Fourth grade students have a wonderful science unit on simple machines. They learn what defines each of the simple machines (inclined plain, screw, wedge, lever, pulley and the wheel and axle). They are also introduced to and find additional examples of each of the simple machines. They then go on to use hands on models and experiment to gain a better understanding of how the simple machines truly make work easier.
There is one question that is posed at the end of this unit, and it is usually just a very brief discussion. The question that is presented is: what would life be like without one of the simple machines?
My proposal is for a culminating activity at the end of the unit to put a little more focus on that great question. This activity would require students to delve into the question a little further and create a visual with a group of students that incorporates what they have learned about one of the simple machines (of their choice) and a creative description with visuals of what life would be like without that simple machine. They would have a choice between MS Photo Story, MS PowerPoint, the brochure template in MS Publisher, or a website created in Web Blender as a tool to create their final product. They can also use additional resources to help them in creating this final project. These resources could include a digital camera, the internet, Pixie, Inspiration or a scanner. Students would work in groups of four and include the following in this assignment:
- Name and description of the one simple machine they have chosen.
- Examples of how we use that simple machine in our daily life including images.
- Images and a creative description of what life would be like today without that one simple machine.
2 responses so far ↓
1
gadgetwoman
// Nov 4, 2007 at 6:43 pm
Love the question—what WOULD life be like without a lever—or an inclined plane? This is probably one of the best rubrics I’ve seen for this class. It’s written in a language that students would understand and does not rely on any 1 type of technology. The images category surprised me because it requires hand-drawn images to get more point. Why doesn’t a photo taken at an unusual angle count? My only final question for you would be—can you do this project without technology and get the same result? (but that’s not a question related to the rubric).
2
cemohn
// Nov 27, 2007 at 1:09 pm
I’m so glad you liked it! I was just getting ready to go in and change it until I read your response. I felt like it wasn’t professional enough, but I the angle I took would be good for the students, so I will leave it as is. My thought for the drawn image and the photograph was based around the fact that the camera use I have seen so far in my school, hasn’t been great and although I am trying to stear it in a different direction, most of the photography or at least all of the downloading is done by the teacher. I have yet to see any student photos turn out that weren’t blury, or needed a lot of work doen to them because they were too dark. As we work towards better use of our couple of cameras, I could definitely see a student taken photograph counting for as much as the hand drawn picture.
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