Guisette Ortega

Simple Machines- Building a Maching (Review)

March 6th, 2019
Lesson Day
Science
(Include: Date, Subject, Duration, Grouping/# of students)
45 minutes
25 students/divided in 6 groups
Students will be able to demonstrate an understanding on how simple machines help us do
Goal Statement
work and how simple machines work together as parts of complex machines.
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.

This lesson will support the learning goal because it will allow students to collaborate has a
How will this lesson support the learning goal?
group while building a simple machine that will allow a marble to go from point A - point
(1c: Setting Instructional Outcomes)
B. In this lesson they will be using the terms they have learned about simple machines and
how each simple machine works. This will serve has a hands-on review for their unit test on
March 7th.

PA Standards
List the Pennsylvania Standard(s) relevant for this lesson.
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Students will be expected to utilize all the terms that they have learned about simple
Academic Language
machines while they are discussing and constructing amongst their groups. The will also be
What language will students be expected to utilize by the end of the
expected to use terms that state why something may or may not work while they are
lesson? Consider Language function and language demands (see
working together in order to build their simple machines— “That’s a good idea, but it will
Lesson Plan User Guide).
not work because….” Or “I really like that idea, lets see if it works.”
What key terms are essential?
What key terms are essential to develop and extend students’
academic language? The essential key terms are: effort, fulcrum, inclined plane, lever, load, pulley, screw,
What opportunities will you provide for students to practice the wedge, wheel and axle.
new language and develop fluency, both written and oral?
Students will have the opportunity to practice these new terms and academic language
while they are in their groups and at the end of the lesson when they have to write a
summary of what they did.
Students will be able to construct a simple machine with the task of allowing a marble to go
Objective(s)
from point A to point B.
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning Students will be able to discuss and explain why their simple machine works as well as give
goal? a written summary on their simple machine, using key terms.

The statement should be directly observable (use verbs that can be

measured). Objectives should be learner focused (not what the
teacher will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to the SLO
User Guide for the “ABCD” method or “I CAN” statements that
can be used as a guide.

Task sheet: This sheet will have the written task written so that each student can refer back
Technology Materials/ Resources
to what they need to do in order to complete the activity.
(1d: Demonstrating Knowledge of Resources)
Summary sheet: This sheet will be given out after the students have finished their simple
What texts, digital resources, & materials will be used in this
machine and the task. They will use this sheet to write about their simple machine. (What
lesson? How do the materials align with the learning
they did, how they did it, why does it work.) They will also be asked to draw a picture of
objective/outcomes? If appropriate, what educational technology
their machine.
will be used to support the learning outcomes of this lesson? How
Simple machine materials: rulers, rubber bands, straws, marbles, long erasers, string, tape,
do the resources support the learning objectives?
pencils/markers, spoons, tooth picks, small cups(all these materials will be provided to each
Cite publications and any web resources.
group in order for them to build their simple machine)
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Anticipatory Set
BEFORE (exploration-model)
(1a: Demonstrating Knowledge of Content and Pedagogy)
“Who can tell me what we have been learning science for the last couple of days?”
5 minutes
(Student will answer with simple machines)
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
“That's right! Who else can tell me what TYPE of simple machines we have been learning
How will you pique the interest or curiosity regarding the lesson
about?”
topic?
How will you build on students’ prior knowledge?
(A few students will answer the question)
How will you introduce and explain the strategy/concept or skill?
“Very good, and I also hope that we all know that we will be having a test on simple
Provide detailed steps.
machines on Thursday. So, that means that we have to start reviewing. Therefore, today we
are going to building our own simple machines within our groups.”

(I will hand out task sheet for students to follow along with me while I explain what the
task will be.)

“Today, we are going to be constructing simple machines that will allow us to have a
marble go from one point to another. You can pick how you want the marble to travel, but
the marble has to move from its start point. You will be only be using the materials that I
have placed in each box. You are welcome to use everything in the box, but you do not have
to. However, I want you to be as creative as possible. I also want you all to work together
and make sure that everyone gets the opportunity to express an opinion. I will be walking
around to see how everyone is doing. Make sure that you are speaking nicely to your group
members and that you’re using simple machine terms.”

“When you’re done your simple machine, let me know because I want to see it in action!
Your going to get about 20 minutes to construct a simple machine. And this serves as great
practice because you should all be working on your leprechaun trap at home!”

“After I have seen you simple machine, you’re going to be written a short summary on what
you did and why it works. You will also be drawing a picture of your simple machine. Does
any one have a question?”

“Alright, you can begin!”

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Instructional Activities
20 minutes-DURING (guided practice)
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
After a few days of learning about simple machines and how they work, the students will
finally have the opportunity to practice their new knowledge by constructing their own
30 minutes
simple machines. After I have given out the instruction, they will begin working on their
Exploration (Model): How will students explore the new concepts? simple machines. I will be walking around, asking guiding questions, and make sure
How will you model or provide explicit instruction? everyone is participating and being involved. I will write down any observations that I
believe will be important to share to the whole class. If the students seem to be stuck, I will
Guided Practice: How will you provide support to students as they
allow them to work together and figure it out on their own. I will also be sure to let them
apply the new concept? How will you allow them to practice (with
know the time to assure that they all have the opportunity to finish their simple machines
teacher support)?
within the time provided for them. I will use essential questions like:
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you “What made you believe that this would work before you put it together?”
monitor and provide feedback? “Is there anything else that you tried before setting up this way?”
“Why does this material work as a (use a key term)?”
Provide detailed steps. Include teacher talk (in italics).
After they have finished, I will be seeing how their simple machine works.

“Make sure to let me know when you have finished your simple machines. I want to see how
they all work.”

“Once, I have seen your machine in action, I want you to start writing your summary. I
have the handout for it and you will get it once I have seen your machine.”

“In your summary, you should be explaining why and how your machine works. As well as
drawing a picture.”

10 minutes- AFTER (independent practice)

After all the groups have finished constructing their simple machine and showing me how it
works, they will begin working on their summary.

“If you get done before everyone else, try to see if you can label your drawing, using the
key terms. We will meet together to share our experience once everyone has finished.”

During this portion of the activity, students will be working on their own. This is simple to
help them recall what they did during the construction of their simple machines. I will be
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walking around to make sure everyone is doing what they are suppose to be doing and that
they are answering the prompt the correct way.
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Closure
(1e: Designing Coherent Instruction) During this time, I will ask the students to come join me at the carpet. I will share some of
my observations about what I saw and heard during their construction time. We will have a
10 minutes
brief discussion on what they thought about the activity and how the activity helped them
How will students share or show what they have learned in this
learn more about simple machines. (This will help me led back to the objectives for the
lesson?
lesson.) After our brief discussion, I will ask students to share what their groups did and
How will you restate the teaching point and clarify key concepts?
why it worked. This activity serves as a review for their unit test. This is their hands-on
How will you provide opportunities to extend ideas and check for
activity where the students get to put what they have learned in action. This activity helps
understanding?
introduce their review as they expand on reviewing for their test.
How will this lesson lead to the next lesson?
“I see that everyone has finished their short summary and drawing, so I would like
everyone to come meet me at the carpet, so we can have a discussion on what we did
today.” (Students will meet me at the carpet)

“I want to start of my sharing some of my observations while I walked around. I did see a
lot of team work and I heard many of you use the vocabulary words on simple machines.”
(I will continue by sharing some more of my observation and why I like about them.)

“I think that you all did an amazing job and I would like for some of you to share what your
group did and why you were so successful.” (I will allow at least one student from each
group to share-if time allows.)

“Okay, so we are running out of time. I want to say thank you to all of you for a job well
done. Make sure that you keep reviewing for your test outside of class. You may all go grab
your snack and put it on your desk and line up for special.”
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Above grade level: For those students who are above grade level, I will have them reflect
Differentiation
on their work after they have finished the summary. The reflection will allow them to
(1e: Designing Coherent Instruction)
explain to me how their group worked together, what step backs they had, and what they
What differentiated support will you provide for students whose would do differently. They could also write about why they were so successful and what
academic development is below or above the current grade level? was one strategy that they will continue to use as they work together within groups. This
What specific differentiation of content, process, products, and/or will allow them to expand their critical thinking, especially if they get done before everyone
learning environment do you plan to employ to meet the needs else.
of all of your students?
How does your lesson support student differences with regard to Below grade level: For students that are below grade level they will be allowed more time
linguistic, academic, and cultural diversity? to finish their summary if they need it. I will also be walking around more towards them
and guiding them more with essential questions. I can also meet with them individually to
How will your lesson actively build upon the resources that
help them reflect on the activity orally.
linguistically and culturally diverse students bring to the
experience?
English language learners: ELL students can help contribute to the class by teaching us
How will your lesson will be supportive for all students, including
what some of our key terms are in their native language. This will help the classroom open
English Language Learners, and build upon the linguistic,
up culturally and allow a different perspective into the classroom.
cultural, and experiential resources that they bring to their
learning?
This lesson is all based amongst allowing students to use their creativity and critical
How isl your lesson designed to promote creative and critical
thinking in order to construct a simple machine as a group. They will not be told how to
thinking and inventiveness?
construct it instead they will be working together to figure out why something may or may
not work. There will be a lot of communication during this activity and I will serve to walk
around and ask guiding questions to assure that all the needs of the students are being met
with the objectives of the lesson.
While making accommodations for students with special needs, I will be sure to refer back
Accommodations
to their IEPS with the help of my mentor teacher. The materials will be given out ahead of
(1e: Designing Coherent Instruction)
time to their special ed teachers/ parents (if possible.) I will also make myself available
What classroom accommodations do you plan to employ to before and after class for those who would like some extra help.
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
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Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
For those students with special needs and who are ELL, I will be modifying the written part
of the lesson. Instead of having them write a summary, I will have them orally tell me and
describe to me what they did. The drawing will also serve as a guide for them to be able to
show me each step that they took and how it works.
I will be assessing the students in two ways during their instructional activities.
Anecdotal observations: Will occur once the students are in their groups and are working
on constructing their simple machine. I will be written down important terms or academic
language that I come across. This will help me learn if the students are using the terms that
they have been learning throughout the unit. I will be using the notes that I have written
down during the closure part of the lesson to discuss further more with the students.
Written summary: After the students have finished their simple machine, they will each
be asked to write a summary on what they did, how they did it, and why their simple
machine works. This will allow them to recall how their group worked together in order to
complete the task. They will also be asked to draw a picture of their machine. They will
have the opportunity to share about their project during our closure.
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Reflection on Instruction
At the conclusion of the lesson you should reflect on the lesson.
The reflection should go beyond simply answering the question
“Was this a good lesson?” Below are some questions to assist you
in your reflective process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students’ level of engagement and comprehension?
o What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
o What changes will have to be made to the next lesson in
order for students to be on pace in meeting the overall
goal of the Lesson or Unit?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct,
and your use of physical space. To what extent did these
contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were they
effective?
o What connections can you make between this
lesson/experience and information you have learned
throughout your WCU coursework?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
Overall, I think the lesson went very well. This was my first 4th grade lesson and science lesson. I believe that all the students were engaged
during the whole activity, which made me feel very comfortable to walk around and guide them through their ideas/thoughts. They have been
talking about simple machines for over a week and this activity served as a review to help them prepare for their test. I think the objectives were
met because of the language that students used while building their machines and the fact that they knew exactly what they were doing when
they started. They used a bunch of random materials to build a machine that would allow a marble to move from its start point. It was clear that
they understood how to use the materials in order to build the simple machine that they wanted. All groups seemed to have gone for the inclined
plane. They understood that the inclined plane would be the easiest simple machine to use to allow the marble to travel.
By looking at the students examples, I could tell that many students were able to use the key terms that they have been learning. They also
describe their simple machine by using step-by-step writing. Many students also included the names of their group members that helped come
up with ideas to build their machine. Students were allowed to draw a picture of their machine and I think this was a great idea because not
everyone got to finish the summary portion of the activity. Being able to draw a picture helped the students mentally visualize their simple
machine and how they set it up. If students were done early, they were also asked to label the picture. A few labeled what each material was and
what simple machine it served. Others just labeled the materials. Many students went above and beyond with their drawings. I think this activity
was a great way to allow use their imagination and create something. Throughout this whole unit they have been doing a lot of reading/
listening from the textbook as well as writing.
Although I think the lesson went well, I did have to make a few changes/ adjustments during the lesson. The may reason was because of time.
The students schedule was already thrown of because of the early dismissal that they had that day. Therefore, their science period was later on
in the day rather than in the morning. I am guilty as well because I lost track of time myself. I had to complete change the way I wanted to close
the lesson because we were running out of time. Instead of having the students meet me at the carpet and have a group discussion, I had them
stay at their desks. I quickly closed by letting them know that I saw great team work and communication. I then had each group quickly share
what they did to make their marble move. I cut the closure short because of how engaged the students seemed building their machines. I didn't
want them to feel unsuccessful if they didn’t have the opportunity to finish. However, after talking to Professor Manion, I came to the
understand and realization that time is something that needs to be taken serious and that the children need to understand that there is an end
point. Students wouldn’t feel unsuccessful if they are well aware of the time that they are given, instead it would encourage them to work faster
and together in order to get as much accomplished.
One big change I would make, if I were to teach this lesson again, would be projecting a timer up on the smart board for all the students to see.
This will allow not only be keeping track of time, but the students are well. It will also make me more accountable for time. I would also give out
more instructions at the beginning of the lesson. I know I did forget to mention that they will be writing a short summary when their simple
machines were done. This caused me to let them know what their next task was after they were done their simple machines and within their
groups.
Throughout their group work I did try walking around and talking notes of things I would hear them say, in order to help me better assess them.
This is something that I’ve talked a lot about in my WCU classes and something I have seen professor Manion practice. I also tried given them
as little assistance as possible because I didn’t want my thoughts and ideas to get in the way of theirs. This is something that I have talked a lot
during my WCU classes. You don’t want to give student the answers, but instead ask guiding questions that will lead them to figure out the
answers on their own.
The students were great throughout the lesson and I big part in way has to do with the classroom management skills that my mentor as
implemented thought the school year. I did try following similar techniques to hers so that I would keep that same classroom management.
There was a group that was hard for me to manage because I didn’t know how to go about with the discussion they were having. One group
seemed to not necessarily be collaborating. This one little girl wasn’t getting her way and was getting extremely upset because she wasn’t in
control. I had never been in a situation like that, but it was a great learning experience because not everyone group is going to be “perfect.”
However, I loved teaching this lesson and watching the students get excited about showing me their finish product. It was such a fun experience
because I had never taught a 4th grade lesson. I'm really looking forward to teaching a few more lesson and see how my teaching expands and
changes over the course of this semester.