KortasPod(Victoria,Keith,Jen&Jordan):SimpleMachines

STAGE 1: a) Big Ideas, Rationale & Essential Questions

Big Ideas
(from Draft Curricula)
Rationale / Relevance
Identify a Big Idea from at least 3
WHY is this unit of importance to your
different curricular areas.
students learning?
LA: Texts are created for different
purposes and audiences.
Math: Developing computational
fluency comes from a strong sense
of number: Flexibility in working
with numbers extends to
operations with larger (multi-digit)
numbers.
Science: Machines are devices that
transfer force and energy.

To have students learn how the use

of machines can make their life
simpler.
To have students understand that
simple machines are part of our
everything around us.
To have students critically think and
problem solve how to make tasks
easier by using simple machines.
To have students write reflections
on their solutions to various simple
machine problems and describe
what worked or did not work in
order to further develop students
problem solving abilities.
Students will apply their problem
solving strategies to assist in solving
problems using simple machines.

Essential Questions
Open-ended and thought-provoking
questions that link the curricular areas
and engage students.
How do simple machines affect our
everyday lives?
How have simple machines made
our lives easier?
Can students find simple machines
in the world around them?
Can students describe their
problem solving thought process
establishing links to what worked
and did not work?
How can problem solving strategies
help us to solve problems using
simple machines?
How is force transferred?
Why should we learn about simple
machines?

STAGE 1: b) What students will be learning goals for the unit

CORE Competencies
Curricular Competencies
Choose from at least one of the three
Students will be able to:
CORE competencies. Create an I
At least one from each curricular area.
statement that links to a facet of your
chosen competency.
Core Competency: Critical Thinking
LA: Use writing and design
(question and Investigate)
processes to plan, develop, and
create texts for a variety of purposes
Students learn to engage in an inquiry
and audiences.
and investigation where they identify
and explore questions or challenges
Math:
related to key issues or problematic
- Use multiple strategies to engage
situations in their studies, their lives,
in problem solving (e.g., visual,
their communities, and the media. They
oral, roleplay, experimental,
develop and refine questions;
written, symbolic).
create and carry out plans; gather,
- Use technology appropriately to
interpret, and synthesize information
explore mathematics, solve
and evidence; and draw reasoned
problems, record, communicate,
conclusions. Some critical thinking
and represent thinking.
activities focus on one part of the
- Connect mathematical concepts to
process, such as questioning, while
each other and make
others may involve a complex inquiry
mathematical connections to the
into a local or global issue.
real world (e.g., in daily activities,
local and traditional practices, the
I can statements..
environment, popular media and
news events, cross-curricular
I can solve problems and critically think
integration).
to reach a solution using various simple
machines.

Content
Students will know and understand:
(state in your own words)

LA: Language features, structures,

and conventions
- sentence structure and grammar
- conventions
Math: Probability experiments,
focusing on independence.
Science: Machines:
- constructed
- found in nature
- cooperatively work with others
to design a solving and solve a
problem

Core Competency: Social Responsibility

(Contributing to community and caring
for the environment)
Students develop awareness and take
responsibility for their social, physical,
and natural environments by working
independently
and collaboratively for the benefit of
others, communities, and the
environment.

Science:
- Co-operatively design projects.
- Generate and introduce new or
refined ideas when problem
solving.

I can statements.
I can collaboratively work with peers to
complete a task and come to a solution.
STAGE 2: Assessment Evidence - Acceptable, authentic evidence demonstrating achievement of learning goals
WhatevidencewillIgather,reflectonandrecord?
HowwillIguidetheselfassessment,goalsettingandreflection?

Rich Culminating Task: Jen

(summative)
Description of authentic activities or products that allow
students to demonstrate the desired understandings that
culminate in rich evidence of learning.
( ie poster, showcase, presentation, video, skit, essay,
project)
Mystery Bag Challenge:
Class is divided into 4 groups.

Other Evidence:
(formative)
Through what other evidence will students demonstrate
achievement of the desired results as they move towards the
culminating task (s)?
( draft products, observations, conversationswrite/say/do)
How will students reflect upon and self assess their learning?
Draft products of various simple machine scenarios
Ticket-Out-The-Door ability to answer questions
Observation and conversations with students

 Each group receives 1 closed Mystery Bag with various

simple machines enclosed. Each Mystery Bag will pose
a problem written on the front for the groups to solve
by using their supplies within their bag.
Each group must collaborate in order to create a
unique simple machine using as many parts from the
Mystery Bag as possible.
All groups will present and explain their Mystery Bag
machine to the class using a student chosen technique
(i.e., written/poster, oral, visual, dramatic or video)
All groups will demonstrate their Mystery Bag
machine to the class.

Interactive website Q&A with group

Accurate completion of worksheets

STAGE 3: Learning Plan

What learning experiences will you design to allow students to engage with the content and develop their skills in the
competencies? What sequence will best develop the learning?
Describe appropriate learning that helps ALL learners
acquire knowledge and skills
make meaning
transfer learning
Learning Intention
Activity
I can identify the 6 simple machines and explain what it is.
1. Review of Simple machines: Victoria
As a class we will be reviewing the 6 simple machines.
This will be done with physical examples of simple
I can work with a classmate to build connection to how simple
machines which we see in our everyday lives.
machines help in our everyday life.
Students will be asked to take simple machines review
sheet to their desk. As a class we will be going over
each simple machine and highlighting key words
which relate to each machine.

I can identify a compound machine and explain it.

I can identify the simple machines within a compound
machine.

I can identify simple machines when they are used together to

solve a problem.

The class will be given simple machine cootie catcher

outlines which they will be building. Students will take
the time to fold the cootie catcher into its final shape.
Once they have been completed students will be asked
to mingle around the room and ask their peers the
questions within the cootie catcher to test their
knowledge of the six simple machines.
The class will wrap up by have students complete a
ticket out the door task. Students will be asked to
answer two questions before getting ready to go
home. This will help to assess each student and their
ability to identify each simple machine and how they
have connected simple machines to their own lives.
2. Review/Intro of Compound Machines: Keith
Students will review all 6 simple machines. We will be
introducing the concept of compound machines to the
class.
Student will be shown a collection of machines which
contain 2 or more simple machines within them. As a
class we will work to point out each simple machine
within the main machine.
Students will be asked to find a partner. In partners
students will working together to look around the
room and identify 2 compound machines within our
class. Students will record what the items are along
with drawing the machine and labeling the simple
machines within the compound machine.
3. Watch a Rube Goldberg inspired video: Jen
Students will be viewing a Rube Goldberg inspired
video in class. Students will have the chance to just

watch the video the first time before being asked to

carry out a task while watching it the second time.
Students will be asked on the second viewing of the
video to record at least five examples of simple
machines used in the video for the creation of the
obstacle course.
https://www.youtube.com/watch?v=qybUFnY7Y8w

I can use my prior knowledge about the six simple machines to

identify what machines are found in a compound machine.

I can use my knowledge of simple machines to explain what

combination simple machines are used to solve a problem.
I can use the sentence fluency strategies to effectively explain
in words what is happening in the simple machines problem.

4. Edheads: Simple Machines game (Technology): Keith

Interactive website has students play a game that uses
simple and compound machines. Students will be given
an example of a compound machine and will have to
break it apart and identify what simple machines make
up the compound machine to move on to the next
level/task.
Students will work in pairs with an iPad/Laptop per
pair. One teacher will lead off with the projector while
other teachers circulate and make sure students are on
task.
5. Rube Goldberg (L.A Sentence fluency task): Victoria
Intro to who is Rube Goldberg
Students will be given a picture of a Rube Goldberg
comic which depicts all six simple machines being
used together to solve a problem.
Students will be observing the order in which the
simple machines are laid out to solve the problem.
Students will then be explaining the comic in writing
using the strategies which have been presented in the
six trait writing skills. We will be focusing on the trait

of sentence fluency while written out the explanation

for the comic.
I can draw, label and explain in writing how simple machines
can be used altogether to complete the task of opening/closing
my mouth.

6. Machine Brain( Art/Language Arts): Jordan

Part 1:
Trace silhouette of each students head (ahead of time)
Students will watch the video and discuss what they
saw
https://www.youtube.com/watch?v=LMtYSr_abLg
Students will experiment with simple machines as a
class to see if they can make a series such as the Rube
Goldberg machine from the video
Students will design and draw a 2-D Rube Goldberg-type
machine within their own head using a word that will
travel from their frontal lobe through a series of simple
machines and finally out of their mouth.
Part 2:
Students will finish up their art
Students will explain in writing how their word travels
through the series of machines in their head. Sentence
starters and a template will be provided for students
on the overhead projector.
RICH CULMINATING TASK: Jen