By Annika Doornenbal, Classroom Teacher Grade 3 Blue
To understand function, students investigated how simple machines work by exploring forces in action. Through hands-on experiments, they discovered that forces are needed to move objects, and that both speed and movement depend on the amount of force applied. Activities such as building balloon buggies, testing ramps with different surfaces, and experimenting with pulleys allowed students to observe how simple machines operate and make work easier. As one student shared, “When we changed the ramp surface, the buggy went slower because there was more friction.”
Data collection
The concept of causation was explored as students examined how simple machines affect input and output forces. By testing different weights on pulleys and varying the height and texture of ramps, students began to understand how changing one factor can influence the outcome. They collected data, recorded observations, and drew conclusions from patterns they noticed. One student reflected, “The heavier the weight, the more force we needed to pull it up, but the pulley made it easier.” These investigations helped students see the direct relationship between force, motion, and machine design.
Designing and building prototypes
Finally, students made meaningful connections between their learning and the real world by applying their knowledge to solve everyday problems. Using the design cycle, they identified challenges such as collecting water while in bed, getting to the bus stop more quickly, or supporting someone using a wheelchair to go upstairs. They then designed and built prototypes of simple machines to address these issues, demonstrating creativity, empathy, and critical thinking. As one student explained, “We made a prototype to help someone go upstairs because everyone should be able to get where they need to go.”
Collaboration and reflection
Throughout the unit, students developed important research and self-management skills. They asked thoughtful questions, planned and conducted investigations, recorded and interpreted data, and showed persistence when faced with challenges. Collaboration and reflection were key components of the learning process, as students worked together to improve their ideas and solutions. To conclude our unit, the student explained and presented their prototype to their class.
Young engineers
We are proud of the way our Grade 3 students have engaged with this unit. It was a valuable opportunity for students to think deeply, work collaboratively, and apply their understanding in meaningful ways. The skills learned throughout this unit could be transferred to real-life situations. When they were faced with a problem, we were blown away by the creativity and effectiveness of their solutions." Young engineers indeed!