Let Go of My Legos!, Author(s):Kathleen Hudson and Martha A. Resig, Grade Level: 3-6, Subject Area: Science, With partners, students take Lego simple machines kit to build a model that moves or has moving parts, using as many pieces as they can. Using a checklist, students note number of pieces used and number of moving pieces used. (The Lego kit has a small number of pieces with components for one type of simple machine, forcing the student to create a simple machine.)

Planning Guide

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LU Title: Let Go of My Legos!	Author(s): Kathleen Hudson and Martha A. Resig
Grade Level: 3-6	School Address: St. Patrick's School, 345 Elizabeth St, Oneida, NY 13421
Subject Area: Science	School Phone/Fax:(315)363-3620/5975

CONTENT KNOWLEDGE

Declarative	Procedural
7 types of simple machines (lever, wedge, inclinded plane, pulley, wheel and axle, screw, gears)	learn how to follow graphic instructions for making simple machines
examples and uses of each type	how to write step-by-step instructions
vocabulary: load, fulcrum, force, friction, work, gravity, energy, driver, follower	how to make a spreadsheet
instructions for step-by-step technical writing
steps for making a spreadsheet

ESSENTIAL QUESTIONS

How do simple machines effect our lives?
How have people used simple machines?
How does gravity influence the way we live?

INITIATING ACTIVITY

1. Students complete survey detailing past experience with Lego's.

2. With partners, students take Lego simple machines kit to build a model that moves or has moving parts, using as many pieces as they can. Using a checklist, students note number of pieces used and number of moving pieces used. (The Lego kit has a small number of pieces with components for one type of simple machine, forcing the student to create a simple machine.) Models will be displayed for future use.

35 minutes

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Activity 2

Part A: Identify types of simple machines: lever, wheel and axle, inclined plane, pulley, wedge, screw, gear

Part B: Know examples of each kind of simple machine

Extended activity: Look through magazines or books for examples

Activity 3

Categorizing types of simple machines

Activity 4

Part A: Analyzing initiating experience model to determine type of simple machine

Part B: Alter model to incorporate simple machine

Part C: Small group interaction

Activity 5

Know vocabulary for simple machines: load, fulcrum, force, driver, follower, gearing up/down, friction, gravity, energy, work

Activity 6

Relationship between location of fulcrum and how much mass (how many Lego's) can be lifted

Activity 7, 8, 9 (see Procedural section)

Activity 10

Learn steps for step-by-step paragraph writing (technical writing)

Activity 11 (see Procedural section)

Activity 12

Examples of machines in literature

Text, Lecture

Big Book: "Cutting Machines", samples of simple machines

Computer: CD ROM encyclopedia: First Connections Encarta

Internet www.rube-goldberg.com, students will look at examples of non-simple machines

Model

Discussion

Text, Lecture, Work stations

Experiment with levers

Modeling

Read "Mike Mulligan and His Stem Shovel" and "Katy and the Big Snow"

Use a graphic organizer-KWL

Take notes

Employ a variety of senses

Construct meaning for vocab terms

Hands on

Use footnotes

Graphic organizer

Hands on technology

Advanced organizer questions

Think aloud

Present and share before, during and after strategy

Take notes using graphic organizer, hand on, three minute pause

Chart to record data

Three minute pause

Discussion, add to graphic organizer

Teacher will give KWL chart

Student will do KW

Teacher will ask students to read to find types of simple machines

Teacher will draw a graphic organizer on the board

Students will take notes using it

Teacher will read big book-pointing out examples of each type of simple machine

Students will add to notes examples of each type

Students will go to stations to text/try various machines

Students will list machines under correct type

Teacher will observe student performance and correct graphic organizer

Review steps for classifying

Group students in pairs and give graphic organizer

Students will use computers to see video clips of working examples of simple machines

Students will scroll and view software, then add examples to graphic organizer and footnote source

Students will rotate through work stations. Teacher will monitor Internet station. Another adult will monitor other stations

Assess graphic organizer

Students will use the model to answer advanced organizer questions: 1. Does your model resemble one of the simple machines you have learned? 2. Which one? **

**3. What moving parts does your model have? 4. Can you think of a use for your machine?

Students will alter model to make it look like simple machines studied machines studied or make new model of the same type of simple machine

Students will present their model, explain answers to advanced questions and show changes made to model

Teacher will observe

Teacher will hand out advance organizer for vocabulary. Students will read text and fill out graphic organizer

Teacher will set up workstations that demonstrate vocabulary. Students will experiment with demonstration models

Students will pause and think about what they have learned by using advanced organizer questions

Teacher will construct Lego model using a lever. Students observe and record data on chart for different fulcrum positions. Answer questions: how does position of fulcrum effect function of lever?

Students take completed charts to computer and follow spreadsheet process (procedural activity #7) to create spreadsheet and view charts-pie, bar, line

Teacher check charts and spreadsheets

Teacher will model steps for step-by-step paragraph writing. To organize thoughts, students will pause and reflect on steps for three minutes

Teacher will read stories to class. Discuss what types of machines were in stories and add to graphic organizer

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Activity 7

Create a spreadsheet on computer

Activity 8

Interpret patterns and duplicate them

Activity 9

Read and follow graphic instructions to build Lego model of simple machine

Activity 11

Write directions for building a five block Lego model

Follow step-by-step instructions to create a spreadsheet and view charts

Use software, "Logic Blocks"

With partner, think aloud possible solutions to problem

Practice

Lego CAD

Follow graphic instructions, brainstorm with partner using visual discrimination skills, practice with variations

Think aloud, practice, discuss/revise

Students use chart created in experiment, activity 6 and follow spreadsheet process and view charts (pie, bar, line)

Teacher will assess charts and spreadsheets

Teacher will introduce software and demonstrate using LCD panel. Students work in pairs. Students look at problem, think aloud and brainstorm to interpret pattern. Practice duplicating pattern. Software will assess student proficiency.

Teacher will demonstrate Lego CAD to small groups of students.

Teacher will provide students with strategies to use in building their model. Student will look at graphic instructions and brainstorm to determine blocks needed (by color, size, and shape) and order of assembly needed to accurately build the model. Students will practice by trial and error. Assess with rubric and model checklist.

**Students will be given five Lego blocks and instructed to build something. Using step-by-step paragraph writing skills (Declarative activity 10) students will write a set of instructions to build the five block Lego model.

Students will pass their instructions to another students who will attempt to follow the instructions. Together, students will discuss and revise directions to clarify them, possibly passing instructions on to third student for further testing.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Categorizing simple machines

Drawing conclusions

Making predictions

Creating a model

Solving a problem

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting

Other: Invention Problem solving

Students will look at examples of different kinds of simple machines and put them in the correct category.

Students will look at the simple machine they made in their initiating experience and assess their model to draw the conclusion of what kind of simple machine they have built.

Students will use information from their notetaking and what they already know to predict what will happen at work stations about the vocabulary that deals with simple machines and then go to the work stations to see what will actually happen.

Students create a simple machine in their initiating experience. They invent and build something with moving parts and later learn it is a simple machine.

Students are given a problem they must solve by building a machine. They view the problem, think of a solution, and construct a simple machine.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Problem solving: design a model	Cooperation	Written presentation	Oral presentation
Weights	40%	20%	40%	40%
4	Demonstrated a clear understanding of the characteristics of simple machines. (knows all 6 machines and can identify and define them) Developed a working simple machine that solved the problem.	Actively participated in group completing task using good communication skills.	Presentation used 6-8 relevant details in sequential order with logical connections to clearly address the topic.	Presenter consistently expressed ideas clearly, using appropriate volume and eye contact.
3	Demonstrated clear understanding of characteristics of simple machines. (learns the 6 simple machines-can identify and define 4-5 of them) Developed a working simple machine that mostly solved the problem.	Participated in group by completing task, using some communication skills.	Used 5-6 relevant details in sequential order to clearly address the topic.	Presenter expressed most ideas clearly, using appropriate volume.
2	Demonstrated some understanding of the characteristics of simple machines. (learns the 6 simple machines and can identify and define at least 2-3 of them) Developed a simple machine that mostly solved the problem.	Participated in group, shared ideas, and worked on task assigned to student as part of group.	Used 4-5 details in sequential order to address the problem.	Presenter expressed some ideas clearly, using appropriate volume.
1	Demonstrated little understanding of the characteristics of simple machines. (learns the six simple machines and can identify and define one or none of them) Developed a machine that partially solved the problem.	Participated in group, shared ideas, but did not accomplish task assigned to student as part of group.	Used 2-3 details in some order in an attempt to address the problem.	Presenter expressed some ideas clearly, but had difficulty.

NOTE: Rubric or other performance assessment instruments may be used.