Module27152.pdf
Page 1 of 22
Overview
Overview
Lanier - Impact of simple machines on productivity in late 1700s.
Lanier - Impact of simple machines on productivity in late 1700s.
by Jan Powell, Bethany Conner, Elizabeth Herrin, and Mary Lynn Huie
This module is designed to teach students about simple machines and how they
affect productivity, focusing specifically on Eli Whitney's invention of the cotton gin
in the late 1700's. The prevalence of slavery during this era is related to simple
machines moving on to more sophisticated machines such as the cotton gin.
Teachers could adapt this module to focus on other inventions and/or eras.
This module is a collaboration between Social Studies and Science teachers. The
pacing for mini-tasks specifies which activities are taught in each class.
The article, "That Peculiar Institution," was not read during the implementation of
the module, but it has been included in the module as a resource for struggling
readers.
For more information about this module, contact Elizabeth Herrin
([email protected]) or Bethany Conner ([email protected]), Lanier
Middle School, Lakeland, Georgia.
Grades: 6 7 8 9
Discipline: Interdisciplinary
Teaching Task: Task Template 13 (Informational or Explanatory and Description)
Course: 8th grade Physical Science and 8th grade Georgia Studies
Author Information:
Jan Powell (Coastal Plains RESA)
Bethany Conner (Lanier County)
Elizabeth Herrin (Lanier County)
Mary Lynn Huie (Georgia)
Section 1: What Task?
TEACHING TASK
Task Template 13 [1 Level]
Informational & Description
L1: After researching informational texts and articles on simple machines as related to productivity
during the late 1700s , write an essay that describes the relationship of the presence of simple
machines to the prevalence of slavery. . Support your discussion with evidence from your research.
STUDENT BACKGROUND
No Student Background for this Module
EXTENSION
No Extension for this Module
Rubric
Approaches
Expectations
Not Yet
Scoring Elements
1
Focus
Attempts to address
prompt, but lacks
focus or is off-task.
Controlling Idea
Attempts to establish
a controlling idea,
but lacks a clear
purpose.
1.5
2
3
3.5
4
Addresses prompt
appropriately and
maintains a clear,
steady focus.
Addresses all
aspects of prompt
appropriately and
maintains a
strongly developed
focus.
Establishes a
controlling idea with
a general purpose.
Establishes a
controlling idea with
a clear purpose
maintained
throughout the
response.
Establishes a
strong controlling
idea with a clear
purpose maintained
throughout the
response.
Presents information
from reading
materials relevant to
the prompt with
accuracy and
sufficient detail. (L2)
Addresses the
credibility of sources
when prompted.
Accurately presents
information relevant
to all parts of the
prompt with
effective selection
of sources and
details from reading
materials. (L2)
Addresses the
credibility of
sources and
identifies salient
sources when
prompted.
Presents appropriate
and sufficient details
to support the focus
and controlling idea.
(L2) Explains
relevant and
plausible
implications, and
(L3) a relevant
gap/unanswered
question.
Presents thorough
and detailed
information to
strongly support the
focus and
controlling idea.
(L2) Thoroughly
discusses relevant
and salient
implications or
consequences, and
(L3) one or more
significant
gaps/unanswered
questions.
Maintains an
appropriate
organizational
structure to address
the specific
requirements of the
prompt.
Maintains an
organizational
structure that
intentionally and
effectively
enhances the
presentation of
information as
required by the
specific prompt.
Reading/Research
Development
Attempts to provide
details in response
to the prompt,
including retelling,
but lacks sufficient
development or
relevancy. (L2)
Implication is
missing, irrelevant,
or illogical. (L3)
Gap/unanswered
question is missing
or irrelevant.
Presents appropriate
details to support the
focus and controlling
idea. (L2) Briefly
notes a relevant
implication or (L3) a
relevant
gap/unanswered
question.
Attempts to organize
ideas, but lacks
control of structure.
Uses an appropriate
organizational
structure to address
the specific
requirements of the
prompt, with some
lapses in coherence
or awkward use of
the organizational
structure.
Attempts to
demonstrate
standard English
2.5
Advanced
Addresses prompt
appropriately, but
with a weak or
uneven focus.
Attempts to present
information in
response to the
prompt, but lacks
connections or
relevance to the
purpose of the
prompt. (L2) Does
not address the
credibility of sources
as prompted.
Organization
Meets Expectations
Presents information
from reading
materials relevant to
the purpose of the
prompt with minor
lapses in accuracy
or completeness.
(L2) Begins to
address the
credibility of sources
when prompted.
Demonstrates an
uneven command of
standard English
conventions and
Demonstrates a
command of
standard English
conventions and
cohesion, with few
errors. Response
includes language
Demonstrates and
maintains a
well-developed
command of
standard English
conventions and
cohesion, with few
errors. Response
Conventions
Content
Understanding
conventions, but
lacks cohesion and
control of grammar,
usage, and
mechanics. Sources
are used without
citation.
cohesion. Uses
language and tone
with some
inaccurate,
inappropriate, or
uneven features.
Inconsistently cites
sources.
and tone appropriate
to the audience,
purpose, and
specific
requirements of the
prompt. Cites
sources using an
appropriate format
with only minor
errors.
includes language
and tone
consistently
appropriate to the
audience, purpose,
and specific
requirements of the
prompt.
Consistently cites
sources using
appropriate format.
Attempts to include
disciplinary content
in explanations, but
understanding of
content is weak;
content is irrelevant,
inappropriate, or
inaccurate.
Briefly notes
disciplinary content
relevant to the
prompt; shows basic
or uneven
understanding of
content; minor errors
in explanation.
Accurately presents
disciplinary content
relevant to the
prompt with
sufficient
explanations that
demonstrate
understanding.
Integrates relevant
and accurate
disciplinary content
with thorough
explanations that
demonstrate
in-depth
understanding.
STANDARDS
Georgia Physical Science
S8P3: Students will investigate relationship between force, mass, and the motion of objects.
Georgia Historical Understandings
SS8H5.C: Explain how technological developments, including the cotton gin and railroads, had an
impact on Georgias growth.
Anchor Standards Reading
R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
R.CCR.10: Read and comprehend complex literary and informational texts independently and
proficiently.
Anchor Standards Writing
W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis of
content.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Custom Standards
Section 2: What Skills?
Selected Skills
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)
by locating words and phrases that identify key concepts and facts, or information.
ACTIVE READING & NOTE-TAKING: Ability to identify the central point and main supporting
elements of a text while purposefully selecting relevant information; ability to summarize and/or
paraphrase.
LAB: Ability to apply content to life
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
Writing Process
PLANNING: Ability to develop a line of thought and text structure appropriate to the task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.
REVISION AND EDITING: Ability to refine text, including line of thought, language usage, and
tone as appropriate to audience and purpose while proofreading and formatting a piece to make it
more effective.
COMPLETION: Ability to submit final piece that meets expectations.
Section 3: What Instruction?
MiniTasks
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns
LIST
Day 1 Social Studies - 15 minutes
As you watch the BrainPop video "Slavery," think about the institution of slavery and the
historical role slavery played in world and US history.
Scoring Guide (Work Meets Expectations If):
students answer quiz questions correctly after watching the video.
Instructional Strategies:
-Show Brainpop video
-Quiz
-After going over questions, ask students to share other prior knowledge they have
relating to the issue of slavery.
Notes:
-Use SmartBoard for BrainPop video and class quiz.
Accommodations and Interventions:
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
LIST
Day 1 Social Studies - 10 minutes
We have been discussing simple machines and slavery; what do you think they might
have to do with one another?
Scoring Guide (Work Meets Expectations If):
None
Instructional Strategies:
-After students respond to the opening question, hand out teaching task and rubric.
-Students will think about what would be a good response to the task.
-Project rubric on SmartBoard, and ask students if their description of a good response
matches the rubric descriptions for Meets Expectations.
- Have students add to their lists any features described in the rubric that they have not
included.
Notes:
Teachers may want to have students collaborate to create lists and read the rubric. Group
lists can be posted in the classroom for the duration of the module.
Reading Process
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)
by locating words and phrases that identify key concepts and facts, or information.
NOTES
Day 1 Social Studies - 35 minutes
Skim the article, "A Turn of the Crank Started the Civil War" to find words and phrases that
identify key concepts and facts about slavery, the cotton gin, and the institution of slavery.
Then define each on a separate note-card.
Scoring Guide (Work Meets Expectations If):
Lists appropriate phrases & provides accurate definitions on note-cards.
Instructional Strategies:
After scoring, ask some students to share definitions of terms that others overlooked or
misunderstood.
Notes:
Note-cards
Copies of articles
Accommodations and Interventions:
Struggling learners may have extra time given for 1st and 3rd blocks; teachers may also
highlight key sentences to help students identify key vocabulary.
ACTIVE READING & NOTE-TAKING: Ability to identify the central point and main supporting
elements of a text while purposefully selecting relevant information; ability to summarize and/or
paraphrase.
NOTES
Day 2 Social Studies - 55 minutes
Read article, "A Turn of the Crank Started the Civil War". The student will complete article
analysis. After reading and completion of article analysis sheet, students will watch a 7
minute video to summarize the lesson.
Scoring Guide (Work Meets Expectations If):
the student meets 80% accuracy for the article analysis sheet.
Instructional Strategies:
-Provide copies of article to students along with the article analysis sheet.
-Watch Youtube video, "Does Technology Emancipate? The Effects of the Cotton Gin on
Slavery".
Notes:
-Copies of article
-Article Analysis sheet
-YouTube
Accommodations and Interventions:
Read aloud with 1st and 3rd blocks.
NOTES
Day 2 Science - 20 minutes
As you watch the Bill Nye video over simple machines, think about how we use simple
machines in our daily lives, and write down 10 facts from the video.
Scoring Guide (Work Meets Expectations If):
None
Instructional Strategies:
-Have students watch video and take down 10 facts from the video.
-After video, give students a few minutes to complete their notes.
-Have students meet with three other students to "give one, take one" fact from the video.
Students should add these new facts to their lists, ending up with at least 12 facts on their
lists.
-Ask students to highlight facts that might be useful to completing the Teaching Task.
Accommodations and Interventions:
Redirect students as needed
SHORT CONSTRUCTED RESPONSE
Day 2 Science - 20 minutes
As you read "Wheels, Levers, and Pulleys" answer the article analysis questions in a short
answer format.
Scoring Guide (Work Meets Expectations If):
Answer questions with credible response
Instructional Strategies:
-Provide students with "Wheels, Levers, and Pulleys" article and analysis worksheet.
Notes:
Students will read aloud the article and answer questions individually.
Accommodations and Interventions:
Assist with reading as needed.
NOTES
Day 3 Social Studies - 30 minutes
As we discuss simple machines, you will take guided notes of the important points of
discussion.
Scoring Guide (Work Meets Expectations If):
Correct guided notes
Instructional Strategies:
-Teacher will discuss with students important points outlined on power point on Simple
Machines
-Students will complete Guided Note Taking handout.
Notes:
-Simple Machines Powerpoint
-Guided Notes Handout
Accommodations and Interventions:
-Students who need help with work with a peer
LAB: Ability to apply content to life
SHORT CONSTRUCTED RESPONSE
Day 3 Science - 30 minutes
We are going to walk around the school and find examples of simple machines
Scoring Guide (Work Meets Expectations If):
Students will find a minimum of 5 simple machines
Instructional Strategies:
-Students will walk around school for everyday examples of simple machines
-Each student will write down a minimum of five simple machines
SHORT CONSTRUCTED RESPONSE
Day 4 Science - 55 minutes
Follow the directions on the lab sheet for creating your own simple machine.
Scoring Guide (Work Meets Expectations If):
students use concepts learned about simple machines to create an original simple
machine.
Instructional Strategies:
Provide students with lab sheet and assist with lab creations as needed.
Notes:
Provide students with all needed materials for the lab prior to students beginning.
Accommodations and Interventions:
Allow students to work in partners/groups
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
SHORT CONSTRUCTED RESPONSE
Day 4 Social Studies - 10 minutes
While looking at MLA format on citationmachine.net, students will correctly write citation
for the articles they have read in class.
Scoring Guide (Work Meets Expectations If):
Correctly cites the article.
Instructional Strategies:
Discuss respect for others' work and belongings.
Look at MLA format website and article to see what information is needed to correctly cite
the source.
With a partner, write the correct citation for "A Turn of the Crank Started the Civil War." in
Social Studies and "Wheels, Levers, and Pulleys" in Science
Notes:
Use SmartBoard to display MLA website, www.citationmachine.net
At the end of class, post correct Works Cited entries for the articles and have teams check
their work.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
NOTES
Day 4 Social Studies -20 min
Let's return to the Task you have been assigned: "After researching informational texts
and articles on simple machines as related to productivity during the late 1700s , write an
essay that describes the relationship of the presence of simple machines to the
prevalence of slavery. Support your discussion with evidence from your research." Now
look at your list of features of a good response to this task. Is there anything you need to
add to the list? What have you learned about simple machines and slavery that will help
you complete the task?
Scoring Guide (Work Meets Expectations If):
None
Instructional Strategies:
Have students examine the lists they developed with a partner on Day 1. This list included
information from the rubric, but they should examine the rubric again to make sure they
understand what is required in their responses.
Ask class to discuss what they have learned in science and social studies about the
connection between simple machines and slavery.
Writing Process
PLANNING: Ability to develop a line of thought and text structure appropriate to the task.
OUTLINE
Day 5 Science - 20 minutes
Looking at your list of features of a good response, what paragraphs need to be in your
essay?
Scoring Guide (Work Meets Expectations If):
students list relevant topics for paragraphs
Instructional Strategies:
Ask students to list important topics to include in the paper.
Have students share topics, combining any topics that overlap.
Ask students to suggest the best order for presenting the information in their papers.
Notes:
Once the outlines are complete, teachers may want to have students to return to their
notes to highlight information for each paragraph. For example, students could use
different colored highlighters to mark information for each paragraph.
Accommodations and Interventions:
Teachers may want to provide the following outline for students:
In paragraph one, explain simple machines (what they are and what they do.
In paragraph two, explain the cotton gin (how it works, who invented it) and how it is a
simple machine.
In paragraph three, explain how the invention of the cotton gin and simple machines
affected slavery in the 1700s.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.
LONG CONSTRUCTED RESPONSE
Day 5 Science - 35 minutes
Using your outline and notes, begin the rough draft to the essay.
Scoring Guide (Work Meets Expectations If):
Addresses all demands of the Teaching Task. Uses evidence from texts read earlier to
explain simple machines and Eli Whitney's cotton gin.
Instructional Strategies:
Have students write paragraphs on simple machines in science class and on slavery in
social studies. Since the section on the cotton gin relates to both classes, they can
address that topic as time allows in either class.
Allow students individual time to work on brainstorming and rough draft.
Notes:
Assist students as needed.
Accommodations and Interventions:
Provide brainstorm handout for students as needed.
REVISION AND EDITING: Ability to refine text, including line of thought, language usage, and
tone as appropriate to audience and purpose while proofreading and formatting a piece to make it
more effective.
LONG CONSTRUCTED RESPONSE
Day 6 Science - 55 minutes
Refine compositions analysis, logic, and organization of ideas/points. Use textual evidence
carefully, with accurate citations. Decide what to include and what not to include.
Scoring Guide (Work Meets Expectations If):
Provides complete draft with all parts.
Supports the opening in the later sections with evidence and citations.
Improves earlier edition.
Instructional Strategies:
Sample useful feedback that balances support for strengths and clarity about weaknesses.
Assign students to provide each other with feedback on those issues.
Notes:
Provide students with different colored highlighters or markers to use when picking out
specific parts in the essay.
Accommodations and Interventions:
Pull students individually to provide students with feedback as needed.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
Day 7 Science - 55 minutes
Turn in your complete set of drafts, plus the final version of your piece
Scoring Guide (Work Meets Expectations If):
Fits the Meets Expectations category in the rubric for the teaching task.
Instructional Strategies:
Accommodations and Interventions:
Provide students feedback and guidance as needed.
Resources
Selected Articles
That Peculiar Institution.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=27152&scrollTo=articles)
America's Civil War (Sep2009)
The article presents the U.S. civil war chronology. It states that in 1581, the first slaves arrive as
the Spanish settlers in St. Augustine, Florida import first African slaves to North America.
Meanwhile, the Fugitive Slave Act which guarantees the right to own slave and prohibits citizens
from aiding fugitives was approved in 1973. It also offers information on the cotton gin machine of
Eli Whitney.
870L
WHEELS, LEVERS and PULLEYS.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=27152&scrollTo=articles)
Boys' Quest (Dec2009/Jan2010)Kelley, S. Allyn
The article focuses on simple machines, including wheels, levers and pulleys.
950L
Uploaded Files
News article analysis (EH).doc
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/27152/1072659221_Jan_15_2014_143101222.doc)
Science Article Analysis
Simple Machines PPT.ppt
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/27152/1481268876_Feb_21_2014_100036393.ppt)
Simple Machines Power Point (Science)
Guided Notes Simple Machines.doc
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/27152/592632851_Feb_21_2014_100115635.doc)
Simple Machines Guided NoteTaking Guide (Science)
-LDC SimpleMachines DailySchedule.doc
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/27152/1855867718_Feb_21_2014_212206947.doc)
Simple Machines Daily Schedule
Keywords
slavery
simple machines
Links*
A Turn of the Crank Started the Civil War (N/A)
(http://proxygsu-hlai.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=439367
Simple Machines Lab Activity Stations (N/A)
(http://staffweb.plattscsd.org/ksciole/Physical_Science_Handouts_and_PowerPoints/Machines/Simple_Machines_Lab.
Only complete station number one(1).
BrainPop (N/A)
(http://www.brainpop.com)
Use this educational website via an account. Once you log in, search for "slavery" to bring up the
video and the quiz.
News Article Analysis Worksheet (N/A)
(http://www.docstoc.com/docs/2780868/News-Article-Analysis-Worksheet-Newspaper-__________________________
Use this worksheet to guide "A Turn of the Crank Started the Civil War".
Physical Systems: Simple Machines (N/A)
(http://www.mraspinall.com/wp-content/uploads/2013/10/on8sb_030.pdf)
Information for guided notes
Simple Machines Please (N/A)
(http://www.licm.org/images/LICM_SimpleMachinesActivity.pdf)
Information from Long Island Children's Museum
A Turn of the Crank Started the Civil War (N/A)
(http://www.docstoc.com/docs/44022538/A-Turn-of-the-Crank-Started-the-Civil-War)
Social Studies Article
Does Technology Emancipate? (1340L)
(https://www.youtube.com/watch?v=soEDBw-0-Ro)
This video explains how Eli Whitney's invention of the cotton gin increased the demand for slaves
in the American South, the opposite of what he expected.
* These Lexile measures were computed automatically and did not undergo human review. They
are not certified measures and should not be published or recorded in any way.
Other Resources
Bill Nye: Simple Machines
You may purchase the video if it is not already in your school's library or you may access it using
the following website:http://www.youtube.com/watch?v=jGkQ64zn1j0
LDC Simple Machines Daily Schedule
Timeline for Science and Social Studies Classrooms
Section 4: What Results?
Classroom Assessment Rubric
Not Yet
Focus
Reading/Research
Controlling Idea
Attempts to address prompt but lacks focus or is off-task.
Attempts to present information relevant to prompt.
Controlling idea is weak and does not establish a purpose and/or address a research question.
Development
Tends to retell rather than present information in order to answer questions, solve problems; lacks
details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies a
relevant gap or unanswered question.
Organization
Applies an ineffective structure; composition does not address requirements of the prompt.
Conventions
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone
are inappropriate to audience and purpose.
Meets Expectations
Focus
Reading/Research
Addresses prompt with a focused response.
Presents and applies relevant information with general accuracy.
Controlling Idea
Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses
the credibility of sources.
Development
Presents sufficient information in order to examine or convey topics or issues, answer questions, solve
problems; identifies salient themes or features; explains key information with sufficient detail. *L2
Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.
Organization
Applies a generally effective structure to address specific requirements of the prompt.
Conventions
Demonstrates a command of standard English conventions and cohesion; employs language and tone
appropriate to audience and purpose.
Classroom Assessment Task
No Classroom Assessment Task for this module
Exemplar Work
Uploaded Files
Exemplar work science and social studies.pdf (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/27152/1935246804_Feb_12_2014_113628155.pdf)
These two files show exemplar work.
Meets (1).pdf (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/27152/1725139728_Feb_12_2014_13263728.pdf)
Exceeds (1).pdf (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/27152/1181143485_Feb_12_2014_132805901.pdf)
Did Not Meet (1).pdf (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/27152/834283143_Feb_12_2014_132944558.pdf)
Did Not Meet (2).pdf (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/27152/805653992_Feb_12_2014_133050901.pdf)
Comments
Author Notes
Other Comments