Simple Machines - rampages.us · Introduction to Simple Machines & Lever Science 3.2 Purpose: •...

SimpleMachines

3rdGrade Science3.2

JessiSun

EmilyPowers MeganMcNamara

TeachingTimeframe:

7Days+1EvaluationDay

UnitIntroduction:

Ourunitisbasedoffofthescience3.2SOLwhichhighlightsthe6differenttypesofsimplemachines.Itwillcovertheirpurposeandfunctions,andexamplesfoundinschool,home,andworkenvironment.Throughthisunit,studentsaresimplyintroducedtothe6simplemachinesandstronglyencouragedtostartthinkingaboutreal-lifeapplications.Youwillfindthatwhiletheinformationpresentedinthisunitisverydetailedandthoughtout,thelessonsdon’tgointoomuchindepthabouteachmachine.ThisisbecausetheSOLstandardsdonotrequirestudentstobecomeexpertsinthesimplemachines,butthisunitdoesanexcellentjobintroducingtheconceptsandallowingthestudentstohavefunandbecreative. Thisunitisplannedsothatthestudentsareintroducedtoanewsimplemachineeachday.Asnewsimplemachineisintroduced,thestudentswillgetaformaldefinition,explanationoftheirfunctionalongwithanactivitytoenhancetheirlearning.Bycompletingthelessoneachday,thestudentswillgaintheknowledgethatisstatedintheobjectivesofeachlessonandthemainSOL(science3.2).Whilethisconceptwillbenewtothestudents,theyshouldbefamiliarwiththeflowofthelessonandtheirexpectationsintheirclassroomsincethisunitisintendedtobetaughtclosetoSt.Patrick’sDay.Attheendofthisunit,thestudentswillbereadytolearnaboutcompoundmachines.

SimpleMachinesDay1: IntroductiontoSimpleMachines&Lever

Science3.2 Purpose:

• ThepurposeofthislessonwillbetointroducetheconceptofsimplemachinestostudentsbycontinuingtheconversationoftheAncientGreeksandRomans,howtheyusedsimplemachinestomaketheirworkeasier,andbyintroducingArchimedes,the“FatherofSimpleMachines”.Wewillalsoinvestigatethefirstofoursixsimplemachines,thelever,anddiscussrealworldexamplesofitsapplications.Finally,theclasswillbuildtheirownmini-catapultstoexperiencehowleversworkandhowtheyhelpedtheAncientRomans.

• Science3.2:Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude

a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• History3.1ThestudentwillexplainhowthecontributionsofancientGreeceandRomehaveinfluencedthepresentworldintermsofarchitecture,government(directandrepresentativedemocracy),andsports.

Objectives:

• TSWBATintegratethecharacteristicsofaleverintoaworkingmini-catapultusingpopsiclesticks,rubberbands,andplasticspoonswhileworkinginpairs.

Procedure: Introduction:

• Say,“Class,today,we’regoingtolearnaboutanothergreatancientGreekandhiscontributiontoscience!Thiswillbeginareallyexcitingweekoftalkingaboutsimplemachines.Let’slearnaboutArchimedes!”

• Playthefirst15secondsofTedEdvideoonArchimedesandtheLever:https://www.youtube.com/watch?v=YlYEi0PgG1g(V,A)

• RepeatthequotebyArchimedesfromthevideo:“GivemeaplacetostandandIwillmovetheearth.”Leadtheclassinmakingpredictionsaboutwhathemeantorwhattypeofmanwouldsaysuchathingandwhy.(A)

• Continuetoplaytherestofthefirstminuteandahalfofthevideoasitexplainsthebasicsofwhataleveris.(V,A)

• Introducestudentstothesixsimplemachinesbyholdingupposterswithpicturesofcommonexamples.Iwillaskthestudentstochorallyidentifyeachoftheexamples.(V,A)

• Brainstormsomewordsaboutthesemachinestotryandcomeupwithadefinitionsimilarto:Simplemachinesmakeworkeasierforusbyallowingustopushorpulloverincreaseddistances.(V,A)

Development:

• Passoutinteractivenotebookworksheetandhavestudentsglueitintotheirsciencenotebooks.

• Tellstudentsthatwewillbefillinginthisworksheeteachdayaswelearnmoreabouteachofthesixsimplemachines.

• HoldupLeverposterandpointouteachexample.(V,A)• Tellstudentsthatleversmakeliftingaheavyloadeasierbyusingapivot

pointorafulcrum.Pointtothepictureofaseesaw.Themiddlepartisthefulcrum,theheavypartistheload,andtheplacewhereonepushesorpullsistheeffort.(V,A)

• Pointoutthefulcrum,load,andeffortonwheelbarrow,pliers,andscissorswithstudenthelp.(V,A,T)

• Askifanyoneknowswhatacatapultis.PulluppictureofcatapultonSmartBoardandaskclassiftheythinkthisisalever.Pointoutfulcrum,load,andeffortwithstudenthelp.(V,A,T)

• Tellthestudentsthehistoryofcatapults.ThattheywereusedbytheRomanarmytothrowheavythingsattheirenemies.(V,A)

• Tellstudentswearegoingtomakeourowncatapultswithpopsiclesticks,rubberbands,andplasticspoons.Insteadofthrowingrocks,we’regoingtobethrowingsomethingmorefun:minimarshmallows!

• Announcepredeterminedpairsofstudentsandhandoutsupplies:10popsiclesticks,threerubberbands,andoneplasticspoon.

• Tellstudentstostackallbutonepopsiclesticksandsecureeachendwitharubberband.Then,straddleonepopsiclestickandtheplasticspoonacrossthetopandbottomofthestackofpopsiclesticksandsecurethosewitharubberband.Thiswillcreatethefulcrum.(K,T,V)

• Circulatetheroomandhavethestudentspointoutthefulcrum,load,andeffortoftheircatapults.(A,T)

• Takethecatapultsoutsidetoshootmarshmallows.(K,T)• Forstrugglingstudents,Iwillhavesomepremadecatapultsforthemtouse

whentheclassgoesoutsideandalsoforthemtoidentifythefulcrum,load,andefforton.IwillalsohavePost-Itsavailableforthemtousetolabeltheimportantpartsoftheleversotheymayhaveamorepermanentindicatorofwhatthenewvocabularyrepresents.

• Foradvancedstudents,Iwillhavethemplaywiththeheightofthepopsiclesticks.Howdoesashorterstackaffectthedistanceofthemarshmallowversusashorterstack?Iwillalsoallowthemtoexperimentwithdifferentweightedobjects(although,nothingtoodenseforsafetyreasons).

Summary: • Aftertheclasshascomebackinside,havethemwriteintheirinteractive

notebooks.• Aftergivingthemabout5minutestowrite,Iwillhavestudentssharetheir

owndefinitionsandtake-awaysaboutlevers.Materials:

• VideoonYouTube(https://www.youtube.com/watch?v=YlYEi0PgG1g)• Postersrepresentingeachofthe6simplemachines• InteractiveNotebookworksheet• PopsicleSticks• RubberBands• PlasticSpoons• MiniMarshmallows

EvaluationPartA:

• Informally,bycirculatingtheroomduringthebuildingoftheircatapultsandaskingthepairsquestionsaboutthefulcrum,load,andeffortoftheirprojects.

• Informally,byobservingthesuccessoftheircatapultsandensuringeachstudentsharestheworkequallyinconstructingthecatapult.

• Formally,bycheckingtheirinteractivenotebooksandhavingthemsharewhatthey’velearned.

EvaluationPartB: • Whatwerethestrengthsofthelesson?

• Whatweretheweaknessesofthelesson?

• Whatwouldyoudodifferentlyifyoucouldteachthislessonagain?

• Didyourstudentsmeetyourobjectives?Howdoyouknow?

Activityadaptedfrom: http://littlebinsforlittlehands.com/popsicle-stick-catapult-kids-stem-activity Interactivenotebookworksheetfoundhere: https://www.teacherspayteachers.com/Product/Simple-Machines-1237814

SimpleMachinesDay2: Wheel&Axle Science3.2

Purpose:

• Tocontinueourconversationaboutsimplemachinesfollowingtheintroductiongiventhedaybefore.Also,addingasecondsimplemachinetothestudentsknowledge,followingthelever.Also,toinformstudentsaboutwhatawheelandaxleisandwhatitlookslike,andtoprovidereal-lifeexamplesofwheelandaxles.Toinformstudentshowwheelandaxlesmakedifficulttaskseasier.Finally,togivehandsonexperienceofplanning,andcreatingtheirveryownwheelandaxlebybuildingacar.

• MainSOL:Science3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• SupportingSOL:Visualarts3.2Thestudentwilldescribeandusestepsoftheart-makingprocess,includingbrainstorming,preliminarysketching,andplanning,tocreateworksofart.

Objectives:

• TSWBATexplainthefunctionofthewheelandaxleusingtheanchorchartand/orfrommemorywith90%accuracy.

• TSWBATidentifyexamplesofawheelandaxleverballyandwritten,with100%accuracy

Procedure:

Introduction: • Iwillstartbyremindingstudentsthatthedaybeforewestartedlearning

aboutsimplemachines.Iwillaskthemwhattheyrememberaboutsimplemachines,andthelever.Iwillnext,showstudentsamatchboxcarandask,“whatgivethiscartheabilitytomove?”Thiswillinitiatetheconversationintowheels,andintowheelandaxles.(V&A)

• Iwillaskforsomeexamplesofwheelandaxlesandaskhowawheelandaxlemakeslifeeasierforus.(V&A)

• Iwillbeginananchorchartandtitleitwheelandaxle.Asaclass,wewillcomeupwithadefinitionofwheelandaxle,somethingalongthelinesof,“oneofthesixsimplemachinesthatmakesmovingheavyobjectsoverlongdistanceeasieranddonewithlesseffort”Iwillalsodrawapictureofawheelandaxleontheanchorchartwiththepartsclearlylabeled(wheelandaxle.)Theclasswillalsocomeupwithreal-lifeexamples.(V&A)

• Thestudentswillusetheinformationfromtheanchorchartandfromclassdiscussiontocompletethewheelandaxleportionoftheirinteractivenotebook.Givethemabouttenminutestodothis.(K&V)

Development: • Atthispoint,Iwillcallstudentstothecarpetonetableatatime.Onceall

studentsareseatedonthecarpetIwillreadIfIBuiltACarbyChrisVanDusen.Stoppingatmarkedpointsforstudenttomakepredictionsanddrawconclusions.(V&A)

• WhenfinishedreadingthebookIwillexplainthatwearegoingtocreateourowncarsjustlikeJackinthebookdid.Iwillshowthemthesuppliesthattheywillbegiven(buttons,emptytoiletpaperroll,straws.)Iwilltellthemthattheywillhaveapartnertodosoandtheirjobistofirsttalkaboutwhattheywanttheircartolook/belike.Next,theyhavetosketchtheircar,inarealisticmanner.Oncetheyaredonewiththattheymustgettheirplanapprovedbyme.Ifitisapprovedtheywillreceivetheirsuppliestobeginworkontheircars.(V&A)

• Iwillassignpartnersbydrawingstickswiththeirnamesonthem.Oncepartnersarecalled,theywillreceiveaplanningworksheetandmustpromptlyleavethecarpetfindaspacetowork.Studentsshouldbeginworkrightaway.(V&A)

• Iwillwalkaroundduringthistimetoensurethatteamworkisbeingdemonstratedandplanningisgoingsmoothly.

• Onceapairofpartnersisthroughplanningandsketchingtheircar,theyshouldraisetheirhandformetoapproveit.Oncetheplanandsketchareapproved,thepartnerswillreceivetheirsuppliestostartbuildinganddecoratingtheircar.

• Iwillcontinuetowalkaroundasstudentsbegintotransitionfromplanningtheircartoputtingthemtogether.Iwillgivestudents20-30minutestoputtogetheranddecoratetheircars.(T&K&V)

• Onceeveryoneisdone,Iwillaskeveryonetomakesuretheircarrollswhentheypushit.Iftheanswerisno,Iwillgive5moreminutesforthemtofinishup.

• Foradvancedstudents,Iwillencouragethemtodecoratetheircarswhentheyaredone.AfterthatIwillaskthemtoassistwithothergroups.

o Icanalsochallengethemtothinkofwaystomaketheircarmovefasterifitwasreleaseddownaramp.

• Forstrugglers,Iwillasktwogroupstojointogethertobuildacar.Iwillalsobeavailableforassistance.And,Iwillasktheadvancedstudentstohelpincertaingroups.

Summary:

• Carswillbeputawayinaboxonatopshelf(makesuretheyhavenamesonthem!)

• Iwillendbyaskingthestudentswhatawheelandaxleis,whatthepartsare,whataresomeexamples,andhowdotheymakeoutlifeeasier.

• Iwillletthemknowthattheywillseetheircarsagainlaterintheunitwhenwetalkaboutanothersimplemachine.

Materials:

• Namesticks• Book:IfIBuiltACarbyChrisVanDusen

• Emptytoiletpaperrolls• Straws• Buttons• Planningworksheets• Exampleofpre-madecar• Anchorchartpaper• Markers• Decorforthecars:glitter,crayons,markers,glue• Pencils• Interactivenotebooks

EvaluationPartA:

• Formally,bycheckingtheirinteractivenotebooksforcompletedefinitionsandexamplesofwheelandaxle

• Informally,bytheamountofparticipationastudentisinvolvedwithduringclassdiscussion,thebook,andcardesigningandbuilding.

EvaluationPartB:

• Wasthelessoneffective,diditmeetthestandard?Whyorwhynot?

• IfIdiditagainwhatwouldIchangeaboutthedelivery,engagement,andsupplies?

• Didthestudentsrespondwell/enjoyit?

• DidthestudentslearnthenecessaryinformationtoaccommodatetheSOL?

SimpleMachinesDay3: InclinedPlane&RacingRamps

Science3.2 Purpose:

• Thepurposeofthislessonwillbetocontinueourconversationaboutsimplemachinesbyintroducingtheinclinedplane.Wewillbeinvestigatingreallifeapplicationsoftheinclinedplaneandidentifyingeverydaytoolsthatincorporatetheinclinedplane.Wealsowillbeusingthecarsmadeduringthepreviousday’sdiscussionaboutwheelandaxletoracedownaninclinedplanetoillustratehowthisnewsimplemachineworks.Thedatawillbecompiledintopictographsthatwillreflectthefindingsoftheclass.

• Science3.2:Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude

a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• Math3.17Thestudentwill:a)collectandorganizedata,usingobservations,measurements,surveys,orexperiments; b)constructalineplot,apicturegraph,orabargraphtorepresentthedata;

and c)readandinterpretthedatarepresentedinlineplots,bargraphs,andpicturegraphsandwriteasentenceanalyzingthedata.

Objectives:

• TSWobserveandidentifythecharacteristicsandbenefitsoftheinclinedplanebyracingcarsdownarampandrecordinghowthedegreeoftherampaffectsthespeedanddistanceofthecarwith100%accuracy.

• TSWcreateapictographanalyzingthedatafromtheexperimentasaclasswith100%accuracy.


• Askthestudentsifsomeonecantellmewhatasimplemachineis.Callon3-4studentsfortheirdefinition.(A)

• Askthestudentsiftheyrememberthetwosimplemachineswelearnaboutduringpreviousdays(leverandwheel&axle).Callontwostudentstoshare.(A)

• Showapictureofamovingtruckwithnoramp.Havethestudentsturnandtalkandcomeupwithasolutionofhowtogetheavyfurnitureontothetruck.Whattoolswilltheyneed?(A,V)

• Have3-4studentssharetheirsolutions.Ifnoonebringsuparamp,ask,“Iwonderiftheremightbeaneasierwayforpeopletowalkintothetruckfromtheground.Maybelikeahill?”Leadthestudentstocomeupwitharamp.(A)

• Say,“Today,we’regoingtolearnaboutanothertypeofsimplemachine:theinclinedplane!”(A)

• ReadInclinedPlanesInActionbyGillianGosmanaskingifstudentshaveseentheexamplesinthebookasweread.(A,V)

• Afterthebook,askthestudentsifanyoneremembersanexampleofaninclinedplane.Callon5-6students.(A)

Development:

• Havethestudentspullouttheirinteractivenotebookswiththesimplemachinespageopen.

• Askstudentsiftheycansharesomecharacteristicsofinclinedplanesthattheylearnedinthebook.(A,V)

• Writeideasontheboard,rephrasingasneededforacompletedefinitionandlistofinclinedplanes:(A,V)

o Makesworkeasier.o Canmakethingsgofaster.o Increasesthedistancetraveledoveragivenarea.o Musthaveaslope,length,andheight.o UsedbytheancientEgyptianstobuildthepyramids.

• Askstudentshowthecarswemadeyesterdaycoulduseaninclinedplane.(A)

• Reaffirm/tellstudentsthataninclinedplanewillmakeourcarsgofasterandthatwe’regoingtomakesomeobservationsaboutinclinedplanes.(A)

• Haveeachpairfromthedaybeforegoretrievetheircarsandlineupatthedoor.

• Leadstudentstothegym/emptyhallway(orsomewhereelsewherethefloorishard)whereIhavesetup3setsof3rampsmadeofcardboardandstackedbooks.Likethis:

• Tellstudentswewillberacingourcarsfromvaryingheightstoseehowthe

steepnessoftherampaffectsthespeedofourcars.(A)

• Showstudentsthedifferentcoloredtapelinesonthefloorin1footincrements.Eachteamwillrecordthelinetheircarcrosseseachofthe3timesitisdroppeddowntheramp.(A,V)

• Thestudentswillstartwiththeshortestramp(Ramp1)andrecordthecoloroftapethecarpassedintheirinteractivenotebook.(V,T,K)

• ThestudentswillrepeatonRamp1&2androtateuntileveryone’scarhasraceddownall3ramps.(T,K)

• IwillcirculatetheroomtoensurethedataisconsistentwithwhatIwanttoillustratewiththisexperiment(steeperrampscreatemorespeed.)

• Returntotheclassroomwithnotebookstosharedata.• Reviewwiththeclasswhatapictographis.(A)• TellclasstolookatthecolortheircarpassedonRamp1.Callouteachcolor

andhavethepairscomeuptostickastickerofthatcolortothepictographtoreflectthecolortheircarrolledtoandrecordthenumbersonthepictographwithstickers(so,if3pairsgottotheblueline,put3bluestickersverticallyontheposter.)(A,V,T)

• ContinueforRamp2and3.• Askstudentsfortheirobservationsoftheir3pictographs(thecolorsthat

werefurthestawayfromtherampshouldappearmoreonRamp3thanonRamp1becausethecarsweregoingfaster.)(A,V)

• Foradvancedstudents,Iwillhavethemmakeotherobservationsabouttheramps.Aretallerrampslongerorshorterthantheothers?Howwouldasteeperrampaffectaloadifitweretravelinguptherampinsteadofdown?Isitharderoreasiertogouparampifit’ssteeper?

• Forstrugglers,Iwillhavethemmergeintoagroupwithmoreadvancedstudentstoobserveandrecordtheircar’sdata.Iwillalsohavethecoloredstickersavailableforthemtostickintheirnotebooksifthatisaneasierwayforthemtorecordtheirdata.

Summary:

• Asktheclass,“Doinclinedplanesmakeworkeasierorharder?”Havetheclassrespondchorally.(A)

• Askvolunteerstoreviewothertypesofinclinedplanesandtheircharacteristics.

• Havestudentsrevisittheirinteractivenotebookstoaddanynewfactstheylearnedduringtheexperiment.

Materials: • InclinedPlanesInActionbyGillianGosman.• Interactivenotebooks• About40oldtextbooksthatarethesamesize.• Cardboardstripsthatarewideenoughforthecars.• Carsfrompreviousday’slesson.• 3differentcolorsofpainter’stape.• 3posterboards(EachlabeledRamp1,Ramp2,Ramp3atthetopandseparated

into3columns)• Stickersofthesamecolorasthepainter’stape.

EvaluationPartA: • Informally,byorallyaskingquestionsduringandafterthereadaloud.

• Informally,byobservingtheteamsracingtheircarsandaskingguidingquestionslike,“Whydoyouthinkthecargoesfurtheronthisrampthanonthisone?Whatcouldthattellusaboutinclinedplanes?”

• Formally,bycheckingtheirinteractivenotebooksandhavingthemsharewhatthey’velearned.





SimpleMachinesDay4: Screw

Science3.2 Purpose: Tocontinuethestudyofthesixsimplemachines,followingtheinclinedplane.Thestudentswilllearnhowtheinclinedplaneandthescrewarerelated.Thestudentwillalsowalkawaywithaknowledgeofhowascrewhelpsuseveryday,aswellassomeexamplesofhowascrewisused.ThestudentswillalsomaketheirownArchimedesscrewthatcantransportsmallobjects.

• MainSOL:Science3.2Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• SupportingSOL:Science3.1Thestudentwilldemonstrateanunderstandingofscientificreasoning,logic,andthenatureofsciencebyplanningandconductinginvestigationsinwhich h)dataaregathered,charted,graphed,andanalyzed; j)inferencesaremadeandconclusionsaredrawn; k)dataarecommunicated; l)modelsaredesignedandbuilt;

Objectives:

• TSWBATexplainthefunctionofascrewverballyand/orwrittenafterclassdiscussionandwatchingavideowith80%accuracy.

Procedure:

Introduction:

• Iwillbeginthelessonbyinformingthestudentsthatwewillbecontinuingourstudyofthesixsimplemachines.Since,itisdayfour,wewillbelearningafourthsimplemachine.

• Iwillthentellthemthattheywillbelearningaboutthescrew.Iwillactivatepriorknowledgebyaskingthemwhattheyalreadyknowaboutascrew.(A)

• Iwillthentakeoutasmallpieceofwoodwithholesalreadypre-drilledintoit,alongwithfivescrewsthataredifferentshapesandsizes.Iwillshowstudentsallofthescrewsatonce.Then,Iwillholdupandwalkaroundwitheachscrew,givingeachscrewanumber1-5,andaskingstudentstomakepredictionsastohowmanyturnsofascrewdriveritwilltaketoscrewthescrewallthewayintothepieceofwood.Theyaretorecordtheirpredictionintheirnotebookindividually.Repeatthisfortheotherfourscrews.(V&A)

• Onceallpredictionshavebeenmade,Iwillscrewthefirstscrewintothewood,countingaloudeachtimethescrewdrivermakesafullrotation.Oncethescrewisallthewayinthewoodthestudentsshouldrecordtheactual

amountofrotationsnexttotheirprediction,alsowriteitontheboardalongwiththescrewnumber.Repeatthisprocessfortherestofthescrews,butchoosewell-behavingstudentstoscrewinthescrews.(V&A&K)

• Onceallscrewsareallthewayscrewedin,Iwillaskthestudentstotalktotheirtableaboutthepredictionstheymadeandactualamountofrotations.Askthemtodrawconclusionsaboutthescrewsize/shapeandtheamountofrotations.Givethestudentsabout2-5minutesforthis.Then,askthestudentstoshareandexplaintheconclusionstheycameupwith.(A)

Development:

• Havestudentspullouttheirinteractivenotebooks.Showthevideo,Whatisascrew?(https://www.youtube.com/watch?v=dDEhrpFb1BU)Stopat0.24secondsforstudentstorecordinformationintheirnotebook.Oncethestudentsarealldonewriting,continuetoplaythevideo.Whenthevideoisover,askstudentsiftheirpredictionsaboutthescrewswouldhavebeendifferentistheysawthisvideobeforehand.Studentsmayputawaytheirnotebooksandcleartheirdesks.(V&A)

• Next,Iwilltellstudentsthattheywillbemakingtheirownworkingscrewingroupsoffour,andthisscrewiscalledanArchimedesscrew.AskwhattheyrememberaboutArchimedesfromdayone.Iwilltellthemthegoaloftheirscrewistomovecerealtoonebowltoanother.Idemonstratethisusingonethatisalreadymade.(A&V)

• Iwillseparatethestudentsintogroupsoffourensuringthateachgrouphasatleastoneadvancedstudentinit.Iwillthenhandoutthedirectionsandsuppliesneededtobuildthescrew(donothandoutcheeriosandbowlsyet.)

• Givethestudentsabout30minutestobuildtheirscrew.Walkaroundandprovideadviceandhelpifneeded.Whenthegroupsbelievetheyhaveaworkingscrew,Iwillgivethemthebowlsandthecheeriostoseeifitworks.(T&K)

• Foradvancedstudents,Iwillaskthemtomakeabargraphifthedatatheygathered.Iwillalsoaskthemtothinkandwriteaboutwaystheycanimprovetheirscrewsoitcanpickupheavierthings,orevenwater.

• Forstrugglingstudents,Iwillhavepre-cutdefinitionsofascrewfromthemtoglueintotheirinteractivenotebook.IwillalsoputthosestudentsintogroupswithstudentswhoIknowworkwellwiththem.

Summary:

• Iwillclosebyaskingstudentstoaskinggroupstoputtheirnamesontheirscrewandturningthemintoadesignatedareaandreturntotheirdesks.

• Iwillaskwhattheylearnedfromthefirstexperimentandfrommakingtheirpredictions,thevideo,andfrommakingthescrew.

• Iwillalsoaskhowthescrewandtheinclinedplanearerelated. Materials:

• Video:https://www.youtube.com/watch?v=dDEhrpFb1BU• Computer• Prometheanboard• Interactivenotebooks• Pencil• Cheerios

• Bowls• Plasticempty2litersbottles(pre-cut)• Dowels• Cardstock(pre-cut)• Tape• Archimedesscrewmakinginstructions(thankstoymiclassroom.com)• Pre-madeArchimedesscrew• Textbooks• Screws• Wood,withpredrilledholes

EvaluationPartA:

• Formally,byassessingwhatstudentswroteintheirinteractivenotebooks.• Informally,byassessingknowledgeofthescrewthroughdiscussionandinteraction.

EvaluationPartB:

• Wasthelessoneffective,diditmeetthestandard?Whyorwhynot?

• IfIdiditagainwhatwouldIchangeaboutthedelivery,engagement,andsupplies?

• Didthestudentsrespondwell/enjoyit?

• DidthestudentslearnthenecessaryinformationtoaccommodatetheSOL?

SimpleMachinesDay5: Wedge&TheFractionLumberjacks!

Science3.2 Purpose:

• Continuetheconversationaboutsimplemachinesandunderstandoneofthesimplemachines,wedge,anditsfunctions

• Writefractionsthatisrepresentedbythemodel• Science3.2

Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• Math3.3Thestudentwilla)Nameandwritefractions(includingmixednumbers)representedbya

model b)Modelfractions(includingmixednumbers)andwritethefractions’

names c)Comparefractionshavinglikeandunlikedenominators,usingwordsandsymbols(>,<,or=).

Objectives:

• Thestudentswillbeabletoidentifywedge,oneofthesimplemachines,anddescribeitsfunctioncorrectlyintheirinteractivenotebook.

• ThestudentswillbeabletowritethefractionsrepresentedbytheVelcrowoodmodelandcomparethetwofractionsintheirinteractivenotebook,gettingatleast80%correct.


• First,askthestudentswhatthepurposeofascrewis(reviewingthedaybefore).

• Pullupapictureofastandardwedgeandgiveitsformaldefinitionandexplainitsfunction

• Askstudentstomakepredictionswhenawedgewouldbeusedandwritethemdownintheirinteractivenotebooks

• Watchvideo:https://www.youtube.com/watch?v=LAAwZird80k• Havestudentssharetheirownexamplesandwritethemdownintheir

interactivenotebook• IntroducetheVelcrowoodcuttingactivitybysaying“Today,wearegoingto

belumberjacks!” Development:

• Explainthewoodchopactivity(V,A)o Pickupafractioncardfromthedecko “Cut”thewoodtoappropriatelyrepresentthefraction(V,K)o Havethepartnerpickupanewfractioncardfromthedecko “Cut”thewoodtoappropriatelyrepresentthefraction(V,K)

o Writebothfractionintheinteractivenotebookandillustratetheirwoodpieces(V,K)

o Comparethetwofractionsbyusing>,<,or=signso Continueuntilthepairdoesatleast5comparisons

• Foradvancedstudents…o Doatleast8comparisonso Havethemturnmixedfractionsintoimproperfractionsintheir

journalo Partnerupwithastrugglingstudenttoguideandhelpthem

• Forstrugglers…o Doatleast3comparisonso Havethemdoafractionoftheirchoice(onceortwicedependingon

theirlevelandspeed) Summary:

• Tellstudentstocomebacktothecarpetoncetimeisup(~20-30min)• Askstudentswhenawedgecanbeusedandencouragestudentstofindreal

lifeexamplesinduringtheirday/athomeMaterials:

• Interactivejournal• Pencil• VideoonYouTube• Fractioncards• Velcrowoodpieces• Wedge/Pretendhammer• Computer• Prometheanboard(projector)

EVALUATIONPARTA: • Duringtheactivity,walkaroundtheclassroominordertomanagetheclass• Whilewalkingaround,askstudentswhytheythoughtacertainfractionwasgreater

than,lessthanorequaltotheotherfraction• Havethemanswerincompletesentences“_________isgreaterthan/lessthan/equal

to_________because…”=goodanswer• Askthestudentswhatthewedgeisdoingtohelpthem

o ItmakesiteasiertopulltheVelcroaparto Wedon’thavetopullfrombothdirections

EVALUATIONPARTB: • Didthestudentsmeetyourobjectives?Howdoyouknow?

• Whatwerethestrengthsofthelesson?

• Whatweretheweaknesses?

• Didyourlessonaccommodate/addresstheneedsofallyourlearners?

• Howwouldyouchangethelessonifyoucouldteachitagain?

SimpleMachinesDay6: Pulley&FlagpoleDemonstration

Science3.2 Purpose:

• Continuetheconversationaboutsimplemachinesandunderstandoneofthesimplemachines,pulley,anditsfunctions.

• Toseeareal-lifedemonstrationonhowapulleyworkswithaflagpoleoutside.• Thislessonwillbethelastsimplemachinelessonbecausethepulleywillbea

smoothtransitiontotalkingaboutcompoundmachine.• Science3.2

Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsinclude a)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• PhysicalEducation3.4Thestudentwilldemonstrateanunderstandingofthepurposeforrules,procedures,etiquette,andrespectfulbehaviorswhileinvariousphysicalactivitysettings.

a)Demonstrateindependenceandgooduseoftimewhileengaginginphysicalactivity. b)Provideinputintoestablishingrulesandguidelinesforbehaviorinphysicalactivitysettings. c)Workcooperativelywithpeers.

Objectives: • TSWBTidentifyapulley,oneofthesimplemachinesanddescribeitsfunction

correctlyintheirinteractivenotebook.• TSWBTsuccessfullyexpresscooperativebehavioroutsidebytheflagpoleduringthe

demonstration.Procedure: Introduction:

• First,askthestudentswhatthepurposeofawedgeis(reviewingthedaybefore)

• Pullupapictureofastandardpulleyandgiveitsformaldefinition,explainitsfunction,anddifferentpartsofthepulley(V,A)

• Askstudentstomakepredictionwhenapulleywouldbeusedandwritethemdownintheirinteractivenotebooks(V)

• Watchvideo:https://www.youtube.com/watch?v=LiarGb_LK10(V)• Havestudentssharetheirownexamplesandwritethemdownintheir

interactivenotebook(V,A)Development:

• Say“Atourschool,wehaveourownspecialpulleysystemanditgetsusedeverysingleday!”

• Encouragestudentstomakeguessesandgivethemhintstohelpthemgettoguessingtheflagpole

• IntroducethebookOurFlagbyCarlMemling(V)• Beforereadingthetext,discussaboutflags(A)

o Whatisthepurposeofaflag?

o Doonlycountrieshaveflags?§ Helpthemunderstandthatstates,andevencitiescanhave

theirownflagso Doyouthinkhavingaflagisimportant?Whyorwhynot?

• Afterthediscussion,readthebook• Afterreading,askthesamediscussionquestionsfromabove(A)• Say“Nowwe’vereadaboutflagsandwhatthatmeanstous,wearegoingto

gooutsideandseewhatkindofflagswehaveatthefrontofourschoolandseehowthepulleyhelpsus!”

• Beforegoingoutside,remindthemtheetiquettehowtheyshouldbelinedup,howtheyshouldbewalkingdownthehallwayandyourbehavioralexpectationsfromthemwhentheygetoutside

• Havethestudentslineupandtakethemoutsidetotheflagpole• Priortothelesson,makesuretheprincipalisnotifiedaboutthis

demonstration• Gatherthestudentsaroundtheflagpoleandaskthemiftheycanseethe

ropesandthewheelthathelpstheropestaketheflagupanddown(V)• Say“Iknowitlooksabitdifferentfromourvideo,butthatisanotherformof

pulley!”• Demonstratebypullingtheflagdownusingtheropesandexplainhowitis

comingdown(V)• Aftertheflagisdownabouthalfway,havethestudentslineupandpull3

timesandpassuntiltheflagiscompletelydown(V,K,T)• Oncetheflagisdown,explainwhattheyneedtodotogettheflagbackup

(usuallyyouhavetopullonanotherrope)• Demonstratehowtoputtheflagupbypullingtherope4or5times• Letthestudentsusethe3pullsandpassmethodtogettheflagalltheway

up,makingsureeveryonegetsachance(V,K,T)• Foradvancedstudents…

o Havethemcomeupwith3examplesintheirinteractivejournalso Partnerupwithastrugglingstudenttohelpthembrainstorm

examplespriortoorallyexplaining• Forstrugglers…

o Orallyexplainexamplestoyou,theteachero Drawtheflagpoleintheirinteractivejournal

Summary:

• Askstudentswhenapulleycanbeusedotherthanbeingapartoftheflagpoleandencouragethemtofindreallifeexamplesduringtheirday/athome

• Closethelessonbyexplaininghowhardputtinguptheflagwouldbewithoutthepulleysystem

• “Thankstothepulleysystem,weareabletomakethisjobaloteasier!” • Beforegoingbackintotheclass,statewhatisexpectedofthestudentssothe

transitionissmoothandinstantMaterials:

• Interactivejournal• Pencil• PrometheanBoard• Computer

• VideoonYouTube• Book:OurFlag

EvaluationPartA:

• Toevaluateifstudentsunderstood,Iwillinformallyaskthestudentsthedifferentpartsofthepulley

• Explainwhy/howthepulleyworkso “Theropehelpswith_____________”o “Thewheelhelpswith_____________”


• Whatweretheweaknesses?

• Didyourlessonaccommodate/addresstheneedsofallyourlearners?

• Howwouldyouchangethelessonifyoucouldteachitagain?

SimpleMachinesDay7: WrapUpDay Science3.2

Purpose:

• Toreviewallsixofthesimplemachinesthathavebeentaughtduringtheprevioussixschooldays.Studentswillalsohonetheirtechnologicalskillstoresearchonesimplemachineandcreateanengagingpresentationtosharewiththeclass.Thiswrap-updaywillpreparetheclassastheycontinueontostudycompoundmachineslaterintheunit.

• Science3.2:Thestudentwillinvestigateandunderstandsimplemachinesandtheiruses.Keyconceptsincludea)purposeandfunctionofsimplemachines b)typesofsimplemachines c)compoundmachines d)examplesofsimpleandcompoundmachinesfoundintheschool,home,andworkenvironments.

• C/T3-5.2:Identifyanduseavailabletechnologiestocompletespecifictasks.a)Identifythespecificusesforvarioustypesoftechnologyanddigitalresources.

•Identifythedifferencesamonglocal,network,andInternetresourcesandtools. •Create,edit,andformatadocumentwithtextandgraphics. •Createandpresentamultimediapresentation. •Createandpopulateaspreadsheetwithdata. •Captureandeditadigitalimage. •Demonstratetheabilitytochooseappropriateresourceswhencompletingassignmentsinvariouscontentareas.

b)Usecontent-specifictools,software,andsimulationstocompleteprojects. •Usetoolsinvariouscontentareasasdirectedbytheteacher.

Objective:

• TSWBATsuccessfullycreateapresentationusingapresentationplatformaboutoneofthesixsimplemachinesgiving3or4examples.

Procedure:

Introduction: • Iwillreviewthesimplemachinesbyaskingstudentstoopentheir

interactivenotebookstothesimplemachinepage.TopromptthestudentsIwillask,“whatdoyourememberaboutthescrew?”“Doyouremembertheactivity/lessonthatwedidwhenwelearnedaboutthescrew?”Thisshouldbeanopendiscussionamongthestudentstorefreshtheirmemory.(A,V)

• Iwillsay,“Ifeellikeweallknowoursimplemachines.Whocannamethesix?Now,Iamgoingtobreakyouguysintogroupsof3andyourgroupwillbecomeexpertsinoneofthesimplemachines!”

• Explaintherequirements/expectationso Everyoneinthegrouphastodothework(eachpersonhascomeup

withonereallifeexample).o Thereshouldbeanintroslide,aslideondescribingthegivensimple

machinefunctionwithpictures,andaslidegivingreallifeexamples

withpictures.Thepresentationmustbedoneonanyofthethreepresentationplatforms,Prezi,PowerPoint,orGoogleSlides.

o Beforebeginningworkonthepresentation,eachgroupmusthaveeachslideplannedoutonablankpieceofpaper,inroughdraftform.Eachgroupmustturnthisinbeforestartingontheactualpresentation.

o Whenallgroupshavecompletedtheirpresentationstheywillpresentthemtotheclass.

Development:

• Iwillbreakthestudentsupintogroupsof3-4(thereshouldbeatotalofsixgroups.)Iwillmakesurethegroupshaveavarietyofstudents,fromthestrugglingtotheadvancedstudents.Toensuretheworkisdonepromptly,Iwillmakesurethereisatleastone“techsavvy”studentineachgroup.

• Iwillthenassigneachgroupasimplemachinebydrawingthenamesoutofthehat.ThegroupthatIthinkislisteningandfollowingdirectionsbestwillgettodrawfirst.Iwillinstructeachgroupnottoopentheirpaperuntileverygrouphaschosen.Iwillcountdownfromthree,afteroneallgroupsmayopentheirpaperthattheydrewfromthehat.

• Iwillpassouttheoutlineworksheet.(V)• Iwillinstructstudentstobeginontheiroutline,andremindthemthatthey

musthaveatitleslide,aslidethatdescribesthesimplemachine,andaslidewithatleastthreeexamples.Iwillremindthestudentstobringtheircompletedoutlinetomewhenitisfinished.(A)

• Oncestudentsshowtheiroutline,Iwillgiveeachgroupalaptopcomputer,andinstructthemtobeginontheirpresentation.WhenallgroupshaveacomputerIwillwalkaroundtheroomtoensureeverychildisparticipatingandstayingontask.Iwillgivetheclass30minutestoworkontheirpresentation.

• Forstrugglers,IwillensuretheyaregroupedwithstudentswhoIknowarestrongandengagingleaderswhowillnotonlyhelpthemwiththeassignment,butensuretheyarecontributingtothegroup.Resourceswillalsobeavailablewithcorrectexamplesforthemtocutandpastefromfortheirpresentation.

• Foradvancedstudents,Iwillgivethemopportunitiestoleadstudentswhomaybestrugglingwiththisassignment.Ifanygroupfinishesearly,Iwillchallengethemtofindandshareanyadditionalfactsthatmight“stumptheteacher”.

Summary:

• Whenagroupsaystheyarefinished,Iwillbrieflychecktheirwork.Afterchecking,Iwillencouragethegrouptoaddmoredetail,design,andotherappealingelementstotheirworkuntiltheothergroupshavefinished.

• Whenallgroupshavefinished,eachgroupwillpresenttheirpresentationstotheclass.Iwillremindallstudentstobeagoodaudienceduringallpresentations.(K,A,V)

• Afterallpresentationsarethrough,Iwillasktheclassiftheylearnedanythingnewfromanyofthepresentations.“Wasthereanyexamplesthatyoudidnotthinkof?”“Isthereanexampleyoucanthinkofthatwasmissingfromapresentation?”(A)

• Iwillclose,bytellingthestudentshowwonderfultheirpresentationswere.Iwillalsocombineallofthepresentationsintoa“studyguide”tobehandedoutlaterintheweek.

Materials: • Interactivenotebooks(topulltheirresearchoutof)• Pre-computer/presentationoutlineworksheet• Pencil• Computer• Powerpoint/Prezi/Googleslides

EvaluationPartA:

• Informally,bycheckingoutlinesbeforethestudentsbegintheirpresentationstoensureallinformationincorrectandalltheguidelineshavebeenmet.

• Informally,evaluateeachstudentsbyobservingeachstudent'sparticipationduringthecreationofthepresentation,aswellas,thepresentingoftheproject.Eachstudentshouldspeakabout30%ofthetime.

• Formally,bycheckingeachpresentationtoensurethatitcorrectlyincludesatleastthreeexamplesandagooddescriptionofthegivensimplemachine.

EvaluationPartB:

• Whatwerethestrengthsofthelesson?




SimpleMachinesDay8: EvaluationProject:LeprechaunTrap

Science3.2 Rationale:

• Thisprojectwillevaluatethestudents’understandingandapplicationofthesixsimplemachinesbyaskingthemtomakeaworkingmachineoftheirownwiththepurposeofcatchingaleprechaun.

• Thiswillbeafunwaytoreinforcetheconceptsandideassharedduringoursimplemachinesunit.

• Itwillalsobeanicesegwaytocompoundmachines,whichwillbethenextpartoftheSOLwewillcover.

• Thisprojectwillallowforextensionforadvancedstudentsbychallengingthemtocreateatrapusingmorethanonemachine.

• Thisprojectalsowillallowstrugglingstudentstogethelpfromanadultoutsideofschool.

• Thisprojectalsocanbetransitionedintoanin-classproject,ifstudents’homeenvironmentsarenotconducivetotakehomeprojectsand/ortheydonothaveaccesstosuppliestocompletetheprojectathome.

ThisevaluationwascreatedbyThePolkaDottedTeacher:https://www.teacherspayteachers.com/FreeDownload/Simple-Machines-Leprechaun-Trap

SimpleMachinesUnitResources

• Thisisafourminutevideothatexplainswhatasimplemachineis,aswellaswhateachsimplemachinedoes.Italsowouldagreatwaytointroducecompoundmachines.

o Brainpopjrvideohttps://jr.brainpop.com/science/forces/simplemachines/

• Afungamethatstudentscanplaywhentheyhavesomefreetimewhenonthecomputers.Thegamegivesstudentsabetterunderstandingofhowsimplemachineswork,anditgivesotherexamplesofsimplemachines.

o Simplemachinesgamehttps://jr.brainpop.com/games/simplemachinesgame/

• Aminutetowinitgame!Studentscanchallengeeachothertoseehowmanyminimarshmallowstheycanmakeintocupinaminuteusingtheircatapults.Thiscanbedoneinteams,orasindividuals.Thiscanbeusedasafun,interactivebrainbreak,andasareviewofthelever.

• Agreatonlinematchingactivitytheythecanbedonewiththewholeclassorasanindividual.Thiswouldbegreatforreviewbeforeatest!

o http://www.softschools.com/science/simple_machines/games/• Asimplemachinescootiecatcher!Afun,interactivewayforstudentstostudyfora

simplemachinestest.Itincludespictureexamplesanddescriptionsofeachsimplemachine.

o http://www.azlearningbug.com/postcard/2011/jun/science2.html• Asimplemachinessort.Thiswouldbegreatasastationwhilelearningaboutsimple

machines.Thestudentswillgetexposuretothedefinitionsofthesixsimplesmachines,andexamples.

o https://www.teacherspayteachers.com/Product/Simple-Machines-Sort-Cut-and-Paste-Examples-Definitions-create-an-invention-955736

• Thebook:The3LittlePigsandtheScientificWolf,byMaryFetzner.Acutebooktocombinereadaloudtimewithsciencetime.Thestudentswillgetevenmoreexposuretosimplemachineswhileenjoyingatwistonaclassicstory.

o • Asimplemachineswordsearchwouldbegreatforareviewofkeyvocabulary

terms.Thiswouldbegreatasastationsorforstudentswhofinishotherworkearly.o http://homeschooling.about.com/od/freeprintables/ss/machineprint.htm

• TheBook:HowdoyouLiftaLion,byRobertE.Wells.Thisbookwouldbegreatforanyextratimethatneedstobefilledontheday(orthedayafter)thestudentslearnaboutthelever.

o • Thebook:TheKids’BookofSimpleMachines,byKellyDoudna.Thisisgreatbookfor

kidstolookatontheirownforwaystheycancreatetheirownsimplemachinesathome.Thestudentscouldalsovoteonaprojecttheywouldliketodoinclasstogetmorehandsonexperience.

o

It will soon be St. Patrick's Day and those pesky leprechauns will be up to their old tricks! Leprechauns like to sneak around, make messes, and play tricks on people! This year, we are going to try to outsmart those sneaky little guys! Your job is to build a leprechaun trap, so we can try to catch one! Remember, leprechauns are tricky creatures, so our traps will need to be clever! Your trap must be unique and original. You do not need to buy any materials to create it. Use things around the house, such as: a shoebox, cereal box, etc. Leprechauns are attracted to the color green and love shiny things! Construction paper, glitter, and crayons or markers can also be used. Your leprechaun trap must have at least one of the six simple machines we’ve learned about in class: lever, wheel and axle, pulley, inclined plane, wedge, and screw. Along with your project, you will need to turn in your “Leprechaun Trap Fact Sheet” We will be setting up our traps so please be sure it is completed and returned to school by ___________! Have fun working to create an original trap and use your imagination! I can’t wait to see the amazing ideas you come up with!

Simple Machine ProjectSimple Machine Project

Thank you and good Thank you and good luck!luck!

Leprechaun TrapLeprechaun Trap

It will soon be St. Patrick's Day and those pesky leprechauns will be up to their old tricks! Leprechauns like to sneak around, make messes, and play tricks on people! This year, we are going to try to outsmart those sneaky little guys! Your job is to build a leprechaun trap, so we can try to catch one! Remember, leprechauns are tricky creatures, so our traps will need to be clever! Your trap must be unique and original. You do not need to buy any materials to create it. Use things around the house, such as: a shoebox, cereal box, etc. Leprechauns are attracted to the color green and love shiny things! Construction paper, glitter, and crayons or markers can also be used. Your leprechaun trap must have at least one of the six simple machines we’ve learned about in class: lever, wheel and axel, pulley, inclined plane, wedge, and screw. Along with your project, you will need to turn in your “Leprechaun Trap Fact Sheet” We will be setting up our traps so please be sure it is completed and returned to school by ___________! Have fun working to create an original trap and use your imagination! I can’t wait to see the amazing ideas you come up with!

Simple Machine ProjectSimple Machine Project

Thank you and good Thank you and good luck!luck!

Leprechaun TrapLeprechaun Trap

Answer all questions in complete sentences.

1. What is the name of your trap? ______________________________________ 2. Describe how your trap will catch a leprechaun. ______________________________________

____________________________________________________________________________

3. What materials did you use to make your trap? ______________________________________

____________________________________________________________________________

4. What type of simple machine does your trap have? If it is

made up of more than one simple machine, list all of them. __________________________________________________________________________________________________________________

5. How does the simple machine(s) make work easier in your trap? __________________________________________________________________________________________________________________

Fact Sheet Leprechaun Trap Name: _________________

Rubric Leprechaun Trap Name: _________________

Task Total Points

Explanation of Leprechaun Trap Did you include all steps of how your trap works? Does your explanation make sense? Did you answer in complete sentences?

____/20

Explanation of Materials Used Did you remember to include all materials in your trap? Did you answer in complete sentences?

____/20

Explanation of Simple Machine(s) Does your explanation make sense? Did you answer in complete sentences?

____/20

Made with at least one Simple Machine

____/20

Effort/Creativity Did you do your best work? Are your ideas for your trap all your own?

____/20

Final Grade

Comments: _____________________________________________________________________________________________

NAME: ________________

Draw a picture of the simple

machine

What is it? What does it do?

Example

Pulley

Wheel and Axle

Inclined Plane

Screw

Wedge

Lever

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