10/7/13

Common Core Focus:

Speaking and Listening Standard 3:

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

STAR Key Question:

Question: What questions can we ask to clarify the use of simple machines? Skills: Use words first graders understand Speak in clear sentences Ask questions to clear up confusion Take turns in conversation Explain simple machines used in building

Explore/Explain Instruction:

Explore #1

We will work with partners to circle (on LEGO diagrams) and explain which LEGO pieces students think theyll use to construct inventions using the simple machines of wheel and axle, inclined plane, and pulleys to help move their 4th Little Pig House to finish construction. Explain that real engineersa job they may want when they grow uphave to find ways to use simple machines to solve problems. People who build houses now often build them in parts then move the building to where it will stay. We need to watch the video to identify how real engineers have used pulleys, inclined planes, and wheels and axles to help them actually move houses. We are going to make a video to help the other 1st grade classes understand how to solve problems with simple machines, since were the first class to explore this idea. Turn and talk to brainstorm what we should show in our video to help 1st graders understand simple machines. Begin to create a rubric from student ideas about what to include in the video to explain simple machines. Guide students to consider the items around the Star Question for the lesson sequence that we should highlight in videotaped explanations as students sketch and build their designs. (*See at end of plan.) We will work with partners to collaborate on sketches including the 3 simple machines. When sketches have been approved by the teachers, we will start to build our designs and explain them on videotape. BREAKTHROUGHS!!! When student pairs show promise in how they are using simple machines effectively in their sketches and building models, we will ring the bell to signal a break for a BREAKTHROUGH explanation. The student pair will come to the white board to explain what they created (and a digital photo or document camera clip of their sketch or LEGO model will be displayed.) We will videotape the explanations for possible inclusion in our movie for the other 1st grade classes. Student pairs will continue to refine their sketches and building models, based on input from the BREAKTHROUGH tips shared by their classmates. When finished building, each pair will explain their house-transport LEGO model to their partner team at their table, highlighting their use of the 3 simple machines. We will videotape sample explanations. We will all gather on the carpet to watch a video clip explaining the work on including 3 simple machines in the LEGO transport model to solve the problem of moving the 4th Little Pigs house. We will offer Praise, Question, and Polish comments following the video. We will use the rubric our class created around the Star Question criteria to judge whether a video should be included in our final movie for the other 1st grade classes to view. We will justify our thinking with text-based evidence from the video after close reading (or multiple viewings) of the video clip to evaluate whether it is worthy of inclusion in our final publication.

Explain #1

Explore #2

Explain #2

Explore #3

Explain #4

Explore #5 Explain #5

Explore #6

Explain #6

Differentiated materials and processes:

Heterogeneous partners in groups for sketching and building BREAKTHROUGHS! to stop and share insights to help the other teams from the early finishers insights Kinesthetic building, visual sketching, and auditory explanations of students work (VAKT)

Assessment:

We will create a movie to show our other 1st grade classes with tips about successful building with simple machines to make our work smarter.not harder!

Student-Generated Rubric
What is Important for a Great Video? Explain the 3 machines 1= Low Score 2=Medium Score 3=High Score

Tell ideas that 1st graders understand Show and tell what you are doing in the video Speak so we can hear you and your partner

*Each student will have a rating strip with 1-2-3 on it to hold up as a pinch card following the viewing of each video clip with the class. Students should be ready to justify why they are giving each clip the rating they make. Those clips with the highest scores will be included in the actual movie to showcase each step in the process.