Mechanical Technology 1. Question & Research Task SLIDE NAVIGATION Mechanical Technology 1. Question & Research Task Next 1 2 3 4 5 6 Ancient people invented simple machines that would help them overcome resistive forces and allow them to do the desired work against those forces. The six simple machines are: Lever Wheel and Axle Pulley Inclined Plane Wedge Image Source: Clip Art In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question: How can you use the 6 simple machines to design your own invention that performs a task?

2. Information Sources Next 1 2 3 4 5 6 Screw Wheel & Axle Lever SLIDE NAVIGATION Next 1 2 3 4 5 6 Choose several of the information sources linked here to complete the Student Activity on Slide 3. Essence of Simple Machines Science in Context Inclined Planes Pulley Wedge Screw Wheel & Axle Lever Image Source: Discovery Education

3. Student Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 You will use the online sources together information about the six simple machines and how they are used to provide a mechanical advantage. Use this Simple Machine Chart to record your research notes; remember to cite your sources on the organizer. Image Source: Clip Art

4. Assessment Activity Next 1 2 3 4 5 6 SLIDE NAVIGATION Next 1 2 3 4 5 6 How can you use the 6 simple machines to design your own invention that performs a task? Can you design a “Rube Goldberg” machine? A famous cartoonist named Rube Goldberg made cartoons of long, tedious inventions that used many steps to do a simple task. These inventions included many simple machines. Here is an example or this one! Choose a task. The purpose of a Rube Goldberg machine is to seriously over-engineer a process in order to perform a simple task. Examples- popping a balloon, or ringing a bell Make a drawing of your design, or use digital drawing tool. Use the six simple machines, and label each. Describe how your invention would work by writing about each step, and what materials you would use. Image Source: Flickr

5. Enrichment Activities SLIDE NAVIGATION Next 1 2 3 4 5 6 Extra Practice! Simple Machines in Use Goldburger to Go- a Goldberg machine that needs a few minor adjustments before it can work correctly. Tom and Jerry- build your own Goldberg like machine to help Tom catch Jerry! Rube Goldberg’s Official Website Simple Machine Exploration Simple Machines Game Image Source: Discovery Education

6. Teacher Resources 1 2 3 4 5 6 Technology Education SLIDE NAVIGATION 1 2 3 4 5 6 Learning Standards Alignment BCPS Curriculum Students will classify the attributes of engineering design. Describe the engineering design process as a systematic, iterative approach to problem solving that yields design solutions. Describe the personal characteristics involved in engineering, including creativity, resourcefulness, and the ability to visualize and think abstractly. Define constraints on the engineering design process, including safety, reliability, economic considerations, quality control, environmental concerns, manufacturability, and ergonomics. Maryland State Curriculum Develop abilities to apply the design process. (ITEA, STL 11) Apply the design process to solve problems in and beyond the classroom. (ITEA, STL 11-H) Specify criteria and constraints for design. (ITEA, STL 11-I) Common Core State Standards for English Language Arts & Literacy Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry. P21 Framework: 21st Century Student Outcomes 3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand. ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information. Technology Education Time Frame: 1 90 minute class period Differentiation strategies for this lesson: Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed. Notes to the teacher: Collaborate with your school library media specialist to plan and implement this lesson. Last updated: July 2018 Report broken links to BCPS Library Media Programs & Digital Resources 443-809-4035 BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.