Science/Strand IV/Content Standard 3/Middle School/Benchmark 5
Instructional Example

Benchmark Question: How can we control the motions of objects?

Focus Question: How can we use simple machines to make work seem easier?

Students will work in small groups to complete the following activities:

Students will pound a large nail into a piece of wood. The teacher should make sure they leave at least three cm of the top of the nail above the board. Students will try to remove the nail with their fingers and then with the claw of a hammer. Students will discuss the difference in effort needed to remove the nail with their fingers and with the hammer claw. How and why did the hammer make the job easier?

Next, students will screw a screw into a piece of wood. Students will try to unscrew the screw with their hand and then with a screwdriver. Students will discuss the difference in effort needed to remove the screw with their fingers and with the screwdriver. How and why did the screwdriver make the job easier?

Caution: Make sure that all students wear safety glasses during this activity.

Constructing: (SCI.I.1.MS.1), (SCI.I.1.MS.4).

Reflecting: (SCI.II.1.MS.3).

 

Science/Strand IV/Content Standard 3/Middle School/Benchmark 5
Assessment Example

The following assessment can be used at the end of the pulley section of the simple machine unit.

The teacher will read the following scenario to the class:

A man has fallen into a deep hole with slippery sides. He has tried but cannot climb out. Before falling into the hole, he left a long rope, two fixed pulleys, and two movable pulleys on the ground above. Traveling with the man was his small son. The man can shout directions to his son but his son cannot pull him out or run for help. There are no ladders or anyone else to help. The only way out is to use the pulleys and rope.

Each student will write out directions that explain to the son what to do in order to get the man out of the hole and will draw a picture of the procedure to get the man out of the hole.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Completeness of directions

Writes few directions with no details.

Writes most steps of the directions in correct order using pulleys and including a few details.

Writes step-by-step directions in correct order using pulleys and including some details.

Writes step-by-step directions in correct order using pulleys and including many details.

Correctness of diagram

Draws a partial diagram with no labels.

Draws a diagram with most information correct and a few labels.

Draws a diagram that includes the proper set-up and use of pulleys with some labels.

Draws a diagram that includes the proper set-up and use of pulleys with all labels.