Technology Integration Workshop
2016
Unit Title: Simple Machines
Grade: 5th
Subject Area: Science
Duration/Length/Number of class periods: (example: 5 class periods)
Description: In this physical science unit students Students will explore and discuss simple machines, technology
processes, and industrial engineering.
(Mpls Focused Instruction summary of unit
https://mps.itslearning.com/ContentArea/ContentArea.aspx?LocationID=23482&LocationType=1)
Established Goals (Minnesota State Standards):
I can demonstrate how simple machines change force and an object’s motion. (5.2.2.1.1)
I can construct explanations based on evidence and apply the practices and tools of a scientist to gather, analyze and
interpret data. (5.1.3.4.1)
I can use models and appropriate scientific tools to investigate the world around me. (5.1.1.1.4)
I can explain how engineered products and services impact our natural world. (4.1.2.1.1)
I can describe how local culture affects science and engineering. (5.1.3.2.1)
I can describe how an engineering design solution solves problems. (4.1.2.2.1)
I can plan how to solve a problem using the engineering design process. (4.1.2.2.2)
I can test and evaluate engineering design solutions and communicate my results. (4.1.2.2.3)
What Enduring Understandings are desired?
Problems can best be solved using an intentional approach.
What Essential Questions will be considered?
How does an engineer/scientist describe work?
How do we use machines in our everyday lives?
How do machines work?
How do simple machines combine to make work easier?
Students will know / be able to:
SWBAT define technology and identify everyday examples of technology.
SWBAT explain the role of technology in solving a problem.
SWBAT identify and explain the steps of the Engineering Design Process as described in the story.
SWBAT identify and explain how a simple machine solves a problem.
SWBAT analyze a technological process and the Engineering Design Process to solve a problem.
SWBAT test and evaluate how simple machines affect work.
SWBAT describe the impact that simple machines have on force and motion.
SWBAT collect data to test and evaluate an engineering system.
SWBAT use evidence to identify and explain how simple machines affect force.
SWBAT implement the EDP to solve a problem and improve a factory subsystem.
SWBAT explain how different machines may be better choices for certain tasks than others.
SWBAT compare the force required to move a load with and without my design subsystem.
SWBAT communicat ways to improve my design using data from testing my system.
Units must include at least one
of each formative, summative,
introductory activity and
learning activity. Check the
appropriate box; one per row.
Description
Students will start unit with defining technology, identifying it and
explaining its role in solving everyday problems. They will also be
introduced to the Engineering Design Process and the role of an Industrial
Engineer. Another lesson focuses on the characteristics of simple
machines and how they are used to solve problems around the world.
Later in this unit students use the Engineering Design Process to solve a
problem. During this part of the unit they will be required to test, evaluate
and describe the impact that a simple machine has on force and motion.
They will do this by collecting data to test and evaluate an engineering
system. The Unit culminates with students comparing and contrasting
different simple machines to determine which type of machine is best for a
particular task. Another addressed concept is students comparing the
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force required to move a load with or without a subsystem that they
design.
Day 1
Pre Assessment completed by students on a google form emailed to them:
Simple Machines: Show what you know. Will grade assessment using Flubaroo..
Go over correct answers with students.
Day 2
X
X
X
X
X
X
2b,
Watch Bill Nye Simple Machines in Edpuzzle to build background knowledge
Embedded questions will provide assessment opportunity..
Day 3-5
Students will work in groups to create Google Slide Presentation
1.) Students will identify a piece of technology they use every day.
“What does your object do? What problem does it solve?
2.) Research Simple Machine Images using one or more of the following sites:
Sites:.gov, Kiddle, Elm4you.org, KidRex, http://www.photosforclass.com,
http://mitchellslovetechnology.weebly.com/research-links.html
3) Combine image to responses to questions 1 and other images for simple
machine images.
4) Arrange slides on at least 5 but not more than 8 slides to present to class.
5) Small group presentations
X
X
1b,2a
2c,2d,
3b,3c
Day 6
Materials, tools and resources: MPS provides kits for the science units that are required. Most of these kits are based on a
FOSS lesson. Included in the kits are all of the materials needed to instruct and all of the materials that students would need
to perform the investigations related to the lesson. MPS also recommends using their Focus Instruction Curriculum Guide
that is accessible online.
Unit Plan Author (Mary Maddox,[email protected] hyperlink to teacher’s web page)
Additional credit given to MPS Focus Instruction Curriculum Guide