Evolution Revolution: Simple Machines
Word List
Define the following:
1. Machine
2. Simple machine
3. Axle
4. Lever
5. Pulley
6. Force
7. Inclined plane
8. Wedge
9. Screw
10. Evolution
Classroom/Home Activities
1. Find 5 examples of the simple machines in your school, home, and other places (lever, wheel/axle, pulley, inclined plane, wedge, screw).
2. Tell which is the most popular, and why you think so.
3. Ask students to build, draw, or design a ‘machine’ using all 6 simple machines.
4. Tell how your pets may use simple machines: rolling a ball, walking up ramps, spinning in a hamster wheel, opening doors with a lever handle.
5. Ask students to decide which simple machine is the most important, the one that has helped humans the most; the wheel, the inclined plane, the screw, and give a reason why. Show it in pictures or drawings.
Discussion Questions
1. Which animals do you think are as smart as, or smarter than, a squirrel? Explain why. If possible, give an example how this is true.
2. If you have a pet, do you think it could learn all the things that Jack has learned?
3. Do you think that your pet or other animals around you could or would share what they’ve learned?
4. Is it possible that animals could outsmart humans one day?
5. Compare Fox and Jack. Is Fox smarter because of his hunting skills, or Jack because of the things he’s learned?
6. If Jack came to your house, what would you like to teach him, and why?
7. For the animals that couldn’t learn how to roll, like Snake or Rabbit, how could they help in the battle? Do they have any skills they could share?
8. Explain an example of evolution. Is evolution happening today? Can you give an example?
9. Are humans evolving? Show an example if you think so.
10. Name a way humans could evolve that would make them better able to live.
Classroom Experiment Supplies
*1 gal plastic jar of water
*1 small bowling or heavy ball
*1 tape measure/ruler
*1 board, 2-3 feet
*Several books to stack up approximately 1 foot high
Objective
To examine the force necessary to lift a gallon of water vs. rolling the bowling/heavy ball.
To examine the force necessary to lift a gallon of water and bowling ball vs. using an inclined plane
Procedure
1. Have students mark out in chalk or tape a length of 3 feet (or however long board is).
2. Ask each student to carry the gallon of water the length marked out.
3. Then have them roll the bowling/heavy ball; which is easier? Requires less effort?
4. Have students stack books and build a small, inclined plane.
5. Have students carry gallon of water and ball up the inclined plane (being careful to help guide and keep them from falling).
6. Ask students to first drag the gallon of water. Is it easier to lift and carry, or drag up the plane?
7. Then have students roll the ball up the plane. Is it harder to carry the ball rather than roll it?
8. Have students discuss how and where inclined planes help people in everyday situations (i.e. loading ramps, wheelchair ramps,
Evolution Revolution: Simple Plans
Word List
Define the following:
1. Work
2. Energy
3. Habitat
4. Instinct
5. Predator
6. Prey
7. Life cycle
8. Mynah bird
9. Mimic
10. Scavenger
Classroom/Home Activities
1. Have students design and draw a picture of a wagon that birds and other hopping animals might be able to use.
2. Create a list of words for students to ‘teach’ through charades and simple pictures, the way Collin taught Jack.
3. Ask students to make a list of five words they think Jack should learn and tell how they would teach him.
4. Have students draw a life cycle in Jack’s woods which includes major characters: Jack, Owl, Fox, Bird, Beaver, Rabbit, Chipmunk, and Rat.
5. Let students draw scenes from the book not pictured; Jack on Speaking Rock, Sister, Rat scaring the humans, etc.
Discussion Questions
1. If Jack was your friend, what would you try to teach him?
2. Tell who you think is smarter, and why- Jack or Rat?
3. Is there an animal smarter than a squirrel? Why do you think so?
4. How do you think Jack’s story will end?
5. What change, by evolution, would be best for squirrels, and give your reason. (i.e. opposable thumbs to build).
6. Has Jack’s story made you think differently about the animals in your backyard, or the world?
7. Which is your favorite animal: Jack, Rat, Owl, Sister, Bird, Horse or other? Give a reason.
8. If you could add something to the story, like Jack meeting another human, or a new animal that comes into the woods, what would it be? Write a few sentences describing what happens.
9. Do you think Jack could learn to use a cell phone? A computer? Why or why not?
10. How do you think Jack could use a pulley? Describe one and how he might use it.
Classroom Experiment Supplies
*1 small box for each student or group of 2 (have several sizes)
*Tape
*Scissors
*Straight plastic straws (not bendable)
*Cardboard
*String
*Small stuffed animal for each student or group
Objectives
To build a wagon appropriately sized to fit the stuffed animal.
To learn teamwork, determining scale of wagon to accomplish project
Procedure
1. Have students place box next to animal and determine if box is too big, small or right sized for wagon. Have them trade with other students so each has proper size or cut down to fit.
2. Have students draw and cut out wheels for wagon.
3. After wheels are cut, have them make holes in center to fit straw. Clip ends of straw so it separates like a banana peel. Tape ends to wheel to form axles. They should make sure axles fit width of box.
4. Wheels and straw axles are to be taped to underside of wagon.
5. Give each student or team a length of string for them to create a harness to fit a stuffed animal to wagon.
6. Let students demonstrate to classmates how well their wagon works and how the harness fits the stuffed animals.
Evolution Revolution: Simple Lessons
Word List
Define the following:
1. Sanctuary
2. Animal behaviorist
3. Adaptation
4. Biodiversity
5. Herbivore
6. Carnivore
7. Omnivore
8. Communication
9. Domesticated
10. ‘Fight or Flight’
.Classroom/Home Activities
1. Find one human and two animal adaptations.
2. Do some research and find out which animal can learn the most words, and how many they can learn. Make a list of the top five learners.
3. Ask students to build, draw, or design a ‘squirrel-proof’ bird feeder.
4. Have the students design and make bird feeders, fill them with seed, and set them outside the classroom windows.
5. Have students play a game of Charades to see how difficult it is to communicate without speaking. Use the words from the word list.
6. Have students illustrate a scene to warn Jack of danger; either one from the book or one that he might face.
7. Make a list of all the things Jack has learned. Who do you think is smarter, Jack or Bandy? Explain why.
8. Imagine yourself as Jack. What would happen after this book? Write a paragraph about it.
Discussion Questions
1. Do you think a squirrel could learn all the simple machines the way Jack did? Explain why or not.
2. Is it important for scientists to capture and study animals? Do you think it would be right for scientists to keep Jack and Rat in a cage to study them? What about zoos and SeaWorld- are they good or bad?
3. Have you seen animals of different species helping each other? Give an example and share it with the class.
4. Are rats bad? Are there any animals that aren’t ‘necessary?’
5. Should Jack just have run away once he got to the sanctuary?
6. If you were Collin, would you have captured Jack and turned him in for the college money?
7. What do you think will happen to Jack? To Addy? To CeeCee? Do you think they will share what they learn and teach other squirrels?
8. Are Jim and Cameron ‘bad’ people, or are they just doing their jobs? Suppose you were Jim or one of the scientists and it was your job to capture and study the squirrels; what would you do?
9. If you were Lauren, would you have taken Jack to another place before the men and scientists came back?
10. Should wild animals be pets? What about Bandy, who never learned to live in the woods; should Lauren try to teach her how to be wild by letting her go?
Classroom Projects
Bird House Supplies:
*Assorted basic components: old shoe or boot, coffee can with plastic lid
*Small amount of straw or other soft bedding
*Several feet of slim nylon rope or bendable wire, or straightened coat hangers,
*2 ½” wooden dowel or sturdy twig for each house
*Waterproof glue, like Gorilla Glue
*Waterproof, non-toxic paints, or natural elements like twigs, stones, for decorating
*Hammer and punch (or long construction nail)
Objective
To create a birdhouse of recycled materials.
Procedure
1. Have students bring in base- old shoe or coffee can. (It should be clean of any dirt or food, etc. and cans should not have any sharp edges.)
2. a) For shoe houses, loosen laces to make opening larger. b) For coffee can, trace hole about 2” in diameter in center of plastic lid. Cut hole, making sure there are no sharp edges.
3. Have teacher use punch and hammer to make hole in toe of shoe/boot or in lid about ½” under hole.
4. Insert wooden dowel or stick in hole and glue to create perch.
5. Let students decorate shoe/can with paints or natural elements.
6. a) If shoe or boot has loop at heel of shoe, thread nylon rope or wire through and tie/twist to make hanger. b) For cans, punch 2 holes on side of can for wire or rope to fit through, and knot or bend ends to secure.
7. Add bits of hay or soft bedding, and a few seeds to entice birds.
8. Hang in tree.
9. Have students discuss how and where inclined planes help people in everyday situations (i.e. loading ramps, wheelchair ramps, etc.)
10. For pictures of finished houses or for more ideas, go to: http://www.lushome.com/15-smart-recycling-ideas-making-unique-birdhouses/141768
Bird or Squirrel Feeder Supplies
*Popsicle sticks: 38 per feeder
*Larger stick, like tongue depressor or slim, sturdy twig per project
*Waterproof glue, like Gorilla Glue
*2 pieces of 2’ length slim nylon twine
*Square of wax paper for each project (to protect work surface from glue)
*Seeds and nuts
Objective
To create a bird or squirrel feeder.
Procedure
1. Give each student a length of wax paper to work on.
2. Lay out 12 sticks next to each other to form an even square.
3. Have students glue 2 sticks across the 12, leaving ½” of bottom sticks clear.
4. Glue tongue depressor (or slim twig) on top.
5. Alternate sticks to form levels: ll = ll = .
6. When 4 sticks remain, have students tie ends of twine around sticks at corners. Secure with glue.
7. Glue remaining sticks. Let dry overnight.
8. Hang in tree.
9. Add seeds and nuts to entice birds and squirrels. For pictures of completed project, go to: http://www.craftionary.net/make-birdhouses-garden/
Additional Resources for Further Reading and Discovery
Doudna, Kelly. The Kids’ Book of Simple Machines: Cool Projects & Activities that Make Science Fun! Mighty Media Kids 2015. (Kindle only)
http://www.storyjumper.com/book/index/15087132/SIMPLE-MACHINES
Hodge, Deborah. Simple Machines (Starting with Science). Kids Can Press, 1997. ISBN 978-1550743999.
Wells, Robert E. How Do You Lift a Lion? Albert Whitman, 1996. ISBN 978-0807534212.
Woods, Michael. Ancient Machines: From Wedges to Waterwheels (Ancient Technology). Runestone Press, 1999. ISBN 978-0822529941.
Yasuda, Anita and Stone, Bryan. Explore Simple Machines! With 25 Great Projects (Explore Your World) Nomad Press, 2011. ISBN 978-1936313872
Video Resources
“This former NASA and Apple Engineer built a Ninja Warrior course for squirrels”
“Bicycle-riding Chicago Alderman Injured in Squirrel Attack”
http://www.npr.org/2016/11/23/503108904/bicycle-riding-chicago-alderman-injured-in-squirrel-attack
“Squirrel Steals Go-Pro and Carries It Up A Tree”
https://www.youtube.com/watch?v=xIEWgxuaPyA
“Try Not to Laugh, Squirrels and Raccoons”
Charlotte Bennardo 