Lesson Plan:

Instruction Plan for a Single Lesson   Name:  Angelique De Mille-Serrette                           School:  St. David’s R.C. Grade Level:  Standard Three                                      Subject:  Science – Simple Machines Date:                                                                            Lesson 15 – Science Fair: Tell About It   The students in this class are in the 9 – 11 year age group.  Some are mature for their age while others are developing rapidly to function with their age group.   It is a class of mixed races and mixed ability (multiple intelligences), which accounts for their varied response to different situations.   The goals for this lesson are: Pupils will: §         Design their own compound machine §         Identify a task that can be performed using their compound machine §         Use materials provided to design a machine to suit their needs. Design a presentation to illustrate their engineering process and their knowledge       of simple machines   Discuss the ways in which the parts of their mechanical device work together   These goals are suitable for this group of students because they: Encourage critical thinking Allow for creativity Emphasize the way in which each pupils conceptualizes their designs Develop their oral and writing skills Allow them to be flexible with their designs Encourage each student to create a device that is their own – thereby developing       their self-esteem and self worth as ‘great engineers’.   These goals supports the district’s curriculum, state frameworks and content standards as this topic on ‘Simple Machines’ is found in the School’s Science syllabus and it follows the sequential processes of activities outlined within the syllabus and even goes beyond the scope of the syllabus to incorporate the goals of the next grade level.  Thus providing pupils with a broader and deeper understanding and appreciation for the topic.   These goals relate to broader curriculum goals in the discipline as a whole and in other disciplines because of its interconnected to other disciplines.  In order to better achieve these goals, the topic has been connected to other disciplines and their respective objectives.     (a) In order to engage pupils in the content of this lesson, pupils are encouraged to participate in all previous lessons as well as encouraged to demonstrate their engineering prowess.              (b) In this lesson, pupils are the ones who are in charge of the show.  They are                   encouraged to: Design their own compound machines (20 – 30mins. depending on how elaborate the designs are) Identify a task that can be performed using their compound machine (10 – 15 mins. given that the design is capable of executing the task) Use materials provided to design a machine to suit their needs (20 mins.) Design a presentation to illustrate their engineering process and their knowledge of simple machines (1 hour) Discuss the ways in which the parts of their mechanical device work together       (5 – 10 mins.)         (c) My role during this lesson is to assemble the resources which I think may be              needed for the successful completion of their mechanical devices, as well as             answer any questions, which may have them confused.  If pupils need             assistance with the wording of their presentations or an additional hand to             assemble their devices: that is what I am there for.   The problems students typically experience in this area are: Pupils do not incorporate all of the six simple machines into their design and then       realize that the structure is missing pieces.  I remind them that they must use all         six simple machines in their design, thereby ensuring that they achieve the set        objectives Pupils may forget to use the simple machine at least twice.   I usually remind them to follow the guidelines listed on the board as well as on their handout. Pupils tend to concentrate so much on building their compound machines, that they usually forget that they need to display at least two compound machines.  I usually remind them to try to stick with their original plan and time frame. Pupils at times try to hand in elaborate presentations, which have no relevance to the simple machines they utilized.  They are told to keep it simple and to the point. Pupils did not conceptualize the capabilities of their device – making them inoperable, thus the presentation is incomplete.  They are told to look at each simple machine by itself and then decide which ones are compatible for the successful completion of their device.   Other instructional materials and resources need for this lesson are: Diagrams of compound machines made from simple machines Examples of presentations, which demonstrate compound machines which pupils,       did not think of. Posters, which show how various, compound machines work.       Assessment of students’ achievement: Students are informed that their presentation must include the following: An introduction An explanation of what your machine does Identification of the simple machines in your design Examples of compound machines in your design Time for your classmates to answer questions.   Questions for Your Presentation:   What simple machines are in your machine? Tell what each simple machine does. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________   What worked?         What did not work?         What were some problems you encountered?         Did you have to change your strategy after you started?         What did you do that finally made your machine work the way you wanted it to?               Student Evaluation Sheet   1. Did the students introduce themselves? Yes   No      2. Did the student explain what they were going to be talking about? Yes   No      Comments:         3. Were all six simple machines displayed? Yes   No       Comments:         4. Did the student have two examples of each simple machine? Yes   No      Comments:         5. Were at least two examples of compound machines displayed? Yes   No      Comments:         6. For the compound machines, were the simple machines used to make each one identified?     Yes   No      Comments:         7. Was the student prepared to answer your questions about their project?      Yes   No        Comments:   ___________________________________________________________________________       The grading system used to grade these presentations took into consideration: Category Maximum  Student Grade KNOWLEDGE    (30)     Content 15   Terms 10   Comprehension  5   EXPRESSION   (30)      Oral 15   Written 10   Display  5   CREATIVITY   (40)     Interesting Approach 20   Creative presentation  12   Initiative 8   Total Score       100   FINAL SCORE  (Total Score divided by 4)         25                             The results of the assessment of this topic are entered into the pupils Record Cards, which displays whether or not they have achieved the standards, set by the curriculum.    Pupils are also given awards for the successful completion of their projects and encouraged to continue the good work in upcoming projects. The results are also entered into my Teaching Record, where I am able to decided whether or not there is need for remediation or if I can go on to a new topic.