Morris
FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2010
Machine Mania!
Science
4th grade
3 weeks
Understandings
Students will understand that: 1. The relationship between the application of a force and the resulting change in position and motion on an object. 2. How simple machines make work easier. 3. That inclined planes, levers, wedges, screws, wheels and axles, and pulleys are simple machines. 4. The two or more simple machines make up compound machines. 5. That friction slows down work or makes work more difficult. Related Misconceptions:
1. Speed is the same as velocity. 2. Work is something a person gets paid for or gets tired doing.
Essential Questions
Overarching Questions: How is energy transferred using simple machines? How are simple machines used in the world around us?
Topical Questions: What are simple machines? How do simple machines make work easier? How does force affect the motion of an object?
lever, class three lever. Includes definitions, drawings, uses, thoughts. (Each student has his or her own simple machine book.) R, E-2, O 17. PowerPoint Presentation about levers. E, T 18. Lever experiment. E 19. Experiment discussion. R 20. Students will give examples of levers. R, E, T Week 2 1. Show students an apple and use a knife to cut it (wedge demonstration). W, H 2. Add to simple machine book: wedge, outward force, downward force. Includes definitions, drawings, uses, thoughts. (Each student has his or her own simple machine book.) R, E-2, O 3. Wedge, book experiment. E 4. Nail and cardboard experiment. E 5. Brainstorm more wedge examples. R 6. Refer to the essential question, How are wedges useful? W 7. Each student will give an example of a wedge. R, E, T 8. Refer to the essential question, How can screws make work easier? W 9. Show students large version of a screw and teach the parts. W, H 10. Let students make a screw with pencil and paper (paper wrapped around pencil to form the inclined plane). E, R 11. Archimedes screw demonstration and race. E 12. Each student will find an example of a screw in the classroom. R, E, T 13. Brain Pop video on Pulleys. W, H 14. Refer to the essential question, How can pulleys make work easier? W 15. Add to simple machine book: pulley, fixed pulley, moveable pulley. Includes definitions, drawings, uses, thoughts. (Each student has his or her own simple machine book.) R, E-2, O 16. Fixed pulley experiment. E
17. Moveable pulley experiment. E 18. Discussion about experiments. R, E-2 19. Each student will give an example of when he/she has seen a pulley. R, E, T
Week 3 1. Brain Pop video on the wheel and axle. W, H 2. Refer to the essential question, How can a wheel and axle make work easier? W 3. Add to simple machine book: axle, wheel. Includes definitions, drawings, uses, thoughts. (Each student has his or her own simple machine book.) R, E-2, O 4. Pinwheel experiment. E 5. Overcoming friction experiment. E 6. Each student will give an example of a wheel and axle. R, E, T 7. Show students some examples of familiar compound machines. W, H 8. Refer to the essential question, How can simple machines make work easier? W 9. Students will have a video question quiz given to them to look at while the video is being played. E, R, E-2, O 10. United Streaming Discovering Simple Machines: Compound Machines. E 11. Add to simple machine book: machine, compound machine. Includes definitions, drawings, uses, thoughts. (Each student has his or her own simple machine book.) R, E-2, O 12. Each student will give an example of a compound machine in the school or classroom. R, E, T 13. Show students examples of all six simple machines and have students name each. W, H, E 14. United Streaming simple machines video. E 15. Promethean Planet flipchart on simple machines. E, T
16. Edheads simple machine online game. E, R, E-2, T 17. Various questions will be posed such as what is a simple machine, give an example of a lever, etc. R, E, T 18. Post-Test. E-2
Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric.
6. Assignment is not organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader
Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form which distracted the reader
Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.
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