d. MonlLor sLudenLs Lo make sure Lhey are readlng and swlLchlng readers.
e. lnlLlaLe a class dlscusslon Lo check for comprehenslon. (What are whee|-and-ax|e?
S|nce a b|cyc|e has whee|s, |s |t a s|mp|e mach|ne? Why |s a b|cyc|e not a s|mp|e
mach|ne? What are examp|es of a whee|-and-ax|e? 1he whee| |n whee|-and ax|e,
does |t have to be an actua| whee| ||ke |n a car? What |s a pu||ey? What e|se do you
need for a pu||ey to work? now do pu||eys he|p ra|se the f|ags?)
f. Lxplaln nexL Lask. (?ou wlll conLlnue readlng and sLarL compleLlng Lhe graphlc
organlzer. arLner A wlll flnd Lhe deflnlLlon and examples whlle arLner 8 wlll flnd
Lhe urpose and oLher lmporLanL lnformaLlon.)
g. SeL Llmer Lo 20 mlnuLes. (?ou wlll have 20 mlnuLes Loday Lo compleLe however much
you can and you wlll be glven Llme nexL class lf you do noL flnlsh.)
h. 8emlnd sLudenLs Lo refer back Lo Lhelr readlng when compleLlng Lhe graphlc
organlzer.
l. 8emlnd sLudenLs Lo ralse Lhelr hand lf Lhey have any quesLlons.
[. MonlLor sLudenLs Lo make sure Lhey are readlng, referrlng back and compleLlng Lhelr
graphlc organlzer.
k. 8ecord sLudenLs' ablllLy ln worklng wlLh Lhelr group.
l. erform LemperaLure check. (Show me Lhumbs up lf you are done readlng and a
peace slgn lf you sLlll need more Llme.)
m. updaLe sLudenLs wlLh how much Llme Lhey have lefL ln compleLlng Lhe graphlc
organlzer.
7. C|osure: (S m|n)
a. Caln sLudenLs aLLenLlon. (1eacher: class class" SLudenL: ?es ?es)
b. Lxplaln LhaL Lhey wlll be glven Llme nexL class lf Lhey dld noL flnlsh Lhelr graphlc
organlzer.
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c. Ask whaL was Loday's lesson.
d. lnsLrucL sLudenLs Lo Lake ouL Lhelr paper wlLh Lhelr quesLlons abouL slmple
machlnes.
e. lnsLrucL sLudenLs Lo answer Lhelr quesLlons based on whaL Lhey learned Loday.
f. lnsLrucL sLudenLs Lo share Lhelr quesLlon and Lhe answer Lo Lhelr quesLlon Lo Lhelr
Lable groups.
g. rovlde Llme for sLudenLs Lo share.
h. SelecL a few sLudenLs Lo share Lo Lhe class.
l. 8evlew l can sLaLemenLs:
l. l can ask and answer quesLlons abouL slmple machlnes wlLh Lhe help of my
LexLbook, experlence and Leacher.
ll. l can Lell Lhe maln ldea of Lhe LexL and show deLalls Lo supporL lL
lll. l can work wlLh oLhers when compleLlng a Lask.
[. lnsLrucL sLudenLs Lo submlL Lhelr graphlc organlzer sheeL and papers wlLh Lhelr
quesLlons.
k. ass ouL sLudenLs' self-assessmenL.
l. lnsLrucL sLudenLs Lo wrlLe Lhelr name.
m. lnsLrucL sLudenLs Lo assess how well Lhey worked wlLh oLhers.
n. CollecL self-assessmenL sheeL.
8. Iormat|ve and Summat|ve Assessment 1ask (for teacher cand|date to comp|ete at the end
of the day)
a. 8ecord anecdoLal noLes.
b. Analyze sLudenLs' graphlc organlzer.
c. Analyze sLudenLs' quesLlons and answer abouL slmple machlnes.
d. Analyze sLudenLs' self-assessmenL.
Day 2: 60 m|n
9. Introduct|on: (2 m|n)
a. Caln sLudenLs aLLenLlon. use aLLenLlon geLLer, Class Class, (sLudenLs wlll respond yes,
yes) and all eyes on me
b. Lxplaln Loday's lesson. (We wlll conLlnue learnlng abouL slmple machlnes Lhrough
dlfferenL sLaLlons)
c. Share l can sLaLemenLs.
|. l can descrlbe how slmple machlnes make our llfe slmpler.
ll. l can work wlLh oLhers when compleLlng a Lask.
10. 8u||d|ng 8ackground: (13 m|n)
a. 8eLurn sLudenLs' graphlc organlzers.
b. 8evlew slmple machlnes.
c. lnsLrucL sLudenLs Lo reread Lhelr graphlc organlzer.
d. Ask students how many d|fferent types of s|mp|e mach|nes are there.
e. SelecL a few sLudenLs Lo share Lhe dlfferenL Lypes of slmple machlnes.
f. lnsLrucL sLudenLs Lo share one example of a slmple machlne Lo Lhelr Lable group and
lnclude whlch Lype of slmple machlne lL ls.
g. SelecL a few sLudenLs Lo share Lhelr examples Lo Lhe class.
h. Lxplaln sLaLlons. (?ou wlll be worklng wlLh your Lable group durlng sLaLlons. 1here
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9
are 3 sLaLlons. Lach sLaLlon ls dlfferenL and wlLhln Lhe sLaLlon are dlrecLlons on whaL
Lo do. Lach sLaLlon wlll have an acLlvlLy sheeL and a folder Lo place your compleLed
work. ln each sLaLlon, l wanL you Lo read and follow Lhe dlrecLlons. ?our group wlll
have 12 mlnuLes ln one sLaLlon.)
l. Lxplaln behavlor expecLaLlons ln Lhe sLaLlons. (ln each sLaLlon Lhere are dlfferenL
maLerlals LhaL you wlll be uslng. l wanL you Lo use Lhese maLerlals ln Lhe proper way.
use Lhe maLerlals Lhe way Lhe dlrecLlons Lold you Lo. uo noL use Lhem for any oLher
reason. l expecL each of you Lo be careful durlng sLaLlons so LhaL everyone ls safe.)
[. Lxplaln consequences for mlsbehavlng. (lf aL any polnL someone ls playlng around
wlLh Lhe dlfferenL maLerlals ln Lhe sLaLlons, whlch creaLes an unsafe envlronmenL for
Lhls sLudenL or oLhers, LhaL sLudenL wlll be asked Lo slL ouL and Lhey wlll noL be
allowed Lo Lry any sLaLlons.)
k. Walk Lo sLaLlon #1.
l. Lxplaln SLaLlon #1. (SLaLlon 1 ls a slmple machlne web hunL. lL wlll ask you Lo
use Lhe compuLer and go Lo a cerLaln webslLe. SLaLlon 1 wlll ask you Lo flnd
10 slmple machlnes on Lhe webslLe and you wlll need Lo answer quesLlons
abouL Lhese slmple machlnes. 1hen l would llke you Lo record your score and
wrlLe one Lhlng LhaL you learned from sLaLlon 1.)
l. Walk Lo sLaLlon #2.
l. Lxplaln SLaLlon #2. (SLaLlon 2 ls Lever. ln Lhls sLaLlon, you wlll creaLe your own
lever uslng a ruler and pencll as Lhe fulcrum. ?ou wlll Lhen experlmenL how
much efforL lL Lakes Lo llfL an ob[ecL LhaL ls provlded uslng pennles. ?ou wlll
wrlLe your observaLlons and flndlngs on a sheeL provlded.) Where |s the
fu|crum? If you moved the fu|crum, what do you th|nk w||| happen? Do you
th|nk you w||| need more or |ess effort? Why do you th|nk th|s |s? now d|d
the |ever he|p ||ft the |oad?
m. Walk Lo sLaLlon #3.
l. Lxplaln SLaLlon #3. (SLaLlon 3 ls a slmple machlne scavenger hunL. ln Lhls
sLaLlon, you have Lo flnd as many slmple machlnes as you can lnslde our
classroom. ?ou wlll Lake one of Lhe scavenger hunL sheeL and wrlLe your
flndlngs.) Wh|ch type of s|mp|e mach|ne d|d you f|nd the most? Wh|ch type
d|d you f|nd the |east? Why do you th|nk th|s |s? Do you th|nk there are
more s|mp|e mach|nes outs|de our c|assroom or |ns|de our c|assroom? 1e||
me how th|s |tem he|ps make our work eas|er. What about th|s |tem? now
does th|s make our ||fe s|mp|er?
n. Walk Lo sLaLlon #4.
l. Lxplaln SLaLlon #4. (SLaLlon 4 ls Lhe lncllned plane. ln Lhls sLaLlon, you wlll
compare on how much efforL lL Lakes for someone Lo carry Lhls welghL uslng
a ramp and wlLhouL a ramp. ?ou wlll record your observaLlons and flndlngs
on a sheeL provlded.) What d|d you not|ce when you used the |nc||ned
p|ane? D|d you use |ess effort when you used the |nc||ned p|ane? Why do
you th|nk th|s |s? Where do you see |nc||ned p|anes? now do peop|e use
|nc||ned p|ane? now does |t make our ||fe eas|er? If we race a toy car down
th|s |nc||ned p|ane]ramp, do you th|nk the toy car w||| be faster |f the ramp
CorLez



10
|s more |nc||ned]steeper or |f the ramp |s |ess |nc||ned? Why do you th|nk
th|s |s?
o. Walk Lo sLaLlon #3.
l. Lxplaln sLaLlon #3. (SLaLlon 3 ls Lhe pulley. ln Lhls sLaLlon, you wlll compare
llfLlng Lhe buckeL uslng your hands and uslng Lhe pulley. ?ou wlll plck whlch
meLhod Look less work. ?ou wlll record your observaLlons and flndlngs on a
sheeL provlded.) What d|d you not|ced about the exper|ment? D|d the
pu||ey change the d|rect|on of the bucket? now does pu||eys he|p us? What
d|d you not|ce about the amount of effort you had to put |n order to ||ft the
bucket?
p. Lxplaln group roles. (?ou wlll work wlLh your Lable groups for Lhe sLaLlons. Lach
person ln Lhe group wlll have a role and each role has an asslgned [ob.)
l. Lxplaln laclllLaLor. (Cne person ln your group wlll be Lhe faclllLaLor. 1helr [ob
ls Lo make sure everyone ls sLaylng on Lask and conLrlbuLlng Lhelr ldeas.)
ll. Lxplaln Pelper. (Cne person ln your group wlll be Lhe helper. 1helr [ob ls Lo
make sure everyone undersLand whaL Lhey are supposed Lo do and LhaL
everyone ln Lhelr group undersLands Lhe sLaLlon.)
lll. Lxplaln Speaker. (Cne person wlll be Lhe speaker. 1helr [ob ls Lo Lalk and
share Lhelr observaLlons and flndlngs Lo Lhe class.)
lv. Lxplaln SafeLy CapLaln. (Cne person wlll be Lhe safeLy capLaln. 1helr [ob ls Lo
make sure everyone ls belng safe when dolng Lhe experlmenLs.)
v. Lxplaln 8eader. (Cne person wlll be Lhe reader. 1helr [ob ls Lo read Lhe
sLaLlon dlrecLlons Lo Lhelr group.)
vl. 8emlnd sLudenLs of Lhe aLLenLlon geLLer.
vll. Lxplaln Llme managemenL of each sLaLlon. (l wlll seL Lhe Llmer for 12 mlnuLes.
Cnce Lhe Llmer beeps, you and your group wlll have 2 mlnuLes Lo clean up aL
your sLaLlon, Lurn ln any handouLs and move Lo your nexL sLaLlon.)
11. Work 1|me: (40 m|n)
a. Work Llme wlll conslsL of a LoLal of 40 mlnuLes, wlLh 12-mln roLaLlons for each
sLaLlon.
12. Independent Work: (40 m|n)
a. rovlde each sLudenL wlLh hls or her role.
b. lnsLrucL sLudenLs Lo read hls or her role.
c. lace Lhe Lable groups ln Lhe dlfferenL sLaLlons.
d. lnsLrucL sLudenLs Lo read and follow Lhe dlrecLlons ln Lhelr asslgned sLaLlons.
e. lnform sLudenLs LhaL Lhey wlll have 12 mlnuLes ln Lhelr sLaLlons.
f. lnform sLudenLs LhaL when Llme ls up, Lhey musL place Lhelr acLlvlLy sheeL ln Lhe
folder labeled CompleLed work" Lhen walL Lo be placed Lo Lhe nexL sLaLlon.
g. lnform Lhe Lable groups whlch sLaLlon Lhey wlll be worklng on nexL.
h. 8emlnd sLudenLs Lo fulflll Lhelr role's [ob.
l. 8emlnd sLudenLs Lo ralse Lhelr hand lf Lhey need any help or have any quesLlons.
[. 8emlnd sLudenLs Lo wrlLe Lhelr names on all of Lhelr papers.
k. MonlLor each sLaLlon.(Make sure sLudenLs are uslng Lhe glven equlpmenL properly.
Check lf sLudenLs are performlng Lhe experlmenL correcLly.)
CorLez



11
13. C|os|ng: (S m|n)
a. Caln sLudenLs aLLenLlon. (1eacher: class class" SLudenL: ?es ?es)
b. lnsLrucL sLudenLs Lo sLop and place Lhelr acLlvlLy sheeL ln Lhe folder ln Lhe sLaLlon
Lhey are ln.
c. lnform sLudenLs LhaL we wlll conLlnue nexL class.
d. 8evlew l can sLaLemenLs:
|. l can descrlbe how slmple machlnes help us.
ll. l can work wlLh oLhers when compleLlng a Lask.
e. Ask quesLlons Lo Lhe Lable groups Lo creaLe a class dlscusslon (Lable groups should
have an agreemenL on whaL Lo share Lo Lhe resL of Lhe class):
l. WhaL dld you learn abouL slmple machlnes?
ll. WhaL dld you en[oy Lhe mosL abouL Loday's lesson?
f. ass ouL sLudenLs self-assessmenL sheeL.
g. lnsLrucL sLudenL Lo wrlLe Lhelr name.
h. lnsLrucL sLudenLs Lo assess how well Lhey worked wlLh oLhers.
l. CollecL sLudenLs' self-assessmenL.
14. Iormat|ve Assessment 1ask (for teacher cand|date to comp|ete at the end of the day)
a. Analyze sLudenLs' acLlvlLy sheeLs.
b. Analyze sLudenLs' self-assessmenL


Day 3: (S0 m|n)
13. Introduct|on (3 m|n)
a. Caln sLudenLs aLLenLlon. use aLLenLlon geLLer, Class Class, (sLudenLs wlll respond yes,
yes)
b. Lxplaln Loday's lesson. (We wlll conLlnue our lesson on slmple machlnes. We wlll
waLch a vldeo as a revlew. As you waLch Lhe vldeo, you wlll add lnformaLlon Lo your
graphlc organlzer. AfLer Lhe vldeo, you and your group wlll dlscuss and wrlLe a reporL
on some of your observaLlons and flndlngs from your experlences durlng Lhe
sLaLlons.)
c. Share l can sLaLemenLs.
|. l can descrlbe how slmple machlnes help us.
||. l can reporL on slmple machlnes uslng my experlence ln a clear volce and
rlghL pace.
lll. l can work wlLh oLhers when compleLlng a Lask.
16. 8u||d|ng 8ackground (1S m|n)
a. 8evlew slmple machlnes.
b. ass ouL sLudenLs' graphlc organlzer.
c. lnsLrucL sLudenLs Lo add lnformaLlon ln Lhelr graphlc organlzer as Lhey waLch Lhe
vldeo.
d. MonlLor sLudenLs and make sure Lhey are sLaylng on Lask.(Make sure sLudenLs are
waLchlng Lhe vldeo and addlng lnformaLlon on Lhelr graphlc organlzer. Make sure
sLudenLs are noL Lalklng Lo Lhelr nelghbors.)
17. M|n| Lesson (S m|n)
CorLez



12
a. Lxplaln whaL Lo lnclude ln Lhelr oral presenLaLlon. (1oday you wlll be dellverlng an
oral presenLaLlon. ln your oral presenLaLlon, l wanL you Lo sLarL off by lnLroduclng
Lhe members of your group. 1hen, you wlll glve a llLLle revlew of Lhe sLaLlon ln whlch
you and your group have experlenced. AfLer a shorL revlew, you and your group wlll
share your observaLlons and flndlngs ln LhaL sLaLlon. Make sure Lo use Lhe
vocabulary LhaL we learned LhroughouL our slmple machlne lessons. lor example,
pulley, lever, fulcrum, eLc. LasLly, allow Lhe audlence Lo glve commenLs or
quesLlons.)
b. Model an example. (Pl everyone, l'm Ms. CorLez and Lhese are my group members
Mrs. Lakalo and Ms. Aldyn. 1he sLaLlon we wlll Lalk abouL Loday ls Lhe pulley sLaLlon.
ln our sLaLlon, we experlmenLed on how Lhe pulley help carry Lhe buckeL. We Lrled
Lo carry Lhe buckeL wlLh our bare hands and also wlLh Lhe help of Lhe pulley. We
found LhaL _______ ls beLLer because ______. We also found LhaL pulley ______.
uoes anyone have any quesLlons or commenLs?)
c. Lxplaln dellvery of Lhelr reporL.
l. Model a clear volce and good paclng.
d. lace oral presenLaLlon checkllsL on Lhe Llmo Lo help gulde sLudenLs.
18. Work 1|me (2S m|n)
a. Work Llme wlll conslsL of a LoLal of 23 mlnuLes, wlLh 10 mlnuLes ln creaLlng Lhelr
reporL wlLh Lhelr group and LoLal of 13 mlnuLes for Lhe groups Lo reporL Lo Lhe class.
19. Co||aborat|ve Group Work: (10 m|n)
a. Allow sLudenLs Lo work wlLh Lhelr group ln wrlLlng Lhelr oral presenLaLlon.
b. MonlLor each group and make sure Lhey are on Lhe rlghL Lrack by checklng Lhelr
wrlLLen reporL.
c. 8emlnd sLudenLs whaL Lhey need Lo lnclude ln Lhelr reporL by checklng Lhe oral
presenLaLlon checkllsL.
d. 8emlnd sLudenLs Lo work as a group ln generaLlng Lhelr reporL.
e. 8emlnd sLudenLs Lo conslder everyone's ldeas.
20. Independent Work: (1S m|n)
a. Allow each group Lo reporL Lhelr flndlngs and observaLlons.
l. use Lhe rubrlc Lo score sLudenLs reporL.
21. C|osure: (2 m|n)
a. Caln sLudenLs aLLenLlon. (1eacher: class class" SLudenL: ?es ?es)
b. rovlde self- assessmenL sheeL.
c. lnsLrucL sLudenLs Lo self-assess how well Lhey worked wlLh oLhers.
d. 8evlew l can sLaLemenLs:
|. l can descrlbe how slmple machlnes help us.
||. l can reporL on slmple machlnes uslng my experlence ln a clear volce and
rlghL pace.
lll. l can work wlLh oLhers when compleLlng a Lask.
e. Ask sLudenLs Lo submlL Lhelr graphlc organlzer, presenLaLlon acLlvlLy sheeLs and self-
assessmenL.
22. Iormat|ve Assessment 1ask (for teacher cand|date to comp|ete at the end of the day)
a. Analyze graphlc organlzer.
CorLez



13
b. Score sLudenLs reporL.
c. Analyze sLudenLs' self-assessmenL.


CorLez



14
Stat|on #1: S|mp|e Mach|ne Web nunt

ulrecLlons:
1. Co Lo Lhls webslLe: edheads.org
2. Cllck on CPCCSL AC1lvl1?
3. Cllck on SlMLL MACPlnLS
4. Cllck S1A81
3. SelecL !"# "%&'#
6. Cllck on Lhe ()!"*%%+
7. llnd Lhe 10 slmple machlnes LhaL are hldden ln Lhe baLhroom.
8. Answer Lhe quesLlons ln Lhe acLlvlLy.
9. 8ecord your score
10. CompleLe Lhe acLlvlLy sheeL and wrlLe 2 Lhlngs you learned from Lhls sLaLlon.

Stat|on #2: Lever

ulrecLlons:
1. 1ake one lever acLlvlLy sheeL and WrlLe your name.
2. WrlLe 2 quesLlons LhaL come Lo your mlnd abouL Lhls sLaLlon before sLarLlng Lhe acLlvlLy.
3. Lay down Lhe pencll or marker flaL and Lape lL onLo Lhe desk. 1hls becomes your fulcrum.
4. 1ape Lhe cup LhaL's labeled Load" Loward Lhe 1 cm mark of Lhe ruler.
3. 1ape Lhe oLher cup LhaL's labeled LfforL" Loward Lhe 30 cm mark of Lhe ruler.
6. lace Lhe ruler on Lop of Lhe pencll.
7. oslLlon Lhe ruler so Lhe pencll ls on Lhe 3 cm mark.
8. lace Lhe rock ln Lhe cup LhaL's labeled Load." 1he rock ls whaL you are Lrylng Lo llfL.
9. lace pennles ln Lhe oLher cup LhaL's labeled LfforL" unLll Lhe Load" cup ls llfLed lnLo Lhe alr.
10. 8ecord Lhe number of pennles on your acLlvlLy sheeL.
11. 8emove Lhe pennles from Lhe cup.
12. oslLlon Lhe ruler so Lhe pencll ls on Lhe 13 cm mark.
13. lace pennles ln Lhe LfforL" cup unLll Lhe Load" cup ls llfLed lnLo Lhe alr.
14. 8ecord Lhe number of pennles on your acLlvlLy sheeL.
13. 8emove Lhe pennles from Lhe cup.
16. oslLlon Lhe ruler so Lhe pencll ls on Lhe 23 cm mark
17. lace pennles ln Lhe LfforL" cup unLll Lhe Load cup ls llfLed lnLo Lhe alr.
18. Answer Lhe quesLlons.
19. WrlLe any observaLlons.

Stat|on #3: S|mp|e Mach|ne C|assroom Scavenger nunt

ulrecLlons:
1. 1ake one of Lhe scavenger hunL sheeL.
2. WrlLe your name, daLe and number on lL.
3. 8ead Lhe labels.
4. Look around Lhe classroom for examples of slmple machlnes.
3. CompleLe Lhe scavenger hunL sheeL.
6. llnd as much slmple machlnes as you can wlLhln Lhe glven Llme.
7. Answer Lhese quesLlons on Lhe back of your acLlvlLy sheeL:
a. Whlch Lype of slmple machlne dld you flnd Lhe mosL?
CorLez



13
b. Whlch Lype of slmple machlne dld you flnd Lhe leasL?
c. uraw one example of a lever LhaL you found and label Lhe fulcrum.

Stat|on #4: Inc||ne |ane

ulrecLlons:
1. 1ake a recordlng sheeL and wrlLe your name.
2. WrlLe a quesLlon LhaL comes Lo your mlnd abouL Lhls sLaLlon before beglnnlng Lhe acLlvlLy.
3. SLack Lhe books on Lhe Lable.
4. lace one end of Lhe wood on Lhe edge of Lhe books Lo form a ramp. 1hls ramp creaLes an lncllned
plane.
3. Pook Lhe small bag wlLh Lhe sprlng scale.
6. 8ead Lhe sprlng scale on how much efforL lL Lakes Lo llfL Lhe small bag on lL's own.
7. WrlLe lL on Lhe Lable below.
8. lace Lhe small bag on Lhe boLLom parL of Lhe ramp.
9. use Lhe sprlng scale Lo slowly pull Lhe small bag Lo Lhe Lop of Lhe ramp.
10. 8ead Lhe sprlng scale.
11. WrlLe how much efforL lL Lakes Lo llfL Lhe small bag uslng Lhe ramp.
12. Change Lhe ramp by ad[usLlng Lhe amounL of books.
13. WrlLe any observaLlons lnslde Lhe observaLlon box.
14. Answer Lhe quesLlons.
13. 8ecord any observaLlons.

Stat|on #S: u||ey

ulrecLlons:
1. lace welghLs lnslde Lhe buckeL.
2. Carry Lhe buckeL wlLh your hand.
3. Cbserve how much efforL (work) lL Lakes for you Lo carry Lhe buckeL.
4. uL Lhe buckeL down.
3. Pold Lhe oLher end of Lhe rope.
6. ull Lhe rope down Lo llfL Lhe buckeL.
7. Cbserve how much efforL (work) lL Lakes for you Lo carry Lhe buckeL.
8. 8ecord any observaLlons on Lhe observaLlon box.
9. Answer Lhe quesLlons.













CorLez



16


1eacher AssessmenL 1ool
8enchmark 1
(We|| be|ow)
2
(Deve|op|ng
prof|c|ency)
3
(Meets
expectat|on)
4
(Lxceeds
expectat|on)

3
.
8
l
.
1

8
e
a
d
l
n
g

l
n
f
o
r
m
a
L
l
o
n
a
l

k
e
y

l
d
e
a
s

a
n
d

u
e
L
a
l
l
s

l can ask and
answer
quesLlons
abouL slmple
machlnes
wlLh Lhe help
of my
LexLbook,
Leacher or
experlence.


l do noL ask and
answer quesLlons
abouL slmple
machlnes.
l can ask and
answer aL leasL
2 quesLlons
abouL slmple
machlnes wlLh
Lhe help of my
LexLbook,
Leacher or
experlence.

l can ask and
answer aL leasL
3 quesLlons
abouL slmple
machlnes wlLh
Lhe help of my
experlence,
LexLbook, or
Leacher.

l can ask and
answer aL leasL
4 quesLlons
abouL slmple
machlnes wlLh
Lhe help of my
experlence,
LexLbook or
Leacher.
3
.
8
l
.
2

8
e
a
d
l
n
g

l
n
f
o
r
m
a
L
l
o
n
a
l

k
e
y

l
d
e
a
s

a
n
d

u
e
L
a
l
l
s

l can Lell Lhe
maln ldea of
Lhe LexL and
show deLalls
Lo supporL lL.

l compleLed less
Lhan half of my
graphlc organlzer
sheeL.
l compleLed
half of my
graphlc
organlzer sheeL
wlLh mlnlmal
errors.
l compleLed my
graphlc
organlzer sheeL
wlLh mlnlmal
errors.
l compleLed my
graphlc
organlzer sheeL
wlLh accuracy.
C
L
C

#

2

C
o
m
m
u
n
l
L
y

C
o
n
L
r
l
b
u
L
o
r

l can work
wlLh oLhers
when
compleLlng a
Lask.
l refuse Lo work
wlLh oLhers.
l can
someLlmes
work wlLh
oLhers when
compleLlng a
Lask.
l can work wlLh
oLhers when
compleLlng a
Lask wlLhouL
argulng.
l can work wlLh
oLhers when
compleLlng a
Lask and offer
Lo help oLhers.








CorLez



17



8enchmark 1
(We|| be|ow)
2
(Deve|op|ng
prof|c|ency)
3
(Meets
expectat|on)
4
(Lxceeds
expectat|on)
S
C
.
3
.
7
.
1

S
c
l
e
n
c
e


l
o
r
c
e
s

a
n
d

M
o
L
l
o
n

l can descrlbe
how slmple
machlnes
help us.

l can'L descrlbe
how slmple
machlnes help
us.
-l can descrlbe aL
leasL 3 of Lhe
dlfferenL Lypes
of slmple
machlnes.

-l can provlde
some
explanaLlon on
how Lhey help us
wlLh our work.
-l can descrlbe
mosL of Lhe
dlfferenL Lypes
of slmple
machlnes.

-l can explaln
how Lhey help
us wlLh our
work mosL of
Lhe Llme.
-l can descrlbe
all Lhe Lypes of
slmple
machlnes.
-l can explaln
how slmple
machlnes help
us wlLh our
work.
3
.
S
L
.
4

S
p
e
a
k
l
n
g

a
n
d

L
l
s
L
e
n
l
n
g

r
e
s
e
n
L
a
L
l
o
n

o
f

k
n
o
w
l
e
d
g
e

a
n
d

l
d
e
a
s

l can reporL
on slmple
machlnes
uslng my
experlences ln
a clear volce
and rlghL
pace.
-l can wrlLe a
reporL abouL
slmple
machlnes uslng
my experlences
ln Lhe sLaLlons
or readlngs.

-l can dellver
lnformaLlon
buL my volce
lsn'L clear and
lL's ln a slow or
super fasL
pace.
-l can wrlLe a
reporL abouL
slmple machlnes
uslng my
experlences ln
Lhe sLaLlons or
readlngs.

-l can dellver
lnformaLlon ln a
lnconslsLenL
clear volce or
lnconslsLenL
pace.
-l can wrlLe a
reporL abouL
slmple
machlnes uslng
my experlences
ln Lhe sLaLlons
or readlngs.

-l can dellver
lnformaLlon ln a
clear volce and
good pace mosL
of my whole
reporL.
-l can wrlLe a
reporL abouL
slmple machlnes
uslng my
experlences ln
Lhe sLaLlons and
my readlngs.

-l can dellver
lnformaLlon ln a
clear volce and
good pace
LhroughouL my
whole oral
presenLaLlon.

CorLez



18
Cral resenLaLlon CheckllsL
CrlLerla uescrlpLors CommenLs

Cral resenLaLlon
___ Croup members were
lnLroduced
___ Lxplalned overvlew of
sLaLlon
___Lxplalned observaLlons and
flndlngs
___used vocabulary learned
from Lhe lesson
___uellvery of lnformaLlon was
clear
___uellvered lnformaLlon ln a
good pace
___Allowed audlence Lo glve
commenLs or quesLlons






















CorLez



19


SLudenL AssessmenL uaLa 1able


Crade level
benchmark
8eadlng
lnformaLlonal
8eadlng
lnformaLlonal
CommunlLy
ConLrlbuLor
lorces and
MoLlon
Speaklng and
LlsLenlng
CommenLs
3.8l.1 3.8l.2 CLC #2 SC.3.7.1 3.SL.4
SLudenL names
1. Lmlly
2. Shyson
3. noa
4. 8lley
3. AlberL
6. AnLhony
7. keanu
8. !ada .
9. Char
10. reclous
11. kalnoa
12. --
13. !ellne
14. kalena
13. 1ommy
16. Malle
17. kayla
18. Amallko
19. uean
20. !adalyn
21. Shyla
22. Zackary
23. Camllle
24. Amber
23. 1avannl
26. Crace
27. 8lck


CorLez



20
SLudenL Self-AssessmenL

Clrcle Lhe faclal expresslon LhaL shows how well you worked wlLh oLhers.




l worked well wlLh
oLhers.

l could have done
beLLer ln worklng
wlLh oLhers.


l refused Lo work
wlLh oLhers.

Clrcle Lhe faclal expresslon LhaL shows how well your group worked LogeLher.







Cur group worked
well LogeLher.



Cur group could
have done beLLer
ln worklng
LogeLher.










Cur group dld noL
worked well
LogeLher.





CorLez



21

I|gure 1 |cture, wh|ch w||| be shown to the students
CorLez



22
Slmple Machlne
name:
uaLe:

name WhaL ls lL?
(ueflnlLlon)
urpose Lxamples CLher lmporLanL
lnformaLlon

Slmple machlnes




1ype of Slmple
Machlne
WhaL ls lL?
(ueflnlLlon)
urpose Lxamples CLher lmporLanL
lnformaLlon


Lever





Wheel-and-
Axle





ulley





lncllned lane





Wedge






Screw





CorLez



23

SLaLlon #1: Slmple Machlne Web PunL

name:

Score:

1wo Lhlngs you learned from Lhls sLaLlon:
1.





2.

































CorLez



24
SLaLlon #2: Lever
name:
uaLe:

oslLlon of lulcrum number of ennles
3 cm
13 cm
23 cm
CbservaLlons:









CuesLlons:




a. WhaL dld you noLlce when you moved Lhe poslLlon of Lhe fulcrum?





b. AL whlch cm mark dld you llfL Lhe load Lhe easlesL?






c. Pow dld Lhe lever help llfL Lhe load?






CorLez



23

SLaLlon #3: Slmple Machlne Classroom Scavenger PunL
name:
uaLe:

# name of ob[ecL 1ype of Slmple Machlne Pow does lL Work?




































CuesLlons:
1. Whlch Lype of slmple machlne dld you flnd Lhe mosL?
2. Whlch Lype of slmple machlne dld you flnd Lhe leasL?
3. uraw one example of a lever LhaL you found and label Lhe fulcrum.












SLaLlon #4: lncllned lane
CorLez



26
name:
uaLe:

MeasuremenL (LfforL)
no ramp
uslng Lhe ramp
CbservaLlons:












a. WhaL dld you noLlce when you used Lhe ramp Lo llfL Lhe small bag?







b. WhaL dld you noLlce when you changed Lhe ramp?








c. Pow does Lhe ramp help?








CorLez



27

SLaLlon #3: ulley
name:
uaLe:


CbservaLlons:

















a. Whlch meLhod Look less efforL Lo carry Lhe buckeL? (WlLh your hands or wlLh Lhe pulley?)









b. Why do you Lhlnk Lhls meLhod was easler compared Lo Lhe oLher meLhod?