Name: Ella Ousley
Date: May 18, 2014
ECH 335

Title:
Let Build a Machine!!

Overview/Annotation:
Students will learn about the six types of simple machines. They will define , use and build their own simple machine with the required materials.
Content Standard(s):
SC(2) 4. Describe observable effects of forces, including buoyancy, gravity, and magnetism.
SC(3) 4. Define force and motion.
SC(3) 5. Identify the relationship of simple machines to compound machines.
TC2(K-2) 4. Identify safe use of technology systems and applications.
TC2(K-2) 7. Use digital tools to access and retrieve information. Primary Learning Objective(s):
Students will identify the six types of simple machines. Students will use the Internet to explore simple machines and the way thery are used and created. Students will construct each type of simple machine using given materials. Students will identify simple machines throughout the school, home and everyday life.
Approximate Duration of the Lesson: 50 minutes once a week until machines are completed
Materials and Equipment:
Wooden rulers, objects to lift, tape, can, 2 boards of different lengths, string, rubber bands, heavy book, 2 matchbox cars, paper square, pencil, dull scissors, sharp scissors, tabletop, sewing spool, handouts (see attached)

Technology Resources Needed:
Computers with Internet access

Background/Preparation:
Students will be introduced to the different types of machinery. They will see visuals of these simple machines being made. Resources and materials will be prepared upon start of the building process and students will be guided throughout.

Procedures/Activities:
1.)Begin the lesson by discussing the attached handout with the class:
a) Explain the six kinds of simple machines: lever, inclined plane, wedge, screw, pulley, wheel and axle.
b) Discuss ways that these machines make work easier.
c) Discuss pictures of each type of machine.
(Simple Machines)
Colorful animated examples of six types of simple machines.
d) Students will watch appropriate videos of simple machines being built

2.)Give students a copy of the Simple Machine Field Trip handout (see attached). Take students to explore room(s) in the school in order to identify each type of machine. Back in the classroom, discuss observations.

3.)Let students visit the site below to explore many types of simple machines.
(Ed Head)
Ed allows students to tour a typical home and visit various rooms to look for simple machines.

4.)Group students into small groups of 4 or 5. Have students rotate among 6 stations and record observations on attached handout. (Use the attached Simple Machine Station Guide to set up the stations and for student instructions.)

5.)After the stations have been completed, each group will choose one of the simple machines to present in front of the class. They should be prepared to discuss their observations/conclusions and reflections about the lesson with the class.

6.)Then have students create a compound machine using 2 or more simple machines. Ask students to share machines with the class once they are complete (see attached Inventor's Workshop handout).
Assessment Strategies:
The teacher will assess student responses from each station to check for understanding. The teacher will assess the compound machines to see if they function properly and if they help make work easier. Children will examine each simple machine made and infer changes that would help the machine’s function more useful.

Extension:
Have students search for simple machines at home and in the environment. Write a report about their findings and present it to the class. Students could also use drawings of compound machines to create a working model. Students may conduct some of the experiments found at Marvelous Machines.

Remediation:
Children will be randomly verbally quizzed on the simple machines, their parts, and functionality.
Original lesson plan link: http://alex.state.al.us/lesson_view.php?id=15925

Title: Are plants living things!!
Overview/Annotation:
In this lesson, students will incorporate reading and writing concepts to learn the parts of a plant. Several different technology resources will be incorporated to aid in the learning process. Visual aids and hands on experiences will be used to gain information.
Content Standard(s):
SC(2) 5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers.
TC2(K-2) 2. Identify applications and operations of various technology systems.
TC2(K-2) 7. Use digital tools to access and retrieve information.
Primary Learning Objective(s): Students will use a variety of multi-media resources to study and become familiar with the parts of plant. Students will create a story about plants using vocabulary learned in study of plants.
Additional Learning Objective(s): Students will use the computer and Internet, independently and with a partner. Students will use a word processing program to write/publish a story about plants.
Approximate Duration of the Lesson: 50 minutes
Materials and Equipment:
Mr. Hobson's Garden (found in McGraw-Hill's level reader resource kit), McGraw-Hill's Science Explore Video, transparency showing the parts of a plant, writing paper, crayons, drawing paper, overhead projector, television and VCR
Technology Resources Needed:
Computer with Internet access, word processing software, flash drive
Background/Preparation:
Students would have been introduced to plants. Students would already be aware that plants are living things. Students will be allowed to draw and analyze living plants in the play area. Teacher will then point out important aspects of the plant and tell its importance.
Procedures/Activities:

1.)Read the book, Mr. Hobson's Garden, to the class. Have students predict and preview the book as it is read. Ask the students questions like, "What is a garden?", "What types of things grow in a garden?", or "Do any of you have a garden?"

2.)Students will watch a Science Explore activity video. Teacher will direct a discussion of explicit questions about what the students saw in the video. Each student will use drawing paper, pencils and crayons to draw a plant that he/she liked from the video.

3.)Teacher uses the overhead projector to display a plant parts transparency. Teacher points to each part on the transparency and the students name the parts together.

4.)Students will use the computer and Internet. Students will go to Enchanted Learning web site listed below. After finding a plant picture that he/she likes, have the student print one copy for himself/herself.
(Enchanted Learning)
Includes early reader books about plants, printable worksheets and drawings, quizzes, and coloring pages.

5.)Students will write a story about plants, including the new plant vocabulary in the story. Students will work with a partner to check their papers using the writing steps. Then students will go to the computer and type the story using word processing software. Once the story is complete, the student will save it on a floppy disk and print a copy.

Assessment Strategies:
Teacher will informally assess students by observing during discussion and participation in activities. Students' stories could be used as a more formal assessment.
Extension:
This lesson could be extended by the use of additional books, watching other videos, or doing more in-depth research using the Internet. This will allot time for any confusion to be cleared. Mistakes and misunderstandings will be corrected. Teacher will also allow time for questioning.
Remediation:
Students who need additional help will be assisted by the teacher or a peer tutor during activity time. To help with understanding, students will be granted permission to assist each other.
Original lesson plan link: http://alex.state.al.us/lesson_view.php?id=6621

Title:
Who is the Greatest?

Overview/Annotation:
Students will gain more conceptual understanding of comparing three digit numbers. They will build numbers using base ten blocks and a hundreds chart and work with a partner to decide which number is greater. They will be making decisions about which place value to put the digits in to construct the greatest number using visual aids and props.
Content Standard(s):
MA2013(2) 5. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: [2-NBT1]
MA2013(2) 8. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2-NBT4]
Local/National Standards:
Primary Learning Objective(s):
Students will construct 3 digit numbers to make the greatest number by deciding what place value to assign each digit. Students will then compare two numbers to decide which number is greater. Students will use the correct symbol to show greater than, less than, or equal to. They will use the number line as visual to see both positive and negative numbers.

Additional Learning Objective(s):
Approximate Duration of the Lesson: 50 Minutes
Materials and Equipment: sets of digit cards (attached) OR a set of playing cards per pair, base ten blocks (optional), recording sheet (attached), place value chart (attached)

Technology Resources Needed:
Interactive whiteboard with virtual base ten blocks may be used
Background/Preparation:
Students should have knowledge of three digit numbers and place value. Students should be familiar with a place value chart and comparing numbers. This is an activity that could accompany a lesson on place value or comparing numbers. Charts and visual aids should be used to accommodate all the children.

Make sure links to digit cards and base ten blocks will open on your computer if you choose to use them.

Procedures/Activities:
Engagement/Motivation: Ask students would they rather have $245 or $175. Explain to a partner why you chose your answer. Let students share their answers or what they discussed with their partner. Discuss the importance of being able to compare numbers. Have students think about times when they would need to compare numbers or quantities.

Review greater than >, less than <, and =. Show several examples and have students decide which symbol to place between the numbers.

Activity:

1. Place students in pairs and give each pair a place value chart (attached), digit cards from http://www.mathwire.com/templates/digitcards.pdf or use a set of playing cards (remove face cards and 10's and use aces as 1's), and base ten blocks (optional). Virtual base ten blocks can be found at http://nlvm.usu.edu/en/nav/grade_g_2.html.

2. Explain to students that the object of the game is to have the greatest 3 digit number.

3. Model playing the game with a student. Each player will draw 3 cards. The cards need to be arranged so that they make the greatest number possible. Do not let your partner see what you are doing. Students can build the number with the base ten blocks if they need a visual.

4. Students will then compare their numbers. The student with the greatest number will say "I am the greatest." That student will get a point. The student with the most points at the end of the playing time wins the game. They will use the recording sheet (attached) to keep track of points and to write comparisons using the symbols <,>, =.

5. After the game, ask the following questions: What strategy did you use when making your 3 digit number? Why did you use that strategy? Did anyone think about it a different way?

Placevaluechart.docx
Assessment Strategies:
Write your name on an index card and do the following:
Make the greatest three digit number with the following digits: 4, 7, 6.
Then, make the smallest three digit number using those same digits.

Write the following and fill in the missing symbol:

465 ____ 556 326_____236 234_____234

Extension:
Have students play the game again making 4 digit numbers.
Remediation:
For students who are struggling with comparing numbers, have them build 2 digit numbers with base ten blocks on a place value chart. As they start to grasp the concept, move back up to 3 digit numbers.
Original lesson plan link: http://alex.state.al.us/lesson_view.php?id=33125