Physical Science - Simple Machines Unit Framework and Rationale August 2013 Karen Peterson This unit is designed to integrate Literacy and Social Studies Curriuculm based on the Nimi’ipuu’s Flight for Freedom and Land which took place in Eastern Idaho and most of Montana in 1877. The unit is designed to demonstrate the 21st Century science skills while teachers demonstrate sophisticated culturally competent pedagogy. This unit is adapted from Mark Windschitl’s research for evolving professional development for science teachers. The table 1.1 describes the features of the development, skills needed by the teacher and the students. The unit is also culturally competent. Students and Teachers should be able toUnderstand, use, and interpret scientific explanations of the natural worldGenerate and evaluate scientific evidence and explanationsUnderstand the nature and development of scientific knowledge andParticipate productively in scientific practices and recourse. For the success of the lessons the teacher has to be willing to teach in a style that helps students learn complex concepts, participate in authentic scientific practices while problem solving with others, and monitoring their learning. The following Table I describes the specific skill elements from pedagogy features for teachers and students.
Four broad areas are crucial to teach in a 21st Century Pedagogy Deep interconnected content knowledge , ability to “see” the big ideas in curriculum and understand how to teach these as big ideas through strong content knowledge.a. Inquiry teaching and teachers knowing how to support students with questions, planning and investigation, collecting and interpreting data and presenting results· b. Specific support of content knowledge that supports the teaching practices.· c. Students’ sustained engagement with complex problemsAbility to engage students in specialized classroom discourses aligned with 21st Century Skills . Meaningful learning is a product of sense-making discourse aimed at developing conceptual understanding and links theory and observable phenomena.Understanding the full range of assessment strategies, purposes and contexts with which they should be used.Students’ conceptual learning can be elicited through assessments as they gauge their progress and offer feedback. Understanding is supported when learners are asked to take an active role.
Unit Overview A machine is a device that changes the direction or the amount of force needed to do work. Work is done when a force causes an object to move. Simple machines make work easier. There are three types of simple machines; pulley, wheel and axle and incline planes. Students demonstrate and learn the system components for each type of simple machine. As a final assessment the students will build a travois to carry exactly 140 ounces behind a mindstorm robot. An additional differentiated robotic unit is additional unit for a group of 4-5 accelerated students to build a robotic horse that will pull the travois. That robotic unit must be started 2-3 weeks before this simple machine unit. UNIT OBJECTIVES ALIGNED WITH BENCHMARKS Science Content Standard 1 - Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.Benchmark 2 - select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigationsBenchmark 3- use data to describe and communicate the results of scientific investigationsBenchmark 4 - use models that illustrate simple concepts and compare those models to the actual phenomenonBenchmark 6 - identify how observations of nature form an essential base of knowledge among the Montana American Indians Science Content Standard 2 - Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.Benchmark 5 - identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon itBenchmark 6 -identify, build, and describe mechanical systems and the forces acting with those systems.Science Content Standard 5 - Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Benchmark 2 - describe a scientific or technological innovation that impacts communities, cultures, and societiesBenchmark 5 - identify how the knowledge of science and technology influences the development of the Montana American Indian cultures.Science Content Standard 6 - Students understand historical developments in science and technology. Benchmark 1 - give historical examples of scientific and technological contributions to communities, cultures and societies, including Montana Indian examples Benchmark 2 - describe how scientific inquiry has produced much knowledge about the world and a variety of contributions toward understanding events and phenomenon within the universe. Montana Essential Understanding Benchmarks EU 3: The ideologies of Native beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.Additionally, each tribe has its own oral histories, which are as valid as written histories pre-date the “discovery” of North America. EU 6: History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell.Culturally Competent InstructionUtilizing cooperative learning strategies and observational learning Using authentic learning tasks and real world contextsEmploying tribal community members as instructorsUsing tribal relevant musicInclusion of accurate, tribally specific content, both historical and contemporary of a specific Idaho tribe, Nimi’ipuu (Nez Perce)Employing alternative assessments such as performance Approved by the specific tribe’s Educational Department
Lesson 1 : What are Forces?
Karen PetersonHellgate Elementary
Summary: Students will learn that forces are all around us and when we learn the components of forces through studying motion. Student will demonstrate work, power ,equilibrium, inertia and acceleration. Through exploration students will determine what makes a simple machine, complex machine and how gravity affects machines. Through communication and discussion students will clarify the understanding of the concepts of force and form a generalization which will be recorded in their journals. Pre Assessment Force Science Prob given on the computer
Lesson Objectives and Montana Science Standards and Benchmarks addressedThis lesson addresses the following unit objectives. Students will: 2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5) They will identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems Students will identify the basic characteristics of a simple machine. (Montana Science Content Standard 2, End of Grade 4, Benchmark 6) 5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Scott Foresman Science TextbookForce Venn Diagram final assessment Background InformationStudents will have discussed and learned the names and locations of Montana’s Indian tribes and reservations.Students will have studies motion and energy.
Procedure
1. Pose the question Can an internal force move an object? What is force? Students will respond to this question in their science journal.Students will watch Force online presentation then they will read the Pages 410 - 417. Together, with teacher input answer the question.
2. Scientists explain that unbalanced (net) external forces cause motion. When an athlete starts running, the force of their legs is being pushed or pulled by an external agent against the track. A person on roller skates can use the internal forces from muscles to move body parts, but he or she will not move forward without pushing against an outside force. Students will share their summaries with the class and make adjustment if necessary.
3. Through class discussion, students are encouraged to make changes to their summaries.
4. Pass out Venn diagram of forces and have the students put each force in the correct category.
Formative AssessmentStudents will write and correct their summaries about force and their exploration in their science journals.
Summative AssessmentStudents will complete the Force Venn Diagram with 90 - 100% accuracy
Lesson 2: Newton’s Law of Motions
Karen Peterson, Hellgate Elementary
Summary: Students will be able to understand what net forces are and test force with scooters and rolling chairs. Student will practice the state of equilibrium when all forces acting on an object balancing one another. Student will demonstrate the mass with acceleration equals force.
Teacher Preparation Teacher will need a wide open space for students to successful experiment with rolling chairs and scooters. Lesson Objectives and Montana Science Standards and Benchmarks addressed
This lesson addresses the following unit objectives. Students will:1.Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)Benchmark 6 - Identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems Students will identify the basic characteristics of a simple machine (Montana Science Content Standard 2, Benchmark 6) , Benchmark). 2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Scott Foresman Science Textbook Pages 418-425
Materials: Two different sizes of apples, Rolling chairs; scooters
Procedure
1. Pose the question, “What would happen if a raft floating on a lake if a swimmer dives into the water off one end of the raft?” Students respond in the science journals.
2. Have an apple lying on the desk and explain force, when the apple does not move no force is acting on it.
3. Throw the apple to a student and demonstrate that the force of the throw is acting on the apple and when the student catches it, their force has stopped it which is inertia; Newton’s First Law of Motion.
4. If the apple is thrown harder and it is bigger the force it produces is greater and this can be demonstrated by throwing the apple and represents the Newton’s Second Law of Motion that states the acceleration, mass and net forces are related.
5. Then take the apple and put it against the desk and because the force of the desk pushes the apple and the apple's force is pushed there is not motion, just two forces acting with each other.6. Now read, explore and explain What are Newton’s Law of Motion from Scott Foresman pages 418 – 425.7. With the rolling chairs and scooters provide an opportunity for students to work with a partner and to apply the scientific explanation of Newton’s Laws of Motion. Provide support through modeling and coaching. Ask students questions and have student look for patterns.8. Student describe their activities using the three laws of motion.
Formative Assessment ; Student’s responses to Pre-Assessment, Force Venn Diagram and the ensuing discussion will help the teacher identify students’ ideas and needs for further instruction. Also, the groups’ descriptions of equilibrium, acceleration and mass will prompt teacher explanations if necessary.
Summative Assessment: Students apply their knowledge of the laws of motion with a partner and then record their findings in the science journal for conceptual understanding.
Lesson 3: Simple Machines SummaryStudents will explore their personal ideas of how you can use a simple machine to make a job easier. Through the exploration and explanations of simple machines, students will be able to differentiate between the types of machines; pulley, wheel and axle, lever and inclined plane.Student will be able to name parts of a lever. Student will be able to compare and contrast simple and complex machines and determine why they are different.
Teacher Preparation Teacher should have many different parts, pieces for students to construct simple machines. Whiteboard should have illustrations of examples of simple and complex machines available for student exploration. Use Teaching Tips for ideas
Resources/Materials/Teacher Preparation:Teacher should have a wide range of simple and complex machines. Students are encouraged to use school items that are right at their desk to build models for simple machines. My favorite item that I made with sticks and string is a natural fire starter. atlatl models could be used as well, arrow head.Leonardo's Mysterious Machinery http://www.mos.org/sln/Leonardo/LeosMysteriousMachinery.html Museum of Science website where you have to figure out froma sketch what the machine is used for.
Lesson Objectives and Montana Science Standards and Benchmarks Addressed 2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5) They will identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems Students will identify the basic characteristics of a simple machine. (Montana Science Content Standard 2, End of Grade 4, Benchmark 6) Students will make models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 2, Benchmark 4)
Procedure
1. Pose the question, “Why is a screw considered a simple machine?” Students respond in their science journals.Have students investigate the items (different simple and complex machines) and determine if it is capable of force (push or pull that acts on an object) and how much force and could it make a job easier.
2. As student investigate the items, they need to determine if they think it is a machine and why.
3. Students write their responses down and compare with their classmates at their table.
4. Teacher and students listen critically to one another and form generalizations while referring to the previous lesson activities. Teacher records their generalizations on the smartboard.Student read from Science textbook What Are Simple Machines; Pages 426 – 431
5. Teacher clarifies understanding of simple and complex machines.In groups of three, student build a pulley. Teacher checks the students’ model and determines if the pulley is making work easier. Teacher asks the students questions to determine that the students understand pulley. For instance; if you pull the rope 2 inches, how much is the object moved?Now students in the same groups build a wheel and axle with the various items.
6. Teachers once again visits each group and this time have the students explain their wheel and axle simple machine.Students continue to build a model to demonstrate a lever and teacher continues to visit and question each group.
7. Go to Leonardo’s mystery machinery for ideas for students The final assessment is for each group of students they must come up with a complex machine and not reveal its use. Student create detailed illustrations of their model of complex machine. They must label all the parts while not revealing what the machine is used for.
Formative Assessment: Students create an detailed illustration of a simple or complex machine in their Science journals. Student label all the parts, but do not real what the machine does. Remind students that it should be their creation nothing like their neighbors. Have some machines items for students who will struggle with coming up with ideas.
Summative Assessment: The following day groups present their complex machines which are shown on the whiteboard. The groups show the components of the machine and the audience of student try to guess what work the machine is used for.
Lesson 4: Lever Investigation
Karen Peterson, Hellgate Elementary
Summary: This lesson is two parts, the beginning is a summarization and review of simple machines and the second portion of the lesson focuses on levers. Students will given another student’s simple or complex machine and illustration to analyze for the job it does. Students will look at the parts determining what work is being accomplished and then infer what job the machine must be doing. Student communicate their reasoning to the class and the class responds accordingly. Students will learn more about levers by experimenting with a simple lever on their tables. After experimenting with the actual levers models they will go to the computer lab and work on building different machines and playing games with levers. Introduce tribal people who used the travois to help them move to different regions and carry their supplies.
Lesson Objectives and Montana Science Standards and Benchmarks addressedThis lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)Benchmark 6 - identify how observations of nature form an essential base of knowledge among the Montana American Indians. (Montana Science Content Standard 1, Benchmark 6)2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Materials: juice can, board, books Construction Site Glossary of terms and students can play games with constructing simple machines.photos of early travois pulled by dogs and horseskleenex box for every 3 - 4 students
Background Information: Levers have 3 parts. The part where the lever is supported is called the FULCRUM. The part from the fulcrum to the weight you want to lift is called the WEIGHT ARM. The parit from the fulcrum to where you are pushing or pulling is called the FORCE ARM.
Procedure
1. Pose the question, “ Is a weight easier to move when the force arm is longer, shorter, or the same length as the right arm?” Students write their responses in their science journals.
2. Student make a lever using the board, and juice can. Put four books on one end of the lever.
3. This will be the weight you need to lift.Adjust the board on the fulcrum to make the force arm shorter than the weight arm. Add books one at a time to the force arm.
4. Record how many books it takes to move the weight arm.
5. Repeat steps 3 and 4 with a longer force arm and a force arm the same length (the fulcrum, juice can will be in the center.
6. Teacher explains the Native Americans travois system that was attached to dogs and later horses. Teacher demonstrates a bridle system that would connect the travois to the animal.
7. Students are given a travois that they need to attach to a box of kleenex.
8. Teacher visits each group to help them problem solve design issues.The groups test their travois using a jump rope and it should hold some cargo and be able to be pulled around the classroom.
9. Students record the findings in their journals.
Formative Assessment: In Journal write results:1. Is a weight easier to move with a shorter, longer, or same length force arm?2. Is that what you thought?3. What did you learn?Make an illustration of the bridle and important things to remember when building a bridle.
Summative AssessmentTravois Design Homework Projec
tLesson 5: Lashing Lesson
Karen Peterson, Hellgate Elementary
Summary: Students will learn that lashing is a natural process to attach two or more natural items together. Student will learn to frap, wrap string to secure pencils in place. The clove hitch knot will be added to the three pencils to secure the structure. Students will explore how lashing could be used for constructing systems and simple machine for native americans. Student will experiment with weight and their lashed pencil systems.
Lesson Objectives and Montana Science Standards and Benchmarks addressed:
This lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)They will identify how observations of nature form an essential base of knowledge among the Montana American Indians. (Montana Science Content Standard 1, Benchmark 6)2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1
Resources/Materials/Teacher Preparation:Materials: unsharpened pencil enough for every group of students to have 4 String about 2 meters long. Gerald Finley’s detailed illustration show all the steps and knots to us http://www.ropeworks.biz/reader/tripod.pdf
Background Information: Early people like the Nimi’ipuu (Nez Perce) Tribe used lashing to build various things including travois, trays, benches, etc. Plants like dogwood were used to make a rope that would be the material to lash with. Lashing is an important technique which is technology that has been used for 10,000 of years. Now how could weight be supported on the machine? Student may add a natural material to the machine so it could carry weight.
Procedure
1. Demonstrate how to join two items first with interactive powerpoint, while students listen and think.
2. Pass out supplies to students.
3. Go over joining two items and circulate through the class to assist and provide support.
4. Demonstrate how to join two items to another item and how to reinforce the joints while students listen to instructions and think about instructions.
5. Go over joining two items with another and circulate through class to assist and provide support.
6. Once all four pencils are successfully attached test the machine for strength as it could pulled with a jump rope across the classroom.
Formative Assessment: Student working with a partner test the four pencil structures for strength. Structures that are strong should not allow pencils to be pulled away from the structure and should be able to support a significant amount of different size cargo and weight.
Summative Assessment: Travois Design Homework Project
Lesson 6: How to Use a Balance Beam Scale to Measure the Weight of an Object
Karen Peterson, Hellgate Elementary
Summary: Through this lesson students will learn how many grams equal one pound. Student will make predictions about what items in the classroom weight exactly one pound or 453.6 grams. Student will learn that technology has provided us ways to use a balance beam scale to weight items to the exact gram. Students will interpolate whether to move the indicators of the beam scale to right or left according the weight indicated. Students will measure different sized rocks to equal one pound. Students will refer to previous knowledge about levers to determine the technology of the scale.
Lesson Objectives and Montana Science Standards and Benchmarks addressed
This lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) 5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2)
Resources/Materials/Teacher PreparationBalance Beam Scale Collection of rocks or all sizes and weight How to Measure Beam Scales | eHow.com http://www.ehow.com/how_7372784_measure-beam-scales.html#ixzz20WVNGdNuhttp://www.ehow.com/how_7372784_measure-beam-scales.html#ixzz20WVNGdNu
Background InformationBeam scales use a series of balance beams to determine the weight of an object placed on the scale. Depending on the scale's capacity, you might see two or three beams. Use of the beam scale is the same regardless of the number of beams. The idea behind these scales is to find the weight of an object by balancing all of the beams and adding the weights together. These scales are an accurate way of determining weight often found in the doctor's office and in the laboratory.
Procedure
1. Pose a question? Can you identify without a scale something in our class that is about 4563.6 grams and if so how much mass is that and how can you be sure?
2. Students find items from their school supplies or items in the classroom that they think has a mass of 456 grams.Students compare their items with their science partner and determine which of the two are has a greater mass.
3. Teacher demonstrates with the view camera, how to determine mass of any one object or several objects. If the object is greater than 453.6 it is greater than a pound
Instructions to Measure a mass on a Balance Beam Scale1. Move all of the sliders on the beams to the “0” position. 2. Place the object to be measured on the scale’s weghing pan. 3. Move the largest slider on the back beam to the right until it begins to tilt the beam below the arrow indicator on the right of the balance. Slide the slider one spot to the left of this position. 4. Repeat the process with the middle and smallest slider, leaving the previous slider in place until the beam balances and lines up with the arrow on the indicator to the right. indicator.5. Add the numbers from the three beams to find the total weight of the object on the weighing pan.
4. Students review written steps on how to use a sliding scale, and glue them in their science journals.Students write their predictions in their journals.Students record their results.
5. Student play a game to determine the mass of several items.
Formative Assessment: Students successfully can measure item from the classroom.
Summative Assessment: Travois Design Homework Project
Lesson 7: Travois Design Homework Project
Karen Peterson, Hellgate Elementary
Summary: The Journal of Design is an ongoing engineering journal that students have incorporated with their science journals. As students study different time periods they have the opportunity to design, engineer and build a simple machine which are related to the curriculum. The travois is final science project for the Nimi’ipuu Flight for Freedom Curriculum which is integrated Literacy, Social Studies and Science Curriculum. This lesson simply goes over the requirement for the engineering, designing projects which the student will built at home. The criteria for building the travois is very specific and warrants an entire classroom period for brainstorming ideas, reviewing knowledge of levers and simple machines and motivates students to design, engineer and build a travois. Not only does their travois need to be lashed to withstand constant unstable forces, it should successfully carry a load of exactly 140 grams across varied terrains through 8 obstacles which represent the 6 battles of the Nimi’ipuu (Nez Perce) Tribe endured in their attempt to gain land and respect. The final Travois that will be tested in a empty classroom attached to Mindstorm Robotic Horse. The students are encouraged to redesign and rethink their design for success. Since the project is completed at home parents are necessary in the process of providing support and needed feedback.
Lesson Objectives and Montana Science Standards and Benchmarks addressed
This lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)They will identify how observations of nature form an essential base of knowledge among the Montana American Indians. (Montana Science Content Standard 1, Benchmark 6)2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standad 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Travois Design Homework ProjectLeonardo's Mysterious Machinery Museum of Science website where you have to figure out from a sketch what the machine is used for.
Procedure
1. Pass out the Journal of Design - Travois
2. Go through the Requirements of the Travois Design
3. Go through Expected Travelling Conditions and explain that the terrain is the carpet, with sharp turns.
4. Go through the Design Goals and how you can meet those design goals.
5. Ideas for the design of the travois can be written down.
6. Travois plans can also be written down at home when you find your supplies. Remember to label parts and the material they are made from
7. The Travois Trials are completed when the travois is built and the actual testing of the travois and will be completed in class.
8. After the Travois Trials, students can adjust their travois in any way to meet their their design goals
9. After the Travois Trials are successful students can complete the travois and load stability questions and write their conclusions.
Formative Assessment:Travois Design Homework Project
Summative Assessment:Travois Design Homework Project
Teaching Tips:The students should be encouraged to do as much research and experimental planning on their own as possible. The following is a short list of possible experiments for the teachers to have in the back of their minds while guiding the students. It is not intended for the students to have access to the list directly.
1. Inclined plane-Set up a board at different angles. At each different angle pull an object up the surface with a spring gauge to measure force.
2. Wedge-Test nails of different sharpness. Measure how many blows it takes to pound them in a certain distance, or give them a specific number of similar blows and then measure how far they go into a board. This would bring up issues with repeatability of the hammer blows.-Set two heavy objects with flat sides next to each other. Place different sized wedges in the seam and test to see how much weight is required to separate the objects. They will need to convert the weight applied into a force unit.
3. Screw-Test different types of screws. They should have differently spaced treads. Students will need to mark the screwdriver so that they can measure the number of turns required to insert the screws into the board. They should also be making observations about how the difficulty of turning the screws compare. This is an opportunity to talk about observations and consistency of opinion between different members of the group.
4. Lever (only require them to test one type of lever completely)-Set up a ruler on a wedge or some other fulcrum. Set a weight at one end to be the resistance force. Apply effort force at different distances from the fulcrum. The weight applied will have to be converted to a force unit or the students can set up the experiment so that they can pull down on the lever with spring gauges to measure the force.
5. Wheel and axle-Set up a soda bottle so that two strings hang down. One should be attached to the large part of the bottle, the other to the thin part of the bottle. Attach cups or weights to the strings so that they both rest on the floor. Turn the bottle to raise both strings (one end of the bottle can rest on the table). The weights will have traveled different distances. The students can measure the radii and the distance traveled. They will have to do some research to find the relationship between mechanical advantage and radius ratio.
6.Pulley (Students should have time to look at a simple pulley system that changes direction of force and to test one that gives a mechanical advantage.)-The students can use spools of thread on doweling or actually pulleys to set up the system that they want to test. The system can be hung from doweling or screwed into a board suspended between two tables. Students can measure the length of string and force required to raise objects on the simple pulley system compared to their pulley system that offers a mechanical advantage.Websites that will be available to students with every lesson on the classroom daily planner.
How Stuff Works for Kids Edheads Simple Machines Invention Dimension This site is great when students are inventing things and student awards are available. Investigate and Report on Simple Machines Use this site for students who are absent and need to revisit and review important components of the unit.
Leonardo's Workshop Science Museum and this site show sketching anatomy of machinesSimple Machine Experience Students can do there own experiemnts at homeSimple Machines Construction Site Glossary of terms and students can play games with constructing simple machines.
Simple Machines Investigation on each type of simple machine.Simple Machines Web Quest - electronic questions * use for assessment.
Leonardo's Mysterious Machinery Museum of Science website where you have to figure out from a sketch what the machine is used for.
Gadget Anatomy Museum of Science website where you check the appropriate parts of many gadgets.
Build a Whirligig in a Shoebox Thinking Fountain where Great site when you study motion and construction.
Motion Machines Thinking Fountain brings more things for student to build.
Litearcy Books that relate to simple machinesT
he book, The Littles and the Trash Tinies by John Peterson uses many of the simple machines.
Books that use a lever are Katy and the Big Snow and Mike Mulligan and His Steam Shovel, both by Virginia Lee Burton. Read and discuss the books and use of the lever in each book. Doctor DeSoto by William Steig
Homework - Travois Design RequirementsTravois are to be constructed of reused materials only. Only items that have served some other purpose may be used in the construction of the travois. Pencils will not work as they need to be used to their full potential.Travois model kits or toys are not allowed.No money may be spent on materials for the travois’ construction other than for tape or glue.The travois should be narrow enough to be tested behind a robotic horse with dimensions of 6 – 8 inches wide and 1- 12 inches long. The travois should weight 140 grams or less to be able to be successfully pulled with a mindstorm robot. No toy should be dismantled for the purpose of this project Travois Ideas:Write down and illustrate all the ideas that you have and the material you will use. Label each idea with 1,2,3 or a, b & c. Discuss your ideas with another designer/builder (parents, students, teachers) Record any changes that were discussed. Goals:Weight and strength are important so make sure you test and record your travois.Test 1: What did you change or plan differently? Test 2: What did you change or plan differently? Test 3: What did you change or plan differently? Travois’ Final Plans:Choose the best ideas and draw a diagram of your final travois design. Label all of the parts and tell what material each part is made of.Final Test behind Robot:Did you have to change your design plan? If yes, please explainIf no, you design goals were met. Could you make any adjustment to improve your desgin?
Four broad areas are crucial to teach in a 21st Century Pedagogy Deep interconnected content knowledge , ability to “see” the big ideas in curriculum and understand how to teach these as big ideas through strong content knowledge.a. Inquiry teaching and teachers knowing how to support students with questions, planning and investigation, collecting and interpreting data and presenting results· b. Specific support of content knowledge that supports the teaching practices.· c. Students’ sustained engagement with complex problemsAbility to engage students in specialized classroom discourses aligned with 21st Century Skills . Meaningful learning is a product of sense-making discourse aimed at developing conceptual understanding and links theory and observable phenomena.Understanding the full range of assessment strategies, purposes and contexts with which they should be used.Students’ conceptual learning can be elicited through assessments as they gauge their progress and offer feedback. Understanding is supported when learners are asked to take an active role.
Unit Overview A machine is a device that changes the direction or the amount of force needed to do work. Work is done when a force causes an object to move. Simple machines make work easier. There are three types of simple machines; pulley, wheel and axle and incline planes. Students demonstrate and learn the system components for each type of simple machine. As a final assessment the students will build a travois to carry exactly 140 ounces behind a mindstorm robot. An additional differentiated robotic unit is additional unit for a group of 4-5 accelerated students to build a robotic horse that will pull the travois. That robotic unit must be started 2-3 weeks before this simple machine unit. UNIT OBJECTIVES ALIGNED WITH BENCHMARKS Science Content Standard 1 - Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.Benchmark 2 - select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigationsBenchmark 3- use data to describe and communicate the results of scientific investigationsBenchmark 4 - use models that illustrate simple concepts and compare those models to the actual phenomenonBenchmark 6 - identify how observations of nature form an essential base of knowledge among the Montana American Indians Science Content Standard 2 - Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.Benchmark 5 - identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon itBenchmark 6 -identify, build, and describe mechanical systems and the forces acting with those systems.Science Content Standard 5 - Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Benchmark 2 - describe a scientific or technological innovation that impacts communities, cultures, and societiesBenchmark 5 - identify how the knowledge of science and technology influences the development of the Montana American Indian cultures.Science Content Standard 6 - Students understand historical developments in science and technology. Benchmark 1 - give historical examples of scientific and technological contributions to communities, cultures and societies, including Montana Indian examples Benchmark 2 - describe how scientific inquiry has produced much knowledge about the world and a variety of contributions toward understanding events and phenomenon within the universe. Montana Essential Understanding Benchmarks EU 3: The ideologies of Native beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.Additionally, each tribe has its own oral histories, which are as valid as written histories pre-date the “discovery” of North America. EU 6: History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell.Culturally Competent InstructionUtilizing cooperative learning strategies and observational learning Using authentic learning tasks and real world contextsEmploying tribal community members as instructorsUsing tribal relevant musicInclusion of accurate, tribally specific content, both historical and contemporary of a specific Idaho tribe, Nimi’ipuu (Nez Perce)Employing alternative assessments such as performance Approved by the specific tribe’s Educational Department
Lesson 1 : What are Forces?
Karen PetersonHellgate Elementary
Summary: Students will learn that forces are all around us and when we learn the components of forces through studying motion. Student will demonstrate work, power ,equilibrium, inertia and acceleration. Through exploration students will determine what makes a simple machine, complex machine and how gravity affects machines. Through communication and discussion students will clarify the understanding of the concepts of force and form a generalization which will be recorded in their journals. Pre Assessment Force Science Prob given on the computer
Lesson Objectives and Montana Science Standards and Benchmarks addressedThis lesson addresses the following unit objectives. Students will: 2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5) They will identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems Students will identify the basic characteristics of a simple machine. (Montana Science Content Standard 2, End of Grade 4, Benchmark 6) 5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Scott Foresman Science TextbookForce Venn Diagram final assessment Background InformationStudents will have discussed and learned the names and locations of Montana’s Indian tribes and reservations.Students will have studies motion and energy.
Procedure
1. Pose the question Can an internal force move an object? What is force? Students will respond to this question in their science journal.Students will watch Force online presentation then they will read the Pages 410 - 417. Together, with teacher input answer the question.
2. Scientists explain that unbalanced (net) external forces cause motion. When an athlete starts running, the force of their legs is being pushed or pulled by an external agent against the track. A person on roller skates can use the internal forces from muscles to move body parts, but he or she will not move forward without pushing against an outside force. Students will share their summaries with the class and make adjustment if necessary.
3. Through class discussion, students are encouraged to make changes to their summaries.
4. Pass out Venn diagram of forces and have the students put each force in the correct category.
Formative AssessmentStudents will write and correct their summaries about force and their exploration in their science journals.
Summative AssessmentStudents will complete the Force Venn Diagram with 90 - 100% accuracy
Lesson 2: Newton’s Law of Motions
Karen Peterson, Hellgate Elementary
Summary: Students will be able to understand what net forces are and test force with scooters and rolling chairs. Student will practice the state of equilibrium when all forces acting on an object balancing one another. Student will demonstrate the mass with acceleration equals force.
Teacher Preparation Teacher will need a wide open space for students to successful experiment with rolling chairs and scooters. Lesson Objectives and Montana Science Standards and Benchmarks addressed
This lesson addresses the following unit objectives. Students will:1.Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)Benchmark 6 - Identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems Students will identify the basic characteristics of a simple machine (Montana Science Content Standard 2, Benchmark 6) , Benchmark). 2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Scott Foresman Science Textbook Pages 418-425
Materials: Two different sizes of apples, Rolling chairs; scooters
Procedure
1. Pose the question, “What would happen if a raft floating on a lake if a swimmer dives into the water off one end of the raft?” Students respond in the science journals.
2. Have an apple lying on the desk and explain force, when the apple does not move no force is acting on it.
3. Throw the apple to a student and demonstrate that the force of the throw is acting on the apple and when the student catches it, their force has stopped it which is inertia; Newton’s First Law of Motion.
4. If the apple is thrown harder and it is bigger the force it produces is greater and this can be demonstrated by throwing the apple and represents the Newton’s Second Law of Motion that states the acceleration, mass and net forces are related.
5. Then take the apple and put it against the desk and because the force of the desk pushes the apple and the apple's force is pushed there is not motion, just two forces acting with each other.6. Now read, explore and explain What are Newton’s Law of Motion from Scott Foresman pages 418 – 425.7. With the rolling chairs and scooters provide an opportunity for students to work with a partner and to apply the scientific explanation of Newton’s Laws of Motion. Provide support through modeling and coaching. Ask students questions and have student look for patterns.8. Student describe their activities using the three laws of motion.
Formative Assessment ; Student’s responses to Pre-Assessment, Force Venn Diagram and the ensuing discussion will help the teacher identify students’ ideas and needs for further instruction. Also, the groups’ descriptions of equilibrium, acceleration and mass will prompt teacher explanations if necessary.
Summative Assessment: Students apply their knowledge of the laws of motion with a partner and then record their findings in the science journal for conceptual understanding.
Lesson 3: Simple Machines SummaryStudents will explore their personal ideas of how you can use a simple machine to make a job easier. Through the exploration and explanations of simple machines, students will be able to differentiate between the types of machines; pulley, wheel and axle, lever and inclined plane.Student will be able to name parts of a lever. Student will be able to compare and contrast simple and complex machines and determine why they are different.
Teacher Preparation Teacher should have many different parts, pieces for students to construct simple machines. Whiteboard should have illustrations of examples of simple and complex machines available for student exploration. Use Teaching Tips for ideas
Resources/Materials/Teacher Preparation:Teacher should have a wide range of simple and complex machines. Students are encouraged to use school items that are right at their desk to build models for simple machines. My favorite item that I made with sticks and string is a natural fire starter. atlatl models could be used as well, arrow head.Leonardo's Mysterious Machinery http://www.mos.org/sln/Leonardo/LeosMysteriousMachinery.html Museum of Science website where you have to figure out froma sketch what the machine is used for.
Lesson Objectives and Montana Science Standards and Benchmarks Addressed 2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5) They will identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems Students will identify the basic characteristics of a simple machine. (Montana Science Content Standard 2, End of Grade 4, Benchmark 6) Students will make models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 2, Benchmark 4)
Procedure
1. Pose the question, “Why is a screw considered a simple machine?” Students respond in their science journals.Have students investigate the items (different simple and complex machines) and determine if it is capable of force (push or pull that acts on an object) and how much force and could it make a job easier.
2. As student investigate the items, they need to determine if they think it is a machine and why.
3. Students write their responses down and compare with their classmates at their table.
4. Teacher and students listen critically to one another and form generalizations while referring to the previous lesson activities. Teacher records their generalizations on the smartboard.Student read from Science textbook What Are Simple Machines; Pages 426 – 431
5. Teacher clarifies understanding of simple and complex machines.In groups of three, student build a pulley. Teacher checks the students’ model and determines if the pulley is making work easier. Teacher asks the students questions to determine that the students understand pulley. For instance; if you pull the rope 2 inches, how much is the object moved?Now students in the same groups build a wheel and axle with the various items.
6. Teachers once again visits each group and this time have the students explain their wheel and axle simple machine.Students continue to build a model to demonstrate a lever and teacher continues to visit and question each group.
7. Go to Leonardo’s mystery machinery for ideas for students The final assessment is for each group of students they must come up with a complex machine and not reveal its use. Student create detailed illustrations of their model of complex machine. They must label all the parts while not revealing what the machine is used for.
Formative Assessment: Students create an detailed illustration of a simple or complex machine in their Science journals. Student label all the parts, but do not real what the machine does. Remind students that it should be their creation nothing like their neighbors. Have some machines items for students who will struggle with coming up with ideas.
Summative Assessment: The following day groups present their complex machines which are shown on the whiteboard. The groups show the components of the machine and the audience of student try to guess what work the machine is used for.
Lesson 4: Lever Investigation
Karen Peterson, Hellgate Elementary
Summary: This lesson is two parts, the beginning is a summarization and review of simple machines and the second portion of the lesson focuses on levers. Students will given another student’s simple or complex machine and illustration to analyze for the job it does. Students will look at the parts determining what work is being accomplished and then infer what job the machine must be doing. Student communicate their reasoning to the class and the class responds accordingly. Students will learn more about levers by experimenting with a simple lever on their tables. After experimenting with the actual levers models they will go to the computer lab and work on building different machines and playing games with levers. Introduce tribal people who used the travois to help them move to different regions and carry their supplies.
Lesson Objectives and Montana Science Standards and Benchmarks addressedThis lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)Benchmark 6 - identify how observations of nature form an essential base of knowledge among the Montana American Indians. (Montana Science Content Standard 1, Benchmark 6)2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Materials: juice can, board, books Construction Site Glossary of terms and students can play games with constructing simple machines.photos of early travois pulled by dogs and horseskleenex box for every 3 - 4 students
Background Information: Levers have 3 parts. The part where the lever is supported is called the FULCRUM. The part from the fulcrum to the weight you want to lift is called the WEIGHT ARM. The parit from the fulcrum to where you are pushing or pulling is called the FORCE ARM.
Procedure
1. Pose the question, “ Is a weight easier to move when the force arm is longer, shorter, or the same length as the right arm?” Students write their responses in their science journals.
2. Student make a lever using the board, and juice can. Put four books on one end of the lever.
3. This will be the weight you need to lift.Adjust the board on the fulcrum to make the force arm shorter than the weight arm. Add books one at a time to the force arm.
4. Record how many books it takes to move the weight arm.
5. Repeat steps 3 and 4 with a longer force arm and a force arm the same length (the fulcrum, juice can will be in the center.
6. Teacher explains the Native Americans travois system that was attached to dogs and later horses. Teacher demonstrates a bridle system that would connect the travois to the animal.
7. Students are given a travois that they need to attach to a box of kleenex.
8. Teacher visits each group to help them problem solve design issues.The groups test their travois using a jump rope and it should hold some cargo and be able to be pulled around the classroom.
9. Students record the findings in their journals.
Formative Assessment: In Journal write results:1. Is a weight easier to move with a shorter, longer, or same length force arm?2. Is that what you thought?3. What did you learn?Make an illustration of the bridle and important things to remember when building a bridle.
Summative AssessmentTravois Design Homework Projec
tLesson 5: Lashing Lesson
Karen Peterson, Hellgate Elementary
Summary: Students will learn that lashing is a natural process to attach two or more natural items together. Student will learn to frap, wrap string to secure pencils in place. The clove hitch knot will be added to the three pencils to secure the structure. Students will explore how lashing could be used for constructing systems and simple machine for native americans. Student will experiment with weight and their lashed pencil systems.
Lesson Objectives and Montana Science Standards and Benchmarks addressed:
This lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)They will identify how observations of nature form an essential base of knowledge among the Montana American Indians. (Montana Science Content Standard 1, Benchmark 6)2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standard 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1
Resources/Materials/Teacher Preparation:Materials: unsharpened pencil enough for every group of students to have 4 String about 2 meters long. Gerald Finley’s detailed illustration show all the steps and knots to us http://www.ropeworks.biz/reader/tripod.pdf
Background Information: Early people like the Nimi’ipuu (Nez Perce) Tribe used lashing to build various things including travois, trays, benches, etc. Plants like dogwood were used to make a rope that would be the material to lash with. Lashing is an important technique which is technology that has been used for 10,000 of years. Now how could weight be supported on the machine? Student may add a natural material to the machine so it could carry weight.
Procedure
1. Demonstrate how to join two items first with interactive powerpoint, while students listen and think.
2. Pass out supplies to students.
3. Go over joining two items and circulate through the class to assist and provide support.
4. Demonstrate how to join two items to another item and how to reinforce the joints while students listen to instructions and think about instructions.
5. Go over joining two items with another and circulate through class to assist and provide support.
6. Once all four pencils are successfully attached test the machine for strength as it could pulled with a jump rope across the classroom.
Formative Assessment: Student working with a partner test the four pencil structures for strength. Structures that are strong should not allow pencils to be pulled away from the structure and should be able to support a significant amount of different size cargo and weight.
Summative Assessment: Travois Design Homework Project
Lesson 6: How to Use a Balance Beam Scale to Measure the Weight of an Object
Karen Peterson, Hellgate Elementary
Summary: Through this lesson students will learn how many grams equal one pound. Student will make predictions about what items in the classroom weight exactly one pound or 453.6 grams. Student will learn that technology has provided us ways to use a balance beam scale to weight items to the exact gram. Students will interpolate whether to move the indicators of the beam scale to right or left according the weight indicated. Students will measure different sized rocks to equal one pound. Students will refer to previous knowledge about levers to determine the technology of the scale.
Lesson Objectives and Montana Science Standards and Benchmarks addressed
This lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) 5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2)
Resources/Materials/Teacher PreparationBalance Beam Scale Collection of rocks or all sizes and weight How to Measure Beam Scales | eHow.com http://www.ehow.com/how_7372784_measure-beam-scales.html#ixzz20WVNGdNuhttp://www.ehow.com/how_7372784_measure-beam-scales.html#ixzz20WVNGdNu
Background InformationBeam scales use a series of balance beams to determine the weight of an object placed on the scale. Depending on the scale's capacity, you might see two or three beams. Use of the beam scale is the same regardless of the number of beams. The idea behind these scales is to find the weight of an object by balancing all of the beams and adding the weights together. These scales are an accurate way of determining weight often found in the doctor's office and in the laboratory.
Procedure
1. Pose a question? Can you identify without a scale something in our class that is about 4563.6 grams and if so how much mass is that and how can you be sure?
2. Students find items from their school supplies or items in the classroom that they think has a mass of 456 grams.Students compare their items with their science partner and determine which of the two are has a greater mass.
3. Teacher demonstrates with the view camera, how to determine mass of any one object or several objects. If the object is greater than 453.6 it is greater than a pound
Instructions to Measure a mass on a Balance Beam Scale1. Move all of the sliders on the beams to the “0” position. 2. Place the object to be measured on the scale’s weghing pan. 3. Move the largest slider on the back beam to the right until it begins to tilt the beam below the arrow indicator on the right of the balance. Slide the slider one spot to the left of this position. 4. Repeat the process with the middle and smallest slider, leaving the previous slider in place until the beam balances and lines up with the arrow on the indicator to the right. indicator.5. Add the numbers from the three beams to find the total weight of the object on the weighing pan.
4. Students review written steps on how to use a sliding scale, and glue them in their science journals.Students write their predictions in their journals.Students record their results.
5. Student play a game to determine the mass of several items.
Formative Assessment: Students successfully can measure item from the classroom.
Summative Assessment: Travois Design Homework Project
Lesson 7: Travois Design Homework Project
Karen Peterson, Hellgate Elementary
Summary: The Journal of Design is an ongoing engineering journal that students have incorporated with their science journals. As students study different time periods they have the opportunity to design, engineer and build a simple machine which are related to the curriculum. The travois is final science project for the Nimi’ipuu Flight for Freedom Curriculum which is integrated Literacy, Social Studies and Science Curriculum. This lesson simply goes over the requirement for the engineering, designing projects which the student will built at home. The criteria for building the travois is very specific and warrants an entire classroom period for brainstorming ideas, reviewing knowledge of levers and simple machines and motivates students to design, engineer and build a travois. Not only does their travois need to be lashed to withstand constant unstable forces, it should successfully carry a load of exactly 140 grams across varied terrains through 8 obstacles which represent the 6 battles of the Nimi’ipuu (Nez Perce) Tribe endured in their attempt to gain land and respect. The final Travois that will be tested in a empty classroom attached to Mindstorm Robotic Horse. The students are encouraged to redesign and rethink their design for success. Since the project is completed at home parents are necessary in the process of providing support and needed feedback.
Lesson Objectives and Montana Science Standards and Benchmarks addressed
This lesson addresses the following unit objectives. Students will:1. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. They will select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations. (Montana Science Content Standard 1, Benchmark 2) They will use data to describe and communicate the results of scientific investigations (Montana Science Content Standard 1, Benchmark 3) They will use models that illustrate simple concepts and compare those models to the actual phenomenon (Montana Science Content Standard 1, Benchmark 4)They will identify how observations of nature form an essential base of knowledge among the Montana American Indians. (Montana Science Content Standard 1, Benchmark 6)2. Through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.They will be able to identify that the position of an object can be described by its location relative to another object, and measured by external forces acting upon it. (Montana Science Content Standard 2, Benchmark 5)5. Through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.Students will describe a scientific or technological innovation that impacts communities, cultures, and societies.( Montana Content Standard 5, Benchmark 2) Identify how the knowledge of science and technology influences the development of the Montana American Indians. (Montana Science Content Standad 5, Benchmark 5)6. Students will Identify testable questions, safely plan and conduct experimental investigations and communicate results. They will recognize that observation is a key inquiry process for Montana American Indians. (Montana Science Content Standard 1, Benchmark 1)
Resources/Materials/Teacher Preparation:Travois Design Homework ProjectLeonardo's Mysterious Machinery Museum of Science website where you have to figure out from a sketch what the machine is used for.
Procedure
1. Pass out the Journal of Design - Travois
2. Go through the Requirements of the Travois Design
3. Go through Expected Travelling Conditions and explain that the terrain is the carpet, with sharp turns.
4. Go through the Design Goals and how you can meet those design goals.
5. Ideas for the design of the travois can be written down.
6. Travois plans can also be written down at home when you find your supplies. Remember to label parts and the material they are made from
7. The Travois Trials are completed when the travois is built and the actual testing of the travois and will be completed in class.
8. After the Travois Trials, students can adjust their travois in any way to meet their their design goals
9. After the Travois Trials are successful students can complete the travois and load stability questions and write their conclusions.
Formative Assessment:Travois Design Homework Project
Summative Assessment:Travois Design Homework Project
Teaching Tips:The students should be encouraged to do as much research and experimental planning on their own as possible. The following is a short list of possible experiments for the teachers to have in the back of their minds while guiding the students. It is not intended for the students to have access to the list directly.
1. Inclined plane-Set up a board at different angles. At each different angle pull an object up the surface with a spring gauge to measure force.
2. Wedge-Test nails of different sharpness. Measure how many blows it takes to pound them in a certain distance, or give them a specific number of similar blows and then measure how far they go into a board. This would bring up issues with repeatability of the hammer blows.-Set two heavy objects with flat sides next to each other. Place different sized wedges in the seam and test to see how much weight is required to separate the objects. They will need to convert the weight applied into a force unit.
3. Screw-Test different types of screws. They should have differently spaced treads. Students will need to mark the screwdriver so that they can measure the number of turns required to insert the screws into the board. They should also be making observations about how the difficulty of turning the screws compare. This is an opportunity to talk about observations and consistency of opinion between different members of the group.
4. Lever (only require them to test one type of lever completely)-Set up a ruler on a wedge or some other fulcrum. Set a weight at one end to be the resistance force. Apply effort force at different distances from the fulcrum. The weight applied will have to be converted to a force unit or the students can set up the experiment so that they can pull down on the lever with spring gauges to measure the force.
5. Wheel and axle-Set up a soda bottle so that two strings hang down. One should be attached to the large part of the bottle, the other to the thin part of the bottle. Attach cups or weights to the strings so that they both rest on the floor. Turn the bottle to raise both strings (one end of the bottle can rest on the table). The weights will have traveled different distances. The students can measure the radii and the distance traveled. They will have to do some research to find the relationship between mechanical advantage and radius ratio.
6.Pulley (Students should have time to look at a simple pulley system that changes direction of force and to test one that gives a mechanical advantage.)-The students can use spools of thread on doweling or actually pulleys to set up the system that they want to test. The system can be hung from doweling or screwed into a board suspended between two tables. Students can measure the length of string and force required to raise objects on the simple pulley system compared to their pulley system that offers a mechanical advantage.Websites that will be available to students with every lesson on the classroom daily planner.
How Stuff Works for Kids Edheads Simple Machines Invention Dimension This site is great when students are inventing things and student awards are available. Investigate and Report on Simple Machines Use this site for students who are absent and need to revisit and review important components of the unit.
Leonardo's Workshop Science Museum and this site show sketching anatomy of machinesSimple Machine Experience Students can do there own experiemnts at homeSimple Machines Construction Site Glossary of terms and students can play games with constructing simple machines.
Simple Machines Investigation on each type of simple machine.Simple Machines Web Quest - electronic questions * use for assessment.
Leonardo's Mysterious Machinery Museum of Science website where you have to figure out from a sketch what the machine is used for.
Gadget Anatomy Museum of Science website where you check the appropriate parts of many gadgets.
Build a Whirligig in a Shoebox Thinking Fountain where Great site when you study motion and construction.
Motion Machines Thinking Fountain brings more things for student to build.
Litearcy Books that relate to simple machinesT
he book, The Littles and the Trash Tinies by John Peterson uses many of the simple machines.
Books that use a lever are Katy and the Big Snow and Mike Mulligan and His Steam Shovel, both by Virginia Lee Burton. Read and discuss the books and use of the lever in each book. Doctor DeSoto by William Steig
Homework - Travois Design RequirementsTravois are to be constructed of reused materials only. Only items that have served some other purpose may be used in the construction of the travois. Pencils will not work as they need to be used to their full potential.Travois model kits or toys are not allowed.No money may be spent on materials for the travois’ construction other than for tape or glue.The travois should be narrow enough to be tested behind a robotic horse with dimensions of 6 – 8 inches wide and 1- 12 inches long. The travois should weight 140 grams or less to be able to be successfully pulled with a mindstorm robot. No toy should be dismantled for the purpose of this project Travois Ideas:Write down and illustrate all the ideas that you have and the material you will use. Label each idea with 1,2,3 or a, b & c. Discuss your ideas with another designer/builder (parents, students, teachers) Record any changes that were discussed. Goals:Weight and strength are important so make sure you test and record your travois.Test 1: What did you change or plan differently? Test 2: What did you change or plan differently? Test 3: What did you change or plan differently? Travois’ Final Plans:Choose the best ideas and draw a diagram of your final travois design. Label all of the parts and tell what material each part is made of.Final Test behind Robot:Did you have to change your design plan? If yes, please explainIf no, you design goals were met. Could you make any adjustment to improve your desgin?