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Although elementary school students may have learned to identify tools / utensils in earlier grades, most are developmentally ready to delve into deeper concepts of simple machines and their functions / jobs.

Just as students can more clearly understand the English language by studying a foreign language, science students can better understand simple machines by studying their functions / jobs by creating a new one.

Students who construct a depth of understanding of simple machines through exploration will be more fully equipped to expand their scientific thinking into the realm of diversity.

We have chosen to use the term "mission" rather than "task", because we think it will more successfully link new ideas to prior knowledge of elementary school students.

In order to prepare your students for involvement in this WebQuest, you may want to spend class time in advance reviewing and exploring simple machines by engaging them in the activities provided through the internet links.

You are also welcome to broaden your knowledge of simple machines and their functions / jobs by reading from some selected background information links.

Search the Web Quest database for more science Web Quests

If you use this Web Quest with your class, we would love to have your feedback and suggestions

Please contact us at smilinsue@optonline.net or kkcuneo@hotmail.com

Goals & Objectives

I. Goals

This Simple Machines WebQuest is designed to allow 5th grade science students the opportunity to research and apply skills in the following areas. (NOTE - RED COLOR designates specific examples in this Web Quest.)

II. Objectives / Expected Outcomes

Upon completion of this Simple Machines Web Quest students will be able to:

analyze simple machines information for unique characteristics
apply relevant aspects to a Rube Goldberg Design using Simple Machines
brainstorm about which of the simple machines the students want to use to build their invention
bring further understanding to long term storage
build concensus about how their simple machine will look
collect information relevant to simple machines
collectively design a simple machine based on individual research
create an illustration of a simple machine
evaluate information on Rube Goldberg
prepare an oral (defense) of the simple machines used in your design
research content on provided links
support reasons for choosing systems for a given environment to other group members
synthesize simple machines based on this data
work in a cooperative group setting

Core Curriculum Standards

The standards were selected from the New Jersey Department of Education's Standards list.

I. Science Standards Addressed

5.1 Scientific Processes

All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

Descriptive Statement

Students best learn science by doing science
Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live
This standard addresses those skills that are used by scientists as they discover and explain the physical universe-skills that are an essential and ongoing part of learning science

4A. Habits Of Mind (end of gr. 4)

1. Raise questions about the world around them and be willing to seek answers through making careful observations and experimentation

2. Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later

3. Recognize that when a science investigation is replicated, very similar results are expected

4. Know that when solving a problem it is important to plan and get ideas and help from other people

8A. Habits Of Mind (end of gr.8)

1. Evaluate the strengths and weaknesses of data, claims, and arguments

2. Communicate experimental findings to others

3. Recognize that the results of scientific investigations are seldom exactly the same and that replication is often necessary

4. Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists.

4B Inquiry And Problem Solving (end of gr.4)

1. Develop strategies and skills for information-gathering and problem-solving, using appropriate tools and technologies

2. Identify the evidence used in an explanation

8B. Inquiry And Problem-Solving (end of gr.8)

1. Identify questions and make predictions that can be addressed by conducting investigation

2. Design and conduct investigations incorporating the use of control

3. Collect, organize, and interpret the data that results from experiments

4C. Safety (end of gr. 4)

1. Recognize that conducting science activities requires an awareness of potential hazards and the need for safe practices

2. Understand and practice safety procedures for conducting science investigations

8C. Safety (end of gr.8)

1. Know when and how to use appropriate safety equipment with all classroom materials

2. Understand and practice safety procedures for conducting science investigations

Standard 5.2 (Science And Society)

All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology

Descriptive Statement

Science is a human endeavor involving successes and failures, trials and tribulations
Students should know that great numbers of people from many cultures have contributed to our understanding of science and that science has a rich and fascinating history
This standard encourages students to learn about the people and events that shaped or revolutionized important scientific theories and concepts

5.2 Cultural Contributions

4A Cultural Contributions

8A Cultural Contributions

1. Recognize that scientific theories

develop over time
depend on the contributions of many people,
reflect the social and political climate of their time

2. know that scientists are men and women of many cultures who often work together to solve scientific and technological problems

Taxonomies

A. Definition

ordered categories that classify information by levels of complexity

B. Bloom's Taxonomy Of The Cognitive Domain

1. Cognitive Domain Involves The Thinking And Application Of Knowledge

2. Bloom's Taxonomy Identifies Six Levels Of Human Thought Based On Difficulty And Complexity

clearly different mental operations

a. Difficulty

activities (drill / gathering / organizing of added data / repetition)
increases the effort and output
not the level of thinking

b. Complexity

activities (choosing among options & defending them / comparing & contrasting ideas / determining the reality of the data / evaluating what the data means / isolating the most important idea / modifying data / shaping what comes next)
changes the way one mentally processes the task
levels increase from 1 > 2 > 3 > 4 > 5 > 6

3. Bloom's Taxonomy On Convergent Vs Divergent Thinking

a. Convergent (Remember / Understand / Apply)

apply them
based on knowledge
information / skills
learn / understand

b. Divergent (Analyze / Evaluate / Create)

discoveries / insights
not part of the original information
think outside the box

4. Pairing Levels Of Bloom's Taxonomy

a. Remember / Understand

acquire / comprehend information

b. Apply / Analyze

change / transform information through deduction / inference

c. Evaluate / Create

critique
design by imagination
generate new information by appraisal

C. The Affective Taxonomy

attitudes
behaviors
beliefs / values
emotional
incorporates feelings
inner growth
motivation in learning
objectives
personal interests (likes / dislikes)

Convergent Thinking

Remember / Knowledge

action / verb
arrange
choose
cite
collect
define 6 simple machines on a definition chart
describe (brainstorming web / concept mapping / simple machines web / webbing)
examine the various examples of 4 simple machines
find information on simple machines
identify the beneficial (systems for new planet's environment)
knowledge of dates, events, major ideas, and places
label
learn
list the levels of complexity between the various simple machines
locate 6 simple machines
mastery of subject matter
match 10 simple machines on diagram chart
name 6 simple machines
observation of information
quote
recall information on simple machines
recite
remember a fact, idea, or phenomenon in somewhat the same form in which they were learned
repeat
say
sequence of events over time / steps in a procedure or process (domino effect / branching or linear flow chart / linear string / personal lifeline / Rube Goldberg / timeline)
show
specifics
spell
sort 6 simple machines by physical characteristics
spell the word (...)
tabulate
tell the formula for the area of your Rube Goldberg Machine
underline
way or means of dealing with specifics
when
where
who
write

Understand / Comprehension

account for
action / verb
associate
communicate / translate knowledge into new context
compare - a simple machine is... (concept mapping / double cell diagram / matrix / simile / venn / webbing)
comprehension
contrast a simple machine is... (concept mapping / double cell diagram / matrix / simile / venn / webbing)
convert material from one form to another
convey
describe
differentiate
discuss
distinguish
estimate
expand
explain reasons for each choice in design
explain simple machines to group members
explain the meaning of simple machines (simple machines definition chart)
explain reasons for each choice design
extrapolation
extend
grasp the meaning
group
infer causes (building inferences / inductive tower)
interpret / interpretation of facts
judge which simple machines are best for the environment needed in your design
offer three ways life in prison would change if you successfully get your secret message to the FBI
order
outline
predict consequences
propose
recognize
relate their choice in their oral defense
restate
retell
reword the TEAM ROLES to develop a new plan
see relationships among things (concept mapping / system of labeled relationships among concepts and examples)
students find SENSE - they get it!
summarize
transform
understand information

Apply / Application

action / verb
adopt
apply concepts, methods, theories in new situations with a minimum of direction
calculate
capitalize on
change
classify (desktop folder system / flow top / hierarchy diagram / research cycle cluster diagram / webbing)
complete
decode
demonstrate
design an illustration of engineered simple machines
develop a defense for your choices
discover
examine
exercise
find solutions to problems using required skills or knowledge previously learned
identify facts to support your choices
illustrate
making use of simple machines, how can you stay afloat for several hours?
manipulate
modify
put in action
put to use
relate
show
solve
use knowledge in a new situation
using everyday objects remove the obstacle of getting your secret message out
utilize

Divergent Thinking

Analyze / Analysis

action / verb.
analyze
arrange
audit
break things down into component parts
canvas
check
classify
closure
compare / contrast some simple machines
connect
contrast
dissect
distinguish the necessary characteristics of simple machines
divide
elements
explain
identify and organize component parts
infer what the benefits of each chosen design will be for the simple machine (inductive tower)
inspect a simple machine for poor workmanship
look into
meta-cognition / aware of ones own thought processes
order
process
recognize hidden meanings
relationships
scrutinize
search the WEB to uncover as many principles of simple machines as possible
see patterns
select
separate
simplify
survey
take apart a simple machine
test for
uncover the characteristics of a simple machine

Evaluate / Evaluation

arbitrate
assess value of theories
award a contract to the best proposal
classify
compare between ideas
conclude
convince
decide which simple machine would best fill a position
defend group's choices in oral presentation
determine
discriminate between ideas
evaluate individual simple machines for appropriate design in the environment
explain
external criteria
Influence other group members when presenting your choices (inductive tower)
internal
judge
Justify choices in oral presentation
make choices based on reasoned argument
measure
presentations based on reasoned argument
presentations based on standards
prioritize
rank the principles of "good sportsmanship" in order of importance to you
rate
recognize subjectivity
recommend
referee
reject
rule on
standards
support
test
verify value of evidence based on specific criteria
weigh

Create / Synthesis

build (inductive tower)
combine elements of dance, drama, and music into a stage presentation
communicate
Compile research on a variety of simple machines
compose
Construct a Rube Goldberg Machine from all of the selected simple machines
create
create a new opening line (HOOK!) for your presentation to the prisoners
design
develop a plan
develop a way to teach the concept of simple machines
draw conclusions
formulate
generalize from data / given facts (inductive tower)
hypothesize
imagine
integrate
invent
modify existing simple machines to develop a new design
originate
plan
predict
prepare
put parts together to form a new / original plan - AHA EXPERIENCE!
rearrange
rewrite
substitute
thinks creatively
use old ideas to create new ones
what if?

Learning Styles

I. Gregorc

A. Concrete Sequential

data gathering (simple machine characteristics)
individual responsibility (job descriptions / team roles)
measurable results (group rubric / individual rubric)
task-oriented (individual requirements)

B. Abstract Sequential

analysis / evaluation (defense of choices)
inference / speculation (application of ideas)
reporting (defense of choices)
research (simple machines)

C. Concrete Random

exploration (decision-making / research)
invention (design of simple machine)
investigation (research of simple machines)
problem-Solving (completion of task)

D. Abstract Random

artistic (diagram)
communication (defense of choices)
group work (nature of task)
presentation (oral defense of simple machine design)

Modes Of Learning

Multiple Intelligences

I. Howard Gardner

A. S-M-I-L-I-N' B-E-L'

S Spatial / Visual Intelligence (image manipulation in simple machine design)
M Musical Intelligence
I Intrapersonal Intelligence (individual expression of choices / ideas)
L Linguistic / Verbal Intelligence (defending choices / recording facts on worksheets)
I Interpersonal Intelligence (cooperative learning groups / supporting choices)
N Naturalist (analysis of simple machines)
B Body / Kinesthetic Intelligence (use of computer)
E
L Logical / Mathematical Intelligence (scientific reasoning)

Past Experiences

Sense and Meaning

The students have recently studied astronomy and characteristics of planets

They have also studied the classification system of organisms

The students understand that their are specific functions / jobs of simple machines

It makes SENSE to 5th graders that simple machines, as well as, organisms and planets, all need specific grouping of similar characteristics to allow the best suited machine to be used by the appropriate organism in the learning environment

I. Learning

The brain, nervous system, and environment works within the information processing model to store information and skills in long-term memory

B. Influences Include

1 Learning Styles

2. Modes Of Learning

3. Multiple Intelligences

4. Past Experiences

II. Retention

a conscious act of building networks of concepts that have sense and meaning
identify / retrieve networks of concepts accurately
pass new learning from working memory into long-term storage
where it is preserved in a way to identify / locate / retrieve the information accurately
working memory uses a sensory cue that it encodes with the materials and files in a network of similar items

B. Retention During A Learning Episode

1. Primacy - Recency Effect

2. Longer The Class Session / Less Primetime / More Downtime

a. 20 minutes / 18 minutes / 2 minutes

b. 40 minutes / 30 minutes / 10 minutes

c. 80 minutes / 50 minutes / 30 minutes

3. Consider Not Teaching 2 Similar Skills At The Same Time

C. Help Students Find Sense

1. Rehearsal

a. Rote

remembering exactly
chunking
learned skill
set of data equivalent to 1 item
working memory handles more data at any given time

b. Elaborate

more reliable associations
more senses

2. Repeated Rehearsal

use it or lose it!

a. Guided Practice

impart limited information
provide feedback
use step-by-step modeling

b. Independent Practice

c. Sustain Practice Over Time

keep it going!

D. Help Students Find Meaning

Elementary school students are innately curious about space and creative interests
This project combines curiosity of the unknown and implements it into the physical science unit
The simple machines being researched are familiar to the students and may provide insight into their functions / jobs
The research allows students to understand how simple machines work and why they function and work as they do
The project allows students to apply learned concepts in a creative way
It is meaningful to the 5th graders that they get to defend their choices artistically as well as in verbal defense
Although the project is fact based and applications must be supported with valid reasoning, the opportunity is provided to be imaginative and creative at the same time

1. Not Inherent In Context

incorporate contextual clues
visual clues

2. Gear Your Questions To ALL Learning Styles

give everyone the same chance
implore a reasonable wait time between questions as some students take longer to process the information requested.
these students may need additional time to sort the data

3. Use A "Hook" To Excite Your Students

provide interesting scenarios

4. Use Think-Pair-Share

meaning results
past learning moves from long-term storage into working memory
interacts with new information
student centered connections

a. Make Personal Associations

how and when do I use the information

b. Down Time Activities

c. Closure

III. Retrieval

A. Methods

1. Recognition

matches an outside stimuli to stored information (recognize pictures and terms/simple machines diagrams)

2. Recall

cues and hints sent to long-term storage
consolidates it
gives clear simple directions
moves it back into working memory
searches and retrieves information from varied sites
similar to WEB search

B. Factors Effecting Retrieval

1. Adequacy Of Cues (... Vs ...)

2. Associations

recalling one piece of information
triggers recall of another
use in lieu of definitions
usually learned together

3. Context Itself

a. Based On Critical Attributes Taught When The Material Was Originally Introduced

these attributes are characteristics of data that make one idea unique from another

b. Good Questions

use wait time between questions

c. Sensory Cue Is Encoded With Material

d. Where And How It Is Stored

use relevant name when saving files / otherwise it takes too long to find

IV. Transfer

ability to learn in one situation
more frequently brought on by the environment (senses), then by a conscious act by the learner
process of finding the commonality in diversity
use what one learns in another situation

B. Types Of Transfer

1. Positive

when past learning helps with new learning

2. Negative

when past learning interferes with new learning

C. Elements Of The Process

1. Effect That Past Learning Has On New Learning

a. New Learning

moves from immediate memory to working memory

b. Long-Term Storage Areas Are Simulated

additional rehearsal for that information
aids in assigning meaning to new information
connection to learner's self-concept
defined in information processing model
degree of meaning to a new learning
depends on connections made to information in long-term storage
often context dependent
provide positive or negative feelings?
recycles it to working memory
where they search for past learning and associations

2. Degree Of Usefulness To The Learner In The Future

a. Immediate Memory

new learning

b. Long-Term Storage

assign meaning to new learning
past learning retrieval

c. Working Memory

d. Combined Learning For Future

purpose for learning

D. Promoting and Enhancing Transfer

1. Journal Writing

closure
how we question

a. Making Sense

what did we learn today about the ...?

b. Finding Meaning

how can I use this in the future?

c. Chunking New Learning Into An Existing Network

how does this connect or relate to what we already know about the ...?
making associations
positive transfer

2. Using Metaphors

expand the brain's ability to retain information
make associations
new connections form between neurons
new insights encoded
similar to ... a tree growing new branches
what we remember becomes another set of branches from which we keep learning and retaining

3. Bridging

transfer past learning to present

a. Analogies

shows similarities and differences
solving problems by investigating advantages and disadvantages

b. Brainstorming

apply learning from past to another situation in the present

c. Meta-Cognition

how did I get from point a to point z?
personal rationale for selecting choices when evaluating
self-awareness of the thinking process

d. Today's Learning Is Tomorrow's Transfer!

References

I. Offline

A. Books / Textbooks

B. Materials

Your students will need

biographies
contacts with experts
graphic organizers
group assignments
hands on activities
internet access
introductory activities
K W L chart
lesson plans and ideas
Microsoft Office Software
markers
paper
poster board
project descriptions
projector or TV screen connected to a computer
reference materials
searchable databases
simple machines (inclined plane / lever / pulley / screw / wedge / wheel and axle)
student written material
thinking activities

C. Worksheets

simple machines diagram
simple machines definitions

II. Online

A. Web

1. Student Activities

activities
background information
graphic organizers
introductory activities
lessons
projects
research

2. List Of Activities

(inclined plane / levers / pulley / screw / wedge / wheel and axle)

be inventive! a lesson plan
Bill Nye the science guy: simple machines
demonstration on the action of a screw
elements of simple machines
glossary of simple machine related terms
history of important machines
how gears work
how things work
index of lessons on various types of simple machines
internet lab: simple machines
inventors workshop
lesson plans and web site lists: simple machines
levers - a students project
look, learn and do
machines that use levers
moving along with simple machines
operating simple machines
read a book about an adventure with a machine
simple machines: classroom activities
simple machines (2 lessons) Christine Mc Crystal. U C Irvine Farm School. Irvine, CA USA
what can levers do?
work and machines

The Graphic Organizer http://www.graphic.org

3. Student Guides - Process Guides

It is important that we instruct students on the subject matter assignment and the processes that allow them to be more efficient

brainstorming
building consensus
evaluating web page content
interviewing techniques
persuasive argument
time management
using primary source documents
viewing a photograph

(1999, July 7) McDowell, Dan. Process Guides - Student Guides. p. 1-2 . Triton and Patterns Projects. San Diego Unified School District.

3. Additional links were listed on the following activity pages

background information
introductory activities
mission roles
simple machines definition chart
simple machines diagram
simple machines self assessment
team roles

B. Web Links For Students

CLICK HERE FOR REFERENCE PAGE

Teacher Resources

be inventive! a lesson plan
index of lessons on various types of simple machines
internet lab - simple machines
lesson plans and web site lists - simple machines
moving along with simple machines
operating simple machines
simple machines - 2 lessons - Christine Mc Crystal. U C Irvine Farm School. Irvine, CA USA
simple machines - classroom activities
work and machines

C. Web Links For Teachers

(2005, August 5) Cheek, Jerrie S. Educational Technology Center - K S U. Kennesaw, GA 30144 http://edtech.kennesaw.edu/web/simmach.html

(2003, January) Cornish, Jim. Simple Machines - Gander Academy - 5th Grade Teacher. Gander, Newfoundland, Canada http://www.stemnet.nf.ca/CITE/machinessimple.htm frontpage?

(1999, August 15) Halvorson, Karen. Rube Goldberg. Physics - High School Students. www.rubegoldberg.com

D. Web Links Reviewed

(2005, November 30) Butler, Theresa and Howell. Design Animal. Life Science - 7th grade http://mset.rst2.edu/portfolios/h/howell_k/brains/Webquest/index.htm

Gabbard, Alice. Creative Encounter Of The Numerical Kind. Math - Middle School Students. http://studenthome.nku.edu/~webquest/gabbard/index.htm

(2000, December 15) Goonan, Jennifer; Armstrong, Valerie; Reilly, Tim. The Quest For The Perfect Element. - 6th Grade Students. http://192.107.108.56/portfolios/g/goonan_j/webquest/

http://www.lausd.k12.ca.us/lausd/resources/webquest/navbar.html

Pedagogy Resources

(2006, October 27) (How People Learn) http://www.nap.edu/html/howpeople1/

Standards

(2006, October 27) (I S T E National Educational Technology Standards) http://cnets.iste.org/

(2006, October 27) (National Science Education Standards) http://www.nap.edu/html/nses/html/

(2006, October 27) (State Of New Jersey - Curriculum Standards) http://www.state.nj.us/njded/cccs/

Web Quest

(2006, October 27) (Webquest About Webquests Elementary) http://webquest.sdsu.edu/webquestwebquest-es.html

Web Quest Resources / Development

(2006, October 27) (Ramapo College Masters In Educational Technology - Brains Web Resources) http://www.rst2.edu/masters/

(2006, October 27) (FTP How To - Windows) http://www.rst2.edu/masters/sget631brains/weblinks.htm

(2005, June 22) Dodge, Dr. Bernie. Four NETS For Better Searching. p. 1-7

(2006, December 23) Dodge, Dr. Bernie. Specialized Search Engines And Directories. p.1-3

(1998, July 18) Dodge, Dr. Bernie. Taxonomy Of Information Patterns.

Gardner, Howard. http://www.ed.psu.edu/insys/ESD/gardner/MItheory.html (click cancel)

Web Quests Links. p. 1-3 http://webquest.sdsu.edu/searching/fournets.htm

CLICK HERE TO GO TO CREDITS PAGE

Author - Susan F. Smith Valentine and Katherine Herring Cuneo ________________________________________________________________________________________________________________________________________