Timing |
Sequence
|
Comments |
15 min. |
Introduction (focusing
events) Teacher and students activity |
In-class discussion about their
past research process asking each group to explain briefly what they
have learned. Review important vocabulary: Pulley, wedge, inclined plane, wheel and axel, gear, gravity, potential energy… and explain that they will need to understand these words in order to do the computer activity Explanation of the following activity in the computer lab and its objectives: Give them the worksheet and read it together. Check for understanding and answer any questions the students may have. |
20 min. | Development and practice. Students activity |
Move to the computer lab. Direct
them to the web site: http://www.edheads.org/activities/odd_machine/ Indicate that they should click the “start” button and complete the worksheet. Independent activity: complete the worksheet. All the information that students need is in their activity paper |
Checking for understanding -(feedback) Teacher activity |
Be available for questions
and problems during the computer lab activity. Ask questions to individual students when needed Help students with specific hardware or software problems |
|
15 min. | Closure (wrap up) Teacher and students activity |
Move back to the class Spend the last 10-15 minutes of class reviewing the worksheet and correcting the questions. This can be done as a whole group, sharing the information students have learned from this activity. Foment discussion and reflections. Review the vocabulary words, especially the ones related with simple machines. This can be done stating them again or asking the definitions. |
Accommodations (differentiated Instruction, if needed) Teacher activity |
Even though students with
special needs will have the same worksheet,
be specially available for them, helping them reading, writing or
looking for specific information |
Beginning |
Developing 1 |
Accomplished 2 |
Excellent 3 |
Score |
|
Participation
and engagement |
No participation unless direct questions are asked |
Starting to participate, adding comments to class discussions |
Enough comments are added to class discussion |
Totally engaged, active and participative . |
|
Simple
machines comprehension |
No understanding or recall
|
Some understanding , but need a lot of clarification | Understanding appears after a few clarifications | Shows comprehension and makes connections between the different machines | |
Computer
performance |
Needs continuously assistance
and can not work independently |
After directions and examples,
is able to work independently |
Works independently, needs assistance sporadically | Works autonomously and doesn’t
need any re-directions |
|
Worksheet | The worksheet is not
complete |
The worksheet is partially
complete without any extra comments |
Worksheet is complete with a few comments | Worksheet is complete and interesting comments written . |
Name: ____________________________________________ The
Odd Machine
Your help is needed! ROBOT is looking for his plunger. Can you help him? He will speak to you so… use your headphones!! Go to http://www.edheads.org/activities/odd_machine/ and follow the next instructions: 1. Click the start button. 2. Listen to ROBOT instructions, answer to his questions and to the following ones QUESTIONS 1. Why is the fire extinguisher rising instead of the lobster? 2. What simple machine can you find in a scale? 3. What is the name of the energy stored in the spring? 4. Can you combine a lever and a wedge to form a new machine? What is its name? 5. Give and example of a machine formed by a wheel and an axel 6. What is a screw? Draw one 7. Do gears move always in opposite directions? Draw two connected gears and show they movement 8. What is the most important force that is acting in the machines? |