Simple Machines. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database

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1 Published on AASL Learning4Life Lesson Plan Database Simple Machines Created by: Judi Paradis Title/Role: School Librarian Organization/School Name: Plympton Elementary School Location: Massachusetts Grade Level: 5 Type of Lesson: Lesson in a unit Type of Schedule: Flexible Collaboration Continuum: Intensive Content Area: Science Content Topic: Define and identify simple machines Standards for the 21st-Century Learner Skills Indicator(s): Find, evaluate, and select appropriate sources to answer questions Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. Dispositions Indicator(s): Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. Responsibilities Indicator(s): Connect understanding to the real world. Scenario: Fifth grade teachers tell the library teacher that they are beginning a unit on simple machines, and are looking for an engaging way to have students understand the role each machine plays in making work easier. The librarian knows that the third grade is also studying this topic and suggests that students create videos to show third graders how each machine works and develop a scavenger hunt to see that simple machines that exist throughout the school building. The librarian suggests having students use preselected websites to gather information so they can also work on website evaluation. The teachers create a script for the video, while the librarian identifies a series of websites for students to use. The librarian and teachers work together to create a sheet to gather definitions and evaluate the sites. They introduce the lesson together using the Smartboard, and the librarian leads a discussion on website evaluation using their findings. Students write scripts in their classroom, and the librarian helps students use Flip cameras to create their videos. Students create scavenger hunts in the classroom. Once videos and scavenger hunts are complete, the librarian will host a meeting time where fifth graders can "teach" third graders. Overview: Students will use five pre-selected websites to define types of simple machines and gather examples. They will evaluate the websites as part of this lesson to determine which provided the best information, was easiest to navigate, and most understandable. Following this lesson, students will create a scavenger hunt and video to teach other students about simple machines.

2 Final Product: The final product for this lesson will be a video created with a Flip camera to show a simple machine and its use in real life. Students will also create a scavenger hunt that will help third grade students identify simple machines in our school building. Library Lesson: Students will learn that there are differences in how websites present information that can affect understanding. They will also be able to define the types of simple machines, and they will learn how to use Flip video camera as part of this unit. Estimated Lesson Time: 45 minutes Assessment Product: Students will use the information gathered in this lesson to create a video demonstrating one type of simple machine. The teacher and library teacher will use a checklist to ensure that their video defines the simple machine, describes how it makes life easier, and provides a real-life example of this machine. Students will also be assessed on their ability to present their information clearly and efficiently. Students will create a scavenger hunt for students in third grade that identifies examples of simple machines found in the school building. The teacher will use a checklist to ensure that the students can find one example of each type of simple machine to show to younger students. Students should be able to explain the characteristics of each simple machine they identify in use in the building. Process: The library teacher and classroom teacher will evaluate students' definitions to ensure they are correct before students can go on to create a script for their video. They will also ensure that students evaluate each website before beginning a class discussion about website evaluation. The library teacher will collect and review all website evaluation sheets to ensure that students have completed them correctly. The library teacher will provide feedback about student work on the website evaluation sheet to the teacher. Student self-questioning: As students work, they should ask themselves: "Can I determine websites are easiest to read?" "Can I determine which websites are easiest to navigate?" "Can I decide if these websites contain accurate information? "Am I able to decide which website is the clearest in providing explanations?" Instructional Plan Resources students will use: Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Physical Object Interactive Resource URL: Resources instructor will use: Projector Laptop Smart board Other Other instructor resources: students will need access to computers Instruction/Activities

3 Direct instruction: Students will come to the library with their classroom teacher for introduction to our lesson. The teacher and librarian will together explain that students will create a video and scavenger hunt to show younger students what simple machines are and how they help us do work. The librarian will then use the Smartboard to show students how to find the websites they will be using to collect definitions and examples. The librarian will explain that students should explore each website and that part of their work will be to determine which websites are best for their purposes. They will rate websites for quality of information, ease of navigation, and ability to understand the information (e.g., reading level and vocabulary). Modeling and guided practice: The teacher and librarian together will demonstrate how to work as a team to find the definition of a gear. They will look at two websites, see if they can find definitions and examples of a gear and determine how to construct their own definition based on their reading. They will then discuss how they will use the website rating sheet to determine which of the two websites was the most helpful. Independent practice: Students will be paired to look at websites and gather definitions using the sheets provided. Students will be asked to use the website rating on their sheets to rate the five websites they are using as they proceed. Once their work is completed, their teacher or librarian must check their work for accuracy and completeness. Sharing and reflecting: Once students complete their work online, they will be asked to work as a group to: Identify each of the simple machines using actual models of these borrowed from the science department Identify a real life example of a simple machine (with emphasis on those we can see in the library) Discuss their opinions about the websites--which would they rank highest for navigation? for quality of information? for ease of understanding? Is there consensus? Which would they recommend to an adult? To another fifth grade student? To a third grade student? Have you taught this lesson before: Yes Strategies for differentiation: In this lesson, pairing students allows stronger readers to assist less able readers. Further differentiation is provided by using a variety of websites to ensure that a wide range of students will be able to see what characteristics of a website are best for their needs. Students will both discuss and write up their findings. The discussion should help to ensure that all students are familiar with machine definitions and examples. This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

4 Name Simple Machines We are going to be exploring simple and complex machines in science. Based on our work today, we will create videos and a scavenger hunt to help third grade students find out about these machines. Let s get started by finding out what simple machines are and how they work. Look at the websites listed for you on the website evaluation sheet. Fill out the data sheet here as you collect information. Look at ALL the simple machine websites as you work. Simple machine Pulley Definition what is it? At least one real world example of this simple machine Screw Lever Wedge Wheel and axle Inclined plane

5 Name: Website Evaluation: The websites you used today were chosen because they have accurate information about simple machines. However, some may be more helpful than others. After you look at each one, discuss the following with your partner and then rate each website from 1 (the worst) to 5 (the best): Quality of information: Was the information on this site complete and did it appear to be correct? Was their enough information and examples to help you really understand what each machine is used for? Navigation: How easy was it to find information on this website? Did you understand how to click around and move from page to page easily? Could you find what you were looking for? Easy to understand: Was this site easy to read? Did the site explain the meaning of words that were new to you? Did it seem to be written mostly for adults or kids? Website Quality of Information Navigation Easy to understand Simple Machines- Franklin Institute MI Kids Inventor s tool box Investigate and Report on Simple Machines Ed Heads Add some notes here about anything special you noticed about a particular site (things you really liked or really did not like):