The Art of Simple Machines, by John W. Healy
The unlikely duo of science and art team up for this creative lesson
The science behind the use of simple machines such as a wheel and axle, pulley, inclined plane, lever and screw can be combined into a wonderful science and art lesson. Kathy Berk teaches science at my school. She has used a good deal of imagination to find a way to use these familiar items in a lesson and also incorporate sequential writing and reading. She shares the art of Rube Goldberg with her students to bring all of these subject areas together in a humorous, challenging assignment of science, sequential writing, reading and art.
What's a "Rube Goldberg?"
A popular syndicated cartoonist for over a 50-year period, Rube Goldberg had an engineering degree from the University of California and a healthy skepticism of elaborate machines that served questionable needs. A "Rube Goldberg" has become a common expression for any mechanical device that is unnecessarily complicated to achieve simple goals. His cartoons represented a practical awareness of how machines worked and how they can become unnecessarily complex.
Humor may be something your students wouldn't expect when learning about simple machines and descriptive sequential writing. They'll really enjoy pairing the use of their chosen simple machines in sequence with their original invention using the Rube Goldberg cartoon format. When students write the sequences of how their machines work, they'll be able to vividly describe what they've created to their classmates.
The skill of sequencing
Sequencing in reading and writing is a natural addition to this lesson. The more humorous the sequences are to achieve the simplest of ends, the more interest your students will show in this combined lesson. The elusive learners in our classrooms will be attracted to the amusing parody of creating their own Rube Goldberg-styled inventions. I'm sure that their descriptive writing will be enjoyed by their classmates and become the source of lively classroom discussion. Learning about simple machines, skill sequencing in writing and reading will also help your students to put concepts in order in both a visual and verbal way.
A marshmallow-dipping machine
Angel is an eighth-grade student in Kathy Berk's class. Together they shared with me Angel's invention and written instructions on how her machine works to dip a marshmallow in chocolate. In the Rube Goldberg tradition, Angel drew a complicated device that used simple machines in a logical sequence to accomplish a mundane task. She selected a pulley, lever and inclined plane with axle as components of her device. Angel's sequential directions were as follows:
- The marshmallow, attached to string, slides down inclined plane.
- Cut string lever, which flips bowl of marshmallow into pan of chocolate.
- Pull up marshmallow with pulley.
à la Rube Goldberg, eighth-grader Angel devised an elaborate procedure for dipping marshmallows in chocolate.
Steps to take in the classroom
First things first, create a handout for the class to fill out that will introduce this lesson and give a focus to their inventions. Make sure that the handout includes a picture and description of the following simple machines: wheel and axle, pulley, inclined plane, lever and screw.
Draw an illustration of a device that does something using three of the simple machines listed. Other machines can be added.
Have one student at a time show the completed drawing of his or her invention to the class. Let each child give a general description and the intended purpose of his or her invention.
Each student will conclude his or her presentation by distributing a handout describing how his or her invention works. They should organize the different steps each simple machine takes to accomplish the chosen task. Alternating students in the class can take turns reading each step aloud.
Each student's piece of artwork will hope to achieve a plausible yet humorous purpose in the sequential use of simple machines. The descriptive writing that will accompany each invention should articulate and enhance the communicative value of the artwork.
Have fun!
The driving force in this lesson is the fun and humor to be had during this activity. I'm sure your students will enjoy it as much as the students in Kathy Berk's classroom!
Dr. John W. Healy teaches art at Woodland Middle School, East Meadow, NY.
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