Home Third Grade News Library &
Research 		Winthrop School
Home Page 		Curriculum Melrose Public Schools

Put Your Thinking Caps On, and Have Fun!
Simple Machines WebQuest

Introduction The Task The Process Resources Evaluation Conclusion

Introduction

As you explore this WebQuest you will learn about the six simple machines, their history, and how they make our lives easier, along with the patent process. You will also get an opportunity to create your own illustration of a complex machine made up of simple machines. In addition, you will find out about some important inventors in history, and the inventions they made.

**News Flash**

Rube Goldberg, a famous machine cartoonist, has lost his imagination and creativity. He is sending out a help alert to imaginative children everywhere. The patent board needs your invention first so that Rube can use it. So, start those ideas flowing - we need to help Rube get his creativity back.

The Task

It is your job in this WebQuest to invent a new machine. Not just any machine, but a compound machine based on the work of Rube Goldberg. You will need to use at least four simple machines in an unusual arrangement to accomplish a normally simple task. Rube has a deadline to get his next cartoon to the publisher, so you don't have much time to do all the work yourself. Rube is asking that students work in teams of 4 or 5 to research and design a new invention. Your group needs to make a wacky invention using the jobs below:

Your task is to do the following:
First, you are in charge of keeping track of when items are due, and using the process section to know what is due in this webquest.

The Process

Your class will be divided into groups of 4 or 5 . You will divide the work among your group equally. Each member will be responsible for contributing to the design of a machine. Your first step should be to decide as a group which task your members will cover.

Below is a timeline of what you will be working on, and when each piece is due. If you finish something early, think of the following checklist items: Did I do my best? Did I include everything that was expected? Did I have a peer edit with members of my group to review and edit my work? Did I have Mrs. Herook review my project? If you answer "yes" to these items, then begin working on the next area of the project.

  1. With your team, decide on how to save energy by turning off the classroom light switch normally a simple task. Work as a team to decide how you could make a complex machine to turn off the light switch.
  2. Each team member should take notes on their findings as they research their section.
  3. Each team member will use the links below to do their research, taking notes to help design a machine.
  4. After all team members have completed their research, the team will need to decide how to design the machine.
  5. The final design illustration and assemblage sculpture will be presented to the group. Each member will participate in presenting their new design to the class.
**Calendar with due dates will be coming shortly**
  1. February 2: Introduction to Webquest, Simple Machine resource activities, and Rube Goldberg during Computer Lab time.
  2. February 9: Teams will research Simple Machines and Rube Goldberg, using the Simple Machine Information and Patent worksheet to record findings. (Computer Lab)
  3. February 16: Teams will complete research on Simple Machines, the Patent Process, and Rube Goldberg and other inventors. (Computer Lab)
  4. February 28: Teams will start sketching their ideas for shutting off the classroom light switch with various simple machines during Art class with Ms. Benski. Use the following Rube Goldberg cartoon as an example of how to set up your sketch Picture Snapping Machine

Resources

Research information for your machine using the web links provided below. Read the information on the sites and take notes on the different simple machine types using your word processing application and the Internet at the same time (*handwritten notes are also an option). Move back and forth between products by toggling between product icons in the upper right corner of the workstation monitor. Don't forget to copy URL's onto your document to create a bibliography. After typing your notes, be sure to use spell check before printing the template.

**You can also get ideas and information by reading newspapers and magazines.**

Internet Resource Links

Rube Goldberg Biography
Use the online version to find out about this interesting man - Click on "About Rube".

Rube Goldberg:Comic Creator
You may find answers to your questions using this page.

Rube Goldberg Cartoon Gallery
Click on Artwork Gallery to see examples of his work.

Let's Go Work on the Playground
Practice identifying simple machines in the playground.

Simple Machines Construction Site
Everyone should visit the construction site to find out more about simple machines, and construct one.

Simple Machines Made Simple
Story lesson explaining simple machines.

Simple Machines
Edheads.org - A fun site to learn about all the simple and compound machines that we use.

Examples of Simple Machines
MIKIDS - gives you the definition and examples of simple machines.

Animals - Tool Time
How clever animals get stuff done. Animals and their use of tools.

Inventor's Toolbox
From the Museum of Science and the Leonardo exhibit.

Can You Guess This Invention?
View Leonardo's Inventions, and guess what it is?

Build a Rube Goldberg Machine
Play with these simple machines to make the Rube Goldberg Machine work.


Additional Simple Machine Resources and Activities

Here are some additional websites that might be helpful in understanding Simple and Complex machines.

KDN:Kids Design Network
Try creating on your own. **You will need the class username and password to use the site**

Simple Machine Online Exhibit
Interactive site explaining the mechanical advantage of each design. Intended for upper elementary and higher, but has great animations to explain process.

Cyrils Cheese
Learn about the the principles of push and pull by helping Cyril get the cheese to his hole.

Forces Presentation
From Zephyrus, this presentation explains the physics behind force.

The Odd Machine
Try to figure out what this odd machine will do using the various simple machine parts.

Early Tools Gallery
An online museum with a wide selection of early tools. Can you identify the different simple and complex machine types?

Video: Work, Energy and Simple Machines
3 United Streaming videos to support understanding of Simple Machines and the project. each video is between 15-20 mins. in length.

Brainpop Video -Pulleys
From Glencoe-Mcgraw Hill. Scroll down on the page and choose the title called "Pulleys".

Evaluation

Your project will be graded using the following rubric. Credit will be given based on accuracy of information, spelling, grammar and creative design.

Your group will be evaluated on how well you complete this task. Your group will need to turn in the following:

  1. A list of simple machines and how they work.
  2. A patent application.
  3. A completed complex machine illustration and assemblage sculpture.

Points will be given based on the following:

  1. How complete is your simple machine list?
  2. Did you construct your invention in the Rube Goldberg style?
  3. How well did you follow directions?
  4. Did you use at least 4 simple machines in your illustration?
  5. Did you accurately label all the simple machines in your invention cartoon?

Advanced:

  1. Includes 4 or more simple machines in the invention cartoon
  2. Followed through directions well; self-motivated
  3. Unique ideas, uses science vocabulary in labels
  4. Extensive effort; uses time effectively
  5. Group Cooperation:Listens well, shares, helps, encourages and redirects others back to task
  6. Consistently integrates information, skills, and use of technology
  7. Spelling is 100% correct, evidence of using editing checklist
An Advanced rating will result in a grade of 4

Proficient:

  1. Includes at least 4 simple machines in the invention cartoon.
  2. Completed project with little help
  3. Creative, added more than the typical looking machine
  4. Group Cooperation:Appropriate effort and time on task
  5. Listens well; helps other; shares; Uses time appropriately
  6. Occasionally integrates information, skills, and use of technology
  7. Spelling is 90% correct, evidence of using editing checklist
A Proficient rating will result in a grade of 3

Novice:

  1. Includes at least 3 simple machines in the invention cartoon.
  2. Completed project with frequent assistance
  3. Typical looking machine
  4. Inadequate effort and time on task
  5. Group Cooperation:Appropriate cooperation, needed frequent assistance
  6. Occasionally uses information, skills, and use of technology
  7. Spelling is 60% correct, some evidence of using editing checklist
An Accepted rating will result in a grade of 2

Unsatisfactory:

  1. Includes at least 2 simple machines in the invention cartoon.
  2. Lacked a Plan, incompleted project with frequent assistance
  3. Used others ideas
  4. Group Cooperation: Resistant, inappropriate
  5. Did not complete task
  6. Unable to use information, skills, and use of technology
  7. Spelling is under 60% correct, little evidence of using editing checklist
An Unsatisfactory rating will result in a grade of 1

*Everyone in your group will receive the same grade.*

Conclusion

Through this Webquest you have researched the 6 simple machines, and how they are used. You have learned about force - push and pull and how simple machines help with that. You know who Rube Goldberg was, and how he used simple machines to invent new machines. You found out about some important inventors in history, and some of their inventions. You will know what the patent process is, how it works, and why it is necessary.

In conclusion, think about the following questions:

  1. How many simple machines do you use daily?
  2. Think of a machine in real life that uses all of the simple machines that you learned about.
  3. How do you think that early man developed the pulley? Wedge?
***************************************************************************

Teacher Resources


As a result of participating in this activity, students will:

  1. Students will be able to identify each simple machine.
  2. Students will understand the following terms: force, effort and work.
  3. Students will access the Internet to search for, and share information on simple machines.
  4. Students will be able to demonstrate their knowledge of simple machines by drawing, demonstrating, and/or creating a simple or complex machine.
  5. The final activity will be to create an illustration to present and share with the class.

Understanding By Design - Overarching Themes

  1. A machine is a device that does work. Machines do not increase the amount of work done, but they do make work easier.
  2. Machines make work easier by changing force or distance, or by changing the direction of the force.
  3. There are three simple machines: the lever, the pulley, and the inclined plane. The wheel and axle, the wedge, and the screw are modifications of the three simple machines.
  4. A complex machine is a machine made up of two or more simple machines.

MA Frameworks Covered in this activity:

Science

MA-GR1 - Science-MA.3
Physical Sciences

MA-GR1- Science - 3.3
Position and Motion of Objects: Describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round and round, fast, and slow.

Ma-GR1 - Science - 3.4
Position and Motion of Objects. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.

MA - GR1 - Science - MA .4
Technology/Engineering

MA - GR1 - Science - 4.1
Materials and Tools: Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, styroform)

MA - GR1 - Science - 4.2
Materials and Tools: Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, styroform)

MA - GR1 - Science - 4.3
Materials and Tools: Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures.

MA - GRK - Science - 4.4
Engineering Design: Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever.

MA - GR1 - Science -4.5
Engineering Design: Describe how human beings use parts of the body as tools (e.g. teeth for cutting, hands for grasping and catching), and compare their use with the ways in which animals use those parts of their bodies.

Language Arts

Language Strand
Standard 1 - Discussion
Standard 2 - Questioning, Listening & Contributing
Standard 3 - Oral Presentation

Reading & Literature Strand
Standard 8 - Understanding text

Composition Strand
Standard 19 - Writing
Standard 20 - Consideration of Audience & Purpose
Standard 21 - Revising
Standard 22 - Standard English Conventions
Standard 23 - Organizing Ideas in Writing
Standard 24 - Research

Media Strand
Standard 27 - Media Production

Instructional Technology

Standard 1 - Demonstrate proficiency in the use of computers and applications as well as an understanding of concepts underlying hardware, software, and connectivity.
1.1, 1.3, 1.4, 1.6, 1.7, 1.9, 1.10 (PreK-4)
1.14, 1.16, 1.17, 1.18, 1.25, 1.26, 1.27, 1.28, 1.32, 1.33 (Grades 5-8)

Standard 2 - Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media.
2.1, 2.2, 2.4 (PreK-4)
2.6, 2.7, 2.14 (Grades 5-8)

Standard 3 - Demonstrate ability to use technology for research, problem-solving, and communication. Students locate, evaluate, collect, and process information from a variety of electronic sources. Students use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.
3.1, 3.2, 3.4 (PreK-4)
3.6, 3.8, 3.9 (Grades 5-8)

The Arts Disciplines: Visual Arts

Standard 1: Methods, Materials, and Techniques - Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.

1.1 Use a variety of materials and media.
1.2 Create artwork in a variety of two-dimensional (2D) and three dimensional (3D) media (found objects for assemblage and construction)

Standard 2: Elements and Principles of Design

2.2 For line, explore the use of line in 2D and 3D works.
2.4 For shape and form, explore the use of shapes and forms in 2S and 3D works.

Standard 3: Observation, Abstraction, Invention, and Expression

3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy.

Standard 4: Drafting, Revising, and Exhibiting

4.2 Select works for exhibition and work as a group to create a display.

Standard 5: Critical Response

5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group.

Standard 7: Roles of Artists in Communities

7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects.

Standard 9: Inventions, Technologies, and the Arts

9.1 When using art materials or handling and viewing artifacts or musical instruments, as and answer questions such as: "What is this made of?", "How does this instrument produce sound?", "Would I design this differently?", "Who first thought of making something like this?"

Standarf 10: Interdisciplinary Connections

10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines.

Click here to return to Library & Research

This resource developed by:
Susan Herook, Instructional Technology Specialist
Melrose Public Schools (Created January 2006/updated April 2011)