INDIANA AREA SCHOOL DISTRICT

INFUSING BRAIN RESEARCH: SIMPLE MACHINES UNIT

PENNSYLVANIA DEPARTMENT OF EDUCATION ARTS-SCIENCE INTEGRATION PROJECT

INDIANA AREA SCHOOL DISTRICT 501 EAST PIKE INDIANA, PA 15701 PHONE: (724) 463-8713 FAX (724) 463-0868 THIS INTERDISCIPLINARY UNIT WAS CREATED BY THE FOLLOWING: JUDITH HECHTMAN, IUP CONSULTANT JULIANNE LAIRD, VOCAL MUSIC TEACHER ARCIE LUZIER, THIRD GRADE TEACHER DEBORAH SASALA, VOCAL MUSIC TEACHER LINDA STEWART, THIRD GRADE TEACHER MOLLY WEBER, VISUAL ARTS TEACHER FOR MORE INFORMATION PLEASE CONTACT: BARBARA J. POMINEK COORDINATOR OF CURRICULUM & INSTRUCTION

PDE ARTS – SCIENCE INTEGRATION PROJECT*

I.

Principle Generalization Students will understand that when energy creates motion, change will occur.

II.

Concept Simple machines are tools that make work easier and help people do tasks that otherwise might be impossible.

III.

Unit Objectives The student will… 1. 2. 3. 4. 5. 6. 7.

Discover that force is used to move an object. Compare the force needed to move various objects. Define the terms force and work. Determine how much work an object can do. Measure, record, graph and interpret resulting data. Explain how simple machines help people. Identify the simple machines: • Pulley • Wheel & Axle • Lever • Inclined Plane • Screw • Wedge 8. Work in cooperative groups to construct simple machines. 9. Listen to and read literature, which incorporates the use of simple machines. 10. Observe the environment to find examples of simple machines and analyze their structure and function in order to classify them. 11. Take apart a complex machine and find simple machines within it. 12. Given a problem, students will solve it by designing a machine. 13. Use their imagination to draw their “Dream Machine” and orally present it. 14. Create their own art object using the components of the simple machines. 15. Work in a cooperative group to create a song, poem, rap, pantomime or skit, to show how force moves an object using a simple machine.

*This interdisciplinary unit was “team taught” by an art, music, and classroom teacher.

Pennsylvania Academic Standards Proposed Dance, Music, Theater and Visual Arts Standards (DMTVA): 7.1.4.A

Use the elements and principles of each art form to create works in the arts. The study of the elements and principles in each art form are the same across all grade levels, and becomes increasingly more complex as students progress through the grades. ELEMENTS Dance: space, time, energy/force, body Music: pitch, duration, intensity, timbre Theatre: voice, movement, structure, design Visual Arts: texture, line, color, form/shape, value, space, pattern PRINCIPLES Dance: form/genre, technique, style, improvisation, choreography Music: rhythm, harmony, texture, form, composition, genre Theatre: style, collaboration, intention, discipline, communication Visual Arts: contrast, balance, unity/harmony, emphasis/focal point, proportion/scale, mass/volume

7.1.4.B

Use fundamental vocabulary within each of the arts forms.

7.1.4.C

Use fundamental vocabulary within each of the arts forms.

7.1.4.F

Create works in the arts, which define objects, express emotions, illustrate an action or relate an experience.

7.1.4.G

Perform or exhibit works of others.

7.1.4.H

Safely use materials, equipment and tools. Safety procedures are often similar across grade levels and increase in intensity as students progress to more complex processes and equipment. • Hazardous materials • Hygiene • Mechanical/Electrical equipment usage • Physical Space/Environment • Props/Stage equipment • Storage

Proposed Dance, Music, Theater and Visual Arts Standards (DMTVA): 7.1.4.I

Apply and demonstrate audience skills and use appropriate audience behavior. Audience behavior and skills procedures are similar across grade levels. • appropriate participation • appropriate applause • written thank-you notes to performers and visual artists

7.1.4.K

Use technologies for producing, performing and exhibiting works in the arts or the works of others Technologies are often similar across grade levels, and increases in intensity as students progress through the grades. • Computers • CDs/Software • Midi-boards • Video equipment • Stage lighting • Animation techniques • Digitized portfolios • Photographic techniques • Interactive technologies • Web graphics • Multimedia • Audio/Sound board-mixers • Audio Video equipment

7.2.4.A

Identify, compare, contrast and analyze works in the arts. The historical and cultural context in which works of art are studied increases in breadth, depth and ocmplexity as the students progress through the grades. • your work in the arts or that of another person/group. • Time periods/historical events – 10,000 B.C.E. to present • Analyze a work of art by applying knowledge of historical and cultural movements. • Africa, Europe, Asia, Australia and the Americas. • Pennsylvania Artist: Dance – Martha Graham, Arthur Hall, Gene Kelly and others Music – Samuel Barber, Dizzy Gillespie, Stephen Foster and others Theatre – August Wilson, Ken Ludwig, Jimmy Stewart and others Visual Arts – Alexander Calder, Mary Cassatt, George Nakashimia and others

Proposed Dance, Music, Theater and Visual Arts Standards (DMTVA): • • • •

philosophical and religious beliefs. biases and prejudices. traditions. periods of works in the arts (e.g. Bronze Age, Ming, Renaissance, Classical, Modern, Post-Modern, Contemporary, and Futuristic).

7.2.4.B

Select and describe unique features of works in the arts.

7.2.4.D

Identify age appropriate technologies in the arts for producing, performing or exhibiting origanal works in the arts or the works of others.

7.3.4.A

Critically examine works in the arts. The steps in critical examination are similar and increase in complexity as students progress through the grades. • Comparing and contrasting • Analyzing • Interpreting • Forming hypotheses • Evaluating/forming judgements

7.3.4.B

Describe works in the arts using arts elements, principles and concepts.

7.3.4.C

Identify and list examples of the arts in everyday life.

7.3.4.D

Sort and match similar art forms by materials and processes used to create works in the arts (e.g., textiles, chants and situation comedy).

7.3.4.E

Explain meanings in their own works in the arts and the works of others using fundamental vocabulary.

7.3.4.F

Critically analyze works in the arts. Critical analysis processes are similar across grade level and increase in complexity. Types of critical analysis such as: • subjective criticism • objective criticism • intuitive criticism • formal criticism • contextual criticism

Proposed Dance, Music, Theater and Visual Arts Standards (DMTVA): 7.4.4.A

Participate in and react to new artistic experiences.

7.4.4.C

Participate in group discussion about works in the arts with an individual voice.

7.4.4.D

Recognize the elements and principles of works in the arts and and their use to create aesthetic responses (e.g. use of color shape, and pattern in Mondrian’s Broadway Boogie-Woogie and use of dynamics, tempo and texture in Ravel’s Bolero).

7.4.4.E

Recognize ideas which generate works in the arts.

7.5.4.A

Describe works of art in relationship to other art forms and subjects (e.g., Saint Saens’ Carnival of the Animals related to the environment and ecology).

7.5.4.B

Identify and recognize vocabulary common to the arts and other subjects (e.g., spacing as found in visual arts, dance, arithmetic and building with blocks).

7.5.4.C

Identify and note fundamental similarities in processes, techniques, and content common to the arts and other subjects (e.g., volume and light).

7.5.4.D

Identify and apply fundamental skills, content, techniques and technology learned in one art form to support learning in other art forms (e.g., making puppets and being puppets)

Reading, Writing, Speaking and Listening Standards (RWSL): 1.1.3.D

Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization headings, graphics, charts, and adjust reading rate).

1.1.3.E

Acquire a reading vocabulary by identifying and correctly using words, (e.g. antonyms, synonyms, categories of words). Use a dictionary when appropriate.

1.1.3.F

Understand the meaning of and use correctly new vocabulary learned in various subject areas.

1.1.3.G

Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. • Retell or summarize the major ideas, themes or procedures of the text. • Connect the new information or ideas in the text to known information. • Clarify ideas and understandings through rereading and discussion. • Make responsible assertions about the text by citing evidence from the text.

1.1.3.H

Demonstrate fluency and comprehension in reading. • Read familiar materials aloud with accuracy. • Self-correct mistakes. • Use appropriate rhythm, flow, meter and pronunciation. • Read a variety of genres and types of text. • Demonstrate comprehension (Standard 1.1.3 G)

1.2.3.A

Read and understand essential content of informational texts and documents in all academic areas. • Differentiate fact from opinion within text. • Distinguish between essential and nonessential information within a text. • Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on text. • Analyze text organization and content to derive meaning from text using established criteria.

1.2.3.B

Use and understand a variety of media and evaluate the quality of material produced. • Use electronic media for research. • Identify techniques used in television and use the knowledge to distinguish between facts and misleading information. • Assess the quality of media project (e.g., script, play, audiotape) that has been developed for a targeted audience.

Reading, Writing, Speaking and Listening Standards (RWSL): 1.4.3.A

Write narrative pieces (e.g., stories, poems, plays). • Include detailed descriptions of people, places and things. • Use relevant illustrations. • Include literary elements

1.4.3.B

Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant.

1.5.3.A

Write with a sharp, distinct focus identifying topic, task and audience.

1.5.3.D

Write with an awareness of the stylistic aspects of composition. • Use sentences of differing lengths and complexities. • Use descriptive words and action verbs.

1.6.3.A

Listen to others. • Ask questions as an aid to understanding. • Distinguish fact from opinion.

1.6.3.C

Speak using skills appropriate to formal speech situation. • Use appropriate volume. • Pronounce most words accurately. • Pace speech so that it is understandable. • Demonstrate an awareness of audience.

1.6.3.D

Contribute to discussions. • Ask relevant questions. • Respond with appropriate information or opinions to questions asked. • Listen to and acknowledge the contributions of others. • Display appropriate turn-taking behaviors.

1.6.3.E

Participate in small and large group discussions and presentations. • Participate in everyday conversation. • Present oral reading. • Deliver short reports (e.g., Show-and-Tell, field trip summary). • Conduct short interviews.

Reading, Writing, Speaking and Listening Standards (RWSL): • • 1.6.3.F

Give simple directions and explanations. Report an emergency.

Use media for learning purposes. • Explain the importance of television, radio, film and Internet in the lives of people. • Explain how advertising sells products. • Show or explain what was learned (e.g., audiotape, computer download).

Mathematics Standards: 2.1.3.G

Use concrete objects to count, order and group.

2.1.3.I

Apply place-value concepts and numeration to counting, ordering, and grouping.

2.1.3.J

Estimate, approximate, round or use exact numbers as appropriate.

2.2.3.A

Apply addition and subtraction in everyday situations using concrete objects.

2.2.3.B

Solve single-digit and double-digit addition and subtraction problems with regrouping in vertical form.

2.2.3.E

Use estimation skills to arrive at conclusions.

2.2.3.F

Determine the reasonableness of calculated answers.

2.3.3.B

Determine the measurement of objects with nonstandard and standard units (e.g., US customary and metric).

2.3.3.E

Determine appropriate unit of measure.

2.3.3.G

Estimate and verify measurements.

2.5.3.B

Determine when sufficient information is present to solve a problem and explain how to solve a problem.

2.5.3.C

Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects.

2.6.3.A

Gather, organize, and display data using pictures, tallies, charts, bar graphs and pictographs.

2.7.3.C

List or graph the possible results of an experiment.

2.7.8.C

Analyze predictions (e.g., election polls)

2.8.3.G

Use a table or a chart to display information.

2.8.3.H

Describe and interpret the data shown in tables and charts.

Proposed Science and Technology Standards: 3.3.4.B

Observe and describe different types of force and motion. • Explain forces of attraction or repulsion of each other and on other objects through demonstration. • Demonstrate various motions using familiar objects through demonstration. • Compare the relative movement of objects and describe types of motion that are evident. • Describe the position of an object by locating it relative to another object or the background (e.g., geographic direction, and left-right).

3.3.4.C

Identify basic energy types, sources and conversions. • Demonstrate qualities of pitch, loudness and echoes through the production or identification of sounds. • Describe static electricity in terms of attraction, repulsion and sparks. • Demonstrate an understanding of the basic electrical circuits through the design and construction of simple direct current circuits. • Classify materials as conductors and nonconductors. • Demonstrate an understanding of the basic properties of heat by producing it in a variety of ways. • Use characteristics of light (e.g., reflection, refraction, absorption) to produce heat, color or a virtual image.

3.5.4.B

Know that informational technologies involve encoding, transmitting, receiving, storing, retrieving and decoding. • Identify electronic communication methods that exist in the community. • Identify graphic reproduction methods. • Demonstrate the effectiveness of electronic and film photography to communicate an idea or tell a story. • Apply basic sketching and drawing techniques to communicate an idea.

3.6.4.A

Explore the use of basic tools, simple materials and techniques to safely solve problems. • Group tools and machines by their function. • Select and safely apply appropriate tools and materials to solve simple problems.

3.6.4.B

Select appropriate instruments to study materials. • Develop simple skills to measure, record, cut and fasten. • Choose the most appropriate instrument for an assigned task.

3.6.4.C

Identify basic computer operations and concepts. • Demonstrate the basic use of input and output devices (e.g., keyboard, monitor, printer, mouse). • Identify the major parts necessary for a computer to input and output data. • Demonstrate the use of external and internal storage devices (e.g., disc drive, CD drive).

Proposed Science and Technology Standards: 3.6.4.D

Use basic computer software. • Apply operating system skills to perform basic computer tasks. • Apply basic word processing skills. • Produce simple graphic and presentation graphic materials. • Apply specific instructional software.

3.7.4.A

Identify the basic systematic elements of scientific research. • Generate questions that can be studied. • Design an investigation. • Conduct a one step experiment. • State a conclusion that is consistent with the information.

3.8.4.A

Know that natural and human-made objects are made up of parts. • Identify and describe parts that make up a system. • Identify system parts that are natural and human-made. • Describe the purpose of analyzing systems. • Know that technology parts include physical technology systems (e.g., construction, manufacturing, and transportation), informational systems and biochemical-related systems.

3.8.4.B

Know models as useful imitations of objects or processes. • Identify different types of models. • Demonstrate the use of models as tools for prediction and insight. • Apply appropriate simple modeling tools and techniques.

Subject Area: Science/Math LESSON 1 Multiple Intelligences: Bodily/Kinesthetic, Visual/Spatial, Interpersonal

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F 1.2.3.B 1.6.3.A, C, D, E Mathematics: 2.1.3.J 2.2.3.E, F 2.3.3.B, E, G 2.5.3.C 2.6.3.A 2.8.3.G, H

Objectives The student will: 1. Discover that force is used to move an object. 2. Compare the force needed to move various objects. 3. Define the term force.

Instructional Strategies 1. Define force. 2. Define work. 3. Students view filmstrip entitled Force & Motion. 4. Through class discussion and demonstration, demonstrate using a rubber band how to measure force.

Science and Technology: 3.6.4.B 3.7.4.A 3.8.4.B

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Student Activities 1. Students will make predictions and show the force necessary to move an object. 2. Using items of varying weight, students will make predictions and compare the amount of force needed to move the box each time. 3. Objects will be moved by pulling a rubber band. 4. The force will be calculated by measuring the stretch of the rubber band.

Materials/Resources Per group of three 1. 1 thick rubber band 2. Container (yogurt, berry basket, ½ pint of milk) 3. Objects of varying weights 4. Chart to record data 5. Discover the wonder Module C Finding Shelter, p. C42 6. Chart

Assessments 1. Recording data from experiment. 2. Teacher observation of student use of inches/centimeters for measurement. 3. Oral communication of the greater the mass (weight of an object) the greater the stretch of the rubber band.

Enrichment/Reteaching 1. Graph the results using data wonder. 2. Redo experiment using a unit of measurement that was not used the first time. (i.e. inches instead of measurement.) Compare the measurements to find a relationship.

LESSON 1 OBJECT

STRETCH OF RUBBER BAND

Subject Area: Science/Math LESSON 2 Multiple Intelligences: Logical/Mathematical, Bodily/Kinesthetic, Visual/Spatial, Verbal/Logistic, Interpersonal

Academic/Content Standards/ Benchmarks RWSL: 1.6.3.A, C, D, E, F Mathematics: 2.1.3.J 2.2.3.E, F 2.3.3.B, E, G 2.5.3.C 2.8.3.G, H

Objectives The student will: 4. Determine how much work an object can do. 5. Measure, record, interpret data, and graph resulting data.

Instructional Strategies 1. The teacher will make a track using two-meter sticks, a cardboard tube, and several books. 2. The teacher will demonstrate by dropping the marble into the hollow tube and measuring distance traveled. 3. The teacher will show how to graph the results.

Science and Technology: 3.3.4.B 3.5.4.B 3.6.4.C, D 3.7.4.A

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Student Activities 1. Students will work in cooperative groups of four to conduct a marble shoot. 2. Students will measure, record, graph, and interpret results.

Materials/Resources 1. 2. 3. 4. 5.

Marbles Two-meter sticks Paper Pencils Technology: Data Wonder or Excel Software to graph data 6. 6” x 18” oak tag rolled into a tube

Assessments 1. Teacher observation. 2. Evaluation of data collected.

Enrichment/Reteaching 1. Set up a center for independent use. 2. Change surface of the track (i.e., carpet, fur, sandpaper). 3. Change the size of the marble. 4. Find Out About Friction (See enclosed).

LESSON 2 Activity: Change the height of the tube by resting the end on a stack of books.

MARBLE SHOOT Number of Books

Prediction

Distance Traveled

LESSON 2 MARBLE SHOOT THINGS YOU WILL NEED: o Marbles o 2 Metre Sticks o Cardboard Tube

It is easy to race marbles. But it takes a little practice to make a fast track To make the track, put two metre sticks side by side. Then prop up the tube at one end. Drop a marble down the shoot. See how far it rolls. Use the numbers on the metre stick to measure.

Subject Area: Language Arts LESSON 3, 4, 5 Multiple Intelligences: Verbal/Linguistic, Visual/Spatial

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F, G, H 1.2.3.A, B 1.6.3.C, D, E

Objectives The student will: 6. Explain how simple machines help people. 7. Identify simple machines. 8. Construct simple machines.

Instructional Strategies 1. Introduce simple machines by showing video Simple Machines and reading non-fiction literature. 2. Simple machines: • Ramps & Wedges • Levers • Screws • Wheels & Cranks • Pulleys & Gears 3. Will demonstrate to groups how to construct several simple machines.

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Student Activities 1. Students will view the video Simple Machines. 2. Students will explain how simple machines help people. 3. Students construct simple machines (See Additional Resources). 4. Students will explain and identify simple machines and their uses. 5. Students will create murals depicting simple machines in everyday life.

Assessments

Materials/Resources 1. Simple Machines, five volumes by David Glover, Rigby Interactive Library 1997. 2. Simple Machines, video, National Geographic Society Ed. Video Presentations 51570 (20 minutes). 3. Simple Tools and Machines – Blackline Masters, Ideal School Supply Company #5751. 4. Explore and Discover Simple Machines by Sandra Ford Grove & Dr. Judi Hectman, ISBN #1-57471-297-7 Creative Teaching Press.

1. 2. 3. 4.

Teacher observation. Machines, Mix & Match Worksheet. Center work on individual machines. Completion of stations 1, 2, & 3 using the evaluation guide.

Enrichment/Reteaching 1. Game: The Simple Six (See Additional Resources). 2. CD Rom David McCauley, How Things Work. 3. Website: www.leonardo.com

Subject Area: Language Arts LESSON 6 Multiple Intelligences: Verbal/Linguistic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist

Academic/Content Standards/ Benchmarks DMTVA: 7.1.4.G RWSL: 1.1.3.E, F, G, H 1.2.3.A 1.6.3.A, C, D, E

Objectives The student will: 9. Listen to and read literature, which incorporates the use of simple machines.

Instructional Strategies

Student Activities

1. Introduce and build background to read the story Doctor DeSota, by William Steig. 2. Read Lazy Tommy Pumpkinhead, by Pene Du Bois. 3. Zoo City, by Stephen Lewis. 4. Steam Shovel, by Mike Mulligan’s. 5. Danny Dunn and the Homework Machine by 6. The Foolish Machines Inventions Book, by 7. Homer Price and the Donut Machine by

1. Student will read and respond to the literature in journals or cooperatively doing literature circles. 2. Students will choose from the following options: • Dramatize the book. • Write a new ending. • Create an animal using a simple machine. 3. Students will sing familiar melodies with machine lyrics.

This could be a one-week activity in which students would rotate and have an opportunity to read a variety of selections.

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Materials/Resources 1. Books • Lazy Tommy Pumpkinhead, by Pene DuBois, Harper Crest (pub). • Doctor DeSoto, 1982 by William Steig, catalog #82-15701. • Zoo City, 1976, Stephen Lewis, ISBN# 0-688-86000-1. 2. Lyrics for songs • www.bow.k12.nh.us/bes/simple.htm

Assessments 1. Orally share in Reading Circles. 2. Written responses in journals. 3. Explain how a simple machine relates to a body part of an animal. 4. Cooperative group work.

Enrichment/Reteaching 1. Dramatize the movement of a machine. 2. Write a song about a machine with or without a familiar melody. 3. Share a story with a student of another grade level.

Subject Area: Science LESSON 7 Multiple Intelligences: Visual/Spatial, Naturalist, Verbal/Linguistic

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F 1.6.3.A, C, D, E Mathematics: 2.1.3.G

Objectives Instructional Strategies The student will: 10. Observe the environment to 1. Display pictures and photos of find examples of simple animals. machines and analyze 2. Read text pages 50-53. structure and function in order 3. Discuss simple machines within to classify them. a more complex machine.

Science & Technology: 3.3.4.B

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Student Activities 1. Describe how beaks and teeth act as wedges. 2. Describe how some animals use claws as wedges. 3. Given a picture of a complex machine, students will identify simple machines within it.

Materials/Resources 1. Discover the Wonder, Module C. Finding Shelter, Scott Foresman, 1994. 2. Rube Goldberg Pictures. 3. The Way Things Work, by David Macaulay.

Assessments 1. Draw a picture and write a paragraph of an animal. Identify the simple machine that is part of his body. 2. Identify simple machines in Rube Goldberg’s pictures.

Enrichment/Reteaching 1. Internet site on Rube Goldberg. www.rube-goldberg.com 2. Enter the Rube Goldberg Machine Contest. Search the Internet for information about Rube Goldberg. 3. The CD Rom, The Way Things Work, by David McCauley.

Subject Area: Science LESSON 8 Multiple Intelligences: Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Interpersonal

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F 1.6.3.A, C, D, E Mathematics: 2.5.3.C

Objectives The student will: 11. Take apart a complex machine and find simple machines within it.

Instructional Strategies

Student Activities

1. Discuss and review simple machines by showing the filmstrip – Work and Machines. 2. Teacher will use Garbage Taker-Outer on the overhead. 3. Show students the Mousetrap Game.

1. Identify simple machines. 2. Locate simple machines. 3. Find simple machines in the “Garbage Taker-Outer Activity.” 4. Analyze Mousetrap Game. 5. Take apart complex machines, i.e., Mousetrap Game, Invisible Clock, Hand Can Opener, NutCracker. 6. Play MouseTrap.

Science & Technology: 3.6.4.A, B

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Materials/Resources 1. 2. 3. 4. 5. 6. 7.

Mousetrap Game Invisible Clock Hand Crank Can Opener Nut Cracker “Push Sweeper” (non-electrical) Transparency of Garbage Taker-Outer Tools • Screwdrivers • Wrench • Pliers

Assessments 1. Observe cooperative work at centers of students taking apart complex machines to identify simple machines inside.

Enrichment/Reteaching 1. Teacher observation of students identifying simple machines in common household objects. 2. Center for student to continue to take apart complex machines. 3. Center for playing Mousetrap game. 4. Explain the writing how the Mousetrap game works.

Subject Area: Science LESSON 9 Multiple Intelligences: Interpersonal, Visual/Spatial, Bodily/Kinesthetic

Academic/Content Standards/ Benchmarks RWSL: 1.6.3.A, C, D, E

Objectives The student will: 12. Given a problem, students will solve it by designing a machine.

Instructional Strategies 1. Discuss problem-solving strategies.

Mathematics: 2.5.3.B,C Science & Technology: 3.3.4.B 3.7.4 A

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Student Activities 1. Students will analyze the problem presented in “A Machine for Granny Gunther.” 2. Students will work in a cooperative group to solve granny’s problem and draw and orally share the solution with the class.

Materials/Resources 1. Overhead 2. Blackline Master of A Machine for Granny Gunther

Assessments 1. Teacher observation of: • Cooperative group work • Knowledge of simple machines used to create a solution for granny.

Enrichment/Resources 1. Center to solve problems by invention. 2. Rube Goldberg internet site, www.rube-goldberg.com 3. Analyze Rube’s drawings in writing to explain the simple machines used.

Subject Area: Language Arts CULMINATING ACTIVITY Multiple Intelligences: Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal, Interpersonal, Naturalist

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F 1.4.3.B 1.5.3.A, D 1.6.3.A, C, D, E Mathematics: 2.1.3.I 2.2.3.A, B

Objectives The student will: 13. Use their imagination to draw their “Dream Machine” and orally present it.

Instructional Strategies 1. Discuss machines invented by characters in previously read literature. 2. Brainstorm a list of things they don’t like to do. 3. Describe the project and solicit student’s input in creating the rubric for assessment.

Science & Technology: 3.3.4.B 3.5.4.B 3.6.4.E

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Student Activities 1. Students will brainstorm a list of things they don’t like to do. 2. Students will develop a rubric to evaluate their projects. 3. Students will work with a partner to create a “Dream Machine.” 4. Students will orally present their machine to the class.

Materials/Resources 1. www.rube-goldberg.com

Assessments 1. Projects will be evaluated by rubric (See “Simple Machines” Rubric). 2. Create a rubric with students to evaluate their final project for the unit which is to invent a machine to complete a common everyday task. Examples of categories might be number of machines used, creativity, use of materials, presentation of final product, etc.

Enrichment 1. Complete an imaginary machine like Rube Goldberg on paper. 2. Build an individual dream machine.

Subject Area: Music/Science INTRODUCE AFTER LESSON 5 LESSON 1 MUSIC Multiple Intelligences –Verbal/Linguistic, Intrapersonal, Visual/Spatial, Logical/Mathematical, Bodily/Kinesthetic

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F 1.6.3.A, C, D, E Mathematics: 2.6.3.A 2.7.3.C 2.8.3.H Science & Technology: 3.7.4.A

Objectives The student will: 1. Discover that force is used to move an object (Force=push or pull). 3. Define the terms force and work (work is done when a force moves an object). 7. Identify simple machines: • Pulley • Wheel & Axle • Lever • Inclined Plane • Screw • Wedge 10. Observe the environment to find examples of simple machines and analyze structure and function in order to classify them.

Instructional Strategies

Student Activities

1. Teacher will demonstrate pushing a valve on a trumpet. 2. Teacher will explain what work was done with the trumpet. 3. Teacher will use visuals in identifying simple machines. 4. Teacher will divide students into groups and specify a family of instruments to observe.

1. Students will demonstrate what force is used on a given instrument: • Brass Instrument • String Instrument • Percussion Instrument • Keyboard Instrument • Woodwind Instrument 2. Students will discuss what work was done in relation to their instrument. 3. Students will discuss each of the simple machines. 4. Students will work in a group to chart what instruments they observe in either the instruction itself or in the playing of the instrument. 5. Students will share findings with the class.

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Materials/Resources 1. Vocabulary Cards • Force • Work 2. Visuals – Simple Machines – One set for each group of students to refer to 3. Brass Instrument 4. Woodwind Instrument 5. String Instrument 6. Percussion Instrument 7. Keyboard Instrument 8. Chart

Assessments 1. Recorded data of how many simple machines are found in each instrument. 2. Recorded data of total machines found in each instrument family. 3. Teacher observation of oral presentation of data collected.

Enrichment/Reteaching 1. Graph the results using Data Wonder.

Subject Area: Music/Science/Math INTRODUCE AFTER LESSON 2 LESSON 2 MUSIC Multiple Intelligences –Verbal/Linguistic, Visual/Spatial, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic

Academic/Content Standards/ Benchmarks DMTVA: 7.5.4.C RWSL: 1.1.3.E, F 1.6.3.F Mathematics: 2.6.3.A 2.7.8.C 2.8.3.H

Objectives The student will: 1. Define the term’s force and work. 2. Determine how much work an object can do – define energy: the ability to work. 3. Measure, collect, interpret, and graph resulting data.

Instructional Strategies

Student Activities

1. Teacher will ask for review. 2. Teacher will discuss energy. Also define “friction” – force between surfaces that resists the motion at one surface past another surface. 3. Speed of vibration – rapid back and forth motion. 4. Teacher will explain graph.

1. Students will redefine terms. 2. Students will play using a bow on a violin. Use rosin – discuss friction. 3. Students will play on slide of a trombone. Use valve oil to slide without friction. 4. Students will view the vibrations of the four different strings on a violin. 5. Students will graph speed of vibration of various musical instruments (four different strings on violin) (head of bass drum, snare, and hand drum).

Science & Technology: 3.3.4.B, C 3.5.4.B 3.6.4.C, D

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Materials/Resources 1. Vocabulary Cards • Force • Work • Friction • Speed • Vibration 2. Violins • Bows • Rosin • Trombones • Slide Oil • Drums 3. Graph Paper 4. Computer

Assessments 1. Oral presentation using graphed data.

Enrichment/Reteaching 1. Continue vibration graphing with varioussized instruments. 2. Graph vibration of own voices.

Subject Area: Music/Science/Language Arts Culminating Activity Music Multiple Intelligences –Verbal/Linguistic, Intrapersonal, Visual/Spatial, Musical/Rhythmic, Bodily/Kinesthetic

Academic/Content Standards/ Benchmarks DMTVA: 7.1.4.C, F, K 7.4.4.A 7.5.4.B

Objectives The student will: 15. Work in a cooperative group to create a song, poem, rap, pantomime or skit, to show how force moves an object using a simple machine.

Instructional Strategies 1. In collaboration with the music teacher, the classroom will introduce the project. 2. Review vocabulary that could be used in project.

RWSL: 1.1.3.D, E, F 1.4.3.A 1.6.3.A, C, D, E, F Science & Technology: 3.3.4.B 3.8.4.A, B

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Student Activities 1. Students will work in-groups to create a song, poem, rap, pantomime or skit, to show how force moves an object using a simple machine. 2. Students will perform their work for each other.

Materials/Resources 4. Pencil – paper 5. Any props that are needed

Assessments 1. Each child will evaluate individual student’s culminating activity using a chart. (See following chart).

Enrichment/Reteaching 1. Add instruments to any of the songs or music. 2. Make a skit accompanying a poem. 3. Illustrate poem.

Subject Area: Art SIMPLE MACHINE UNIT Introduce After Lesson 5 Multiple Intelligences: Visual/Spatial, Verbal/Linguistic, Intrapersonal, Interpresonal

Academic/Content Standards/ Benchmarks DMTVA: 7.1.4.A, B, C, D, F, G, H, I 7.2.4.A, B, D 7.3.4.A, B, C, D, E, F 7.4.4.A, C, D, E 7.5.4.A, B, C, D RWSL: 1.1.3.E, F 1.2.3.B 1.6.3.A, C, D, E Science & Technology: 3.3.4.B

Objectives The student will: 1. Discover that force is used to move an object. 3. Define the term’s force and work. 7. Identify the simple machines 10. Observe the environment to find examples of simple machines within it.

Instructional Strategies 1. Mini lesson. 2. Class discussions. 3. Define the terms force, work, energy, movement. 4. Review the simple machines – pulley, wheel & axle. 5. Visuals-Lever, Inclined Plane, Screw & Wedge. 6. Provide groups with art tools/materials that are or demonstrate simple machines. 7. Introduce the art of Alexander Calder. 8. Define Kinetic Art and the addition of the 4th dimension of movement. 9. Motivation

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Student Activities 1. Discuss terms: force, work, energy, movement. 2. Discuss the simple machines. 3. Each group will present a minidemonstration of their object. 4. Review sculpture as a 3 dimensional art object. 5. View and respond to the art of Alexander Calder.

Materials/Resources 1. Visual examples of simple machines from “Simple Tools & Machines”. 2. Teacher made paper visuals of simple machines. 3. Reproductions of sculpture by Alexander Calder: Constellation Multicolor” 1943, 6 points blan sur reuge et jaune” 1961, Lepoisson de huit levres 1965, Deux ailes bleues 1966, Iguana 1968, Tout Rouge 1968. 4. Miscellaneous wire sculptures and toys from his “Circus” series. 5. Video – Alexander Calder, Calders Universe, The Museum of Modern Art, Kultur Collectors Series 1977. 6. Various materials, tools, and simple machines used in creating art: • Printing press • Loom • Scissors

Assessments 1. Participation in class discussion.

Enrichment/Reteaching 1. Search the internet for Alexander Calder’s website.

Subject Area: Art Simple Machines Unit LESSON 2 Multiple Intelligences: Visual/Spatial, Bodily/Kinesthetic, Intrapersonal, Logical/Mathematical

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F 1.2.3.B Science & Technology: 3.3.4.B

Objectives The student will: 14. Create their own art object using the components of the simple machines.

Instructional Strategies 1. Review terms: force, work, simple machines, sculpture, 3D, movement, 4-D, and Alexander Calder, kinetic art. 2. Finish viewing video. 3. Expose students to various materials – hold, manipulate. 4. Demonstrate-Brainstorm ways of assembling these items to achieve movement. • Each student will select items for original kinetic sculpture. • Sketch ideas of how to assemble for successful piece.

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Student Activities 1. Select 3-5 items to experiment with to create original kinetic sculpture. 2. Sketch ideas of how to assemble pieces for a successful kinetic sculpture. 3. Sketch or note how to “finish” sculpture so that it is aesthetically pleasing as an art object.

Materials/Resources 1. Visual examples of simple machines from “Simple Tools & Machines”. 2. Reproductions of kinetic sculptures by Alexander Calder. 3. Materials and resources 1, 2, and 3 from Lesson 1. 4. Materials for sketches: sketch paper, pencil/eraser, ruler, crayons, and colored pencils. 5. Various tools and materials; scissors, glue, pencil, eraser, ruler, crayons, markers, paint, string, tape, cardboard, paper rolls, tin, cellophane, rock, brick, wood, foam, rubber, plastic…etc.

Assessments 1. Clarity of sketches. 2. Varied sketched ideas. 3. Overall aesthetic look.

Enrichment/Reteaching 1. Create with a partner an additional sketch for a sculpture piece.

Subject Area: Art Simple Machines Unit LESSON 3, 4, & 5 Multiple Intelligences: Visual/Spatial, Interpersonal, Logical/Mathematical, Bodily/Kinesthetic

Academic/Content Standards/ Benchmarks RWSL: 1.1.3.E, F

Objectives The student will: 14. Create their own art object using the components of the simple machines.

Instructional Strategies

Student Activities

1. Review terms; force, work, sculpture, 3-D, movement, 4-D, Alexander Calder, kinetic art. 2. Analyze and discuss sketches. 3. Transform final sketch/ideas into a kinetic sculpture.

1. Transform final sketch/ideas into a stable, moveable kinetic sculpture. 2. Improve sculpture and materials with paint, paper, etc., to enhance the aesthetic quality of the piece.

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Materials/Resources 1. Materials and resources from Lesson 1 & 2: 1, 2, 5, 6 2. Materials for assembly: scissors, glue, tape, string, etc. 3. Materials for “finishing”: glitter, paint, paper, crayon, marker, etc.

Assessments 1. Stable object. 2. Able to move. 3. Overall aesthetics.

Enrichment/Reteaching 1. Provide opportunities for students to investigate and create additional forms of kinetic art.

Bibliography Simple Machines and How We Use Them, Tillie S. Pine, Joseph Levine, McGraw Hill Book Company, 1965. Machines, Edward Victor, Follett Publishing Company, 1962. Simple Machines and How They Work, Elizabeth N. Sharp, Gateway Books, Random House, 1959. The World of Machines, Raintree Publishers, 1980. The How and Why of Machines, Grosset and Dunlap, Wonder Books, 1960. Society for Visual Education Inc., Chicago, IL, 1977 – Filmstrip and Worksheets. The Simple Machine Video, National Geographic Society. Eye Gate Media, 3333 Elston Avenue, Chicago, IL 60618, Introducing Energy – The Moving Rock, (describe how simple machines can make-work easier – identify the lever as a simple machine) F8708B. Simple Tools & Machines, Ideal School Supply. Tool Book, by Gail Gibbons – ISBN 0-8234-0444-7. The Book of Fantastic Machines, by Ken Rush – 0 307 12675 7. Machines, by Anne & Harlow Rockwell, 1972, McMillan. Lazy Tommy Pumpkinhead, by Pene DuBois. Zoo City, by Stephen Lewis – 0 688 86000 1. Doctor DeSoto, by William Steig, 1982. Simple Machines – Pulleys & Gears, by Glover David – 1-57572-084-1. Simple Machines – Levers, by Glover David – 1-57572-080-9. Simple Machines – Ramps & Wedges, by Glover David – 1-57572-083-3. Simple Machines – Screws, by Glover David – 1-57572-085-X. Simple Machines – Wheels & Cranks, by Glover David – 1-57572-081-7. Make It Work Machines, by World Book David Glover – 07166-4706-0. Simple Machines Springs, by David Glover – 1-57572-082-5. Physics for Every Kid, Janice Van Cleaves.