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Editorial Project Manager Lorin E. Klistoff, M.A. Editor-in-Chief Sharon Coan, M.S. Ed. Illustrator Renee Christine Yates Cover Artist Barb Lorseyedi Art Coordinator Kevin Barnes Imaging James Edward Grace Alfred Lau Product Manager Phil Garcia Publisher Author Mary D. Smith, M.S. Ed. lodene Lynn Smith, M.A. Teacher Created Resources, Inc. 6421 Industry Way ..~~~'f! Westminster, CA 92683 www.teachercreated.com 'ftl'~~. Teacher ISBN: 978-0-7439-3706-1 Created ©2003 Teacher Created Resources, Inc. Resources Reprinted, 2012 Made in U.S.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.
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Table of Contents Introduction 3 Introducing the Unit. 4 Experiment Work Sheet 4 Teacher Lesson 4 Content Reinforcement 5 Assessment. 5 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Vocabulary Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Mini- Vocabulary Book 6 Quarter a Word 6 IKnow! 7 Dictionary Big Book 7 Vocabulary Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Physical Science Matter 8 Magnets 13 Simple Machines 18 Electricity 23 Earth Science Weather 28 Seasons 33 Rocks and Layers of the Earth 38 Volcanoes 43 Day and Night 48 The Water Cycle 53 Life Science Plants 58 Animals 63 Insects 69 Life Cycles 74 Health The Five Senses 82 The Food Pyramid 87 Answer Key 93 #3706 Cut & Paste Science 2 ©Teacher Created Resources, Inc.
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Introduction Cut & Paste Science was designed to help the classroom teacher reinforce science content and vocabulary. After participating in activities related to each topic, students will have an opportunity to interact with the concepts and vocabulary by completing the corresponding activity pages. Hands-on activities coupled with additional practice using the activity pages will help students develop a better, deeper understanding of the science content. Provided as part of the introduction are suggestions on how to use this book. Ideas on when and how to present the activity pages, as well as activities for introducing and reinforcing vocabulary are included. Following the introductory pages, the book is divided into four main sections: Physical Science, Earth Science, Life Science, and Health. Within each section, topics related to each area of science are addressed. The topics were selected based on standards commonly taught in the primary grades. When teaching science content, a hands-on approach gives students a good foundation and personal experience with the scientific concepts. For each topic, a list of suggested activities is provided. These suggestions are ways to make the content more meaningful to students by providing activities, experiments, and projects in which they can participate in order to gain first-hand knowledge and experience with the concepts. Also included on these pages is a list of suggested books. There are many wonderful titles, both fiction and nonfiction, available that can be used in the classroom to introduce, reinforce, or review science content. The books listed are appropriate either for primary students to read themselves or for a teacher to use as a read-aloud. The authors of the books have presented the concepts in a comprehensible manner for primary students. Cut-and-paste activity pages follow the introduction to each topic. Provided are three activity pages that require students to interact with the vocabulary or content in order to complete the page. The first two pages provide students experience in identifying, comparing, or classifying vocabulary or concept pictures. The third and final page within each topic has students using relevant vocabulary in order to complete sentences related to the content. All students, especially English Language Learners, will benefit from the interactive way science content and vocabulary are reinforced throughout the contents of this book. Students must understand the vocabulary of science to fully understand the subject matter. The pages in this book were designed to provide a high level of interaction with topic appropriate vocabulary and content knowledge to promote success in science. The book has been designed so that it is easy to use. Teachers will find the suggested activities useful for teaching science content. Students will find the cut-and-paste activity pages a fun way to interact with the science content. ©Teacher Created Resources, lnc. 3 #3706 Cut & Paste Science
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Introduction (cont.) The cut-and-paste pages in this book can be used a variety of ways throughout your unit of study on each science topic. When deciding how to use each cut-and-paste page, consider the activities you will be doing, the hands-on experiments, and how you will be assessing the unit. Listed below are some options, as well as times, for how to use the cut-and-paste pages. Introducing the Unit Reading a fiction story related to the topic or an informational book about the topic can be an excellent way to introduce science vocabulary. Once students have at least heard the science vocabulary in the context of a book, select an appropriate cut-and-paste page to use to reinforce the vocabulary words and science concepts. When the pages are used as an introduction to a unit, it is recommended that an overhead is made and the teacher work through the page along with the students. Students should not be held accountable for content knowledge or related vocabulary at an introductory phase of the unit. Experiment Work Sheet Many of the cut-and-paste activities contained in this book correspond with an activity commonly done in elementary classrooms. For example, in the section on "The Water Cycle," there is an activity in which students can make rain in the classroom using a teakettle and ice. There is a cut-and-paste activity ("Inside Rain") that has a diagram of the experiment on it. Students can complete the cut-and- paste activity as they complete the experiment. In this way, students have a way to remember the experiment they did, as well as the corresponding vocabulary. Check to see if the cut-and-paste activity pages correspond to any of the experiments you will be conducting in your classroom. Teacher Lesson In some cases, students will not participate in a hands-on experiment; rather, students will listen to a teacher lesson on the topic. At times, the appropriate equipment may not be available, time may be limited, or a teacher lesson is the best way to present the content information. Consider gearing your lesson around one of the cut-and-paste activities. As you present your lesson, students can actively participate by completing the cut-and-paste activity page. This is an excellent way to maintain student attention during a lesson, as well as illustrate concepts that you may be teaching. Have students cut out the pieces at the bottom of the page before you begin presenting the lesson. Students should line up the cut-out pieces at the top of their desks so that they will have easy access to them during the lesson. You will also want to make sure each child has a glue bottle. Ensuring the students are prepared before the lesson will cut down on the amount of time taken away from the lesson later. As the you teach the science lesson, or as you read the book, stop at appropriate points to allow students to illustrate the concept by gluing the cut pieces in the correct places. Knowing they will have to complete the activity page will help maintain student attention during the lesson. By the end of the lesson, students will have a completed activity page that shows the content of your lesson. #3706 Cut & Paste Science 4 ©Teacher Created Resources, Inc.
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Introduction (cont.) Content Reinforcement These activity pages can be used any time after a lesson, too. Used separately from a lesson or hands- on experiment, the activity pages serve as a way to reinforce content that has already been introduced. Students can continue to practice science concepts by completing the activity pages independently, in small groups, or as a whole class. You may choose to have students complete activity pages as part of a science center. For example, students can easily continue to experiment with magnets, even after the hands-on experiments or teacher lesson on magnets. Place the activity page on magnets, magnets, and the magnetic and non-magnetic objects listed on the activity page in a science center. Allow students to further experiment with the magnets in order to reinforce what has been taught about magnets. Assessment Of course, any of the cut-and-paste activity pages can be used for assessment purposes. Provide an activity page half way through your unit of study. Have students complete an activity page as a means for you to find out how students are understanding the science content and the corresponding vocabulary that has been presented thus far. When the activity pages are used as a monitoring device, your instruction can be altered in order to reteach concepts which students need to master but have not, or even to speed up instruction in areas in which students have a good understanding and are ready to move on. The activity pages can also be used as an end-of-the-unit assessment to see if students have mastered the content area knowledge that has been established in the standards you are using. By having students complete an activity page as an end-of-the-unit assessment, you have a document establishing a student's understanding of the content on which he/she has been assessed. The document can be either sent home as a way of informing parents or it can be kept as part of a student portfolio. These documents can be especially helpful when it comes to assessing students at report card time. Vocabulary Practice The activity pages can serve as means to practice vocabulary as well. Scientific vocabulary is often difficult for students to learn. Often scientific words are unfamiliar or familiar words are used in an unfamiliar or very precise way. While students are completing the cut-and-paste activity pages, they are practicing scientific vocabulary in the context of scientific concepts. Consider using some of the vocabulary suggestions on the following two pages to help students learn and use scientific vocabulary more easily. ©Teacher Created Resources, Inc. 5 #3706 Cut & Paste Science
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Introduction (cont.) Vocabulary Ideas Understanding vocabulary can be essential to a better, deeper understanding of a scientific concept. Use the following activities to help your students develop a better understanding of vocabulary words related to your unit of study. Mini-Vocabulary Book Create individual vocabulary books by following the directions below. Then, have students write one word on each page and illustrate the definition of the word. You may wish to have older students write the definition and/or a sentence using the word. 1. Fold an 8.5" x 11" (22 ern x 28 em) 1. sheet of white paper into eight sections. 2. 2. Cut or tear along the center crease from the folded edge to the next fold 3. line.Open the paper and push the endsections together.(See diagram.) 3"dID 4"C] 4. Fold into a little book. Quarter a Word Choose a few words to "quarter" (shown below) together as a class or assign groups of students one or two words to "quarter." When the groups are done, they can report back to the rest of the class with their findings. Students can either fold a piece of paper into four sections or draw a rectangle or square and divide that into four sections. In the first section, write the vocabulary word. In the second section, write a definition of the word. The definition can either be looked up in the dictionary or defined by the students. The third section contains a picture of the word. The picture can either be drawn or cut out of an old magazine. The final section includes a sentence that demonstrates how the word is used. Vocabulary Word Definition A piece of iron or steel that attracts magnet certain metals. Picture Sentence I picked up the paper clips with a magnet. #3706 Cut & Paste Science 6 ©Teacher Created Resources, Inc.
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Introduction (cont.) Vocabulary Ideas (cont.) I Know! Create templates students can use for the following format. 1. Write the vocabulary word. 2. Read the sentence where you found the word. Make a good guess as to what you think the word means. Write down your guess. 3. Look up the word in the dictionary. If your guess was right, check the box. If not, write what the word means on the line. 1. _ 2. _ My guess My guess I guessed right! 0 I guessed right! 0 Now I know it means Now I know it means Dictionary Big Book Divide students into groups according to the number of vocabulary words you wish to use. Assign each group a vocabulary word and provide each group with a piece of 12" x 18" (30 em x 46 ern) white, construction paper. Each group must work to create a dictionary page that tells about the word they were assigned. Change the items required on the page according to the age group of the children with whom you are working. For younger children, you may only assign the word and a picture. For older children, you may require the word, a definition, the part of speech, and a picture. Display the dictionary pages on the wall through the duration of your unit of study or compile them into a big book. Vocabulary Puzzles People of all ages like to make and solve puzzles. Ask your students to make their own crossword puzzles or word search puzzles using vocabulary words. ©Teacher Created Resources, Inc. 7 #3706 Cut & Paste Science
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Physical Science Matter Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Begin your investigation of matter by having students bring an object from home. Each day introduce one or two ways to describe matter. Have students work in groups to observe their objects. Students should think of and record as many words as they can to describe their objects. Objects can be described by color, size, shape, and texture. Students can either create a table that shows the ways their objects can be described or they can write descriptive sentences. Display the students' pieces of matter along with their record of the descriptions. • Help students learn about and remember the three forms of matter by teaching them the song "Matter." Matter (Tune: "Mary had a Little Lamb") Matter comes in three forms, Liquids can be poured, In three forms, in three forms. Can be poured, can be poured. Matter comes in three forms. Liquids can be poured. I know them. How 'bout you? Their shape is the container they're in. Solids keep their shape, Gases float and spread out, Keep their shape, keep their shape. Spread out, spread out. Solids keep their shape. Gases float and spread out. That's just what they do. Most are invisible. • Provide a variety of solids for students to observe. Students will probably already have had some experiences sorting objects by size, color, and shape. Try to locate some objects that have a variety of textures. Students should sort the objects a variety of ways. First, students can sort the objects by size, then by color, then by shape, and finally by texture. After the objects have been sorted, have the students place all of the objects into one pile and think of a characteristic that names that one pile. Guide students to the understanding that all of the objects are matter and that they are all solids. • Create a three-column chart on a piece of tag board or butcher paper. Label each column after the three forms matter can take: solids, liquids, and gases. Throughout the unit on matter, list items that come in each form under the correct heading. Be sure to list the items that you use during experiments and demonstrations. Also, encourage students to use what they have learned about matter in order to classify other objects they think of. At the end of the unit, you may wish to provide 3" x 5" (8 em x 13 ern) index cards with a variety of objects listed on the cards (or you can find pictures from a magazine). Have students work to categorize the items by solid, liquid, or gas and add them to the list, too. #3706 Cut & Paste Science 8 ©Teacher Created Resources, Inc.
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Physical Science Matter (cont.) Suggested Activities (cont.) • Provide containers in a variety of shapes and sizes. Gather several objects that are solids (paper clips, erasers, math cubes, etc.) and some liquids (milk, water, juice, etc.). Allow students to experiment pouring the solids and liquids from container to container. Help them determine that the solids do not change shape when they are poured, but the liquids take the shape of the container they are in. • Have students experiment with the different textures of liquids. Provide a variety of liquids for students to touch such as liquid soap, oil, carbonated water or carbonated soda, water, and corn syrup. Describe the texture of each liquid. Try to sort the liquids into several categories. Provide a description for each category. • Water comes in all three forms of matter. Demonstrate the forms water comes in by having students observe water as a solid, liquid, and gas. Provide a glass of water, ice cubes, and a demonstration of steam (water heated in a teapot). See if students can correctly categorize and describe each form of water. Create a chart on which students can record their observations. Be sure to have students describe the matter in terms of shape, color, size, and texture. • Have students identify the ways water can change forms between solid, liquid, and gas. Provide students with an ice cube and challenge them to change it to a liquid as quickly as they can. Ask students how they can change liquid water to a solid. If you have access to a freezer, actually place a cup of water in the freezer. Later, observe the cup. If a hot plate is available to you, demonstrate how water can take the form of a gas by heating up water and allowing students to observe what happens. Students can record their observations. • The water cycle has the potential to show water in all three forms of matter. Teach students about the water cycle. In what ways is water a liquid in the water cycle? In what ways is water a gas in the water cycle? In what ways is water a solid in the water cycle? How does water change from a solid to a liquid to a gas in the water cycle? What helps water change forms (the sun)? Lessons about the water cycle can be found on pages 53-57. Suggested Books Gardner, Robert. Science Projects About Solids, Liquids, and Gases. Enslow Publishers, Inc., 2000. Mellet, Peter and Jane Rossiter. Liquids in Action. Franklin Watts, 1993. Sarquis, Jerry. Investigating Solids, Liquids, and Gases with Toys. McGraw-Hill Trade, 1997. Wilkin, Fred. New True Book of Matter. Children's Press, 1986. Zoehfeld, Kathleen. What is the World Made Of?: All About Solids, Liquids, and Gases. HarperCollins, 1998. ©Teacher Created Resources, Inc. 9 #3706 Cut & Paste Science
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Physical Science States of Matter Directions: Cut out the word cards at the bottom of the page. Glue the word cards in the correct places to label each object as a solid, liquid, or gas. 1. 5. 51_ 7. 91_ ~-------------------------------- I I I solid liquid gas solid II I I I I I ~------------------------+------------------------+------------------------+------------------------~I I I I I I I I I I I I I I I I I I I I :I liquid :I gas :I solid :I liquid :I I I I I I I I I I I I~------------------------~------------------------~---,---------------------~------------------------~I I I I I I I I I #3706 Cut & Paste Science 10 ©Teacher Created Resources, Inc.
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Physical Science Forms of Water Directions: Cut out the picture cards at the bottom of the page. Sort the forms of water into solids, liquids, and gases by gluing them in the correct places on the chart below. . - Solid Liquid Gas . ~-------------------------------- ~--~:,..--~ .-------~-------' l__~~::j .__~ . . ~~i .111 - I ~. I - I ©Teacher Created Resources, Inc. 11 #3706 Cut & Paste Science
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Physical Science Matter Directions: Cut out the word cards below. Glue the word cards in the correct places in order to complete the sentences. 1.1 I is anything that takes up space. 2. Matter can be I Iby color, shape, size, or texture. 3. Matter comes in three ~ain I I. 4. Liquids take the shape of the 1 1 they are in. 5.1 have their own shape. 1 6. Gases float around and I lout. ~-------------------------------- spread forms Matter r------------------------, r------------------------, I I I I I: container I: Solids i described i I~------------------------~ I I I I I ~------------------------~I I #3706 Cut & Paste Science 12 ©Teacher Created Resources, Inc.
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Physical Science Magnets Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Provide pairs of children with magnets and time to explore. Have the students use the magnets to find magnetic surfaces in the classroom. Caution them not to touch magnets to computers, recorders, watches, televisions, etc., as magnets can cause severe damage and ruin these items. You may wish to provide a variety of types of magnets with which students can experiment, including bar magnets, horseshoe magnets, refrigerator magnets, and ring magnets. After a time of experimentation, create a chart listing the items in the classroom that had a magnetic surface, as well as items that did not. • Help students learn more about magnets by teaching them the following poem about magnets. Magnets Everywhere 1 Magnets are here, magnets are there, We can see magnets most anywhere! We find them in shower curtains, and even in cabinets, Everywhere we look we see wonderful magnets! They stick to soda cans, needles, and nails. The strength of magnets just never fails. Magnets are here, magnets are there, We can see magnets most anywhere! • Provide students with about four or five ring magnets. Have them hold a pencil vertically with the eraser end resting on a flat surface. One at a time, slide the ring magnets onto the pencil. If any magnet sticks tightly to another magnet, remove it, turn it over, and place it back onto the pencil. Discuss as a class or have students write about why the magnets did not stick together while on the pencil. • Select a type of magnet to use for this experiment and attach a paper clip to it. Try to attach another paper clip to the first paper clip by touching the second paper clip to the first paper clip. Continue to add paper clips until the paper clips you are adding do not hold onto each other. How many total paper clips are hanging from the magnet? Can you hang more paper clips if you change the type of magnet you are using? • Find out if magnets will work through water. Give each child a clear plastic cup half-filled with water. Have each child drop a paper clip in his or her cup. Ask the children to get the paper clip out of the water by holding a magnet outside the cup and sliding it upward with the paper clip hanging on. See if they can lift the paper clip out of the water with the magnet still dry. ©Teacher Created Resources, Inc. 13 #3706 Cut & Paste Science
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Physical Science Magnets (cont.) Suggested Activities (cont.) • Have students experiment making balls roll without touching them. Place 2-3 steel balls (ball bearings or BB gun pellets) in a box or dish. Pass a rod magnet directly under the box or dish. Observe what happens. What force made the balls move? Was the force strong enough to go through the box? • Create a fishing game. Copy the outline of a fish pattern onto index paper according to the number of fish needed for your game. Slide a paper clip on to each fish. Then, attach a magnet to a wooden dowel with a piece of string in order to make a fishing pole. The fish can be programmed with any number of concepts such as the following: color words, contractions, addition facts, sight words, etc. Place the fish in a pond (a piece of yarn laid on the floor in a circle) and let the students go fishing. • Have students make a magnet by holding a nail between a horseshoe magnet. Students should hold the top end of the nail between their fingers. Rub the pointed end of the nail across the magnet. Stroke the magnet in the same direction 30 to 40 times. Then try to pick up an item such as a paper clip or a thumbtack with the nail. Students can investigate what other objects can become a magnet. Have students use the same procedure while trying to make the following items a magnet: an eraser, a twig, a penny, a nickel, a rock, a piece of cardboard, scissors. Which items became magnets? Which items did not? • Can you get iron fillings out of salt? Pour some iron filings into a bowl of salt. Mix up the salt and the iron filings with a craft stick. Pour the mixture onto a piece of tagboard. Suspend the tagboard between two stacks of books. Move a magnet back and forth directly under the tagboard. Can you attract the iron filings with the magnet and move them away from the salt? • Investigate the origins of the compass; then make your own. Magnetize a needle in the same way as the nail was magnetized in the experiment on this page. Test to make sure the needle is magnetized by attracting iron filings. Push the needle through a piece of Styrofoam. Float the Styrofoam and needle in a pan of water. Watch how it moves. Once the needle has come to a rest, push in gently in one direction or the other. Observe what happens. Suggested Books Ardley, Neil. Exploring Magnetism. Franklin Watts Ltd., 1984. Branley, Franklyn M. What Makes a Magnet? HarperTrophy, 1996. Fowler, Allan. Rookie Read-About Science: What Magnets Can Do. Children's Press, 1995. Krensky, Stephen. All About Magnets. Scholastic, 1994. Olien, Becky. Magnets. Bridgestone Books, 2002. #3706 Cut & Paste Science 14 ©Teacher Created Resources, Inc.
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Physical Science Magnetic? Directions: Cut out the picture cards below. Sort the picture cards between objects that are magnetic and those that are not magnetic. Glue the picture cards under the correct column. Magnetic Not Magnetic ~-------------------------------- [----~----1--------~----1------~------r-----~------[--------:-If-------: 1~,cJ?" ,~, I U I I metal whistle crayon shell : plastic ball hook I I I I I !------~----!--------~----;-------[J------------]------~---.-----1--------~--------1 : ~: 0: :"': 0 : :~-------------------~-------------------~--------------------~-------------------~-------------------~wooden block : metal spoon: book : metal screw : plastic soda bottle : ©Teacher Created Resources, Inc. 15 #3706 Cut & Paste Science
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Physical Science What is a Magnet? A natural magnet is a certain kind of rock. Sometimes this rock is called magnetite or a lodestone. Magnetite is found in or on the ground. Magnets can also be manmade. They are made of steel. Steel has iron in it. Man-made magnets are made in all kinds of shapes and sizes. Directions: Cut out the picture cards at the bottom of the page. Sort the pictures between natural magnets and man-made magnets. Glue the picture cards in the correct column. • Man-made Magnets. •• ~- - -:-~-~-~-~-~-~'-~-~--:----:----:----:--T-:----:--::--::--::--::--:-~-~-~-::-::-::- - - - «, I tf i~i,, '' ,.~ i ":: ,~ 1 " ,: 0--· -..' ~ 1 ~ ,: : ~~~'/: :, ~ :, ~. ... , , .•. , ' :, 1\ ,: ~ ~ J #3706 Cut & Paste Science 16 ©Teacher Created Resources, Inc.
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Physical Science Magnet VocabularY Directions: Cut out the word cards at the bottom of the page. Glue the word cards in the correct places in order to complete the sentences. 1. Something that is attracted to a magnet isI I. 2. To take away a magnet's force is to 1 1 it. 3. To 1 --11 means to push away. 4. To 1 1 means to pull close. 5. The strongest point on a magnet isthe 1 I. 6. A piece of iron or steel that attracts certain metals is a 1 ' I. ~-------------------------------- attract demagnetize magnet 1 1 magnetic repel magnetic pole 1 1 ©Teacher Created Resources, Inc. 17 #3706 Cut & Paste Science
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Physical Science Simple Machines Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Display a variety of simple machines that we use around the house or the classroom which students can use to experiment. Be sure to discuss the safety of observing and handling these objects. Simple machines can include the following: scissors, nails, door stopper, zippers, screws, salad tongs, pliers, a bottle opener, tweezers, a staple remover, a pulley, and a jar opener. Ii ~ r ,: Challenge students to categorize the objects ! ' i i. according to the type of simple machine ~ I ~ ~,- __~J--__-,~--~I ! they are. • Set up a variety of tasks students are can complete using a simple machine. For example, have students remove staples from a piece of paper using a staple remover. Then, have students complete the same task without the simple machine. Which way was easier? Which way took less effort? Were some of the tasks impossible without a simple machine? For tasks not possible without a simple machine, what are alternatives? (For example, if your jacket had a zipper and you could not use the zipper, how else could a jacket be kept shut?) Which way do you prefer? Tasks may include the following: opening nuts with a nut cracker, moving salad from one bowl to another with salad tongs, cutting a piece of paper with scissors, zipping up a jacket, etc. • Demonstrate how useful an inclined plane can be in lessening the work load. Locate an area in your school in which you can create an inclined plane. For example, a sturdy board could be propped up against the stage in the auditorium. Be sure that the board you are using is sturdy enough to support the weight of a person standing on it. Caution students against trying this activity at home unless an adult is present. Then, provide a box of books for students to carry up onto the stage and back off the stage without the inclined plane. Then allow students to push the box up the inclined plane and back down. Which was easier? Why? Provide a dolly on which the students can place the box. Have them push the dolly up the inclined plane. Now what was easier? Why? • Provide students with an experience using the simple machine, the screw. Locate some wood, screws, and screw drivers and allow students to experiment screwing the screw into the piece of wood. Have students observe which direction you have to turn the screwdriver to make the screw go into the piece of wood. Which direction do you have to turn the screwdriver to loosen the screw from the wood. How do screws help us? #3706 Cut & Paste Science 18 ©Teacher Created Resources, Inc.
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Physical Science Simple Machines (cont.) Suggested Activities (cont.) • A wheel and axle is most commonly associated with the cars. Demonstrate another simple machine using a wheel and axle by completing this activity. Tie a piece of string securely around a book, leaving about 2' (60 em) between the book and the end. Tie a 15" (37.5 em) dowel to the end of the string. Set the dowel between two desks so that the book is hanging freely between the desks. Rotate the dowel with your hands so that the string wraps around the dowel and begins to lift the book. Time how long it takes to lift the book. Next, tie a 5" (12.5 ern) dowel to the dowel to which the book is attached. Make the dowels perpendicular to each other. Lift the book again. Time how long it takes to lift the book. Which way was faster? Why? Try using a heavier book. What happened? • Demonstrate how to set up dominoes in a line, so that if you knock one down, the rest will fall over, too. Allow students to build lines of dominoes and then knock them over. Help the students to understand that the dominoes act like simple machines. Domino sculptures are similar to gears in that they transfer the energy from one point to another. They do not in any way change the effort that you put in. You put work into the sculpture when you push down the first domino, and that work is transferred along the line. At the end, the same amount of work is present, pushing on the last domino. In this respect, it is like a simple machine. • Bring a bicycle into the classroom. Have students identify as many simple machines as they can on the bicycle. Create a chart that shows the parts of the bicycle and the type of simple machine each part is. If you cannot bring a real bicycle to the classroom, provide a picture of a bicycle for students to look at or have them do the assignment as homework. • Ask students to look around their homes and the classroom to locate other simple machines. Have them create a chart that lists each item, the simple machine(s) it uses, and how the item is used in everyday life. If students have a good understanding of the different types of simple machines, they will be amazed at just how much simple machines help make our lives easier. Suggested Books Barton, Byron. Machines at Work. Harpercollins Juvenile Books, 1997. Fowler, Allan. Rookie Read-About Science: Simple Machines. Children's Press, 2001. Macaulay, David. The Way Things Work. DK Publishing, 2000. Nankivell-Aston, Sally and Dorothy Jackson. Science Experiments with Simple Machines. Orchard Books, 2000. Wells, Robert. How Do You Lift a Lion? Albert Whitman & Co., 1996. ©Teacher Created Resources, Inc. 19 #3706 Cut & Paste Science
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