Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Monkeying Around |
Author(s): Paul Allis |
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| Grade Level: 3rd |
School Address: Beaver River Central, PO Box 179, Beaver Falls, NY 13305 |
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| Subject Area: Science |
School Phone/Fax: 346-1211/346-6775 |
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CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Go out on a Machine March. Send the students to different areas of the school to find and list machines used in that area. Also take pictures of machines (Polaroid or digital). Also the students will go home the night before and list machines that they have in their home.
Connection to State Learning Standards
Content Area: Science, Math, Reading, Technology, Library, Writing
Level: 3rd Grade
| Benchmarks: Use simple logical reasoning to develop conclusions. Develop tentative explanations of what they have observed. Engage in a design process. Describe objects to be modeled. Investigate prior solutions and ideas. Prepare and select a solution. Plan and build a model. Test and evaluate the solution. |
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Benchmarks: Select information appropriate to the purpose of their investigation and relate ideas from one text to another. Select and use strategies for notetaking. Support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns. Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief summaries. Observe basic writing conventions, such as correct spelling, punctuation, and capitalization's, as well as sentence and paragraph structures appropriate to written forms. |
| Standard: MST #1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
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Standard: ELA #1 Students will listen, speak, read and write for information and understanding. As listeners and readers, students will collect data, facts and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written and electronically produced text. As speakers and writers, they will use oral and written language that follows the accepted conventions of English language to acquire, apply and transmit information. |
Unit Theme:
Monkeying Around
| Standard: MST #5 Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs. |
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Standard: ELA #4 Students will listen, speak, read and write for social interationc. Students will use oral and written language that follows the accepted conventions of the English language for effective social communications with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. |
| Benchmarks: Engage in technological design as in Standard 1. Understand the importance of safety, cost, ease of use and availability in selecting tools and resources for a specific purpose. Use simple manufacturing processes (e/g/, assembly, multiple stages of production, quality control) to produce a product. Use appropriate graphic and electronic tools and techniques to process information. Assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement. |
Benchmarks: Listen attentively and recognize when it is appropriate for them to speak. Take turns speaking and respond to others' ideas in conversations on familiar topics. Adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message. Read and discuss published letters, diaries and journals to learn the conventions of social writing. |
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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? |
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| Define Machines: something that helps people do work. Define Simple Machines: machines with few or no moving parts. Define and identify force, load, turning point. Define Compound Machines: a machine made up with 2 or more simple machines. Classify machines Identify simple machines within compound machines. Research various ideas for the compound model. A purpose/reason why for building the compound machine. Define selling, supply, demand and advertising. Assessment |
Machine March (identifying machines in the school). Also have the students list machines that they have at home the night before the machine march. Book and Video: Silver Burdett & Ginn Science (NJ, 1989) p. 124-137. The Simple Machine (Washington, DC: National Geographic Society, 1993). Filmstrip: A First Look at Science, Part II (Washington, DC: National Geographic Society, 1991). Look at the chart and note that some machines have more than one simple machine. Science book read p. 138. Identify if the machine on the chart is a simple or compound machine. Identify the simple machine within the compound machine. They will use the Internet, various school CD ROM computer programs to get information. Calls and group brainstorming and discussions. Use information from Social Studies book and other resource books. Teacher-made quizzes throughout the unit. End of the unit test from the Social Studies Textbook. |
Brainstorm, listen, charts, in KWL chart do K & W. Add more to the W & L in the KWL chart. Note taking. Make a chart of the machines found on the Machine March. Before, during, after strategy to define force, load, turning point. Concept Attainment Process Concept Attainment Process Link Strategies Note taking with graphic organizers. Note taking, brainstorming and discussions. Note taking and Concept Attainment. Paper and pencil assessments. |
Describe what will be done.
Discuss the K on the KWL Chart, first in groups, then as a class. Then have the students go in groups around the school to list or take pictures of machines. (See attachment A).
When reading, add to the L & W in the KWL chart. Also list vocabulary words, definitions and examples in their notes. During the video, stop the tape throughout and ask students to identify simple machines. List the machines found on the march on a machine chart.
Watching the video, identify force, load, turning point. Look at the machines in the video and on the chart and identify the force, load and turning point.
Looking at the chart discuss compound machines. Read p. 138 and then write the definition and examples in your notes.
In small groups look at the machines on the machine chart an identify ones that are simple and ones that are compound.
With the compound machines listed on the machine chart identify the simple machines found in each compound machine. *See Extending & Refining
Students will be able to use the following web sites: www.mos.org/sln/Leonardo/Inventors Workshop.html, www.sanmarino.k12.ca.us/summer1/machines/simplemachines.html, www.howstuffworks.com, and school CD ROM Programs (Microsoft Encarta 97; Primary SEARCH) to help choose the simple machines that will be in their compound machine.
As a class discuss why we use machines. (To make work easier) Brainstorm areas as a class that can help make work easier (i.e.: home, school, businesses). Also discuss ways to make work easier. Have each group pick an area their machine can be used. Also choose a specific area/thing of how the machine will make it easier.
As a class discuss what each vocabulary word means and why it is important when selling a product. Use your Social Studies Text and the Resource book to help define and discuss. In groups have them brainstorm the supply, demand and add techniques they will need to sell their product.
Throughout the unit give quizzes on the vocabulary and concepts so that you know your students are understanding the fundamental concepts. Also the unit test at the end of the unit from the Science Textbook.
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? |
| Build simple machines
Build compound machines
Explain how your compound machine words and advertise to sell it. |
Present students with activities to demonstrate the use of: lever, wheel & axle, pulley, screw, inclined plane, wedge. Make a flow chart of some simple machines that could make up a compound machine. Then build a compound machine using one of the examples on the flow chart. A presentation at the Machine Market. |
Describe what will be done.
Each day, each group will be presented with materials and instructions on how to build some simple machine. They will be answering questions about each simple machine (see Attachment B). They will also identify force, load and turning point of each simple machine. The books: Simple Machines (Horvatic, Anne, NY, 1989),; Bathtubs, Slides, Roller Coster Rails: Simple Machines that are Really Inclined Planes (Lampton, Christopher, CT, 1991),; Marbles, Roller Skates, Doorknobs: Simple Machines that are Really Wheels (Lampton, Christopher, CT, 1991),; Seesaws, Nutcrackers, Brooms: Simple Machines that are Really Levers (Lampton, Christopher, CT, 1991),; Working Machines (Marshall, John, Fla., 1995) will be available for the students to use as resources.
The students will brainstorm various ideas and make plans on paper of the simple machines they will use to build their compound machine. The students will choose one of the plans and use the materials supplied or ones students brought in to make a compound machine. *See Attachment C for Outline.
Present your compound machine, how it works and an advertisement on selling it while at the Machine Market.
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. |
| Identify which simple machine are used more in compound machines. |
Comparing Classifying
Deductive Reasoning
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The students will look at the simple machines that make up all the compound machines (that they have listed on the chart). They will tally up each simple machine to determine which simple machines are used more often. |
| Planning Guide |
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Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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[ ] Decision Making |
Products/Performances |
| Criteria for evaluation |
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 |
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| Elements Scale |
Compound Machine |
Presentation & explanation of how the machine works. |
Advertisement |
| Weights |
40% |
40% |
20% |
| 4 |
*Uses more than 2 types of simple machines. *The simple machines all work together to make the compound machine work. |
*Thorough & clear explanations of how the machine works. *Clear & Precise graphics aligned with the presentation. *Use appropriate public speaking skills. *Effectively & thoroughly addresses the needs of the audience. |
*Uses technology (elements from the computer programs) to design the entire ad. *No grammatical or mechanical errors. *Be specific & use precise information & details about the machine. |
| 3 |
*Uses 2 types of simple machines. *The simple machines all work together to make the compound machine work. |
*Substantial explanations of how the machine works. *Appropriate graphics aligned with the presentation. *Use appropriate public speaking skills. *Adequately addresses the needs of the audience. |
*Uses 75% technology (elements from the computer programs) to design the ad. *Few grammatical or mechanical errors. *Clear & appropriate information & details about the machine. |
| 2 |
*Uses 2 types of simple machines. *The simple machines do not work together to make the compound machine work. |
*Incomplete explanations of how the machine works. *Inaccurate graphics aligned with the presentation. *Use some public speaking skills. *Minimally addresses the needs of the audience. |
*Uses 50% technology (elements from the computer programs) to design the ad. *Some grammatical or mechanical errors. *Uses general information & details about the machine. |
| 1 |
*Uses 1 simple machine to build the compound machine. |
*Unclear explanations of how the machine works. *Uses no graphics. *Use few public speaking skills. *Does not address the needs of the audience. |
*Uses no technology to design the ad. *Multiple grammatical or mechanical errors. *Use no details & little to no information about the machine. |
NOTE: Rubric or other performance assessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
Have You Considered These Yet?
Learn to Learn Skills:
Be Effective Communicators: Demonstrates Cooperative Skills: *Listens effectively *Identifies & supports group goals *Reads with understanding *Initiates ideas *Writes effectively *Demonstrates the ability to perform different *Presents articulately different roles within the group *Uses appropriate technology *Considers different points of view
Be Perceptive Thinkers: Acts as Responsible Citizens: *Applies knowledge from a *Demonstrates responsibility variety of resources and content *Shows respect for self & others areas *Develops & applies organizational & problem-solving skills *Establishes priorities & achievable goals
Assessment Modifications:
*Resource Room students will follow their IEP. The teacher will read and assist the student with the activities.
*Title I Reading Teacher will come into the class and assist student with reading and the research of the activities.
Unit Schedule/Time Plan:
3 weeks; first 2 weeks this unit activities will be done, will need 30-45 minutes daily. The last week/third week should be time given for the groups to build their machine and get information for explaining and advertising their machine. This time should be 15-30 minutes a day.
Written Overview:
The students will be learning about the six simple machines and their characteristics. They will also be looking at compound machines and identifying the simple machines within them. In groups the students will build a compound machine and display it in a Machine Market.