Planning the inquiry
1. What is our purpose?
Transdisciplinary Theme
To inquire into the following:
How the World Works



The natural world and its laws
How humans use their understanding of scientific
principles
The impact of scientific and technological advances
on society and on the environment
Central Idea
Simple machines play a role in our everyday life.
Class/grade:
Transdisciplinary 2
Age group:
Grade 2
School: The International
School
School
code:
Title: Simple Machines
Teacher(s): Abad, Maria; Ahola-Weldon,
Kristie; Bellamy, Cassie; Briglia, Robert;
Fornell, Tamara; Fowdy-Drouhard, Lara;
Jansen, Julie; Lee, Yu Yen; Levi, Ariana; Lira,
Maria; Maruki, Masami; Musselman, Peter;
Olson, Janet; Pack, Dan; Prince, Britt;
Wirsching, Teresa
; Woods, Robert; Yin,
Aiyun; Zou, Jing “Zoe”; zZimmerman, Fred
Proposed duration
number of hours:
over number of
weeks:
This unit of inquiry was carried
out in six weeks.
(Week 19, 6
Weeks)
Summative Assessment Tasks
What are the possible ways of assessing students' understanding of the
central idea? What evidence, including student-initiated actions, will we
look for?
Problem solving with simple machines
Summative: Performance Task
Task:
You have been hired by Robert Woods and Maria Abad to
decide how to move Pre K and Low K to the new building.
Your first task is to go to Arthur Building to identify the
items that need to be moved. You will need to create a list
of things that need to be moved, and identify the simple
machines (or complex machines) needed to accomplish
the move. You will need to explain why your plan is safe,
how it makes the work easier (by reducing work or force)
and how it is more efficient. Your proposal needs to
include an oral explanation, a visual representation, and a
written component to explain step by step how you will
make the move.
Assessment Tool: Rubric
Evidence of Learning: Students will understand the 6
simple machines and make reasonable choices about how
and where to use them in our daily lives.
Possible Actions: Students will deliberately choose the
simple or complex machines in their daily lives in order to
make their work easier and more efficently.
OR Science 2009
Performance Task
NCSS Social Studies 2010
Performance Task
simple machines rubric.docx
2. What do we want to learn?
Key Concepts
Key Concepts
What are the key concepts to be emphasized within this inquiry?



Form
Function
Causation
Related Concepts
Force and movement.
Lines of Inquiry
What lines of inquiry will define the scope of the inquiry into the central
idea?
*1. Different types of simple machines.
*2. How simple machines work.
*3. The impact of simple machines in every day life.
Teacher Questions
What teacher questions/provocations will drive these inquiries?
How do simple machines work?
How simple machines are important in our daily life?
What kind of examples do you see of simple machines in
the classroom, school, and home?
What kind of force a simple machine uses?
Did the force used change direction?
Did the force used change in its magnitud (size of force)?
When is "work" done?
How do simple machines have impacted our every day
life?
Prompts: Teacher will display a hands-on exploration lab
with diverse simple machines.
© International Baccalaureate Organization 2011
Planning the inquiry
3. How might we know what we have learned?
4. How best might we learn?
Prior Knowledge
Learning Activities
This column should be used in conjunction with "How best might we learn?"
What are the possible ways of assessing students' prior knowledge and
skills? What evidence will we look for?
What are the learning experiences suggested by the teacher and/or
students to encourage the students to engage with the inquiries and
address the driving questions?
Students will look around the classroom to identify simple
machines. Examples: scissors, screws, light switch, pencil
sharpeners, door knob, scotch tape dispenser, door hinge.
Teacher will record their predictions. Teacher will look for
understandings and misconceptions related to simple
machines.
Teacher will show children some examples of simple
machines in the classroom and brainstorm why they
work.Teacher will record their predictions.Teacher will look
for understandings and misconceptions related to how
simple machines work.
Formative Assessment
What are the possible ways of assessing student learning in the context of
the lines of inquiry? What evidence will we look for?
Formative Assessment options using kinesthetic, visual,
written, and/or oral options:


Students will make each simple machine from
separate parts and explain how it works.
Students will identify simple machines in everyday
life and explain how they are used by drawing
simple machines they see in the classroom and
giving a short written explanation.
Teacher will look for evidence of understanding of the form
and function of simple machines.
Form and Function:
Activities with the six types of simple machines:
Concept: The lever is a simple machine. Bring a long stick
or narrow piece of wood and a cement block to your
classroom. Show how a lever works by having a student
lift the cement block with the stick. Ask which was easier.
(The lever makes the lifting easier). Let other students lift
the cement block. Another activity would be to ask
students to open a coffee can. Help them understand that
opening a can requires the use of a simple machine like a
lever (a spoon or a fork).
Concept: The wheel and the axle is a simple machine.
The doorknob is an everyday example of a wheel and
axle. Bring in a doorknob (or make a transparency of the
doorknob on page 47 -Simple Machines book).Identify the
wheel and axle in the doorknob. The wheel that you turn is
the wheel. The inner rod that is attached to the knob is the
axle. Demonstrate how the wheel and axle works. Turning
the knob (wheel) turns the inner knob (axle) and moves
the latch. That movement opens the door. Have students
take turns to do it by themselves.
Concept: The pulley is a simple machine. Have students
make a single pulley with the following materials; pliable
wire about the weight of that used in coat hangers, a
wooden thread spool, pliers, and wire cutters. Push a
piece of wire through the spool. Use pliers to bend and
twist the wire cutters into a knot. Loop the string over the
pulley and attach a load to one end. Pull on the free end of
the string. Ask students what happens. Is it easier to lift the
load with your arm or the pulley?
Concept: The inclined plane is a simple machine. Using
an inclined plane makes work easier. Create an inclined
plane in your classroom. A ramp makes moving heavy
things easier. Ramps are examples of inclined planes.
Rest one end of a wooden on the edge of a chair or a low
table. Leave the other end on the floor. Tie a heavy,
wheeled toy such as a roller skate or a toy truck to a loop
of string. Have students put a finger through the loop in the
string and try to lift the toy the height of the top of the
ramp. Then have a different student put a finger through
the loop and try to pull the toy up the inclined plane. Give
all students a chance to try the same demonstration.
Concept: The screw is a simple machine. What is a
screw? Help students to see that a screw is an inclined
plane that curves around a central pole. Show a real screw
that is large enough for students to easily see the spiral
thread. Then show actual tools or use picture cards that
utilize a screw. Record what was learned on a journal
page entitled "What is a screw?
Concept: The wedge is a simple machine. What is a
wedge? help students understand that a wedge is two
inclined planes working together. We use wedges every
day; knife, scissors, and doorstop. Show the class two
right angle blocks. Guide them to recognize these as
inclined planes. Place the two blocks back to back. Explain
that this double inclined plane is called a wedge. Ask
students to name things that have similar shapes (use
picture cards if you need more examples). What do
wedges do? Bring a tool box to class. Fill the box with a
variety of tools including a chisel, a knife, a screwdriver,
nails, a saw, a hammer, a wrench, and a pier of pliers.
Look through the tool box with your students and identify
the tools that are wedges (knife, chisel, screwdriver. nail,
etc).

Students will complete a chart together identifying
the kind of force used in different activities and if
work was done (work is done when a force is used
to move something over a distance). They will
perform/pretend activities such as pushing a chair,
writing on a paper, climbing a mountain, pulling a
wagon, etc. Then, they will identify what kind of
force was used: the push, lifting, walking, etc. Did
the direction of force change? Did the magnitude
(size of force) change?.

Students will write an expository text about how a
simple machine works, then will create one using
the classroom kit and will add a picture and
explanation to their writing piece.

Students will bring in broken items from home and
take apart and label to see simple machines.
Brown paper bag simple machines". Students will
identify the type of simple machine from
object/drawing. Teacher should have introduced
the six simple machines previously. Teacher
would have to bring in items that day, number the
bags, and print out answer sheets. Examples of
bagged items: A manual can opener, a corkscrew
with arms, a pair of scissors, a photograph of a
bicycle, a doorknob, screw, etc. All these bags will
be stationed on different parts of the classroom
and children will rotate through each station. Pair
up students, and give each pair a brown paper
bag with an object inside and an answer sheet.
They were not to open the bag until teacher rings
a bell. Teacher rings the bell every sixty seconds
(giving 10 seconds warning to pack up the bag for
the next person) giving students time to identify
the simple machine.

Causation:


Students will locate simple machines in their
homes and make observational drawings. In class,
students will write how it works and what it is used
for.
Students will classify objects in the classroom into


the six categories of simple machines. Then,
create a graph to record the results and show
which simple machine is most commonly used in
the classroom and which is least commonly used.
Go on a simple machines scavenger hunt with
students. Encourage students to find as may
different kinds of simple machines as possible in
the classroom, on the playground, or throughout
the school. Students wil keep track of the number
of simple machines they find.
Watch youtube videos of Rube Goldberg
inventions. Students will create their own crazy
invention.
P.E.:
Connections- using P.E. equipment to experiment with
and draw connections to simple machines, using simple
machine vocabulary.
English:
Vocabulary- introduce simple machine vocabulary using
glossary and indexes from 2:4 book box. (Elements of
informational books.)
Jigsaw Learning- each student researches one simple
machine, writes informational paragraph (topic sentence /
details), presents their learning to peers.
Create class book- using elements of informational books
and jigsaw expertise to create class books in track
language and in English.
Transdisciplinary Skills
PYP Transdisciplinary Skills
Thinking skills


research and thinking
skills
Analysis
Evaluation
Self-management skills

Time management
Research skills






Planning
Collecting data
Recording data
Organizing data
Interpreting data
Presenting research
findings
Learner Profile
IB Learner Profile


Inquirers
Knowledgeable
Inquirers about how machines
work and function

Thinkers
Thinkers when solving a problem
with simple machines
Focus Attitudes
Focus Attitudes



Creativity
Curiosity
Enthusiasm
5. What resources need to be gathered?
ClassroomWhat people, places, audio-visual materials, related literature, music, art, computer
software, etc, will be available?
A parent from Maria's class were the three guest speakers on simple machines.
Videos:
https://www.youtube.com/playlist?list=PL687CA85771A4D7D2
Books
Palancas en mi mundo
Enrosca y une
Desliza y empuja
Llantas y rayos
Levanta y abre
Ideas Creativas y Dinamicas
Sube y baja
Corta y para
Engranajes en mi mundo
Resource Book for the Teacher: Simples Machines
English:
2:4 Library Resource book- Dahl non-fiction series
Trains Seymore Simon book set
Kitchen gadgets and tools from home and classroom: can openers,
How will the classroom environment, local environment, and/or the community be used to
facilitate the inquiry?
scanvenger hunt around the school, classroom and home about simple machines
Guest speakers from the school and community
© International Baccalaureate Organization 2011
Reflecting on the inquiry
6. To what extent did we achieve our purpose?
Simple machines play a role in our everyday life.
*1. Different types of simple machines.
*2. How simple machines work.
*3. The impact of simple machines in every day life.
Assess the outcome of the inquiry by providing
evidence of students’ understanding of the
central idea. The reflections of all teachers
involved in the planning and teaching of the
inquiry should be included.
Students were able to understand how the simple
machines help in our everyday life by explaining
where and when they are used and how they work.
7. To what extent did we include the elements
of the PYP?
What were the learning experiences that
enabled students to:

develop an understanding of the
concepts identified in "What do we want
to learn?"
Form, Function, Causation:
The bike repair store Community Bike Center in
North East Alberta was excellent. The kids got to
see all of the simple machines in a bike and hear
Also, they could pick the best simple and/or
complex machine for a given situation, so the job
would be done with less force and more efficiently.
How you could improve on the assessment
task(s) so that you would have a more
accurate picture of each student’s
understanding of the central idea.
The performance task was appropriate to the unit
and to the students because it was a real life
experience. They enjoyed the process. The rubric
allowed us to capture evidence of learning.
What was the evidence that connections were
made between the central idea and the
transdisciplinary theme?
How the World Works



The natural world and its laws
The interaction between the natural world
(physical and biological) and human societies
The impact of scientific and technological
advances on society and on the environment
The parents of my students told me that their kids
are identifying and building simple and complex
machines everyday at home, at the road, etc. They
discuss how they work in the real life and how these
machine are used in this high tech era. Students
now notice simple machines all around them.
from an expert how everything goes together. They
were able to identify the simple machine with the
bike, and see how they work together. Being a
bike, students could relate to how this combination
of simple machines is helpful in daily life.
English Connection:
They knew information in Spanish, but not in
English. At bike store, didn't know English names.
Focus more on vocabulary. Early in the unit, do
vocabulary specific activities.
English teachers had students read books and write
paragraphs. Wait until later in the unit to have
students research information.
Start with vocabulary, then later in unit focus on
reading. Maybe do it with a matching game.
It would be nice to have same book for formative
assessment in English and Spanish with students
translating. Maybe writing three in English and three
in Spanish. Possibly some translating from Spanish
to English for homework.
PE Connections:
After reflecting on prior years connections with this
unit, it was decided that a complete rework of the
approach was in order.
We talked about the six simple machines and their
direct application to sports. I began by presenting
the students with a baseball bat and then a hockey
stick. (Lever) They used their knowledge of the
various machines to come up with applications for
Inclined Planes (skiing and a playground slide);
pulley (used in sailing).
The student centered discussions were very robust.
Students were enthusiastic with the discovery of
associations in this unit to PE and athletics.

demonstrate the learning and
application of particular
transdisciplinary skills?
The students inquired about a simple machine and
evaluated if it could be used for particular
situations. (thinking skills- analysis and
evaluation). Students conducted research in both
English and the track languages to investigate the
form and function of simple machines.

develop particular attributes of the
learner profile and/or attitudes?
Inquirers: students formulated questions and that
guided their learning.
Thinkers: for each simple machine students
students had to problem solve and decide if a
specific simple machine will work, why or why not.
If ot worked they had to explain how to make it
work.
Knowledgeable: Students were able to see simple
machines all around them after going on a
scavenger hunt in school and at home. The research
also made them very knowledgeable.
In each case, explain your selection.
© International Baccalaureate Organization 2011
Reflecting on the inquiry
8. What student- initiated inquiries arose from
the learning?
Record a range of student-initiated inquiries
and student questions and highlight any that
were incorporated into the teaching and
learning.
Who invented simple machines?
Why do we still use simple machines with all of the
technology that we have today?
How did people build the Great Wall of China with
simple machines?
Are simple machines small?
How do the simple machines work?
Why is the pulley a simple machine if it has different
parts?
At this point teachers should go back to box 2
“What do we want to learn?” and highlight the
teacher questions/provocations that were most
effective in driving the inquiries.
How do simple machines work?
How simple machines are important in our daily life?
What kind of examples do you see of simple
machines in the classroom, school, and home?
What kind of force a simple machine uses?
Did the force used change direction?
Did the force used change in its magnitud (size of
force)?
When is "work" done?
How do simple machines have impacted our every
day life?
Teacher will display a hands-on exploration lab with
diverse simple machines.
Going around the school and home to look for
simple machines.
What student-initiated actions arose from the
learning?
Record student-initiated actions taken by
individuals or groups showing their ability to
reflect, to choose and to act.
They are teaching their siblings about simple
machines. They are building more simple machines
at home.
A student have been sharing pictures about her
house construction and the simple machines they
are using.
9. Teacher Notes
Franz bakery needs to be booked in August.
The Lego visit was not about student's creating
something on their own, but had to make
something pre-designed. Most of the kids did not
finish. The materials were not organized and some
things were missing. Next year, we should buy the
materials and do it ourselves.
© International Baccalaureate Organization 2011
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