Go–Go Gadget Simple Machines & The Industrial Revolution
Unit Summary When you think of a machine do you think of a pencil? Not really, but where would we be without it? This unit is designed to develop student understanding of simple machines and the relationship of machinery to change in New York State via the Industrial Revolution.
Curriculum Framing Questions Essential Question: • How does invention change the way we live? Unit Question: • How did machines effect the way people work and live in New York in the late 1800’s? • How did the population of New York change because of the Industrial Revolution? • How do simple machines help do jobs? Content Questions: • When did the Industrial Revolution take place in New York? • What jobs did people do before and after the Industrial Revolution? • What types of industries contributed to the growth of cities in NY? • Name the types of simple machines? • How does each simple machine do work? • What is force, load, & effort?
21st Century Skills Creativity and Innovation • Demonstrating originality and inventiveness in work • Developing, implementing and communicating new ideas to others • Being open and responsive to new and diverse perspectives Initiative and Self-Direction • Monitoring one’s own understanding and learning needs • Defining, prioritizing and completing tasks without direct oversight Productivity and Accountability • Setting and meeting high standards and goals for delivering quality work on time • Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable) Leadership and Responsibility • Using interpersonal and problem-solving skills to influence and guide others toward a goal • Leveraging strengths of others to accomplish a common goal • Acting responsibly with the interests of the larger community in mind
Gauging Student Needs AssessmentMachines organizer.doc • Purpose of the Assessment • To gather information about what students already know and how they categorize machines. • What I want to learn from my students? • I want to find out how they view and determine if an object is a machine and how they view it’s importance. • How I have tried to promote higher-order thinking? • I ask students to prioritize the most important machines and explain how they made their choices. • How the assessment information helps me and my students plan for upcoming activities in the unit? • If students cannot identify complex machines and simple machines, we will review the definitions and use manipulatives to demonstrate the relationships.
Goals for the project • Have students compare and categorize machines and their effect on work. • Have students classify the basic types of simple machines • Have students assemble a new machine & predict the changes that will be caused by new inventions.
Goals for students • To identify simple machines as the building blocks of many inventions. • To design & construct a new machine and argue how it can effect change. • To develop an understanding of innovation through creative thinking.
Assessment LinksVisual Ranking site (for use with worksheet) http://educate.intel.com/workspace/teacher/projectlisting.aspx?LID=en&tid=vr..\Machines organizer.docProject Checklist: ..\assessment ideas\Project checklist.docxReflection checklist: ..\machine project reflection checklist.docFinal Assessment Rubric: