Teacher: Hope Mounie Grade Level: 3rd

Subject: Science Unit: Simple Machines

Acquisition Stages of the ELLs in my class: There is one Level 1 and two Level 3 students. The level 3
students work more visually with pictures and gestures while the level 3 students can identify words and
phrases and retell stories.

1. SOL: 3.2 The student will investigate and understand simple machines and their uses. Key
concepts include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
This unit will take place over a course of 2 weeks. During this unit students will learn about all six simple
machines and their uses. Day 1: students will be introduced to the vocabulary simple machine and
compound machine. They will watch a video on simple machines as an anticipatory set. They will then
get vocabulary words and make their vocabulary flash cards. On the front will be the word and picture
and the back is the definition. Day 2- 4: Students will learn about two different simple machines. They
will make flash cards with the vocabulary and watch videos on their uses and what they look like. The
teacher and students will work together and create a visual anchor chart. Every day they will listen to
the simple machines song. On day 4 students will go on a scavenger hunt around the school for different
simple machines. The following week students will be put into groups and they will be given materials to
create their own simple machine. Students will also have a formal writing this week about what simple
machines do they use in their everyday life and how does it make their life easier.

2. Students will be able to compare and contrast between the simple machines, their uses and
examples. When giving students their vocabulary cards there will be pictures under the definitions to
help students visualize the simple machines. I will also leave room under the definitions for students to
write their own notes (Or have a translated definition printed under it) Level 1: I will teach and introduce
each simple machine with a video explaining the machine. It will also show the machine in work for the
day to day uses. When I lecture and talk about the machines I will make sure I make eye contact and
speak clearly. I will use hand motions and pointing gestures to help. The simple machines song will also
help them become familiar with the vocabulary and the beat will also help with memorization. Level 3:
For the definitions I will make sure students highlight only key points and terms to eliminate other
distractors.
Students will be able to create their own simple machines with its accurate uses. Together we will create
an anchor chart to follow with a visual. Students will also be split up into groups. EL students will be
placed with other students. They will work together and use their notes to construct a simple machine.
Level 1 and 3: Given that they do not have to read anything, this hands on activity will be great for all
learners. They will follow steps and build it together. Students can assign roles or what part they will be
responsible for. Working in groups or with a buddy helps EL students communicate and develop oral
language.

Students will write a narrative story about how they use simple machines in their everyday life. ELL
students will have more individualized instruction to work on their writing. Students will also be allowed
to type their work to make it easier. In the classroom there is a high frequency word wall to help with
writing. ELL students may write in their native language and then translate for me. The topic of using a
simple machine in your everyday life get everyone involved. Students may see some similarities or there
could be differences. All students can relate to simple machines. Students will be given a prewrite with
pictures to help them collect their ideas. When students finish with the writing they will act out their
simple machine. All students can participate in this assignment because gestures and hand movements
help students learn the material.

3. What background knowledge will students need? How will it be activated?

Students need to have background knowledge and example of the uses of machines in their
everyday life. The teacher will show pictures of a screw, a seesaw, and a flag on a flag pole. These are all
simple machines. All cultures have seen these items before. Visuals will help student’s activate this
background knowledge.

4. Key Terms: The primary text for 3rd grade science is Five Ponds Press

1. Simple Machine

2. Compound Machine

3. Work

4. Force

5. Lift

6. Incline Plane (ramp)

7. Screw

8. Wedge

9. Wheel and Axl

10. Lever (seesaw)

11. Pully

5. Reading: I will use read alouds when talking about the different simple machines. Science and non-
fiction can be difficult for all readers. When I read it aloud students are able to focus more and
comprehend more than they would if they had to decode each word. Students will match pictures with
vocabulary words help put a name with a picture.
Writing: I will scaffold writing by having students first draw a picture of their simple machine in their
house and then write about it and its uses. I will also model writing by creating anchor charts of the
format of the paper and together we will create topic sentences.
Listening: Students will use manipulative strategies by using objects to connect with concepts. I will
bring in examples of each word and students will be creating their own manipulative. Students will also
listen to videos explaining simple machines.
Speaking: Students will develop and understand for the vocabulary by doing activities such as
vocabulary role play. Acting out words help students understand the words more. Students will also be
working in groups to help develop language skills.

(If possible there will be bilingual books and labels though out the classroom to help students). Every
day we will start the lesson with a video and vocabulary to keep a predictable routine for students.

6. In my classroom students will use:

 Buddies or groups for support, sharing ideas, peer help, and social/language development
 Graphs, charts, photos, and drawings for visual representations to make connections and
activate prior knowledge.
 Graphic organizers and flash cards will be used in their interactive notebooks for references
during classwork and studying at home. (parents can help and be involved)
 Hands on activities such building a simple machine to show their understanding and to engage
students.
 Notes will be provided for students to put in their notebooks so they do not have to stress about
keeping up and writing. All they are responsible for is highlighting the key points we over
together in class.
 I will integrate the arts in my classroom and students will be exposed by acting out terms and
listening to different songs and music.
 There will be vocabulary boxes for writing along with students generated word walls to help
guide writing.

7. Modifying Texts:

I will put text into simpler terms. I will summarize text and only keep key facts without distractors. I will
also give extra time on assignment and allow plenty of “thinking” time. I will also simplify instructions.
Just like with all students. Instructions and assignments will be differentiated as much as possible to
meet the needs of all learners. Text will be put on level. Students will be allowed to listen to a
translated version of a text. There is an online version of the text and there is read aloud version.