Unit Overview: Here is a general overview of our simple machines google unit. These directions were in a google document shared out to my class. My students were given general guidelines. The tasks of the students were to play/figure out google documents, create a google document, conduct research (using provided research sources), collaboratively take notes in their google document (with specific guidelines), and use google presentation to present and share their information. The project will continue with a photo scavenger hunt for simple machines, data collection and entry regarding simple machines found, and designing/creating their own simple machine.
Learner-centered: Students were able to engage in their learning and determine their outcomes throughout the entire process. Students discovered and learned about simple machines as they went. Students played and figured out google documents with very little guidance. Students were able to assist one another during this adventure. Students helped one another name documents, add to documents, insert photos, and spice up their presentations.
Relation to Core Content: The unit integrated with the core content that we are teaching in science, our Force/Motion unit and the research component aligned with the ELA standards. This project serves as a inquiry-based learning activity. Students are teaching one another instead of hearing about the simple machines from the teacher. The unit aligns with the NCSCOS in the following ways:
Science:
COMPETENCY GOAL 4: The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.
Objective 4.07: Determine how people use simple machines to solve problems.
Language Arts:
COMPETENCY GOAL 3: The learner will make connections through the use of oral language, written language, and media and technology.
Objective 3.06: Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g. print and non-print texts, artifacts, people, libraries, databases, computer networks).
Information/Technology:
5.RP.1 Apply a research process as part of collaborative research.
5.RP.1.1 Implement a research process by collaborating effectively with other students.
5.SI.1.1 Use various types of resources to gather information (including print and online media).
5.SI.1.2 Use relevant sources of information for an assigned task.
5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.
5.SI.1.3 Use reliable sources of information.
21st Century Skills: I believe that at first the technology was a stand alone element because students spent time logging in (with lots of guidance) and playing around with google documents while asking lots of questions. The students then moved to the research component of the project. From this point forward the technology really improved upon the alternative of reading a section and taking notes on each of the simple machines. Students were able to collaborate, and find real-world examples of the six simple machines. This collaborative piece should really help students be prepared for the 21st century!
Student Achievement: This lesson has already impacted student achievement. All of my students are able to tell me about the simple machine they researched, give me real-life examples, and give me several other examples of the other 5 simple machines. The project has truly given my students a better understanding of the six simple machines. Even looking into the future at EOG's, students have a deeper understanding of the material and student achievement is predicted to increase based on this project and other projects to come (by me :) ).
Pedagogical Change: The way I teach has drastically changed throughout my time as a Pinnacle leader. I try to integrate technology throughout my curriculum, without making it a stand-alone element. My instructional strategies are student-centered, and project-based as often as possible. My students greatly benefit from these strategies as they are able to apply the activities and problems to real-life situations. Students seem more excited to learn in this environment opposed to the teacher-centered structure.
Reflection: I think giving students LOTS of time to play with google documents/presentation really helped. My students were able to then create some presentations that they are proud of! I am very proud of my students working in teams, collaboratively on these presentations. The students really took ownership of this project and had FUN! This project took much longer than expected. Next time, I will allot more time, and longer slots of time to work on this project. We will continue on with our project, continuing with the photo scavenger hunt. Please check out my blog in the future for more updates on the continuation of this project.
Student Work Samples:
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