Simple Machines, Complex Problems

Third graders are in the midst of an exciting unit on simple machines. This week, they investigated how wheels and axles make work easier, but the unit also covers levers, inclined planes, and pulleys. Soon, they will participate in the Potato Chip Factory Challenge, using simple machines to solve a complex problem. 

 

As you might guess, The Potato Chip Factory Challenge—which is the grand finale of the simple machines unit—will require students to apply all the scientific principles and skills they have been learning. The foundational lessons on force, gravity, work, and Newton’s laws of motion have asked students to draw on scientific skills developed in 2^ndgrade—like observation and analysis—and to acquire new skills such as planning and conducting an investigation and collecting evidence to construct explanations in support of an argument. 
 

In November, 3^rdgraders will be ready to engineer a machine that will move a potato over six feet and up three feet. This movement simulates how a potato might be moved off a truck and onto a loading dock or conveyor belt. “Engineering loops kids in who aren't naturally interested in science, but love building and solving problems. It casts a wider net to engage all students in the work,” says Primary School Science Teacher Kate Bueno.

 

 

This simple machines unit was designed by Kate and former Lowell Science Teacher Kelly Hoffmaster in the summer of 2015 when they received a grant to align the Primary School science curriculum with Next Generation Science Standards (NGSS). The NGSS standards place an emphasis on deep conceptual understanding of science principles and practices. As they redesigned units, Kate and Kelly made sure that the science would be accessible and the lessons engaging.

 

Now in her second year of implementing the curriculum, Kate is energized knowing that the lessons are conceptually rich, grounded in developmentally-appropriate science content, and fit in with what other teachers are doing all over the country.“Going through all these steps is a much richer experience and prepares students . . . to use their interdisciplinary understanding to solve complex problems,” says Kate.

 

 

Questions and Understandings of the Simple Machines Unit. 

 

A. What is a force?

B. How does gravity affect objects?

C. What makes objects move?

D. What makes objects stop moving?

E. What is work and why do we need to do it?

F. Why do people use simple machines?

G. How can we use simple machines together to accomplish a task?

A. A force is a push or a pull

B. Gravity is a force that pulls things down to the earth

C. Objects in motion stay in motion and objects at rest stay at rest unless another force acts on them

D. When an object moves from one place to another, this is called work

E. Simple machines make work easier

F. Two or more simple machines can be combined to make work easier