Instructional Software

Lesson Idea Name: Are simple machines really simple?

Content Area: Science
Grade Level(s): 4th

Content Standard Addressed: S4P3. Obtain, evaluate, and communicate information about the relationship
between balanced and unbalanced forces.
• Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined
plane, wheel and axle, and screw) and how forces are changed when simple machines are used to
complete tasks.

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool: BrainPop-Tutorial

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/search/?keyword=simple+machines

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

By allowing the students to obtain the information through a video, I am following the UDL principle
representation. The students could also gather information through the textbook or from other online sites.
The video also shows great diagrams and pictures to really help the student visualize. This could be extremely
helpful for English Language Learners. They are able to watch the video multiple times and the pictures and
symbols really help them. The videos could also be slowed down to help them with the pronunciation.

Spring 2018_SJB
 Instructional Software
By allowing the students to express what they know on the PowerPoint instead of just writing the
information down on a piece of paper, I am using the UDL principle expression. On the PowerPoint, the
students could also add narrations to express what they know instead of typing it up if they are unable to.
This gives the students a little bit of a choice in expression.

By allowing the students to have a choice in which simple machine they would like to cover, I am utilizing
the UDL principle Engagement. The students seem to be more engaged with material and activities when they
are giving more of a choice in what they do. The students can pick a simple machine that they might be able
to relate to more than another one.

Lesson idea implementation:

The teacher will introduce the topic of simple machines and hook the students by asking if they have ever
heard of them. I will accept answers by the students and see if they can come up with an answer. Then, I will
show the students the videos of simple machines from BrainPop and give the students a choice of which
simple machine they would like to study. The students can choose from Wheel and Axle, Inclined Plane,
Levers, and Pulley. I will display these on the board, so the students can remember what they can choose
from. The students can work in groups of 2 or 3. After the students choose a simple machine, they are to
watch the video on BrainPop together as many times as they would like.

After the students finish watching the videos and taking down some notes, the group is to create a
PowerPoint with at least 3 slides about their simple machine. They are to describe the simple machine and its
uses and insert some pictures of their machine. When they complete their PowerPoint, they are to share it
with the other groups who picked a different simple machine. The students will then view the other student’s
PowerPoint on the other machines.

Reflective Practice:

In order to further extend this lesson, I could have had the students publish their PowerPoint slides onto
a website where their families could also see the work that is being done. Having the students learn about
simple machines could help the students in their lives outside of school and with the real world. These
machines are tools that can be used by the students throughout their lives.

Spring 2018_SJB