Simple Machines VR

THE SIMPLE MACHINES

HOW CAN A MOUSE LIFT AN ELEPHANT?
Alba Mas Garolera
mmas2265@xtec.cat

Generació Plurilingüe
Second Year 2017-2018

Adapted from CLIL-SI 2015. More information at:
http: //grupsderecerca.uab.cat/clilsi/
Updated byGEP trainers 2017-/2018

PROJECT PLANNING TEMPLATE
for CLIL and Content-Rich Environments
Identification
Title THE SIMPLE MACHINES
Authorship ALBA MAS GAROLERA
With the support of ....
School INS VIL·LA ROMANA
CEFR Level (A1, A2...) A2-B1
Grade ESO 3rd
Content areas Technology
Number of sessions 7
Teacher(s) involved 1


Key words
Simple Machines
Lever
Pulley
Inclined Plane
Mechanical advantage
INTRODUCTION TO THE PROJECT
Many structures were built without heavy machines in antiquity like pyramids, catapults, large mortars...
What did they use?
Let’s see how they built it!
LITTLE STORY:
Although Archimedes has the credit for it being invented, there has been signs that it may have actually been started in ancient Egypt.
Inclined planes have been used many times throughout history, starting even back in prehistoric times. It was not perceived as a
machine, as it was looked on as not a mechanical aspect. This was why it did not become a "simple machine" until the Renaissance.


It is said that inclined planes were used to transport the rocks used in Stonehenge.
In ancient Egypt is assumed that levers were a common device; constructors used the lever to lift obelisks, 100 tons and heavier. It is
rumored that Mesopotamians used pulleys in 1500 BC, but the first compound pulley was invented by Archimedes.
Greek sculptures, arrowheads and chopped wood are a few good examples. For all these, a wedge machine would have been used.
Native Americans would have used something similar to a chisel to make arrowheads.
The driving question:HOW CAN A MOUSE LIFT AN ELEPHANT?


GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?
(assessment criteria)
1.-Identify the basic simple machines: list the
features and give examples. Find someone where
you live.
1.- Students mention simple machines and describe how they work.
(Self and peer assessment using a rubric).
2.-Know how different simple machines are used
in everyday life to make work easier.
2.- Students explain their results to the other students/ in front of the class about
their 3D video and the examples they used.
(Rubric)
3.- Describe the properties of the lever, the pulley
and the inclined plane.
3.- SS can describe the main properties of the simple machines.
4.- Perform small calculations to solve simple
problems.
4.- SS solve simple competential problems.
5.- Help future students


PRODUCT/S Virtual reality video explaining (with examples) how - a lever, a pulley and a hoist, an inclined plane- can help to
lift heavy weights.
CURRICULUM CONNECTIONS
Link your project to the curriculum
SPECIFIC COMPETENCES AND KEY CONTENTS
Subject-matter curriculum Foreign language curriculum
Basic skills from the scientific-technological field
INQUIRING ABOUT NATURAL PHENOMENA AND EVERYDAY LIFE
DIMENSION
C5.- Solving problems of everyday life by applying scientific
reasoning.
OBJECTS AND TECHNOLOGICAL SYSTEMS OF EVERYDAY LIFE
DIMENSION
C7.- Use technological objects of everyday life with the basic
knowledge of its operation, maintenance and actions to be done to
ORAL COMMUNICATION DIMENSION
C1.- Obtain basic information and understand oral, simple and
adapted texts, of everyday life, the means of communication and
the schools sphere.
C2.- Plan and produce short and simple oral texts appropriate to
the communicative situation.
C3.- Use oral interaction strategies according to the
communicative situation for initial, maintain and finish the speech.
READING COMPREHENSION DIMENSION
C6.- Use consulting tools to access text comprehension.


minimize the risks in manipulation and in the environmental
impact.
C8.- Analyze technological systems of industrial scope, evaluate
the personal and social advantages, as well as the impact on
health and the environment
C9.- Design and build simple technological objects that solve a
problem and evaluate the suitability of the result
Basic skills of the digital field
INSTRUMENTS AND APPLICATION DIMENSION
C3.- Use basic image editing applications, sound and motion
pictures for producing digital document.
INFORMATION PROCESSING AND ORGANIZATION OF WORK
AND LEARNING ENVIRONMENTS DIMENSION
C4.- Search, contrast and select digital information suitable for the
work to be done, considering various sources and digital media.
C6.- Organize and use a personal environment of work and
learning with digital tools to develop in the knowledge society.
INTERPERSONAL COMMUNICATION AND COLLABORATION
DIMENSION
C8.- Do group activities using virtual collaborative tools and
environments
WRITTEN EXPRESSION DIMENSION
C8.-produce simple texts to adapt to the communicative situation
and with the help of supports.
MULTILINGUAL AND INTERCULTURAL DIMENSION
C12.- Use multilingual strategies for communication.


CITIZENSHIP, HABITS, CIVILITY AND DIGITAL IDENTITY
DIMENSION.
C11.-Act critically and responsibly in the use of ICT, considering
ethical, legal, security, sustainability and digital identity aspects
21st CENTURY COMPETENCIES
Collaboration

Information, media and technology

Communication

Leadership & Responsibility

Critical Thinking and Problem Solving

Initiative & Self-direction


Creativity & Innovation

Social & Cross-cultural

Others:
KEY COMPETENCES
Communicative, linguistic and audiovisual competence

Digital competence

Mathematical competence Social and civic competence


Interaction with the physical world competence Learning to learn competence

Cultural & artistic competence

Personal initiative and entrepreneurship competence

CONTENTS (Knowledge and Skills)
Simple Machines:
Lever
Pulley, Hoist
Inclined plane
TOPIC-RELATED KNOWLEDGE TOPIC-RELATED SKILLS

Simple machines and how they work.

Identifying some basic simple machines in the city/town where they live.
Knowing how to balance a lever with their own weight.


Explaining to other students what they have learned.
CONTENT-OBLIGATORY LANGUAGE
Simple machines: Lever, Pulley, Inclined Plane.
Mechanical advantage
Divided by, Multiply by
Lever: Fulcrum, Force=Effort=Input Force, Resistance=Load=Output Force, Newton, meters, Fulcrum, crowbars, scissors, pliers, tin
snips, seesaws, nut crackers, wheelbarrows, bottle openers, tweezers, hammers, and shovels.
Pulley: Force, Resistance, fixed pulley, movable pulley, Newton.
Inclined Plane: Length, Height, Effort, Resistance, Newton, meters.
*See global and specific language per each sessionhere.
PERSONAL & EMOTIONAL DEVELOPMENT
Make the effort to participate in class
Give the best of yourself


Evidence there is progress and reflection on your learning process
Collaborative work awareness
MATERIALS & RESOURCES
Power Point
Support Language posters
Support science language posters
Simple machines exercises
Physical and virtual flashcards (lever classes)
Jigsaw game
Virtual reality video
Youtube
REFERENCES
6Simple Machines: https://www.livescience.com/49106-simple-machines.html
Simple Machine: https://www.britannica.com/technology/simple-machine


Levers: https://ed.ted.com/on/jaCNHYyk
Simple Machines examples in real life: https://www.youtube.com/watch?v=sZNJDKsrp7c
Simple Machines by cartoons: https://www.youtube.com/watch?v=UtfVZtuyuHU
“Tecnologia 3r ESO”- McGrawHill Education
Regalés J; Garófano F.;Hoyos R.; Abadal E; Joseph J
ISBN:978-84-481-9563-2
COMMENTS
Heterogeneous distribution of the groups to attend diversity and foster cooperative work
Role assignment when setting the groups
Positive feedback to foster students’ learning process
Teacher’s follow up of the group work
Teacher becomes a facilitator, another resource for the student


*ATTENTION!Preparing this project, I have prioritized the physical material more than digital one. In Tech, it is common to use many
CMC tools, but, in general, students have a low level of English and I believe that if I do that way, they will understand it better.
ACKNOWLEDGEMENTS
I would like to thank the 9th grade students (ESO 3rd) in INS Vil·la Romana.
They showed great enthusiasm and engagement throughout the project.


· UNIT OVERVIEW ·
S Activities Description
Content-obligatory
Language

*General Language
support in all sessions.
Timing
R/S/L
/W/I
Skills

Intera
ction
T-S
S-S
S-Exp
ert
S-Wo
rld
CMC

Assessment
(type + tool)
*Rubric
Peer assessment
Self-assessment
Teacher assessment

1
Driving
Question
Start the class sharing with the SS the
objectivesof the unit.
Begin with a class discussion about the
driving question.
If SS don’t know the answer, give them a
tip: “How were pyramids built?”
“Have you ever played on a seesaw?
Key Science Topics:
Seesaw
Lever
Inclined Plane
Pulley
Specific Language
support:
10’ S/L/I T-S


“Have you ever had trouble lifting the
person on the other end of the seesaw?”
“How do you take out a bag of a hole?”
SS make a list of the big 3 simple
machines and draw a simple picture of
them on the board.
The T tells SS that they are going to do
activities with seesaws and tools that work
like seesaws.
Pyramids were built/
with sth
/by somebody
/to verb
(the ramps were built on
inclined plane)
In my opinion…
I think a mouse could
lift and elephant if he
uses….
I agree with X but he
can also use…
Sorry, I don’t understand
the question.
How do you say in
english “xxx”?
What’s a
machine?
First of all, we describe what a machine is
among of us.
Key Science Topics:
Work
Device
Force – Effort
3’ S/W T-S


We also have the vocabulary on the board
or on cards for a chart holder. T tells the
SS that a seesaw is really a simple machine
called a lever.
Lever
Specific Language
support:
A machine is device
that…
How do you say in
english “xxx”?
Mechanical
advantage
The Tprojects a Power-Pointabout work
and simple machines in order to show how
they are used in everyday life and makes
SS be able to calculate the mechanical
advantage and the efficiency of machines.
Key Science Topics:
Input force= Effort
Output Force= Load or
Resistance 10’ L/W T-S PP
The Lever
Before the explanation of what is a lever
and how it works:
SS work in small group.
The T explains what a lever is and how it
works.
Key Science Topics:
Position and motion of
objects
Lever
Fulcrum
30’ I/S S-S PP
Teacher
assessment:


The T gives each group the material they
need to build a lever.
The T tells them the procedure they have
to follow.
Procedure:
1.- Place the weights on one end of the
lever.
2.- Place other weights on the other side of
the lever until the load lifts.
3.- Make the same practice moving the
fulcrum.
After practice, let’s summarize what they
see.
The Tprojects a Power-Pointabout how a
lever works.
Load/ Resistance
Effort/Force
Specific Language
support:
I don’t understand what
we have to do.
Can you explain it again
please?
Summarize:
If we place the same
weight on 2 sides of the
lever….
If we move the fulcrum
near the Effort…
If we move the fulcrum
near the Load...
Ask what
conclusions
have come with
the practice
2
Summarize
Lever
T starts dividing the SS into groups of
several students.(like the previous session)
T makes a summarize of what T-SS saw
last session.
5’ S/L T-S


(The T can use the Driving question once
again)
Lever
Mathematical
Calculation
The T tells SS that there is a way to
calculate how much weight can be put on
the lever and where can we put the
fulcrum.
The T projects a Power Pointabout lever’s
formula.
(E·d=L·d)
Units:
E and L with Newtons [N]
d with meters [m]
How to move from kg to N
Key Science Topics:
objects
Lever
Fulcrum
Load/ Resistance
Effort/Force
Newtons
Gravity
15’
R/L/
W
T PP
Calculations:
Lever
&
The T distributes some calculation
exercisesabout lever and mechanical
advantage.
After 15’ SS correct them on the board.
Specific Language
support:
Num. DIVIDED BY
Num.
Num. MULTIPLIED
BY Num.
15’ R/W SS


Mechanical
advantage
The Force/Effort is….
Newtons
The distance is….
meters.
Calculations
The T asks SS to invent a similar problem
to those they have done.
Necessary to write the name of the group.
Specific Language
support:
Use the exercises they
have done like a pattern.
10’ W SS
The T gives each SS group a problem
from another one.
10’ W/I SS
Teacher
assessment:
The problem SS
have thought
and the problem
they have done.
3
SUMM.
The T starts summarizing what T-SS saw
in the last session
Key Science Topics:
objects
Lever
Fulcrum
Load/ Resistance
Effort/Force
10’ L/S T


Newtons
Specific Language
support:
Divide
Multiply
Differences
of some
levers.
The T projectsthree different kinds of
LEVERSon the board and asks SS where
the differences are.
The T projects a Summary.
Key Science Topics:
objects
Lever
Fulcrum
Load/ Resistance
Effort/Force
Distance
Specific Language
support:
In the first lever I can
see the
Effort/Load/distance….
but in the second one the
Effort/Load/Distance..…
10’ S/I T-SS
Images
projected


Sorry, I don’t
understand.
How do you say in
english “XX”?
The 3
classes of
Lever
The T uses the Power Point to summarize
what SS have seen on the board.
Key Science Topics:
First class lever:
Crowbars
Scissors
Pliers
Tin snips
Seesaw
Second class lever:
nut crackers
wheelbarrows
bottle openers
Third class lever:
tweezers
hammer
shovels
20’ L/W T-SS PP


Specific Language
support:
Could it be a “xxx” a
first class lever?
Think a little
bit.
The T gives SS some lever pictures.
The T draws 3 columns on the board: 1st
class/ 2nd class/ 3rd class LEVER.
SS have to paste on the board their picture
depending on what lever is and why.
Specific Language
support:
I think this is a
First/second/third class
Lever because his
Force/Load/Fulcrum is
between/next to the
Force/ Load/Fulcrum
and the…..
15’ I/S SS
Teacher
assessment:
T asks to SS to
do this practice
on the board.
4
SUMM: THE
LEVER
The T starts the class summarizing the
LEVER
The T can ask SS
Key Science Topics:
objects
Lever
Fulcrum
Load/ Resistance
Effort/Force
10’ L/S T-SS


Newtons
Specific Language
support:
Divide
Multiply
THE WHEEL:
PULLEY
The T introduces a new simple machine.
THE PULLEY.
The T projects the Power Pointabout the
inclined plane characteristics.
The T distributes Calculations/ Problems:
Effort/Load/
Key Science Topics:
wheel
roap
load
water well
movable pulleys
fixed pulley
20’
R/W/
L
T PP
Thinking...
After that the T asks SS: “ How could you
extract a big weight from the water well?
with a fixed or movable pulley? Why?
Key Science Topics:
wheel
roap
5’ S T-SS


load
water well
movable pulleys
fixed pulley
Specific Language
Support:
I think with a fixed
/movable pulley because
the Force/Load is
bigger/lower if I use
simple/movable pulley
because of the number
of movable pulleys.
Individual
Task
Once SS say Movable Pulley, T gives SS
a real situation.
“Imagine that a S has fallen into a water
well of 4 meters. S weighs 55 kg. Draw the
system you are going to use and calculate
the Effort you have to do”
Key Science Topics:
wheel
roap
load
water well
movable pulleys
fixed pulley
20’ R/W SS
Teacher
assessment:
Individual Task


Language Support:
Excuse me, I don’t
understand very well
what I have to do.
Sorry, can you repeat
please?
5
SUMM.
The T starts summarizing the Pulley and
the Lever.
(The T can ask SS for help)
15’ L/S T-SS
Inclined
Plane
The T introduces a new machine: THE
INCLINED PLANE by using the Power
Point
(Calculations)
Key Science Topics:
Effort
Resistance
Height
Length
20’
R/L/
W
T PP
Thinking...
After that the T distributes some problems
to SS.
T asks SS to work in pairs.
15’ R/W/I SS
Teacher
assessment:
Problemsand
peer assessment.


(Each pair will
correct the
problems of
another couple)
Real Life
The T asks SS to take some pictures of
simple machines that they are present in
real life.
SS have to take at least 2 and send them to
the teacher (by email) telling which simple
machine is.
(for next session)
Key Science Topics:
Lever
Fixed pulley
Movable pulley
Inclined Plane
Specific Language
Support:
The first pictures is a ….
The second one is a ….
5’ L SS
Mobile
Camera
Teacher
assessment:
Pictures
6
WARM-UP
ACTIVITY
The Tis in trouble: the information of
three very important posters has been
scrambled.
The T asks for help to re-compose the
posters.
Poster A: LEVER
Key Science Topics:
Lever
Fixed pulley
Movable pulley
Inclined Plane
15’ I/L/S T-SS


Poster B: PULLEY
Poster C: INCLINED PLANE
The T shows pieces of information
(formulas, images and words) and SS have
to place them on Poser A,B or C.
…
(all have seen in this
unit)
Specific Language
Support:
This image goes to
lever/pulley/incl.plane
poster because…
This image I don’t know
where it can go.
Mmmm… maybe it goes
to 1st/2nd/3rd poster
because… but I’m not
sure.
Once the posters are ready, the T asks SS
to revise:
1.- What the formulas mean
2.- Newton: as the Force unit- how to
transform kilos into Newtons
3.- Length and Height are measured in
Meters.
Specific Language
Support:
F means Force and its
unit is Newton.
L means … and its unit
is…
10’ I/S/L SS


d means….
GROUP
ACTIVITY
“the
mysterious
genius”
Objective: Obtain the 5 jigsaw pieces to
build the image of the “mysterious genius”
T splits the class into 4 groups: RED,
ORANGE, BLUE and GREEN.
To get the jigsaw pieces SS have to solve 5
mysteries.
Each group is given 5 envelopes with one
“question, task or problem to be solved”
When SS solve envelope 1, they are given
jigsaw piece 1 and so on…
SS have to match the jigsaw pieces and
guess who the mysterious genius was.
First group that finishes has some extra
points!
Key science Topics:
All we have seen in this
unit.
Specific Language
support:
I don’t understand the
problem, can you help
me?
We are finished! Would
you mind giving us a
jigsaw piece?/ Can you
give us a jigsaw piece?
Fast!
25’
I/R/W
/S
SS
Teacher
assessment:
First group to
finish have some
extra points to
the mark.
Last
Let’s help
futur SS
The T splits the class into 3 groups. One
group is bigger than the others.
Group 1: Lever (the big group)
Group 2: Pulley
Key science Topics:
All we have seen in this
unit.
40’ I/W/S SS


Group 3: Inclined Plane
Each group of SS has to make a script of
how they would explain their topic to the
other mates/peers.
(It’s necessary to use some examples and
be based on these examples)
Specific Language
support:
We present you a simple
machine called
Lever/Pulley/Inclined
Plane.
This machine it has been
use for a years to ….
(example).
In our real life we can
find it in……
Let’s see how it work. A
lever/Pulley/Inclined
Plane is a ….(physical
description) and the
Force we apply is….
(Formula).
For example: …. Give a
real example.
Record
The T is going to record each group with a
360 Camera.
10’ S/I T-SS Youtube


Final project Using Cardboard glasses each group is
going to show their video to other ones.
Specific Language
support:
We have explained the
Lever/Pulley/Inclined
Plane.
We have based our
explanation on one pair
of scissors/water well/
ramp...
S SS
Mobiles
Cardboard
Youtube
Teacher
assessment:
Final video and
script


TEACHING MATERIALS
ALL SESSIONS:
Rubric


General Language support


SESSION 1:
Virtual Material: Objectives/ Power Point
Physical Material: 4xLever: 15x3 cm board for the lever (framing lumber)
triangular piece of wood for the fulcrum


stack of pieces of similar size and weight (T/S can use books, pens, notebooks…)
Tape measure
Marker


General language support


1.- Key Science Topic(session1)


1.- Specific language support(session1)


SESSION 2:
Board
Power Point
Calculator


Problems of Levers.


SESSION 3:
Lever pictures to project


Power Point


Pictures cards of different classes of levers


1.-Specific Language support(Session3)


SESSION 4:
Power Point


Calculator
Problem


1.- Specific Language support(Session 4)


2.- Specific Language support(Session 4)


1.- Key Science Topic(Session 4)


SESSION 5:
Power Point
Calculator


Problems


2.-Key Science Topic(Session 5)


SESSION 6:
Warm Up Activity: Pieces of information to paste on the board


4x 5 jigsaw pieces to build an image
4x 5 envelopes with questions, tasks or problems


1.-Specific Language Support(the mysterious genius)


LAST SESSION
360 Camera
Cardboard glasses
Mobile phones
General language support


1.- Specific Language Support(Session7)


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