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Part IV: Instructional Objectives

Terminal Objective 1: To select the best simple machine for a specified purpose
Enabling Objectives:
1A. To identify the six simple machines
1B. To describe the uses of the six simple machines

Terminal Objective 2: To predict the effect of a force on an object
Enabling Objectives:
2A. To explain the five effects of a force on an object
2B. To describe the relationship between the size of an object and the effects of force
2C. To describe the effect on an object of a force greater than the initial force

Terminal Objective 3: To demonstrate the effect of gravitational force on an object
Enabling Objectives:
3A. To define gravitational force
3B. To identify the effect of gravitational force on an object

Classification of Instructional Objectives:
Content
Performance
Recall Application
Fact 3A
Concept 1A
Principles 1B, 2A, 2B, 2C, 3B 1, 2, 3
Procedure
Interpersonal
Attitude


Relationship between Instructional Objectives and Standards:
Instructional Objectives Georgia Performance Standards
1 S4P3a. Identify simple machines and explain their uses (lever,
pulley, wedge, inclined plane, screw, wheel and axle). 1A
1B
2 S4P3b. Using different size objects, observe how force affects
speed and motion.
S4P3c. Explain what happens to the speed or direction of an object
when a greater force than the initial one is applied.
2A S4P3b. Using different size objects, observe how force affects
speed and motion. 2B
2C S4P3c. Explain what happens to the speed or direction of an object
when a greater force than the initial one is applied.
3 S4P3d. Demonstrate the effect of gravitational force on the motion
of an object. 3A
3B


Part V: Development of Assessments

Lesson 1: Force
Terminal Objective 2: To predict the effect of a force on an object
Enabling Objectives:
2A. To explain the five effects of a force on an object
2B. To describe the relationship between the size of an object and the effects of force
2C. To describe the effect on an object of a force greater than the initial force

Assessment: Students will work together in groups to create a video showing the effects of force.
Narration should be included to explain how force is affecting an object.

UDL Principles: Collaboration provides for multiple means of engagement. In addition, students
have choice and autonomy is designing their video.

Lesson 2: Gravity
Terminal Objective 3: To demonstrate the effect of gravitational force on an object
Enabling Objectives:
3A. To define gravitational force
3B. To identify the effect of gravitational force on an object

Assessment: Students will complete a brief online quiz about the effects of gravitational force.

UDL Principles: Students will be able to choose one of two quizzes to complete. The first quiz
will be objective, with multiple choice questions. The second quiz will consist of short-answer
questions. This differentiation provides for multiple means of expression and multiple means of
engagement.

Lesson 3: Simple Machines
Terminal Objective 1: To select the best simple machine for a specified purpose
Enabling Objectives:
1A. To identify the six simple machines
1B. To describe the uses of the six simple machines

Assessment: Students will use a web 2.0 tool of their choice to create a scrapbook of simple
machines, giving definitions and examples.

UDL Principles: Student choice of a tool provides for multiple means of engagement and
multiple means of expression.

Assessment: Given a set of scenarios, students will identify the simple machine that is most
appropriate for the specified purpose. Multiple scenarios will be given for each simple machine.
Students may identify at least one scenario for each simple machine. They may choose to stop at
six scenarios, or they may choose to match more of the scenarios to the appropriate simple
machine.

UDL Principles: The simple machines will be represented with text and pictures to provide for
multiple means of presentation. Multiple means of engagement are provided through allowing
students to select which scenarios to answer.

Force Video Directions:

Role: Yourself

Audience: Classmates

Format: Video

Topic: With your small group, you will create a video showing the effect of force on an object.
First, you will choose two similar objects of different sizes (e.g., a tennis ball and a basketball, a
small and large toy car, etc.). You will use these objects to show the five effects of force on an
object. You will also demonstrate how the amount of force needed is different for different-sized
objects. You must include narration to explain the effect of force in each scene.

Grading Checklist:
Criteria 3
Clear and Correct
2
Confusing
1
Incorrect or Not
Included
Force can cause an
object to start moving.

Force can cause an
object to speed up.

Force can cause an
object to slow down.

Force can cause an
object to stop moving.

Force can cause an
object to change
direction.

Explanation of greater
force included where
appropriate.

Objects with more
mass require more
force to move the
same distance at the
same speed.


Gravitational Force Quiz Option 1:

1. Gravitational force is
A. the force that keeps all objects on Earth from floating away.
B. the force that acts in a direction opposite to motion.
C. the force that pulls objects on Earths surface toward its center.
D. Both A and C

2. There is a pencil lying on a desk. What effect is gravity having on this pencil?
A. Gravity is not having an effect on the pencil.
B. Gravity is keeping the pencil on the desk.
C. Gravity is preventing the pencil from rolling.
D. Gravity is pushing the pencil toward the Earths surface.

3. You accidentally push the pencil over the edge of the desk. What effect does gravity
have?
A. The pencil stays level with the desk.
B. The pencil goes through the floor to the center of the Earth.
C. The pencil falls to the floor.
D. Gravity still does not affect the pencil.

4. Which of these is NOT an effect of gravity on people?
A. Gravity keeps us from floating away from Earths surface.
B. When we jump, gravity pulls us back down.
C. Gravity makes it hard to lift massive objects.
D. Gravity eventually causes motion to stop.

5. At recess, you throw a baseball toward the east. How does the ball travel and why?
A. The ball continues to travel east until something gets in the way because gravity only
affects objects touching the Earths surface.
B. The ball makes a curve, traveling east and toward the Earths surface because gravity
is pulling it down.
C. The ball travels straight toward the Earths surface because gravity is pulling it down.
D. Gravity causes the ball to travel upward.

Gravitational Force Quiz Option #2:

1. Define gravitational force.






2. What effect, if any, does gravity have on a pencil lying on a desk?






3. What effect, if any, does gravity have when the pencil is pushed over the edge of the
desk?






4. What effect does gravity have on people?






5. When you throw a ball, is it affected by gravity? If so, how?
Simple Machines Scrapbook Directions:

Role: Teacher

Audience: 4
th
grade students

Format Options: Prezi, Smore, Glogster, Pinterest, Infographic or other web 2.0 tool product
(must be approved by instructor)

Topic: Simple Machines
You are preparing to teach a class of fourth grade students about simple machines. You will use
a web 2.0 tool to create a scrapbook. For each simple machine, you should include a definition
and/or description, as well as at least one example of the simple machine.

Rubric:
Criteria 3 2 1
Simple Machines All six simple
machines are
included.
All six simple
machines are not
included.
Definitions/Descriptions Definitions and/or
descriptions are clear
and complete.
Definitions and/or
descriptions are
incomplete but still
understandable.
Definitions and/or
descriptions cannot
be understood.
Examples More than one
example is provided
for each simple
machine with
appropriate
illustrations.
One example is
provided for each
simple machine with
appropriate
illustrations.
Some simple
machines do not have
examples, or
illustrations are not
provided.
Organization Information is
organized in a way
that makes sense and
similar simple
machines are grouped
together.
Information is
organized in a way
that makes sense.
Information is
disorganized.


Simple Machine Scenarios:

Match the correct simple machine to the scenarios below. You must choose at least six scenarios,
one for each simple machine. You may choose to complete more than six.



1. You are walking down the road when you come to a large rock blocking your path.
Which simple machine would be the best choice to move the rock? (lever)
________________________________________________________________________

2. You and your friends are building a tree house. Which simple machine would be the best
choice to lift materials to your tree house? (pulley)
________________________________________________________________________

3. You and your friends are building a tree house. Which simple machine would be the best
to hold the boards together? (screw)
________________________________________________________________________

4. You and your friends are building a tree house. Which simple machine would be the best
to cut the boards? (wedge)
________________________________________________________________________
5. You and your family are moving. You are loading a truck. Which simple machine would
be the best to help you lift heavy objects into the truck? (inclined plane)
________________________________________________________________________

6. Your teacher asks you to move a load of heavy textbooks to a closet down the hall.
Which simple machine would be the best to help you move the books? (wheel and axle)
________________________________________________________________________

7. You are getting ready to paint your room. Which simple machine would be the best to
help you open the can of paint? (lever)
________________________________________________________________________

8. You and a friend want to share an apple. Which simple machine would be the best to help
you split the apple in two? (wedge)
________________________________________________________________________

9. You just moved in to a two-story house. Which simple machine would be the best to help
you get to the second floor? (inclined plane)
________________________________________________________________________

10. You are getting water out of a well. Which simple machine would be the best to help you
lift the bucket out of the well? (pulley)
________________________________________________________________________

11. You are learning to drive a car. Which simple machine helps you steer? (wheel and axle)
________________________________________________________________________

12. You are decorating your room. Which simple machine would be the best to help you
hang a picture? (screw)
________________________________________________________________________

Alignment to Objectives:
Instructional
Strategies Goals Objectives Assessments UDL
Lesson 1: Force
Students will
view a
presentation on
the effects of
force, then make
predictions on
the effects of
force
Define force,
motion, speed,
and direction.

Explain the
effect of force on
an object.
Terminal Objective
2: To predict the
effect of a force on
an object
Enabling
Objectives:
2A. To explain the
five effects of a
force on an object
2B. To describe the
relationship between
the size of an object
and the effects of
force
2C. To describe the
effect on an object
of a force greater
than the initial force
Video Multiple Means
of Presentation

Lesson 2:
Gravity
Students will
watch a video
about gravity,
then explain the
effects of gravity
in writing or with
a diagram.
Explain
gravitational
force and its
effect on an
object.
Terminal Objective
3: To demonstrate
the effect of
gravitational force
on an object
Enabling
Objectives:
3A. To define
gravitational force
3B. To identify the
effect of
gravitational force
on an object
Quiz Multiple Means
of Presentation

Multiple Means
of Expression
Lesson 3: Simple
Machines
Students will view a
presentation on the
six simple machines.
They will then
identify simple
machines in a video
showing a Rube
Goldberg machine
and complete a table
identifying simple
machines. They will
play a game showing
how and when
simple machines are
used, then write or
record a discussion
post.
Identify simple
machines.

Understand when
to use simple
machines.
Terminal Objective
1: To select the best
simple machine for a
specified purpose
Enabling
Objectives:
1A. To identify the
six simple machines
1B. To describe the
uses of the six
simple machines

Scrapbook
Scenarios
Multiple Means
of Presentation

Multiple Means
of Expression

Multiple Means
of Engagement

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence Description Objective
1 To predict the effect of a force on an object 2
2 To demonstrate the effect of gravitational force on an object 3
3 To select the best simple machine for a specified purpose 1

This is a concept-based sequence guided by logical prerequisites (Morrision, Ross, Kemp &
Kalman, 2013). The student should understand force before they learn about gravity, a specific
force. Likewise, understanding gravity and other forces should come before simple machines,
which help overcome forces or lessen the amount of force needed.

Lesson 1: Force
Terminal Objective 2: To predict the effect of a force on an object
Enabling Objectives:
2A. To explain the five effects of a force on an object
2B. To describe the relationship between the size of an object and the effects of force
2C. To describe the effect on an object of a force greater than the initial force

Initial Presentation: Students will view a narrated presentation. The presentation will show
objects of different sizes being acted on by an outside force. After each example, the related
principle will be explained (e.g., more force is required to move a larger object). A mnemonic
will be suggested to help students remember the five effects of force on an object (start moving,
speed up, slow down, stop moving, change direction). Students will be directed to rehearse the
mnemonic (Morrision, Ross, Kemp & Kalman, 2013). Multiple means of presentation are
provided because the information is both visual and auditory. The mnemonic also fits within this
category (CAST, 2011).

Generative Strategy: The learner will be presented a picture or video of an object and told in
what way a force will act on the object. The learner must predict the effect of that force on the
object. Knowledge-of-correct-response feedback will be given (Morrision, Ross, Kemp &
Kalman, 2013). All information and questions will be presented in text and audio to provide
multiple means of presentation (CAST, 2011).

Lesson 2: Gravity
Terminal Objective 3: To demonstrate the effect of gravitational force on an object
Enabling Objectives:
3A. To define gravitational force
3B. To identify the effect of gravitational force on an object

Initial Presentation: Students will watch a video explaining the definition of gravity and how
gravitational force affects objects (Morrision, Ross, Kemp & Kalman, 2013). Students will also
read the section about gravity in the online textbook, providing multiple means of presentation
(CAST, 2011).

Generative Strategy: Students may choose to write a discussion post or use drawing software to
create a diagram explaining the effect of gravity on an object (Morrision, Ross, Kemp &
Kalman, 2013). Giving the choice between drawing and creating a diagram provides multiple
means of expression (CAST, 2011).

Lesson 3: Simple Machines
Terminal Objective 1: To select the best simple machine for a specified purpose
Enabling Objectives:
1A. To identify the six simple machines
1B. To describe the uses of the six simple machines

Motivational Strategy: As part of the presentation, students will view a video of a Rube Goldberg
machine, which is made up of many simple machines. After reviewing the presentation, they will
watch the video again and be encouraged to find as many simple machines as possible. Example
answers will be provided after the video. Identifying simple machines in the video will recruit
interest, providing for multiple means of engagement (CAST, 2011).

Initial Presentation: Students will view a presentation that names and defines each of the six
simple machines. A best example will be given of each simple machine (Morrision, Ross, Kemp
& Kalman, 2013). Instead of or in addition to viewing the presentation, students may choose to
view a video about each of the simple machines, providing multiple means of presentation
(CAST, 2011).

Generative Strategy: Students will be provided with a table that has a column for each simple
machine and a list of the names and pictures of different simple machines. Knowledge-of-result
feedback will be provided. Students will be allowed to revise their answers until they achieve
85% correct. At this point, they may choose whether or not to continue practice to achieve a
higher percentage correct (Morrision, Ross, Kemp & Kalman, 2013).

Initial Presentation: Students will complete a game where they identify simple machines. After
each simple machine is identified, students will be asked to identify how the simple machine
works, based on real-life examples (Morrision, Ross, Kemp & Kalman, 2013). Multiple attempts
to answer and elaborated feedback will be provided. All text will also be read by the program
(CAST, 2011).

Generative Strategy: Students will create a discussion post paraphrasing the uses of the six
simple machines and giving an example of when each one would be used (Morrision, Ross,
Kemp & Kalman, 2013). Students may also record their responses with voice recording software.
Allowing students to record themselves speaking instead of writing provides for multiple means
of expression (CAST, 2011).

Sources

Morrision, G., Ross, S., Kemp, J., & Kalman, H. (2013).Designing effective instruction. (7th
ed.). John Wiley & Sons. Retrieved from http://www.coursesmart.com/9781118359990

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA.

Part VII: Design of Instruction
Instructional
Strategies Goals Objectives Assessments UDL
Lesson 1: Force
Students will
view a
presentation on
the effects of
force, then make
predictions on
the effects of
force
Define force,
motion, speed,
and direction.

Explain the
effect of force on
an object.
Terminal Objective
2: To predict the
effect of a force on
an object
Enabling
Objectives:
2A. To explain the
five effects of a
force on an object
2B. To describe the
relationship between
the size of an object
and the effects of
force
2C. To describe the
effect on an object
of a force greater
than the initial force
Video Multiple Means
of Presentation

Lesson 2:
Gravity
Students will
watch a video
about gravity,
then explain the
effects of gravity
in writing or with
a diagram.
Explain
gravitational
force and its
effect on an
object.
Terminal Objective
3: To demonstrate
the effect of
gravitational force
on an object
Enabling
Objectives:
3A. To define
gravitational force
3B. To identify the
effect of
gravitational force
on an object
Quiz Multiple Means
of Presentation

Multiple Means
of Expression
Lesson 3: Simple
Machines
Students will view a
presentation on the
six simple machines.
They will then
identify simple
machines in a video
showing a Rube
Goldberg machine
and complete a table
identifying simple
machines. They will
play a game showing
how and when
simple machines are
used, then write or
record a discussion
post.
Identify simple
machines.

Understand when
to use simple
machines.
Terminal Objective
1: To select the best
simple machine for a
specified purpose
Enabling
Objectives:
1A. To identify the
six simple machines
1B. To describe the
uses of the six
simple machines

Scrapbook
Scenarios
Multiple Means
of Presentation

Multiple Means
of Expression

Multiple Means
of Engagement