SOLO PLAN

Teachers Name: Jessica Lewis

Grade: 6

School: Lahaina Intermediate

Content Area: Simple Machines

Course Name: Physical

Science

Complex: Lahainaluna Complex

Period: 2

Student Population:
Total Number of Students:
GT: 0

22

Males: 16

Females: 6

SPED Inclusion: 0

SPED Pullout: 0

ELL: 8

Any Other: 504: 2

Additional Information:

There is an ELL teacher present in the class most days. He serves as a support for the 8 ELL students
and assists only as necessary.
Essential Vocabulary: mechanical advantage, levers, pulleys, wedge, inclined plane, screw, wheel, axle, effort,
fulcrum, gear, simple machine, complex machine

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .

For each learning goal statement provide:

Rationale

Depth of Knowledge level (circle one): 1

3
4

1.)
Students will be able to design a plan using simple
machines to achieve a task requiring work.
Rationale: Through having students design their own blueprint for a
machine which utilizes the principles of simple machines students will
demonstrate their depth of understanding of how simple machines can
help reduce work. They will design their machine to achieve a task
such as lifting a very heavy object from a small box onto a truck bed.
DOK: 4
2.) Students will be able to critique peers projects in a respectful and
encouraging manner.
Rationale: Through critiquing their peers projects, students will gain
experience creating positive interactions with others and learn critical
skills in communication.
DOK: 4

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3.) Students will be able to apply their understanding of simple

machines to work together to solve a problem using physical materials
(actual simple machines).
Rationale: In an interactive activity day students will work in small
groups to collectively complete a task using real simple machines. This
will require small group communication skills and application of the
principles of simple machines.
DOK: 4
4.) Students will be able to calculate mechanical advantage and the
amount of work required when using simple machines.
Rationale: As part of exit tickets and bell work students will calculate
mechanical advantage of different simple machines to understand how
engineers and other scientists use simple machines to precisely help
them in their work.
DOK: 1

Big Idea(s):
Students will understand
that . . . .
(Declarative statement
describing
concept that transcends grade
levels in the content area and is
related to the learning goal.)
Essential Question(s):

Students will understand the ways in which simple machines impact

our daily lives and the lives of people all around the planet. The goals
of this unit transcend simply understanding how a lever or a pulley
works but will also focus on the advantages these simple machines
give to people all around the world and how they help us accomplish
incredible tasks such as creating water pumps in rural areas and
building skyscrapers.
How do simple machines help us complete daily tasks?
How have simple machines aided in the development of human
civilization throughout history?

Standards/Benchmarks:
HCPS III or Common Core

HCPS III
6.2.1: Explain how technology has an impact on society and science
6.2.2: Explain how the needs of society have influenced the
development and use of technologies
NGSS
MS-ETS1-1: Define the criteria and constraints of a design problem
with sufficient precision to ensure a successful solution, taking into
account relevant scientific principles and potential impacts on people
and the natural environment that may limit possible solutions. MSETS1-2: Evaluate competing design solutions using a systematic
process to determine how well they meet the criteria and constraints of
the problem.
MS-ETS1-3: Analyze data from tests to determine similarities and
differences among several design solutions to identify the best

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Standards/Benchmarks:

General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards

Interval of Instruction
Necessary to address Goals:

characteristics of each that can be combined into a new solution to

better meet the criteria for success.
MS-ETS1-4: Develop a model to generate data for iterative testing and
modification of a proposed object, tool, or process such that an optimal
design can be achieved.
Students will be able to design a plan using simple machines to
achieve a task requiring work.
Students will be able to critique peers projects in a respectful and
encouraging manner.
Students will be able to apply their understanding of simple machines
to work together to solve a problem using physical materials (actual
simple machines).
Students will be able to calculate mechanical advantage and the
amount of work required when using simple machines.
Standard 1: Learner Development
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 6: Assessment
Standard 8: Instructional Strategies
_____ Yearlong

______ Semester

__X___ Other

STAGE 2: Assessment Evidence

My preassessment is a written assessment where students are asked to come up with a plan on how to move an
elephant from the zoo into a truck to go to the vet using simple machines. This was given the first day of the unit
before any content teaching.
My middle assessment data point was the planning and reflection of the activity day in which students in groups of
4-5 designed a plan for how they would build a simple machine to solve the problem of getting a marble over a rope
and into a cup. They had to use 2 different simple machines and they had 10 minutes to draw and design their plan, 8
minutes to build it and 10 minutes to write a reflection on their successes and challenges.
The final assessment was similar to the middle assessment but it was an extended project where students were in
groups of 3. Their final assessment was their booklet they created which included their design plan and explanation,
their final design and explanation and each individual reflection on the project and their teamwork.
I have attached an excel spreadsheet tracking the data for Period 2, which was my ELL and 504 inclusion class.
Summative
Assessmen
t/
Performanc

Pre-assessment: Question asking students to explain how they would lift a heavy zoo animal in a
large crate onto a truck to move it. They must explain their answer in a written paragraph and can
use drawings to help their explanation.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

e Task:
Rubrics for
Summative
Assessmen
t/Performan
ce Task:

Summative assessment: Multi-day project where students will design a plan to achieve a task
similar to the one in the pre-assessment. Students will be assessed on their explanations of the
simple machines, the accuracy of their usage and their presentation quality.
Pre-assessment Rubric

Presentation

3-6 points

6-8 points

8-9 points

9-10 points

Thoughts are
careless and
hurried.
Sentences do
not reveal the
use of problem
solving or logical
thinking.

Ideas presented
with some thought
and
understanding.
Sentences reveal
partial use of
problem solving
and logical
thinking.

Good thinking
displayed through the
writing. Most sentences
demonstrate use of
problem solving and
logical thinking.

Exceptional knowledge of
the material. All
sentences demonstrate
the use of problem
solving and logical
thinking.

Total Possible points

10

Project Assessment Rubric

POINTS

0-9 points

9-11 points

12-13 points

14-15 points

Planning
Stage (15
points)

Blueprint is
rushed or
incomplete,
illegible and
does not contain
labels.

Blueprint appears
rushed and is not a
finished product, is is
illegible in places and
may be many labels
missing.

Blueprint is mostly
neat, legible and a
finished project.
There may be
some labels
missing.

Blueprint is neat,
legible, a finished
product and is
clearly labeled. All
machines are
explained clearly
and thoroughly.

POINTS

0-6 points

6-8 points

8-9 points

10 points

Final Project
Sketch (10
points)

Very few
explanations
present.

Many explanations
are missing or they
are not explained
clearly.

Sketch is mostly
neat, legible and a
finished project.
There may be
some labels
missing. Most
machines are
explained but some
explanations are
not explained
thoroughly.
There were 2
machines used.

Sketch is clearly
labeled and reflects
the actual machine.
All machines are
explained clearly
and thoroughly.
There were 3
machines used.

POINTS

0-9 points

9-11 points

12-13 points

14-15 points

Individual
Reflection (15
points)

Chunks are
missing or there
are no complete

Many grammar errors

or incomplete
sentences. Little

Some reflection is
evident in the
responses. Minor

Full sentences are

used and good
reflection is evident in

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

sentences or
attempt.

reflection is present.

grammar and
spelling errors.

the responses. No
grammar or spelling
errors.

POINTS

2 points

3 points

4 points

5 points

Participation
Grade (5
points)

Student was not

Student was not
participating in
participating in many
many aspects of
aspects of the project.
the project and
was detrimental to
the progress of
the rest of the
group.

Student was
participating in most
aspect of the project
but may have been
the source of some
issues, may have left
other group
members out.

Student was fully

participating in all
aspects of the project
and was a positive
leader within their
group.

Total possible points

45

Project Assessment Rubric

POINTS

0-9 points

9-11 points

12-13 points

14-15 points

Planning
Stage (15
points)

Blueprint is rushed
or incomplete,
illegible and does
not contain labels.

Blueprint appears
rushed and is not a
finished product, is is
illegible in places and
may be many labels
missing.

Blueprint is mostly
neat, legible and a
finished project. There
may be some labels
missing.

Blueprint is neat,
legible, a finished
product and is
clearly labeled. All
machines are
explained clearly and
thoroughly.

POINTS

0-6 points

6-8 points

8-9 points

10 points

Final Project
Sketch (10
points)

Very few
explanations
present.

Many explanations
are missing or they
are not explained
clearly.

Sketch is mostly neat,

legible and a finished
project. There may be
some labels missing.
Most machines are
explained but some
explanations are not
explained thoroughly.
There were 2 machines
used.

Sketch is clearly
labeled and reflects
the actual machine.
All machines are
explained clearly and
thoroughly. There
were 3 machines
used.

POINTS

0-9 points

9-11 points

12-13 points

14-15 points

Individual
Reflection (15
points)

Chunks are missing

or there are no
complete sentences
or attempt.

Many grammar errors

or incomplete
sentences. Little
reflection is present.

Some reflection is
evident in the
responses. Minor
grammar and spelling
errors.

Full sentences are

used and good
reflection is evident in
the responses. No
grammar or spelling
errors.

POINTS

2 points

3 points

4 points

5 points

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Participation
Grade (5
points)

Student was not

Student was not
participating in many participating in many
aspects of the
aspects of the project.
project and was
detrimental to the
progress of the rest
of the group.

Student was
participating in most
aspect of the project but
may have been the
source of some issues,
may have left other
group members out.
Total possible points

Formative
Assessmen
ts:

Rubrics for
Formative
Assessmen
ts:

Student was fully

participating in all
aspects of the project
and was a positive
leader within their
group.

45

Activity Day blueprint plan and reflection as well as the Real World Application Day worksheet
completion.

Activity Day Rubric

1-3 points

3-4 points

6-7 points

7-8 points

Particip
ation/
Conduct

Student does not

demonstrate
willingness to
cooperate with
team members
and expresses
some disrespect
for others.

Student
demonstrates
willingness to
cooperate with
team members
and
demonstrates
respect for
others.

-----

-----

Blueprin
t/planni
ng

Blueprint and
plan is
incomplete and
very rushed.
There are no
labels or
explanations.

Blueprint and
planning is
rushed and not
well thought out.
There are many
labels missing or
explanations.

There is evidence
that there has been
through process in
the blueprint and
planning with only
small errors in
labeling and
explanations.

Student has well thought

out blueprint and
demonstrated care with
the planning process. All
parts of the blueprint are
labeled and explained.

Reflecti
on

Thoughts are
careless and
hurried. Shows
little
understanding of
the words. Most
definitions are
completely off
target. Sentences
do not reveal
understanding of
vocabulary words

Ideas presented
with some
thought and
understanding.
Shows some
understanding of
the words.
Definitions may be
off target in some
cases. Sentences
reveal partial
understanding of

Good thinking
displayed through the
writing.
Understanding of
most words is
demonstrated through
definitions. Most
sentences
demonstrate correct
use of vocabulary and
its meanings.

Exceptional knowledge of
the material.
Understanding of all words
is demonstrated through
definitions. All sentences
demonstrate both the
correct use of vocabulary
and awareness of proper
context.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

in most cases.

vocabulary words.

Total Possible Points

20

Other
Evidence:

Bell work and exit tickets will provide additional formative assessment information on the
understanding level for individual simple machines.

Expected
Targets:

90% of students will improve from the pre-assessment to the summative assessment. These
improvements will be seen in the explanations of simple machines and the understandings of how
they can reduce effort in real life situations.

Rationale
for
Expected
Targets:

I am setting 90% as my goal because I am operating under the assumption that there may be
students what will perform extremely well on the pre-assessment and therefore will still perform well
on the summative assessment but there will be no increase. This is possible if some students have
prior knowledge of simple machines. However there will still be some gains in learning for those
students as they expand their understanding of how simple machines can be used.

STAGE 3: Learning Plan

The daily routine for this class is welcoming the class, introducing which simple machine we will be
learning about today. Then the students take brief notes on the type of simple machine, including examples
of it and drawing a picture. After all students have written down their notes I give an interactive lecture
where I include demonstrations, pictures, student responses and examples to show the simple machine
we are learning about and how it is used in the real world.
During the project work days at the end of the solo unit the routine was for me to welcome students, tell
them what part of the project they should be working on, what to do if they finish and are ready to move
onto the next part, and a target of how far they should be done by the end of the class. Then the students
get to work. At about 10 minutes before the end of class I have students clean up their work areas, put
their projects away and make sure the room is put back in order.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Day 1- April 6

Day 2 - April 7

Day 3 - April 8

Day 4 - April 11

Day 5 - April 12

Pre-assessment
and introduction
to mechanical
advantage
(per. 4,5,6)

Pre-assess/Intro to
mechanical
advantage.
(per. 7,1,2,3)

Wedges and
Inclined planes
(per. 5,6,7,1,2)

Wedges and
Inclined Planes
(per. 3)

Levers
(per. 1,2,3)
Pulleys
(per. 4,5)

Data point 1

Levers
(per. 4,5,6,7)

Wedges and
inclined planes
(per. 4)
Day 6 - April 13

Day 7 - April 14

Day 8 - April 15

Day 9 - April 18

Day 10 - April 19

Pulleys
(6,7,1)

Pulleys
(per. 2,3)

Wheel/axle/screw/
gears
(per. 7,1,2,3)

Real life
application/complex
machines
(per. 5,6,7,1,2)

Real life
application/complex
machines
(per. 3)

Data point 2

Activity Day
(stations)
(per. 4,5,6,7)

Wheel/axle/screw/
gears
(per. 4,5,6)

Real life
application/compl
ex machines
(per. 4)

Day 11 - April 20

Day 12 - April 21

Day 13 - April 22

Day 14 - April 25

Day 15 - April 26

Activity day stations

(per. 1,2,3)

Project Intro
(4,5,6,7,1)

Project Intro
(per. 2,3)

Project work day

(per. 7,1,2,3,4)

Project work day

(per. 5,6,7,1,2)

Project work day

(per. 4,5,6)

Data point 3

Day 16 - April 27

Day 17 - April 28

Day 18 - April 29

Day 19 - May 2

Day 20 - May 3

Project work day

(per. 3,4,5)

Project work day

(per. 6,7,1,2,3)

Peer review
(per. 4,5,6,7,1)

Peer review
(per. 2,3)

Project present
(7,1,2,3)

Project Present
(4,5,6)

Data point 4

Materials and Supplies Needed:

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Examples of all simple machines, levers, pulleys, wedges, inclined planes, wheels. Examples of machines
with simple machines within them - or pictures - these may include can openers, clocks, bicycles.
Computer access for all students. Materials for students to create Rube Goldberg contraptions, could
include toilet paper rolls, door stops, string and thread spools, etc. (Enough for a group of about 4 to create
a contraption). TV monitor for projecting, computer. Various activity worksheets.

Resources Needed:
Computer access for all students, tv monitor, homemade materials for demonstrating different simple
machines.
Results and Reflection:
Overall my solo period went extremely well. I feel very satisfied with how the students progressed and this
culminated with the simple machine project at the end of the unit. I feel this project was a great way for the
students to demonstrate their understanding of simple machines as well as a way to challenge their
problem solving skills and cooperation.
There were some challenges that arose in the planning however; for example there were three days of
standardized testing during the project work days that caused 3-4 periods to miss a whole class. This put
those classes behind in the creation of their projects. In addition the project ended up taking significantly
more time than I was anticipating. This ended up being alright because I had created a couple of buffer
days - mainly I had originally wanted to do a peer review day, but that was something that I had to sacrifice
so that the students would be able to finish their projects within the total amount of time. I think that
observing the actual time it took for students to complete the project was very valuable for my future
planning of projects. Additionally after talking to another teacher at my school who does a lot of projects I
discovered that the projects always seem to take longer than anticipated. For the future I will be sure to
include this new knowledge into my planning. Perhaps I could shorten the expectations and the necessary
things that need to be accomplished during the project as a way to move it along more quickly or maybe I
will allow more time within my master schedule for the project to be completed.
As I look at my data that I collected for my Period 2 class, I do notice some areas which I would like to
improve on. As I reflect I notice that my assessment (the booklet at the end of the simple machines project)
did not do as good of a job as I was hoping to inform me of how well the students understand simple
machines at the end of the unit versus when they began it. The reason is because the design sketches and
explanations were a group grade, meaning that one person from the group could have completed that part
and the reflections from each individual group member were focused more on how the group worked
together, what parts of the project the student thought were the hardest and what the student believed they
learned throughout the project.
However, I was very involved in the whole project process and I paid close attention to how students
seemed to be understanding the simple machines and how they work. These observations were essential
in evaluating my own project planning and how the students responded. Overall I believe that the students
increased their understanding of simple machines. When I went back over my data points I looked closely
at the students I had rated with a readiness score of 1 (out of 5). Many of these students were actively

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

participating in the project and had great contributing ideas, namely S7, S8 and S21, who are ELL
students. There were however some students that I worry if they really came out with a better
understanding than they went in with. This is where I believe my final assessment measure could have
been improved. There is no doubt that the project overall was a success as the students gained
immeasurable experience working together as they were faced with a difficult challenge exercising their
problem solving and cooperation skills. My only concern with my assessment and final project was the
measurable outcomes of increasing their explicit understanding of simple machines.
If I were to do this unit again I believe that I would give my pre-assessment test again at the end of the unit
(the same exact test) so that I could be able to compare those two tests side by side for each student. I
believe that by doing this I would be able to better understand whether or not students have made growth
during the unit.
When I look back at my learning goals I notice that I did not meet all of them. Learning goal #2 was
focused on the peer review which I unfortunately had to cut out due to missing classes from standardized
testing. Learning goal #4 was on calculating mechanical advantage. I made the decision not to focus on
calculating mechanical advantage during my lessons because I worried that students were not going to get
a lasting impression of simple machines from calculating numbers and I wanted to spend more time on the
project. I did however meet learning goal #1 and #4 which were for students to successfully design a plan
for how to solve a problem using simple machines, and to build a project to solve a problem using simple
machines, respectively. My evidence for the success of these learning goals is the completed booklets
which include the groups design plans as well as photos of the final projects that were completed. The
vast majority of the students were able to successfully complete the task of using 3 different types of
simple machines to accomplish a task such as putting a straw into a cup. Out of 50 different groups there
were less than 5 which did not succeed in the creation of the project.

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2014-2015

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu