Web viewPrince Edward County received a grant to only test third grade students in ... to complete class activities in all subjects ... set-up of classroom

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Contextual Factors

o Community, District, and School Factors

Physical location, school population, & community population

According to the PECPS website, the school is located on Zion

Hill Road, just off Route 15 south of Farmville. On the School

Matters website, the data claims that Prince Edward Elementary

serves 908 students in the grades PK-4. (www.schoolmatters.com)

Based on the 2000 U.S. Census data found on the Longwood

website, there are 19,720 people in Prince Edward County, within

357 sq. miles in a rural area.

(http://www.longwood.edu/parents/3149.htm)

Socio-economic profile, race/ethnicity, & school statistics

According to the School Matters website, there are on average

53% African-American students, 43% white students, and 2%

Hispanic within the school population. (www.schoolmatters.com)

There are 68% of students that are eligible for free and reduced

lunch. (www.schoolmatters.com)

The unemployment rate within Prince Edward County is at 9.9%

as of July 2013. (http://www.bls.gov/ro3/valaus.htm)

According to the U.S. Census Bureau, there is 19.1% of the

population in Prince Edward County living below the poverty line.

The state average was listed as 10.7% of the population from 2007-

2011.( http://quickfacts.census.gov/qfd/states/51/51147.html)

http://quickfacts.census.gov/qfd/states/51/51147.html

http://www.bls.gov/ro3/valaus.htm

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The homeownership rate was listed at 65.7% average within the

county from 2007-2011. There were 7, 334 homes within the

county in 2011. The median household income was listed at $36,

789. ( http://quickfacts.census.gov/qfd/states/51/51147.html )

Community/National Support

According the VDOE’s report card status, Prince Edward

Elementary is a Title I focus school. They were accredited with

warning for the 2013-2014 school year. They did not meet the state

standards in math and reading. They received adequate scores in

the areas of history and science.

(https://p1pe.doe.virginia.gov/reportcard/report.do?

division=73&schoolName=873)

Prince Edward Middle School and Prince Edward High School

were both fully accredited for the 2013-2014 school year and met

all state standards in all areas of testing.

(https://p1pe.doe.virginia.gov/reportcard/report.do?

division=73&schoolName=875)

o Student Characteristics

There are 18 students in my class, 10 girls and 8 boys. There are 3 white

and 7 African-American girls and 3 white and 5 African-American boys.

The cooperating teacher is a white female.

According to the third grade PALS screening that took place in August,

there will be 4 students who were Identified (ID) for tutoring plans for

https://p1pe.doe.virginia.gov/reportcard/report.do?division=73&schoolName=875




http://quickfacts.census.gov/qfd/states/51/51147.html

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literacy. There are two students who receive speech services. There are no

students with an IEP plan. There are no ELL learners in my classroom.

Prince Edward County received a grant to only test third grade students in

the areas of mathematics and language arts for the SOL. According to

their August 2013 MAPs scores, 13 students are low or low average in

level in the area of mathematics. However, five students are high average

or high average in the area of mathematics. Within the area of reading,

five students are low, two students are low average, five students are

average, 4 students are high average, and two students are high.

o Classroom Factors

Technology Equipment and Resources

Promethean board and wifi access is available within the

classroom. The promethean board is used for all subjects.

There is a television available for viewing video.

There are four computers separated by barriers at the back of the

classroom, available for student and teacher use.

Physical Features and Classroom Arrangement

The desks are arranged in groups of four with two group of five.

The students are arranged heterogeneously with strengths in

different areas.

There is a carpet in the front of the room for promethean board

group activities and whole group activities. There is a table to the

right front of the room for small-group activities. There is a

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computer area, containing the four computers, and a reading center

where student leveled reading material is available.

There is student work hanging within the classroom, as well as on

the bulletin board in the hallway.

Scheduling, Routines, and Rules

The students have reading at 8:10, math at 10:10, resource at

11:40, writing at 12:25, lunch at 12:55, recess at 1:25, social

studies and science at 1:55, and at 2:30 they have intervention.

During intervention time, students have a chance to get pulled for

tutoring services, read independently, or take AR tests.

When students transition from activity to activity, they must wait

to be called by table to move around the room. On the front carpet,

they must stay in their own space and keep hands, feet, and objects

to their selves. Students must raise their hand to sharpen their

pencil, answer a question, or leave the classroom for the restroom.

There is rarely opportunity for freedom or student choice included

in activities within the classroom.

Grouping Patterns

Math: During math, students are separated into a struggling, below

grade level math group and an on level/advanced group. They

complete small-group activities after a whole group activity or skill

has been completed.

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Reading: Students are separated into homogeneous groups

depending on their reading level, which has been determined by

MAPS testing and suggested level by PALS screenings.

Students often work with their table to complete class activities in

all subjects during whole group time.

Parent Involvement

Students must have a parent signature when they take graded work

home to prove their parents have seen the work.

The parents must sign a weekly newsletter that states they have

allowed the child to read independently or with an adult at home

for at least twenty minutes a night and they have completed their

homework for the day.

o Instructional Implications

Technological Support

My students rely heavily on the promethean board for all subject

areas of study. This will be important when I begin planning my

unit because they are used to and comfortable with using the

promethean board, as well as using their own white boards to

follow along with any modeling the instructor completes. When

implementing my unit, I will want to use the promethean board for

some of my whole group instruction.

Community Status

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Because many of my students live below the poverty line and

many parents are currently unemployed, I will need to have

materials accessible during my unit. When planning, if there is

any at home work or extension work within my unit, I will want to

send materials home with my students to complete the work.

Currently, many of my students are allowed to take a sheet of

paper home in order to complete their word work and writing

homework and extension activities outside the classroom.

Developmental Considerations

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Before I can begin to provide insight into the characteristics of the learners within my

classroom, it is imperative that developmental considerations of my students be understood. The

knowledge of how children learn, and how they behave and respond, will lead to overall further

effective teaching and learning. I am currently working with third grade students who are within

the age range between eight and nine years old. The knowledge of learning theories, their socio-

emotional development, behavioral theory, and motivational theories, relevant to their

developmental ages, will assist me in gaining a better understanding of my students and how to

develop their instruction.

Cognitive theories are those that are interested in the learning and thought processes.

“According to Piaget, the learning process consists of the continual adaptation of new

information into one’s schemes by either assimilating the new information or making

accommodations to the new information, to one’s schemes, or both” (Ryan, Cooper, Tauer,

2013, p. 72). Piaget suggested that all children go through their different stages of cognitive

development called the sensorimotor stage, preoperational stage, concrete operational stage, and

formal operational stage. Under these stages, my students fall into the concrete operational stage

because their ages are within seven to eleven. Their schemes in this stage allow the learner to

have adult-like logic when organizing information and their thinking becomes more complex.

Piaget believes that within this stage that concrete objects and real experiences are vital when

introducing new information. “Concrete operational learners are not quite ready to engage in

abstract reasoning, such as drawing conclusions or making inferences from specific events or

information” (Ryan, Cooper, Tauer, 2013, p. 73). Piaget’s theory can be used to guide my

instruction because I know that my students will need real, concrete examples and experiences

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when I begin to introduce my simple machines unit. My lessons should be hands-on as much as

possible to adhere to their stage of learning development.

A contemporary psychologist of Piaget, Vygotsky, addresses cognitive development as

learning by cultural context and social interaction through assignments that are within the

student’s zone of proximal development. The student’s zone of proximal development is “the

difference between what learners can do on their own and what they can do with the guidance or

collaboration of another” (Ryan, Cooper, Tauer, 2013, p. 74). This contemporary view of

children’s intelligence suggests strategies for instruction such as scaffolding, reciprocal learning,

peer collaboration/cooperative learning. Scaffolding within my science unit will be imperative

as I introduce concepts and my students need structured support to gradually reduced support.

Reciprocal learning and peer collaboration will be relevant as I introduce questions and

experiments of simple machines to my students. They will be able to follow my model of

questioning strategies to work with one another to develop their thinking and communication

skills. These strategies impact learning potentials for my students because instruction is flexible

and adjusts to their strengths and weaknesses in order to increase their learning opportunities.

Another aspect of children and their development to be considered is their socio-motional

development in early childhood. “Sixty percent of children enter school with the cognitive skills

they need to be successful, but only 40 percent of children have the social and emotional skills

needed to succeed in kindergarten” (Granholm & Olszewski, 2003, p. 12). According to the

Michigan Department of Community Health, children are ready for school when they can

identify their emotions, relate to others in a positive way, manage their feelings, pay attention,

and enjoy their learning experiences. By third grade, my students will have mastered these skills

and their sense of self is truly being shaped. Relating to Vygotsky’s theory, my students will be

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ready for more communication and peer interactions within their daily classroom tasks. This

communication practices further develop their socialization experiences and interactions with

individuals of different genders, ethnicities, and backgrounds. It is critical to foster a supportive

environment, such as scaffolding and other strategies, to boost the self-esteem of my students as

they begin to work more independently.

A positive, supportive learning environment that encourages wanted behavior from

students is a classroom conducive to learning. “Concerns about students who exhibit behavior

problems are understandable, because well-managed classrooms are a necessary prerequisite to

effective teaching and learning in both the academic and the social/emotional areas” (Smith &

Yell, 2013, p.4). Establishing clear expectations and consequences, paired with a supportive,

organized classroom, will increase the instructional time for students and help decrease the

behavioral problems in the classroom environment. If the students understand what they are

supposed to be doing, they can begin to develop their independent, ethical, responsible

acceptable behaviors. According to Skinner’s behaviorist theory, developed from Pavlov’s

behavior theory, students expand these appropriate behaviors and habits by reinforcements,

punishments, repetition, prompt feedback, and clear learning objectives. Using behavior

modification found within this theory, “teachers carefully control responses in order to shape

behaviors of their students” (Ryan, Cooper, Tauer, 2013, p. 70). The set-up of classroom

management, regarding expectations and characteristics of the environment, relates directly to

the ability of my students to learn and demonstrate acceptable behaviors within my classroom.

The last key concept of developmental considerations of my students is to understand that

motivation is the driving force in the classroom. If the students feel a sense of security, pride,

and success in their work, they will demonstrate willingness to have self-motivation. “There has

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always been a need for a positive classroom culture that reinforces and maintains certain values,

such as respect, fairness, and openness, and provides students with a safe and secure

environment that makes them feel welcomed and successful” (Smith & Yell, 2013, p. 192).

Motivation in a safe, positive environment will foster each layer of students’ developmental

considerations to provide more opportunities for learning.

Works Cited (Developmental Considerations)

Granholm, J., & Janet, O. (2003) Social-Emotional Development in Young Children. Retrieved

from

http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Childr

en_Guide_88553_7.pdf

Ryan. , Cooper, & Tauer, (2013). Teaching for student learning. (2 Ed.). Belmont: Wadsworth.

Smith & Yell (2013). A Teacher’s Guide to Preventing Behavior Problems in the Elementary

Classroom. Upper Saddle River: Pearson.

http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Children_Guide_88553_7.pdf

http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Children_Guide_88553_7.pdf

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Learning Goals

The SOL chosen for my third grade unit on simple machines is:

3.2 The student will investigate and understand simple machines and their uses. Key

concepts include:

a) Purpose and function of simple machines

b) Types of simple machines

Based on the SOL Content: Force, Motion, and Energy and the Topic: Simple Machines, I

have developed four learning goals for my third grade students.

1. The student will be able to understand the purpose and function of simple machines.

2. The student will be able to differentiate three of the six simple machines and their

individual functions including: lever, inclined plane, and wedge.

3. The student will be able to distinguish between simple and compound machines and

examples of each.

4. The student will be able to differentiate specific examples of simple machines found

in school and household items. These include a screwdriver, nutcracker, screw,

flagpole pulley, and seesaw.

This SOL topic of simple machines falls under the ‘Force, Motion, and Energy’ category

of the third grade SOL standards. My students fall into the age category of 7-9, which is located

under the concrete operational stage of Piaget’s stages of cognitive development. When

planning my lessons, with my learning goals in mind, it will be important to take into

consideration that my students will be at their developmentally appropriate stage of learning if

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they are using concrete objects and concepts to engage in their learning. This will mean using

manipulative, hands-on, simple machines lessons in order for my students to begin to take on

adult-like logic, as they do in the concrete operational stage. When planning my lessons, I will

keep my goals and this developmental stage in mind.

My first goal I developed in order to provide a solid foundation for the simple machines

unit. In order for my students to fully understand the topic and concept, they must first

understand those building blocks that will build the foundation for their learning throughout the

unit. I also covered force and motion within the essential understanding, questions, knowledge,

and skills in order for students to connect to their prior-knowledge of science concepts. We will

be using the topic concepts throughout the unit. My second goal encompasses the types of

simple machines and their functions. Within this goal, there are more skills being addressed in

all levels of Bloom’s. After my students understand the basis of simple machines in goal one,

it’s important that my students can connect that learning to the different types of simple

machines and their purposes. My third goal covers the differences the different simple machines

and compound machines and examples of each. Once my students fully understand simple

machines, it is important that I take my students to the next level within their learning to

distinguish the difference between simple and compound machines. My fourth and last goal

allows students to bring all of their content knowledge together to apply what they have learned

to real-world examples of simple machines. Each of my goals encompasses several levels of

Bloom’s taxonomy tasks and activities in order to provide differentiated instruction for my

students. By the end of my unit, my students will reach each of the learning goals I have

provided.

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Unit Title:____Simple Machines__ Grade: __3___ Cooperating Teacher:____Mrs. Rainey ________Learning Goal #__1__

Learning Goal: Student will be able to…understand the purpose and function of simple machines.

Applicable SOL(s):

3.2 The student will investigate and understand simple machines and their uses.

a) purpose and function of simple machines

Applicable National Standard(s):

NONE FOUND LISTED ONLINE

Supporting material from VDOE Curriculum Frameworks:

Essential Understandings:

-Force is the push or pull of an object and motion is the movement of an object

-Simple machines are tools that make work easier.

-Simple machines allow you to exert a single force and do work involving the motion of objects.

-Examples of tasks made easier include: lifting a heavy weight, moving a heavy object over a distance, pushing things apart, changing the direction of a force, or holding an object together.

Essential Questions:

-What is force?

-What is motion?

-What are simple machines?-Why do they make work easier?-What are examples of tasks made easier by using simple machines?

Essential Knowledge:

-Know basic definition of force

-Know how force relates to motion and simple machines

-Know simple machines are tools to make work easier-Understand simple machines make work easier

Essential Skills:

-Define energy and work

-Describe examples of tasks made easier by using simple machines

-Write a prediction of why simple machines make tasks easier

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Learning Goal: Student will be able to…Differentiate the three of the six simple machines and their individual functions including: lever, inclined plane, and wedge.

Applicable SOL(s):


a) purpose and function of simple machines; b) types of simple machines





- Simple machines are tools that make work easier.

-The six simple machines are the lever, inclined plane, wedge, wheel and axle, screw, and pulley.

-The lever is a stiff bar that moves about a fixed point (fulcrum). It is a simple machine that is used to push, pull or lift things. Examples include seesaw, crowbar, and shovel.


-What are the six different simple machines?-Why do these simple machines exist?-What is the function of each of the simple machines: lever, inclined plane, and wedge?

-What is an example of each of the simple machines?

-How do the simple machines and their


-Know the six types of simple machines

-Know the functions of each of the simple machines

-Know how each of the functions of each machine makes work easier in different ways

Essential Skills:

-List the six different types of simple machines

-Identify the six types of simple machines

-Choose an example that represents each of the three simple machines (lever, inclined plane, and wedge) and their functions

-Explain the function of each of the simple machines

-Analyze the application and function of each of the simple machines

-Design and construct an apparatus

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-The inclined plane is a flat surface that is raised so one end is higher than the other. The inclined plane helps move heavy objects up or down. An example is a ramp.

-The wedge is wide at one end and pointed at the other to help cut or split other objects. An example is a knife or an ax.

functions relate to force and motion?

that contains a simple machine

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Learning Goal: Student will be able to…distinguish between compound and simple machines and examples of each.

Applicable SOL(s):



b) types of simple machinesc) compound machines





- Simple machines are tools that make work easier.


-A compound machine is a combination of two or more simple machines. Examples include scissors, wheelbarrow, and bicycle.


-What is a compound machine?

-Why are compound machines different than simple machines?

-What are some examples of compound machines?

-What two or more simple machines are used in these examples that make these machines compound machines?


-Know the definition of a compound machine-Know how compound machines are different than simple machines

-Know different examples of compound machines and the simple machines that make up these examples

Essential Skills:-define a compound machine

-identify and classify the simple machines which compose a compound machine

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Learning Goal: Student will be able to…Differentiate specific examples of simple machines found in school and household items. These include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw.

Applicable SOL(s):



b) types of simple machinesc) compound machines

d) Examples of simple and compound machines found in the school, home, and work environments.





-Simple machines are tools that make work easier


-Compound machines are a combination of two or more simple machines.

-An example of a simple machine is a knife (wedge) and an example of a compound machine is a pair


-What types of items represent examples of simple machines?

-Can you explain a connection you can make between the simple machines we have discussed and where you have seen them around the school, playground, or home?


-Know the different simple machines and their functions

-Know the difference between simple and compound machines

-Know examples of each of the simple machines

-Know where you can find simple machines in everyday life (school,

Essential Skills:

-Classify different examples of simple machines found in school and household items

-Differentiate between the examples found in school and household items

-Discuss how simple machines make life easier

-Sketch different examples of simple machines found at school and at home

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of scissors (two wedges).

-Examples of school and household items include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw.

home, ect.)

Topics/ Concepts:

Bloom’s Degrees of Understanding

Tasks/ activities students will engage in to help them:

Remember Understand Apply Analyze Evaluate Create

FORCE AND MOTION (T)

Learning Goal 1

Students define work and energy

Demonstrate push and pull using a book on your desk to represent changes in force and motion

SIMPLE MACHINES (C)

Learning Goal 1

Students define simple machines

Explain examples of tasks made easier by the use of simple machines

Students will write 1-2 sentences on what they want to learn and what they know about simple machines.

Design an apparatus that would contain a simple machine and construct the apparatus using the materials provided

TYPES OF SIMPLE

List the six types of simple machines

Identify the six types of simple machines using pictures

Choose and match an example of each of the

Differentiate between each of the simple

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MACHINES AND EXAMPLES (C)

Learning Goal 2

simple machines from real-world examples

machines

FUNCTIONS OF SIMPLE MACHINES (C)

Learning Goal 2

Explain the function of each of the simple machines

Analyze the application and function of each of the simple machines

COMPOUND MACHINES (C)

Learning Goal 3

Define compound machine

Recognize and classify simple machines that contain a compound machine

Distinguish different simple machines found within a compound machine and their individual parts

EXAMPLES OF SIMPLE MACHINES FOUND IN SCHOOL AND HOUSEHOLD (C)

Classify different examples of simple machines found in school and household items

Sketch different examples of simple machines found at school and at home

Differentiate between the examples found in school and household items by examining their similar and different functions

Assessment Plan

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Within my unit, I will include pre and post summative assessments:

1. Pre-Assessment

There will be multiple-choice (M/C), short answer (S/A), and matching

questions that cover four learning goals.

Learning Goal 1 will be covered in 5 M/C questions, Learning Goal 2

in 6 M/C questions, Learning Goal 3 in 1 M/C question and 2 S/A

questions, Learning Goal 4 in 6 matching questions.

Scoring: 1 point per M/C, 1 point per correct match, and 1 point per

S/A which totals 20 points in all. Dividing the number correct by the

total will determine an accurate score. A student must obtain an 80%

score per each goal to obtain mastery.

2. Post-Assessment

There will be M/C, S/A, and fill-in-the blanks that cover four learning goals.

Learning Goal 1 will be covered in 4 M/C questions and 1 S/A.

Learning Goal 2 will be covered in 6 fill-in-the blank questions.

Learning Goal 3 will be covered in 1 M/C question and 1 S/A

question. Learning Goal 4 will be covered in 6 M/C questions.

The test will be scored as: 1 point per M/C, 1 point per fill-in-the

blank, and 1 point per S/A which totals 20 points in all. Dividing the

number correct by the total will determine an accurate score. A

student must obtain an 80% score per each goal to obtain mastery.

3. Formative Assessments

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The first learning goal I created states: the student will be able to understand the purpose

and function of simple machines. In order to obtain this goal, I will have different class work

and homework assignments to observe understanding and progress. In class, I will have students

complete a force, motion, and work exercise using their text books. This will help students have

a hand on experience with these concepts. I will check for understanding using choral responses

and verbal questioning. I will also ask students to complete exit tickets. The first exit ticket I

will ask students to predict the purpose and function of simple machines. This will give me

additional information that I can add to my pre-assessment data. In addition, I will ask students

to complete exit tickets after the introduction lessons to state what they have learned thus far. At

home, I will provide one activity that ties these introduction topics of force, motion, and work to

give the students a better idea of what the purpose and function of simple machines may be.

Each of these activities will further my students knowledge on the introduction of simple

machines and the concepts behind their purpose.

The second learning goal I created states: the student will be able to differentiate the six

simple machines and their individual functions including lever, screw, pulley, wheel and axle,

inclined plane, and wedge. In order to obtain this goal, I will have different class work and

homework assignments to observe understanding and monitor progress. In class, we will

complete experiments to test the uses of each of the simple machines, match different simple

machines with their pictures, and draw each of the simple machines within their interactive

notebook. These activities will allow us to move on to another activity of creating an apparatus

containing a simple machine and construct it using the materials provided. Each of these class

work activities allows me to visually see how students understand the concept of differentiating

individual simple machines and their functions. At home, I will have two activities regarding

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differentiating different simple machines for the students. This will give students additional

practice outside of the class and further their knowledge on individual simple machines.

The third learning goal I created states: the student will be able to distinguish between

compound and simple machines and examples of each. In order to obtain this goal, I will have

different class work and homework assignments to observe understanding and monitor progress.

In class, the students will complete an activity where they can distinguish different simple

machines found within a compound machine and complete a chart to classify different examples

of each. I will also ask students to complete an exit ticket after the lessons to explain how

compound and simple machines are different in their own words. This will give me a better

understanding on their ideas of how they believe the two machines function differently, as well

as prepare them for their post-assessment where they will see this short answer question. For

homework, I will ask that students sketch one compound machine found at home, at school, or

on the bus. I will ask that they label the different parts of this compound machine and write a

sentence about the machine and its function. Each of these activities will allow me to gauge my

students understanding and progress throughout the unit.

The fourth learning goal I created states: the student will be able to differentiate specific

examples of simple machines found in school and household items. These include a screwdriver,

nutcracker, screw, flagpole, pulley, ramp, and seesaw. In order to obtain this goal, I will have

different class work and homework assignments to observe understanding and monitor progress.

In class, I will complete two scavenger hunts with the students where they will be able to find

specific examples of simple machines within the school environment. The first scavenger hunt

will take place in the school, under my supervision. The students will choose one partner, to find

3 examples of simple machines within the school playground area. The second scavenger hunt

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will take place in the classroom. The students will choose a partner to find different simple

machines within the classroom environment. These activities will help me gauge where my

students are with their understanding of recognizing simple machines. For homework, students

will be asked to sketch three simple machines found at home and write a sentence about each.

This will allow me to identify whether or not the student can locate and differentiate different,

specific examples of simple machines found in the household.

*Before I began instruction, I developed four goals with a pre and post assessment to assess

these goals. The information found in red within the document is information that was created

before my instruction was changed. After I began teaching, my cooperating teacher asked that I

limit the material to only cover 3 of the 6 simple machines, as well as limit the material to only

cover simple machines. This request was due to the two-week time constraint of teaching the

unit. The adjusted goals, assessment materials, and pre and post assessments are found within

the assessment plan; however, the original material to meet the original goals can be found in

red.

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CONTENT KNOWLEDGE COMPREHENSION APPLY ANALYSIS SYNTHESIS EVALUATION

The student will be able to understand the purpose and function of simple machines.

4 M/C PRE3 M/C POST(Original)

4 M/C PRE2 M/C POST(Actual)

1 M/C PRE 1 M/C POST(Original)

1 M/C PRE2 M/C POST(Actual)

1 S/A PRE/POST(Original)

1 S/A PRE/POST(Actual)

The student will be able to differentiate the six simple machines and their individual functions

6 M/C PRE(Original)

3 M/C PRE (Actual)

6 FB POST(Original)

3 FB POST(Actual)

2 S/A POST (Actual)

The student will be able to distinguish between compound and simple machines

1 M/C PRE1 M/C POST(Original)

2 S/A PRE(Original)

2 S/A POST (Original)

Student will be able to differentiate specific examples of simple machines found in school and household items.

6 M/C POST(Original)

3 M/C POST (Actual)

6 M PRE(Original)

3 M/C PRE (Actual)

Page 25Learning Goals Assessments Format of Assessment Assessment Adaptations

Learning Goal #1: Student will be able to understand the purpose and function of simple machines.

Pre-Assessment

5 M/C (1 point each) – Original

5 M/C (1 point each) – Actual 1 S/A (1 point)

-I will read questions aloud for students.-I will explicitly explain all directions to avoid confusions.-I will repeat directions and/or questions when necessary.

Formative Assessment

Class work:- push/pull activity using textbooks to understand force, motion, and work-class scavenger hunt to review-exit ticket of a prediction of why simple machines make work easier-exit ticket of one thing they learned during the lesson

- I will explicitly explain all directions to avoid confusions.

Homework: Begin studying concepts we highlighted in class.

-I will provide all materials necessary for students to complete their work. (Study Guide)

Post-Assessment

-4 M/C (1 point each)-1 S/A (1 point, must state they make work easier- or some form of that answer)

1 S/A (1 point)

-I will explicitly explain all directions to avoid confusions.-I will repeat directions and/or questions when necessary.-I will assist students in reading questions if necessary.

Learning Goal #2: Student will be able to differentiate the six simple machines and their individual functions including: lever, screw, pulley, wheel and axle,

Pre-Assessment

6 Matching, (1 point each) - original

5 M/C (1 point each)1 S/A (1 point)

-I will read questions aloud for students.-I will explicitly explain all directions to avoid confusions.-I will repeat directions and/or questions when necessary.

Formative Assessment

Class work:-match different simple machines with pictures-interactive notebook activity (drawing each type of simple

- I will explicitly explain all directions to avoid confusions.-I will model how the interactive notebook should look.-I will explicitly explain how to work with lever materials within the group activity.

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Simple Machines Pre-Test ORIGINALName: ________________________________

Directions: Read each question and choose the best answer. Circle the letter for your answer.

1. What is a push or pull?a. Simple Machineb. Forcec. Matterd. Weight

2. What is the ability to do work?a. Energyb. Screwc. Simple machined. Force

3. A tool that makes work easier to do is a ___________.a. Forceb. Fulcrumc. Machined. Map

4. Machines with few or no moving parts area. Bicyclesb. Carsc. Loadsd. Simple Machines

5. What is the purpose of Simple Machines?a. To change potential energy to kinetic energyb. To make work easier and use less forcec. To test forced. To experiment

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6. What are machines that have two or more simple machines?a. Bicyclesb. Compound Machinesc. Simple Machinesd. Loads

7. A ________ is a stiff bar that moves about a fixed point (fulcrum). It is a simple machine that is used to push, pull, or lift things.

a. Inclined plane c. Wedge

b. Lever d. Wheel and Axle

8. An _____________ is a flat surface that is higher on one end than the other. It is a simple machine that helps move heavy objects up or down.

a. Inclined Plane c. Screw

b. Lever d. Wedge

9. A ________ is wide at one end and pointed at the other. It is a simple machine that helps cut or split other objects.

a. Screw c. Wedge

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b. Pulley d. Wheel and Axel

10. A ________ consists of a rod attached to a wheel. It is a simple machine that makes it easier to move or turn things.

a. Wedge c. Wheel and Axel

b. Pulley d. Lever

11. A ________ is an inclined plane wrapped around a cylinder or a cone. It is a simple machine that is often used to hold objects together.

a. Lever c. Inclined Plane

b. Screw d. Wedge

12. A ________ is wheel that has a rope wrapped around it. It is a simple machine that helps lift heavy objects by changing direction or force.

a. Wheel and Axel c. Screw

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b. Wedge d. Pulley

Directions: Draw a line from the name of the simple machine to the object it represents:

Directions: Write your answer.

19. Explain the difference between a simple machine and compound machines.

____________________________________________________________________________________________________________________________________________________________

13. Inclined Plane

a. Push Pin

14. Wheel and axleb. Crane

15. Wedge

16. Pulley c. Ramp

17. Screw

d. See-Saw18. Lever

e. Rollerblades

f. Jar Lid

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20. Write one example of a compound machine. _____________________________________

Simple Machines Post-Test ORIGINAL

Name: ______________________________Directions: Read each question and choose the best answer. Circle the letter for your answer.

1. What is a simple machine? a. A machine made of two or more simple machines.b. The ability to do work.c. A machine with few or no moving parts.d. Force that makes an object move.

2. A _________________ changes the way an object moves?c. Energyd. Screwe. Simple machinef. Force

3. _______________ is done whenever force makes and object move.a. Forceb. Workc. Leverd. Motion

4. What is the purpose of simple machines?a. To change potential energy to kinetic energyb. To make work easier and use less forcec. To test forced. To experiment

5. Which of these objects is a type of screw?a. Flagpoleb. Doorknob c. Roller Skatesd. Jar lid

6. A seesaw is an example of what type of simple machine?a. Lever

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b. Screwc. Pulley d. Wheel and Axle

7. Joe went skating with Rose. They had to be careful because there were many hills in their neighborhood. What type of simple machine is at the bottom of roller blades?

a. Inclined planeb. Leverc. Wheel and Axled. Pulley

8. Amanda cut her sandwich in half. What simple machine did she use?a. Wedgeb. Leverc. Screw d. Pulley

9. Which simple machine is shown in the picture of the ramp below?

a. Wedgeb. Wheel and Axlec. Inclined plane d. Pulley

10. What are machines that have two or more simple machines?a. Bicycles b. Compound machinesc. Simple machinesd. Loads

11. What simple machine is being used in the picture below?

a. Leverb. Wheel and Axlec. Pulley

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d. Screw

Directions: Fill in the blanks using the simple machines in the word bank. Use each word once.

12. _______________________ is a stiff bar that moves about a fixed point (fulcrum). It is used to push, pull, or lift things.

13. An _____________________ is a flat surface that is higher on one end than the other. It helps move heavy objects up or down.

14. A _______________________ is wide at one end and pointed at the other. It helps cut or split other objects.

15. A _______________________ consists of a rod attached to a wheel. It is a simple machine that makes it easier to move or turn things.

16. A _____________________is an included plane wrapped around a cylinder or a cone. It is often used to hold objects together.

17. A _____________________is a wheel that has a rope wrapped around it. It helps lift heavy objects by changing direction or force.

Inclined Plane Wedge Screw

Lever Wheel and Axle Pulley

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Directions: Write your answer in the blanks.

18. Why do we have simple and compound machines?________________________________________________________________________________________________________________________________________________

19. Draw and label one example of a simple machine below.

20. Name an example of a compound machine. ___________________________________

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Simple Machines Pre-Test ACTUAL TEST GIVENName: ________________________________


1. What is a push or pull?a. Simple Machineb. Forcec. Matterd. Weight



4. Machines with few or no moving parts are __________.a. Bicyclesb. Carsc. Loadsd. Simple Machines

5. What is the purpose of Simple Machines?a. To change potential energy to kinetic energyb. To make work easier and use less forcec. To test force

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d. To experiment






b. Lever d. Wedge


a. Screw c. Wedge


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19. Why do we have simple machines?

______________________________________________________________________________

______________________________________________________________________________

Simple Machines Post-QUIZ ACTUAL TEST GIVEN Name: ______________________________

a. Push Pin

b. Ramp

c. See-Saw

9. Inclined Plane

10. Wedge

11. Lever

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22. A _________________ changes the way an object moves?g. Energyh. Screwi. Simple machinej. Force



25. A seesaw is an example of what type of simple machine?a. Lever b. Screwc. Pulley d. Wheel and Axle

26. Amanda cut her sandwich in half. What simple machine did she use?a. Wedgeb. Lever

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c. Screw d. Pulley









Inclined Plane Wedge Lever

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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

32. Draw a picture of a simple machine below. Write the name of the machine in the blank. ______________________________________

Unit of Instruction

Content/ Topic: Simple Machines Subject/Grade: Science – 3rd

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Teacher: Jennifer Eubank (Ms. Rainey) Dates: October 21st-October 31st

SOL objective(s) with number and words

3.2 The student will investigate and understand simple machines and their uses. Key concepts includea) purpose and function of simple machines;b) types of simple machines;

Day 1

Materials: Pre-Assessment (Attachment #1), Study Guide, Homework Sheet (Attachment #2), Power Point with definitions (Attachment #10), Large/Heavy Box, Simple Machines Song (Attachment #3)

Review or Warm Up Activity

The students will take a pre-assessment of their knowledge of simple machines to begin the unit. As students finish, I will hand out a study guide for simple machines as well as a homework sheet.

Lesson Objectives - the student will be able to: understand the purpose and function of simple machines.

Direct Instruction of Content by Teacher:

1. I will introduce work, force, and motion to the students. I will engage the students by attempting to push a heavy box across the front of the room. I will say comments such as, “this box is so heavy!” “Wow, I wish I could lift this box up to the table!” I will then ask the students to brainstorm what they think force means. I will display the definition of force on the power point. We will then discuss work and how it relates to force. I will display the definition of work on the power point for students to see. I will explain that force is a push or a pull; work is done whenever force makes an object move; and energy is the ability to do work.

2. I will ask students to push their text book an inch across their desk (from left to right). I

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will ask students if they are doing work because we are PUSHING the book and the object is MOVING. I will ask the students if they used energy. I will then get a volunteer to stand in front of the class to participate in holding a stack of books, not moving. I will ask the class if they believe the student is doing work. We will discuss why or why not. Every student will then move their pencil across their desk. We will discuss whether or not this is an example of work. I will then pick up a chair and carry it across the room. I will ask students if they believe I was doing work and using energy or not.

3. I will explain to students that for the next few weeks we will be learning about simple machines. I will explain the definition of a machine to students by displaying the definition on the board. I will then explain the definition of a simple machine. I will explain that machines make work easier, faster, and better. I will explain that I want all students to stand up with me and act out each of these motions to remember how machines help us. For making work easier, I will demonstrate a muscle. For faster, I will run in place. For better, I will give a thumbs up sign. I will have students complete these motions with me.

4. I will explain that we will be learning about the machines that help us make work easier, faster, and better in our unit. I will explain that there are 6 simple machines that we will be talking about. I will then introduce the Simple Machines song to the students. I will encourage students to try to sing along to the words and read the lyrics.

Student Activities to Achieve Objectives:

- Students will participate in the textbook task of pushing their book. The students will participate in choral responses involving force, work, and energy related to this task.

- Students will volunteer to participate in work activities to determine whether they are work or not. They will participate in choral responses related to these activities.

- Students will act out how machines help us make work easier, faster, and better.- Students will sing along to the song and follow the lyrics.

Closure: (summarize and review)

1. I will read the definition of a word from the power point (force, then work, then energy). I will ask the students to choral response the word that belongs to the definition.

2. I will have students act out the motions of how simple machines help us (make work easier, faster, and better).

Assessment: (aligned with the lesson objective):

The students will complete an exit ticket in which they will answer: What is one thing you learned from our lesson today? (Appendix A)

Day 2

Materials:

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Power Point with definitions/matching, exploratory station pictures, exploratory station worksheet (Attachment #4), flip-charts, definition print outs for flip-charts


We will first review the definitions of force, work, and energy by matching the word with the definition on the Power Point. The students will choral response the word that matches with the different definitions. The students will have to show their motions for force and what using work and energy would look like with their interactive notebooks. We will then review the definition of a machine and a simple machine. We will act out the different ways that machines help us with our motions that we learned yesterday (muscle, run in place, and thumbs up).

Lesson Objectives - the student will be able to: differentiate the six simple machines and their individual functions including: lever, screw, pulley, wheel and axle, inclined plane, and wedge.


1. I will explain that the students will be exploring the different types of the six simple machines in stations. I will introduce the “What Simple Machine is it?” worksheet that students will be carrying with them to each station. I will explain that at each station the student will find different pictures and examples of different simple machines. I will explain that I will count students off and give them a number (1-6). I will ask students to keep the number on their hand, so they remember which station to start at. I will explain that the student will get one minute at each station where they can look at the different examples of each simple machine with their group and what they think the simple machine helps do. I will explain that each station has a label of the simple machine that the students will be able to turn over and copy on their worksheet when I say “FLIP”. I will explain that the students will switch stations when I say “SWITCH”, going clockwise around the centers, and complete the same activity. I will model how this should look.

2. I will count students off into exploratory stations and call each station, one at a time, to their designated place within the classroom. I will tell students to “BEGIN”, “FLIP” after 30 seconds, and “SWITCH” after one minute. I will remind students how to travel throughout the activity, circulating continuously to monitor behavior and participation. When all stations are complete, I will ask all stations to return to their seats with their worksheets. We will choral response each of the simple machine boxes, beginning with station one. I will explain that we will be learning about inclined planes today and talking about some of their functions.

3. I will introduce inclined planes by reading pages 4-7 in the book Roll, Slope, and Slide. I will ask the students which simple machine the book is talking about. I will show the students the inclined plane slide on the Power Point. I will ask the students to read aloud the definition with me as I point to each word. I will ask the students which picture is showing an inclined plane helping an object move higher. I will ask the students which picture is showing an inclined plane helping an object move lower. I will ask students to act out their inclined plane by creating a plane with their arm.

4. I will leave the definition on the board as the students add to their flip-book. The definitions for inclined plane are already included in their flip books, so the students will

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draw a picture of an inclined plane on the left hand side of the flip book. I will collect the flip-books and the exploratory worksheets at the end of the lesson.


- The students will participate in choral responses when reviewing the introduction material.- The students will participate in the exploratory stations to identify and differentiate

between different simple machines.- The students will participate in choral responses from their answers from each station.- The students will read the definition of an inclined plane aloud with the teacher.- The students will create an inclined plane using their bodies.- The students will add their definitions to their simple machines flip-books and create their

inclined plane in their books.


- Students will be able to share some of their inclined plane examples that they created in their books. We will discuss how inclined planes help make work easier and repeat the inclined plane move with our body to remember their purpose and function. If time allows, we will listen to the simple machine song to close.

Assessment: (aligned with the lesson objective)

- Students will participate in choral responses. Students will complete an exit ticket in which they will answer: What is an example of an inclined plane?

Day 3

Materials: toy car, 2x4 board, Scoop, Seesaw, and Raise, group materials (4 rulers, 4 fulcrums, 80 units), note sheet (Attachment #5), flip-charts

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- We will review inclined planes by completing a car activity. I will ask the students to join me on the front carpet. I will present them with a car and a 2x4 board. I will ask the students how we can use simple machines to get the car from the carpet to the table. I will have student volunteers to use the board to create an inclined plane to move the car. I will ask the other students if they agree and get several volunteers to try different ways. We will discuss if the car is using force and energy to do work. The students will act out their motions for easier, faster, and better for how simple machines help us and then act out their inclined plane motions.



1. After the warm up, I will explain to students that we will be learning about another machine to make work easier today. I will then read the Scoop, Seesaw, and Raise book, pages 6-7 and pages 10-11, to introduce the students to levers.

2. I will show the students the Power Point slide containing levers after we read the story Scoop, Seesaw, and Raise. I will ask the students to read aloud the definition with me as I point to each word. I will ask students what they believe a load is. I will provide the definition of a load. I will ask students where a fulcrum is on the picture. I will provide the definition of a fulcrum. I will ask students to act out their lever by creating a lever with one arm over a fulcrum, the other arm.

3. I will present the same 2x4 board, a round box of Clorox wipes, and the car. I will ask the students if anyone could show our classmates how we could create a lever using the different materials in front of us. We will create a lever using the Clorox wipes as a fulcrum, the car as the load, and the board as the bar. I will ask different students to test out the lever their classmates created. We will try lifting a box and a pumpkin as well.

4. I will ask students to return to their tables. I will explain the group activity to students. I will explain that in groups, they will be creating a lever at their tables. I will explain that they will need to decide as a table where to place the fulcrum. I will explain to students that there is a ruler, a fulcrum, and units in the buckets. I will ask students to try to create their own lever using the different materials.

5. I will then ask students to explain what items in their buckets may represent the load, the fulcrum, and the lever and why they represent each. I will explain that a lever is used to help us lift things and make work easier. I will tell the students that when they create their lever, they will need to practice putting more units on one end than the other. I will model how this may look and explicitly explain how the students should fill out their note sheet. I will ask students to begin trying out different load amounts and different placements for the fulcrum to use their levers they created.

6. We will come together as a group and discuss how the different levers worked and how they helped lift different loads. The students will then draw an example of a lever in their flip chart. I will collect the note sheets to monitor whether students understand the different parts of a lever.

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7. I will leave this definition on the board as the students add to their flip-book.


- The students will participate in the review by acting out their different motions.- The students will act out a lever with their arm.- The students will participate in a group activity to create their own levers.- The students will participate in whole group discussion and add a lever to their flip chart.


- We will discuss where the students have seen these levers in their daily lives.- We will review levers by talking about the function of a lever and the purpose of a lever.

We will act out the motion of a lever using our hands to remember what a lever looks like. We will listen to the simple machine song to close.


- The students will complete the levers activity sheet when participating in their group work about levers. I will also view the flip-books and note the different levers that students drew within the levers section.

Day 4

Materials: Simple Machines Power Point, Cut, Chop, and Stop book, wedge activity page (Attachment #6), pictures of each of the different simple machines that match the wedge activity page, wedge definition strips for flip-book, flip-books, Simple Machine Song

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- We will review inclined planes and levers before we begin new instruction. I will ask the students to join me in the front of the room. I will ask the students to first act out an inclined plane with their hands and then the lever. I will ask the students to read the definition of an inclined plane from the Power Point, out loud, together in the circle. I will then do the same for lever. I will ask students to provide examples of inclined planes and levers either from what they’ve learned in class or from their field trip to Monticello last week.



1. I will explain to students that we will be learning about another simple machine today, the wedge. I will read pages 4-9 in the Cut, Chop, and Stop book.

2. I will introduce the wedge slide after we read the story. I will ask the students to read aloud the definition with me as I point to each word. I will ask the students why the ax is an example of a wedge. I will ask students to act out their lever by wedge with their hands. They will create the wedge by putting their hands together to form a point on their hands. They will turn their hands sideways and I will demonstrate how a wedge can be demonstrated to split something, such as wood. The students will act this out with me.

3. I will have two books in the front of the classroom that are placed about an inch away from each other. I will lay a piece of white paper across the books. I will show the students the end of a push pin and demonstrate how the wedge can split things a part. I will provide a pencil for the students and ask a student to demonstrate how eraser end does not go through the paper to the carpet. I will ask another student to show me how a wedge would work to split the paper. I will reinforce that the student used the sharp, wedge end, of the pencil to split the paper. I will then ask students to return to their seats.

4. I will pass out a sheet that contains different examples of simple machines on it. I will hold up pictures that match the words they see on their papers. I will ask the students whether or not the pictures are examples of wedges. They will circle yes or no next to the appropriate examples. We will discuss how each of the examples helps us do work and what types of simple machines they may be examples of, if they are not wedges. The students will hold up a one on their hand if they believe the machine is a wedge and a two if they believe it is not a wedge.

5. I will leave this definition of wedges on the board as the students add to their flip-book. They will draw a picture of a wedge on the top half on their wedge section. We will discuss their pictures and I will explain that tomorrow we will be creating our own simple machines.


- The students will participate in the group review of inclined planes and levers by using choral responses and acting out the different simple machines.

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- The students will read the definition of a wedge aloud and act out the different motions to remember how a wedge works.

- The students will complete the “Is it a Wedge?” activity.- The students will create a wedge in their flip book.- The students will participate in the simple machine song review.


- To summarize the information about wedges and to review previously learned material, we will listen to the Simple Machine Song. I will ask students to stand up and show me each of the simple machines, as we have practiced the movements. I will then explain to the students to act out the different simple machines as they hear them throughout the song being repeated. I will explain that the students should hold the motion of the simple machine until they hear an example of another simple machine.


- I will collect and check the “Is it a Wedge” activity page. I will view the flip-books and observe the example the students created within their wedge section. I will remind students that their homework this week to prepare for their quiz on Thursday and to find an example of a simple machine (one or more than one) at home, sketch the simple machine, and write a sentence about how it can help us.

Day 5

Materials: Scavenger Hunt Activity Cards (Attachment #7), Scavenger Hunt Answer Sheets (Attachment #8)

Lesson Objectives - the student will be able to: understand the purpose and function of simple

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machines. The student will be able to differentiate the six simple machines and their individual functions including: lever, screw, pulley, wheel and axle, inclined plane, and wedge.

Review Activity for quiz tomorrow:

- I will explain to the students that today we will be completing a class scavenger hunt. I will explain that around the room, there are different questions, which are numbered, about all the concepts we have learned about simple machines so far. I will explain that the students will be getting a scavenger hunt activity sheet. I will explain that the students will have a partner and everyone will have an activity sheet. On the activity sheet, the students will see a word bank at the top. I will explain to the students that they should move around the room to try to find all of the different questions and they do not have to go in order; however, they do have to find all of the questions. There are ten questions in all and they must use all the words in the word bank at least once. I will ask students to stand in a circle and I will give them a number. They must find a partner and match up with them to complete the activity.

- We will come back together as a group to discuss our answers in our worksheets. I will read each question, out loud, and have the students volunteer their answers. I will ask students to hold up a one on their fingers if they agree with the answer and a two if they have a different answer.

-I will then provide students with paper, straws, index cards, and construction paper. The students will use their materials I provided them, as well as any other materials they would like, to create either a lever, inclined plane, or wedge. If they finish earlier than their neighbors, they can write about what their simple machine is and what it will help them do. Students will get a chance to share their simple machines after the quiz tomorrow before they begin learning about the last three simple machines.


- The students will participate in the class scavenger hunt to practice with the different simple machines we have learned until this point (inclined plane, lever, and wedge).

- The students will complete the activity sheet and share their answers with the class.- The students will create their own simple machine from what we have already discussed in

class and decide how it will help them.- The students will participate in the simple machines song and dance to practice what they

have learned.


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- We will then listen to the simple machines song, acting out each of our moves to practice.


- The students will complete a class scavenger hunt to find the answers to each of the questions. I will review their answers on their worksheet to check understanding before their quiz tomorrow. I will address misunderstandings before the quiz tomorrow, if any arise.

- The students will complete a 12 question post-quiz (Attachment #9) on the material tomorrow during our science block.

Attachment #1, Lesson 1

Simple Machines Pre-Test Name: ________________________________

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1. What is a push or pull?k. Simple Machinel. Forcem. Mattern. Weight



4. Machines with few or no moving parts are __________.a. Bicyclesb. Carsc. Loadsd. Simple Machines

5. What is the purpose of Simple Machines?a. To change potential energy to kinetic energyb. To make work easier and use less forcec. To test forced. To experiment



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b. Lever d. Wedge


a. Screw c. Wedge



a. Push Pin9. Inclined Plane

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__________________________________________________________________

__________________________________________________________________

Attachment #2, All Lessons

Name: __________________________________

Simple Machine Homework

b. Ramp

c. See-Saw

10. Wedge

11. Lever

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Task: Find an example of a simple machine at home (inclined plane, lever, or a wedge). Draw the simple machine and write one sentence explaining how it makes work easier, faster, or better.

1. What simple machine did you find? _____________________________________

2. Draw a picture of your simple machine.

3. How does the simple machine you found help you do work? _____________

________________________________________________________________________

________________________________________________________________________

Attachment #3, All Lessons

Simple Machines Song

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Simple machines make work easier to doUse a wedge or a lever or a pulley or a screw

a wheel and axle or an inclined planeThey’re all simple machines, oh, simple machines

A wedge starts wide, but is pointed at the endA lever’s like a seesaw that you ride on with a friend

A pulley is a wheel with a rope that goes aroundWherever there is work to do.. You know what will be found



An inclined plane helps you move things up and downA wheel and axle helps things move or turn around

A screw is like a screw, or the lid of a jarWithout simple machines, we couldn’t get too far!



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Lever ActivityDirections:

1. Put the fulcrum under the ruler at 6 inches. 2. Add a block to each side. They should balance each other. 3. Move the fulcrum to 5 inches. Add units to the 1-inch side.

Questions:

How many blocks does it take to lift the one block? __________________________

The ____________________________ is the load. (block, ruler, pencil)

The ____________________________ is the fulcrum of the lever. (block, ruler, pencil)

The ____________________________ is the bar of the lever. (block, ruler, pencil).

How can levers help us? ______________________________________________________

______________________________________________________________________________

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Working with Wedges

Circle yes for the objects that are wedges. Circle no for objects that are not wedges.

Ramp Yes NoPush Pin Yes NoAx Yes NoSee Saw Yes NoNail Yes No

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Review Cards for Scavenger Hunt

1. Which type of simple machine is a playground slide?

2. A nail is what type of simple machine?

3. A seesaw is what type of simple machine?

4. Simple machines make ___________ easier, faster, and better.5. A mover might use a ramp when moving someone. What type of simple machine is a

ramp?

6. If I wanted to cut my sandwich, what type of simple machine would I want to use?

7. _______________ is when objects move by a push or pull.

8. If I wanted to lift a big load, which type of simple machine would I want to use?

9. You need _____________ to be able to do any work.

10. A _____________ is a tool with few or no parts that helps make work easier.

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Simple Machines Question Scavenger HuntName: __________________________________

Question #1: ___________________________________________

Question #2: ___________________________________________

Question #3: ___________________________________________

Question #4: ___________________________________________

Question #5: ___________________________________________

Question #6: ___________________________________________

Question #7: ___________________________________________

Question #8: ___________________________________________

Question #9: ___________________________________________

Question #10: ___________________________________________

Extra: Find some simple machines around the classroom! List the simple machines you find.

Inclined plane Lever Force

Inclined plane Lever Energy

Wedge Wedge Work

Simple Machines

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Attachment #9

Simple Machines Post-QUIZ Name: ______________________________



34. A _________________ changes the way an object moves?c. Energyd. Screwe. Simple machinef. Force



37. A seesaw is an example of what type of simple machine?a. Lever b. Screwc. Pulley d. Wheel and Axle

38. Amanda cut her sandwich in half. What simple machine did she use?

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a. Wedgeb. Leverc. Screw d. Pulley








Inclined Plane Wedge Lever

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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

44. Draw a picture of a simple machine below. Write the name of the machine in the blank. ______________________________________

Attachment #10, PowerPoint with all lessons

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Data Tables

Pre-Assessment DataOctober 21, 2013

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Question # 1 2 3 4 5 6 7 8 9 10 11 12GRADE Name92 Joshua A83 Sydney L. D X75 Andrea C C X75 Sanjay C C B75 Naomi C D X58 Sydney B. A A B D X58 Lailah B D B A X58 Senora D B C A X58 Ashlee A C A B B58 Alexis C A B D X50 Elijah C A C B A X50 ZiQuay B C A D B X50 Attoria C A C B A X50 Nathan A B A C A X50 Leland A B A A B X42 Walker C C D B C A42 Dakyrah D C A D B C A42 Shyheim D A C C D C B

Post-Assessment Results: October 31, 2013

Question # 1 2 3 4 5 6 7 8 9 10 11 12 13Grades Name77 Lailah A B A

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92 Shyheim X92 Attoria A92 Elijah D92 Leland C92 Ashlee A100 Joshua100 Sydney

Bernier100 ZiQuay100 Senora100 Walker100 DaKyrah100 Andrea100 Alexis100 Sanjay100 Naomi100 Sydney

Baldwin100 Nathan

Compared Pre and Post Assessment Scores

Name PRE Assessment Score POST Assessment Score

Joshua92 100

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Sydney L.83 100

Andrea75 100

Sanjay75 100

Naomi75 100

Sydney B.58 100

Lailah58 77

Senora58 100

Ashlee58 92

Alexis58 100

Elijah50 92

ZiQuay50 100

Attoria50 92

Nathan50 100

Leland50 92

Walker42 100

Dakyrah42 100

Shyheim 4292

Summation of Data Tables

Based on the pre-assessment results, thirteen out of eighteen students received a failing

score. Five students received a score of seventy-five or better, but only one of those students

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scored above a ninety. There were zero students who scored above a 95%, which represents

overall mastery of the subject. Therefore, using the pre-assessment data table, it can be

determined that the students do not have much prior-knowledge in the area of simple machines.

Based on the post-assessment results, there were no students who received a failing score

on the simple machines material. There were six students who scored above a seventy-five and

of those six students there were five who scored above a ninety percent. Twelve students scored

a one-hundred percent on the post-assessment. Therefore, using the post-assessment data table,

it can be determined that twelve students completely mastered the content and six students

understood the material and passed the post-assessment given.

When comparing the pre and post-assessment data results, it was found that every student

improved their score. There were no students to decrease in score and several increased their

knowledge of the material by over fifty percent. The highest gap of improvement occurred with

two students who increased their score by fifty-eight points. The lowest gap of improvement

occurred with one student who improved his score by eight points. In conclusion, all students

demonstrated improvement and growth in their knowledge from their pre-assessment and post-

assessment scores within the simple machines unit.

Reflection

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In reflecting on my Teacher Work Sample experience, I first wanted to analyze my

students’ final understanding of the simple machines material. After analyzing and comparing

the pre and post-assessment data results, as well as viewing student work completed throughout

my unit of instruction, I am incredibly overwhelmed to feel as though I successfully impacted

student learning. The results of the data tables from the formal assessments show me that my

students are completely capable of learning, adapting, and growing as they learn new material in

a new unit. Based on my students’ final scores, I found that every single one of my students

demonstrated growth in their learning and understanding of the simple machines unit material

based on my unit of instruction within the classroom.

As I reflect back on my unit of instruction, I found that there were several days that I

adapted my instruction to meet the needs of my students and their misconceptions about the

topic. By monitoring student responses and activities, as well as reviewing the pre-assessment

and exit ticket results, I tried to address any confusions I found my students to be demonstrating.

For example, I found that one of my students noted on an exit card that she was still having

confusions about inclined planes. When I recognized this confusion, I adapted my unit of

instruction to include a review with hands-on materials of inclined planes the following day. On

day two of my unit, I had students create an inclined plane to help a car move from the floor to

the table top. After seeing this visual, the student recognized how the inclined plane is different

from a lever and how an inclined plane can help us do work. On the post-assessment, this

student demonstrated mastery of the inclined plane material. This one example exhibits my

attempt to adapt my instruction to meet the needs of all of my students to foster their success and

understanding.

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If I had the chance to teach this unit again, there are a few things that I would change

based on finding what worked and what didn’t work with my students. When reflecting on what

worked within my unit, I found that allowing my students to use hands-on materials, such as

boards, cars, and other objects, allowed them visualize the material to better understand a

concept. Often my students could repeat information that we had learned, but could not

generalize the information, or explain it in their own words, until they were able to use hands-on

objects. In addition to using hands-on materials, I found that my students responded

extraordinarily well to the song and hand motions for the different simple machines. The song

encouraged to get up and moving, while using music and dance to connect the information in a

different way. Lastly, I found that giving my students the ability and choice to create their own

simple machine from different materials worked well. The students were able to create any

simple machine we had previously discussed, without any direction from me. In this creation

activity, my students demonstrated outstanding understanding of the material and were able to

apply their knowledge in a higher level of thinking.

When reflecting on what didn’t work as well within my unit, I discovered I would change

the beginning stations, as well as the review scavenger hunt, if I were to teach again. In the

beginning stations, I asked students to rotate with partners to discuss what the different simple

machines could be used for in everyday life. If I were to adjust this activity, I would model the

conversations I want my students to have with each other to foster productive dialogue and ideas.

I would also have demonstrations of simple machines for each station instead of just having

pictures for my students. This would allow the students to have hands-on experience when being

introduced to the topic. In the review scavenger hunt activity, I would adapt the activity to allow

the students to work independently. If some students finished earlier than their peers, I would

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ask them to find simple machines within the classroom and identify their purpose. This would

differentiate this activity for students and eliminate the feeling of racing their peers to the finish

line.

Throughout teaching my Teacher Work Sample unit, I learned quite a lot about my

students. I learned that my students are completely capable of handling high-expectations, group

work, and self-discovery. I was often nervous that if I gave my students control of their learning,

that I would lose control of the classroom; however, what I found to be true was that my students

were able to succeed when given the opportunity, in any activity, with the appropriate guidance.

I witnessed their love to work with one-another, as well as their love of sharing their ideas with

others. I was surprised how much I learned about my students through throughout my unit.

When reflecting my overall teaching experience, I learned that I am capable of managing

a classroom full of students, even though I had my doubts at first. I also discovered the

importance of explicit directions and the delivery of the instructions to students could make or

break an activity. The TWS experience has allowed me to recognize areas of teaching I could

use improvement, but also has helped me become more confident in my teaching abilities within

the classroom. As I enter into student teaching, I will take what I have learned and developed

within my Partnership and TWS teaching experience to help me grow as a future educator.

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Appendix A

Activity: Exit Ticket Student 1: Sydney

Student 2: Naomi

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Appendix B

Activity: Exit Ticket Student 1: Dakyrah

Student 2: Joshua

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Appendix C

Activity: Simple Machines Station Student 1: Shyheim

Student 2: Alexis

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Appendix D

Activity: Lever Activity Student 1: Sydney

Student 2: Zi’Quay

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Appendix E

Activity: Working with WedgesStudent 1: Elijah

Student 2: Attoria

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Appendix F

Activity: Simple Machines Scavenger Hunt Student 1: Nathan

Student 2: Leland

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Appendix G

Activity: Pre-Assessment (left) and Post-Assessment (right)Student: Walker

Documents

Web viewPrince Edward County received a grant to only test third grade students in ... to complete class activities in all subjects ... set-up of classroom