TITLE OF THE LEARNING EXPERIENCE: Machines Can be Simple/Kathleen L. Hudson & Martha A. Resig

1. LEARNING CONTEXT
Describe the purpose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

Using the learning experience, students will explore the types and uses of simple machines as found on CD encyclopedias and the internet. MST #2.1.1,3 students use information technology to gather, enter, process, display, and communicate data, MST #4.5.1,2 students understand energy and mater interact through forces that result in changes in motion, MST #5.2.5:5.3.2 students use graphic and electronic tools to process information, ELA #1.1,2,3,4 students listen and read for information: research, take notes, organize, categorize; use graphic organizers. The simple machines unit is a component of physical science and is introduced in the third grade and further developed in the sixth grade curriculum. Students will need to know how to: read for information, use a graphic organizer, use footnotes, use the scroll bar to view information on the computer, work cooperatively with a partner.

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

The teacher will review the steps for classifying, group the students in pairs, give graphic organizers, and explain the use of footnotes. The teacher will set up work stations with CD encyclopedias: Encarta and Firs Connections; and the internet site www.rube-goldberg.com The teacher will direct the students as they rotate through the work stations. The teacher will monitor the internet station. After the students have completed the work stations the teacher will collect and assess the graphic organizers.

The students will use computers to see video clips of working examples of simple machines using C encyclopedias. Students will scroll and view software, then add examples to graphic organizers, and footnote sources. The students will look at examples of non-simple machines at the Rube Goldberg internet site.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

This learning experience will need to take place where there is access to the internet and access to multiple computers with CD capabilities.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

Planning time of about an hour should be allowed to preview the CDs and the internet site. Copy the graphic organizers and set up the work stations including downloading of the internet site allowing about fifteen minutes. Implementation should be accomplished in about forty-five minutes using about fifteen minutes at each work station. Assessment should be done in about fifteen minutes.

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

1. Computers with internet access, 2. Multiple computers with CD capabilities, 3. CD ROM First Connections - Golden Book Encyclopedia from Educational Resources 800-624-2926, 4. CD ROM Encarta from Educational Resources above, 5. Graphic organizer

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

The technique use to collect evidence of student understanding would be to have students complete a graphic organizer. The graphi organizer will be assessed using a checklist.

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.