UPT


 * Universal Planning Tool**

Simple Machines Rube Goldberg Style
 * Working Title:**


 * Content Standards:**
 * 7.1 - Energy provides the ability to do work and can exist in many forms.
 * 7.1.a. - Work is the process of making objects move through the application of force.
 * 7.1.a. - Work is the process of making objects move through the application of force.

21st Century Skills:
 * InformationLiteracy/InquiryStandards/21st c. Skills:** (from AASL)
 * 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance and social and cultural context.
 * 1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * 1.2.2 - Demonstrate confidence and self-direction by making independent choices in thte selection of resources and information.
 * 1.3.3 - Follow ethical and legal guidelines in gathering and using information.
 * 1.4.2 - Use interaction with and feedback from teachers and peers to guide own inquiry process.
 * 2.1.2 - Organize knowledge so that is is useful.
 * 2.1.5 - Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.2.4 - Demonstrate personal productivity by completing products to express learning.
 * 3.2.3 - Demonstrate teamwork by working productively with others.


 * Purpose:**
 * Identify types of simple machines
 * Identify the forces involved in simple machines
 * Design and create a Rube Goldberg device using simple machines
 * Use online collaborative tool wikispaces to present projects.

How do simple machines work and why do we use them?
 * Essential Question connecting content to purpose:**

Students will work on:
 * Work habits:**
 * Attending to details and accuracy
 * Thinking creatively
 * Managing time and organizing work
 * Working Collaboratively

Students will:
 * Thinking skills:**
 * identify six simple machines
 * describe how they work and the role of force in how each one allows movement of objects
 * identify simple machines that are used everyday
 * apply understanding of simple machines to create their own machine that will perform simple task
 * video their machines in action and post to class wiki


 * Formats of Products and/or Performances:**
 * Chart of six simple machines that includes description, their application of force, a simple drawing and list of everyday use for each.
 * Rube Goldberg type machine that is made of three simple machines and performs a simple task.
 * Worksheet that list the three simple machine components and describes the role each plays in transferring energy.
 * Video posted class wiki.

The class. The world wide web (anyone invited to join the class wiki).
 * Audience:**

Inventor
 * Role of learner in task:**

individual ___﻿__ __small group__ X_ __large group__ _ whole class __
 * Instructional arrangments(s):**


 * Technology or resources suggested:**

Video (see also Video page): Display of Rube Goldberg machine in action: Winners of this year’s Rube Goldberg Machine Contest held in March by a team from Purdue University - it is titled the Time Machine. See what everyday task the machine accomplishes at the end.
 * media type="youtube" key="xdPDn1KUz_A?version=3" height="265" width="497"﻿ ﻿**

Databases:

InfoTrac Junior Edition media type="custom" key="9893467"

InfoTrac Junior Edition (with PowerSearch interface) media type="custom" key="9891001" [|InfoTrac Junior Jing]

Other helpful websites (see also Teacher/Student Resource pages):

[]From the Center for Science and Industry this website provides animateddescription of six simple machines, includes examples and applications.

[] Resource for Science Learning from the Franklin Institute

[] From the Museum of Science this website providesdescriptions of a variety of simple machines and gadgets that use them.

[] Gallery section from the Rube Goldberg website containsdozen of examples of Rube Goldberg’s humorous artwork and drawings of hismachine designs.

Wikispaces: Sample Class Wiki to display videos of student's Rube Goldberg designs in action.

Introduced the unit on energy and simple machines in classroom. Use text books to define simple machines. Introduce Chart assignment. Introduce Rube Goldberg Machine. Show video (Purdue, OK GO, or Honda). Discuss movement and application of force in video/s. Introduce Rube Goldberg design/build assignment. Supervise design and construction. Assessment: Chart completion, Machine- did it fulfill the task/ understanding of each machine's role in the device.
 * Collaborative teaching roles and responsibilities:**
 * Science Teacher:**
 * Science Teacher:**

Instruct student searching on two versions of ICONN's InfoTrac Junior Edition. Provide library resources including ICONN databases, selected websites and books for student research to complete chart. Teach citing resources. For inspiration prior to starting their own design students research Rube Goldberg and samples of his work. Introduce video cameras and wiki. Schedule video camera check out. Teach lesson on how to download video from camera to computer and then onto website (class wiki). Discuss internet safety. Assessment: Research skills, citation skills, use of time in library, ability to upload video.
 * School Media Specialist:**

One week for each component: Week 1: Intro to unit. Research. Filling out chart.(1 - 2 library visits) Week 2: Select & Design Rube Goldberg Machine. Week 3: Build Rube Goldberg machine. Test. Week 4: Finish Tests. Present and video machines. Upload to Wiki.
 * Timeline:**