LEARNING EXPERIENCE

TITLE: Simply Marvelous Machines

AUTHOR: Wallace D. Freeland, Jr.
GRADE LEVEL: 3
SCHOOL ADDRESS: Theresa Primary 125 Bridge St, P.O. Box 620 Theresa, NY 13691
SCHOOL PHONE: (315) 628-4432
SCHOOL FAX: (315) 628-5890

LEANRING CONTEXT

Students, working in small groups, will showcase their knowledge of simple machines by planning and producing a 4-card HyperStudio stack about one of the six simple machines. This learning experience is the final activity of the simple machines portion of a Science unit on force, work, and machines. The unit is based on Unit C, Forces & Machines of the Addison-Wesley Destinations in science series for third grade. The six units in the series may be done in any order and are not dependent upon each other. The series offers both a hands-on and minds on approach to the material. This activity, and the others throughout the unit, attempt to provide a mix of both approaches along with additional teacher produced ideas and activities and utilization of additional resources, including technology. though the science series is used as a basis for this learning experience, and the other activities in the unit, the learning experience can be easily adapted for use with other series or teacher-developed units. When the students engage in this activity, they have already learned about the concepts of force, work, friction, and gravity and have explored simple machines through several other activities including a reading/research project.

For successful completion of this project students will need to be able to:

1. define/describe the six simple machines (inclined plane, lever, pulley, screw, wedge, wheel and axle)
2. cite an example of the use of the simple machines in everyday life
3. work cooperatively in a small group

• develop a plan for a HyperStudio stack
• produce a 4-card HyperStudio stack

This learning experience addresses these New York State Learning Standards and performance indicators:

• MST #2: Students will access, generate, process, and transfer information using appropriate technologies.
• Use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound.
• Access needed information from printed media, electronic data bases, and community resources.
• Demonstrate ability to evaluate information.
• ELA #1: students will read, write, listen and speak for information and understanding.
• Select information appropriate to the purpose of their investigation and relate ideas from one text to another.
• Select and use strategies the have been taught for note taking, organizing, and categorizing information.
• Use details, examples, anecdotes, or personal experiences to explain or clarify information.
• Include relevant information and exclude extraneous material.
• Observe basic writing convention, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

PROCEDURE

The two third grade classes in our primary building work closely together. This learning experience was developed for use by both classes with the support of the district computer support staff. Please note that classroom teachers would be able to successfully accomplish this experience without the assistance of computer support staff.

• The initial lesson is a large group (both classes) presentation by the computer support staff. Students are introduced to the software, HyperStudio, utilizing a Mac computer and a video hook-up to a TV/monitor. Appropriate terminology (stack, card, button, icon, font, background, transition, etc.) is introduced and demonstrated. Standards for the project are discussed (4-cards, next and back buttons, using a black font that is readable by a first grader, one background color for all cards). During this lesson, students are taking notes using a graphic organizer
• The individual classes proceed with the rest of the learning experience in their own classroom with the help of the computer support staff.
• The next lesson involves planning the HyperStudio project. Utilizing the teacher-made plan pages, the classroom teacher models how to plan the project. The class is divided into 6-groups (one for each simple machine) and the groups randomly choose a simple machine. With teacher direction, and again utilizing the computer and the video hook-up, the groups start to make choices for their project while HyperStudio is projected on the TV/monitor. These choices would include background color and button colors/shapes and icons.
• During the next two lessons, the groups complete their plans. During these lessons, groups will utilize the computers to choose font and style from HyperStudio and to choose pictures from the Internet (sites bookmarked by the teachers). When not on the computer, groups are working at planning and drafting their project. For the first card, students make a catch title and add their names. Card 2 includes a picture of the simple machine and a caption defining/describing it. Card 3 includes a picture of the simple machine in everyday life along with a caption and Card 4 has a digital photograph of the students using the simple machine with a written caption. On the plan, the pictures for cards 2 and 3 are simple drawings and the pictures have been saved off the Internet. Once students have decided what they want a picture of for card 3 (the simple machine in everyday life), they would use the AltaVista Photo and Media Finder search engine to find a picture and save it. For card 4, students need to decide on the picture, arrange for any props, and have the teacher take the digital photograph. The teacher's role during these lessons is to monitor and guide.
• The final lesson is the actual production of the HyperStudio stack. The computer support staff are utilized for this part, working with 3-groups at a time. While groups are on the computers, the other groups are engaged in other classroom instruction. Groups take about 60-90 minutes to complete their project with students in the groups taking turns throughout. During this time, students produce their cards by typing in planned text, inserting saved pictures, and making and copying buttons. After all the stacks are completed, the teacher links them to a prepared Title stack and Contents stack. Additionally, both classrooms projects are linked. The complete project is shared with the classes and is available for individual student use on the computers.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

The utilization of small groups provides support for all students. Individual strengths and needs are considered when forming the groups. Additionally, throughout the experience, the teacher(s) are constantly monitoring the progress and performance of each group.

The classroom setting needs little modification during this experience. The classrooms each have a cluster of four computers with Internet access. Desks and chairs may be moved around by the students to facilitate their group work.

TIME REQUIRED

The time required for planning this learning activity included:

• 4. F18 Joint planning between the two classroom teachers (approximately 30 minutes)
• 5. F18 Joint planning with the computer support staff (approximately 30 minutes)
• 6. F18 Searching for, and bookmarking appropriate Web Sites (approximately 60 minutes)
• 7. F18 Preparation of teacher-made plans pages (approximately 30 minutes)
• 8. F18 Preparation of teacher-made HyperStudio stacks (Title Stack, Contents Stack) and final linking of all stacks (approximately 90 minutes)

Note: Much of the time needed for planning will not be needed in subsequent years. It was only necessary to get the learning experience under way.

The time required for implementation of this learning experience included:

• Initial Lesson (Hyperstudio introduction); 1-60 minute lesson
• Planning the HyperStudio projects; 3-45 minute lessons
• Production of the Hyperstudio projects; 1-60 to 90 minute lesson/group
• Sharing of completed projects; 1-30 minute lesson

The time required for assessment of this learning experience included:

• Since assessment is ongoing, no additional time is necessary.

RESOURCES

The resources needed for successful completion of this learning experience include:

• Classroom clusters of 4-computers/classroom
• HyperStudio (software) available on all computers
• Internet access
• Computer projection via a TV/monitor hookup
• Teacher/computer staff familiarity with HyperStudio
• Computer support staff
• If computer support staff are not available, adult volunteers could be used to monitor/assist students on the computers. Some basic training may be needed.

ASSESSMENT PLAN

The assessment used for this learning experience reflects the grading system used on the Third Grade report cards. Each student receives a rating for, Participates in class activities and one fore, Understands concepts. The ratings are 4-Consistently, 3-Usually, 2-With Support, and 1-Not able to do this. The ratings are based on teacher observation throughout the learning experience and the material presented in the HyoerStudio stack.

STUDENT WORK

On file at home school.

REFLECTION

This learning experience is part of a learning unit that was developed under the Title III grant. Supported by the unit planning training, the teachers were motivated to revise and upgrade a Science unit used in previous years. The result is a much stronger unit and learning experiences with technology enhancement. This unit is a part of the school districts curriculum and supports appropriate New York State English Language Arts and Math, Science, and Technology standards. Implementation of this lesson allowed students to exhibit not only their knowledge of the Science concepts, but also their computer awareness and skills. The students level of competence with the computer was eye opening for the teachers. As the learning unit went through peer review, other teachers were similarly impressed. The peer review also provided validation for the effort that went into the project. As much as this learning experience and the learning unit are adaptable for other teachers, the activities and training should prove to be adaptable across curriculums for the teachers involved.

STUDENT WORK PERMISSION FORM

SCHOOLS

must secure, and maintain on file, written parental/guardian permission for all samples of student work that are submitted.

A sample permission form is on the next page.

Material will not be returned.

Dear Parent or Guardian;

The State Education Department is producing teacher resource guides supporting the learning standards approved by the Board of Regents for all students.

These guides include a collection of best instructional practices which promote student attainment of the learning standards.

Your child's teacher has designed a learning activity that is geared toward these higher standards. This lesson, along with samples of student work related to the lesson, is being submitted to the State Education Department for possible inclusion in the State's curriculum resource guides.

We ask that you complete and sign the form below to allow the State Education Department to publish your child's work, should it be selected, for purposes of teacher training and public education. The work would appear without the student's name or other identifying information. Please return the form to your child's teacher.

Thank you for your assistance in this important project.

Date:

I give permission for the State Education Department to use the work of (student's name) with educators and the public for the purposes of teacher training and public education with the understanding that the student's name or other identifiable information will not be disclosed.

Signature:

Relationship to student:

LEARNING STANDARDS

CHECKLIST

For each standard are indicate the level at which this learning experience addresses the learning standards by placing an

E for elementary, I for intermediate, and/or C for commencement in the appropriate box.

STUDENTS WILL:

E

1. Read, write, listen, and speak for information and understanding.

2. read, write, listen, and speak for information and understanding.
3. Read, write, listen and speak for critical analysis and evaluation.
4. Read, write, listen, and speak for social interaction.

1. actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre and visual arts) and participate in various roles in the arts.
2. Be knowledgeable about and make use of the materials and resources available for
3. Respond critically to a variety of works in the arts, connecting the individual work to other works an to other aspects of human endeavor and thought.
4. Develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in tun shape the diverse cultures of past and present society.

1. have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
2. Acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
3. Understand and be able to manage their personal and community resources.

1. be knowledgeable about the world of work, explore career options, and relate personal skills aptitudes, and abilities to future career decisions.
2. Demonstrate how academic knowledge and skills are applied in the workplace and other settings.
3. Demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
4. Choose a career major and acquire career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

STUDENTS WILL:

1. be able to use a language other than English for communication.
2. Develop cross-cultural skill and understandings.

1. use mathematical analysis scientific inquiry, and engineering design, as appropriate, to pose question, seek answers, and develop solutions.
2. E access, generate, process, and transfer information using appropriate technologies.
3. Understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-work settings, and by solving problems through the e integrated study of number systems, geometry, algebra, data analysis, probability and trigonometry.
4. Understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5. Apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.
6. Understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
7. Apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

1. use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
2. Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
3. Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface.
4. Use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
5. Use a variety of intellectual skills to demonstrate their understanding of the necessity of establishing governments; the governmental system of the United States and other nations; the United States constitution; the basic civic values of American constitutional democracy; and the roles, rights and responsibilities of citizenship, including avenues of participation.