Flip for Simple Machines

Click to download Learning Experience as a .doc format
Additional resources:
- Word search
- Rubric
- Unit sheets
- Riddles

Author: Andrea Craft, Angelique Santimaw, Marybeth Mahoney, Monica McLaughlin

School District:
Brasher Falls School District

Intended Audience:
Content Area: Science, Technology
Course Title: Simple Machines
Grade Level: 4th

Technology Integration:
Technology Hardware: SMART Board
Technology Software: N/A
Internet Resources: EdHead, BrainPop, ReadWriteThink.org, YouTube,
Power Media Plus (EdVideo)

Other Content Areas for STEM Integration:
Content Area:

Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.

Can you recognize simple machines in the world around you, and how do simple machines make your lives easier?

Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.

How do I organize information about simple machines?
How do I identify simple machines in the real world?
How do I use what I have learned to create a vehicle using simple machine concepts?

Learning Objectives:
By the end of this learning experience students will be able to:

1) Acquiring the knowledge of simple machines
2) Identify simple machines in the real world
3) Identify variables that would effect the distance of the vehicles

Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.

Textbook(s), Workbook(s): Scott Foresman Science Copyright 2006 Pearson Education, Inc.
Unit C Chapter 16 Simple Machines pp. 457 - 479

Reference Book(s): Library Books on the topic of Simple Machines

Handout(s): Simple Machines Unit worksheets - K-W-L, Cloze, Flipbook, Rubric

Other:
Lego Kits for Simple Machines
Bill Nye The Science Guy
The Simple Machines Song
Video: Science Is Elementary: How Does That Work? Simple Machines 0:13:23
Webquests for Supplemental Extension

Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.

Procedure:
DAY 1: (45-minutes)
1. The first two essential questions are posted on the SMART Board on an interactive 2-sided tile that flips back and forth when touched. The teacher touches it to show each side and tells students that at the end of the unit, we will answer these questions on the SMART Board tile.
2. The students use a K-W-L chart to share what they know about simple machines.
3. The teacher uses cooperative learning structures (Rally Robin: with their shoulder, eyeball, or criss-cross partner and Round Robin: as a team) and on the clock to give students about 2 minutes to share what they think they know about simple machines.
4. Using an overhead projector, the teacher asks students from each team to share what they discussed about matter and records in on the K part of the K-W-L as the students record it on theirs.
5. Then giving discussion time, the students Round Robin what they want to know about simple machines and the teacher records student answers on the W part of the K-W-L as the students record it on theirs.
6. Next, the teacher brings up the website - http://www.wpbstv.org/EdVideo.htm - Video: Science Is Elementary: How Does That Work? Simple Machines 0:13:23 - and plays the movie stopping to check for understanding several times.
7. On the back of the K-W-L, there is a cloze activity based on the major focus of the Bill Nye movie. The students read each sentence, then turn to their shoulder, eyeball, or criss-cross partner to discuss and share their answer. Then they share their answer with the other pair on their team to see if there is agreement. Students must come to consensus before time is up. Then students volunteer from each team (or teacher can call on a student) to share their answers for the class for each sentence. There are simple machine riddles included at the end, and students work in a Round Robin to discuss the question and what they think the simple machine is and to fill in the blanks.
8. Closure Activity is to pose the question: “What are the names of the 6 simple machines?” and then tell students to put their numbered heads together and make sure everyone on the team knows the names of the six simple machines hinting that they just wrote them on the cloze activity sheet. The teacher then chooses a number 1 - 4 and asks that person from each team to stand and share the answer to the question.

DAY 2: Go to the computer lab — can be done on the SMART Board as a whole class interactive activity.
I took my students to the computer lab for 30-45 minutes. They watched and listened to the Simple Machines videos on BrainPOP and then completed the quizzes independently online and record/print grades.
DAY 3: (45-minutes)
1. Students used the Scott Foresman textbook, Chapter 16 as a related resource for the day’s learning. We read the introduction information and then guide students to locate the information they need to define each simple machine in the flipbooks. If time permits, students will assemble their flipbooks.
2. Examples of simple machines were made available for students to explore.

DAY 4: (45-minutes)
1. We reviewed the rubric for the flipbook. Then students used chapter 16 information covered the day before to locate information to define each simple machine. Students will also illustrate a picture of each simple machine and are encouraged to extend their knowledge using magazine pictures and other examples from any other resources.

DAY 5: (45-minutes)
Students went to the computer lab to use the interactive simple machines site, Edheads.org, and complete activites. When students returned to the classroom, they added more examples of simple machines to their flipbooks.

DAY 6: (45-minutes)
Students visited the bus garage for a 20-minute presentation about how simple machines are used to make work easier for our mechanics! Students were also encouraged to make real-world connections by identifying any simple machines that are used in the bus garage. Upon returning, students will engage in pair reflection and report out. Then students will record their observations on the “Field Trip” page of their flipbooks. Students share their acquired knowledge, and record it on K-W-L.

Culminating Activity:
DAYS 7 - 10
Students will create a vehicle from collected materials/objects. Students will then partcipate in a ramp rally. Students will be expected to evaluate their design to determine how to make their vehicle go the greatest distance. Students recorded justification of any design changes in their flipbook.

Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.

Access to computer lab
• SMART Board set-up with internet connection
• overhead projector
• drawing easel (for easy viewing by special needs students)
Room is physically arranged into Cooperative Learning groups of 4, using the high, high medium, medium low, and low as well as boy/girl grouping process to “even out” the learning for all students.

Time used for Planning:
Time spent without students to prepare.

Approximately 2 hours to include creating flip book on website, copy both flip book and simple machine packet, and make contacts for field trip.

Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.

See “Steps for Implementing Learning Experience”

Assessment Tools:
List all forms of assessment for the learning experience.

Simple Machines Rubric

Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.

The flipbook was a great way to have fourth graders organize acquired vocabulary and connect what they learned to the real world by also using it as a journal to observe and collect simple machine information from the world around them. The flipbook also allowed creativity on the part of the learner because they took ownership of their creation by instilling a love for learning by combining art, science, and technology.

Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.

Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.

Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.

This learning unit scaffolds to Quadrant D. After acquiring and organizing knowledge in their flipbooks, the students were able to synthesize, design, and construct a vehicle using simple machines to compete in a rally distance race. Upon completion, students were able to apply their knowledge and skills to assess the design of their vehicle and justify modifications to improve the distance the vehicle traveled.